Bakgrund: I begreppet AKS ingår hjärtinfarkt och instabil angina. Hjärtinfarkt drabbar cirka 25 300 personer i Sverige årligen och för att förhindra återinsjuknande följer ett omfattande sekundärpreventivt arbete med start redan på sjukhuset. Sekundärpreventionen bygger på egenvård där information är en viktig komponent. Informationen berör många områden och syftar till att ge patienten förståelse och medverka till en förändrad livsstil. Cirka en tredjedel av patienterna som haft hjärtinfarkt når de nationella målvärdena för sekundärpreventionen. Tidigare forskning har visat att patienter upplever informationen under vårdtiden som otillfredsställande. Patienter som har dålig förståelse för sin hjärtsjukdom deltar också mer sällan i sekundärpreventiva behandlingsprogram. Personcentrerad vård har positiva effekter på följsamhet till behandling och behandlingens resultat. Individens förmåga att förändra sin situation påverkas också av graden av hälsolitteracitet och empowerment. Syfte: Syftet var att beskriva behovet av information för att erhålla förståelse hos patienter med akut koronart syndrom från insjuknande till hjärtrehabilitering. Metod: Mixad litteraturöversikt med systematisk sökstrategi. Totalt 16 artiklar inkluderades, lika många kvantitativa som kvalitativa artiklar. En integrativ analys av materialet utfördes i syfte att sätta artiklarnas resultat i relation till varandra samt identifiera likheter och skillnader. Därefter identifierades kategorier som beskriver de granskade artiklarnas resultat. Resultat: I resultatet framkom tre huvudkategorier; all information är viktig, information genom hela vårdförloppet efterfrågas och anpassad information är meningsfull. Patienter ansåg inte att någon information var oviktig och information efterfrågades vid insjuknande även om den första tiden vid AKS präglades av chock. Även efter hjärtrehabilitering och två år efter AKS fanns behov av information om bland annat farmakologisk behandling, vilket också var det informationsområde som nämndes i flest studier. En återkommande fråga hos patienterna var varför AKS drabbat just dem. De önskade kongruens i information från olika källor och hade svårt att applicera standardiserad information på sin egna situation. De efterfrågade individuellt anpassad information som gavs när de själva var redo för det och som inkluderade anhöriga. Slutsats: Behovet av information är omfattande och patienter ansåg inte att någon information var oviktig. Även information i ett skede som präglas av chock är efterfrågad och betydelsefull. Individuell information underlättar förståelse för relevans av livsstilsförändringar och möjliggör delaktighet. Informationsbehovet varierade över tid och kvarstod till viss del efter två år. / Background: The term ACS includes myocardial infarction and unstable angina. Myocardial infarction afflicts approximately 25 300 individuals in Sweden annually and to prevent recurrent ACS an extensive secondary prevention effort starts while patients are still in hospital. Secondary prevention builds upon self care where information is an important component. The information concerns a variety of areas and aims to increase the patient’s understanding and participation in lifestyle change. Just about one third of patients suffering from myocardial infarction reaches the secondary prevention goals. Previous research has shown that patients find the information received during the hospital stay unsatisfactory. Patients with a low understanding more rarely participates in secondary prevention programmes. Person centered care positively affects treatment compliance and results. The individual’s ability to change their situation is also affected by the amount of health literacy and empowerment. Aim: The aim was to describe the need of information to obtain understanding in patients with acute coronary syndrome from sickening to cardiac rehabilitation. Method: Mixed literature review with a systematic search strategy. In total, 16 articles were included of which half was quantitative and half was qualitative. An integrated analysis of the material was conducted in purpose of relating the results to each other and to identify similarities and differences. Thereafter categories that describe the reviewed literature were identified. Results: In the result three main categories emerged; all information is valuable, information is requested throughout the entire care chain and adapted information is meaningful. Patients did not find any information unimportant and the information was requested at the initial phase of getting ill although the phase was characterized by shock. Even after cardiac rehabilitation and two years after ACS a need of information about pharmacological treatment existed among others, which was the information area requested in most studies. A reappearing question among patients was why the ACS had happened to them. They wished for congruence in information from different sources and found it hard to apply standardized information to their own situation. They requested individually adapted information delivered at a time when they were ready for it, that also included their family. Conclusion: The need of information is extensive and patients did not consider any information unimportant. Even information in a state characterized by shock is requested and valuable. Individual information facilitates understanding of the relevance of lifestyle changes and enables participation. The information need varied over time and remained after two years to some extent.

