This study explores the accuracy of prevalence estimations for suicide attempts. Data came from the Early Developmental Stages of Psychopathology (EDSP) Study, a prospective community study (mean follow-up period was 42 months) of 3,021 respondents aged 14 to 24 years at the outset of the study. Suicide attempters are at least 1.6 times more likely to drop out than subjects with no suicide attempts and suicidal ideas. A total of 8% of all suicide attempters answered in the negative the depression-related gate questions of all surveys. One-third of all baseline suicide attempters did not report their suicide attempt again at the four years later assessment. In particular, 80% of all nonreporters were female, and almost 60% were aged 14–17 at baseline.

<p><strong>INTRODUCTION:</strong> Attempted suicide is very common. Those who arrive to a hospital by reason of attempted suicide need a nurse with qualifications in the care of suicidal patients. <strong>OBJECTIVE:</strong> The aim of this study was to compile and elucidate research which describes how patients in care for their attempted suicide experience the care that is received. <strong>METHOD:</strong> A literature review was chosen for this study. Scientific articles sought in the database CINAHL. <strong>RESULT:</strong> The result consist of 11<strong> </strong>scientific articles published between 1999-2009. The result gave three head themes; communication, self esteem, follow-up - safety and three subthemes; understanding, empathy and confirmation - acceptance. It emerged in the result that verbal communication with health professionals is seen as fundamental to feel better and to find a meaning of life and finding the will to live. Nurses have an excellent starting point to support and help patients to regain self-esteem. Patients feeling of safety grows by knowing that they can contact the ward after being discharged. <strong>DISCUSSION:</strong> Many patients are negative to the care they receive. Lack of qualifications and shortage of time are a few things that could have effect on the care that is applied from the health professionals to suicidal patients.</p> / <p> </p><p><strong>INTRODUKTION: </strong>Suicidförsök är mycket vanligt. De som inkommer till sjukhus på grund av suicidförsök är i behov av kompetens hos sjuksköterskan inom vård av suicidnära patienter. <strong>SYFTE:</strong> Syftet med studien var att sammanställa och belysa forskning som beskriver hur patienter som vårdas för suicidförsök upplever omvårdnaden. <strong>METOD:</strong> En litteraturöversikt har genomförts. Vetenskapliga artiklar söktes i databasen CINAHL. <strong>RESULTAT:</strong> Resultatet består av 11 vetenskapliga artiklar publicerade mellan 1999-2009. Resultatet gav tre huvudteman; kommunikation, självkänsla och uppföljning - säkerhet samt tre subteman; förståelse, empati och bekräftelse - acceptans. I resultatet framkommer det att verbal kommunikation med hälso- och sjukvårdspersonal ses som grundläggande för välmående och för att finna mening med livet och viljan att leva vidare. Sjuksköterskor har en utmärkt utgångspunkt för att stötta och återskapa självkänsla hos patienter. Patienters känsla av säkerhet ökar genom att veta att de kan kontakta avdelningen efter utskrivning. <strong>DISKUSSION: </strong>Många av patienterna är negativa till omvårdnaden som ges. Bristande kompetens och tidsbrist hos hälso- och sjukvårdspersonal kan ha påverkan på omvårdnaden som ges till suicidnära patienter.</p>

Although research has shown that mental-health stigma can impact an individual’s well-being, little is known about who perpetrates suicide stigma. Moreover, anticipation of stigma could impact whether individuals disclose their suicidal experiences; yet, little is known about suicide disclosure and how family members’ reactions play a role in subsequent mental health. To address these gaps, three studies were designed to examine how stigma, suicide disclosure, and family reaction impact subsequent mental health of attempt survivors and those who have experience suicidal ideation. Individuals who had previously experienced suicidal ideation or a previous suicide attempt (n = 156) were recruited through the American Association of Suicidology. Results indicated that attempt survivors were more likely to experience stigma from non-mental health providers and social network members than from mental health providers. A hierarchical standard regression model including both source and type of stigma accounted for more variance (ΔR2 = .08) in depression symptomology than a model with only type of stigma. Results from respondents who had experienced a nonfatal suicide attempt in the past 10 years (n = 74) indicated that family reaction mediated the relationship between suicide disclosure and depression symptoms (B = -4.83, 95% BCa CI [-11.67, -1.33]). Higher rates of disclosure statistically predicted more positive family reactions (B = 4.81, p = .013) and more positive family reactions statistically predicted less severe depression symptoms (B = -1.00, p = .002). Interpretive phenomenological techniques were used to analyze follow-up interviews (n = 40) with attempt survivors. Individuals’ reactions to suicide disclosure offered insight for attempt survivors’ regarding their place in society. More specifically, reactions impacted the degrees to which attempt survivors felt that they belonged within their social group and whether they were a burden to their loved ones. Given these results, the potential contributions of family scientists to the field of suicidology are examined. Specifically, researchers have primarily examined suicide as an individual phenomenon; family scientists are ideally suited for examining the family’s role after an attempt occurs. However, family science must also make the transition to viewing suicide as a family experience.

