Orientador: Maria do Carmo Monteiro Kobayashi / Banca: Fernando Donizete Alves / Banca: Cinthia Magda Fernandes Ariosi / Resumo: Esta pesquisa tem como questão principal discutir quais são as concepções das professoras que atuam na primeira etapa da Educação Infantil quanto à avaliação e quais instrumentos avaliativos utilizam. Para responder a essa indagação, o objetivo desta foi identificar e analisar as concepções de professoras de creche acerca do acompanhamento do desenvolvimento e avaliação das aprendizagens das crianças, bem como as formas de registro que utilizam. A metodologia foi construída através de uma pesquisa qualitativa, um estudo de caso realizado com professoras que atuam em creches de um município do interior do estado de São Paulo, os instrumentos para coleta de dados utilizados foram questionários e entrevistas. A pesquisa orientou a seleção e elaboração de fontes e de instrumentos para a coleta, análise e utilização dos dados para a elaboração de um produto, que auxiliará na reflexão sobre os instrumentos de acompanhamento e avaliação da prática educativa das turmas na primeira infância. / Abstract: This research has as main quest discuss which are the conceptions of the teachers that actin the first stage of childhood education regarding the evaluationand which evaluation instruments use. To ansewr this inquiry, the purpose of this was identify and analyze the conceptions of day care teachers about the monitoring the development and evaluation of children's learning, as well as the forms of registraton that they use. The methodology was build through a qualitative research, a study of cases accomplished with teachers that act in day care of the municipality in the interior of the state of São Paulo, the instruments for the data collect used questionnaires and interviews. The reaserch oriented the selection and elaboration of sources and instruments for the collection, analyze and use of data for the elaboration of a product, that Would help in the reflection on the instruments for monitoring and evaluating the educational practice of classes in early childhood. / Mestre

Esta tese faz parte de um conjunto de investigações que vêm contribuindo com a elaboração da perspectiva teórico-metodológica da Rede de Significações para o estudo e a compreensão dos complexos processos de desenvolvimento humano. Partindo-se dessa perspectiva, investiga-se os processos de desenvolvimento em contexto, isto é, através da relação pessoa - ambiente, destacando-se, neste último, a matriz sócio-histórica. Esta é concebida como composta por elementos políticos, econômicos, culturais, sociais e históricos, e como apresentando uma natureza semiótica. Em função desta natureza, e por se considerar que o signo apresenta uma encarnação material, partimos da hipótese de que a matriz sócio-histórica encontra-se concretizada no aqui-agora das situações. Diante dessas considerações, traçou-se como objetivo desta tese investigar o modo como se dá a materialização da matriz sócio-histórica, a partir da situação de freqüência de bebês à creche e de eventos de doença durante essa freqüência. O material empírico refere-se a sete casos selecionados do projeto Processos de adaptação de bebês à creche, que acompanhou processos ligados à freqüência de 21 bebês, em uma creche universitária. O corpus foi organizado através da articulação de entrevistas (mães, educadoras e técnicas) com cenas de vídeo (três primeiros meses de freqüência dos bebês), construindo-se a história dos sete episódios. A análise feita foi microgenética, procurando-se apreender e identificar a materialidade dos signos da matriz sócio-histórica, em diferentes momentos dos processos. Frente ao amplo conjunto de dados obtidos, restringiu-se a discussão àqueles discursos referentes às características das famílias, à situação de freqüência à creche em si, à construção das relações nesse ambiente e aos episódios de doença. A análise revelou que a concretude da matriz sócio-histórica se dá através de diferentes formas, como ao nível das instituições investigadas (família e creche), através da forma de sua estruturação, das suas metas, das forma como se estabelecem as relações entre as pessoas nesses contextos, da organização sócio-espacial, etc. A materialidade foi, também, identificada através dos papéis sociais atribuídos às pessoas e dos significados histórico-sociais que carregam, no aqui-agora. E, também, através da forma como as pessoas se relacionam uns aos outros, dentro da coordenação de papéis, que encarna formas sociais próprias daquela cultura ou grupo social. Identificou-se, ainda, essa materialização através dos discursos e práticas relacionadas às formas de realizar os cuidados diários da criança e também diante dos eventos de doença. No entanto, verificou-se que diferentes aspectos da matriz sócio-histórica, concretizados na situação, podem ser contraditórios, sendo que, para cada um dos aspectos, existe uma multiplicidade de vozes oriundas de diferentes tempos históricos e processos sociais. Essas vozes podem revelar-se conflitantes pelas