Bakgrund: Sjuksköterskans roll inom den akuta verksamheten är att se till att de mest allvarliga sjukdomstillstånd prioriteras först. När barn behöver akutsjukvård behöver sjuksköterskan bemöta barnet på deras nivå och anpassa sitt förhållningssätt. Bedömning av barn ser olika ut då barn är under ständig utveckling och tillväxt. Delaktighet behöver främjas för barnet och föräldrarna i akuta situationer vilket inte alltid är möjligt. Syfte: Att beskriva sjuksköterskors upplevelser av att bemöta och bedöma akut sjuka barn. Metod: En integrerad sammanställning baserad på kvalitativa artiklar med induktiv ansats. Resultat: Tema: Förhållningssätt vid första mötet med barn i akut skede. Subtema: Osäkerhet och stress, skapa trygghet, förtroende och vara ärlig samt föräldrars involvering i akutsjukvård. Tema: Utföra bedömningar. Subtema: Anpassa sig efter barnet, barn som inte utvecklat talförmåga och kunskap, utbildning och erfarenhet. Konklusion: Varje enskilt barn måste bemötas individuellt enligt deras villkor. Sjuksköterskors bemötande till akut sjuka barn måste vara anpassat efter barnet. Osäkerhet och stress är någonting sjuksköterskor inte kommer undan. Mer utbildning, kunskap ocherfarenheter är nödvändigt för att skapa bästa möjliga förutsättningar för att vårda akutsjuka barn. / Background: The nurse's role within the emergency department is to ensure that the most serious medical conditions are prioritized first. When children need emergency medical care, the nurse needs to respond to the child at their level and adapt her approach. Assessment of children looks different as children are constantly developing and growing. Participation needs to be promoted for the child and the parents in emergency situations, which is not always possible. Aim: To describe nurses' experiences of treating and assessing acutely ill children. Method: An integrated compilation based on qualitative articles with an inductive  approach. Findings: Theme: Approach at the first meeting with children in an acute stage. Subtheme: Uncertainty and stress, creating security, trust and being honest and parents' involvement in emergency medical care. Theme: Making assessments. Subtheme: Adapting to the child, children who have not developed speech skills and knowledge, education and experience. Conclusion: Each individual child must be treated individually according to their conditions. Nurses' treatment of acutely ill children must be adapted to the child. Uncertainty and stress are something nurses cannot escape. More education, knowledge and experience is necessary to create the best possible conditions for caring for acutely ill children.

Assessment of writing skills is a part of teachers’ everyday life. According to previous studies on a similar subject, teachers’ education in assessing writing is limited. The lack of education for teachers may lead to negative consequences for the whole educational system. For this reason, the purpose of this study focused on the analysis of English upper-secondary school teachers’ knowledge, beliefs, and practices in assessing writing in Sweden.  The method for this study was adapted from Crusan et al. (2016) research. An Internet survey was used in order to receive information about teachers’ cognition. Firstly, the survey was published in different Facebook groups, and secondly, it was sent to upper-secondary teachers of English in different counties in Sweden via email. In total, 52 English teachers from upper-secondary schools participated in this study.  The results showed that teachers’ knowledge, beliefs, and practices are co-dependent. Teachers need to be aware of their cognition regarding knowledge, beliefs, and practices. In-service teachers need to receive more training as a form of professional development, while institutions for pre-service teachers need to re-evaluate their educational plans. More research about teachers’ cognition and assessment of writing is needed in Sweden.

The aim of this study is to investigate how teachers working in grades 1–3 of secondary school think that reading comprehension should be taught so that the pupils will be able to reach the learning goals in grade 3. The study applies a qualitative method whereby three teachers who worked in the early years of school each took part in a semi- structured interview. An interview guide was used as a data collection instrument and the interviews were documented by audio recording. Collected data were then analysed for meaning content with a phenomenographic approach. The result shows that the most common perception of the concept of reading comprehension is the ability to read between the lines and to retell a text in one’s own words. The view of reading comprehension was also seen to affect the way the teaching is done, and a shared view was found in the way of talking about different texts and asking questions to give the pupils practice in metacognition while reading. The result also shows that the teachers’ differing educational background influences the methods they use when training reading strategies, and the view of reading comprehension also affects how they think assessment should be done.

