Andelen äldre personer ökar i Sverige och världen vilket innebär att efterfrågan av vård ökar, men all vård behöver inte ske på sjukhus. Insatser som kan förhindra undvikbar slutenvård bör vara viktiga att arbeta fram dels ur ett hållbarhetsperspektiv, men även viktigt för att minska den påfrestning, förvirring och försämrad hälsostatus en sjukhusvistelse kan innebära för den äldre sköra patienten. Mobila närsjuksvårdsteam som utgår från sjukhusen är en relativt ny vårdform i Sverige och introducerades i Västra Götalandsregionen för ungefär 10 år sedan. Mobila närsjukvårdsteam gör insatser för sköra patienter med komplexa behov i hemmet och i teamen arbetar bland annat sjuksköterskor. Inom sjuksköterskans kompetensområde ingår att självständigt kunna ansvara för omvårdnad av patienter, inneha förmågan att se hela patientens livsvärld samt arbeta för en säker vård.  Syftet med den här studien är att belysa sjuksköterskans arbete med sköra patienter i mobila närsjukvårdsteam. Denna studie har genomförts som kvalitativ metod med induktiv ansats och bygger på intervjuer som datainsamlingsmetod. Vi har intervjuat sjuksköterskor verksamma på tre olika mobila närsjukvårdsteam. Resultatet av vår studie har visat att sjuksköterskan i mobila närsjukvårdsteam har en viktig roll då de utför avancerad vård i hemmet genom samverkan i team och med andra vårdaktörer. Sjuksköterskan har ett helhetsperspektiv med patienten i fokus och på så sätt kan andelen onödiga sjukhusinläggningar minska. Vår studie visar att snabb uppföljning i hemmet av sköra patienter som skrivs ut från sjukhus skapar trygghet samt minskar återinläggningar. Dessutom är rätt vård av sköra äldre patienter en organisatorisk fråga och vården behöver bedrivas av rätt kompetens. Sjuksköterskans arbete i mobila närsjukvårdsteam innebär att arbeta med hållbar utveckling genom att konsumtion av slutenvård minskar. / The proportion of older people is increasing in Sweden and the world, which means that the demand for care is increasing, but all care need not executed in hospitals. Efforts that can prevent avoidable outpatient care should be important to work on from a sustainability perspective, but also important to reduce the stress, confusion and deteriorating health status a hospital stay can cause for the older fragile patient. Mobile local health care teams executed from the local hospital are a relatively new form of care in Sweden. Mobile local health care teams were introduced in the Västra Götaland region about 10 years ago. Mobile local health care teams makes efforts for fragile patients with complex needs in their home.  The registered nurse’s expertise includes being able to independently be responsible for the care of patients, having the ability to see the entire patient's needs and working for patient's safety. The aim of this study is to illustrate the nurse's work with fragile older patients in mobile local health care teams. This study has been conducted as a qualitative method with an inductive approach and is based on interviews as a data collection method. We have interviewed nurses working on three different mobile local health care teams. The result has shown that the registered nurse in mobile local health care teams plays an important role as they carry out advanced care in the home through collaboration in teams and with other healthcare players. The registered nurse has a holistic perspective with the patient in focus, unnecessary hospitalizations and re-admission can be reduced. This study shows that fast follow-up in the home of fragile patients who are discharged from hospitals creates security and reduces re-admissions. In addition, proper care of fragile elderly patients is an organizational issue and care needs to be conducted by the right expertise. Registered nurse's work in mobile local health care teams means working with sustainable development by reducing the consumption of inpatient care.

(v AJ) According to research conducted by the STEM/MARK Agency in collaboration with Cesta domu organisation, 78% of the Czech population, wish to die at home. The fact is, however, that more than 60% of the chronically ill, who would benefit from a provision of specialized palliative care, die in beds of intensive, acute health care facilities or aftercare. The aim of this work was to determine whether, in what conditions and to what extent, it is possible to transfer some of the conditions for which the patients wish to die in a home environment, into intensive care and make the last period of life more bearable and pleasant for those who are dying here and find the most suitable solution to provide quality palliative care. This qualitative research was conducted in two steps, with the first phase led to the findings, for what reasons the sick desire to die at home and for what reasons their relatives agree to provide care to the sick. As a research method used was interpretative phenomenological analysis, the second phase was focused on the possibility of portability of these terms to intensive care and was based on the interviews with nurses serving in the Department of intensive care. The research method we had chosen was the method of grounded theory. The main result of this work is the...

