Bakgrund: Kvinnlig könsstympning är en djupt rotad sed. Ingreppet påverkar flickors och kvinnors livsvärld genom inverkan på deras fysiska och psykiska hälsa, samt begränsar deras reproduktiva och sexuella hälsa. En bra fysisk och psykisk hälsa hos elever ökar förutsättningarna för inlärning. Det hälsofrämjande arbetet är en av skolsköterskors huvudsakliga arbetsuppgifter. Syfte: Syftet med studien var att belysa skolsköterskors förebyggande och hälsofrämjande arbete med flickor som är eller kan komma att bli könsstympade. Resultat: Analysen från intervjuerna resulterade i fyra huvudkategorier och åtta underkategorier. Huvudkategorierna blev följande: att skapa en respektfull relation med elever, att identifiera elever som är eller kan komma att bli könsstympade beskrivs som komplext, betydelsen av kunskap och att känna trygghet i arbetet, att samverka är betydelsefullt för erfarenhetsutbyte och leder till ökad kunskap. Konklusion: Studien visar att skolsköterskorna uttrycker behov av ökad kunskap, tydliga rutiner och samverkan i arbetet att identifiera och bistå elever som är, eller kan komma att bli könsstympade. Skolsköterskorna beskriver att de har ett ansvar i att informera om kvinnlig könsstympning. För det krävs kunskap samt förutsättningar för att etablera goda relationer med elever, vårdnadshavare och övriga professioner inom skolan. / Background: Female genital mutilation is a deeply rooted custom that affects the lifeworld of women and girls by causing physical and psychological damage, and also limiting their reproductive and sexual health. A student´s good mental and physical health improves the conditions for learning. Health-promoting work is one of the main duties of a school nurse. Aim: The purpose of this study was to highlight school nurses´ preventative and healthpromoting work with girls who have undergone or are at risk of female genital mutilation. Method: A qualitative study design was chosen. Qualitative content analysis with an inductive approach was used to analyse results. Semi-structured interviewes where conducted with eight school nurses in a large city in western and in middle-sized town in mid Sweden. Results: The analyses of the interviews resulted in four main categories and eight subcategories. The main categories found were: to create a respectful relation with the pupils, identification of pupils in risk of or those already undergone female genital mutilation was found to be complex, the importance of knowledge and confidence at work, and collaboration is important in terms of exchanging experience and leads to increased knowledge. Conclusion: This study indicates a demand for greater knowledge, clear routines and collaboration in the work with identifying and assisting pupils at risk of, or who have already been exposed, to female genital mutilation. The school nurses describe that they have responsibility when it comes to information concerning female genital mutilation, which requires knowledge and prerequisites to establish a relation with pupils, caretakers and other professionals in the school environment.

Apresentamos resultados de pesquisa, por meio da qual investigamos como se dá a construção das Identidades Profissionais de professores do ensino fundamental I (1º ao 5º ano), partindo de suas escol(h)as. Trabalhamos com o discurso enquanto efeito de sentidos, produzido num espaço de redes de filiações sócio-históricas de identificações. Trazemos os conceitos de sujeito, subjetividade e memória para compreendermos como o sujeito-professor é atravessado pelo outro ao falar da sua prática. Partimos do pressuposto de que não é possível apagar a história que constitui cada sujeito, pois o mesmo e o diferente se (re)significam a cada momento e sempre. Num espaço em que a formação não se faz antes da mudança, faz-se durante (Nóvoa, 1995), compreendemos os ecos nos dizeres dos sujeitos-professores que ressoam a ideologia e são atravessados pelo inconsciente, assim tomamos o discurso como o lugar da contradição o que não significa que apagaremos as oposições a ele inerentes, mas compreenderemos como essas contradições são intrinsecamente constitutivas dos sujeitos e sentidos. O aparato teórico que sustenta essa investigação é constituído pelas contribuições da Análise de Discurso de matriz francesa (pecheuxtiana), das Ciências da Educação e de alguns fios da Psicanálise freudo-lacaniana, teorias às quais nos filiamos. O corpus é formado por depoimentos orais (transcritos) de sujeitos-professores a respeito de sua trajetória profissional e experiências em formações (inicial/continuada). Ao propormos um espaço para o sujeito-professor se narrar, criamos momentos para que esse sujeito esteja em cena e encene um lugar