Eidgenössische Techn. Hochsch, Diss--Zürich, 2000.

Bakgrund: Skolsköterskan och elevhälsan har ett grundläggande uppdrag i att främja och stödja elevers hälsa för att möjliggöra goda skolresultat. Elever med koncentrationssvårigheter utan hyperaktivitet kan vara svåra att upptäcka då eleven inte stör andra men har svårt att tillgodogöra sig undervisningen. Elever med detta funktionshinder upplever varierat stöd från skolan vilket kan få negativa konsekvenser på skolresultat och självkänsla. Syfte: Att beskriva hur skolsköterskor upplever sig stödja elever med ADD.  Metod: En empirisk intervjustudie genomfördes med semistrukturerade frågor som ställdes till nio skolsköterskor verksamma inom grund- och gymnasieskolor. En kvalitativ innehållsanalys användes för analys av insamlad data. Resultat: Tre kategorier framkom ur resultatet: ”Att finnas där för eleven”, ”Att samverka i EHT” samt ”Att fungera som en informerande länk”. Ett övergripande tema framkom som ”Stöd byggt på kunskap och förståelse”   Slutsats: Skolsköterskan stödjer elev med ADD genom att arbeta hälsofrämjande med att finnas tillgänglig och vara lyhörd för elev samt lyfta behov till elevhälsoteamet. Hen arbetar dessutom som en samverkande länk mellan alla inblandade aktörer. Dock krävs det viss kunskap om ADD för att kunna vara ett stöd. / Background: The school nurse and the student health service have a fundamental mission to promote students health to enforce school performance. Students with attention deficit without hyperactivity can be difficult to detect as the pupil does not disturb others but find it difficult to follow the education. Students with these disabilities are experiencing varied support from the school which can have a negative impact on academic performance and self-esteem. Aim: To describe school nurses experience of how to support students with ADD.  Method: An empirical interview study was conducted using semi-structured questions asked to nine school nurses working in elementary and secondary schools. A qualitative content analysis was used for the analysis of the collected data. Result: Three categories emerged from the result: "To be there for the student", "To interact in the school health team", and "To act as an informative link". An overall theme emerged as "Support built on knowledge and understanding”.  Conclusion: The school nurse supports students with ADD by working health promoting through being available, be responsive to student needs and by lifting student needs to the school health team. He/she also works as a collaborative link between all participants to follow up the support over time. However it requires some knowledge about ADD to be able to provide support for these students.

This master's thesis deal with design and creating of the instructions for industry bus AS-Interface. These instructions were implemented in the software ControlLogix5000 like add-on instructions. In the teoretical part there are presented the issues of industrial control, AS-Interface bus, add-on instruction and model of the labyrinth. The practical part of the master's thesis is focused to design of the add-on instruction and work with instruction and its characteristics followed by the description of the sample add-on instruction and the list of all implemented instructions. The final two chapters include visualization and laboratory exercise.

The punishments of Islamic criminal law and in particular, the notoriously severe ḥadd punishments, were never systematically justified in classical Islamic jurisprudence (fiqh). However, the fiqh tradition is ripe with debates about ḥadd punishments, and theories of justification, while not fully spelt out, are often implied in the writings of Muslim jurists. In Part I of this thesis, three fiqh strategies for the justification of ḥadd punishments are described and critically evaluated: one that seeks to characterize the ḥadd punishments as divinely ordained, immutable “rights of God” (ch. 1), one that describes the purpose of ḥadd punishments as serving general as well as individual prevention (ch. 2), and one that stresses that to suffer ḥadd is an expiatory act that amends for sins and thus ensures salvation in the Hereafter (ch. 3). The Sunnī legal schools (madhāhib), salient representatives of which are studied in this dissertation, controversially discussed the meaning and purpose of ḥadd punishments in the context of each of these three fiqh discourses. Part II of this thesis proceeds to describe and discuss contemporary Muslim debates about the applicability and justifiability of ḥadd punishments today. While only few Islamic regimes currently implement ḥadd, the topic has a large symbolical importance because it exemplifies the struggle of Muslim thinkers to reconcile Islam with modernity. In a first step, this thesis aims to clarify to what extent contemporary positions echo, attack or simply sidestep classical fiqh positions: how, in other words, the present is connected to the traditional fiqh framework of the past (ch. 4). In a concluding chapter, a number of salient topics of debate in the contemporary ḥadd controversy are analysed within the cultural and political contexts in which they are located (ch. 5). While classical legal doctrines about ḥadd punishments, despite the controversies between the madhāhib, tend to be rigid, emphasizing the immutable character of the criminal law norms found in the Sharīʻah, the periodic calls among contemporary thinkers for the implementation of ḥadd are, it is suggested, largely driven by political agendas.