Syftet med denna uppsats var att redogöra för det förebyggande arbetet kring hot och våld men också hantering av hot och våld i gymnasieskolan. Därmed användes en kvalitativ intervjustudie med rektorer, lärare samt en kurator som gav svar på följande frågeställningar; hur förebyggdes hot och våld i gymnasieskolan, hur identifierades hot och våld i gymnasieskolan samt hur bemöttes hot och våld i gymnasieskolan. Personalens svar på dessa frågeställningar analyserades utifrån Paulo Freires befrielseteori och därmed gavs en tydligare bild av skolans situation gällande hot och våld. Medvetandegöra-(conscientização) innebar att handlingsplanerna kritiskt reflekterades över som uppdaterades årsvis samt granskning av elevenkäter och medarbetarenkäter. I arbetslaget samtalades och delades erfarenheter som var en del i att hot och våld medvetandegjordes. Förutom i arbetslaget delades olika erfarenheter genom föreläsningar, litteratur och poddar, vilket ökade kunskapen om hot och våld. Eleverna diskuterade värdegrunden, normer och de förtryckta samt förtryckarnas världsbild. Därtill fick elever kännedom om den hjälp som fanns såsom kurator, socialtjänst och utväg om de hamnade i en våldsam eller hotfull situation. Det förebyggande arbetet kring hot och våld sammanfattades i följande strategier: skapandet av en trygg arbetsmiljö samt ökning av elevers och lärares kunskap. Dessutom behövdes både teoretiska och praktiska kunskaper om hur elever och lärare skulle agera vid hotfulla och våldsamma situationer. Olika handlingsplaner tillämpades vid olika hotfulla och våldsamma situationer. Vid övning av inrymning förbereddes lärare och elever hur de skulle agera vid våldsamma och hotfulla situationer. Dessutom behövdes kännedom om vilka aktörer som fanns inom skolan såsom elevhälsoteam, som oftast bestod av kurator, psykolog och skolläkare. Därutöver bestod en krisgrupp av andra professioner såsom pastor, diakon, mentor, präst eller imam. I samhället fanns det vid större katastrofer och olyckor stöd och råd från socialtjänsten och POSOM-gruppen att tillgå. Begrepp: Hot och våld medvetandegjordes, i skola, i nära relationer, i hemmet, barn for illa, elevhälsoteam, Krisgrupp, Socialtjänsten, Polisen, POSOM-gruppen / The purpose of this essay was to account for the preventive work on threats and violence but also the management of threats and violence in high school. Thus, a qualitative interview study was used with principals, teachers and a counselor´s who provided answers to the following questions; how threats and violence were prevented in high school, how threats and violence   were indentified in high school and how threats and violence in high school were adressed. The staff´s answers to these questions were analyzed on the basis of Paulo Freire´s liberation theory and thus gave a clearer picture of school´s sitaution regarding threats and violence. Awareness-raising (conscientização) meant that the action plans were critically reflected on, which were updated annually, as well as a review of student surveys and employee surveys. The work team discussed and shared experinces that were part of raising awareness of threats and violence. In addition to the work team, different experiences were shared through lectures, litterature and podcasts, which increased knowledge about threats and violence. The students discussed the values, norms and the world of oppressed and the opressors. In addition, students become aware of the help that was available, such as a counselor, social services and a resort if they ended up in a violent or threatening situation.  The preventive work on threats and violence was summarized in the following strategies: the creation of safe working environment and an increase students and teachers knowledge. In addition, both theoretical and practical knowledge was needed about how students and teachers should act in threatening and violent situations. Different action plans were applied in different threatning and violent situations. When practicing accomodation, teachers and students were prepared to act in violent and threatening situations. In addition, knowledge was needed about which actors were present within the school, such as student health teams, which usually consisted of a counselors, psychologists and school doctor. In addition, a crisis group consisted of other professions such as pastor, deacon, mentor, priest or imam. In the event of major disasters and accidents, support and advice from the social services and the POSOM group were availible. Concepts: Threats and violence were made aware, in school, close relationships, at home, children got hurt, student health team, Crisis-group, Social services, Police, POSOM group