concepções, emoções e práticas decorrentes, podendo levar a situações de ambigüidade diante de um mesmo elemento do processo, com confrontos pessoais e sociais. Todos esses discursos são negociados nas situações, podendo ser aceitos, negados ou modificados dentro do grupo social. A articulação desses discursos faz-se, no aqui-agora, através de processos dialógicos, os quais em algumas situações podem conduzir à transformação e à construção de novos discursos. / This thesis is part of a wide research investigation, which is constructing the Network of Meanings theoretical-methodological perspective, with the aim to understand and investigate human development processes. Such perspective presupposes development as occurring in context, that is, through person – environment relationship. Within this last topic it is included the socio-historical matrix, conceived as composed by political, economical, cultural, social and historical elements, and as having a semiotic nature. Thus, considering the materiality of the sign, it is inferred that the socio-historical matrix has concreteness in the here-and-now situations. Based on this, a goal was defined to the present study: investigate the way by which the socio-historical matrix materialization occurs, through the analysis of the babies' attendance at daycare center. Empirical data is related to seven cases selected from the research project “Babies’ adaptation processes at a daycare center”, which has followed processes of 21 babies, their families and caregivers after the babies’ admission to a university daycare. Corpus was organized through interviews (mothers, caregivers and technicians) and videotape scenes (three first months of the babies’ attendance), constructing a history of each of the seven episodes. Microgenetic analysis was done, searching for the identification and apprehension of the sign materiality of the socio-historical matrix, in different moments of the processes. Due to a very wide set of data obtained, the discussion was restricted to those elements related to the family characteristics, the situation of the daycare attendance per se, the way relationships were established and the way adults has dealt with the babies’ illness episodes. Analysis revealed that concreteness of the socio-historical matrix occurs through very different forms, as at the institutions level (family and day care), through its structure, its main goals, its social and spatial organization, the kind of relationship established within it, etc. Socio-historical matrix materiality was also identified through the concreteness of the social roles with the social-historical meanings they bring to the here-and-now. Besides, through the role coordination, which incarnates roles’ forms proper to that culture or social group. It was also identified that the socio-historical matrix concreteness occurs through discourses and practices by which adults take daily care of the babies and, specifically, in the event of illness episodes. Yet that, for each of those socio-historical matrix aspects, there is a multiplicity of voices derived from different historical times and social processes. These voices can reveal themselves as conflictive, as they entail diverse conceptions, emotions and practices, leading to ambiguity and even personal and social confrontations. All of those are negotiated in the situations, being accepted, rejected or modified by the persons within the relations in the situation. Articulations between such discourses are done in the here-and-now, through dialogical processes, some of which can lead to transformations and construction of new discourses.

O presente trabalho de pesquisa teve como objeto de estudo as práticas cotidianas vivenciadas por quatro professoras e um agrupamento de 24 crianças com idades de 2 a 3 anos, em um Centro de Educação Infantil (CEI) público do município de São Paulo. A investigação se comprometeu essencialmente com três questões, a saber: Como se constitui a organização das práticas educativas partilhadas por duas duplas de professoras que se revezam nos períodos da manhã e da tarde em um mesmo agrupamento de crianças? Há espaço para comunicação entre elas? Em que medida as práticas propostas compõem uma rotina flexível e orientada por um planejamento comum, de forma a propiciar às crianças experiências de aprendizagem expressivas pautadas na continuidade e na interação? Trata-se de uma pesquisa pedagógica qualitativa que adota a perspectiva de um estudo de caso único, tal como proposta por Yin. Como fontes de dados, foram considerados: o Projeto Político Pedagógico em que consta o plano de formação das professoras; os planejamentos e registros das professoras; o diário de bordo da pesquisadora, bem como as entrevistas realizadas com as professoras e gestoras da unidade estudada. A análise e discussão dos dados produzidos foram realizadas à luz do conceito de experiência elaborado por John Dewey. Também foram utilizados os aportes teóricos presentes nas obras de Oliveira-Formosinho, Barbosa, Kishimoto. O presente estudo trouxe algumas