Bakgrund: Amningsfrekvensen i Sverige idag sjunker trots WHO:s rekommendationer om hur länge man bör amma sitt barn. Många mammor ger sina barn ersättning i ett tidigt skede och det finns flera olika faktorer som spelar in när det beslutet tas. Syfte: Syftet var att undersöka mammors attityder till amning och bröstmjölksersättning uttryckta på föräldraforum. Metod: Data samlades in från tre olika föräldraforum på internet. Datainsamlingen påbörjades den 28/9-2015 och pågick tills datamättnad uppnåddes. Det resulterade i totalt 308 inlägg. Data analyserades genom en kvalitativ innehållsanalys. Resultat: Resultatet visade att många mammor upplevde problem med tankar kring amningen och själva amningen, både fysiologiska och mentala hinder. Bristande kunskaper hos mamman samt otillräckligt stöd från vården försvårade amningen. Slutsats: För att undvika att amningsfrekvensen sjunker ytterligare så behövs mer riktade insatser till kvinnor som upplever problem och som är i behov av stöd i sin amning. Även mer förberedande kunskap om amning under graviditeten behövs.

LD2668 .T4 1941 J62

Intervention for students' antisocial behaviour is a challenging issue for teachers in secondary schools. Even though Government has implemented intervention measures in secondary schools to assist teachers in interveni.ng in curbing antisocial behaviour by students, the problems of student misconduct still prevail. The purpose of this study was to investigate intervention measures employed to curb antisocial bebaviour by students in a secondary school in Lobatse Botswana. The researcher was interested in the types of intervention measures employed by teachers in the school and the effectiveness of those implemented by Government, which are the pastoral care and the guidance and counseling programmes. The researcher was interested in assessing the impact of these intervention measures in assisting teachers to curb antisocial behaviour by the students. To accomplish this aim seven teachers were purposively sampled as they were the relevant people affected by the area of study. The research was conducted in the form of a case study. It was based on the qualitative approach in research. Multi methods of collecting data, such as interviews, document analysis and observation were used in order to ensure validity and reliability. Based on the respc.nses from the empirical research, as well as personal observation, the results of the study revealed that, teachers mainly apply punitive measures to curb antisocial behaviour by students. The intervention measures of pastoral care and guidance and counseling experience challenges in implementing their interventions, teachers seem to rely more on the pastoral programme than on guidance and counseling to. assist in issues of student's problem behaviour. Teachers indicated dissatisfaction with the input by the guidance and counseling programme. They complained about the inactiveness of the guidance department in assisting them to curb students' antisocial behaviour. The research recommends that, the guidance and counseling programmes be upgraded. Teachers require in-service training on the application of intervention measures that are more positive and have a long term impact on students' behaviour. Teachers need to withdraw from implementing punitive measures like punishment, to curb students' antisocial behaviour. Intervention measures such as punishment have been seen to have a negative impact on the students as punitive measures may cause the students to become rebellious and stubborn. Positive intervention measures have a lasting impact on students' characters and behaviour. Positive interventions help to instill character traits such as responsibility and accountability in students'. So teachers need to adhere to such intervention measures when curbing students' antisocial behaviour. / Thesis (M.Ed) North-West University, Mafikeng Campus, 2012

Energy consumption of large commercial buildings has become higher than before, and a major part of the energy is on their lighting systems. This thesis aims at reducing the energy consumption of a building's lighting system. Our solution is to minimize the total number of necessary light fixtures in a commercial building, and thus we formulate the Constrained Light Deployment Problem (CLDP). The CLDP problem is tightly related to the Art Gallery Problem (AGP), a classical problem in computational geometry that finds the minimum number of guards to monitor a polygon area. Unlike the traditional AGP, however, our problem poses a new challenge that the illuminance of any spot in the building must be higher than a required threshold. To address the new challenge, we first propose an algorithm based on polygon partition and iteratively remove redundant light fixtures to obtain a tighter upper bound on the necessary number of light fixtures. We further improve the algorithm with clustering and binary search to reduce the number of light fixtures. Our algorithm can return the locations of resulted light fixtures, which are not necessarily the vertices of the orthogonal polygon. Simulation results demonstrate that our algorithm is fast and effective. / Graduate