para se dizer, para falar da sua trajetória de vida, numa história de confessar-se (Foucault). A partir de amplo espaço discursivo (Maingueneau), selecionamos alguns recortes para análise. Os gestos de interpretação que empreendemos permitem-nos considerar que: 1º) As marcas de subjetividade na voz desses sujeitos-professores nos processos de formação individual que implicam que esse sujeito, traga à tona sua memória discursiva e possibilidades de (se)dizer; 2º) circulam diferentes conceitos sobre formação, nas vozes dos sujeitos-professores, que se identificam com fundamentos e redes de sentidos aos quais tais conceitos estão filiados; 3º) ao falar de si, de suas experiências o sujeito-professor traz com suas recordações memória(s) e a (res)significação dos outros que o atravessaram em suas identificações; 4º) as experiências processuais afetam o sujeito-professor, mantendo-o inserido em formações discursivas que lhe fazem sentido(s). / These are the results of an investigation on the creation of professional identities of Elementary Education teachers (1st 5th grade; 6 10 years old). We worked with the discourse as effects of meanings produced within networks of social-historical identifications. We use the concepts of subject, subjectivity and memory to understand how the subject-teacher is crossed from The other when speaking about his/her own practice. We assume the impossibility of erasing the history inherent in each subject, where sameness and different are constantly being resignified. There are echoes in the wordings of subject-teachers which recall their ideology and are crossed by the unconscious. Therefore we take the discourse as a place of contradiction. However, we do not disregard any contradictions, but we take those as inherent, intrinsically constitutive parts of those subjects and meanings. This investigation is based on the theory of Pechêuxs French Discourse Analysis, and Sciences of Education, and some contributions of psychoanalysis by Freud/Lacan. The corpus consists of transcriptions of interviews with subject-teachers about their professional development and teacher-training experience (pre-service or on-going). As we create some space for the subject-teacher to tell their own story, we offer the opportunity for this subject to enact scenes and create a place for him/her to express themselves, their life, as if for this subject to confess their life, as Foucault puts it. We selected some excerpts to be analyzed from the perspective of Maingueneaus ample discursive field. Our interpretation leads us to consider: 1st) the impressions of subjectivity in the voices of those subject-teachers in their individual teacher-education process, allowing them to disclosure their discursive memory and possibilities expressing themselves; 2nd) there are different concepts of teacher-education in the voices of subject-teachers, who identify themselves with the networks of meanings to which they are affiliated; 3rd) when speaking of him/herself, and their experience, the subject-teacher brings memories and (re)signified others who cross him/her in their identifications; 4th) the process experience affect the subject-teacher keeping him/her embedded in meaningful discursive formations.

Submitted by Jailda Nascimento (jmnascimento@pucsp.br) on 2016-09-27T19:35:43Z No. of bitstreams: 1 Elizabete Terezinha Silva Rosa.pdf: 4123035 bytes, checksum: 1793242d6a9a7eb5a6e3b2be7bb204aa (MD5) / Made available in DSpace on 2016-09-27T19:35:44Z (GMT). No. of bitstreams: 1 Elizabete Terezinha Silva Rosa.pdf: 4123035 bytes, checksum: 1793242d6a9a7eb5a6e3b2be7bb204aa (MD5) Previous issue date: 2016-06-03 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This doctoral thesis is about the history and memory in Social Work, trough the rescue and analysis of the professional Nobuko Kameyama’s trajectory and her interactions with the Social Work’s journey, during the years 1959 to 2009. The propose of this research is to know Kameyama’s contribution like a scientist during the professional maturation of Social Service to impulsive the construction of the present and the future of this profession. The thesis is guided by conception of History in Walter Benjamin (1892-1940), Germany philosophy and sociologist, who suggests find the seeds of a new history in the past, considering the accumulation, the advances, but also the sufferings, and everything that could have been buried in diverse historical contexts. To the concretization of this research, it was used the Oral Method, i.e., it’s was collected 8 testimonials of people that had their personal careers crossed with Kameyama. This allowed the rescue, by the optic of relevant individuals, of Brazilian Social