Bakgrund: Förlossningsskador kan ge fysiska och psykiska besvär. Skadorna är olika omfattande och eftervården är viktig för att rehabilitera kvinnan. Fysioterapeuters kompetens lämpar sig för undersökning och behandling av förlossningsskador. Dock är professionen inte en självklar del av eftervården och det finns kunskapsluckor om fysioterapeuters upplevelser och erfarenheter av att arbeta med förlossningsskador. Syfte: Syftet med den här studien var att beskriva fysioterapeuters upplevelser och erfarenheter inom den svenska sjukvården av att arbeta med kvinnor som har förlossningsskador. Metod: Studien var en semi-strukturerad kvalitativ intervjustudie som inkluderade fem deltagare som arbetar med förlossningsskador. Deltagarna rekryterades via Fysioterapeuternas hemsida på kompetenskartan för kvinnors hälsa och Facebookgruppen "Fysioterapeuter inom kvinnors hälsa”. Ändamålsenligt bekvämlighetsurval tillämpades. Databearbetning av intervjumaterialet gjordes genom en kvalitativ innehållsanalys. Resultat: Analysprocessen resulterade i fyra kategorier: Fysioterapeutens roll i patientmötet, Känslomässigt arbete, Framgångsfaktorer inom vården av förlossningsskador och Utmaningar inom vården av förlossningsskador med elva tillhörande subkategorier. Konklusion: Fysioterapeuterna har en betydande roll och kompetens som kan göra skillnad för patienter med förlossningsskador. De drivs av ett stort engagemang och vill se vidare utveckling av området samt stärka fysioterapeutens roll inom vården av förlossningsskador. Det behövs vidare forskning för att fylla kunskapsluckan av fysioterapeuters arbete med förlossningsskador. / Background: Pelvic floor dysfunction (PFD) after giving birth causes physical and mental discomfort. The injuries vary and the healthcare afterward is important for the mother´s rehabilitation. The competence of physiotherapists is suitable for the examination and treatment of PFD after giving birth. However, the profession is not established in this area. There are knowledge gaps about the physiotherapist's views and experiences of working with PFD after giving birth. Purpose: The purpose of this study was to describe the physiotherapist's views and experiences of working in Swedish healthcare with women with PFD after giving birth. Method: The study was a semi-structured qualitative interview study that included five participants who work with PFD after giving birth. The participants were recruited via the competence map for women's health on Fysioterapeuternas' website and via the Facebook group “Fysioterapeuter inom kvinnors hälsa”. Samples of convenience was applied. Data processing of the interview material was done through a qualitative content analysis. Results: The analysis process resulted in four categories: The physiotherapist's role when meeting patients, Emotional work, Successful factors in the healthcare of PFD after giving birth and Challenges in the healthcare of PFD after giving birth divided into eleven subcategories.  Conclusion: Physiotherapists have a significant role and the competence to make a difference for patients with PFD after giving birth. They are driven by commitment and want to see a further development of women’s health as well as strengthen the physiotherapist's role in maternity care. Further research is needed to fill the knowledge gap of physiotherapists' work with PFD after giving birth.

The main objective of the proposal, processed in the thesis is editing the waterfront in the selected area Husovice and change the purpose of the current premises of the former Mosilana. The Island defined from the east River Svitava and from the west Mlýnský náhon offer housing funktion, possibilities of recreation in the public space with city character, as well as the public space with natural character. The former area Mosilana serve as a new commercial center with several smaller squares, shops, restaurants, café, information center, newspaper, studios, workshops, exhibition spaces, galleries and views of significant element - Svitava. Emphasis is put on the biking and walking trails on the right embankment of the river Svitavy. Also important is the arrangement of street Valchařská.