Central to the study of Life is knowledge both about the underlying relationships among living things and the processes that have molded them into their diverse forms. Phylogenetics provides a powerful toolkit for investigating both aspects. Bayesian phylogenetics has gained much popularity, due to its readily interpretable notion of probability. However, the posterior probability of a phylogeny, as well as any dependent biological inferences, is conditioned on the assumed model of evolution and its priors, necessitating care in model formulation. In Chapter 1, I outline the Bayesian perspective of phylogenetic inference and provide my view on its most outstanding questions. I then present results from three studies that aim to (i) improve the accuracy of Bayesian phylogenetic inference and (ii) assess when the model assumed in a Bayesian analysis is insufficient to produce an accurate phylogenetic estimate. As phylogenetic data sets increase in size, they must also accommodate a greater diversity of underlying evolutionary processes. Partitioned models represent one way of accounting for this heterogeneity. In Chapter 2, I describe a simulation study to investigate whether support for partitioning of empirical data sets represents a real signal of heterogeneity or whether it is merely a statistical artifact. The results suggest that empirical data are extremely heterogeneous. The incorporation of heterogeneity into inferential models is important for accurate phylogenetic inference. Bayesian phylogenetic estimates of branch lengths are often wildly unreasonable. However, branch lengths are important input for many other analyses. In Chapter 3, I study the occurrence of this phenomenon, identify the data sets most likely to be affected, demonstrate the causes of the bias, and suggest several solutions to avoid inaccurate inferences. Phylogeneticists rarely assess absolute fit between an assumed model of evolution and the data being analyzed. While an approach to assessing fit in a Bayesian framework has been proposed, it sometimes performs quite poorly in predicting a model’s phylogenetic utility. In Chapter 4, I propose and evaluate new test statistics for assessing phylogenetic model adequacy, which directly evaluate a model’s phylogenetic performance. / text

This study was designed to investigate concerns with respect to the delivery of special education services in reserve schools, to identify the special needs of children attending these schools, and to study means of identifying and assessing children with special needs. The information obtained was used to develop a special education funding formula which would be more sensitive and responsive to the specific needs of Indian students in schools on reserves in Saskatchewan.<p> The study which was an exploratory field study involved two or more days of intensive discussion between the researcher and various groups of people on each of six reserves. At the conclusion of the study, a committee comprised of representatives of each band met with the researcher to review the findings and to make recommendations.<p> The study addressed three main areas of concern-the identification and assessment of special education students, the special needs of students in reserve schools, and funding arrangements. Results indicated that current procedures for identifying and assessing special education students are vague, costly, and time-consuming. As well, bands do not have easy access to the qualified personnel to do the identification and/or testing. It was also discovered that large numbers of students in reserve schools are handicapped because they are severely disadvantaged, seriously age-grade misplaced, and/or severely emotionally deprived. These categories of handicap, although not recognized by the the special education funding formulas, do interfere with the academic achievement and success of the students. Bands are experiencing problems with the current funding arrangements. Inadequacy of funds to cover the costs of delivering appropriate programming, lack of firm policies and procedures for accessing and allocating funds or to direct the process of delivering funds to the band level, and ineffective systems at the band level for administering special education funds are the chief problems.<p> It was recommended that the funding formula should consist of three components--a low cost component to offset the costs of programming for the mildly to moderately handicapped; a special needs component to cover the costs of programming required beyond what is provided through the low cost component; a support services component to cover the costs of education psychologists, classroom consultants, speech therapists, and other consultant services. As well, it was stressed that for such a formula to be truly functional, well-defined policies and procedures would have to be developed and implemented.

This study was designed to investigate concerns with respect to the delivery of special education services in reserve schools, to identify the special needs of children attending these schools, and to study means of identifying and assessing children with special needs. The information obtained was used to develop a special education funding formula which would be more sensitive and responsive to the specific needs of Indian students in schools on reserves in Saskatchewan.<p> The study which was an exploratory field study involved two or more days of intensive discussion between the researcher and various groups of people on each of six reserves. At the conclusion of the study, a committee comprised of representatives of each band met with the researcher to review the findings and to make recommendations.<p> The study addressed three main areas of concern-the identification and assessment of special education students, the special needs of students in reserve schools, and funding arrangements. Results indicated that current procedures for identifying and assessing special education students are vague, costly, and time-consuming. As well, bands do not have easy access to the qualified personnel to do the identification and/or testing. It was also discovered that large numbers of students in reserve schools are handicapped because they are severely disadvantaged, seriously age-grade misplaced, and/or severely emotionally deprived. These categories of handicap, although not recognized by the the special education funding formulas, do interfere with the academic achievement and success of the students. Bands are experiencing problems with the current funding arrangements. Inadequacy of funds to cover the costs of delivering appropriate programming, lack of firm policies and procedures for accessing and allocating funds or to direct the process of delivering funds to the band level, and ineffective systems at the band level for administering special education funds are the chief problems.<p> It was recommended that the funding formula should consist of three components--a low cost component to offset the costs of programming for the mildly to moderately handicapped; a special needs component to cover the costs of programming required beyond what is provided through the low cost component; a support services component to cover the costs of education psychologists, classroom consultants, speech therapists, and other consultant services. As well, it was stressed that for such a formula to be truly functional, well-defined policies and procedures would have to be developed and implemented.