importantes evidências a respeito do processo formativo no âmbito do CEI, especialmente, no tocante às circunstâncias estruturais e organizativas. Os tempos e espaços restritos de comunicação e de reflexão sobre as questões da prática revelaram-se determinantes da fragmentação dos planejamentos das professoras acompanhadas. Os planejamentos pouco articulados resultam em experiências que, além de descontínuas, interagem escassamente com as situações cotidianas, o que termina por aproximá-las de um currículo pautado na lógica das disciplinas. O estudo destaca a necessidade de se ampliar as pesquisas sobre a rede municipal de educação, de forma a subsidiar as políticas publicas para educação infantil e a formação contínua realizada no contexto das instituições. Por fim, defende-se a importância de se garantir legalmente condições institucionais para que a reflexão coletiva em busca do aprimoramento das práticas com as crianças sejam efetivadas no contexto dos CEIs. / This study had the purpose of investigating everyday practice of four teachers and a group of 24 children aged 2 through 3 years, in a public Day Care Center (CEI) in the city of de São Paulo. The research involved basically three dimensions, that is: How educational practices are organized when shared by pairs of teachers who alternate in the morning and afternoon shifts in the same group of children? Is there room for communication between them? To what extent the proposed practices make up a flexible routine oriented by some shared planning, in order to provide children with significant learning experiences based on continuity and interaction? This is, therefore, a qualitative pedagogical research that adopts the perspective of a single case study, as proposed by Yin. The following sources of data were included: the Political Pedagogical Project which the training plan for the teachers was a part of; the planning and records by the teachers; the researcher´s logbook, as well as the interviews with the teachers and managers at the school I have studied. The analysis and discussion of data were conducted in the light of the concept of experience defined by John Dewey. Other theoretical approaches were also utilized, found in the works of Oliveira-Formosinho, Barbosa, and Kishimoto. This study brought some important evidence concerning the formative process within a Day Care Center (CEI), especially in regard of structural and organizational circumstances. Restricted times and spaces of communication and reflection about the issues arising of the practice turned out to be determining of the fragmentation in the planning made by the teachers whose actions I have followed. Planning was poorly articulated and resulted in experiences that were not only discontinuous but they also scarcely interacted with everyday situations, which in the end put them close curriculum based on the logic of disciplines. The study highlights the need to enhance the research on the city´s educational system, in order to give subsidies for the public policies aimed at children´s education and the ongoing formation that is conducted within the schools. Finally, I stand for the importance of legally guaranteeing institutional conditions so that the collective reflection to improve the pedagogical practices with children can be effected in the context of CEIs.

El presente trabajo reafirma nuestras ideas sobre los niños y su educación; nuevas tendencias en el sector nos hacen considerar que toca a "los padres de familia, las organizaciones particulares, autoridades locales y gobiernos nacionales a contribuir en la evolución de la educación desde el nacimiento del niño; será entonces que nos corresponde ir adaptando la educación, el perfeccionamiento de los métodos y técnicas pedagógicas en colaboración con los profesionales y especialistas que se dedican al cuidado del niño en su educación temprana. En base a ello, el presente trabajo evidencia el desarrollo e investigación para la implementación de un centro de estimulación temprana con opción a servicios de cuidado de menores en horario de 24 horas, incluyendo sábados, domingos y feriados. El proyecto está desarrollado de acuerdo con las necesidades encontradas en el mercado actual, la ubicación propuesta es el distrito de Santiago de Surco, debido al descubrimiento de una oportunidad, pues el 65% de padres de familia tienen hijos pequeños en casa y les preocupa su desarrollo, cuidado y seguridad. La ventaja competitiva que presenta “MI SEGUNDA CASITA” es el desarrollo de actividades de estimulación temprana con métodos de enseñanza especiales y adaptados a nuestra educación actual, además la seguridad que ofrece a través de sus herramientas online de vigilancia y monitoreo constante en las actividades de desarrollo de sus hijos. / The present work reaffirms our ideas about children and their education; new trends in the sector make us consider that it is up to "parents, private organizations, local authorities and national governments to contribute to the evolution of education since the birth of the child, it will then be our