The purpose of the study was to make an evaluation of curricula-training effectiveness, applicability, and need for additional training within four of the state-supported college-universities of Utah. The schools researched were Utah State University, the University of Utah, Weber State College, and Southern Utah State College. The descriptive research techniques of a closed-form questionnaire were utilized to obtain informational data for the years 1969-1971 from graduates, faculties, and selected graduates concerning common and traditional curricular areas of Ca) music theory, (b) scoring and arranging, (c) music history, Cd) conducting and rehearsal techniques, (e) vocal methods and materials, (f) instrumental methods and materials, (g) group instruction, (h) private instruction on the major instrument, (i) performance, and (j) minor instrument repair. The data revealed that there was no significant difference in the responses to the questionnaire across graduates, across faculties, across institutions, or across graduates and faculty from the same institution. The conclusions from the study indicated: present training effectiveness is generally excellent in all areas of the music education curricula in all four schools; training is highly applicable; although the training is excellent and applicable, there remains the strong desire by both graduates and faculty for additional training in all areas of curricula with the exception of traditional-music history.

Arbetet syftar till att få djupare förståelse för hur pedagoger ser på kollegialt lärande och forskningsfrågorna fokuserar pedagogers syn på organisation av kollegialt lärande, värdet av kollegialt lärande för att stödja elevers måluppfyllelse och vilka möjligheter och hinder de menar finns i arbetet med kollegialt lärande. Som analysverktyg används teorier om kollegialt lärande och samarbete samt teorier skolutveckling och specialpedagogiska perspektiv. Den kvalitativa studien utgår från en gymnasieskolas ambition att svara mot krav från Skolinspektionen att nå högre måluppfyllelse hos eleverna bland annat genom att implementera kollegialt lärande hos skolans aktörer. Åtta pedagoger, varav två lärare, två speciallärare och fyra specialpedagoger, alla med ett specialpedagogiskt ansvar i skolan, intervjuades kring deras syn på kollegialt lärande. Resultaten visar att de har skilda uppfattningar om värdet av kollegialt lärande men alla ser samarbete som nödvändigt och viktigt för att stödja elevernas lärande. Enbart ett fåtal arbetar systematiskt utifrån teorier om kollegialt lärande medan flera samarbetar mer allmänt. Oavsett samverkansform står eleverna i centrum. Det största gemensamma problemet är brist på tid trots att varje pedagog fått extra tid för att utveckla sitt arbete. Det visade sig svårt att fånga organisationen eftersom varje pedagog ingår i flera olika arbetslag eller konstellationer. / The aim of the work is to gain a deeper understanding of how teachers look at collegial learning and the research issues focus on the teachers' view of the organization of collegial learning, the value of collegial learning in order to support the pupils' goal fulfillment and what opportunities and obstacles they think exist in the work with collegial learning. As analytical tools, theories of collegial learning and collaboration are used as well as theories of School development and special need perspectives. The qualitative study is based on an upper secondary school's ambition to respond to demands from Skolinspektionen (Swedish School Inspectorate) to achieve higher goal fulfillment among the pupils. Among other things by implementing collegial learning among the school's actors. Eight pedagogues, including two teachers, two special education teachers and four special need teachers, all with a special need educational responsibility at school, were interviewed regarding their views on collegial learning. The results show that they have different perceptions about the value of collegial learning, but everyone sees cooperation as necessary and important to support the pupils' learning. Only a few teachers work systematically based on theories of collegial learning, while several cooperate more generally. Regardless of the form of collaboration, the pupils are at the center. The biggest common problem is lack of time, despite the fact that each educator has been given extra time to develop their work. It proved difficult to capture the organization because each educator is part of several different teams or constellations.

