This thesis explores how Participatory Design (PD) and Cultural Historical Activity Theory (CHAT) can be combined and used as a theoretical framework and methodology in a professional development activity for teachers. A shift in the way we view teachers, from implementors to designers who actively construct, invent, and develop the practice of schooling also calls for changes in teacher education and professional development activities. The study presented here explores teachers' work and learning during a professional development activity conducted as a participatory design project between two K-12 schools in Sweden and the USA, using media production to create an international collaboration on Ocean Literacy. The work draws on central notions and practices based on the Scandinavian School of Participatory Design and the Change Laboratory methodology (CL) based on the theoretical framework of expansive learning. The thesis is comprised of three articles answering research questions about what challenges and strategies develop in a design process as a situated professional development approach and how we can understand learning as part of and expanding beyond a design process using activity theoretical tools.The first article presents a description of challenges and strategies developed by teachers in the first iteration of the design process and the results of using an activity theoretical model for collaborative analysis of the process. The second article analyses a CL intervention in the second iteration of the design process, adopted after the results of the first iteration. The analytical focus here was placed on empirical manifestations of the epistemological principles of the theoretical framework of expansive learning. The third article explores the occurrences and cyclicity of the learning actions postulated by the theoretical framework in the same intervention through a detailed analysis of the participants' discourse in the process. The thesis comes to a conclusion with a tentative formulation of design principles based on findings from the studies.

The results point to how innovative educational design can have consequences for teachers' work with conflicting needs, tensions, and contradictions at the systemic level of the activity. PD processes in educational settings require toolsand concepts to capture this complexity and create sustainable solutions. In this study, activity theoretical models served as a collaborative tool for teachers to analyse and change their practice and to describe and explain work integrated learning in the design process. The work highlighted the need for teachers' expertise in design as well as the important role of media literacy in the use of new technology. Their active and practical engagement in the materials, basedupon the tradition of PD, must be understood as an important part of the development of agency and volition, and findings suggest that the combination of PD and CL methodologies can serve as a vehicle for expansive learning and new innovative learning designs in educational settings. This approach was conceptualized as expansive design.

Förskolans uppdrag förändras mot ett större fokus på undervisningoch skapandet av förutsättningar för barn att utveckla förmågor inom olika innehållsområden. Samtidigt kvarstår förskolans centralamål som utgår från barns intressen, arbeta målövergripande och utifrån strävansmål. Hur personal hanterar denna balansgång mellan ett förstärkt fokus på undervisning utifrån olika innehållsområden, fokus på barns intressen och målövergripande arbete ligger till grund för denna studie. Mer specifikt riktas fokus mot hur en personalgrupp i samtal tolkar och gör verksamhet i förhållande till ett delvis förändrat uppdrag.

Studiens syfte är att bidra med kunskap om vilka pedagogiska positioner förskolepersonal intar för att hantera dilemman som uppstår i förskolans verksamhet. Genom att ta fasta på vilka dilemman personal försöker hantera genom att inta positioner synliggörs hur genomförande av förskolans uppdrag innefattar ett balanserande mellan motstridiga krav Agevall & Jenner, 2008).

Materialet har samlats in genom deltagande observation och bestårav fyra inspelade reflektionssamtal vid en förskoleavdelning för barn 1–3 år. Samtalen utgick från dokumentation om ett pågående matematikprojekt och hur personalen valde att agera i verksamheten.

I analysen av det empiriska materialet används tre centrala begrepp; pedagogiska positioner, scenarier och dilemman (Hundeide,2006).

Studiens resultat visar att personalen i sina samtal intar och pendlar mellan fyra pedagogiska positioner i hanterandet av identifierade dilemman. De pedagogiska positionerna visar att personalen balanserar mellan positioner och olika sätt att förstå och genomföra sitt uppdrag. En övergripande slutsats är att förskolans komplexa uppdrag kräver att personalen balanserar mellan och intar olika pedagogiska positioner som integreras och kompletterar varandra när pedagogiska dilemman hanteras och undervisninggörs. Det innebär att undervisning i förskolan handlar om ett mångfacetterat agerande och inte om att välja ’antingen eller’.

This thesis explores more-than-human entanglements of contemporary urban environments in order to develop a rearticulation of urban landscapes as spaces decidedly beyond the exclusively human. Taking its cue from the question “How do we live with urban difference today?,” such spaces, the thesis argues, emerge through, as well as change with, a variety of socio-ecological entwinements. It proposes that alternative ways of living in urban landscapes may be detected, as well as potentially fostered, if we turn our attention to other-than-human being, becoming, and belonging in the city. Subsequently, it investigates how this, in practice as well as in theory, changes the ways in which human city dwellers consider other-than-human urban expressions. Based on twelve months fieldwork in Berlin, Germany, and Gothenburg, Sweden – following a mixed methods approach of participant observation and in-depth interviews with urban planners, park managers, local activists, and decision-makers, complemented by a visual anthropological practice – the thesis examines several urban green spaces (recreational areas, ecologically protected nature-parks, industrial wastelands and old cemeteries) where other-than- human bodies have been given space and time to develop without direct or invasive human interference. These spaces, the thesis shows, have also become sites of potential contestation and change, challenging who and what belong in the urban milieu. On the one hand, the cities currently face increased influxes of human residents as well as acute housing shortages, with calls for intensified densifications and developments of interstitial urban land growing ever louder. At the same time, with the monocultural shaping of the rural areas outside the cities, spontaneous urban green spaces are being touted by local experts as increasingly important sites of biodiversity. Interlacing these empirical examples with a series of theoretical approaches on how to conceive of the urban, diversity, matter, and vitality – ranging from the scientific (urban ecology and biology) and empirically-grounded, social scientific (urban political ecology, more-than-human ethnographies, human-plant and -animal studies and so forth), to the philosophical (such as posthumanist and neo-vitalist concepts) – the thesis discerns some disparities in this research canon: One concerns the separation of theoretical reasoning and empirical study, where, as Donna Haraway notes, the “mud” of the world of actual multispecies living never truly seems to reach, nor to be included in, the “sublime” of philosophical thought. Another one is the lack of overarching empirical accounts tracing the implications of recognising everyday urbanities as contingent, yet multifarious, wholes of more-than-human socialities, as defined by anthropologist Anna Tsing. The thesis shows that through the formulation of an expanded notion of more-than- human urban difference, and an intimate ethnographic engagement with the urban other-than- human, these disparities may be addressed. Thus, in bringing intricate parts of more-than-human urbanities to light, the thesis provides not only a thick description of the everyday politics of urban nature planning and conservation of two Northern European cities, but in particular works toward developing perspectives, beyond the singularly human, of what being a contemporary urban dweller (human or otherwise) in actuality entails.

The formation of brittle compounds in metals operating in corrosive environments can be a tremendous source of embrittlement for industrial structures and such phenomenon is commonly enhanced in presence of stresses. To study this type of microstructural change modeling is preferred to experiment to reduce costs and prevent undesirable environmental impacts. This thesis aims at developing an engineering approach to model stress-induced precipitation, especially near stress concentrators, e.g. crack tips, for multi-phase and polycrystalline metals, with numerical efficiency.

In this thesis, four phase-field models are developed and applied on stress-induced hydride precipitation in zirconium and titanium alloys. The energy of the system is minimized through the time-dependent Ginzburg-Landau equation, which provides insights to the kinetics of the phenomenon. In these models, the driving force for precipitation is the coupling between the applied stress and the phase transformation-induced dilatation of the system. Models 1-3 implicitly incorporate near crack-tip stress fields by using linear elastic fracture mechanics so that only the phase-field equation is solved numerically with the finite volume method, reducing the computational costs. Phase transformation is investigated for intragranular, intergranular and interphase cracks in single- and two-phase materials by considering isotropy and some degrees of anisotropy, grain/phase boundary energy, different transition orders and solid solubility limit. Model 4 allows representing anisotropy connected to lattice mismatch and the orientation of the precipitates influenced by the applied stress. The model is employed through the finite element program Abaqus, where the fully coupled thermo-mechanical solving method is applied to the coupled mechanical/phase-field problem. Hydride growth is observed to follow the near-crack tip hydrostatic stress contours and can reach a steady state for specific conditions. The relation between hydride formation kinetics and material properties, and stress relaxation are well-reflected in the results.

With the presented approaches, precipitation kinetics including different kinds of defects, multi-phase microstructures, phase/grain boundaries, order transitions and loading modes can be successfully captured with low computational costs. They could therefore contribute to the numerical efficiency of multi-scale environment-assisted embrittlement prediction schemes within commercial software serving engineering projects. 

The overall aim of this thesis was to illuminate the meanings of existential loneliness(EL) and describe how it was eased, as narrated by frail older people, as well as toexamine existential aspects documented in patient records in specialised palliative care.Two of the constituent studies of this thesis were qualitative with an explorative anddescriptive design (i.e., studies I and II), and two studies were based on a retrospectivepatient record review, of which one was quantitative with an exploratory design (StudyIII) and the other was qualitative with a descriptive design (Study IV). The datacollection for studies I and II was based on individual interviews with frail older people75 or more years old. Studies III and IV were based on a randomly selected sample ofpatient records of frail older people who died in specialised palliative care during 2017.The data were collected using a pilot-tested review template to identify aspects of thedocumentation relating to the aims of the studies.The findings of Study I indicated that EL was a negative experience. Four themeswere identified related to meanings of EL: being trapped in a frail and deterioratingbody, being met with indifference, having nobody to share life with, and lacking purposeand meaning. The first theme was considered an overarching theme due to its closeinterrelatedness with the other three themes. The comprehensive understanding of ELamong frail older people was ‘being disconnected from life’, an experience of at leastmomentary abandonment, being left to one’s fate, and living a meaningless life. Study IIshowed that existential loneliness was eased when being acknowledged by others, beingthe focus of others’ concern, encountering intimacy, and having meaningful exchangesof thoughts and feelings. It was further eased when the participants could bracketnegative thoughts and feelings, that is, when they could adjust and accept the presentsituation, view life in the ‘rear-view mirror’, be in contact with spiritual dimensions, andwithdraw and distract themselves. Existential loneliness could be either in the forefront(i.e., feelings of ill-being) (Study I) or in the background (i.e., feelings of well-being)(Study II). The findings of Study III indicated that performed interventions were the14most common subject of documented clinical notes, mostly related to pharmacologicalinterventions. Pain was the most common documented problem, followed by circulatoryproblems, nutrition problems, and anxiety. Clinical notes concerning wishes and wellbeing-related details were documented, but not frequently. Overall symptom assessmenttools, especially multi-dimensional tools, were used to a small extent. More people whoreceived care in palliative in-patient wards died alone than did people who received carein their own homes. Study IV was based on notes extracted from 84 patient records.The results indicated that documented existential aspects had both negative and positiveconnotations and were related to the patients’ loss of freedom and self-determination,loneliness and community, anxiety and inner peace, and despair and hope. The notesconcerning existential aspects were, however, not recorded in a structured way and nocare plans relating to existential aspects were found.According to the studies, both ill-being and well-being were evident, and the livedbody occupied a central position in all studies. The frail body increased the patients’vulnerability and limited their living space. Meaningful activities and meaningfulcommunity and exchange with others eased the existential loneliness. Existentialloneliness remains invisible to others as long as nobody talks about it, and it remainsinvisible in the documentation as long as it is not documented in a structured way.This thesis demonstrates the importance of making existential loneliness and existentialaspects visible in encounters with frail older people and in the clinical documentation.

Atherosclerosis arises from build-up of plaque in the blood, can result in cardiovascular disease and is the largest killer in the west. Low- and high-density lipoproteins are involved in the disease development by depositing and removing lipids to and from artery walls. These processes are complex and not fully understood however, therefore determining the specific roles of the components involved is of fundamental importance in the treatment of the disease.

The work presented in this thesis investigates the production of recombinant tailor-deuterated cholesterol, the structure of cholesterol-containing model membranes and interactions of both native and reconstituted lipoproteins with model membranes. Deuteration is commonly used in neutron scattering for biological samples to provide highly important contrast and the complexity of the native lipoproteins leads to the use of more simple model systems where the compositions can be altered and investigated systematically.

A protocol was developed to produce matchout-deuterated cholesterol for use in neutron scattering studies, as cholesterol is a hugely important component in membranes. The verification of the matchpoint of cholesterol was determined by small-angle neutron scattering and the localisation of cholesterol in model membranes was determined through the use of neutron reflectometry. The interactions of the native and reconstituted lipoproteins with model membranes were also followed by neutron reflectometry, while the structural characterisation of the reconstituted lipoproteins was carried out by small-angle scattering.

Tooth extraction is one of the most commonly performed dental treatments and there is always a risk of pain during and after this procedure. Pain is a major contributor to the development of dental fear and anxiety(DFA) and dental behaviour management problems (DBMP) in children and adolescents. These, in turn, are two of the most common reasons for referrals to specialist in paediatric dentistry. DFA and DBMP lead to reduced oral health and possibly suffering for the individual, as well as huge costs for society as a whole. It is therefore of uttermost importance that all dental treatments be performed with the aim of avoiding or minimising pain. The aims of this thesis were to (i) investigate how and to what extent Swedish dentists (both general dental practitioners and specialists inpaediatric dentistry) use different pain management strategies when treating children and adolescents, (ii) explain the natural course of pain after uncomplicated bilateral extractions of maxillary premolars in children between the ages of 10 and 15, (iii) systematically evaluate the effect of postoperatively administered over-the-counter oral analgesics as a means to minimise postoperative pain after oral surgery in children between the ages of 0 and 18, and finally (iv) gain greater insight into how children between the ages of 10 and 16 perceive the whole process of tooth extraction (during the procedure and after extraction) as part of orthodontic treatment. In the first study, a postal survey was sent to all active general dental practitioners (GDPs) in Skåne County, and to all specialists in paediatric dentistry (SPDs) in Sweden. The main findings were that pain management strategies differ between the two groups; in addition, GDPs used different strategies depending on whether primary or permanent teeth were being treated. In general, the survey found an underuse of local anaesthesia by general dentists. This calls for guidelines on pain management strategies in paediatric dental care. In the second study, pain intensity was measured at 14 different time points after tooth extraction performed prior to orthodontic treatment, in a sample of 31 children 10 to15 years of age. Pain intensity after extraction of an upper tooth was generally mild to moderate. The natural course of pain intensity followed the same pattern regardless of how the data were analysed. Pain peaked at 2 hours after treatment, then decreasing rapidly until the next measurement that took place 4 hours after treatment. There was no difference between the first and second extraction, indicating that this model is an excellent one for further research on pain management strategies, with no carryover effect. The third study was a systematic review(SR) and health technology assessment (HTA). A systematic review regarding preoperatively administered oral analgesics has been previously published, but it does not present any scientific evidence showing their administration as providing additional pain relief in children after dental treatment. An SR/HTA looked at postoperatively administered oral analgesics with the goal of minimising postoperative pain after oral surgical therapies in children. This SR/HTA yielded an empty review. As of today, there is no scientific evidence for the effectiveness of the administration of oral analgesics postoperatively in order to minimise postoperative pain after oral surgical therapies in children aged 0–18 years. Neither is there any evidence to reject this strategy. This highlights the need for well-designed primary studies on this topic. In the fourth and final study of this thesis, children’s perception of tooth extraction and the postoperative period was investigated in order to better understand the child’s perspective regarding this treatment. A qualitative research approach, using grounded theory, was used. Although the subjects were a bit anxious before the procedure, they all managed to handle the treatment using different types of coping strategies. One central theme that emerged from analysing the interviews was the importance of getting proper information from dental staff, at the right time. Children who received adequate information were able to withstand some pain and discomfort. Having some form of control over the situation also emerged as a coping strategy.