turn to adapt education, the improvement of pedagogical methods and techniques in collaboration with the professionals and specialists who dedicate themselves to the care of the child in their early education. Based on this, the present work evidences the development and research for the implementation of an early stimulation center with option to childcare services in 24 hours, including Saturdays, Sundays and holidays. The project is developed according to the needs found in the current market, the proposed location is the district of Santiago de Surco, due to the discovery of an opportunity, because 65% of parents have young children at home and are concerned about their development, care and safety. The competitive advantage presented by "MY SECOND HOUSE" is the development of early stimulation activities with special teaching methods adapted to our current education, in addition to the security it offers through its online monitoring tools and constant monitoring in the activities of development of their children. / Trabajo de investigación

Staphylococcus aureus (S. aureus) is a ubiquitous bacterium that has the potential to cause severe disease in children and adults. Asymptomatic carriage of S. aureus is an important risk factor for developing infection, as well as a key contributor to transmission. Despite the fact that child care workers are at risk of infections, little research has focused on asymptomatic carriage of S. aureus in this occupational group. We collected samples from 110 employees, 81 children, and 214 surfaces at twelve child care facilities, as well as 111 age- and gender-matched adults not employed at child care centers. After adjusting for age, a household contact with a recent influenza-like illness, and a household contact with exposure to cattle, the odds ratio for S. aureus carriage in child care employees was 0.68 (95% CI 0.31 - 1.50, p-value 0.34). The odds of MRSA carriage was 3.09 times higher in child care employees than unexposed adults after adjusting for a history of cigarette smoking (95% CI 1.04 - 9.17, p-value 0.042). Colonization rates of all S. aureus and MRSA in children were 19.8% and 1.23%, respectively. S. aureus and MRSA were isolated from 9.80% and 0.90% of surfaces. Washing children's hands upon arrival had a protective effect among employees (adjusted OR 0.17, 95% CI 0.095 - 0.32, p < 0.0001). Molecular characterization suggested transmission of S. aureus among children, employees, and environmental surfaces. While the overall prevalence of MRSA is low at child care facilities, employees may be at increased risk of carrying this organism.

我國日間照顧服務已在二十多年前由政府和學者引進，成為社區照顧的一環。然，國內日間照顧服務相關研究仍聚焦於日間照顧/護營運的成本評估、日照的服務使用情形及效益，缺乏人力資源管理對於日照單位服務品質相關議題的探討，更遑論社會工作人力的討論。而回顧我的實習經驗，發現日照社工員身處的工作環境將考驗其專業與韌性，故研究者以工作適應理論出發，研究目的陳列如後：(1)瞭解日間照顧社會工作者的工作職責與角色功能；(2)描繪日照社工員的工作困境，並進一步探索「工作適應」對日照社工的意涵；(3)分析影響日間照顧服務社工員工作適應的機制和因素；(4)找出日間照顧服務社工員工作適應的策略。 本研究發現，日照社工員的工作職責和角色繁瑣，實際上日照社工員已扮演一名日間照顧服務方案管理者的角色。由於適應是個體解決困境的歷程，日照社工員面臨的工作困境包括角色困境、工作成效有限及團隊合作不順暢等問題，使社工員產生挫折和離職的念頭；而日照社工員心目中的工作適應是個動態的過程、也是平衡的狀態，即社工員的努力能否與機構的期待達成平衡。良好的工作適應展現在三個面向：(1)日照社工員的工作表現；(2)工作滿意度高；及(3)願意工作下去並發現工作的意義；其中適應良好的日照社工員應有的工作表現，包含：(1) 不會將負面情緒帶給個案；(2)在時限內完成份內工作，並追求創新；(3)幫助團隊運作順利，並與團隊成員相處融洽。 本研究亦發現「日照社工員和工作場域之間的一致性」是影響其工作適應的核心機制，即日照社工員和工作場域能否滿足彼此的要求和期待；而日照社工員和工作場域之間的一致性可為兩種類型：(1)個體的工作表現、專業知能與特質能否滿足工作環境的要求；(2)工作環境能否滿足個體的工作需求，例如工作理念、學習機會、成就感和親和等需求。而日照社工員因應工作困境所發展出來的適應策略包括：(1)做中學，包括調整工作計畫、參與教育訓練、觀摩其他日照單位、搜尋相關文獻和媒體資訊；(2)尋求社會支持，例如督導的工具性支持，及同儕/同僚的工具性和情感性支持；(3)溝通，例如向他人說明自己的工作期待和能力限制；(4)妥協，譬如接受社福界工作量龐大的事實及不同專業的文化，以及放下對社工專業角色的堅持。最後，研究者綜合上述研究發現進行深入討論，並提出數項針對未來社會工作教育和實務之建議。 / The adult day care service has been introduced by the government and scholars for twenty years and has become part of the community care. However, related research on the adult day care service in Taiwan mainly focuses on the operating cost analysis, the application, and the benefits. It lacks the exploration of the quality of the adult day care center from the perspective of human resources management, not to mention the discussion about the workforce of social worker. Reflecting on my internship, I find out that the working environment challenges the proficiency and tenacity of the social workers of the adult day care center. Hence, I start from the work adjustment theory. The research purposes are as follows, (1) to understand the responsibility and the role function of the social workers of the adult day care center (2) to delineate the work predicament of the social workers of the adult day care center, and to further explore the meaning of “the work adjustment” to them (3) to analyze the mechanism and the factors that influences the work adjustment of the social workers of the adult day care center (4) to find out the work adjustment strategy that the social workers of the adult day care center adopt This paper finds out that the work and the role of the social workers of the adult day care center is miscellaneous and complicated. In fact, they play the role of the organizers of the adult day care service. This paper finds out that the work and the role of