<p>Undersökningen syftar till att belysa hur en individ i en rehabiliteringsprocess kan gynnas av karriärvägledning. Forskningsfrågorna som ställts har gällt vilket inslag av karriärvägledning som ingår i den aktuella stressrehabiliteringen, vilka behov som av karriärvägledning som finns samt vilken funktion karriärvägledning kan fylla inom en arbetslivsinriktad stressrehabiliteringsverksamhet. För undersökningen valdes en kvalitativ forskningsmetod med forskningsfrågorna som grund. Resultatet av de öppna intervjufrågorna visade att det inte gavs karriärvägledning av någon anställd person inom stressrehabiliteringen, men att det var något som önskades. Inslag av karrärvägledning gavs begränsat av Arbetsförmedlingen och resultaten visade att det fanns behov av karriärvägledning samt att vägledning kan fylla en funktion inom arbetslivsinriktad stressrehabilitering. Antagandet att karriärvägledning inte fanns representerad inom den valda stressrehabiliteringsverksamheten, att det fanns behov av sådan samt att karriärvägledning kan fylla en funktion visade sig stämma.</p> / <p>The survey aims to highlight how an individual in a rehabilitation process can benefit from career guidance. Research questions have been raised as part of career guidance at the current stress rehabilitation, the needs of career guidance available, and what function career guidance can play in vocational stress rehabilitation work. For the research one qualitative research method was choosen with the research questions as a base. The result of the open interview questions revealed that there were no career guidance available in form of any person employed in the stress rehabilitation, but that it was preferred. Elements of career guidance was limited by Employment Service and the results showed that there is a need for career guidance and that guidance can play a role in vocational stress rehabilitation . The assumption that career guidance was not represented in the chosen stress rehabilitation activities, the existence of such needs and that vocational career guidance can play a role turned out to be true.</p>

<p>The main purpose of this essay is to investigate professional artists experience of the need and use of information in their creative work. I have collected the material through qualitative interviews with four professional artist working with different materials and techniques. One of the results of the study is that the artists first of all used information as a source of inspiration in their creative work. They gathered their information from various scources, for example; pictures, exhibitions, visual arts, books and novells, depending on what project they are working with. Other important information scources were colleges, especially for the technical information need. The artists also searched for information in a wide range of subjects and showed interest in areas that are not considerable art-related.</p>

<p><strong>Title: </strong>The life is too soft to accord in to tariffs: an essay about youth and families with children who are recipients of economic support<strong>,</strong> their experience of their financial situation and the reception towards the social welfare.</p><p><strong>Author: </strong>Ana Becovic & Kerstin Olsson         <strong>Supervisor: </strong>Erik Wesser</p><p><strong>Institution: </strong>Humanvetenskapliga institutionen, Högskolan i Kalmar</p><p><strong>Type of Essay: </strong>Degree project, 15 ECTS                     <strong>Date</strong><strong>: </strong>December 2008</p><p>The aim for our study has been to examine how youth and families who are recipients of economic support<strong> </strong>on long term basis experience their contact with social welfare. The starting point for the question at issue has been the client's experience of their financial situation the reception and expectations towards the social welfare.</p><p>In our B-level study we carried out qualitative interviews with social welfare officers to find out how they applied the "child perspective" in granting financial support and to what extent they felt that they succeeded in meeting the need of the client. The conclusion was<strong> </strong>that there is still room for improvement in this field and particularly a wish to focus more on the child's situation and development. The officers told us that they tried to pay closer attention to the child's situation through asking about the children and by visiting the families at home.</p><p>They expressed awareness of the importance to a child's well being the financial situation of their family. They also expressed the need for the child to be able to take part in leisure time activities and having an active social life.</p><p>In this study<strong> </strong>our research method is based on qualitative interviews. Our questionnaires where handed out to social welfare officers and workers in an organization aiming their work at vulnerable youth.  The target group is the parents of younger/older children and young adults between 18 - 25 years. The result of our interviews has been analyzed in relation to earlier research and relevant theories. Final conclusion; the target group expresses a positive experience of their contact with social services. It became clear that the experience varied depending on which handling officer one met. An interesting point is how different the youngsters and their parents reason around needs and expectations.</p>