Conclusions

Among Swedish dentists (both GDPs and SPDs), there seems to be uncertainty regarding pain management strategies in children and adolescents in terms of the use of local anaesthetics and oral analgesics. There are differences in pain management strategies between GDPs and SPDs. The majority of the participants perceived pain intensity after tooth extraction due to orthodontic indication to be mild to moderate. These types of extractions can serve as a good model for future pain research. The amount of pain research on paediatric populations in dentistry is scarce. We need more well-designed primary studies before guidelines on pain management strategies for paediatric dental care can be formulated. When given proper and honest information at the right time, children are able to cope with dental treatments, even if they are a bit anxious beforehand and even if they perceive pain or discomfort during and after treatment.

Within the confines of the receding Swedish welfare state, family homelessness and poverty are on the rise among one-parent families, in particular those headed by a single migrant mother. This development follows a trend that is noticeable across advanced welfare states, where female-headed households are facing an increased risk of being locked into vicious circles of low-paid work, inadequate income protection schemes and poor housing options. Contextualized against a wider global political-economic backdrop of rising inequalities and structural changes that take localized forms, this thesis investigates family homelessness and poverty in Sweden through what is referred to as a ‘singlemother perspective’. This is an approach where welfare policy and politicalinstitutional arrangements are analysed through the lens of everyday experiences and struggles conveyed by marginalized single mothers. By placing the ideas and experiences of single mothers at the centre of the analysis, the intention is to invoke a different epistemology concerning what type of knowledge is represented and recognised in public. Drawing on insights from critical social theory and feminist ethnographic research, the study uses an approach to the development of new poverty knowledge, found at the junction between lived experience, activism, empirical research and social theory. The thesis departs from the experiences of homelessness and poverty as articulated by the research participants rather than from official definitions and categories. The findings suggest that unwarranted pain and suffering are caused by insufficient incomes, inadequate housing options, and a failure of public authorities to recognise the degree to which policies in the areas of housing, social security, employment, migration and child welfare intersect in complex ways in the lives of disadvantaged single mothers. The narratives shared by the informants further put into question the image of Sweden as an inclusive ‘women- and child-friendly’ welfare state that protects vulnerable citizens from destitution. Instead, the study concludes that the misrecognition and misrepresentation of the living conditions and hardships facing vulnerable mothers and children, combined with a maldistribution of resources, contribute to a vicious circle of silent exclusion. Finally, the study suggests that although it is the women and children who bear the brunt of this crisis and who feel it the most, its causes and consequences infest the whole fabric of society. It also warrants a return to fundamental ethical questions with regard to how people in poverty are viewed and treated and with regard to the role of solidarity within the welfare state. In particular, it argues that there is an urgent need to re-consider the role of social work practice within the receding welfare state and to scrutinize the impact of conditional welfare on vulnerable clients. The thesis ends by proposing a framework for a ‘politics of the heart’ that encompasses the pursuit of social justice and an ethics of care that recognises that the empowerment of mothering and motherhood needs to be at the centre of policy and practice that engage with single mothers suffering from poverty and homelessness, as this also tends to be ‘in the best interest of the child’.

Cone-beam computed tomography (CBCT) is one of the most revolutionary innovations in dentistry, and was introduced into the dental field two decades ago as a three-dimensional (3D) imaging modality. Since then, it has gained general clinical acceptance, and is widespread among many dental specialties. The CBCT examination is a fast and user-friendly technique that provides multiplanar images with high spatial resolution, providing information that is unattainable with two-dimensional (2D) imaging in many diagnostic tasks. Thus, CBCT is an essential examination tool that can replace or complement other examinations. CBCT imaging plays a valuable role when hard tissue abnormalities are suspected in the temporomandibular joint (TMJ) by providing diagnostic information on cortical and subcortical boneintegrity or destruction/production changes.

The growing availability and use of CBCT at dental clinics has led to concerns as to whether the information obtained by CBCT imaging justifies the additional exposure of the patient to radiation and the training required to examine and interpret the images. The radiation protection principles: justification and optimisation, should always be applied as the basis for protection. This thesis presents four studies on TMJ imaging using CBCT. In line with recent trends towards digital online education, two CBCT educational tools were developed for the interpretation of CBCT images of the TMJ and published on the Malmö University web site. The first was an educational tool including 35 CBCT examinations of TMJ, presented as 2D multiplane CBCT images. The second was a web-based programme containing 15 CBCT examinations of TMJ, presented as 3D multiplane CBCT images. Both tools included the image analysis criteria of the Diagnostic Criteria for Temporomandibular disorder (DC/TMD) as an assessment module, and were tested by dental students. It was found that they could be useful educational tools for TMJ assessment using CBCT images.

The aim of the third study was to map and compare the distribution of absorbed doses using radiochromic film dosimeters in panoramic radiography and CBCT examinations of the TMJ using adult and child anthropomorphic head phantoms. Sheets of Gafchromic film (XR-QA2)were placed at five levels, corresponding to the radiographic examination, in the phantoms. The clinical protocols for panoramic and CBCT imaging of the TMJ of three dental X-ray units were used. The mean absorbed doses to a number of radiosensitive tissues within the oral and maxillofacial regions were estimated. The absorbed doses varied considerably among and within the radiosensitive tissues with examination type, X-ray unit, clinical setting, and patient age. The bonesurface and salivary glands received the highest absorbed doses in both radiographic examinations. The radiation burden was lower when using two small right and left fields of view (FOVs) than when using a single larger FOV. Accurate measurements of the absorbed dose in small dental radiation fields is challenging due to steep dose gradients. The use of Gafchromic film has shown promising results, allowing dose comparisons between different radiographic imaging.

The last study was carried out to investigate the possibility of dose optimisation in CBCT examinations of the TMJ, in line with there commendations of the International Commission on Radiological Protection (ICRP) and the National Council on Radiation Protection and Measurements (NCRP). Thirty-four adult patients referred for CBCT imaging of the TMJ underwent two examinations with different scanning protocols, a manufacturer-recommended protocol (default), and a low-dose protocol in which the tube current was reduced to 20% of that in the default protocol. Three image stacks were reconstructed: the default protocol, the low-dose protocol, and the low-dose protocol processed using a noise reduction algorithm. Four radiologists evaluated the visibility of TMJ anatomic structures, image quality and radiographic findings. It was found that the visibility of the TMJ anatomical structures, the overall image quality and the radiographic findings using the low-dose protocol were comparable to those in the default protocol, indicating that diagnostically comparable results could be obtained with a five times lower radiation dose.

Finally, this thesis highlights the diagnostics of TMJ imaging using CBCT in the context of image interpretation, imaging dosimetry and dose optimisation, all with the purpose of improving and optimising radiological TMJ diagnostics.

There is a constant development towards a more aesthetically oriented dentistry. New techniques and new materials are introduced to improve and optimise treatment results and shorten treatment time. This development can be favourable for both the dentist and the patient. If missing one or more teeth due to congenital reason or an incident (dental trauma), it is often challenging to already at an early stage choose the best and most optimal treatment for the particular clinical situation and individual. This thesis presents an overview of the basic biological factor of importance for a succesful treatment outcome: the relation between craniofacial height and alveolar bone height and width (morphology). The idea is to not just focus on the area of the missing tooth, but to incorporate other important factors, such as craniofacial height, sex, and age, in a broader context.

The overall aim of this thesis is to investigate the relation between craniofacial height and alveolar bone morphology (height and width of the maxilla and mandible) as a support and tool in therapy planning of individuals in need of tooth replacement through orthodontic treatment and/or dental implant treatment.

Paper I reports results of an investigation regarding the relation between the craniofacial height and height and width of the maxilla and mandible. The craniofacial height of the patients is divided into three groups: low, normal, and high angle. A radiographic profile image was used to establish the craniofacial height. Two separate lines are traced between anatomical structures on the radiographic 11image. The angle formed between these two lines is used for the classification of craniofacial height (low < 27°, normal 27-37°, high >37°).

The alveolar bone is measured in millimeter with a digital caliper on radiographs obtained in three planes. The measurements of the jaws are performed both in the maxilla and in the mandible, between the teeth in the front (midline), between the premolars, and between the molars, on the right and left side respectively. An association between the craniofacial height and the height and width of the alveolar bone (morphology) was found. The greatest differences between the three craniofacial groups were seen in the anterior region, both in the maxilla and in the mandible. This means that an individual from the high-angle group displays a higher alveolar bone which also is more narrow in the anterior region, especially in the mandible. The opposite pattern is displayed in the low-angle group where the subjects present a low and wide alveolar bone.

In paper II, the measurement technique for the maxilla and mandible was evaluated. Five raters with different experiences within the field of dentistry repeats the same measurements, independent of each other. The results show strong reliability of the measurement technique.

In paper III, new measurements of the alveolar bone were presented, however this time focus was on the anterior part of the maxilla, which is a more aesthetically challenging area. The results from this study strengthen the association previously reported between the craniofacial height and height and width of the maxilla measured on cross-sectional images.

Paper IV is a systematic review of the scientific literature, evaluating risk factors for a maxillary anterior tooth to end up in infraposition over time and to not follow the growth pattern of the adjacent teeth. Infraposition occurs when a tooth or dental implant does not continue to erupt and follow the anticipated growth pattern of the individual. This results in a growth cessation of the topical area and a dental implant still remain in the same place as immediately following treatment, whereas the surrounding teeth continue to erupt as the jaw grows. Dental infraposition can be a disadvantage from both an aesthetic and a functional perspective. An individual with a high angle (high craniofacial height), who presents with a thinner and longer alveolar bone, especially in the anterior part of the jaw, seems to be at a greater risk of developing infraposition of a traumatised tooth or a dental implant since growth seems to continue for longer (both as measured in mm and in years) compared to individuals with a low craniofacial height. The different risk factors investigated were age, sex, and craniofacial height. According to the findings in our systematic review, there is a lack of new scientific papers of high quality and the topic needs to be explored further in order for any conclusions to be drawn.

In conclusion, the results of the present thesis show that craniofacial height should be considered in therapy planning in order to achieve the best long-term treatment results for the patients. This seems to be especially relevant in young individuals where continued growth is expected.

Elevernas skamkänslor känns i rummet medan läraren talar om referenstekniker. Jag ser elevernas kutade ryggar när de sjunker ihop och blir mindre än de brukar vara. De är totalt knäpptysta och verkar knappt andas. Alla elever har ansiktet riktat mot läraren, ingen av eleverna i klassrummet gör någon signal av att märka av när de försenade eleverna kom in: ingen låtsas om att det är något särskilt på gång utöver den olydnad som brutit kontraktet om respekt för lärarens kontroll över lektionstiden. Ingen i hela rummet vänder blicken mot den mystiska mörkt orangea dimman som verkade vilja krypa in genom fönstren, ingen utom jag som inte kan låta bli att låta blicken vandra nyfiket mellan eleverna, läraren och solförmörkelsen…

Under Janna Lundbergs observationer på Särskilda läroverket har eleverna aldrig visat ett större motstånd än vid ovanstående tillfälle; läraren har heller aldrig visat större missnöje med elevernas agerande än denna gång. Elevernas äventyr till skolans hustak under ett sällsynt tillfälle, för att få se en solförmörkelse, resulterade i ett par minuters förlorad lektionstid. Men lärare hade sagt nej när eleverna bad om lov.

Elever utan kroppar, ett samhällskunskapsämne utan gemenskap på en skola utan ”de andra”, är några av de teman som analyseras i avhandlingen Samhällskunskap för alienerad elit. Här förenas materialet från en flerårig observationsstudie med ett alienationsbegrepp utvecklat för att förstå förfrämligande utan maktlöshet. Tvetydigheter i maktordningen mellan lärare och elever, en osäkerhet över vem som egentligen styr vem, driver fram diskussionen om en frånvändandets dialektiska didaktik.

Föreliggande doktorsavhandling utgör en pedagogisk-filosofisk studie av diagnosen ADHD som uppfostran. Avhandlingen består av fyra internationellt publicerade artiklar samt en substantiell kappa. Det övergripande syftet är att lägga fram ett pedagogiskt argument för varför en förändring kan förefalla nödvändig om målet är att leva ett mer sant liv. Metoden använd utgörs av en triadisk modell som innefattar den grävande mullvaden, den filosofiska ugglan och den pedagogiska örnen. Det pedagogiska exempel som används i studien är den så kallat neuropsykiatriska diagnosen ADHD.

