Browsing by Author "Carlsson, Johanna"

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    Brace for Impact: Military Activities in the EEZ and Varying State Practice
    (2023-02-02) Carlsson, Johanna; Göteborg University/Department of Law; Göteborgs universitet/Juridiska institutionen
    The issue of the legality of military activities conducted in the exclusive economic zones of other states is a contentious issue within the law of the sea. This contentiousness stems from the ambiguity of several key provisions of UNCLOS. In turn, this ambiguousness has resulted in varying interpretations of UNCLOS and a sharply divided state practice. This has also resulted in a number of serious international incidents, including an incident which occurred in early 2022 between Russia and Ireland where the former planned to conduct military exercises in Ireland’s exclusive economic zone. In an attempt to settle this contentious issue, the current law regulating the exclusive economic zone, three varying interpretations of UNCLOS as well as state practice is determined and analysed. It is concluded that states have the right under Article 58 of UNCLOS to conduct military activities within the exclusive economic zone of another state without the consent of the coastal state. This right, however, is qualified by the obligation of due regard and the exercise of this right may not amount to a threat or use of force against the coastal state.
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    Evolving identities: Contents and processes of identity development among people in their late twenties
    (2015-05-11) Carlsson, Johanna
    The overall aim of this thesis was to study contents and processes of identity development among people in their late twenties. The studies are based on identity status interviews and surveys performed with participants in the GoLD (Gothenburg Longitudinal study of Development), at ages 25 and 29. Study I investigated Swedish emerging adults’ expectations regarding possible future parenthood through content analysis of identity status interviews with the 124 (58 women) participants who were not yet parents at age 25. Thematic analysis of the participants’ interview narratives in the identity domains of parenthood and work/family priorities showed that most participants were sure they wanted to become parents, but often just not right now. First they wanted a stable financial situation, a romantic relationship, and time for self-focus. More women than men talked about parenthood as a social norm and wanted to prioritize both work and family equally. More men than women wanted to prioritize either work or family, most often family over work. The women gave more examples of how they intended to solve potential work/family conflicts. Study I thus indicated that many Swedish emerging adults postpone, but do not reject, parenthood. Moreover, the results indicate that in emerging adulthood more women than men consider these aspects of their identities. Study II concerned the process of identity development between ages 25 and 29 among the 124 (63 women) participants who took part in the study at both ages. The study had a special focus on how people continue to evolve their identities after making identity commitments. Each of the four identity statuses (identity achievement, moratorium, foreclosure, and identity diffusion) was equally common at both ages. Stability in identity status was typical of individuals assigned to all statuses except moratorium. Further analysis of interview narratives from participants assigned to identity achievement or foreclosure at both interview occasions (n = 55), showed that relevant processes of continued identity development after commitments have been made are: the ways in which people approach changing life conditions, the extent to which they continue to engage in meaning making, and how they continue to develop their personal life direction. Identity achievement was connected to a deepening of the identity narrative on all three dimensions, whereas developmental patterns connected to foreclosure were more diverse. Study II thus showed how identity development continues in the late twenties, also beyond identity achievement. Moreover, the study indicated that further evolvement might be a key process through which an established sense of identity can stay adaptive and flexible. Study III compared two models commonly used to study identity development, the identity status model and the dual-cycle model, among the 123 (62 women) participants who completed both measures at age 29. These models are based on the same theoretical framework and use the same terminology, though the associations found between them were only modest. Further, a validation of the Swedish version of the measure commonly used to study the dual-cycle model (Dimensions of Identity Development Scale; DIDS) could not confirm the processes in the model as a sufficient representation of the participants’ ratings on the DIDS. The findings in this study call for a reconsideration of what the identity status terminology actually means, what the identity status interview and the DIDS actually measure, and how these models reflect people’s identity development. In sum, this thesis shows some ways people may continue to evolve their identities as life unfolds. Further, the results suggests that to learn more about how people develop their identities we need to combine and evaluate different theoretical approaches and research methods, and keep an open mind regarding what people tell us about their experiences.
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    Vad avser läraren? Vad erfar eleverna?
    (2011) Carlsson, Johanna; Larsson, Therese; Göteborgs Universitet/Sociologiska institutionen
    Vårt syfte med den här uppsatsen är att jämföra lärares syn på det eleverna ska lära sig vid ett specifikt lektionstillfälle med vad elever upplever att de lärt sig under samma lektion. För att ta reda på hur bra/mindre bra lärarnas och elevernas uppfattningar stämmer överrens har vi ställt oss frågorna vad avser läraren och vad erfar eleverna i samma undervisningssituation? Vi har gjort en kvalitativ studie där vi använt intervju i kombination med observation som metod. Vi har sammanlagt genomfört 10 intervjuer varavlärarintervjuer och 8 elevintervjuer. Vi har under arbetets gång även studerat litteratur för att kunna förankra vår studie i teorier kring lärande och tidigare forskning. Det huvudsakliga resultatet som vi har kommit fram till av insamlat material är att elever uppfattar samma lektionsinnehåll på olika sätt. Lärarnas ambition av vad elever ska lära sig under ett lektionstillfälle behöver nödvändigtvis inte stämma överrens med vad eleverna upplever att de lärt sig. Idag ligger stort fokus på målen i kursplaner och styrdokument vilket innebär att bedömning har en central roll i dagens skola. Innan vi kan bedöma måste vi dock veta vad det är vi ska bedöma. Att synliggöra lärande skulle vi vilja beskriva som steget innan bedömning. Vår studies koppling till tidigare forskning inom ämnet, belyser läraryrkets komplexitet och att vi som lärare inte kan ta elevers lärande förgivet. Genom att synliggöra lärande finns det möjlighet att skapa förutsättningar för fortsatt lärande hos elever och lärare. Vår studie kan även bidra till en djupare förståelse för innebörden av vilka skillnader elever och lärare kan uppfatta av lärande och undervisning. Lärares strävan måste vara att skapa förutsättningar för lärande för att kunna genomföra det uppdrag som dagens lärare har, men det finns ingen enkel och likriktad väg till elevers förståelse även om de medverkar i samma lärandesituation.