Suizidale Handlungen, also Suizide und Suizidversuche, sind mit großem Schmerz, großer Trauer und auch großem Schamgefühl verbunden. Dies betrifft nicht nur die Suizidenten selbst, sondern auch Angehörige und Freunde. Weltweit sterben etwa eine Million Menschen jährlich durch Suizid und in Deutschland steht der Suizid auf Platz sieben der häufigsten Todesursachen. Schätzungen zu Folge ist die Anzahl der Suizidversuche pro Jahr, im Vergleich zu den Suiziden, bis zu 30-fach höher. Dies zeigt, dass suizidale Handlungen zusätzlich eine hohe Relevanz für das Gesundheitssystem darstellen. Diese Arbeit entstand im Zuge des OSPI-Projektes in Leipzig. Einem europäischen Projekt zur Einführung eines Präventionsprogramms gegen suizidale Handlungen. Es wurden alle Suizidenten, die innerhalb eines Zeitraums von drei Jahren im Universitätsklinikum Leipzig behandelt wurden, erfasst. Die elektronischen Patientenakten wurden dafür, unter Verwendung der entsprechenden ICD-Kodierungen für Selbstverletzungen bzw. Selbstvergiftungen, durchsucht. Ziel war es, neben der lückenlosen Erfassung und epidemiologischen Auswertung aller Fälle, Aussagen über die Art der Behandlung von Suizidenten und den damit verbundenen direkten und indirekten Kosten zu machen. Es zeigten sich, im Vergleich zu bereits bestehenden Studien aus anderen Ländern, keine signifikante epidemiologischen Unterschiede, während deutlich mehr Patienten intensivmedizinisch versorgt und psychiatrisch untersucht wurden, als dies in anderen Ländern der Fall war. Im Hinblick auf die Gesamtkosten, in Höhe von rund 3,9 Millionen Euro, konnte diese Arbeit, abgesehen vom menschlichen Aspekt, die ebenfalls wichtige gesundheits-ökonomische Bedeutung solcher Fälle aufzeigen.

Il nous appartiendra au fin de ce mémoire, d'observer comment les autorités de la concurrence communautaires, américaines et canadiennes assurent la régulation des pratiques anticoncurrentielles prenant leur source ou produisant leur effets au sein de leur marché. Il conviendra donc à cet égard de se pencher sur les spécificités de chacun de ces régimes juridiques, afin d'étudier les similitudes et différences existantes quant à la définition de la notion de marché du marché pertinent, la qualification juridique des différentes infractions (ententes ou cartels - abus de position dominantes ou monopolisation concentration d'entreprise ou fusionnement ou même mergers) ainsi que la procédure permettant à ces différentes autorités d'autoriser, d'amender ou d'interdire ces différentes pratiques. Il conviendra par la suite de démontrer comment et sur quel fondement chacun de ces systèmes peuvent avoir une interaction entre eux en élargissant notamment leur champ de compétence respectif par le recours à une application extraterritoriale de leurs lois antitrust. Ce mémoire aura également pour objectif de se pencher sur les tentatives des différents législations étudiées pour arriver à une harmonisation de leurs normes et pour favoriser une plus ample coopération internationale. Pour conclure il conviendra de faire le point sur les travaux visant à la mise en place d'un droit antitrust international qui pourrait selon les cas reposer soit sur un traité international, soit un code multilatérale ayant trait aux pratiques restrictives à la concurrence. / The purpose of this memoir is to observe how the antitrust authorities of the European Union, the United States of America and the Canada are controlling and enforcing cartels, monopolizations or attempts of monopolizations and mergers and acquisitions which have sometimes the effect of restricting the competition in a specifie market. In order to do so, the differences and similarities between this three different antitrust legislation will be highlight especially those concerning the definition of the relevant market, the qualification and the nature of aIl this practices and the process by which, each authority permit, amend or fordid the supposed infringement. In a second time this memoir will have to demonstrate the basis of the extraterritorial application of their nationallegislation by national antitrust authorities, on foreign market or foreign company. Finally the last goal of this memoir is to take stock on evolution of an international antitrust legislation inspired by a treaty or a multilateral guide, which be bounding for each actor of the economic process. / "Mémoire présenté à la Faculté des études supérieures en vue de l'obtention du grade de Maîtrise en droit des affaires"