<p>Abstract</p><p> </p><p>This licentiate’s dissertation is about how school staff talk about pupils having difficulties in relating to teachers and other pupils. It’s specific focus is on pupils which are described as “disturbing”, “troublesome”,”unruly”, “unconcentrated” or characterised by similar concepts. The main aim is to elucidate and discuss how school staff explain pupils’ difficulties, what measures they state that they undertake and what measures they consider necessary.</p><p>The study is based on a social constructive approach. This means that the way we understand the world we live in is seen as shaped by social and cultural processes mediated through language. A consequence of this is that the way the staff talk about pupils in difficulties will influence how they relate to those children and how they work at solving the problems.</p><p>The empirical material consists of interviews with six principals, six Special Educational Needs Co-ordinators and six class teachers from six different schools. 15 of the people interviewed work with 11–13 year olds and three of them with 7–9 year olds. The material from the interviews is categorised into themes and further analysed in order to present a systematic overview of the ways in which the staff talk about children in difficulties.</p><p>The result shows that the problems are understood as complex and full of nuances. Explanations of the problems from medical/psychological perspectives have no distinguished status. It is more common that the problems are related to social conditions, family situation and school environment.</p><p>The study also shows that different professional groups usually place the responsibility for solving the problems with other professional groups. The way the concerned principal looks upon the problem seems be important for the way the problem is dealt with.</p><p>The way the staff studied talk about the school activities indicates that schools differ concerning issues like organisation, the role of the Special Needs Co-ordinator, co-operation between different professional groups etc. As a consequence pupils having difficulties in relating to other people will be subjected to different conditions depending on what school they attend. The school as an arena of identity creation and citizenship education will offer hence different opportunities to different children in difficulties.</p><p> </p><p> </p><p> </p><p><em> </em></p><p><em> </em></p><p><em>Keywords:</em><strong> </strong>special educational needs, social constructionism, children in need of support,</p><p>problem behavior in schools</p><p><strong> </strong></p><p><strong><em> </em></strong></p><p>Hans Larsson, Department of Education,</p><p>Örebro University, SE-701 82 Örebro, Sweden, hans.larsson@oru.se</p>

<p>The purpose of this study is to find whether there is any truth in the thesis that adopted children from abroad is in greater need of special support, in particular regarding factors that might inhibit the language development that may cause language problems.</p><p>To achieve knowledge for this study, the methods have been to seek and analyze literature that discusses theories about language development and language socialization. To understand if theory and reality is cohesive, two interviews was conducted with special teachers that have had experiences teaching adopted children, analyzes of the results contra literature has been somewhat important and necessary. To ensure the reliability the interviews was recorded on tape and later transcribed.</p><p>The results from literature studies indicates that adopted children are more likely to be in need of special support in school due to factors concerning, among other things, adaptation difficulties, language progress and identity. Overall, language progress is depended on children’s total progress that includes physical, emotional and psychological condition. The results of the interviews agree in many aspects and outline the importance of giving such adopted children correct and individual support.</p><p>The conclusions of this study is that adopted children from abroad can, in some cases, be in need of special support in school, but not necessarily just because they are adopted. Language socialization explains how a language is learned and used and in that sense, it’s very important to be aware of the responsibility you have as a teacher to overview large spread of individuals and their progress.</p>