Baserat på en kritisk undersökning av diagnosen ADHD påvisas att denna diagnos inte är vad den sägs vara, utan även någonting annat. Diagnosen ADHD förefaller vara ett symptom på en pedagogisk irrationalitet som hos den enskilde individen re/producerar ”brister” och ”avvikelser” vilket öppnar upp för olika former av mer eller mindre behavioristisk uppfostran. I kappan argumenteras för att diagnosen ADHD bygger på en modern form av sofism, vilken utgör en negativ identitetslogik och en biopedagogik som konstituerar dysfunktionell Andrahet.

Vidare visar analysen att diagnosen ADHD inte enbart är irrationell, utan även orättvis, oren, ond och våldsam. Detta resultat bygger på en teoretisk dialog med tänkare som Michel Foucault, Karen Barad, Michel Serres, Baruch Spinoza, och inte minst Alain Badiou. Utifrån Badiou argumenteras för att diagnosen ADHD bygger på ett ändligt pedagogiskt tänkande, framför oändligt många andra sätt att bli till på tillsammans. Platsen för denna pedagogiska möjlighet uppgår i det unika mötet. I detta unika pedagogiska möte öppnas upp för ett gemensamt kreativt utforskande av världen och därmed möjligheten för de olika parterna att leva ett mer sant liv.

Avhandlingen avslutas med den retoriska frågan om huruvida pedagogen trofast ska hålla fast vid idén om den universella möjligheten att verka för ett mer sant liv, alternativt genom fortsatt bruk av kvasi-diagnostik – diagnosen ADHD – re/producera en irrationell, orättvis, oren, ond och våldsam uppfostran.

The Internet of Things (IoT) is a fast-spreading technology that enables new types of services in several domains such as transportation, health, and building automation. To exploit the potential of the IoT effectively, several challenges have to be tackled, including the following ones that we study in this thesis. First, the proposed IoT visions provide a fragmented picture, leading to a lack of consensus about IoT systems and their constituents. To piece together the fragmented picture of IoT systems, we systematically identified their characteristics by analyzing existing taxonomies. More specifically, we identified seventeen characteristics of IoT systems, and grouped them into two categories, namely, elements and quality aspects of IoT systems. Moreover, we conducted a survey to identify the factors that drive the deployment decisions of IoT systems in practice. A second set of challenges concerns the environment of IoT systems that is often dynamic and uncertain. For instance, due to the mobility of users and things, the set of things available in users' environment might change suddenly. Similarly, the status of IoT systems’ deployment topologies (i.e., the deployment nodes and their interconnections) might change abruptly. Moreover, environmental conditions monitored and controlled through IoT devices, such as ambient temperature and oxygen levels, might fluctuate suddenly. The majority of existing approaches to engineer IoT systems rely on predefined processes to achieve users’ goals. Consequently, such systems have significant shortcomings in coping with dynamic and uncertain environments. To address these challenges, we used the concept of Emergent Configurations (ECs) to engineer goal-driven IoT systems. An EC is an IoT system that consists of a dynamic set of things that cooperate temporarily to achieve a user goal. To realize ECs, we proposed an abstract architectural approach, comprising an architecture and processes, as well as six novel approaches that refine the abstract approach. The developed approaches support users to achieve their goals seamlessly in arbitrary environments by enabling the dynamic formation, deployment, enactment, and self-adaptation of IoT systems. The approaches exploit different techniques and focus on different aspects of ECs. Moreover, to better support users in dynamic and uncertain environments, we investigated the automated configuration of those environments based on users' preferences. 

As AI develops, grows, and expands, the more benefits we can have from it. AI is used in multiple fields to assist humans, such as object recognition, self-driving cars, or design tools. However, AI could be used for more than assisting humans in their tasks. It could be employed to collaborate with humans as colleagues in shared tasks, which is usually described as Mixed-Initiative (MI) paradigm. This paradigm creates an interactive scenario that leverage on AI and human strengths with an alternating and proactive initiative to approach a task. However, this paradigm introduces several challenges. For instance, there must be an understanding between humans and AI, where autonomy and initiative become negotiation tokens. In addition, control and expressiveness need to be taken into account to reach some goals. Moreover, although this paradigm has a broader application, it is especially interesting for creative tasks such as games, which are mainly created in collaboration. Creating games and their content is a hard and complex task, since games are content-intensive, multi-faceted, and interacted by external users. 

Therefore, this thesis explores MI collaboration between human game designers and AI for the co-creation of games, where the AI's role is that of a colleague with the designer. The main hypothesis is that AI can be incorporated in systems as a collaborator, enhancing design tools, fostering human creativity, reducing their workload, and creating adaptive experiences. Furthermore, This collaboration arises several dynamic properties such as control, expressiveness, and initiative, which are all central to this thesis. Quality-Diversity algorithms combined with control mechanisms and interactions for the designer are proposed to investigate this collaboration and properties. Designer and Player modeling is also explored, and several approaches are proposed to create a better workflow, establish adaptive experiences, and enhance the interaction. Through this, it is demonstrated the potential and benefits of these algorithms and models in the MI paradigm.

The thesis examines how history teachers perceive history teaching in Swedish lower secondary schools during a time-period when two different curricula were in use: Lpo 94 and Lgr 11. The overall aim is to investigate how history can be expressed through teachers' transformation of the subject, from syllabus to classroom. The study focuses mainly on the perceived and the operational curricula, according to Goodlad et als curriculum theory. Transformation and transformation factors, i.e. factors that influence teachers' transformation, are central concepts of the thesis. Those are based on Shulman's theory of pedagogical content knowledge (PCK) and teachers' knowledge base. The term transformation is used in a wide sense, including the process of planning, teaching, and evaluation. Theories from both German and Anglo-american history didactics are used to create an analytical model, including three dimensions of historical knowledge and three sets of historical concepts. The model is used to analyze the respondents' stories as content knowledge, disciplinary knowledge and functional knowledge.

The empirical material was collected from qualitative interviews with twenty-one history teachers at six different lower secondary schools.  In addition to the interviews, teaching material in the form of teacher planning, examinations and other documents were collected. These documents were used to support, or question, the findings in the interviews.

The results show that teachers transformed the history subject in several different ways, using the syllabus as starting point. The main factors influencing the teachers' choice of goals, content and methods in their history teaching were the students, the text books and their knowledge base. For the teachers in the second sub-study, the new national test had a profound impact on the choices teachers made. The three dimensions of knowledge, dealing with content (substantive knowledge), metahistorical concepts and skills (procedural knowledge), and value related issues (meaning) in history proved to be important in history teaching, both before and after Lgr 11. Although the main emphasis on knowledge as content was a continuity, the disciplinary aspects have gained importance during the period. All teachers also took the dimension of meaning into their teaching. A specific result shows that teachers who taught in multi-cultural classrooms especially saw identity and democratic citizenship as important aspects of their teaching. Another important result is that the national tests had a great impact on teachers after Lgr 11. The study also showed that history teachers were affected by the educational context, i.e. accountability, a strong emphasis on the quality of education and increased control.

Today there are several treatment techniques available to replace a missing tooth. Since the beginning of the 1990s, it has become increasingly common to treat individual tooth loss with dental implants. Important patient factors are survival, success, functionality, aesthetics, oral health and quality of life.

The range of indications and possibilities for implant treatment has broadened compared to the originally proposed treatment indications. A variety of methods, components and materials are available today. Improvements of the implant surface have led to shorter healing periods, which has affected the overall treatment time. Methods for computer-assisted implant planning and surgical guides have been developed to improve treatment planning. Several techniques are involved in the manufacturing of implant-supported single crowns, from the traditional plaster models, wax, casting and porcelain veneering to 3D scanning, computer aided design and manufacturing. It is important that all these treatment modalities are evaluated in a systematic and scientific way to ensure that the treatment given is the best one possible according to the individual conditions that exist.

The general aim of this project was to evaluate the treatment outcome between different treatment modalities for single dental implants. Study I aims to retrospectively evaluate implant survival. Patient reported outcome measures, marginal bone loss (MBL), clinical and esthetic outcomes following conventional single implant treatment. The aim of study II, a prospective randomized clinical study, was to compare the overall treatment outcome following immediate loading (IL) and delayed loading (DL) of single implants. In study III the aim was to in a vitro setting evaluate the deviation in final dental implant position after the use of surgical guides fabricated from two different desktop 3D printers using a digital workflow. For study IV the aim was to, in a non-randomized study, compare clinical and aesthetic outcomes between immediately loaded single implants placed with and without a fully guided-surgery procedure (DIL). In study I a total of 85 implants were examined after a mean follow-up time of 7.51 years. The 5-year implant survival rate was98.4% (95% CI: 96.3% - 100%), with a crown survival rate of91.8% (95% CI: 86.3%-97.3%). Overall mean MBL was -0.13 mm. Final and initial total Pink esthetic score (PES) were 9.61 and 11.49 (P<.001) Mean White esthetic score (WES) was 6.48 at final follow-up. Visual analog scale (VAS) score for soft tissue and implant-supported crown aesthetics were 73.5 and 82.1 (maximum score 100). A oral health impact profile-14 (OHIP-14) 14 score of 16.11 was observed at the final follow-up. Study II and IV found implant survival rates of 100%, 96% and 90.5 % for IL, DL and DIL, respectively, after 1-year. No statistically significant differences were found for MBL, PES, WES and OHIP-14after 1-year. Statistically significant lower papilla index scores were found for the IL. Overall statistically significant improvement inPES, WES and OHIP-14 were found over time. In the DIL group a moderate correlation between aesthetics and deviation in fixture position was found. For Study III a statistically significant difference between stereolithography and direct light processing (DLP) was found fordeviation at entry point (P = .023) and the vertical implant position(P = .009). Overall lower deviations were found for the guides from the DLP printer, with the exception of deviation in horizontal implant position.The results from these studies suggest that good clinical results can be achieved with different treatment modalities for single implants. Positive advantages with immediate loading and guided surgery is primarily seen in the early faces of the treatment procedure only. Care needs to be exerted with technically complicated treatment procedures as the effect on implant survival should not be underestimated. Further studies have to be performed to evaluate guided surgery and immediate loading to identify possible factors effecting survival.

This thesis explores labour market opportunities for young people based on the assumption that these opportunities vary depending on the local socio-economic context (level of education, level of income, the proportion of employed within the population). The situation for young people with low education, i.e. those who have not completed grundskolan (primary school) or gymnasieskolan (upper secondary school) is specifically focused. The thesis explores two conditions of importance for low-educated young people:

1. the possibilities of developing elements of vocational education/training within the introductory programmes of the Swedish gymnasium (upper secondary school) and
2. to what extent public labour market policy and municipal social welfare meet the needs of low educated young people with low income.

In the thesis, quantitative and qualitative methods are combined. Official statistics, primarily from Statistics Sweden (SCB), are used to explore how the impact of socio-economic context on labour market establishment patterns of young people can be understood and made visible. This is done by summarizing a collection of favourable and less favourable conditions and outcomes related to the establishment patterns of young people at the municipal level in Sweden. Statistics related to individuals who have been registered in Malmö has also been used. Information about where the individuals have been living and about their family and educational background enables an understanding of the impact of the socio-economic context but also makes it possible to explore the effects of educational orientation. The qualitative material of the thesis consists of interviews with 14 representatives of the social partners, including both employer and union representatives, as well as representatives from the Swedish National Agency for Education (Skolverket) and Swedish Public Employment Service (Arbetsförmedlingen).

An important observation in the thesis is that the vast majority of the group with a precarious establishment situation, i.e. an income below two price base amounts, do not receive social assistance or state benefits from the employment service. A follow up of individuals who were registered in Malmö and attended year 6 of primary school in Malmö in 2008, shows that among those defined as NEET:s the majority lacked completed upper secondary education, and only a small proportion of them received any social benefits.

The results of the thesis also indicate that educational orientation is of great importance for young people's establishment and support opportunities. Young people with a background in one of the upper secondary school's vocational programmes are to a greater extent employed and have higher incomes compared to those with no upper-secondary education and those with a background in a university preparatory program. This also applies to the group that did not conduct any studies during the follow-up year. Furthermore, the results indicate that vocational education also has positive effects on those who started but did not complete such an education.

The results of the thesis also indicate that there is scepticism among the social partners to employ low-educated young people and young people who have attended the upper secondary school's introductory programmes. The respondents of the thesis expressed scepticism about expanding the elements of vocational education within the introductory programmes.

In this thesis, I investigate the paradoxical characteristics of political struggles that take place in relation to undocumented migrant childhoods. Drawing on ethnographic research in Birmingham, UK and Malmö, Sweden between 2014 and 2017, I take as my starting point the everyday life experiences of children and families who have experienced living under an immanent risk of deportation. Through a critical engagement with issues of agency, rights and vulnerability, I contrast the experiences of the children and their families with the development of policies and political debates in both countries. By analysing the contexts of Birmingham, UK and Malmö, Sweden in parallel as sites of irregular migration, I contribute with a clearer understanding of the specific characteristics of how each context constructs and governs irregular migration and how this is experienced by migrants themselves.

In this thesis, I argue that a discussion about the political agency of children positioned as undocumented migrants is crucial for an informed and contextualised understanding of the political conflicts that characterise the issue of undocumented migrant childhoods. Through an analysis of the children and families’ everyday struggles, I highlight the role played by children’s rights as being perhaps the most important resource for enabling limited forms of support for these families from the host societies. However, I also show how the arguments and practices surrounding rights can be mobilised for migration control. In this sense,rights are “dangerous”.

I suggest that if the intergenerational context of undocumented children’s rights is neglected, there is a risk that the human rights of children as well as adults will be marginalised. State actors arguing for the rights of undocumented migrant children often attempt to strengthen children’s deservingness by portraying their parents as “bad parents”who put their children at risk of increased vulnerability. While the state views the parents as putting their children at risk by “hiding” them, the parents view the state as putting their children at risk by trying to deport them. Parents are then forced to act as “humanitarian agents” responsible for caring for the children when state support to the rights-bearing migrant child is limited by the notion of the migrant child at risk of deportation.

This “child migrant paradox” is an overall entrance point from which many of the political issues discussed in the thesis can be traced. The politics of rights in the context of undocumented migration is closely related to processes of vulnerability. Rights are mostly perceived as a matter of implementation while vulnerabilities, which rights are supposed to ameliorate, are mainly understood as descriptively self-evident. In this thesis, I problematise such commonplace understandings of rights and vulnerabilities and theorises them as fundamentally political concepts that need to be understood as enacted and reproduced through different political processes at different scales.