SAMMANFATTNING Suicid och suicidförsök är ett stort folkhälsoproblem i världen och de senaste 45 åren har suicid ökat med ca 60 procent. Sjuksköterskor som arbetar inom ambulanssjukvården möter ofta patienter med psykisk ohälsa. Detta påverkar sjuksköterskan på olika sätt. Vid självmordsförsök, hot om självmord eller vid misstänkt självmord kan ambulans larmas. I den akuta situationen är ibland ambulanssjuksköterskan den första kontakten med sjukvården. En prehospital vård ställer höga krav på ambulanspersonalens förmåga och kunskap att möta olika typer av patienter i olika situationer. De flesta inom prehospital sjukvård har en mental beredskap för att möta svåra händelser, men trots detta kan omständigheter göra att personalen kan få svårt att hantera vissa händelser. Syftet var att ta beskriva sjuksköterskans upplevelser vid prehospitalt omhändertagande av suicidnära patienter. Metoden var kvalitativ med intervjuer som datainsamlingsmetod. Sju sjuksköterskor inom ambulanssjukvården intervjuades. Materialet spelades in och transkriberades för att sedan avidentifieras och analyseras med en kvalitativ manifest innehållsanalys. Resultatet redovisas i följande kategorier: Emotion och påverkad empati hos sjuksköterskan, kunskap, kompetens och erfarenhet, vården otillräcklig samt i mötet med patienten. Resultatet visade att sjuksköterskan upplevde en frustration och maktlöshet i vårdmötet. Ilska, brist på empati och osäkerhet var också upplevelser som kom fram. Det framkom att det råder en kunskapsbrist hos en del av sjuksköterskorna inom den prehospitala vården när det gäller bemötande och omhändertagande av psykiskt sjuka personer. Slutsatsen var att sjuksköterskor inom prehospital akutsjukvård behöver mer kunskap om bemötande och omhändertagande av suicidala patienter.

According to the World Health Organisation (WHO), suicide is one of the three main causes of deaths in the age group 15 to 34 years. Persons who previously attempted to commit suicide are more inclined to succeed with a second attempt. With the eventual focus on suicide prevention by means of life guidance as an assistance strategy in social work, the researcher undertook qualitative exploration amongst a specific group of adolescent girls between ages 15 and 21 years. These girls were each admitted to hospital after having attempted to commit suicide. The researcher used semi–structured in–depth interviews as a qualitative data collection method until data saturation was reached. The investigation was discussed against the backdrop of the strength perspective, crisis intervention, the system theory and existentialism. A discussion was led in Article 1 about findings regarding the psychosocial needs of adolescent girls who displayed suicidal behaviour. From the interviews, three overarching needs were foregrounded, namely the need for love and acceptance, the need for communication and the need for a secure future. The psychosocial needs were subdivided into sub–themes, which were discussed respectively. In Article 2 a discussion followed regarding the findings in terms of the support systems adolescents possess. Life guidance was eventually based on the needs of adolescent girls, as identified in Article 1, and the involvement and responsibility of the support systems, as discussed in Article 2. The guidelines for life guidance, as set out in Article 3, serve as a guiding recommendation and framework for intervention programmes for adolescent girls who display suicidal behaviour, as well as for the support systems involved. / Thesis (M.A. (MW))--North-West University, Potchefstroom Campus, 2012.

The teaching of mathematics frequently comes in the line of fire due to under achievement and a lack of critical thinking. Accordingly educationists and mathematicians continually seek ways to overcome this hurdle. Against this backdrop, this study attempts to determine if the acquiring of learning-functions will improve academic achievement as well as critical thinking in mathematics. By means of a literature study the nature and importance of learning-functions for the development of critical thinking skills and the improvement of academic achievement are highlighted. The literature shows that critical thinking skills such as reasoning, analysis, hypothesising, making of decisions and problem solving are important skills for the mastering of mathematics. The learning-functions decoding of knowledge, synthesis and integration of knowledge, comparison, application of knowledge, generating hypotheses and reflection have been identified as the learning-functions which can develop the necessary skills for the mastering of mathematics. As the research stems from a combined interpretivist-positivist paradigm, the researcher used a combined qualitative and quantitative study. As part of the qualitative research, observation has been used. For the quantitative research the true experimental research method with a post-test control group design was chosen. The focus was on the qualitative collection of data, supported by the quantitative data. Twenty-three first year education students, with mathematics as major subject were used for this study. By means of systematic random sampling the students were assigned, as participants to an experimental and a control group. During contact sessions the participants of the experimental group were subjected for a period of eight weeks to an intervention programme with the focus on guided learning of the learning - functions decoding of knowledge, synthesis and integration of knowledge, comparisons, application of knowledge, generation of hypotheses and reflection. The control group received normal classroom instruction with no focus on guided learning of learning - functions. With the implementation of the intervention programme the experimental group was observed with regard to their progressive development of the application of these learning - functions. To determine any signs of progressive improvement of achievement and critical thinking skills in the experimental group during the implementation of the intervention programme, class tests and assignments were completed. Both the experimental- and the control group wrote the same tests and completed the same assignments. The post -test was a final examination paper which was written after the completion of the intervention by both groups to determine to which extent achievement and critical thinking skills improved within the experimental group. It can be inferred from the results of the empirical research that the guided learning of the learning -functions decoding of knowledge, synthesis and integration of knowledge, comparison, application of knowledge, generating hypotheses and reflective thought in the course of teaching mathematics, appeared to have enhanced learners' academic achievement and critical thinking. From a combination of the prominent findings of the empirical research, together with the knowledge gained from the literature study, justified recommendations were made regarding the learning of learning -functions in order to promote critical thinking and achievement in the teaching of mathematics. / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2009.