Work’s recent history. This research also aims to rescue the history and trajectory of Nobuko Kameyama, considering the intrinsic relation between memory and professional identification, and contribute to the new generations can know the Nobuco Kameyama’s legacy, in order to fortify for the challenges in the present and in the future / A pesquisa trata da história e memória em Serviço Social, por meio do resgate e da análise da trajetória profissional de Nobuco Kameyama, em suas interações com a trajetória do Serviço Social, no período histórico que vai de 1959 a 2009, para conhecer, por meio do seu legado, sua contribuição ao processo pelo qual o Serviço Social alcançou a maturação profissional e, assim, impulsionar a construção do presente e do porvir da profissão. Para tanto, parte da concepção de história de Walter Benjamin (1892-1940), filósofo e sociólogo alemão, que visa buscar, no passado, os germes de uma nova história, que considere os acúmulos, avanços, mas também os sofrimentos e tudo o que pode ser sido solapado nos diversos contextos históricos. Para a pesquisa de campo, foi utilizado a metodologia da história oral e coletado 8 depoimentos de sujeitos que tiveram sua trajetória profissional entrecruzadas com a de Kameyama, o que possibilitou o resgate, sob a ótica de sujeitos significativos, da história recente do Serviço Social brasileiro. Visa também resgatar a história e a trajetória de Nobuco Kameyama, considerando a intrínseca relação entre memória e identidade da profissão, bem como contribuir para que as novas gerações possam conhecer o legado de Nobuco Kameyama, e assim se fortalecerem para o enfrentamento dos desafios do presente e do futuro

Este trabalho apresenta o estudo de um sistema genérico de medição que utiliza o princípio das correntes de Foucault, comumente conhecidas como correntes parasitas. O modelo do sistema é representado como um circuito elétrico equivalente composto por R1 e L1, respectivamente caracterizando a resistência e a indutância do circuito primário, as quais são conhecidas por uma bobina de excitação. Já no secundário, R2 e L2, estão representando a perda ôhmica e a indutância da amostra no qual as correntes parasitas são induzidas, além de outros dois componentes, M indutância mútua dos indutores acoplados e k, coeficiente relacionado ao acoplamento magnético entre os circuitos primário e secundário. A análise tradicionalmente utilizada para este tipo de medição é a avaliação da reflexão da impedância equivalente do circuito secundário representando a amostra no circuito primário. O trabalho analisa as equações de malha do circuito equivalente no domínio da frequência e identifica os parâmetros do modelo. A partir da identificação do sistema realizada com os ensaios experimentais, foi possível descobrir a constante de tempo indutiva τL do sistema. A partir dessa constante, observou-se a variação acentuada da mesma em relação a variação da impedância equivalente. Ainda é apresentada uma estimativa dos valores de R2 e L2 realizada por meio da unificação das informações obtidas com a identificação, aliada com as informações de campo magnético obtidas a partir de um sensor do tipo GMR e pela simulação em um software de elementos finitos COMSOL Multiphysics. / This work presents the study of a generic measurement system that uses the prin- ciple of eddy currents. The system model is represented as an equivalent electric circuit composed of R1 and L1 respectively characterizing the resistance and induc- tance of primary circuit, which are known by an excitation coil. In the secondary, R2 and L2 are representing the ohmic loss and the inductance of the sample in which the eddy currents are induced, in addition two other components, the mutual induc- tance of the coupled inductors and k, coefficient related to the magnetic coupling between the primary and secondary circuits. The analysis traditionally used for this type of measurement is the reflection evaluation of the equivalent impedance of the secondary circuit representing the sample in the primary circuit. The work analyzes the mesh equations of the equivalent circuit in the frequency domain and identifies the parameters of the model. From the identification of the system performed with the experimental tests, it was possible to discover the inductive time constant τL of the system. From this constant, it was observed the sharp variation of the same in relation to the variation of equivalent impedance. An estimate values, R2 and L2 performed by unification of the information obtained with the identification, to- gether with the magnetic field information obtained from a GMR type sensor and by simulation in a finite element software COMSOL Multiphysics.

