Syfte: Syftet med denna studie var att undersöka tränarnas upplevelser i idrottsföreningar gällande ätstörningar bland föreningens aktiva barn och ungdomar. Metod: En kvalitativ studie med en induktiv ansats genomfördes med hjälp av fem individuella intervjuer för att besvara studiens syfte och forskningsfrågor. Materialet analyserades genom tematisk analys och kategoriserades i tre teman: Kunskap om kostvanor, Föreningens styrdokument och Föreningens stöd och resurser.  Resultat: Resultaten visade att majoriteten av tränarna inom idrottsföreningar har erfarenhet av deltagare med ätstörningar. Den övervägande delen av tränarna saknar kunskap om ätstörningar, och alla intervjuade tränare var omedvetna om föreningens policyer och riktlinjer.  Slutsats: Baserad på denna studies resultat bör ätstörningar bland barn och ungdomar prioriteras eftersom kunskap och riktlinjer för att motverka ätstörningar inom idrottsföreningar är i princip obefintliga.

The thesis deals with school educational programs of institutions which organize free time activities for children and youth in Pilsen and in Blovice. The first part characterises school educational programs, free time education or institutions which organize free time activities.The beginning of this first part deals with law of free time education in school system, forms of free time education and then it deals with process of making the school educational programs, their content and structure. In practical part there is a specification of selected institutions which organize free time in which the research was done. There are the research characteristics, questions and methods of the research. Next part analyses and compares school educational programs in selected organizations which work with free time activities for children and teenagers. The aim of the practical part is to compare information which is written in school educational programs and assess the quality and quantity of detected data. At the end there are results of this research and résumé.

This thesis analyses Bretislav Hofbauer´s writings. It begins with his biography which makes his works easily to be classified. Next to this, the thesis gives mapping and analysis of Hofbauer´s works he wrote or he helped to write. It refers authors who influenced Hofbauer´s philosophical thinking and his complex view of leisure time, education and pedagogy of leisure time. The other part puts obtained data together and divides them in three thematic parts which are possibly defined as main. Consecutively it formulate conclusions and states Hofbauer´s asset into leisure time´s theory. His complete articles and books are to be found in the supplement.

The main topic of my thesis is the prevention of socially pathological phenomena and their implementation in low-threshold facilities for children and youth (NZDM). The work has two parts: theoretical and empirical. The theoretical part describes the socio-pathological phenomena, prevention, prevention programs and social services - NZDM general. In the empirical part is to find out the answer to the question, what is the impact of the implementation of prevention programs for service users in a particular device - in NZDM V.I.P.in Czech Budejovice, what should prevention programs in 2012 targeting and why, how often were made and what was the clients' interest in the topics of preventive measures.

The aim of the master's thesis is to clarify the concept of open clubs. Basic terms connected to an open club are defined in the first part of the thesis. Spontaneous activities and low-threshold approaches are the most important there. The principle of low-threshold approaches are typical also for other institutions, that are registered in law. It concerns low-threshold centres for children and youth. The origin, development, aiming and activities of these centres are described. The thesis explains open activities for young people offered by different leisure time centres. Also open clubs and Salesian centres offer these activities. The last chapter of this part shows basic differences between an open club and a low-threshold centre for children and youth. The second part of the thesis deals with a detailed analysis of the School Education Programme of a chosen centre carrying on an open club. The aim of the research is to find information about the open club in the document and evaluate the extent and the quality of the discovered details.

This work is dealing with specific issue of work with gypsy clients of social settlements. The teoretic part is bordered on one side by characteristic of gypsy ethnic in Czech republic and its contemporary situation, and on the other side by general characteristic of social servicies and settlements and by activity of social settlements for children and youth. The end of theoretic part of this work is focused on example of good practice in the Center-Bohemian region, concretely in social settlements for children and youth {--} called {\clq},Domek``. The practic part contains results gained from semi-structured interviews with Center-Bohemian social settlements' workers, who are dealing directly with gypsy users. The results show that the majority of inquiered workers reflect the difference in servicies-provision of social settlemets for children and youth for gypsy and not-gypsy users. They consider as a specific attitude mainly understanding in communication and the respect of different emotional displays during communication. The majority of inquired workers confirmed the use of mentioned specific methods of work towards gypsy users. The next finding was that the work with gypsy users estimates a certain knowledge and skills of worker in social settlements for children and youth.