the social workers of the adult day care center is miscellaneous and complicated. In fact, they play the role of the organizers of the adult day care service. Because adjustment is a process of problem solving, the predicament the social workers of the adult day care center face includes role difficulties, the unsatisfied work accomplishment, and the problem with teamwork. All these problems may result in their frustration and resignation. Besides, the work adjustment for them is a dynamic process. That is, whether the social worker’s effort can meet with the expectation of the day care center. A positive work adjustment is showed in three dimensions: (1) The performance of the social workers of the adult day care center (2) Job satisfaction (3) The willingness to continuing working and finding out its meaning The performance a good social worker of the adult day care center should have includes, (1) Do not bring negative emotions to the case (2) Finish the job within limited time and pursue innovation (3) Help the team to process smoothly and get along with team members well This paper also finds out that “the correspondence between the social workers of the adult day care center and the work field” is the crucial mechanism that influences the work adaptation. That is, whether the social workers of the adult day care center and the work field can meet with each other’s requirements and expectations. There are two categories of the correspondence between them (1) whether the individual’s work performance, professional knowledge, and characters can satisfy the requirements of working environment (2) whether the working environment can satisfy the need of the individual, such as the work ethic, learning opportunity, the sense of achievement, and friendship The adjustment strategies the social workers of the adult day care center develop to meet the work predicament includes (1) Leaning by doing, which includes the adjustment of working plan, attending education training, observing and emulating other daycare centers, and searching for related literature and media information (2) Appealing for social support, such as the instrumental support of supervision, and the instrumental and emotional support from their peers (3) Communication, such as explaining to other people their own work expectation and the limitation of their ability (4) Compromise, such as accepting the big workload of social work and the different professional cultures, and abandon the insistence upon the professional role of a social worker Finally, I will analyze these findings and provide several suggestions to the social work education and application in the future.

<p>Introduktion: Övervikt och fetma är ett globalt växande folkhälsoproblem vilket leder till enorma ekonomiska samhällskostnader. Fetmakirurgi, bland annat Reglerbart gastriskt band (Adjustable Gastric Banding, AGB), har visat långsiktiga effekter på viktminskning, medan icke-kirurgisk fetmabehandling har visat mindre tydliga effekter. Detta har lett till att fetmakirurgin ökat dramatiskt. Trots detta har vissa kirurgipatienter svårigheter i att upprätthålla viktminskning över tid. Fetmakirurgi kan även leda till senkomplikationer och biverkningar. Flertalet experter argumenterar för att långtidsbehandling är väsentlig för vidmakthållande av beteendeförändring. Dagvårdsbehandling anses vara värd att överväga för patienter med fetma. Den har använts brett inom diabetesvård men ej lika mycket inom fetmabehandling. Syfte: Att strukturera och undersöka population och datamaterial från en redan genomförd men opublicerad, tre år lång interventionsstudie, med tre uppföljningar, om viktminskning och ätbeteende hos patienter med fetma, efter behandling med: Adjustable Gastric Banding, Dagvård alternativt en kombination av de båda behandlingarna. Metod: Datamaterial i 30 pärmar, från patienter (baseline: n= 212) i en redan genomförd men opublicerad interventionsstudie, lästes igenom och strukturerades in i ett index i Microsoft Words. Därefter skapades en databas i Microsoft Excel. I databasen räknades de patienter samman som visat angivna mått på viktminskning (BMI) och ätbeteende (TFEQ) vid något, några eller samtliga av de totalt tre uppföljningstillfällena i studien. Resultat: Efter strukturering och undersökning av datamaterialet framgick att enbart (n=10) av (n=212) fullföljt studien genom uppvisade mått på BMI samt TFEQ vid samtliga av studiens tre uppföljningstillfällen. För att i denna masteruppsats visa resultat från en större studiepopulation presenterades även uppvisade mått (BMI, TFEQ) från patienter som deltagit vid baseline och tredje uppföljningstillfället, men som nödvändigtvis inte deltagit vid uppföljnigstillfälle ett eller två (n=43). BMI och TFEQ presenterades i medelvärde och median för varje behandlingsgrupp. Slutsats: Resultatet visar att majoriteten av de deltagande patienterna inte fullföljde hela programmet. Därför kunde inga effekter av respektive behandling på förändring av vikt och ätbeteende beräknas.