This study investigates the teaching strategies of four teachers, and determines which teaching strategies give better results in mathematics at the middle school level? Result here means the knowledge level of the students. The result has been measured through leave out a mathematical test, which I leave out designed. Teaching strategies have been assessed through interviews with teachers and observations of their lessons. My study shows that to go through the lessons thoroughly in the traditional way, and open discussions with the whole class are best for students achievements. The information available, however, is too limited to draw some general conclusions, but my study can be seen more like a counter-example to the general praxis that is short lectures and individual assessment with one to one communication when teaching mathematics.

Självkänsla, och särskilt strävan att öka självkänslan genom yttre bekräftelse, har visat sig vara en betydelsefull komponent för hälsa och välbefinnande. Kompetens- och relationsbaserad självkänsla är två typer av betingad självkänsla och den föreliggande studien fokuserade på betydelsen av dessa för upplevd stress samt självskattad psykisk och fysisk hälsa. En surveyundersökning genomfördes där 111 deltagare i åldrarna 19-64 år deltog. Resultatet visade att betingad självkänsla, särskilt den relationsbaserade, hade ett starkare samband med psykisk hälsa än fysisk. Det fanns även skillnader i psykisk hälsa beroende på kön, ålder och nivån av betingad självkänsla. Vidare diskuterades resultatet utifrån de tre hypoteserna vilka endast delvis bekräftades av informationen från de utförda analyserna. Studien motiverar till framtida forskning inom området.

Kärnkompetens kan ses som en av de mest centrala delarna av ett företag och insikt i detta är vad som bidrar till tillväxt, dominans och mästerskap. Vi likställer i denna uppsats kärnkompetens med överlägsen förmåga eller överlägset kunnande. I detta arbete försöker vi utreda vad som är Apotekets kärnkompetens. Med hänsyn till vad som definieras som Apotekets kärnkompetenser undersöker vi dessa närmare för att kunna prognostisera effekterna av den stundande omregleringen.Vi har genom att granska Apoteket och genomfört intervjuer på ledningsnivå identifierat tre möjliga kärnkompetenser: •    Den farmaceutiska kompetensen i kundmötet •    Kompetensen bakom kvalitetssäkringen av Apotekets egna varumärken •    Apotekets varumärke Slutligen diskuterar vi vilka effekter omregleringen kommer att ha på de tre kärnkompetenserna som vi identifierat. Vi kan konstatera att den farmaceutiska kompetensen i kundmötet troligtvis inte kommer att uppfylla de kriterier som våra valda teorier ställer på begreppet kärnkompetens. Kompetensen bakom kvalitetssäkringen av Apotekets egna varumärken samt Apotekets varumärke kommer förmodligen även efter omregleringen att kunna klassas som kärnkompetenser.

Arbetslösheten är idag ett av resultaten av den pågående lågkonjunkturen. Att vara arbetslös kan kännas psykiskt påfrestande och i längden hota delar av den sociala kompetensen. Social kompetens kan kortfattat sägas handla om förmågan att möta och kommunicera med andra människor samt anpassa sig till nya miljöer. Syftet med studien var att undersöka om det finns ett samband mellan tiden som arbetslös och sociala kompetens i termerna bas- självkänsla, self-efficacy och empati samt hur situationen för den arbetslöse ser ut ifråga om hjälp och stöd från arbetsförmedlingen. En enkätundersökning genomfördes där 128 arbetslösa deltog. Resultatet visade att personer som varit arbetslösa en längre tid inte hade lägre social kompetens utifrån de utvalda delarna men att vissa av delarna enskilt påverkades av tiden som arbetslös vilket tas upp för diskussion tillsammans med resultatet av arbetsförmedlingens insatser för de arbetslösa.

Background: Triage is the sorting of patients according to the severity of medical assessment. Triage has a long history of use in Anglo-Saxon countries but is a fairly new method in Sweden. Researchers have described the Manchester triage group method (MTS) and a literature review of the concept; working contentment and competence focusing on triage. Aim: The ambition with this study was to describe a number of triage nurses working conditions. The research questions were; working with MTS- does it bring work contentment? What kind of competence is needed? Method: Data was collected from 74 triage nurses by a questionnaire containing 37 questions and two questions provided the nurses the opportunities to describe their triage experiences. Findings: The nurses found their job interesting and stimulating, but some reported unsatisfactory work environment due to lack of education, competence, support and high work load. The informants ask for more education; to solve and discuss patient scenarios and to participate in the developing of MTS. Sixty-three percent thought MTS was a difficult method with some disadvantages. The majority found triage to be a nurse task.