The purpose of this study is to deepen the knowledge of guardians experiences of coordination between the various support measures for their children with intellectual disabilities in special schools. My research questions are to find out how the guardians describe the contact with LSS administrators, child and youth habilitation personnel and specialist teachers in schools for children with special needs as well as the experiences of the guardians based on their contacts with LSS administrators, child and youth habilitation personnel and specialist teachers in special schools. To find this out, a qualitative study is conducted in the form of interviews with guardians of children with intellectual disability. Informants in the study were nine guardians from three different municipalities. The results have been analyzed using Bronfenbrenners developing ecological model. The results show amongst other things that the guardians want more coordinated meetings to facilitate everyday life for the family. Another result was that the contact between the different instancesvary greatly both in quantity and quality and it is up to the guardians if contact occurs. It commonly emerged that the guardians experiences are that there is a good competence in general within different personnel groups. Another finding was that there are shortcomings regarding documentation and monitoring. Finally, it also emerged that it differs regarding how agencies act in preparing guardians for the future in different instances. One conclusion is that variation seems to be bound to whom the guardians have as an administrator and it becomes clear that the role of the special education teacher as a qualified conversation partner is important both in special schools but also in meeting with other professionals. It cannot be stressed enough how important the role is as a special education teacher and coordinator to simplify everyday life for parents or guardians. In addition, monitoring and evaluations fill an important function in professional practice as necessary for improving mutual understanding between home and special schools. / Syftet med denna studie är att fördjupa kunskapen om vårdnadshavares erfarenheter av samordning mellan olika stödinsatser för deras barn med intellektuell funktionsnedsättning i grundsärskolan. Mina forskningsfrågor utifrån syftet är att dels att ta reda på hur vårdnadshavarna beskriver kontakten med LSS-handläggare, barn-och ungdomshabiliteringens personal samt speciallärare i grundsärskolan, dels att ta reda på vilka erfarenheter av stöd vårdnadshavare har utifrån sina kontakter med LSS-handläggare, barn- och ungdomshabiliteringens personal samt speciallärare i särskolan.   För att ta reda på detta har en kvalitativ undersökning genomförts i form av intervjuer med vårdnadshavare till barn med intellektuell funktionsnedsättning. Antalet informanter i intervjun var nio stycken personer från tre olika kommuner. Resultatet har analyserats med hjälp av Bronfenbrenners utvecklingsekologiska modell. Resultatet visar bland annat att vårdnadshavare önskar mer samordnade möten för att underlätta vardagen för familjen. Ett annat resultat var att kontakten mellan olika instanser varierar mycket i både antal och kvalitetoch det är upp till vårdnadshavarna om kontakten sker. Gemensamt framkom det att vårdnadshavarnas upplevelser är att det finns en god kompetens över lag hos olika personalgrupper. Ytterligare ett resultat var att det finns brister gällande dokumentation och uppföljning. Till sist framkom det också att det är ojämnt hur myndigheteragerar föratt förbereda vårdnadshavare inför framtiden inom de olika instanserna. En slutsats är att det verkar vara mycket bundet till vem vårdnadshavarna har som handläggare om stödet fungerar och det blir tydligt att speciallärarens roll som kvalificerad samtalspartner är viktig både i grundsärskolan men även i mötet med andra yrkesgrupper. Det kan inte nog betonas hur viktig rollen är som speciallärare samt samordnare för att förenkla vardagen för vårdnadshavarna. Dessutom fyller uppföljningar och utvärderingar en viktig funktion i yrkespraktiken då detta krävs för att öka samförståndet mellan hemmet och grundsärskolan.