The teaching of mathematics frequently comes in the line of fire due to under achievement and a lack of critical thinking. Accordingly educationists and mathematicians continually seek ways to overcome this hurdle. Against this backdrop, this study attempts to determine if the acquiring of learning-functions will improve academic achievement as well as critical thinking in mathematics. By means of a literature study the nature and importance of learning-functions for the development of critical thinking skills and the improvement of academic achievement are highlighted. The literature shows that critical thinking skills such as reasoning, analysis, hypothesising, making of decisions and problem solving are important skills for the mastering of mathematics. The learning-functions decoding of knowledge, synthesis and integration of knowledge, comparison, application of knowledge, generating hypotheses and reflection have been identified as the learning-functions which can develop the necessary skills for the mastering of mathematics. As the research stems from a combined interpretivist-positivist paradigm, the researcher used a combined qualitative and quantitative study. As part of the qualitative research, observation has been used. For the quantitative research the true experimental research method with a post-test control group design was chosen. The focus was on the qualitative collection of data, supported by the quantitative data. Twenty-three first year education students, with mathematics as major subject were used for this study. By means of systematic random sampling the students were assigned, as participants to an experimental and a control group. During contact sessions the participants of the experimental group were subjected for a period of eight weeks to an intervention programme with the focus on guided learning of the learning - functions decoding of knowledge, synthesis and integration of knowledge, comparisons, application of knowledge, generation of hypotheses and reflection. The control group received normal classroom instruction with no focus on guided learning of learning - functions. With the implementation of the intervention programme the experimental group was observed with regard to their progressive development of the application of these learning - functions. To determine any signs of progressive improvement of achievement and critical thinking skills in the experimental group during the implementation of the intervention programme, class tests and assignments were completed. Both the experimental- and the control group wrote the same tests and completed the same assignments. The post -test was a final examination paper which was written after the completion of the intervention by both groups to determine to which extent achievement and critical thinking skills improved within the experimental group. It can be inferred from the results of the empirical research that the guided learning of the learning -functions decoding of knowledge, synthesis and integration of knowledge, comparison, application of knowledge, generating hypotheses and reflective thought in the course of teaching mathematics, appeared to have enhanced learners' academic achievement and critical thinking. From a combination of the prominent findings of the empirical research, together with the knowledge gained from the literature study, justified recommendations were made regarding the learning of learning -functions in order to promote critical thinking and achievement in the teaching of mathematics. / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2009.

According to the World Health Organisation (WHO), suicide is one of the three main causes of deaths in the age group 15 to 34 years. Persons who previously attempted to commit suicide are more inclined to succeed with a second attempt. With the eventual focus on suicide prevention by means of life guidance as an assistance strategy in social work, the researcher undertook qualitative exploration amongst a specific group of adolescent girls between ages 15 and 21 years. These girls were each admitted to hospital after having attempted to commit suicide. The researcher used semi–structured in–depth interviews as a qualitative data collection method until data saturation was reached. The investigation was discussed against the backdrop of the strength perspective, crisis intervention, the system theory and existentialism. A discussion was led in Article 1 about findings regarding the psychosocial needs of adolescent girls who displayed suicidal behaviour. From the interviews, three overarching needs were foregrounded, namely the need for love and acceptance, the need for communication and the need for a secure future. The psychosocial needs were subdivided into sub–themes, which were discussed respectively. In Article 2 a discussion followed regarding the findings in terms of the support systems adolescents possess. Life guidance was eventually based on the needs of adolescent girls, as identified in Article 1, and the involvement and responsibility of the support systems, as discussed in Article 2. The guidelines for life guidance, as set out in Article 3, serve as a guiding recommendation and framework for intervention programmes for adolescent girls who display suicidal behaviour, as well as for the support systems involved. / Thesis (M.A. (MW))--North-West University, Potchefstroom Campus, 2012.