I introduce the concept of “vulnerabilisation” to capture how states first create vulnerability through hostile policies towards undocumented migrants, then label the targeted groups as vulnerable and finally utilise this vulnerability to rationalise the governing of undocumented migrant children and families’ mobility and territorial presence. To enable children’s rights to be a productive tool for challenging the repressive governing of migrant families and children, I argue in this thesis that both the children’s rights paradigm and the vulnerabilisation of migrant childhoods need to be problematised and contextualised. Rights struggles by and on behalf of undocumented migrant children and families thus need to be aware of the fundamentally political character of rights and vulnerability.

Researching IoT through Design is a proposal for reworking how one might approach ubiquitous networked objects, or IoT, that no longer have stable and predictable uses – and to be-at-home with them in everyday life. This inquiry into being-at-home entails a shift from the idea of the home as a fixed, four-walled space for everyday routine separate from the outside world. It is instead replaced by a notion of the home as needing to be constantly re-sensitised to the wider world in which it is embedded. I argue the importance of securing a space for sensitisation, which forms the grounding of this study’s focus on participation, and the importance of referring to such spaces as ‘design’. Further, I show how delving into diverse participatory approaches in IoT can serve to make clear the conditions under which being-at-home can be explored. Derived from the practice of Research through Design, the notion of being-at-home is examined through critically-oriented design experimentation. It includes theoretical and methodological trajectories for ‘doing’ design, building on design anthropology, feminist technoscience, and posthuman discourses. The design experiments are conducted in three distinct design contexts, where each context gravitates towards one or more participatory approaches in IoT. Together, these experiments call into consideration the need for re-familiarising things as a way to reclaim the design space that has been lost to IoT’s optimising logics and values.

By engaging with COBOL, a detested and would-be obsolete programming language, the dark sides of automation are examined in this thesis: hidden workforces and computational infrastructures that are, in reality, central to the execution and maintenance of global economic and informational flows. Frictions within these flows are made more visible in moments of crisis when asymmetrical power structures are surfaced, as demonstrated in an analysis of the infamous Y2K Bug, its connection to the outsourcing boom in India and the legacy of COBOL. Further, Crisis Computing is proposed as a concept to develop a critical analytical tool focusing on the entangled manifestations of execution, crisis, and maintenance. With COBOL as a case in point for this entanglement, the thesis is structured in a series of lessons reflecting the author’s own method of artistic research as learning and reflecting on and in this neglected language. Ultimately, the lessons demand nothing less than a reconsideration of interaction design. Interaction design should encompass not only user interaction, but also the interactions taking place behind the scenes, at the back-ends and back-back-ends of automated systems. Automation is shown to have a continuous need to be maintained and sustained, an ongoing process of avoiding break-down or any cessation in automating. Hence “Crisis Computing.” The thesis “unwraps” COBOL as Crisis Computing by focusing on three intersecting concepts: execution, maintenance, and crisis. The analysis is necessarily intersectional because of the multi-level nature of the keeping up of appearances within Crisis Computing. Accordingly, rather than focusing on human labor in itself, there is a turn to intersecting and multidirectional power structures reflected in the entanglement of underlying material conditions, technological infrastructures, histories, socio-economic, geo-political, and cultural aspects in which such back-back-end human labor is embedded.

I avhandlingen analyseras möjligheter och hinder för samnyttjande av mark utifrån en fallstudie av skyfallsanpassning i Malmö och Köpenhamn. Som bakgrund står de klimatutmaningar i form av ökad framtida nederbörd och risk för översvämningar som städerna ställs inför, tillsammans med en tilltagande konkurrens om marken från allt fler behov. Fallstudien jämför hur de båda städerna planerat för och tagit sig an skyfallsanpassningen av befintliga stadsmiljöer. Fallstudiens huvudsakliga intresse utgörs dock inte av skyfallsanpassning som sådan, utan denna nyttjas främst för att ta reda på kommunernas inställning till möjligheten att samnyttja mark, samt vilka reella svårigheter samnyttjandet medför. Analysen av fallstudien sker med hjälp av governance-teorier där ett flertal institutionella hinder belyses såväl på strukturell nivå som inom det praktiknära genomförandet. Jämförelsen mellan städerna gör det tydligt att de institutionella förutsättningarna för samnyttjande ser olika ut, men att olikheten också förstärks av kommunernas förmåga att nyttja styrmedel för att möjliggöra skyfallsanpassning genom samnyttjande av mark. Analysen använder även teorier om allmänningar och urbana allmänningar för att belysa institutionella strukturer för samnyttjande av mark utan äganderättsliga anspråk. Avhandlingen har resulterat i att kunna beskriva två olika former av samnyttjande i termer av urban allmänning. Den första formen beskriver allmänningen som ett objekt och belyser i synnerhet materiella och institutionella aspekter. I samband med att ett stort antal markområden inom såväl kvartersmark som allmän platsmark anpassas att avlasta det allmänna va-ledningsnätet vid skyfall, bildas ett nätverk som kan besk- 14 rivas som en urban allmänning. Denna form av urban allmänning utgör ett objekt som sammanfogas genom dess funktionella samband men bibehåller ett diversifierat ägande och förvaltning. Den andra formen beskriver den urbana allmänningen som en process där möjligheten till samnyttjande inom allmän platsmark föranleder inkluderande invånarmedverkan. Genom invånardeltagande och uppmuntran till initiativtagande i den egna stadsdelen tillför samnyttjandet sociala värden till stadsrummet i form av trivsel, trygghet, tillhörighet och andra uttryck för livskvalitet. Denna invånarmedverkan utgör tydliga uttryck för den urbana allmänningen som process samtidigt som själva objektet, stadsrummet, kan fortsätta att räknas som endera en offentlig resurs under kommunal förvaltning eller en gemensam resurs under privat förvaltning. Avhandlingens slutsatser beskriver samnyttjandets möjligheter som en till stora delar outforskad potential att finna synergier och funktionell integration mellan olika markanvändningar och funktioner i stadsrummet. Med ett resursbaserat synsätt ses samnyttjande av mark som ett verktyg att överbrygga fastighetsindelning och de planerade användningsgränserna utan att äventyra egendomsrätten eller planinstrumentets intentioner. Det resursbaserade synsättet ger också samnyttjande möjlighet att låta såväl allmän platsmark som kvartersmark bidra med kvaliteter till staden genom positiva externa effekter. Samnyttjandets huvudsakliga hinder utifrån fallstudierna beskrivs från ett kommunalt institutionellt perspektiv med de tre faktorerna: ett snävt sektorsperspektiv, en strikt uppdelning mellan offentlig och privat mark samt betydelsen av styrmedel. Slutsatsen är att det finns goda möjligheter att berika städernas stadsrum med fler och mer integrerade funktioner genom att utveckla samnyttjande av mark. Denna omställning ställer emellertid krav på ett förhållningssätt av tvärsektoriell samverkan och institutionell förändring.

With the Internet of Things paradigm, the data generated by the rapidly increasing number of connected devices lead to new possibilities, such as using machine learning for activity recognition in smart environments. However, it also introduces several challenges. The sensors of different devices might be of different types, making the fusion of data non-trivial. Moreover, the devices are often mobile, resulting in that data from a particular sensor is not always available, i.e. there is a need to handle data from a dynamic set of sensors. From a machine learning perspective, the data from the sensors arrives in a streaming fashion, i.e., online learning, as compared to many learning problems where a static dataset is assumed. Machine learning is in many cases a good approach for classification problems, but the performance is often linked to the quality of the data. Having a good data set to train a model can be an issue in general, due to the often costly process of annotating the data. With dynamic and heterogeneous data, annotation can be even more problematic, because of the ever-changing environment. This means that there might not be any, or a very small amount of, annotated data to train the model on at the start of learning, often referred to as the cold start problem.

To be able to handle these issues, adaptive systems are needed. With adaptive we mean that the model is not static over time, but is updated if there for instance is a change in the environment. By including human-in-the-loop during the learning process, which we refer to as interactive machine learning, the input from users can be utilized to build the model. The type of input used is typically annotations of the data, i.e. user input in the form of correctly labelled data points. Generally, it is assumed that the user always provides correct labels in accordance with the chosen interactive learning strategy. In many real-world applications these assumptions are not realistic however, as users might provide incorrect labels or not provide labels at all in line with the chosen strategy.

In this thesis we explore which interactive learning strategies are possible in the given scenario and how they affect performance, as well as the effect of machine learning algorithms on performance. We also study how a user who is not always reliable, i.e. that does not always provide a correct label when expected to, can affect performance. We propose a taxonomy of interactive online machine learning strategies and test how the different strategies affect performance through experiments on multiple datasets. The findings show that the overall best performing interactive learning strategy is one where the user provides labels when previous estimations have been incorrect, but that the best performing machine learning algorithm depends on the problem scenario. The experiments also show that a decreased reliability of the user leads to decreased performance, especially when there is a limited amount of labelled data.

It can be considered the most systemic, deadly, and all-encompassing form of institutional violence that currently exists: speciesism, the oppression and exploitation of other animals. For most people on our planet, speciesism is something completely normalized, justified, and encouraged through many facets of dominant cultures. The field of critical/political animal studies, and other fields that challenge anthropocentrism, have already thoroughly problematized, questioned, and analyzed speciesist practices, but one topic receives little academic attention: what can a counter-concept to speciesism contain, without saying what it is not?

This thesis is concerned with imagining ‘multispecies worldings’, with the goal to construct positive rather than negative aspects of a counter-concept to speciesism. Instead of offering a single answer, this work illustrates how additive knowledges regarding the possible meanings of ‘multispecies worlding’ make worlds richer. These knowledges emerge through a repertoire of world-making practices with other animals in which we recognize and engage with the ability to respond to each other.

Thereby, this thesis answers to – and builds on – various scholarly and activist discourses, including posthumanism, welfarism, animal liberationism, and is theoretically grounded in feminist epistemologies. With a focus on negotiating possibilities, this dissertation is also a work of interaction design. The design practice involves tracing and negotiating multispecies responses with other animals and expressing those narratives as a design research program. These responses are presented as a Multispecies Bestiary, in which ten protagonist animals guide the reader through a collection of big-enough multispecies stories. The thesis thereby illustrates how humans can – together with other animals – find possible meanings of ‘multispecies worlding’ not as a single (broken) solution, but as ever-expanding directions that can permanently unsettle and unmake the established speciesist order.

Conventionally casted frameworks have been considered the preferredsolutions for complete and partial restorations since the beginningof implantology. However, following technological development, thecomputer aided design/computer aided manufacturing (CAD-CAM)with milling the frameworks has been introduced as an alternativeoption with the potential of minimising inaccuracies, reducing theoperator dependence and offering a homogeneous structure with highmechanical properties. The CAD-CAM multi-unit reconstructionvaries with fixation type, implant framework connection, andprostheses material. However, the materials developed for theuse of CAD-CAM, may have different technical and biologicalcomplications with time.The present thesis aims to provide insights into the risk ofcomplications in screw-retained multi-unit frameworks manufacturedusing the CAD-CAM technique. An in vitro test (Study I) was performed to assess the effectsof misfit at implant-level FPDs and supporting bone levels on thegeneration of implant cracks. Three clinical studies were conducted:in Study II, partially edentulous patients were rehabilitated with eitheran abutment or implant level multi-unit Cobalt-Chromium metalceramicframework; in Study III, patients, edentulous in the maxilla,were treated with either four or six implants and rehabilitated witha fixed titanium metal-acrylic framework; in Study IV edentulouspatients were treated with removable overdentures retained bytitanium milled bars. In Study III and IV, Oral Health Related Qualityof Life was evaluated.The marginal bone level change was clinically not significantregardless of fixation type (Study II), retention (Study III-IV), andmaterial used (Study II-III-IV). No framework complications wereregistered. Patients reported a high level of satisfaction after thetreatment (Study III-IV).

Based on the studies included in this thesis, the followingconclusions can be made: (i) the risk of implant cracks in screwretainedImplant Level (IL) Fixed Partial Denture (FPD) is low, evenwith a misfit; (ii) according to the 1-year data presented in Study II,abutment level (AL) retention is recommended for FPDs; (iii) the costeffectivefor a maxillary Fixed Complete Denture (FCD) supported byfour implants can be considered predictable and comparable to siximplants; (iv) implant-supported FCDs and Implant supported Over-Dentures (IOD) are associated with high rates of patient satisfaction,related to aesthetics and mastication function mainly resulting fromthe high stability of the prostheses; (v) the technical and biologicalcomplications reported in FPDs, FCDs and IODs were limited.However, a considerable percentage of prosthetic fractures andchippings were reported for FCDs at 1-year and 3-year follow-ups.Clinicians have to be aware that additional visits may be required formaintaining the prostheses.

