The modern school is deeply interested in producing integrated individuals. This study was undertaken to determine the difficulties arising in the behavior of the children, to determine possible conditions, relationships, and experiences which influence unwholesome behavior, to seek proposals by which the school could provide opportunities for intelligent cooperation, participation and thinking which allows for individual needs and freedom, and to help each child to live a richer, more wholesome life in this dynamic society.

Yes / Purpose: There are many anecdotal claims that coloured lenses and overlays improve reading performance and there is a substantial literature on the topic of whether reading performance is enhanced through the use of colour. Here we present the results of a systematic review of this literature and examine the quality of the evidence concerning the assertion that reading can benefit from use of coloured overlays or lenses. Methods: We systematically reviewed the literature concerning the effect of coloured lenses or overlays on reading performance by searching the PsychInfo, Medline and Embase databases. Our searches revealed 51 published items (containing 54 data sets). Different systems are in use for issuing coloured overlays or lenses and we reviewed the evidence under four separate system headings (Intuitive, Irlen, Harris/Chromagen and Other). We classified each published item using the Cochrane Risk of Bias tool. Results: Although the different colour systems have been subjected to different amounts of scientific scrutiny, the results do not differ according to the system type, or whether the sample under investigation have been classified as having visual stress (or a similarly defined condition), reading difficulty, or both. The majority of studies are subject to ‘high’ or ‘uncertain’ risk of bias in one or more key aspects of study design or outcome. Studies at lower risk from bias offered less support for the benefit of colour on reading ability. Whilst many studies report improvements with colour, the effect size is generally small and/or similar to the improvement found with a placebo condition. We discuss the strengths and shortcomings of the published literature and, whilst acknowledging the difficulties associated with conducting trials of this type, offer some suggestions about how future trials might be conducted. Conclusions: Consistent with previous reviews and advice from several professional bodies, we conclude that the use of coloured lenses or overlays to ameliorate reading difficulties cannot be endorsed and that any benefits reported by individuals in clinical settings are likely to be the result of placebo, practice or Hawthorne effects.

Målet med denna kunskapsöversikt är att få mer information kring begreppet och diagnosendyskalkyli, då fler och fler elever diagnostiseras med inlärningssvårigheter, för att sedan kunnaundersöka vilken typ av anpassad undervisning det finns som jag kan använda mig av när jagundervisar de elever som lider av dyskalkyli. Skollagen (SFS, 2010) understryker att det är skolansansvar att upprätta åtgärder så fort som möjligt när en elev riskerar att inte klara lärandemålensamt anpassa undervisningen utifrån elevernas individuella behov. Huvudfrågan som ställts i detta arbete är vad dyskalkyli faktiskt innebär och syftet med frågornaär vad vi som blivande lärare kan göra för att anpassa undervisningen samt vad styrdokumentenredogör för att skolan har för skyldigheter när det gäller detta. Metoden som valts är en kunskapsöversikt av bland annat artiklar som skrivits om ämnet. Dematerial som använts har främst varit vetenskapliga artiklar, styrdokument, lagar ochdoktorsavhandlingar som finns tillgängliga online. Resultatet har visat att forskningen inte vet vad det är som orsakar dyskalkyli men är ändå ganskaöverens om att det är en ärftlig funktionsnedsättning. Den matematiska svårigheten handlar i omsvårigheter att förstå matematiska begrepp samt behålla matematiska resonemang i arbetsminnet.Resultaten har också visat att det finns många sätt lärare kan anpassa sin undervisning för attunderlätta för de elever med inlärningssvårigheter i matematik.