Thesis (Ph.D.)--University of Tulsa, 1993. / Includes bibliographical references (leaves 83-89).

Background: The number of adults affected by diabetes mellitus in developing countries, such as South Africa, is projected to grow by 170%, from 84 to 228 million people between 1995 and 2025 .This high and increasing prevalence of diabetes worldwide, and the economic burden of diabetes on developing countries like South Africa emphasizes the importance of ensuring good glycemic control so as to slow down the rate of disease progression and prevent complications. The district health care facilities are the foundation of the health care system of South Africa. The current practice is that diabetics have a point of care random blood glucose (RBG) done on the morning of their clinic appointment and this is used as a form of assessment of glycemic control during the consultation. For further clinical decision making a HbA1c is done once a year as a benchmark of glycemic control. The practical clinical question that arises is whether the assumptions underlying local clinical decision making using the RBG are valid and to what extent RBG can be used to guide clinical management. Aim and Objectives: The aim of this study was to assess the strength of the correlation between RBG and HbA1c and to make recommendations for the interpretation of RBG results in adult patients with Type 2 Diabetes taken at Karl Bremer District Hospital out-patient department. The objectives were: To determine glycaemic control in the study population and compare differences between age, sex and racial groups , and determine the RBG cut-off with the best sensitivity and specificity for predicting poor glycaemic control (HbA1c>7.0% ) as well as the predictive value, likelihood ratio and pre/post-test odds and probability at this cut off. Methods: A retrospective analysis of existing hospital data and the HbA1c tests requested from the NHLS by Karl Bremer Hospital over the 2011 year period. The data was analysed by means of a receiver operating characteristic (ROC) curve analysis to determine the value of RBG with the best combination of sensitivity and specificity to predict poor control of diabetes. A p-value of < 0.05 was assumed to represent statistical significance and 95% confidence intervals were used to describe the estimation of unknown parameters. HbA1c level of < = 7% was taken as representing good control and > 7% poor control. Results: Data was obtained on 349 diabetic patients of whom 203 (58.2%) were female and 146 (41.8%) male. This study population had a mean age of 54.7 years, mean RBG of 13.0mmol/l and mean HBA1c of 9.4%. The total number of black patients was 79 (23%), coloured patients 147 (42%) and white patients 122 (35) % and their mean RBG were 15.4 mmol/l, 12.8 mmol/l and 11.9 mol/l respectively. There was a statistically significant correlation between increasing RBG and increasing HbA1c (p< 0.01). The best value obtained on the ROC curve was an RBG of 9.8 mmol/l, which had a sensitivity of 77% and a specificity of 75%, positive predictive value of 0.88, positive likelihood ratio 3.08 and post-test probability of 88.2% for predicting an HbA1c above 7%. Conclusion: It was concluded that a moderate correlation exists between RBG and HbA1c in this population of diabetic patients. .The best RBG for determining poor control, defined as a HbA1c>7.0%, was found to be 9.8mmol/l and this RBG had a sensitivity of 77% , specificity of 75% and positive predictive value of 88%. Significant differences were found in pre- and post -test probability for different racial groups. Point of care testing using this level of RBG for clinical decision making will inappropriately categorise 23% of patients in this population and therefore introducing point of care testing for HbA1c is recommended.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-02-29T17:18:14Z No. of bitstreams: 1 rodrigovelosoparkutzcosta.pdf: 811947 bytes, checksum: 110162983b13d27ef0269e8904589701 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-03-03T14:26:48Z (GMT) No. of bitstreams: 1 rodrigovelosoparkutzcosta.pdf: 811947 bytes, checksum: 110162983b13d27ef0269e8904589701 (MD5) / Made available in DSpace on 2016-03-03T14:26:49Z (GMT). No. of bitstreams: 1 rodrigovelosoparkutzcosta.pdf: 811947 bytes, checksum: 110162983b13d27ef0269e8904589701 (MD5) Previous issue date: 2013-06-04 / Esta dissertação tem como objetivo fazer uma análise do programa de avaliação educacional do município de Angra dos Reis, denominado Prova Angra, quanto aos objetivos e obtenção de diagnóstico da rede pública municipal de ensino. Temos visto nos últimos anos o crescente número de programas de avaliação educacional em larga escala. Apesar da vasta publicidade que tem sido dada ao tema, principalmente quando da divulgação dos resultados da Prova Brasil/SAEB, percebemos que em muitas escolas essas avaliações ainda não cumprem parte do propósito a que foram criadas – diagnosticar e reorientar as práticas pedagógicas. No município de Angra dos Reis, essa percepção parece fazer algum sentido. Na condição de professores verificamos empiricamente que pouco ou quase nada vem sendo aproveitado das avaliações aplicadas pelo poder público municipal. Esta constatação ganha forma e força na medida em que realizamos uma série de pesquisas em três escolas públicas municipais e na secretaria de educação do município. Para a realização desta pesquisa utilizamos como metodologia de trabalho: análise documental, entrevista estruturada e pesquisa bibliográfica. A principal referência bibliográfica foi a pesquisa de Brooke e Cunha (2011). Enquanto na análise documental verificamos documentos das Secretarias de Educação dos municípios de Angra dos Reis e Belo Horizonte. Já nas entrevistas buscamos a coordenação do programa Prova Angra e do Avalia BH. Entrevistamos também diretores, professores e pedagogos da Secretaria de Educação de Angra dos Reis. No decorrer da pesquisa verificamos que o atual programa de avaliação de Angra dos Reis – Prova Angra – demonstra algumas falhas e fragilidades em seu desenho, comprometendo sua aplicação e utilização nas escolas como ferramenta de diagnóstico e monitoramento da educação pública municipal. / This thesis aims to analyze the program of educational assessment in the municipality of Angra dos Reis, called Prova Angra, about goals and obtaining diagnostic municipal public schools. We have seen in recent years a growing number of educational assessment programs on a large scale. Despite the wide publicity that has been given to this issue, especially when disclosure of the results of Prova Brazil / SAEB, we realize that many schools do not meet these assessments still part of the purpose they were created - diagnose and redirect teaching practices. In the city of Angra dos Reis, this perception seems to make some sense. Provided teachers found empirically that little or nothing has been tapped rating applied by the municipal government. This finding takes shape and strength in that we conducted a series of surveys in three public schools and the county office of education. For this research we used as working methods: document analysis, structured interviews and literature. The main bibliographic search was Brooke and Cunha (2011). While we found documents in document analysis Departments of Education of the cities of Angra dos Reis and Belo Horizonte. Already in interviews seek to coordinate the program and evaluates Prova Angra and Avalia BH. We also interviewed principals, teachers and educators of the Education Department of Angra dos Reis. During the research found that the current assessment program Angra dos Reis - Prova Angra - shows some flaws and weaknesses in program design, hindering their application and use in schools as a tool for diagnosis and monitoring of municipal public education.