Charles Peirce (1839-1914) was one of the most important logicians of the nineteenth century. This thesis traces the development of his algebraic logic from his early papers, with especial attention paid to the mathematical aspects. There are three main sources to consider. 1) Benjamin Peirce (1809-1880), Charles's father and also a leading American mathematician of his day, was an inspiration. His memoir Linear Associative Algebra (1870) is summarised and for the first time the algebraic structures behind its 169 algebras are analysed in depth. 2) Peirce's early papers on algebraic logic from the late 1860s were largely an attempt to expand and adapt George Boole's calculus, using a part/whole theory of classes and algebraic analogies concerning symbols, operations and equations to produce a method of deducing consequences from premises. 3) One of Peirce's main achievements was his work on the theory of relations, following in the pioneering footsteps of Augustus De Morgan. By linking the theory of relations to his post-Boolean algebraic logic, he solved many of the limitations that beset Boole's calculus. Peirce's seminal paper 'Description of a Notation for the Logic of Relatives' (1870) is analysed in detail, with a new interpretation suggested for his mysterious process of logical differentiation. Charles Peirce's later work up to the mid 1880s is then surveyed, both for its extended algebraic character and for its novel theory of quantification. The contributions of two of his students at the Johns Hopkins University, Oscar Mitchell and Christine Ladd-Franklin are traced, specifically with an analysis of their problem solving methods. The work of Peirce's successor Ernst Schröder is also reviewed, contrasting the differences and similarities between their logics. During the 1890s and later, Charles Peirce turned to a diagrammatic representation and extension of his algebraic logic. The basic concepts of this topological twist are introduced. Although Peirce's work in logic has been studied by previous scholars, this thesis stresses to a new extent the mathematical aspects of his logic - in particular the algebraic background and methods, not only of Peirce but also of several of his contemporaries.

Skills in problem solving, including finding and applying the appropriate knowledge to a problem, are important learning outcomes from the completion of a Physics degree at University. This thesis investigates the characteristics of successful and unsuccessful novice University students solving problems in Physics in various contexts. Gaining an insight into student behaviour can clarify areas of weakness and potentially provide research based instructional strategies in these contexts. Access to external information during problem solving, such as the Internet, is becoming an increasingly relevant research area, as students use resources for homework questions and then in employment after University. Three chapters (Chapters 3-5) investigate individual novice problem solving with and without resources, such as a textbook. Participants were from introductory years one and two of Undergraduate study at University. The results from this chapter show successful and unsuccessful approaches by students to multi-step problems. One notable result is that unsuccessful students demonstrated an inability to apply the appropriate physics concepts, with or without the availability of resources. These results have implications for the skills required in closed and open-book exams. Three chapters of the thesis focus on the analysis of Peer Instruction (Chapters 6-8), an instructional method designed to improve conceptual understanding. Peer Instruction was used with a first year Introductory University class. Technical word use was not associated with success on Peer Instruction questions. Conversations were also analysed qualitatively. The results reflect diversity in reasoning regardless of correctness on the question. Some recommendations for the implementation of Peer Instruction are presented. The thesis is organised as follows. A literature review was conducted in relevant areas of study and is presented to set the context of the work. Three chapters report the study with novice individuals solving multi-step problems with and without resources. Three further chapters investigate successful and unsuccessful Peer Instruction discussions in Physics. The final results chapter (Chapter 9) presents a study of a group of experts solving physics problems. Overall successful and unsuccessful problem solving strategies were compared, as well as preliminary comparisons between expert and novice behaviour when solving physics problems.

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Syftet med arbetet är att undersöka hur lärare i förskoleklass organiserar sin undervisning där matematisk problemlösning används samt hur lärarens attityder till matematisk problemlösning i förskoleklass kan återspeglas i deras val. Syftet konkretiseras i följande frågeställningar: På vilket/vilka sätt organiserar lärare i förskoleklass sin undervisning där matematisk problemlösning används? samt Vilka är lärarens argument för att elever ska arbeta med matematisk problemlösning i förskoleklass?. Svar på dessa frågor har sökts genom att samla in empiri från fem lärare på tre olika skolor. Både en observation och en intervju har genomförts med samtliga lärare. Resultatet visar att lärarna organiserar sin undervisning där problemlösning används genom att antingen planera för en lektion utifrån ett problem eller genom att problematisera verksamheten som pågår. Gemensamt för samtliga lärare är att diskussionen är en central del i all undervisning och man kan därmed säga att lärarna ser på elevernas lärande utifrån ett sociokulturellt perspektiv. Lärarna motiverar sitt val av undervisning med flera olika argument och gemensamt för samtliga är att de anser att problemlösning bör ha en plats i verksamheten. Föregående återspeglas i den undervisning som presenteras. / <p>Matematik</p>

published_or_final_version / Educational Psychology / Master / Master of Social Sciences

published_or_final_version / Mathematics / Master / Master of Philosophy