The aim of this dissertation is to describe and problematize normative patterns related to sport and gender at a sport’s profiled secondary school,and discuss what consequences these patterns may have for student-athletes. The dissertation has an ethnographic approach and the empirical data was collected through observations and semi-structured interviews. I have followed one cohort of 78 student-athletes during their three years at thestudied school (grade 7–9), of which 29 were interviewed. In addition, seven members of the staff were interviewed. I chose to follow the sport groups in tennis, floorball, football for boys, football for girls and lessons in physical education and health (PEH). This dissertation project was guided by the theoretical frameworks provided by gender theories: gender as a social institution (Lorber, 1994), the process of othering (Puwar, 2004; Pickering, 2001), and inclusive masculinity (Anderson, 2009). In addition, sport related logics and norms of performance and competition was utilized as theoretical tools (Engström, 2010; SOU 2008:59).The main results are that there were two main normative patterns related to sport and gender that prevailed at the studied school: the logic of performance and competition, and a gender norm stating that boys are better than girls. These patterns were resilient but also faced deviations and resistance. Sport occupied a significant space at this school. Socialization of performance and competition, with admittance through selection and early specialization directed the organization of the profile and its practice, but also the student-athletes’ attitudes, behaviors and actions. The logic of performance was often expressed as a sound comparison and competition that functioned as an incentive for motivation and a strategy for improvement, and was regarded as an inherent part of sport. However, comparison and competition were used as a stratifying instrument in order to rank oneself higher in the school’s internal hierarchy. Moreover, students-athletes testified to the presence of an expectation of a certain kind of engagement, focus, attendance, level of ambition and attitude towards sports. When one or more of these expectations were not met, due to for instance injuries, decreased motivation or lack of interest, the student-athletes felt that they (or peers at the school) deviated from the normative position as an ideal student-athlete. Within this sport centered school, a gender norm stating that boys are better than girls prevailed. This norm was produced, reproduced and confirmed in the daily school sport activities as well as inthe classroom setting. An active differentiation lead to a general stratification, which resulted in a construction of boys and girls being different athletes who were explained being not equally skilled, and that boys’ sport is valued more then girls’. This differentiation and stratification was a result of the logics of performance and competition, with a need to compare boys and girls although they never competed against each other, they only trained together. However, when student-athletes talked of themselves at an individual level, there was less emphasis on gender. The athletic skills strength, speed and technique were demanded, and it was often expected that girls were to adopt boys’ way to do sports. It contradicts and simultaneously challenges the gender norm that boys are better than girls are. To conclude: since competition and comparison was a strong logic, it was directed inwards towards peers and a constructed meaning of status within the bigger school group. In addition, gender produced another dimension of stratification between athletes, which should be of no value in organized competition as boys and girls almost never compete against each other. However, at this school, gender differentiation and stratification got a lot of attention because it was constructed to be of significance.Norms, values and logics from the world of sports had entered school and established a normative system that produced a student-athlete and a school sport profile that was an extension of organized sport.

This thesis studies household waste prevention from a social scienceperspective. Swedish waste management is efficient in handling wastebut has not succeeded in reducing its quantities, even though theissue of waste prevention is being raised at both international andnational levels.The aim of this thesis is to study and analyse the practice ofhousehold waste prevention. I seek to understand and explainhow it may be possible for households in their everyday to reducethat waste. With understanding comes an aspiration to mitigatewhatever impedes households from reducing their waste. A secondaim is therefore to apply these new understandings and make policysuggestions as to how household waste prevention can be promotedand supported.

My research questions are:• How is everyday household waste prevention as a practicenarrated and discussed? And how can this practice andthe activities in it be understood in connection with socialstructures?• What obstacles and opportunities do households experience inconnection with the practice of everyday waste prevention?• What policy suggestions can be drawn from these findings?

Household waste prevention has in earlier research often beenstudied from a waste management perspective, juxtaposing it withrecycling. These studies has identified a need to approach the areafrom a consumption perspective. Sustainable consumption has,however, in general failed to incorporate disposal as a practicesin itself, in that disposal involves competence in knowing what todo with certain things, as well as relation between things and theirmeanings. This runs the risk of leaving waste and waste preventionas part of consumption scarcely researched. It is in this identified gapthat I place my study.In order to address my questions, two studies were carried out.The first is presented in Article I, ‘Household practices of disposal –Swedish households’ narratives for moving things along’. The datawas gathered using in-depth interviews with Swedish households not explicitly devoted to waste prevention. The study focused oneveryday disposal activities. The second study, presented in Article II,is called ‘The practice of household waste minimisation’. This studycollected data from Swedish bloggers engaging in waste-minimisationpractices, sometimes called ‘zero-waste bloggers’, focusing on howthese forerunners describe practising waste minimisation in theireveryday.In both studies I used sociological theories of how humans asactors relate to the social structures and how humans act in theireveryday. The theories applied were derived from the extensive workof Anthony Giddens on structuration and late-modernity. As I placehousehold activities at the centre of my study, I have also appliedtheory of practice.

My analysis starts off with the claim that waste is an unintendedconsequence of keeping up shared practices: in other words, thathousehold waste production is neither deliberate nor completelyvoluntary. For waste prevention practices to happen, the prevailingidea that recycling alone is good enough needs to be challenged.There need to be other opportunities to act, such as buying secondhandclothes, unpackaged groceries, repairable electronics etc. Theseopportunities need to be normalised, meaning that they need tobe socially spread and accepted. They also need to be reasonablyconvenient, as in not demanding too much time and effort. The studyof the minimising forerunners reveals that these households have tostruggle in their everyday to minimise their waste. This implies thathousehold waste prevention is not supported by the social structuresin Sweden and, therefore, will not increase by itself.I move on to suggest a new model for the understanding ofsustainable consumption. This model takes the perspective of practicetheory and presents four stages of consumption: need, obtain, use anddispose. All four stages should be recognised as possible situationsfor interventions. There is also a need for a holistic perspective onconsumption, where none of the stages is studied in isolation fromthe rest.I conclude the thesis by pinpointing the identified major obstaclesto household waste prevention, and by suggesting necessary changesin order for household waste prevention to become a shared practice.

Recommender systems are algorithmic tools that assist users in discovering relevant items from a wide range of available options. Along with the apparent user value in mitigating the choice overload, they have an important business value in boosting sales and customer retention. Last, but not least, they have brought a substantial research value to the algorithm developments of the past two decades, mainly in the academic community. This thesis aims to address some of the aspects that are important to consider when recommender systems pave their way towards real-life applications.

The aim of this licentiate thesis is to investigate how self-determination for users with intellectual disabilities is experienced and described by users themselves, as well as by the personnel working within group homes and personal assistance regulated by the LSS. The essential meaning of self-determination is “the right to decide for oneself”. In international research, the term self-determination is used in the sense of being able to make choices regarding one’s life without undesired external influence or interference. The personnel have a central role in enabling and implementing the intentions of the LSS, a role which in this thesis is primarily focused on support for users in exercising self-determination. This thesis therefore comprises two sub-studies, one that focuses on the users´ experiences of self-determination and their reflections on it, and one that examines the personnel´s view of and attitude to the users´ selfdetermination. The study has a qualitative approach that is based on people´s everyday lives and places the individual at the center. Taken together, the sub-studies provide two distinct perspectives derived from the primary sources, which can contribute knowledge about the everyday reality of users´ self-determination. Two theoretical approaches were used to illustrate the users´ path to selfdetermination. One approach is based on the salutogenic view and the theory of sense of Coherence, whereas the other focuses on the perspective of power and selfdetermination, i.e. empowerment. This study shows that both users and staff identify self-determination as an important factor for users´ well-being. In an in-depth analysis, both possibilities and limitations for this self-determination are revealed. The study also shows that if the contact between users and personnel is characterized by a salutogenic approach based on the theory of sense of Coherence, the users are strengthened in their empowerment process. By gaining empowerment, the users ´ path towards self-determination in their daily life situation is facilitated. It became clear that the personnel are sometimes faced with a dilemma when this salutogenic approach is challenged. Examples of such situations are when the personnel´s responsibility for the care conflicts with the users´ self-determination, or when a third party, such as trustees or parents, has views that go against the user´s wishes. In a group home, rules and routines may also obstruct individually designed salutogenic support.

I föreliggande licentiatuppsats används verksamhetsteori som teoretiskt ramverk (Engeström 1987/2014). Studiens syfte är att bidra med kunskap om förskolans dokumentationspraktiker genom att granska hur två arbetslag som arbetar med de yngsta barnen, (1-3 år), hanterar ökade krav på synliggörande och analys av varje barns lärande i relation till utvärdering av förskolans kvalitet. Intresset riktas mot vad arbetslagen försöker åstadkomma med sina handlingar kopplade till dokumentation, vilka motsättningar som uppstår i arbetet med dokumentation och utvärdering samt hur detta kan förstås utifrån förskolans kulturhistoriska traditioner. Den huvudsakliga empirin består av inspelade samtal där arbetslagen diskuterar den dokumentation som producerats i samband med det systematiska kvalitetsarbetet. Studiens huvudresultat visar att ett gemensamt motiv som driver båda arbetslagens arbete med dokumentation, är att kunna synliggöra barns självständiga lärande. De centrala handlingarna riktas mot att iscensätta miljöer där barnen förväntas utforska det material som iordningställs medan de vuxna avvaktar barns agerande. I det ena verksamhetssystemet dokumenteras barnens lärande främst för att tillfredsställa behovet av extern granskning, och i det andra dokumenteras huvudsakligen för att följa upp undervisningen och för att svara mot behovet av intern utvärdering och utveckling. Den kulturhistoriska analysen har visat hur olika institutionella styrningslogiker fått implikationer på vardagsarbetet, därmed har utvärderingens roll som styrmedel kunnat synliggöras och problematiseras. Analysen har vidare visat hur motsättningar mellan en socialpedagogisk diskurs och en lärandediskurs påverkar arbetet med uppföljning och utvärdering. Studien bidrar på så sätt till att se dokumentationen ur ett vidgat perspektiv och till att problematisera den förenkling av dokumentationens betydelse för förskolans praktik som exempelvis förekommer i olika stödmaterial och i Skolinspektionens granskningar.

This thesis is concerned with the social mobilisation in Spain provoked by the financial crisis which started in 2008. Specifically, the thesis analyses the intersections of the housing movement with some political coalitions that won many municipalities in 2015. It does so to explain the dynamics that lead to the creation of a “space of activism” capable of opposing the capitalist organisation of space. Since the beginning of the crisis thousands of Spanish people have lost their homes because they were unable to pay their mortgages. The debt that these people have contracted for covering their housing needs has become such an unbearable burden that many see protest as the only way to avoid being thrown onto the streets. The consequent mobilisation has been canalised mainly through the Platform of People Affected by Mortgages (PAH). Created in Barcelona, this organisation has expanded all over the country, not due to a centralised strategy directed from Barcelona, but to a “contagious” shooting up of chapters that provokes a strong independence among the chapters and a focus on local mobilisation. Despite being able to stop evictions and to force the renegotiation of individual mortgages, PAH has failed to force legal or systemic changes. These difficulties animated many activists to promote the creation of multiple coalitions with diverse political organisations to run for the 2015 local elections. In interrogating what the dynamics that shape this mobilisation are and examining the transition between the movements, this thesis focuses on two definitory characteristics of these organisations. The first one is their high degrees of heterogeneity. This heterogeneity became evident in PAH due to the coexistence of different social classes, nationalities, perceptions or values. Whereas in the municipal platforms, the heterogeneity was mainly linked to the coalition of multiple political groups with diverse ideologies. The thesis explores the role and the influence of this heterogeneity, and the way the different groups handle it. The second definitory characteristic is the high levels of decentralisation and localism that mark the activism of these organisations. That said, the groups are not totally disconnected from each other and their localism is accompanied by certain forms of integration that raise questions about how these connections take place and articulate the different local struggles. In reflecting about these definitory characteristics, the thesis investigates the relation between heterogeneity and the production of space, as well as its relation to the development of certain forms of agency. The fieldwork was based on ethnocartographic research in two local chapters of PAH (PAH Barcelona and Stop Desahucios Coruña) and two municipal coalitions (Barcelona en Comú and Marea Atlántica) in order to research groups of different sizes, visibility and in different contexts. Ethnocartographic methods aim to map the affective relations between the activists that shape certain dynamics that influence the way the activism develops. To advance in this direction, the thesis excavates the possibility of combining Deleuze and Guattari’s conceptualisation of politics with that of Lefebvre’s theory concerning the production of space. Grounded in their common interest in relationality, everyday life and heterogeneity, the theoretical framework explores the potential of this combination to analyse the connections between the general dynamics that shape activism and the redefinition of agency so as to contest neoliberal urbanism. The analysis excavates how the contention developed by these local groups produces specific forms of space and the potential of these to become spaces of everyday life that confront capitalist representations which organise space. By focusing on this production of space, the thesis addresses the role of heterogeneity in those dynamics and the changes in the agency of the activists. The research reveals the importance of space as the product of the confrontation between the capitalist attempts to organise space and its resistances by the users. The activism, especially that of PAH, has implemented a change in the affective relationships of those subjected to debt. These people transform their passive subjection to the constraints imposed by a spatial organisation around debt into an active agency that mobilises an affective capability to challenge that indebtedness. The coming together of heterogeneous groups of people and their perceptions proved to be the key for this mobilisation, this is especially so concerning the central role of certain activists that incorporate their antagonist perceptions in those affective relations. Nevertheless, the cases demonstrated how, to challenge indebtedness and capitalist imposition, the heterogeneity has not only to be exposed and articulated, but also assembled. When the different perceptions are assembled new representations emerge. These favour the development of new perceptions that confront individual subjectification. The thesis argues that these new representations of everyday life do not develop a full confrontation of capitalist representations. They need the creation of other spaces to avoid jeopardising the cohesion of heterogeneity. It is in these terms that the coalitions must be understood. These coalitions fully develop the abstraction of demands hinted by the representations developed by PAH, by completing a transition from the performative politics that were predominant in PAH to the representational politics that become dominant in the coalitions. The thesis argues that the way in which this transition is made, by avoiding dynamics of rescaling, has favoured the cohesion of the groups, reduced the tensions linked to dynamics of abstraction and generated a “space of activism” based on horizontality that poses a considerable challenge for capitalism to reimpose subjection.

The overall aim of the thesis was to explore healthcare professionals’ and volunteers’experiences of encountering older persons’ existential loneliness, the significance ofthe care context, and first-line managers’ view of support. Three of the studies werequalitative with a descriptive design (studies I–III) and the fourth was quantitativewith a cross-sectional design (Study IV). The data collection for studies I and II wasbased on focus group interviews with healthcare professionals (i.e., nurse assistant,registered nurse, physician, occupational therapist, physiotherapist, social counsellor,and social worker) in home care, residential care, hospital care, palliative care,primary care, and pre-hospital care. The data collection for Study III was based onfocus group interviews and individual interviews with volunteers from variousorganisations. Study IV was based on a questionnaire sent to first-line managers inmunicipal care, examining their views of support for staff and volunteers encounteringexistential issues among older persons.