Apresentamos resultados de pesquisa, por meio da qual investigamos como se dá a construção das Identidades Profissionais de professores do ensino fundamental I (1º ao 5º ano), partindo de suas escol(h)as. Trabalhamos com o discurso enquanto efeito de sentidos, produzido num espaço de redes de filiações sócio-históricas de identificações. Trazemos os conceitos de sujeito, subjetividade e memória para compreendermos como o sujeito-professor é atravessado pelo outro ao falar da sua prática. Partimos do pressuposto de que não é possível apagar a história que constitui cada sujeito, pois o mesmo e o diferente se (re)significam a cada momento e sempre. Num espaço em que a formação não se faz antes da mudança, faz-se durante (Nóvoa, 1995), compreendemos os ecos nos dizeres dos sujeitos-professores que ressoam a ideologia e são atravessados pelo inconsciente, assim tomamos o discurso como o lugar da contradição o que não significa que apagaremos as oposições a ele inerentes, mas compreenderemos como essas contradições são intrinsecamente constitutivas dos sujeitos e sentidos. O aparato teórico que sustenta essa investigação é constituído pelas contribuições da Análise de Discurso de matriz francesa (pecheuxtiana), das Ciências da Educação e de alguns fios da Psicanálise freudo-lacaniana, teorias às quais nos filiamos. O corpus é formado por depoimentos orais (transcritos) de sujeitos-professores a respeito de sua trajetória profissional e experiências em formações (inicial/continuada). Ao propormos um espaço para o sujeito-professor se narrar, criamos momentos para que esse sujeito esteja em cena e encene um lugar para se dizer, para falar da sua trajetória de vida, numa história de confessar-se (Foucault). A partir de amplo espaço discursivo (Maingueneau), selecionamos alguns recortes para análise. Os gestos de interpretação que empreendemos permitem-nos considerar que: 1º) As marcas de subjetividade na voz desses sujeitos-professores nos processos de formação individual que implicam que esse sujeito, traga à tona sua memória discursiva e possibilidades de (se)dizer; 2º) circulam diferentes conceitos sobre formação, nas vozes dos sujeitos-professores, que se identificam com fundamentos e redes de sentidos aos quais tais conceitos estão filiados; 3º) ao falar de si, de suas experiências o sujeito-professor traz com suas recordações memória(s) e a (res)significação dos outros que o atravessaram em suas identificações; 4º) as experiências processuais afetam o sujeito-professor, mantendo-o inserido em formações discursivas que lhe fazem sentido(s). / These are the results of an investigation on the creation of professional identities of Elementary Education teachers (1st 5th grade; 6 10 years old). We worked with the discourse as effects of meanings produced within networks of social-historical identifications. We use the concepts of subject, subjectivity and memory to understand how the subject-teacher is crossed from The other when speaking about his/her own practice. We assume the impossibility of erasing the history inherent in each subject, where sameness and different are constantly being resignified. There are echoes in the wordings of subject-teachers which recall their ideology and are crossed by the unconscious. Therefore we take the discourse as a place of contradiction. However, we do not disregard any contradictions, but we take those as inherent, intrinsically constitutive parts of those subjects and meanings. This investigation is based on the theory of Pechêuxs French Discourse Analysis, and Sciences of Education, and some contributions of psychoanalysis by Freud/Lacan. The corpus consists of transcriptions of interviews with subject-teachers about their professional development and teacher-training experience (pre-service or on-going). As we create some space for the subject-teacher to tell their own story, we offer the opportunity for this subject to enact scenes and create a place for him/her to express themselves, their life, as if for this subject to confess their life, as Foucault puts it. We selected some excerpts to be analyzed from the perspective of Maingueneaus ample discursive field. Our interpretation leads us to consider: 1st) the impressions of subjectivity in the voices of those subject-teachers in their individual teacher-education process, allowing them to disclosure their discursive memory and possibilities expressing themselves; 2nd) there are different concepts of teacher-education in the voices of subject-teachers, who identify themselves with the networks of meanings to which they are affiliated; 3rd) when speaking of him/herself, and their experience, the subject-teacher brings memories and (re)signified others who cross him/her in their identifications; 4th) the process experience affect the subject-teacher keeping him/her embedded in meaningful discursive formations.