This thesis explores the Predicament of the Learner in an age during which an emergent Participatory Culture supported by networked computers is converging or colliding with a top-down Culture Industry model of education associated with centralised control and traditional learning media. Two case studies explore attempts to use advanced E-learning tools, the Learning Activity Management System (LAMS) and Revolution (a multiplayer role-playing game) to mediate learning activities in the digital classroom. Both reveal the shifting locus of agency for managing and regulating learning and identify a need to understand how learners are creatively appropriating a range of digital media to advance self-directed learning agendas. The main study, The Agency of the Learner in the Networked University, develops these insights through a cognitive anthropology, informed by post-Vygotskian theory, focussed on the digitally mediated practices of 16 post-graduate students who enjoyed unrestricted access to the Internet from their study rooms. The findings chapters explore i) learners designing personalised learning environments to support advanced knowledge work; ii) learners creatively appropriating web-based digital tools and resources for course related study and self education; iii) learners cultivating, nurturing and mobilising globally distributed funds of living knowledge; iv) learners breaking away from lifeworld communities and learning with others in online affinity spaces; and v) learners seeking out opportunities to bootstrap themselves towards the actualisation of a projective identity through serious play in virtually figured worlds. In each case, an attempt is made to innovate conceptual tools that can help us to identify and conceptualise the New Media Literacies (conceived of as expert-like digitally mediated practices) required to exploit the full potential of new media as a resource for course related study, independent learning and self-education.

This thesis examines Karen childhood transitions in a context of expansion of the cash economy, formal education and modern institutions. Since the 1960s, Thai state development has had a significant impact on the organisation of work and learning among highland populations. Today, household economies largely depend on cash income and children aspire towards an adult life in which paid work is central. Formal education is highly valued as a means to reach this goal. Children often migrate for education to better-resourced locations and access scholarships provided by national and international institutions. On the basis of 12 months of ethnographic fieldwork undertaken between October 2007 and September 2009, the thesis seeks to understand the effects of globalisation on politically and economically marginalized children in northern Thailand through the lens of changing modes of production and learning. Findings indicate that children’s migration for education reflects broad political economic inequalities among Karen households as well as between them and mainstream Thai lowland populations. International dimensions of unequal relations are revealed in local peoples’ collective negotiations with Japanese and Catholic Christian NGOs. Although socio-cultural constructs like ‘gender’, ‘generation’, and ‘ethnicity’ shape Karen childhoods, this study found that their economic and political status are more fundamental in shaping all aspects of their social lives, including their socio-cultural identities. Childhood transitions emerge as multidimensional learning processes towards mastery of ‘translocal identities’, the skill to manage identities and relationships across multiple spaces and institutions. This is a culturally valued skill evidenced when minority children tactfully negotiate differing modes of compliance, resistance, and adaptation, especially in the domains of work and education. Thus, children participate in the moulding of local versions of the modern political economy of northern Thailand.

Introduction: Physical inactivity is thought to contribute to the emergence of non-communicable diseases in post-conflict settings of low-income countries. Sport-for-development (SfD) organisations in these regions claim to improve the health of programme participants. However, there is a paucity of supporting evidence. I assessed the impact of a voluntary community-based SfD intervention on the physical activity (PA), physical fitness (PF) and mental health (MH) of adolescents in Gulu, Uganda. Methods: The Acholi Psychosocial Assessment Instrument (APAI), standing broad jump (SBJ), multi-stage fitness test (MSFT) and BMI-for-age (BFA) were adapted to the local context. I tested their feasibility and reliability with a repeat-measures design (n=70). A cross-sectional analysis of a random sample was used to assess the local needs and establish the PF and MH of the adolescents reached by the intervention (n=1464). This was also the baseline assessment for the impact evaluation. It comprised a randomised control trial (n=144) nested within a cohort study (n=1400) and triangulated by cross-sectional assessment of PA using accelerometry (n=54). Results: The adapted PF and MH measures demonstrated good intra-tester reliability (ICC>0.75). Adolescents in Gulu predominantly had “healthy” BFA (>90%). They performed better than global norms for the SBJ (p<0.001), but worse for the MSFT (p<0.05). The girls who registered for the intervention had higher PF at baseline (p<0.05) and experienced no significant benefits when compared to the community. The aerobic capacity of the boys intervention group increased relative to the community (p<0.01), but was not significantly different to the trial control group whose PF also improved. The PA results concurred with this finding. Boys in the intervention group experienced a deterioration in MH relative to their peers (p<0.05). Implications: It is feasible to apply rigorous evaluation methods to SfD interventions. Although adolescents in Gulu have poor aerobic capacity, a voluntary programme may not reach those at risk. Interpreting the impact evaluation was limited by a lack of programme development theory, but suggested that opportunities for non-competitive play may confer PF benefit without harming MH. Further investigation is warranted.