</p> / <p>Introduction: Overweight and obesity is a globally growing public health problem leading to enormous economic costs for the society. Obesity surgery, including Adjustable Gastric Banding (AGB), has shown long-term positive effects on weight loss, while non-surgical obesity treatment has shown less evident effects. This has led to a dramatic increase in obesity surgery. Still, some surgery patients have difficulties in maintaining weight loss over time. The majority of experts argue that long-term treatment is essential for maintaining behavioral changes. According to experts, Daycare treatment is worth considering for patients suffering from obesity. It has been used broadly within the diabetes care though not to the same extent in obesity treatment. Aim: To structure and investigate the population and data from an already completed but unpublished three year old intervention study, with three follow ups, of weight loss and eating behavior in patients with obesity after treatment with Adjustable Gastric Banding, Daycare or a combination of the both treatments. Method: Data in 30 binders, from participants (baseline n=212) in an already completed but unpublished intervention study, was read and structured into an index in Microsoft Words. A database in Microsoft Excel was then structured were patients with specified measures for weight loss (BMI) and eating behavior (TFEQ), for one, two or three of the total three follow ups, was counted together. Results: After the structuration and investigation of the material it became evident that due to drop-out or missing data only (n=10) out of (n=212) had fulfilled the study by showing specified measures of BMI and TFEQ at every of the total three follow ups. To, in the present Master thesis, show results from a greater sample, also participants with measures (BMI, TFEQ) from baseline and the third follow up, but not necessary from the first or second follow up (n=43), was included in the presentation. BMI and TFEQ were presented in mean and median for each of the treatment groups. Conclusion: The result shows that a majority of the participants not completed the program. Hence could no effect of the treatments on changes of weight and eating behavior be rated.</p>

The purpose of the study was to learn more about the ways in which caregivers perceive the effects of adult day services. The goal was to help inform adult day providers about services family caregivers find useful. An ecological model was used as a framework. Data were collected from focus groups consisting of spouse and nonspouse family caregivers of past and current participants in two different program models of adult day services: adult day care and adult day health services. There were few differences in the way caregivers of past and current participants perceived adult day services. One major difference was that some caregivers of past participants perceived that the programs had failed to provide support to them after their family member passed away. Although spouse and nonspouse caregivers used adult day services for different reasons, the main reason reported by both was to keep their family member active. The perceptions of caregivers using the adult day care model differed little from those of caregivers who used adult day health services. One difference was that some caregivers saw the staff at the adult day care center as role models who taught them how to care for and accept dependent family members. Talking to family caregivers about their experiences with adult day services can provide practitioners with valuable insights about the services and activities that family caregivers find useful and those they may need to assist them in their efforts to care for impaired family members. Adult day providers need to understand what effect services and activities have on caregivers and family members to enable them to create programs that benefit both. / Graduation date: 2001

Introduktion: Övervikt och fetma är ett globalt växande folkhälsoproblem vilket leder till enorma ekonomiska samhällskostnader. Fetmakirurgi, bland annat Reglerbart gastriskt band (Adjustable Gastric Banding, AGB), har visat långsiktiga effekter på viktminskning, medan icke-kirurgisk fetmabehandling har visat mindre tydliga effekter. Detta har lett till att fetmakirurgin ökat dramatiskt. Trots detta har vissa kirurgipatienter svårigheter i att upprätthålla viktminskning över tid. Fetmakirurgi kan även leda till senkomplikationer och biverkningar. Flertalet experter argumenterar för att långtidsbehandling är väsentlig för vidmakthållande av beteendeförändring. Dagvårdsbehandling anses vara värd att överväga för patienter med fetma. Den har använts brett inom diabetesvård men ej lika mycket inom fetmabehandling. Syfte: Att strukturera och undersöka population och datamaterial från en redan genomförd men opublicerad, tre år lång interventionsstudie, med tre uppföljningar, om viktminskning och ätbeteende hos patienter med fetma, efter behandling med: Adjustable Gastric Banding, Dagvård alternativt en kombination av de båda behandlingarna. Metod: Datamaterial i 30 pärmar, från