This diploma thesis deals with a suitable proposal for a combination of promotional tools on social network sites Facebook and Instagram. In particular, the Reach, Views, and Followers variables will be tracked. In the theoretical part, the basic knowledge of the online marketing environment, knowledge of history and the advantages and disadvantages of classical and online marketing will be defined. In the upcoming analytical part from the described area, will be described potential opportunities for the development of social networking sites, which the author of this work uses to promote cultural events in Brno. The author of this work describes the competitive sites and profiles in the field of promotion of cultural events in Brno. In order to fulfill the stated goals of this work, a combination of paid or unpaid tools and their alternatives on the social networking sites Instagram and Facebook will be formulated.

This master´s thesis deals with data integration that is used for data transfer within various database systems in both directions - data migration and replication. We become familiar with the technologies of distributed databases. In detail the system of health care providers is described and particular tables involved into its data integration are explored. For the project execution the proposal for integration of this system is created and whereupon following implementation is described.

In this study, the effects of an explicit reflective intervention on Swaziland elementary preservice teachers’ understanding of the Nature of Science (NOS) were investigated. The factors that had an impact on the development of participants’ NOS views were also investigated. The intervention made use of de-contextualized and contextualized activities as well as historical narratives as contexts for reflecting about the empirical, creative, subjective as well as the tentative NOS. The intervention included a discussion of the relationships and differences between observations and inferences as well as scientific laws and theories in the context of the aforementioned learning activities. Participants were 24 elementary pre-service teachers enrolled for their final year of their three year teacher development programme. An adapted version of the Views of Nature of Science Questionnaire-Form C (VNOS-C) was used in conjunction with individual interviews, to assess the participants’ understanding of NOS at the beginning and conclusion of the intervention. At the end of the programme, data from interviews, concept maps and reflective journals of seven participants were analysed to ascertain their perceptions of the elements of the course and other factors that had an impact on their development of more informed NOS views. These participants were selected on the basis of their differential gains in NOS understanding. The data that was analysed using both qualitative and quantitative techniques revealed that the intervention brought about significant gains in some participants’ understanding of NOS. Information obtained from the document analysis of journals and concept maps as well as exit interviews of the selected group revealed that the pre-service teachers’ development of more informed views was mediated by motivational and cognitive factors. These were the participants’ perception of the value of teaching and learning NOS, their views about teaching and learning science, and their ability to engage deeply with the NOS concepts as well as their epistemic beliefs. The explicit reflective attention to NOS as well as metacognitive strategies was reported by most of the selected participants as responsible for changes in their NOS views. / Dissertation (MEd)--University of Pretoria, 2013. / gm2014 / Science, Mathematics and Technology Education / unrestricted

Thesis (Master of Nursing)--Cape Peninsula University of Technology, 2019 / In the fight against the human immunodeficiency virus/acquired immune deficiency syndrome (HIV/AIDS), one of the aspects to be taken into consideration is the self-esteem of pregnant women. Professional nurses in maternity settings need to support pregnant women, with a focus on providing balanced care to meet all of the women’s needs and build their self-esteem. Self-esteem reflects one’s subjective emotional evaluation of one’s worth. A decrease in the self-esteem of the individual with HIV/AIDS infections is common and professional nurses should advise patients on the appropriate ways to deal with HIV/AIDS. A supportive environment for HIV/AIDS women could enhance their self-esteem. The researcher overheard HIV/AIDS positive patients in a maternity unit express their feelings of worthlessness and wondered how he could support them to have self-worth. The purpose of the study was to explore and describe the role of professional nurses in promoting a healthy self-esteem in hospitalised, pregnant women with HIV/AIDS in a maternity unit in a public hospital in Cape Town. The study was qualitative in nature, departing from assumptions of the theoretical framework of Eric Erikson. An exploratory, descriptive, contextual, qualitative design was followed when the semi-structured interviews were conducted. The accessible population comprised of 15 professional nurses working at the maternity unit. Purposive sampling was used to obtain a sample of 11 professional nurses (participants) working in a maternity unit who met the eligibility criteria. Individual interviews were conducted with eight participants as a starting point until data saturation was reached. After obtaining permission from the necessary authorities, the researcher visited the manager of the unit. Two pilot individual interviews were conducted to determine whether the research questions were understood. The researcher explained the purpose and information on the information sheet and obtained informed consent. Interviews lasted 45 minutes were conducted in a private room and recorded. The researcher used an interview schedule and made field notes while conducting the interviews. Data triangulation of the interviews and field notes ware done. Thematic analysis coding was applied to analyse data. Trustworthiness was ensured through credibility, transferability, dependability and conformability. The following ethical principles of privacy, the right to withdraw and anonymity were followed. The findings indicated HIV/AIDS-related stigma as the main cause of a poor self-esteem among pregnant women with HIV/AIDS. Participants furthermore felt that there is a need for training and skills development of professional nurses to enable them to understand how to support HIV/AIDS pregnant women and enhance their self-esteem. It was concluded that professional nurses should support pregnant women with HIV/AIDS places a socio-economic burden on societies and has set the world into spending millions on healthcare settings in an attempt to curb the disease.