Background:  Organizational culture is one of the most prominent topics in academia and has gained its status due to the transferability from academia into managerial practice. Today, organizational culture has become an institutionalized topic and scholars call for a need to revive the topic (Chatman &amp; O'Reilly, 2016). Inconsistency with organizational culture and organizational vision, external market pressure and a changing composition of the workforce ask to adapt organizational culture to current times. Research question: How is culture formulated and the evolution of cultural values interpreted in the work life of a company with a cultural focus? Purpose: The purpose of this thesis is to describe how a multinational company with a strong focus on the management of culture and values re-interprets their core cultural values in the face of modernization and internationalization. At the same time, the preservation of the cultural core is investigated by looking at how culture is expressed at the case company. Method: The research design of this study is a qualitative case study with the collection of empirical data through interviews, observations, and organizational documents. Abductive reasoning was employed to serve the exploratory layout of the study. A constructivist ontological and interpretivist epistemological position was taken. Quality criteria, relevant for qualitative research studies were considered. Conclusion: The findings of my study show that organizational culture change and preservation ask for a differentiated point of view between promoted modification in cultural content such as formalized communication, and the degree of modification in cultural consensus, behavior and intensity of expression.The data shows a dissonance between communicated and exhibited change, where behavior does not meet the stage of textualized modification. The organizational culture at IKEA is characterized by stability and persistence with a notion of ethnocentricity. It is still expressed and experienced in the same way that it has been for many years despite attempts to reinvigorate it.