Syftet med denna uppsats var att skildra hur barn i skolålder med ADHD/ADD upplever sin skolgång. De frågeställningar som använts är: Hur påverkar en ADHD/ADD-diagnos barns förutsättningar i skolan? Hur upplever barn med en ADHD/ADD-diagnos att de erbjuds hjälp och stöd inom skolan?  Hur upplever barn med en ADHD/ADD-diagnos att de bemöts i skolan? Studien genomfördes med hjälp av åtta respondenter som alla var i skolålder samt diagnostiserade med antingen ADHD eller ADD. Insamlingen av material gjordes genom semistrukturerade intervjuer och bearbetades efteråt med hjälp av fyra sociologiska teorier: stigma, interaktionsordning samt identitetsvärden och uppföranderegler. Resultatet visade att barn med ADHD/ADD till viss del försummas i sin skolgång då resurser och kunskap kring diagnoser är otillräcklig. Resultatet visar även att en skola för alla går att uppnå men det krävs mer engagemang och resurser för att kunna bemöta elevers individuella behov.

This thesis introduces a new lacunarity analysis add-in for ArcGIS.

The implementation of Wavelength Division Multiplexing system (WDM) optical fibre transmission systems has the potential to realise this high capacity data rate exceeding 10 Tb/s. The ability to reconfigure optical networks is a desirable attribute for future metro applications where light paths can be set up or taken down dynamically as required in the network. The use of microelectronics in conjunction with photonics enables intelligence to be added to the high-speed capability of photonics, thus realising reconfigurable optical devices which can revolutionise optical telecommunications and many more application areas. In this thesis, we investigate and demonstrate the capability of Opto-VLSI processors to realise a reconfigurable WDM optical device of many functions, namely, optical multiband filtering, optical notch filtering, and reconfigurable-Optical-Add-Drop Multiplexing (ROADM). We review the potential technologies available for tunable WDM components, and discuss their advantages and disadvantages. We also develop a simple yet effective algorithm that optimises the performance of Opto-VLSI processors, and demonstrate experimentally the multi-function WDM devices employing Opto-VLSI processors. Finally, the feasibility of Opto-VLSI-based WDM devices in meeting the stringent requirements of the optical communications industry is discussed.

The objective of this study is to compare suicidal thoughts amongst American Indian/Alaskan Native's (AI/AN) to a non-AI/AN comparison group, using data from the National Longitudinal Study of Adolescent Health, a nationally-representative, longitudinal study. At wave one a statistical difference is present between NA/AN and comparisons, but at wave four the difference is no longer significant. Using Agnew’s General Strain theory as a theoretical framework, factors that may contribute to these differences addressed in this study include: alcohol abuse, exposure to suicidal behavior of friends and family, depression, and weapon access. Implications for prevention and treatment are discussed.

Despite growing in numbers very quickly in the last half century, interracial marriage remains a disproportionately small segment of all marriages. Much research has been conducted investigating reasons for participation in interracial relationships, and the forces which impede those relationships. Using longitudinal data from the National Longitudinal Study of Adolescent Health (Add Health), I investigated several theories which had previously been researched using data of inferior quality, or only in the context of marriage relationships. I found that macrostructural and contact theories of race relations are supported strongly, and that multiracial identity has a very strong positive effect on the log odds of participation in an interracial relationship. More research is necessary to gain a full sociological understanding of interracial relationship participation as adolescents age and become young adults.

abstract: A large body of research links victimization to various harms. Yet it remains unclear how the effects of victimization vary over the life course, or why some victims are more likely to experience negative outcomes than others. Accordingly, this study seeks to advance the literature and inform victim service interventions by examining the effects of violent victimization and social ties on multiple behavioral, psychological, and health-related outcomes across three distinct stages of the life course: adolescence, early adulthood, and adulthood. Specifically, I ask two primary questions: 1) are the consequences of victimization age-graded? And 2) are the effects of social ties in mitigating the consequences of victimization age-graded? Existing data from Waves I (1994-1995), III (2001-2002), and IV (2008-2009) of the National Longitudinal Study of Adolescent Health (Add Health) are used. The Add Health is a nationally-representative sample of over 20,000 American adolescents enrolled in middle and high school during the 1994-1995 school year. On average, respondents are 15 years of age at Wave I (11-18 years), 22 years of age at Wave III (ranging from 18 to 26 years), and 29 years of age at Wave IV (ranging from 24 to 32 years). Multivariate regression models (e.g., ordinary least-squares, logistic, and negative binomial models) are used to assess the effects of violent victimization on the various behavioral, social, psychological, and health-related outcomes at each wave of data. Two-stage sample selection models are estimated to examine whether social ties explain variation in these outcomes among a subsample of victims at each stage of the life course. The results indicate that the negative consequences of victimization vary considerably across different stages of the life course, and that the spectrum of negative outcomes linked to victimization narrows into adulthood. The effects of social ties appear to be age-graded as well, where ties are more protective for victims of violence in adolescence and adulthood than they are in early adulthood. These patterns of findings are discussed in light of their implications for continued theoretical development, future empirical research, and the creation of public policy concerning victimization. / Dissertation/Thesis / Doctoral Dissertation Criminology and Criminal Justice 2015