With the rapid development of Web 2.0 in the field of education, which allows users to interact and collaborate with teachers and peers on the web, many researchers have focused on exploring the developments of using Course Manage System (CMS) in service of L2 writing (e.g., Chun, 2011; Warschauer & Grimes, 2007). Simultaneously, participation in learning and teaching Chinese as a foreign (TCFL) has been accelerating. Learning and teaching Chinese writing plays a significant role in the field of world languages education. In the field of Second Language Acquisition (SLA) and Foreign Language Education (FLE), many studies have examined the effectiveness and efficiency of Written Corrective Feedback (WCF) (e.g., Bitchener, 2008; Ferris, 2010). Existing studies on WCF mostly focused on languages other than Chinese. There were few published studies investigating WCF in a computer-mediated coded WCF Chinese writing setting. This dissertation study applied a multiple-case study design to investigate the effects and students’ views of teachers’ coded WCF in an online multiple-draft Chinese writing setting. Six intermediate-level learners of Chinese completed four writing assignments, four revisions, four surveys, and four interviews. The dissertation employed a theoretical framework from sociocultural theory: Zone of Proximal Development (ZPD) and Scaffolding. Coded WCF and the CMS are considered as scaffoldings, and students’ ability to correct errors is viewed as ZPD. The researcher investigated students’ responses to the computer-mediated coded WCF and the evidence of acquisition in Chinese writing accuracy as reflected in the changes in errors over the course of the semester. In addition, the researcher also explored the students’ attitudes and views of the computer-mediated coded WCF, and the researcher further examined the factors influencing students’ incorporation of teacher feedback in their writing. The researcher employed within-case analysis and cross-case analysis to report the research findings and study results. Based on the findings, the researcher further discussed the effectiveness of WCF, the theoretical implications, the pedagogical implications, and instructional technology implications. The research findings revealed that the student participants generally had lower scores in the revision of the first writing assignment, but the situation improved in the revision of the third writing assignment. The evidence of acquisition in Chinese writing accuracy in the positive changes in errors over the course of the semester was associated with the “transferrable error types” rather than the “non-transferrable error types”. Student participants had dynamic attitudes and views toward the computer-mediated coded WCF. The research findings revealed four main factors influencing students’ incorporation of teacher feedback in their writing: the types of errors and Chinese language proficiency levels, students’ familiarity with the computer-mediated coded WCF, changes in students’ self-modifying skills and strategies, and students’ dynamic attitudes and views toward the computer-mediated coded WCF. This dissertation shed light on the instructional design of online courses and CALL activities in the context of TCFL, and the dissertation also filled up a research gap in computer-mediated WCF in Chinese writing.