Yes / The discrepancy between caregiver-ratings and self-ratings of abilities is commonly used to assess awareness in people with dementia. We investigated the contribution of caregiver and dyadic characteristics to the difference in perspective between caregiver-informants and people with dementia about difficulties experienced, when considering awareness of condition. Methods: We conducted exploratory cross-sectional analyses using data from the IDEAL cohort. Participants were 1,038 community-dwelling people with mild-to-moderate dementia, and coresident spouse/partner caregivers. The Representations and Adjustment to Dementia Index (RADIX) checklist reporting difficulties commonly experienced in dementia was completed by 960 caregiver-informants and 989 people with dementia. Difference in scores was calculated for 916 dyads. Demographic information, cognition, informant-rated functional ability and neuropsychiatric symptoms were recorded for the person with dementia. Self-reported data were collected on mood, comorbidity, religion, importance of religion, relationship quality, and caregiver stress. Results: For most dyads, caregivers reported more RADIX difficulties than people with dementia. Caregiver RADIX ratings were more closely associated with informant-rated functional ability and neuropsychiatric symptoms than with cognition. More RADIX difficulties and higher stress were reported by female caregivers. Greater RADIX difference was associated with more caregiver stress, and older age but less depression in people with dementia. Conclusion: Few dyadic characteristics were important, but caregiver stress was higher where caregivers reported more RADIX difficulties and/or the difference in perspective was greater, whereas partners with dementia reported better mood. In addition to offering information about awareness of condition, the caregiver rating and difference in perspectives could indicate where more support is needed. / The author(s) declare financial support was received for the research, authorship, and/or publication of this article. The IDEAL study was funded jointly by the Economic and Social Research Council (ESRC) and the National Institute for Health and Care Research (NIHR) through grant ES/L001853/2. m. ESRC is part of UK Research and Innovation (UKRI). ‘Improving the experience of Dementia and Enhancing Active Life: a longitudinal perspective on living well with dementia. The IDEAL-2 study’ is funded by Alzheimer’s Society, grant number 348, AS-PR2-16-001.

Tyrimo objektas – įmonių finansinių sunkumų diagnozavimas. Darbo tikslas – sukurti įmonių finansinių sunkumų diagnozavimo modelį ir jį patikrinti pasirinktų įmonių pavyzdžiu. Tyrimo uždaviniai:  išanalizuoti ir susisteminti anksčiau sukurtus bankroto prognozavimo modelius ir jų testavimo rezultatus;  sudaryti įmonių finansinių sunkumų diagnozavimo modelį;  patikrinti sukurto modelio tinkamumą pasirinktų įmonių tarpe. Tyrimo metodai. Analizuojant bankroto prognozavimo modelius ir jų testavimo rezultatus atlikta mokslinės ir metodinės literatūros loginė ir lyginamoji analizė bei sintezė. Įmonių finansinių sunkumų diagnozavimo modeliui parengti skaičiuoti finansiniai santykiniai rodikliai bei atlikta statistinė analizė, rezultatai pateikti taikant monografinį metodą. Remiantis indukcijos metodu ir logine analize tikrintas sukurto finansinių sunkumų diagnozavimo modelio tinkamumas analizuotų įmonių tarpe. Tyrimo rezultatai. Pirmojoje darbo dalyje išanalizuota finansinių sunkumų esmė bei juos sąlygojančios priežastys, nustatytas finansinių sunkumų diagnozavimo būtinumas, išnagrinėti ir apibendrinti bankroto prognozavimo modeliai bei išskirti dažniausiai juose naudojami finansiniai santykiniai rodikliai. Antrojoje darbo dalyje sukurtas logistine analize paremtas finansinių sunkumų diagnozavimo modelis bei iškelta hipotezė, kad jis leidžia patikimai apskaičiuoti įmonių finansinių sunkumų tikimybę tirtų įmonių aibėje. Trečiojoje darbo dalyje sudarytas finansinių sunkumų... [toliau žr. visą tekstą] / Research object – diagnosis of company financial difficulties. Research aim - to create diagnostic model for company financial difficulties and to test it using cases of selected companies. Objectives:  to analyze and systematize previously developed bankruptcy prediction models and their test results;  to create a diagnostic model for company financial difficulties;  to analyze the relevance of the model with the selected companies. Research methods: logical and comparative analysis of scientific and methodical literature, statistical analysis, monographic method, induction method, logical analysis. Research results. The first part analyzes the financial difficulties and their underlying causes, establishes the necessity of the financial stress test model, analyzes and summarizes bankruptcy prediction models, and distinguishes the most frequently used financial ratios. The second part creates a logical analysis based diagnostic model for financial difficulties and presents hypothesis, that this model ensures reliable calculation of probability of company financial difficulties among the tested corporations. The third part uses randomly selected companies to test the created diagnostic model for financial difficulties. The developed model is suitable for the manufacturing companies, because it separates financially well standing companies from the ones that are having difficulties; however, it is not as suitable for the services and sales sector, because the model is only... [to full text]