The findings of Study I indicated that, during the everyday care of older people,healthcare professionals experienced existential loneliness in various ways andsituations related to ageing, illness, and end of life. The professionals’ stories aboutencountering older persons’ existential loneliness revealed that they often felt insecureabout how to talk about existential issues. They also felt inadequate and frustratedwhen encountering barriers such as the older person’s bodily limitations, demands andneeds (perceived as insatiable), personal privacy, or fear and difficulty in encounteringexistential issues. Study II was a multiple case study of the care contexts of homecare, residential care, hospital care, and palliative care. The findings indicated that thecare context matters regarding professionals’ views and interpretations of the originof existential loneliness. In home care and residential care, these views andinterpretations concerned life, the present, and the past. In hospital and palliative care,existential loneliness mainly concerned the older person’s forthcoming death.Professionals considered creating relationships an important part of their role in allcare contexts, although the meanings, purposes, and conditions of these relationshipsdiffered (Study II). Study III showed that being a volunteer meant being a fellowhuman being, alleviating others’ and one’s own loneliness. Becoming a volunteer was a way of finding meaning, and volunteering made the volunteers feel rewarded andsimultaneously emotionally challenged. Encountering loneliness, includingexistential loneliness, required sensitivity to others’ needs for both closeness anddistance. The findings of Study IV, based on a questionnaire, indicated that 88% ofthe first-line managers found that older persons sometimes or often expressedexistential loneliness. They also reported that staff insecurity was the major obstacleto talking about existential issues with the older persons. Support was provided in theform of structured reflection, but provision of systematic supervision was reported byonly 6% of first-line managers. The managers reported that most support was providedby themselves or by registered nurses. Almost half of the managers (44%) reportedthat, at their units, volunteers were engaged in activities such as everydayconversations and/or music/entertainment. In addition, they also reported a desire forvolunteers to be more involved in both everyday and existential conversations. Inconclusion, one of the most important findings of this thesis was the insecurity of theprofessionals, manifested in a fear of discussing existential issues. This was revealedin the interviews with the professionals and confirmed by the first-line managers.According to both professionals and volunteers, the relationship with the older personwas important when encountering existential issues. The thesis demonstrates theimportance of helping professionals focus on existential issues about life and death and of the potential of volunteers as an important complement in the care of olderpeople.

Although many clinical reports have shown high rates of clinical success associated with fixed dental restorations made of traditional zirconium-dioxide (zirconia), clinical failure due to improper design aiming to achieve high strength and optimal aesthetics, still occurs. Previous clinical and laboratory studies indicated that veneering porcelain and the connector represent the weak parts of the fully-veneered zirconia restorations where failure may occur. Although the clinical performance of such restorations has recently been reported to be comparable to metal-ceramic restorations, more improvements in design are still required. Restorations with monolithic design made of modified translucent zirconia materials offer an excellent solution for these clinical problems. One of the advantages of monolithic restoration is that such restorations can be prepared without the weak veneering material. Thus, this restoration design has a much higher load-bearing capacity compared to the veneered restorations since it provides additional space for the high-strength zirconia material. With regard to strength and aesthetics, the translucency of the former generation of monolithic translucent zirconia, which comes with equivalent mechanical properties to traditional zirconia, is insufficient. Recently, monolithic zirconia with high translucent properties was developed for highly aesthetic clinical uses. These new systems of translucent zirconia materials have limited capacity in terms of fracture strength and fracture toughness properties. Further, earlier studies have shown doubtful aging stability for these materials. Maintaining well-known strength properties of zirconia restorations while providing high aesthetic outcome is the ultimate goal for dental restorations such as single crowns (SCs) and fixed dental prostheses (FDPs). The optimum design for restorations made of the former generation of translucent zirconia could help to prevent the risks associated with bilayered restorations and overcome the limitations of high-translucent monolithic restorations. Based on clinical needs and previous clinical observations, the overall aim of this thesis was to evaluate translucent zirconia restorations regarding the effect of design modifications, used to enhance the aesthetics, on fracture resistance.In the first three studies, I, II, and III, all the SCs and the FDPs were artificially aged and loaded to fracture. Fracture mode analysis in the different studies was performed visually and microscopically. In study I, fracture strength and fracture mode of veneered translucent zirconia SCs designed with different porcelain layer thicknesses were evaluated. The outcomes showed that translucent zirconia SCs can be veneered with minimal thickness layer of 0.5 mm porcelain without showing significantly reduced fracture strength compared to traditionally veneered (1.0-2.0 mm) SCs. Fracture strength of micro-veneered SCs with a layer of porcelain (0.3 mm) is lower than that of traditionally veneered SCs but still within range of what may be considered clinically sufficient. Porcelain layers of 2.0 mm or thicker should be used only where the expected loads are low. All the SCs in groups 2.5 and 2.0 and more than 80% of the SCs in groups 1.0, 0.8 and 0.5 showed cohesive fracture mode. Conversely, there were significantly (p≤0.05) more complete fractures in group 0.3 compared to all other groups.Study II described different designs of partially veneered monolithic (semi-monolithic) SCs made of translucent zirconia and evaluated the effect of those designs on fracture resistance and fracture mode of SCs made of two generations of translucent zirconia materials. The results demonstrated that translucent and high-translucent zirconia SCs might be used in combination with a 0.3 mm micro-coating porcelain layer with semi-monolithic design to enhance the aesthetic properties of restorations without significantly decreasing fracture resistance of the SCs. If a 0.5 mm porcelain layer is needed for a semi-monolithic SCs, wave design or cap design might be used to increase fracture resistance. The SCs made of translucent zirconia showed higher fracture loads compared to those made of high-translucent zirconia, regardless of design. All monolithic SCs, semi-monolithic SCs with 0.3 mm buccal veneer (100%), and all but one of semi-monolithic SCs with cap design (95%) showed complete fractures. Semi-monolithic SCs with wave design and semi-monolithic SCs with a 0.5 mm buccal veneer showed (70% and 55%, respectively) cohesive veneer fractures.Study III investigated the load-bearing capacity and failure mode of monolithic zirconia FDPs with different connector designs gained by using different embrasure shaping methods. The results showed that sharp embrasures and interproximal separations made with diamond discs significantly decrease the load-bearing capacity of monolithic zirconia FDPs compared to monolithic FDPs made with blunt embrasures (p<0.001). Blunt embrasures in combination with localized porcelain build-up produce monolithic FDPs with high load-bearing capacity in relation to loads that might be expected under clinical use. Fracture mode of the FDPs fabricated with sharp embrasures, and interproximal disc separations differed significantly compared to the FDPs with no occlusal embrasures, the FDPs with blunt embrasures, and the FDPs with interproximal porcelain separations (p < 0.001).Finally, study IV in this thesis aimed to evaluate the influence of the framework designs on the stress distribution within tooth-supported semi-monolithic FDPs made of translucent zirconia material under simulated loads using a three-dimensional finite element analysis (3D-FEA). Simplified 3D solid models of prepared abutment teeth with different 3-unit FDPs based on the designs were created. The designs of 3-unit FDPs included monolithic zirconia, semi-monolithic zirconia with 0.3 mm veneer thickness, semi-monolithic zirconia with 0.5 mm veneer thickness, semi-monolithic zirconia with 0.5 mm veneer thickness supported with cap design, and semi-monolithic zirconia with 0.5 mm veneer thickness supported with wave design. The elastic properties of the components (bone, dentine, cement, translucent zirconia, and veneering porcelain) were gained from the standard references for FEA. Simulated static loading force (300 N) was applied at 10° oblique direction over six points in the occlusal surfaces of the FDPs. Maximum principal stress, shear stress, and safety factor were calculated and analyzed among the different models. The findings confirmed that framework and veneer designs play a significant role in the stress distribution of the partially veneered zirconia FDPs under loading. The FDPs with zirconia frameworks with cap design minimize the maximum principal tensile stress in the veneering porcelain. The FDPs with 0.3 mm-veneering porcelain show low maximum principal tensile stress in the veneering porcelain, but the highest maximum shear stress at the zirconia-veneer interface. The FDPs with wave design of zirconia frameworks minimize the maximum shear stress considerably.

The aim of this thesis was to explore existential loneliness from the perspective of significant others, to contrast their perceptions with frail older people’s experiences and to describe significant others’ and family care advisors’ views on existential support. This thesis is part of a larger research project about existential loneliness among frail older people, the LONE study. The thesis embraces three qualitative and one quantitative study. A total of 29 significant others, 15 frail older people and 120 family care advisors participated in the studies. The significant others were husbands, wives, daughters, sons, other relatives and friends to frail older people. The concept ‘frail older people’ was defined as older persons (≥ 75 years old) dependent on long-term health- or social care. The qualitative studies were based on multistage focus-group interviews (study I) and individual interviews (studies II and III). The quantitative study (IV) had a cross-sectional design and was based on a questionnaire specifically developed for the current study. Different methods to analyse data were used; hermeneutics (study I), content analysis (study II), a case study with thematic analysis (study III) and descriptive statistics (study IV). Findings from the four studies show that existential loneliness emerges when: 1) Longing for, but also striving for, a deeper feeling of connectedness, 2) Being in, but also enduring, an unwanted separation, and 3) Not finding, but still trying to recreate meaning. This thesis also shows that existential loneliness is often experienced in so-called limit situations in life and arises in difficult choices related to close relationships, in connection with experiences of meaninglessness and in the absence of connection to something or someone. The results show that existential loneliness emerges in the process of balancing between what was and what is to come in the unknown future. Significant others navigate themselves, and sometimes together with the older person, through an unfamiliar existence that makes them feel ambivalent about the de-cisions they have previously made and the decisions they need to make in the future, while also doubting the meaning in their current situation. Existential support should mainly focus on transition phases and on relational aspects. Person-centredness can be a way to make the existential needs of significant others and older people visible and to provide support based on their needs.

This dissertation is about the formation of governmental information in Sweden during the period 1965 to 1975. During this period information related issues were high up on the political agenda, in Sweden and internationally. I argue that the period is of particular interest in order to understand the impact and development of governmental information in Sweden, even for our time. One overreaching research question has guided this study: What ideas and practices characterized how and why the state disseminated information to the public? The thesis uses four tensions to study the formation of governmental information in Sweden during the late 1960s and early 1970s: (1) information as a solution – information as a problem, (2) dissemination of information – control over information, (3) information through mass communication – information through interpersonal dialogue, and (4) governmental information – commercial information. These tensions draw theoretically from John Durham Peters’ notions of communication.

The thesis uses strands from three research fields: PR-history, cultural histories of media, and digital humanities. The four papers use different theoretical perspectives in order to shed new light on of the formation of governmental information in Sweden. Adding to that, and to theoretically tie the papers together, the thesis presents an overarching network perspective with a special focus on conceptual history as a means to better understand how governmental information was discussed as well as practiced. Different methods are used to study the formation of governmental information. The latter is partly because of the political issue’s porous boundaries and fragmented-oriented character, and partly due to the lack of previous research with a problematizing and historical approach to governmental information in Sweden. The thesis combines qualitative and quantitative methods to study different aspects how the state communicated with the public.

This dissertation presents new findings about the formation of governmental information during the period 1965 to 1975. One regards the different intersections of governmental information. It shows that the production and dissemination of information from agencies to citizens was far from “pure” governmental information, and rather entangled with various actors from industry, academy and civil society. A second finding concerns the language of governmental information. Here, the dissertation shows – through large-scale digital text methods – how the concept of “information” exploded in usages from the 1960s and onwards, and how “information” as a discursive element infiltrated a growing number of political topics from the same period and onwards. A third finding centers on the media of governmental information. One result shows how broadly academics and bureaucrats defined the concept of media in relation to the practice of governmental information. All kinds of media devices, and not only the traditional news media, were considered important for the purpose of disseminating information on large scale to the public. Lastly, this dissertation reveals governmental information as without guaranties. Overall it shows how information from state agencies to citizens was generated through various conflicting tensions that have to be addressed, but without any hope of finding a balance free from communication problems. These problems tend to reoccur in different settings through history, also visible today. This result should however not be regarded as a pessimistic standpoint, rather it calls for modesty in terms of communication in general, and governmental information in particular.

Parkinson’s disease is a neurodegenerative affliction to whichresearchers have long striven to find a cure. The human embryois a source of vital cells used in regenerative medicine, as well as apowerful symbol of life. Using foetal cells from aborted embryosfor transplantation to the brains of Parkinson patients is an avenuethat has been explored by neuroscientistson and off for the lastthirty years. This ethnological compilation thesis follows a nationalbranch of a foetal cell transplantation trial through successes as wellas challenges in processing foetal material into an effective, transplantablecell suspension. The cell suspension is conceptualized as abio-object, and explored as something that produces new knowledge,emotions and logistical and ethical negotiations. These products arebeyond the scope of the trial and biomedical research in general, butthey do nonetheless interact with and affect society at large.New biomedical inventions and forms of therapies transgress thelimits of life and death and the boundaries of individuals, as well asbetween species. Such cultural reordering challenges researchers,health care professionals as well patients on a daily basis. Exploringthe intersection between instruction and practice, nature and cultureas well as between science and ritual, this thesis contributes to abroader understanding of cultural and material conditions ofknowledge production. It also offers a methodological elaborationof how a diffractive approach may be fruitful in ethnographicresearch, when trying to reconcile epistemological differences incross-disciplinary endeavours.The thesis is itself a product of multidisciplinary cooperation, inwhich the researcher is affiliated with the milieus the Departmentof Art and Cultural Sciences and the Basal Ganglia DisordersLinnaeus Consortium (Bagadilico) of the Medical Faculty, bothat Lund University, as well as the Learning and Media Technology(LET) Studio at Gothenburg University.

The overall aim of the thesis is to contribute with new and deepened knowledge about the teaching and learning of craft when the crafting activity is considered as environmental and sustainability education (ESE). To achieve this, three objectives have been formulated: to examine what constitutes a craft subject content relevant for ESE, to examine what influences the learning process when the crafting activity is considered as ESE, and to examine how the crafting material participates in the learning process when the crafting activity is considered as ESE. The three research objectives are addressed by four studies: one literature study (Paper I) and three case studies where the empirical data is constructed through observations (video recordings) of a remake project (Papers II and IV) and an embroidery project (Paper III) in the craft subject ‘educational sloyd’ in Sweden. The main theories that the thesis draws on are Tim Ingold’s theory of making as a practice of correspondence and John Dewey’s transactional approach to meaning-making. Several methods that acknowledge learning in action are used, which makes it possible to explore how the student–material relations emerge and how both humans and more-than-humans participate in the learning activity. The findings show that a craft activity, for example a remake project, can have different purposes and pedagogies, which produce different learning experiences and sustainability outcomes. Further, I identify and distinguish a process content from a product content, which deepens our understanding of what students learn when the crafting activity is considered as ESE. By focusing on how the student–material relations emerge in the learning process – with concepts that I use and develop such as correspondence, stories, and transactant – I empirically show how the crafting material not only participates with its materiality but also creates the embodied stories that students recognise when they encounter the crafting material in the crafting activity. How humans learn in socio-material relations and what consequences these have for ESE are two key issues that are further discussed when the crafting activity is considered as ESE. 