Afrikaans text / Die afname in dissipline en dissipline handhawing in skole is 'n omvangryke probleem. Die fokus van hierdie studie is om die aard en omvang van dissiplinêre probleme te ondersoek om sodoende riglyne daar te stel om konstruktiewe dissipline in klaskamers te vestig as 'n sleutel taak van die onderwyser. In hierdie studie maak die navorser gebruik van die gekombineerde benaderingsmetode, naamlik die kwalitatiewe-kwantitatiewe navorsingsmetode. Vraelyste (kwantitatief) en onderhoude (kwalitatief) is as data insamelingstegnieke gebruik om vas te stel wat die aard, omvang en moontlike oplossings is, vir die navorsingsprobleem. Die navorsingstudie is gedoen deur 106 onderwysers in die intermediêre- en senior fase van ses laerskole van die Noordweste van Pretoria te betrek. Daar is ook onderhoude gevoer met ses senior onderwysers wat in beheer was van hul skole se dissiplinêre stelsels. Die navorsingstudie het bevind dat onderwysers, leerders en ouers bydraend is tot dissiplinêre probleme in klaskamers. Positiewe strategieë sluit in kommunikasie en toepassing van klasreëls. Uit die bevindinge van die navorsing is daar ongetwyfeld 'n sterk behoefte aan leiding vir onderwysers om dissiplinêre probleme aan te spreek. Onderwysers moet bemagtig word om konstruktiewe dissipline te ontwikkel, te bevorder en te handhaaf. / The decline in discipline and discipline enforcement in schools is a massive problem. The focus of this study is to examine the nature and extent of discipline problems in order to set guidelines to establish constructive discipline in the classroom as a key task of the teacher. In this study, the researcher makes use of the combined approach method, namely the qualitative - quantitative research methodology. Questionnaires (quantitative) and interviews (qualitative) were used as data collection techniques to determine the nature, extent and The research study was conducted by involving 106 teachers in the intermediate and senior phase of six primary schools of the North West of Pretoria. There were also interviews with six senior teachers who were in charge of their schools' disciplinary systems. The research study found that teachers, pupils and parents are contributing factors to discipline problems in classrooms. Positive strategies include communication and application of rules. From the findings of the research there is undoubtedly a strong need for guidance for teachers to address disciplinary problems. Teachers should be empowered to develop positive, promote, and maintain constructive discipline in the classroom. possible solutions of the research problem. / Educational Management and Leadership / M. Ed. (Education Management)

Afrikaans text / Die afname in dissipline en dissipline handhawing in skole is 'n omvangryke probleem. Die fokus van hierdie studie is om die aard en omvang van dissiplinêre probleme te ondersoek om sodoende riglyne daar te stel om konstruktiewe dissipline in klaskamers te vestig as 'n sleutel taak van die onderwyser. In hierdie studie maak die navorser gebruik van die gekombineerde benaderingsmetode, naamlik die kwalitatiewe-kwantitatiewe navorsingsmetode. Vraelyste (kwantitatief) en onderhoude (kwalitatief) is as data insamelingstegnieke gebruik om vas te stel wat die aard, omvang en moontlike oplossings is, vir die navorsingsprobleem. Die navorsingstudie is gedoen deur 106 onderwysers in die intermediêre- en senior fase van ses laerskole van die Noordweste van Pretoria te betrek. Daar is ook onderhoude gevoer met ses senior onderwysers wat in beheer was van hul skole se dissiplinêre stelsels. Die navorsingstudie het bevind dat onderwysers, leerders en ouers bydraend is tot dissiplinêre probleme in klaskamers. Positiewe strategieë sluit in kommunikasie en toepassing van klasreëls. Uit die bevindinge van die navorsing is daar ongetwyfeld 'n sterk behoefte aan leiding vir onderwysers om dissiplinêre probleme aan te spreek. Onderwysers moet bemagtig word om konstruktiewe dissipline te ontwikkel, te bevorder en te handhaaf. / The decline in discipline and discipline enforcement in schools is a massive problem. The focus of this study is to examine the nature and extent of discipline problems in order to set guidelines to establish constructive discipline in the classroom as a key task of the teacher. In this study, the researcher makes use of the combined approach method, namely the qualitative - quantitative research methodology. Questionnaires (quantitative) and interviews (qualitative) were used as data collection techniques to determine the nature, extent and The research study was conducted by involving 106 teachers in the intermediate and senior phase of six primary schools of the North West of Pretoria. There were also interviews with six senior teachers who were in charge of their schools' disciplinary systems. The research study found that teachers, pupils and parents are contributing factors to discipline problems in classrooms. Positive strategies include communication and application of rules. From the findings of the research there is undoubtedly a strong need for guidance for teachers to address disciplinary problems. Teachers should be empowered to develop positive, promote, and maintain constructive discipline in the classroom. possible solutions of the research problem. / Educational Leadership and Management / M. Ed. (Education Management)