Submitted by Maicon Juliano Schmidt (maicons) on 2015-05-07T14:33:09Z No. of bitstreams: 1 Fatima Sabrina Rosa.pdf: 969225 bytes, checksum: 1955f26438b5920a8ab28dd66dff570a (MD5) / Made available in DSpace on 2015-05-07T14:33:09Z (GMT). No. of bitstreams: 1 Fatima Sabrina Rosa.pdf: 969225 bytes, checksum: 1955f26438b5920a8ab28dd66dff570a (MD5) Previous issue date: 2014-04-14 / Nenhuma / Esta dissertação é o resultado de uma pesquisa sobre os chamados bondes de Porto Alegre. O estilo de sociabilidade desses bondes é análogo às galeras cariocas, jovens que se reúnem para sair e desfrutar os espaços de lazer. A configuração desses grupos se dá na junção de indivíduos, moradores das periferias da cidade, os quais sofrem um processo de segregação e estigmatização que tende a confiná-los em seus espaços de moradia. Negando essa territorilização, mas sem perder o sentido de pertença, esses jovens agregam-se em torno de símbolos de poder, masculinidade e violência, para semantizar seu grupo, e saem em circulação pelos espaços movimentados da capital onde possam fazer-se visíveis. A associação desses jovens não se dá apenas pela noção de proximidade vicinal e de pertença à periferia, mas também como resposta a uma situação de conflito sentida no interior do grupo pela forma como são mal vistos em suas incursões até o centro. A partir da definição dessa situação, os jovens se organizam em grandes grupos que levam, no nome ou nos cantos que entoam, a defesa simbólica da comunidade em que vivem. Eles se utilizam do conflito e a da estigmatização que sofrem, por parte dos demais moradores da cidade, para estabelecer uma experiência social compartilhada, fundando nela sua subjetivação. Este trabalho se desenvolveu mesclando, paralelamente, pesquisa de campo com integrantes e ex-integrantes dos bondes nas suas comunidades e pesquisa bibliográfica como forma de compreender cada dado novo por diferentes perspectivas. Desse modo, o estudo é dividido em capítulos que conjugam teoria e empiria num esforço por observar a ação dos bondes a partir de diferentes clivagens. Para compreender os diferentes conteúdos semânticos constituidores dessa sociabilidade, este trabalho foi estruturado em eixos teórico-analíticos: periferia e estigmatização, conflito e violência, identidade e reconhecimento e estética e gênero. Assim, a abordagem metodológica deste estudo conformou a percepção dos bondes atravessados por cada eixo temático numa tentativa de olhar o objeto por diferentes planos. / This dissertation is the result of a research on so-called bondes in Porto Alegre. The sociability style of these trams is analogous to Cariocas galleys locals, young people who get together to hang out and enjoy the leisure spaces. The configuration of these groups occurs at the junction of individuals, residents of the city’s outskirts, which suffer a process of segregation and stigmatization that tends to confine them in their places of residence. Denying this territorialisation, but without losing the sense belonging, they add up around symbols of power, masculinity and violence to semanticizing your group, and go into circulation by the capital’s crowded spaces where they can make themselves visible. The association of these young people not only gives the vicinal closeness sense and belonging to the outskirts, but also in response to a situation of conflict felt within the group by how are perceived negatively in their forays to the center. From the definition of the situation, young people are organized in large groups that lead, in name or corners to chant in symbolic defense of the community in which they live. They use the conflict and stigmatization suffered by the others residents of the city to establish a shared social experience, founding it their subjectivity. This work was developed merging parallel, field research with members and former members of the bondes in their communities and bibliography research as a way to understand each new data from different perspectives. Thus, the study is divided into chapters that combine theory and empiricism an effort to observe the action of bondes from different divisions. To understand the different semantic matter of this sociability, this work was structured into theoretical and analytical axes: outskirts and stigmatization, conflict and violence, identify and recognition and aesthetics and gender. So, the methodological approach of this study complied the perception of bondes traversed for each thematic axis in an attempt to look at the object though different plans.