The aim of this thesis was to understand the validation of vocational knowledge prior to entry into vocational teacher education in Sweden with regard to conceptions and understandings of vocational knowledge, and also to understand how institutional conditions, such as ideas of how to organise validation, influence the content and form of the validation practice. From this aim the following research questions were developed: What ideas about the organisation of validation stand out in the policy and practice of validation? What conceptions and understandings of vocational knowledge is the organisation of validation built on and what do they entail? Who has the agency to describe and decide upon vocational knowledge in the policy and practice of validation? What institutional arrangements appear in the practice of validation?

To conduct the studies in the thesis a multimethods approach was adopted, combining policy analysis and interviews. For theoretical support, new institutional theories were used and also theories of knowledge. The results revealed that the regulative elements of validation have transformed vocational knowledge to fit a frame similar to formal education. In terms of norms and values, it appears as if validation is more of a social and economic project than one of accounting for vocational knowledge and vocational pride. Cultural/cognitive matters that are taken for granted when considering vocational knowledge differ quite significantly between agents involved in validation. Validation of vocational knowledge exhibits a conceptual confusion having different conceptions of knowledge simultaneously at play. This confusion blurs the boundaries between concepts of knowledge, learning, and the learning context. In the complexity of ideas of how to organise validation and different knowledge conceptions, institutional arrangements appear to be based on a sense of belonging, either to academia or to the trade. The agency of those with vocational knowledge is limited in several ways within validation.

The Knutby Filadelfia Congregation, founded in 1921, started out as a Pentecostal congrega- tion. It has, however, been considered a deviant and semi-isolated new religious movement ever since it became known to the public after a murder took place within its community in 2004. The massive media attention it received revealed the presence of a charismatic leader within the group, and the development of a new theology in which the charismatic leader was con- sidered to be the Bride of Christ. After 2004, the congregation reinforced its boundaries with society, and then suddenly began to dissolve in 2016. This study discusses the development of totalistic features within the congregation from the perspective of sociologist Erving Goffman; it highlights the simultaneous presence of in-group as well as out-group social stigma; and it explores the conflicting presentations of childhood in the congregation in performances from before and after the dissolution of the congregation. The results are based on empirical material from 25 semi-structured interviews with children and youth aged 7–25, 2 focus group interviews with youths, and 24 days of participant obser- vations. Goffman’s theoretical framework, including the key concepts total institutions, stigma, and presentations, is used together with an interpretative phenomenological analysis approach in order to explore the experiences of childhoods as presented by children and youth within the congregation. The findings suggest that their individual understandings of and responses to the presence of a charismatic authority, as well as the consequences of such authorities on parent–child relations, are individual. The Pre-Narratives focus on stigmatisation from society, while the Post-Narratives include stigma within the congregation in the form of social exclusion. The study further indicates that the presentations of childhoods given prior to and after the dissolution of the congregation, the so-called Pre- and Post-Narratives, differ due to changing dramaturgical loyalties, although they should both be considered front-stage activity in Goffman’s terms.

Syftet med denna studie är att bidra till forskning och praktik inom fältetspecialpedagogisk matematikdidaktik med mer kunskap om, och enförståelse för hur varje elev kan bli inkluderad i matematikundervisningenur ett elevperspektiv. Forskningsfrågorna i studien var:Vilken eller vilka mening(ar) tillskrivs inkludering i matematikdidaktiskforskning? Vilken eller vilka mening(ar) tillskriver eleverinkludering i lärande och undervisning i matematik? Vad inramarelevers mening(ar) om inkludering i lärande och undervisning imatematik?Denna studie föregicks av en licentiatstudie som behandlade sammaämne, inkludering i matematikundervisning, där med fokus på läraresmening av inkludering. I denna föregående studie varforskningsfrågorna: Vad kan inkludering i matematik vara igrundskolans tidigare år, och vad påverkar inkluderingsprocessen imatematik? samt, vad förefaller vara viktigt i lärande och undervisningav matematik från ett inkluderande perspektiv? Ett deltagandeperspektiv användes i licentiatstudien, vilket innebär att lärande sessom deltagande. En del av en lärande teori som fokuserar påpraktikgemenskaper (Wenger, 1998) användes tillsammans med ettbegreppsligt ramverk som behandlar inkludering ur tre aspekter,spatial, didaktisk och social inkludering (Asp-Onsjö, 2006) för attanalysera hur lärare talar om inkludering i matematik. I studienanvändes etnografi som guide när en stor låg och mellanstadieskolaföljdes under två år i en fallstudie. Tre fall på identifierades på skolan.Utifrån dessa fall identifierades fyra praktikgemenskaper. Fallensdeltagande i dessa praktikgemenskaper i med fokus på inkludering imatematik analyserades. Resultatet visade att processen inkludering imatematik på den undersökta skolan kan beskrivas med tre begrepp,dynamisk inkludering, innehålls inkludering samt deltagande inkludering.Dessa tre olika former av inkludering interagerar med varandra i enprocess. Begreppen innehållsflöde och igenkännande av likheter användesför att beskriva sätt att stödja elever i särskilda utbildningsbehov imatematik. Viktiga aspekter för inkludering i matematik var organisatoriska åtgärder för att stödja samarbete och diskussioner; att ha välfungerande team som arbetar med förebyggande åtgärder imatematikundervisningen, det vill säga att utnyttja den lärarkunskapsom finns i organisationen om och i matematikdidaktiska frågor, samtsist, men inte minst; att lyssna på elevernas röst. Från denna studie syntesalltså ett behov av att lyssna på elevernas röst i undervisningen. Menhur lyssnar vi på elevernas röst i forskningen? Denna fråga levde vidareoch togs med in i doktorandstudien. Således blev det övergripandemålet i doktorandstudien att undersöka elevers mening(ar) avinkludering i matematikundervisningen.Doktorandstudien inleddes med att undersöka vilken, eller vilka,mening(ar) som tillskrivs begreppet inkludering i matematikdidaktiskforskning. Detta för att undersöka hur begreppet används samt att sehur elevernas röst kommer fram i forskning. För att undersöka dettagjordes en systematisk litteraturstudie med fokus på att identifieramening(ar) av begreppet inkludering i forskning och en artikel somanalyserade resultatet av detta skrevs (Roos, 2019a). Resultatet visadeatt det finns en mångfald av sätt att använda begreppet inkludering imatematikdidaktisk forskning, och det finns en mångfald av tillskrivnameningar för begreppet i forskningen (se artikel 1 - Inclusion inmathematics education: an ideology, a way of teaching, or both?).Resultatet visade även att frågor kring access och deltagande imatematikundervisningen var centrala i forskningen. På en samhällelignivå visualiserades detta genom forskning som betonande vikten avreflektion i jämlikhetsfrågor och hur jämlikhet värderas (eller inte) imatematikundervisning. På samhällsnivå synliggjordes ävenreflektioner kring att göra matematiken tillgänglig för alla elever, ellerreflektioner kring varför inte matematik är eller kan vara tillgänglig föralla elever. Genom att denna reflektion blir den rådande synen på eleveri särskilda utbildningsbehov i matematik (SUM) synlig och faktorer imatematikundervisningen som exkluderar elever kan synliggöras.Genom att synliggöra dessa faktorer kan inkludering imatematikundervisning öka, om man adresserar dessa faktorer iundervisningen. Ett annat sätt att öka access och deltagande imatematikundervisningen kan vara genom att värdera mångfald imatematikundervisningen på en övergripande nivå. Resultatet av den systematiska litteraturstudien visade även att mycketav den forskning som fokuserar på inkludering i matematik påklassrumsnivå belyser vikten av att skapa möjligheter för elever att deltai matematikundervisningen, lyckas i samarbetet med kamrater samt ilyckas i relation till det matematiska innehållet för att öka access ochdeltagande. Vikten av att i undervisningen reflektera kring vad som ärviktigt för individen, om det är att vara i klassrummet, eller att delta iinterventioner i specialundervisning och på vilket sätt. Således betonashur interventioner kan hjälpa till att uppnå meningsfullt deltagande imatematikklassrummet, med större möjligheter för deltagande imatematikundervisningen. Ett sätt att göra det är att byta perspektiv iundervisningen, och istället för att försöka få elever att passa in i denbefintliga matematikundervisningen, skapa undervisningen utefter denmångfald av elever som finns i klassrummet. Slående var att det fannsendast några få forskningsstudier som undersökte inkludering medfokus på elevers mening.Efter den systematiska litteraturstudien genomfördes en studie medfokus på att undersöka elevers mening av inkludering i matematik, justför att tillföra elevperspektivet till forskning om inkludering imatematikundervisning. I denna studie är inkludering definierat somprocesser av deltagande. Dock, inte vilket deltagande som helst, utandeltagande i matematik klassrummet av elever i SUM. Detta medfördeatt elever som var i någon form av SUM, samt hade kännedom ominkluderande matematikundervisning eftersöktes. Således valdes enhögstadieskola som utger sig för att arbeta inkluderande i allundervisning. Med detta menar de att de har som mål att inte ha någrasärskilda undervisningsgrupper, utan målet är att alla elever ska delta iden undervisning som bedrivs i de vanliga klassrummen. Elever somgick i årskurs 7 respektive 8 valdes ut i samspråk med de undervisandelärarna och speciallärare i matematikutveckling. Sex elever följdesunder en termin. I denna avhandling har tre elever fokuserats, en flicka,Veronica, i årskurs 7, och två pojkar, Ronaldo och Edward, i årskurs 8.Edward valdes på grund av att han uppleves av lärarna som en elevmed god access till matematikundervisningen. De andra två elevernavaldes på grund utav att de upplevdes kämpa med att få access tillmatematikundervisningen.Data i denna studie består av både observationer och intervjuer.Datainsamlingen gjordes under våren 2016. Observationerna gjordes idet årskurs 7-klassrum som Veronica deltog i samt i det årskurs 8-klassrum som Edward och Ronaldo deltog i. Minst en matematiklektioni veckan för varje klass observerades och elevintervjuer följde varjeobservation. Observationerna användes både som bakgrund tillintervjuerna såväl som en del av empirin som analyserades.I studien har diskurs analys (DA) använts, både som teori och analytisktredskap. Genom att analysera språket och hur det används i specifikasituationer kan vi säga någonting om den sociala världen. I både teorioch analys av språket i denna studie har Gee´s (2014b) sätt att se på DAanvänts. Gee har två teoretiska begrepp, stora Diskurser och smådiskurser (stort D indikerar stor Diskurs, litet d indikerar liten diskurs).De stora Diskurserna förklarar historiska och kulturella uppsättningarav konventioner som konstituerar och reglerar hur vi talar (lingvistik),tänker (kognitiva processer) och interagerar (sociala processer). De smådiskurserna fokuserar på hur språket används. Här undersöker manvilka spår som finns i kommunikationen (‘stretches of language’ Gee,2014b). Med detta avses vilka relationer som finns mellan ord ochmeningar, och hur dessa relationer visualiserar de olika teman som finnsi kommunikationen. Dessa små diskurser kan visa hur språket används,vilka typiska ord och teman som är synliga och hur den som talar ellerskriver designar språket.Gee har 28 undersökningsverktyg som belyser kommunikation genomatt ställa frågor till texten. Dessa frågor öppnar upp för undersökning avtexten och vad som finns bakom texten i termer av d(D)iskurs(er). Någraav verktygen är lingvistiska och ligger nära texten och textenssammanhang, medan andra verktyg ger tillgång till tolkning av denstörre bilden och det större sammanhangen avseende vad som sker i densociala världen. I denna studie av elevers tal om sitt eget deltagande imatematikundervisningen, har dessa verktyg använts i relation tilldenna studies syfte och forskningsfrågor. Resultatet av denna analys presenteras i forskningsartiklarna II-IV.Resultatet kan kortfattat beskrivas med hjälp av tre interrelateradeDiskurser: Diskursen matematikundervisningens uppbyggnad, bedömnings-Diskursen och tillgänglighets-Diskursen. Dessa Diskurser beskriver eleversmening(ar) av inkludering i matematikundervisning, och vad somramar in och påverkar denna/dessa mening(ar).Diskursen matematikundervisningens uppbyggnad visar hur organisationenav matematikundervisningen gällande användning av läroböcker,diskussioner med klasskamrater och genomgångar ramar in ochpåverkar elevers mening(ar) av inkludering matematikundervisning.Emellertid visar denna Diskurs inte endast vad som ramar in, men visaräven begränsande faktorer för elevernas access till matematik.Diskursen visar även hur att vara i en liten undervisnings-grupp kanförstärka eller minska elevernas deltagande imatematikundervisningen, vilket visar på att den lilla undervisningsgruppenbåde ramar in och påverkar inkludering imatematikundervisningen. Ur detta resultat föds en kritisk fråga; hurpåverkas access och deltagande i matematikundervisning när man ärklassad som en SUM-elev?Bedömnings-Diskursen visar hur elevers deltagande i matematikundervisningenär begränsad av bedömning i termer av betyg och prov.Hur test konstrueras, och de krav testen har på elevers skriftligaförklaringar och svar påverkar starkt SUM-elevernas deltagande ochdärmed deras access till matematik. Betygen påverkar även vad eleverupplever vara matematik, och därmed konstituerar betygen enbegränsande faktor för elevers deltagande och access imatematikundervisning.Tillgänglighets-Diskursen visar hur utmaningar, eller brist påutmaningar, i matematikuppgifter påverkar elevernas deltagande ochaccess. Diskursen visar även att ibland begränsar matematikuppgifternaelevernas deltagande i matematikundervisning, och därmed derasinkludering. I denna Diskurs blir det även synligt hur lärarenspedagogiska takt och hållning kan öka eller minska elevers deltagande, och därmed deras access till matematiken. Följaktligen påverkarlärarens medvetenhet elevers mening av inkludering. Detta relaterar tillhur matematik-undervisningen värderar elever, något som ocksåpåverkar elevers mening(ar) av inkludering i matematik. En annanbegränsande faktor som återfinns i denna tillgänglighets-Diskurs äruppfattningen av matematik som ett tråkigt ämne. Detta blir enbegränsning för access till matematik.För att sammanfatta, de tre övergripande Diskurserna kan ses sominramande, men också till viss utsträckning begränsande förinkludering i matematikundervisningen ur ett elevperspektiv. Även omD(d)iskurserna för de tre eleverna i denna studie var samma, var deändå olika. Det är som att titta igenom en kristall (där kristallen ärD(d)iskursen), kristallen är densamma, men beroende på från vilket hållman tittar, kommer olika objekt och olika färger i fokus. Således, dethandlar alltid om vilken utgångspunkt som tas, och om den individuellaeleven.D(d)iskurserna i denna studie säger något om elevernas mening avinkludering i matematikundervisning, inte bara på en individnivå, menockså på en mer generell nivå. På en mer generell nivå kan sägas attbedömning i matematik påverkar och begränsar elevers syn påinkludering. Vi kan också konkludera att hur matematikundervisningenär uppbyggd, och hur skolan och lärarna reflekterar kring, och arbetarmed denna uppbyggnad av matematikundervisningen påverkarelevernas mening av inkludering. Även hur lärare och organisation påen skola reflekterar kring och använder små grupper i undervisningensom ett sätt att öka elevernas access till matematiken påverkar elevernasmening av inkludering.En annan slutsats som kan dras av resultaten av denna studie på en merövergripande nivå handlar om tillgänglighet till matematikundervisningen.Hur och vilka uppgifter som används i matematikundervisningensamt hur läraren förklarar och värderar SUM-elevernapåverkar tillgängligheten till matematiken för eleverna. Ytterligare enreflektion kring resultaten är hur vi kan gå ifrån synen på matematik som ett tråkigt ämne, och därmed öka tillgängligheten imatematikundervisningen för eleverna.För att konkludera, det finns ingen ”one-size-fits-all” lösning påinkludering i matematikundervisning, det beror alltid på de elever ochlärare som är involverade i lärande och undervisningsprocessen.Följaktligen, en mångfald av elever kräver en mångfald imatematikundervisningen.