Afrikaans text, with English and Xhosa summaries / Baie leerders in voorheen benadeelde skole kom uit enkelouerhuise, waar ouers lang ure werk en dikwels ongeletterd is. Dit lei daartoe dat die oorgrote meerderheid leerders in 'n ongestruktureerde omgewing en in huise grootword sonder duidelike dissiplinêre grense. Dissiplinêre grense behels die daarstelling van duidelike perke wat aan kinders wys wat hulle mag doen en wat hulle nie mag doen nie. Alle kinders het grense nodig om optimaal te groei en te leer. As kinders weet wat die gevolge daarvan is om buite die grense te beweeg, sal hulle probeer voldoen aan verwagtinge. Aan die anderkant sal 'n gebrek aan grense baie dissiplinêre probleme veroorsaak, aangesien leerders nie tuis selfdissipline aanleer nie. Daarbenewens word hulle dikwels grootgemaak in omgewings waar hulle blootgestel word aan dwelms, geweld, misdaad en bendes. Hulle verwerf nie die kennis van watter soort gedrag tuis of in hul gemeenskappe moreel en sosiaal aanvaarbaar is nie. Die gebrek aan dissipline en selfdissipline tuis lei tot dissiplinêre probleme in die klaskamer, veral by leerders in voorheen benadeelde skole. Die onderrig van goeie dissipline, wat tot selfdissipline lei, berus op opvoeders se skouers in die skoolkonteks. Dus word die rol van skole en opvoeders uiters belangrik, hoewel dit na 'n onoorkomelike probleem klink. As alle belanghebbendes 'n rol kan speel om leerders te help om optimaal te ontwikkel, sal dit ook help met dissiplinêre probleme. / Many learners in previously disadvantaged schools come from single parent homes, where parents work long hours and often are illiterate. This leads to the fact that the vast majority of learners grow up in an unstructured environment and in homes without clear disciplinary boundaries. Disciplinary boundaries involve establishing clear limits that show children what they are allowed to do and what they are not allowed to do. All children need boundaries to grow and learn optimally. When children know what the consequences are for stepping out of bounds, they will be more compliant. A lack of boundaries on the other hand causes many disciplinary problems, as learners do not learn self-discipline at home. In addition, they are often raised in environments where they are exposed to drugs, violence, crime and gangs. They do not acquire the knowledge of which types of behaviour are morally and socially acceptable at home or in their communities. The lack of discipline and self discipline at home leads to disciplinary problems in the classroom, especially with learners in previously disadvantaged schools. The teaching of good discipline, leading to self discipline rests on educators’ shoulders in the school context. Thus, the role of schools and educators become extremely important, although it sounds like an insurmountable problem. If all stakeholders could play a role to assist learners to develop optimally, it will also help with disciplinary problems. / Uninzi lwabafundi abaphuma kwizikolo ebezihlelelekile ngaphambili bavela kumakhaya anomzali omnye, apho abazali besebenza iiyure ezinde kwaye kunjalo bengafundanga. Ngoko uninzi lwabafundi lukhulela kwindawo engenasiseko someleleyo nakumakhaya angenamiqathanga icacileyo yokuziphatha. Imida yokoluleka kokuziphatha ibandakanya ukumiselwa kwemida ecacileyo ebonisa abantwana izinto abavunyelweyo ukuzenza nezinto abangavunyelwanga ukuba bazenze. Bonke abantwan bafuna ukubekelwa imiqathanga ukuze bakhule ngokugqibeleleyo. Xa abantwana bezazi iziphumo zokutyeshela imiqathanga ebekiweyo baya kuthobela nangakumbi. Ukongeza, basoloko bekhulela kwindawo apho bedibana neziyobisi, ubundlobongela, ulwaphulo-mthetho namamaqela emigulukudu. Ngoko ke, abalufumani ulwazi ngeentlobo zokuziphatha ezivumelekileyo ekhaya okanye ekuhlaleni. Ukungabikho kwenqeqesho nokuzihlonipha ekhaya kukhokelela kwiingxaki zokuziphatha egumbini lokufundela, ingakumbi abafundi abakwizikolo ebezihlelelekile. Ukufundisa indlela efanelekileyo yokuziphatha, ekhokelela ekuziphatheni kakuhle, ngumthwalo wootitshala esikolweni.Yiloo nto indima yezikolo nootitshala iba yeyona ibaluleke kakhulu, ngaphandle kwale ngxaki ikhangeleka ingenakuphela. Ukongeza, ukuba bonke ababandakanyekayo banokudlala indima ekuncedeni abafundi ukuba bakhule ngokugqibeleleyo, kunganceda ekusombululeni iingxaki zokuziphatha. / Psychology of Education / M. Ed. (Opvoedkundige Sielkunde)

<p>This ethnographic project delves into the spheres of life of three autistic adults and their families. This thesis analyzes their experiences, current routines, and personal and family narratives about what it means to be an autistic adult across different identities and geographies. This thesis also identifies forms of knowledge that arise in these life experiences and shape strategies, decisions, or attitudes taken to navigate through life or overcome possible difficulties in their present and futures. This research takes place in Colombia, a diverse country and engages with anthropology of the everyday, sensory anthropology and disability studies.</p>