<p>Local and international pundits concur that education systems play a pivotal role in fostering and developing values in learners. In some countries, like South Africa, the values and rights&nbsp / enshrined in the Constitution and the Bill of Rights resonate in the Schools Act. As one of the concerns of education is nationbuilding, my study investigates if the integration of the values does&nbsp / achieve tolerance and co-operation in the classroom by examining how learners make sense of values in the Mathematical Literacy curriculum. While I firmly believe that educational&nbsp / institutions have a responsibility to integrate positive values into all aspects of the school curriculum, it is my contention that learners cannot fully benefit from values specifically related to the&nbsp / Mathematical Literacy curriculum itself on their own. All stakeholders in education need to come together to establish an informed understanding of policy documents and reconcile the complexities and challenges that surround the transmission of values, so that educators will be able to assist learners in a meaningful way. The classroom life of a learner is intricately woven&nbsp / with that of the teacher. In order to unearth the views and practices of learners and teachers, I adopted a participatory approach. The qualitative study that ensued was conducted in three Mathematics Literacy classrooms at secondary schools in Cape Town, South Africa. The observation sessions afforded me the opportunity to experience and appreciate how the teachers&nbsp / integrate values into the Mathematical Literacy lessons while observing learners‟ behaviour in the classroom. The interactions and interviews with both learners and teachers aided in further unravelling their understanding and implementation of values in the Mathematical Literacy lessons. For learners to develop into responsible, caring and morally just citizens who arecapable of critical thought, they&nbsp / equire an education that provides them with the necessary opportunities and tools to develop. Mathematical Literacy is able to provide learners with the relevant opportunities and thinking&nbsp / tools to construct meaning around moral concepts. I strongly believe that for learners to accomplish this goal, educators need to be appropriately capacitated to facilitate opportunities for their&nbsp / learners.I did not find any evidence in the literature that suggests a fail-safe theoretical approach to success in values education. I am of the opinion that for any measure of success in values education, a combination of these theories of learning and moral development has to be employed.</p>

Polycyclic aromatic hydrocarbons(PAHs) are one of major classes of organic pollutants that transport through air-sea exchange in the environment. The objectives of this study were to quantify the PAHs concentrations in air and seawater and calcu-late the exchange fluxes by using Whitman¡¦s two-film mode. Spatial and temporal distributions were also determined through the sampling strategy of this study. In ad-dition, particulate concentrations in the ambient air were used to estimate the dry de-position fluxes of PAHs. Seasonal fluxes of PAHs in Gao-Ping coastal areas ranged from -2020 to +320 ng/m2day. The net gas exchange fluxes were negative (net absorption) in August, No-vember and March but positive (net volatilization) in May at Kaohsiung Harbor (KH), Off Shore (OFS) and Gao-ping River Estuary (GRE). Howerer negative exchange fluxes were found in each sampling month at Liu-Chiu Isle (LCI). In contrast, Lanyu Isle (LI) showed a different tend in exchange fluxes. It¡¦s exchange fluxes were all positive in each sampling month and ranged from the +121 to +1020 ng/m2day. Mostly the net fluxes of low molecular weight PAHs were volatile; while high molecular weight PAHs were absorptive. The compound with highest flux was mostly phenanthrene, therefore, it dominates the gas exchange fluxes in Gao-Ping coastal areas. The highest average net gas exchange fluxes among stations were observed at LCI (-1650 ng/m2day) and decreased in the following order: GRE (-932 ng/m2day), KH (-824 ng/m2day), OFS (-523 ng/m2day), LI (+358 ng/m2day). Dry particle deposi-tion fluxes were higher in November and March. The high molecular weight PAHs were found predominant in these particles. Even adding up with the wet deposition, the magnitude of total deposition fluxes(dry+wet) were still lower than those of gas exchange. Therefor, gas exchange is the main transport pathway for PAHs in Gao-Ping coastal areas. By identifying composition patterns of PAHs in each sample, source of PAHs in dissolved phase were mainly from traffic emission. However, KH is indicative of in-dustrial and petrogenic souces; while grass and wood combustion and petrogenic might be the dominant source of PAHs at LI. In gas phase, sources of PAHs were mostly from combustion, including traffic emission and diesel combustion. Finally, the transport pathway of the airflow was analyzed through back trajectory analysis. The results show that the PAH concentrations in gas phase might be affected by re-gional pollution in August and May, and long-rang atmospheric transport in March at Gao-Ping coastal areas and LI. Local origin was suggested for PAHs from Gao-Ping coastal areas in November and March.