patienter (baseline: n= 212) i en redan genomförd men opublicerad interventionsstudie, lästes igenom och strukturerades in i ett index i Microsoft Words. Därefter skapades en databas i Microsoft Excel. I databasen räknades de patienter samman som visat angivna mått på viktminskning (BMI) och ätbeteende (TFEQ) vid något, några eller samtliga av de totalt tre uppföljningstillfällena i studien. Resultat: Efter strukturering och undersökning av datamaterialet framgick att enbart (n=10) av (n=212) fullföljt studien genom uppvisade mått på BMI samt TFEQ vid samtliga av studiens tre uppföljningstillfällen. För att i denna masteruppsats visa resultat från en större studiepopulation presenterades även uppvisade mått (BMI, TFEQ) från patienter som deltagit vid baseline och tredje uppföljningstillfället, men som nödvändigtvis inte deltagit vid uppföljnigstillfälle ett eller två (n=43). BMI och TFEQ presenterades i medelvärde och median för varje behandlingsgrupp. Slutsats: Resultatet visar att majoriteten av de deltagande patienterna inte fullföljde hela programmet. Därför kunde inga effekter av respektive behandling på förändring av vikt och ätbeteende beräknas. / Introduction: Overweight and obesity is a globally growing public health problem leading to enormous economic costs for the society. Obesity surgery, including Adjustable Gastric Banding (AGB), has shown long-term positive effects on weight loss, while non-surgical obesity treatment has shown less evident effects. This has led to a dramatic increase in obesity surgery. Still, some surgery patients have difficulties in maintaining weight loss over time. The majority of experts argue that long-term treatment is essential for maintaining behavioral changes. According to experts, Daycare treatment is worth considering for patients suffering from obesity. It has been used broadly within the diabetes care though not to the same extent in obesity treatment. Aim: To structure and investigate the population and data from an already completed but unpublished three year old intervention study, with three follow ups, of weight loss and eating behavior in patients with obesity after treatment with Adjustable Gastric Banding, Daycare or a combination of the both treatments. Method: Data in 30 binders, from participants (baseline n=212) in an already completed but unpublished intervention study, was read and structured into an index in Microsoft Words. A database in Microsoft Excel was then structured were patients with specified measures for weight loss (BMI) and eating behavior (TFEQ), for one, two or three of the total three follow ups, was counted together. Results: After the structuration and investigation of the material it became evident that due to drop-out or missing data only (n=10) out of (n=212) had fulfilled the study by showing specified measures of BMI and TFEQ at every of the total three follow ups. To, in the present Master thesis, show results from a greater sample, also participants with measures (BMI, TFEQ) from baseline and the third follow up, but not necessary from the first or second follow up (n=43), was included in the presentation. BMI and TFEQ were presented in mean and median for each of the treatment groups. Conclusion: The result shows that a majority of the participants not completed the program. Hence could no effect of the treatments on changes of weight and eating behavior be rated.

The aim of this study is to examine the language, used in parts of The day care report of 1968 (“1968 års Barnstugeutredning”). The day care report of 1968 was a public investigation appointed by the cabinet intended to prepare new policies on the part of the Swedish state.  I focus on the change, which can be assumed to have occurred, when replacing the names “day care” (“dagis/daghem”) and “kindergarten” (“lekskola”) with the name “preschool” (“förskola”). The basic questions mainly concern the language in the report, and specifically how its authors use the names “day care” and “preschool”. The study also involve the question of what intentions can be distinguished from the new use of the name “preschool” instead of the name “day nursery”. The method is based on a text analysis applied to chosen parts of The day care report of 1968. The study is focusing on what effects the authors had concerning the words and names they were using. The theory I have used is that about power and discourses, introduced by Michel Foucault. The result shows that existing discourses affected the use of language in The day care report of 1968. The conclusions show that one of the intentions was to create an identity for preschool distinct from the identity of school. It also shows that the development of the preschool was characterized by two conflicts. The first one concerning the relation between the preschool and the school, and the second one put the function of the preschool in question. Should the preschool focus on learning or care, or should it bring together those functions in order to find its basis of work? Finally, it seems like that question is still alive today.