Innovation is, in most cases, a necessity for firms in today’s changingmarket place. It has the potential to offer firms numerous advantages,including increased profit and growth. However, innovationis no easy process and there are many barriers and impedimentsto innovation that needs to be overcome in order to efficiently innovate.A study conducted by Vinnova (2007) showed that 18% ofSMEs consider a shortage of qualified personnel as a high barrier toinnovation. How are competence barriers to innovation experienced by smallenterprises in the selected sample? Do competence barriers to innovationvary depending on different firm characteristics and in thatcase how? Which consequences do small enterprises encounter as aresult of facing competence barriers to innovation? Are small enterprisesthat face high competence barriers to innovation more likelyto encounter consequences? The purpose of this research report is to investigate competencebarriers to innovation within small enterprises and the consequencesthese barriers might result in. Competence barriers to innovation are considered moderate in thissample. The highest barrier was shortage of qualified personnel necessaryfor innovation. In general, small enterprises that experienceda higher level of competition also faced higher competence barriersto innovation. The most frequently reported consequences fromfacing competence barriers to innovation were; inability to acceptcertain jobs or contracts, decreased profitability and difficulty in expandingthe business. Small enterprises which face higher competencebarriers to innovation are more likely to encounter consequences.

This thesis is based upon the assumption that in Swedish school today it is a wide gap regarding the information flow when pupils are switching school. This was one of the reasons Skolverket published a report clearly stating that this is the case. The purpose of this thesis is to examine and describe how teachers are working in a teacher team at transitions to see and understand what their work may mean individually, in a group and to the school as an organisation. The questions at issue is to see how the teachers cooperate during transitions and how they notice students in need of extra support and students level of knowledge during transitions. The two last questions at issue is first to see how teachers approach parent’s expectations on the school and the teachers, secondly it is to examine what implications their work will have on the school. The examined group is a teacher team in an independent school working in grade seven. The school has the grades six to nine. The result was achieved through two qualitative interviews and six qualitative questionnaires in order to describe the informants experience as good as possible. The analysis is based upon two concepts: organisational learning and reflection as a collective process and how these concepts are dependant on the other. The main points of the analysis show how important the teacher team’s work is to both the individual and the organisation’s competence and learning development. It also shows how it helps the pupils to get a smooth transition even though the lack of information teachers has to deal with when the new pupils arrive.

Purpose: To examine the social competence of childhood brain tumour survivors in the context of a group social skills intervention program developed to address documented social deficits among this population and to expand outcomes obtained from a feasibility study, by: conceptualizing social competence as three separate but interrelated constructs including social adjustment, social performance, and social skills; incorporating a control group; eliciting teacher responses; and examining sense of self. Methods: Participants were 23 survivors (10 males; 13 females) aged 7 to 15 years and comprised an intervention (n=15) and control group (n=8). The intervention consisted of 8 2-hour weekly sessions focused on social skills including friendship making. At the level of social adjustment, intervention participants, controls, parents, and teachers (n=6) completed standardized measures of social adjustment including: social skills (SSRS, Gresham & Elliott, 1990); social functioning (Varni, 1999); and social problems (Achenbach, 2001). At the level of social performance, behavioural observations were conducted on intervention participants. At the level of social skills, intervention participants responded to the Social Problem-Solving Measure (SPSM; Vannatta, 1993). Survivors also completed standardized sense of self measures. Results: Outcomes related to social adjustment showed a significant increase from Time 1 to Time 2 for parent reported SSRS within and between groups. Significant improvements were also found for parent reported social problems between groups. Child reported social problems decreased within groups and a borderline effect was found between groups. Teachers reported improved SSRS scores form Time 1 to Time 2. For social performance, significant increases in frequency were found for maintaining facial attention and social conversations with peers over the course of the intervention. At the level of social skills, a borderline significant increase was found for quantity of strategies offered from Time 1 to Time 2. No significant findings were found for sense of self data. Conclusions: Improvements after intervention were noted at each level of social competence, but primarily at the level of social adjustment. Control group and teacher outcomes strengthen findings. This is the first study to explore varying levels of social competence and provides important insight into the source of survivors’ social deficits.

This qualitative research study examined teachers and teacher assistants perceptions of their working relationships. Three teachers and three teacher assistants reflected specifically on their work experiences and interactions with their job partners in their respective schools, as they worked to provide supports to students with a variety of behavioral, academic and medical needs. Two main questions guided this research: How did each participant describe their working relationship with his/her job partner? What factors were perceived as influential on a positive and effective working relationship? <p>Thematic analysis of the qualitative interview data from the participants informed the generation of dominant themes. The role of administration, professional interaction, and personal attributes emerged as main factors influencing the teacher and teacher assistant relationship. The researcher provides a model for conceptualizing this relationship and suggests that professionalism is required of both parties in the relationship. The model of professionalism is supported by three main behaviors exhibited by people in the relationship: competence, collegiality, and clarity of role.

This qualitative research study examined teachers and teacher assistants perceptions of their working relationships. Three teachers and three teacher assistants reflected specifically on their work experiences and interactions with their job partners in their respective schools, as they worked to provide supports to students with a variety of behavioral, academic and medical needs. Two main questions guided this research: How did each participant describe their working relationship with his/her job partner? What factors were perceived as influential on a positive and effective working relationship? <p>Thematic analysis of the qualitative interview data from the participants informed the generation of dominant themes. The role of administration, professional interaction, and personal attributes emerged as main factors influencing the teacher and teacher assistant relationship. The researcher provides a model for conceptualizing this relationship and suggests that professionalism is required of both parties in the relationship. The model of professionalism is supported by three main behaviors exhibited by people in the relationship: competence, collegiality, and clarity of role.