<p>Local and international pundits concur that education systems play a pivotal role in fostering and developing values in learners. In some countries, like South Africa, the values and rights&nbsp / enshrined in the Constitution and the Bill of Rights resonate in the Schools Act. As one of the concerns of education is nationbuilding, my study investigates if the integration of the values does&nbsp / achieve tolerance and co-operation in the classroom by examining how learners make sense of values in the Mathematical Literacy curriculum. While I firmly believe that educational&nbsp / institutions have a responsibility to integrate positive values into all aspects of the school curriculum, it is my contention that learners cannot fully benefit from values specifically related to the&nbsp / Mathematical Literacy curriculum itself on their own. All stakeholders in education need to come together to establish an informed understanding of policy documents and reconcile the complexities and challenges that surround the transmission of values, so that educators will be able to assist learners in a meaningful way. The classroom life of a learner is intricately woven&nbsp / with that of the teacher. In order to unearth the views and practices of learners and teachers, I adopted a participatory approach. The qualitative study that ensued was conducted in three Mathematics Literacy classrooms at secondary schools in Cape Town, South Africa. The observation sessions afforded me the opportunity to experience and appreciate how the teachers&nbsp / integrate values into the Mathematical Literacy lessons while observing learners‟ behaviour in the classroom. The interactions and interviews with both learners and teachers aided in further unravelling their understanding and implementation of values in the Mathematical Literacy lessons. For learners to develop into responsible, caring and morally just citizens who arecapable of critical thought, they&nbsp / equire an education that provides them with the necessary opportunities and tools to develop. Mathematical Literacy is able to provide learners with the relevant opportunities and thinking&nbsp / tools to construct meaning around moral concepts. I strongly believe that for learners to accomplish this goal, educators need to be appropriately capacitated to facilitate opportunities for their&nbsp / learners.I did not find any evidence in the literature that suggests a fail-safe theoretical approach to success in values education. I am of the opinion that for any measure of success in values education, a combination of these theories of learning and moral development has to be employed.</p>

Sedan oktober 2011 sköter Sjukvårdens Larmcentral, SvLC, utalarmeringen av akuta sjukdomsfall som inkommer vid 112-samtal. Samtidigt infördes ett nytt medicinskt beslutsstöd för de sjuksköterskor som tar emot de akuta samtalen. Då orsaken till buksmärta är komplext och svårt att identifiera hos patienterna valdes just detta tillstånd för granskning. Syfte: Att undersöka om det medicinska beslutsstödet för sjuksköterskorna på SvLC i Uppsala län är en tillförlitlig hjälp i identifieringen av patienter med akuta buksmärtor, samt att undersöka om det fanns ålder-eller könsskillnader. Metod: En empirisk kvantitativ studie med en retrospektiv journalgranskning. Sammanlagt 151 patienter som ringt ambulans på grund av buksmärta och som av larmcentralen prioriterats som livshotande (prioritet 1) eller brådskande (prioritet 2) har granskats. Resultat: SvLC´s initiala bedömningar stämde väl överens med de prehospitala bedömningar sjuksköterskan i ambulans gjorde. Hos prio1-gruppen hade 48 % diagnostiserats buksmärta UNS, det vill säga buksmärta utan närmare specifikation, och hos prio 2-gruppen var det 40 % som fått samma diagnos. I denna undersökning kunde inga allvarliga brister identifieras i det nya medicinska beslutssystemet gällande akuta buksmärtor i Uppsala län, och inga signifikanta ålder-eller könsskillnader kunde hittas. Mer studier skulle behövas för att öka träffsäkerheten gällande resultatet i detta ämne och fler patienter skulle behöva involveras för att ”fånga upp” eventuella brister i detta medicinska beslutssystem. / Since October 2011 Sjukvårdens Larmcentral (SvLC) take care of emergency calls. At the same time new decision support tool for nurses that receive the emergency calls was introduced, andit was of interest to find out if there are flaws in the emergency call- system. Since the cause of abdominal pain in patients is a complex and difficult to identify this specific condition was chosen for this study. Aim: To examine whether the new medical decision support for patients with acute abdominal pain after the introduction of the new medical decision- making aid is a reliable working aid. Method: An empirical quantitative study with retrospective review of patients records. Totally 151 patients who called ambulance due to abdominal pain and that the emergency call- center prioritized as life-threatening (priority 1) or urgent (priority 2) has been reviewed. Result: SvLC´s initial evaluation tallied well with the prehospital assessment the nurse in ambulance did. In the prio 1-group 48% diagnosed abdominal pain NOS, that is to say “Not Otherwise Specified”, and in prio 2 group 40% received the same diagnosis. In this investigation, no serious flaws identified in the new medical decision support regarding acute abdominal pain in Uppsala county, and no significant..... More studies would be needed to increase accuracy on the results in this topic and more patients would need to be involved in order to “capture” any deficiencies in this medical decision systems.