The aim of this study is to examine how British culture and British cultural identity is discursively constructed and represented in two texts, including images accompanying the texts, found in two textbooks used in the foundation course for English as a second language in the Swedish upper-secondary school, the textbooks published in the 1970s and the 1980s respectively. The aim also includes to see if British cultural identity is represented in a stereotypical manner and to see which views on culture are present in the texts. The methods used in the study are discourse analysis based on Laclau and Mouffe’s discourse theory, and Hall’s visual analysis. Two theories are applied to the material, these are Laclau and Mouffe’s discourse theory and Hall’s theory of stereotyping. The result of the present study shows that there are several representations of British cultural identity in the 1970s text and that all are stereotypical. In one of the representations, British cultural identity is understood as someone who is an Englishman which entails amongst other things being brought up in England as a real Englishman. The other representations of British cultural identity included the identities English people, Englishmen and cockneys. The identity English people includes both of the identities Englishmen and cockneys. The representation of English people is that background, class and the way you speak are important and that English people check each other’s background and class by listening to one another’s speech. The representation of Englishmen includes that they are upper-class proper Englishmen who speak the Queens English whereas cockneys are represented as lower-class people who speak a vulgar sort of English. In the 1980s text there are two representations of British cultural identity. The first one of these, which was found to be represented in a stereotypical manner, is constituted by the group identity pupils with British cultural background within a culturally and nationally diverse class in Britain. This representation is culturally exclusive since only pupils with British cultural background are included in this representation. The second representations of British cultural identity found in the 1980s text is a British class made up by a group of pupils with culturally and nationally diverse backgrounds. This representation was deemed to be non-stereotypical and culturally inclusive since this representation of British cultural identity is culturally diverse.

Educators are challenged with meeting the academic needs of students, particularly in the subject area of reading. School districts purchase tools such as Achieve3000 to help students improve their proficiency in reading; however, implementation of such interventions has not been explored from the educators' perspective. This study explored 3rd grade reading teachers' views on Achieve3000 as a tool for improving reading proficiency and preparedness for the Florida State Standards English Language Arts assessment. The conceptual framework included the theory of social validity and current research as it related to differentiated instruction. This study utilized a basic qualitative approach to answer these key research questions. The participants included 6 3rd grade reading teachers from 3 Florida schools. Individual face-to-face interviews and a focus group interview session were conducted to answer the research questions. Data were analyzed via open, axial, and selective coding to generate the themes. The findings revealed the 3rd grade reading teachers believed that Achieve3000 can be considered a reliable method for improving reading and preparing students for the reading portion of the Florida Standards Assessment. The findings of this study can positively affect social change by providing educators with an increased repertoire of instructional tools to assist them in meeting the needs of all learners, as well as to prepare students for a technology driven world.

This study sought to (a) investigate the effect of Van Hiele theory-based instruction on Grade 11 students’ geometric proofs learning achievement, (b) explore students’ views on their geometry learning experiences, and (c) develop a framework for better teaching and learning of Grade 11 Euclidean geometry theorems and non-routine geometric proofs. The study is based on Van Hiele’s theory of geometric thinking. The research involved a convenience sample of 186 Grade 11 students from four matched secondary schools in the Capricorn district of Limpopo province, South Africa. The study employed a sequential explanatory mixed-methods design, which combined quantitative and qualitative data collection methods. In the quantitative phase, a non-equivalent groups quasi-experiment was conducted. A Geometry Proof Test was used to assess students’ geometric proof construction abilities before and after the teaching experiment. Data analysis using non-parametric analysis of covariance revealed that students from the experimental group of schools performed significantly better than their counterparts from control group schools. In the qualitative phase, data were collected using focus group discussions and students’ diary records. Results revealed that the experimental group students had positive views on their geometry learning experiences, whereas students from the control group of schools expressed negative views towards the teaching of Euclidean geometry and geometric proofs in their mathematics classes. Based on the quantitative and qualitative data findings, it was concluded that in addition to organizing instruction according to the Van Hiele theory, teachers should listen to students’ voices and adjust their pedagogical practices to meet the expectations of a diverse group of students in the mathematics class. A framework for better teaching and learning of Grade 11 Euclidean geometry theorems and non-routine geometric proofs was thus developed, integrating students’ views and Van Hiele theory-based instruction. The study recommends that teachers should adopt the modified Van Hiele theory-based framework to enhance students’ mastery of non-routine geometric proofs in secondary schools.