The purpose of this dissertation is to investigate the processes through which children become increasingly involved in historical culture. It does this by examining how children develop thinking in historical time. Historical time is defined in the thesis using Ricoeur's theory of three intellectual tools with which perceived and physical time is bridged. These tools are the calendar, generation and the trace. Using, among other things, Vygotsky's theory of cultural tools, Ricoeur's theory was operationalized, and was tested against an empirical material. The empirical material was collected from videotaped conversations with children between the ages of four and twelve, in focus groups. A total of 136 children from schools in Malmo participated. The study is concentrated on a number of historical objects such as Stone Age axes, as well as modern objects such as mobile phones. In one of the three studies, a timeline was introduced into the situation in order to examine the impact of an important cultural tool. The results show that the children became increasingly involved in the history culture by acquiring the investigated cultural tools. With the help of calendar time, the children became better at relating the historical objects to history. With the help of the concept of generation, the children had the opportunity to relate the historical objects to their own lives, but also a tool that helped them decenter in time. The children decentered in time by adopting historical perspectives for past generations, but also for future generations. Finally, the trace can be regarded as a cultural schema that the children used to tie the presence of the historical objects in the present with the contemporary context in which they were part in the past. Through the use of the three tools calendar, generation and the trace, the children became better at orienting themselves in historical time and in this way they became increasingly more competent participants in the history culture.

Sverige liksom många andra länder genomgår en digitaliseringsprocess som påverkar hur vi tar oss an och förhåller oss till arbete. I arbetslivets digitalisering ingår även psykosociala aspekter som uppstår som en följd av ökad digital kommunikation. Cybermobbning, eller nätmobbning som det ofta refereras till i en svensk kontext, syftar på mobbning via digitala kanaler och inkluderar aggressiva eller negativa beteenden på e-post, SMS, blogg eller sociala nätverkssajter som Facebook. Medan det har bedrivits forskning om cybermobbning bland barn och ungdomar de senaste två decennierna befinner sig forskningen om cybermobbning bland vuxna i arbetslivet fortfarande i ett utforskande skede. Den här avhandlingen syftar till att utveckla ny kunskap om hur cybermobbning i arbetslivet kan förstås och förklaras. För att uppnå syftet undersöks hur cybermobbning i arbetslivet uttrycks och vilka individuella, sociala och organisatoriska implikationer mobbning medför när det sker i digitala rum. Avhandlingen har en interdisciplinär ansats och integrerar teoretiska ansatser från urbana studier, organisationspsykologi samt sociologi. Vidare tillämpas ‘mixed methods research design’ i syfte att generera skilda och komplementära perspektiv på samma fenomen. Föreliggande sammanläggningsavhandling består av tre artiklar, varav två är publicerade i vetenskapliga tidskrifter och en är under granskning för publicering. Den övergripande frågeställningen är formulerad enligt följande: På vilket sätt förändras mobbning i arbetslivet när den sker genom social interaktion i digitala rum? Tillsammans med den teoretiska diskussion som förs i kappan besvaras frågeställningen genom tre empiriska datakällor – en pilotstudie, en enkätstudie och en intervjustudie. Varje artikel i avhandlingen har sina specifika frågeställningar eller hypoteser, men den övergripande frågeställningen för avhandlingen besvaras genom att använda mixed methods. Tre övergripande teman identifieras i avhandlingen: nya maktdynamiker i cybermobbning, media-specifika uttryck i cybermobbning och konceptuella utmaningar i att studera cybermobbning. Nya maktdynamiker i cybermobbning beskriver hur maktrelationer i cybermobbning skiljer sig till viss del från maktrelationer i mobbning ansikte-mot-ansikte. Temat är baserat på resultatet som visar att fler personer i arbetsledande positioner än ickearbetsledande positioner är utsatta för cybermobbning. Detta antyder att digital kommunikation påverkar maktdynamiker och möjliggör för personer i formellt lägre positioner att mobba en chef. Ytterligare en aspekt som lyfts fram är att när digital kommunikation bidrar till en uppluckring av gränser i arbetslivet kan personer utanför organisationen såsom studenter, elever, kunder eller medborgare bli förövare av arbetsrelaterad cybermobbning. Det andra temat media-specifika uttryck i cybermobbning utgår ifrån att cybermobbning uttrycks olika i e-post jämfört med Facebook och bloggar och att cybermobbning därför bör förstås i förhållande till den kontext som den specifika kommunikationskanalen skapar. Temat är utvecklat mot bakgrund av resultatet som visar en övervikt av passiv och exkluderande mobbning via e-post och exempel på särskilt aggressiv och direkt uttryckt mobbning på Facebook och blogg. Vilka som är åskådare och kommunikationskanalens förankring i arbetsorganisationen förefaller påverka hur cybermobbning uttrycks. Det tredje temat, konceptuella utmaningar i att studera cybermobbning, framhåller en rumslig sammankoppling mellan cybermobbning och mobbning ansikte-mot-ansikte. Här diskuteras vilken betydelse överlappning mellan cybermobbning och mobbning ansikte-mot-ansikte har för tolkning av fenomenets omfattning. Vidare diskuteras några svårigheter med att studera cybermobbning utifrån traditionella operationaliseringar av mobbning.

In the wake of a sociopolitically volatile era, which is increasingly characterized by the intensive and extensive proliferation of borders, the management of borders and migration are considered as predominantly rational and dispassionate processes. Their functions and filtering mechanisms, however, are increasingly underpinned by the instrumental top-down exertion of affective power and by the cultivation of emotional dispositions among political communities. At the same time, compliance to- or contestation of these forces also manifests ‘from below’ through transgressive patterns of human mobilities and mobilisations around borders, which are similarly affectively-driven. This Ph.D. dissertation examines the impact of various actors’ affective practices on the construction, enactment and contestation of affective borderscapes in the southeastern Mediterrane-an and its Aegean appendix, and explores how those processes manifest and link up at multiple scales across space and time from a perspective that accounts for the affective dimensions of border regimes aside from their legal, infrastructural and political causes and consequences. Through long-term ethnographic engagement with communities and individuals that have been passing through or inhabiting several locations along the much-fraught Aegean borders in times of major socioeconomic and geopolitical upheaval, this thesis formulates and puts forth the concept of affective borderscapes. They are liminal, overlapping landscapes that function as contact zones and as charged fields of affective interaction between assemblages of animate and inanimate actors. As an original contribution to border and migration studies, this concept bears great potential for the acquisition and mobilisation of knowledge, as well as for the design and application of human-centered policy and practice.

People with intellectual disabilities are dependent in many ways on the support ofothers if they are to have access to social life, services and support in society. Inorder to participate in various activities, they need intellectual and social support.This means that participation for them, depends in several ways on other people´swillingness to facilitate and promote participation. This imposes high demands onthose professionals providing formal support for them. Hence, the overall aim ofthis thesis was to explore and describe from four perspectives the experiences ofeveryday life and participation for people with intellectual disabilities. The thesiscontains four qualitatively oriented studies, which have evolved over time. StudiesI-II, including participant observations and interviews, and were conducted ingroup homes with staff and adults with intellectual disabilities. Furthermore, itemerged that adults with intellectual disabilities experienced different limitationsin their everyday life, which indicates a lack of opportunity for participation (StudyII). From the findings of these two studies, it became clear that participation is acentral focus and that leadership is of particular significance for how participationis implemented; therefore, interviews were conducted with service managers (Study III). Lastly, within the framework of this thesis, the aim was directed atfocus groups with significant others as the fourth perspective to provide a broadframing of what participation can mean for people with intellectual disabilities.Despite the fact that the disability policy has contributed to improvements forthis target group, there are currently extensive shortcomings. This study hasrevealed deficiencies such as the lack of working methods to help staff facilitateparticipation (Study I); the lack of care worker´ continuity and the existence ofmany routines and rules in the group homes (Study II); more overarchingly, thefinancial situation was not adequate to promote participation (Studies III and IV).Consequently, there were also strengths and opportunities for a good everyday life and for participation. All four perspectives are important as, together, theycontribute with a deeper understanding of what participation is and is not, inrelation to people with ID. From the findings presented in this thesis, it can be saidthat participation is double-edged as the four studies highlight both the absenceand presence of participation.

Tracing writing. Students writing in the context of Social studies education. This doctoral thesis is a contribution to the field of writing research and to the understanding of literacy practices as part of disciplinary learning. The thesis deals with writing as a literacy practice in the context of Social studies education in Swedish secondary school. Writing is understood in a broad sense, which include the use of different modalities and semiotic resources. The aim of the study is to explore and describe what characterises literacy practices, focusing on students´ writing in their daily school life, both inside and outside school. This is conducted by studying how writing emerge when students learn a subject content about law and order as part of the teaching of Social sciences. The analytical framework employed draws on the research of The New Literacy Studies (NLS), The Triadic model, (Triadmodellen), the Wheel of writing, (Skrivhjulet) and the sociological concepts of ritual, strategic and communicative actions. The concepts writing events, acts of writing and writing practices are central for the study. To form the foundation of an ecological understanding of writing as a literacy practice the data has been collected during a longer period of ethnographic fieldwork. The study employs a combination of ethnographic methods to enable a qualitative analysis and to establish a thick description. The collected materials include field notes from classroom observations together with audio- and video recordings combined with interviews with students and the teacher, students´ journals, assignments and a written test. The data also includes a survey, a collection of various texts such as teacher planning material, work material and instructions, textbook, policy documents, reflection notes and photos. The empirical results are presented in three chapters, each one of them focusing on students´ writing during teaching, writing in connection to an oral presentation and writing in conjunction with a final written test. The results show that writing in social sciences are used, primarily to store, organize and structure subject content, mainly by answering questions in the textbook which, together with the teaching, strongly mediates the subject content. This results in reproductive writing strategies and texts sticking close to the textbook. Furthermore, the results show that students´ disciplinary writing practices depend on where the writing is situated, in school or outside school, and that the acts of writing are conducted to prepare for oral participation in teaching. As spoken modes dominate during lessons, the writing practices appears in a supporting rather than independent role. A final important result is that the writing practices in general seem to be shaped by those required during a final written test. The results demonstrate how students´ writing is strategically and ritually motivated and that communicative actions are rare. It is argued that this is a result of the school culture´s and the teaching practices´ strong focus on final tests, assessment and grading, which in turn has to do with the Swedish school system governed by a national curriculum based on performance culture and measurement.

Spain has in recent years become an important destination for care work related migration, particularly for women from Latin America. In order to fill the care gap generated by Spanish women’s participation in the remunerated labor market and insufficient public welfare services, paid care work is becoming more prominent. This thesis is based on ethnographic fieldwork among Bolivian care workers in Bilbao in the Basque Country of Spain and their kin in different localities in Bolivia, as well as on analysis of Spanish legal texts. It is a story about what goes on in the encounter between people and global structures of inequality, particularly in the encounter between women who have migrated from Bolivia in order to fill a gap in the Spanish quest for a functioning welfare state, and the structural components that (re)produce their migrancy. Concepts from economic anthropology are used to analyze the research material as part of a global market of care, rather than of so-called care chains. This means discussing dynamics of gift and commodity exchange within this market, and how the ‘spirit of the gift’ figures in the relationships the market entails. By focusing on practices of exchange, and the expectations and experiences tied to these, rather than on preconceived social ties, a better understanding is gained not only of complex webs of social relationships, but also of what the ‘laws of the market’ are, and of how these are connected to different structures of power and social differentiation, such as ‘race’, gender, and class. The story presented here shows how these forms of social differentiation produce particular forms of exchange in a globalized economy of care, and how people negotiate their own becoming on account of these exchanges.