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Syftet med det här arbetet är att undersöka hur formstark, okonventionell och nyskapande landskapsarkitektur upplevs av brukarna och hur mycket arkitekter-nas visioner och koncept lyser igenom när projektet står färdigt. Blir upplevelsen av dessa utrymmen annorlunda om betraktaren och användaren har förkunskaper inom landskapsarkitektur? Arbetet fokuserar på användningen och upplevelsen av Ulls hus innergård som anlades år 2015 på Ultuna universitetscampus utanför Uppsala i Sverige. Metoderna som användes för studien var: 1) Analys av inner-gården baserad på de sinnesupplevelser författarna hade på platsen. Analysen innefattar även visuella jämförelser av innergården med andra platser. 2) Inter-vjuer med tre av de landskapsarkitekter som arbetat med gårdens formgivning. 3) Enkät med fokus på användarnas användning och upplevelse av innergården. Enkäten delades både ut i pappersform och skickades i en svensk- och en eng-elskspråkig version via email till alla studenter på campus, all personal på cent-rum för biologisk mångfald, institutionen för ekonomi och institutionen för stad och land – totalt 2790 personer. 353 svarade. Enkätsvaren visar att det inte finns några större skillnader mellan hur personer med eller utan landskapsarkitektut-bildning uppfattar och använder gården. Skillnaden låg i hur personalen i bygg-naden använde och uppfattade gården jämfört med studenterna. Arbetet visar även att landskapsarkitekternas visioner runt användningen och upplevelsen av innergården har realiserats i hög grad, medan vissa visuella tankar knappt upp-fattas alls bland brukarna., This bachelor’s thesis explores how distinctive, unconventional and ground-breaking landscape architecture is perceived by its users, and if these perceptions differ with a prior knowledge and education in landscape architecture. How much of the landscape architect’s conceptual ideas are actually perceived by people on site? This thesis analyzes the perceptions of the recently (2015) constructed court yard at Ulls hus at the SLU – Swedish Agricultural University – at the Ultuna campus outside Uppsala, Sweden. The methods used in the research were: 1) A perceptual analysis of the place, with an emphasis on the visual, tactile, auditory and olfactory experience, as well as the authors’ own visual associations to places they perceived to be similar to the court yard in some way. 2) Interviews with three of the architects who were involved in the design of the court yard. 3) A questionnaire focusing on the quo-tidian usage and perceptual experience of the court yard, which was sent by email to 2790 people; a group composed of staff based in the building, and the 2539 students on the Ultuna campus. The questionnaire received 353 answers. The comparison of the architects’ intent with the court yard, and the perceptions of its every-day users, showed that some - but not all - of the conceptual ideas have been realized in the use and experience of the place. The noticeable differences in both use and perception of the court yard were found between the staff and the students on campus, while an education in landscape architecture didn’t corre-spond with a clear difference of opinion within the responding group.

Most people in Sweden have come into contact with the narratives from the Bible, through a children’s bible book. There exists several different kinds of these books for children. Two of the most popular is Barnens bibel and Bibel för barn, which are the explored subjects of this essay. The narratives conveys different norms and values, and it is therefore legitimate to investigate what they convey about women and femininity. Five female characters; Eve, Sarah, Hagar, Naomi and Ruth are the focus of the study. The stories underwent a narratological analysis to clarify the narrative structure. Furthermore, sex- and gender theory were applied on the narratives and showed that they in general express a dominant male norm, and dichotomy between the sexes. Keywords: children’s bible, femininity, narratology, sex- and gender theory

There have been several studies that have found that history textbooks are not equal when it comes to the representation of men and women. They are characterized by male perspective, where women as individuals and in groups are unapparent. The magazine Historiskan arose as a response to this problem, whose stated purpose is to highlight women in history and creating a gender historiography. When women on the other hand are being highlighted in history, other studies have shown that it is in general only the white Western heterosexual middle-class woman's perspective that historians include. Women of other ethnicity, class and sexuality ​​are excluded. The Swedish schools policy documents expresses that equality must be included in students’ education, and ethnicity, class and sexuality are perspectives to be included in the teaching of history. Based on a qualitative content analysis and intersectional gender theory this essay aims to examine how Historiskan depict women from the social categories; ethnicity, class and sexuality. The result shows that the stories are dominated by white Christian Western women as the norm. Women of different ethnic origin, color and religion exist, to a lesser extent, in which their ethnicity and skin color are more prominent in the narrative. Class and social status is a clear category that explains women's diverse experiences and opportunities. Heterosexuality is the norm, which is depicted as an economic and political agreement between the sexes. The big deviant is the unmarried woman., Det finns ett flertal utredningar som har konstaterat att läromedlen i historia inte är jämställda. De präglas av manligt perspektiv, där kvinnor som individer och grupp osynliggörs. Tidskriften Historiskan uppstod som ett svar på denna problematik, vars uttalade syfte är att lyfta fram kvinnor i historien och skapa en jämställd historieskrivning. När kvinnor däremot lyfts fram, har andra studier visat att historieskrivningen generellt endast inkluderar den vita västerländska heterosexuella medelklasskvinnans perspektiv. Kvinnor av annan etnicitet, klass och sexualitet exkluderas. I skolans värdegrund uttrycks krav på att jämlikhet ska prägla elevers utbildning, samt ska även etnicitet, klass och sexualitet inkluderas i historieämnet. Utifrån en kvalitativ innehållsanalys och intersektionell genusteori genomförs en granskning av hur Historiskan skildrar kvinnor utifrån de sociala kategorierna; etnicitet, klass och sexualitet. Resultatet visar att berättelserna domineras av vita kristna västerländska kvinnor som utgör normen. Kvinnor av annan etnisk tillhörighet, hudfärg och religion förekommer om än i mindre utsträckning, och där framförallt deras etnicitet och hudfärg uppmärksammas mer specifikt. Klass och social ställning utgör en stark kategori som förklarar kvinnornas skilda erfarenheter och möjligheter. Heterosexualiteten utgör normen, som skildras som en ekonomisk och politisk överenskommelse mellan könen. Den stora avvikaren är den ogifta kvinnan.

This work is designed to monitor developments in the relationship between teacher and student in the school environment, but also outside, from the 1950s until today. The survey was based on four interviews with teachers in the same age, and based on their life stories. Their experiences range from student to novice teachers and a long working life until retirement. In addition, all four children has a parent perspective. The following issues have been focused: 1.What factors have been crucial in teaching elevrelationens development from the 1950s up to today? 2. What positive and negative aspects of this development can be shown? According to the four teachers interviewed were the main external factors during the period the law against physical violence, refurbishment of the classrooms where the teacher's desk is no longer standing on a podium, the reform known as the “you-reform” which in itself gave a more democratic relationship, and the new research that continuously passed out in schools . These positive aspects of a more open school environment creates better relationships. The downside is the main focus of increased documentation and the time that the work can claim. They feel that this has meant less focus on pedagogy and teaching and more time for administrative tasks, thus put obstacles in the way of better contact with the student. Keywords: Democracy, the teacher-student relationships, school environment, development