<p>The purpose for this examination was to hear what a few (six) of the preschool teachers and child minders in preschool in Sweden would say about “why there is a need of men in preschool”, and connect t the results to different discourses and analyze the material with a purpose that the material could work as ground for an more open discussion about men in preschool.</p><p>The method for these interviews was a qualitative research interview. The interviewed persons at the time for this examination were working in preschools in the area of Stockholm.</p><p>The persons were of different gender, but the method was not to examine a difference between men and women or to generalize. The material was produced in conversations with the interviewed person one by one. The main question for the interview was “Is there a need for men in preschool? Why or why not?”</p><p>The different discourses were about the equality of opportunity, the labour market, the organization, the children, and the discourse that want to prevent men to work in preschool. All of the interviewed said that Swedish preschools need men who work there. Even though they say that, they are familiar with the discourse who wants to prevent men from working in preschool. All of the discourses seem to be familiar with the interviewed. They more or less talked about them without being questioned. The conversations resemble a variety of nuances why there should be men in preschool. The difference of men is up for discussion because the “need of men” is difficult to handle, because there are some men that are more likeable for the job. But at the same time the say we need a variety of men who works in preschool because people are different and it is good for the children to see that. The conversations were leading in more to personalities, and expectations of men. Some of them say that the gender teaching method would be more concrete if more men worked in preschool, because the children and even the teachers could face the method easier.</p><p>Why there should be more men in preschool is not a given answer, if you look at the results of this examine. Even though they all agree that there should be more men working in preschool the explanation why is reflected in different discourses. Hopefully the material will work as a ground for a more open discussion why there should be more men working in preschool. </p>

<p>Syftet med denna studie var att undersöka hur några elever upplever grundskolans specialundervisning. Detta gjorde jag genom att göra så kallade fokusgrupper, gruppintervjuer med elever om ett speciellt ämne. Ämnet som jag ville att de skulle diskutera var specialundervisningen i grundskolan.</p><p>Resultatet kom fram i olika tema som eleverna upplever som viktiga. Två teman dominerade elevernas upplevelser av specialundervisning, nämligen, förhållningssätt och skolmiljön som finns runt omkring eleverna, lokalerna dvs. deras arbetsmiljö.</p><p>Studiens resultat pekar på betydelsen av att lärare utvecklar en bra relation till eleven som man arbetar med, för att inlärning skall ske på bästa sätt. Vidare framkom att en bra lärare lyssnar och finns till hands, och då även om det gäller andra saker än skolämnen.</p><p>Eleverna i studien ger uttryck för att de är väl insatta i sin utveckling och vill ta ansvar för sitt skolarbete, men behöver också stöd och hjälp från sin lärare. De vill utvecklas åt rätt håll, vill se framsteg och vill kunna känna sig nöjda med sitt arbete.</p><p>I min uppsats så känner eleverna glädje då de får delta i specialundervisningen och får ämnena förklarade ”på ett språk de förstår”.</p><p>Slutsatsen är att eleverna känner sig nöjda med att de får hjälp med sina svårigheter, men att hur undervisningen fungerar är mycket beroende av relationen lärare – elev.</p><p>Nyckelord Specialundervisning, Upplevelser, Förhållningssätt, Miljö</p> / <p>The purpose with this study was to examine how some pupils experience special needs education in compulsory school. I did this by conducting so called “focus groups” and group interviews with pupils from special teaching.</p><p>The result was displayed in different themes which the pupils themselves experience as important. The major theme was relations and social codes in their surrounding environment. The pupils stress the fact that good teacher-student relations to facilitate their learning. To the pupils a good teacher is someone that can listen and understand them even when it comes to other subjects that are not school related situations. The pupils are well aware of their progress and take full responsibility for their own school work but are still in need of help and support from their teacher. They want to develop in the right direction and want to succeed and be satisfied with their work in school.</p><p>The conclusion is that the pupils feel satisfaction when it comes to the help they receive due to their difficulties, but how the teaching is working depends very much on the teacher-student relations.</p><p>Keywords Special Need Education, Experiences, Relations, Enviroment</p>