This dissertation is concerned with the under-researched subject of supporting people with learning difficulties to be in control of their own self-advocacy group while undertaking self-directed research. Guided by the social model of disability and emancipatory disability research principles I supported a group of people with learning difficulties within a self-advocacy organisation throughout the course of their own self-directed research project. At the same time, drawing upon various sources of data, I reflexively studied and analysed my own support practice, constructing the critical ethnography that is this dissertation. There were two purposes for working in the above way: (a) to provide the most effective support I could for the researchers to gain and maintain control of their research group and (b) to analyse the processes and challenges involved in providing support for self-directed self-advocacy group members and researchers (in order to develop the literature in this area). Analysis of data revealed the following. Supporting self-directed researchers with learning difficulties requires a broad range of involved, interconnected interpersonal support skills. Working in this way can present supporters with unforeseen time-consuming tasks as well as intellectual and psychological challenges as they respond to the needs and requests of the supported group. Supporting people with learning difficulties to be in control in this way, where the balance of power is actively weighted in their favour, is not only complex it can lead to the supporter facing institutional pressures to assume control over the group, feelings of psychological discomfort or stress and ethical dilemmas. Anaysis of the data led me to conclude that drawing specific boundaries around supporter behaviour and monitoring or developing an actively non-authoritarian practice through a process of critical reflection can be an important aspect of providing consistent and effective support for self-directed researchers with learning difficulties.

Sannolikhetslära är ett problematiskt område, vilket stöds av både forskning och av diskussioner med verksamma lärare. Studiens syfte är att identifiera elevers kritiska aspekter inom området samt hur dessa behandlas i undervisningen. Undersökningen genomfördes i årkurs 5 med hjälp av ett diagnostiskt test för att identifiera de kritiska aspekterna. Vidare intervjuades eleverna för djupare förståelse av dess lösningar. De kritiska aspekterna som kunde urskiljas genom elevlösningarna låg till grund för de undervisningstillfällen som observerades. Observationerna synliggjorde hur de kritiska aspekterna hanterades i undervisningen för att hjälpa eleverna till förståelse. Resultatet visade att eleverna har främst svårt att urskilja utfallsrummen, händelser och dess utfall.

The aim of the thesis is to present the roles of the pedagogical consultant at primary school and high school. The theoretical part is focused on term the educational consultant (regarding legislation, requirements for education). The thesis is occupied with history of educational consultancy, the content of the work of educational consultant, the cooperation with pedagogical and psychological counseling. The practical part is implemented by the qualitative research.The research consists of the dialogues with educational consultants from primary school and secondary school. It studies their job duties,the content of their job, the most common topics and educational difficulties and their solving.

S’intéresser à la négociation en droit des entreprises en difficulté peut sembler, de prime abord, surprenant tant cette branche du droit est marquée du sceau de l'ordre public. La logique de dialogue entre le débiteur et ses créanciers s’observe pourtant de plus en plus dans la majorité des procédures offertes au débiteur pour traiter ses difficultés. C’est que les perspectives du législateur ont changé : il ne s’agit plus seulement de sanctionner, mais davantage de prévenir les difficultés et de sauvegarder les entreprises avec l’intime conviction qu’une norme consentie est une norme efficace. De cette évolution est née la volonté d’appréhender le phénomène actuel de la négociation dans ses effets sur le droit des entreprises en difficulté. Il s’est agi de déterminer, dans les textes, la réalité des négociations et, en contrepoint, la part réelle du pouvoir du juge. Ce sont d’abord les équilibres au sein des procédures qui ont été bouleversés par la promotion du processus de négociation, en particulier s’agissant de celles qui, à l’origine, étaient judiciaires et collectives et dans lesquelles l’unilatéralisme était prégnant. À l’inverse, on observe un phénomène de judiciarisation des procédures amiables avec le souci de sécuriser des processus négociés. De ce fait, la ligne de partage entre les procédures amiables et les procédures judiciaires est moins claire que par le passé. Le développement de la négociation, a aussi modifié les équilibres entre les acteurs : au cœur de la recherche de la solution à apporter aux difficultés de l’entreprise, le débiteur et ses créanciers se retrouvent placés au premier rang. Enfin, les mutations opérées par l’intégration de la négociation en droit des entreprises en difficulté modifient également les valeurs traditionnellement attachées à la matière. Les principes traditionnels tels que l’égalité des créanciers s’en trouvent atténués. Cependant, ces changements offrent surtout un droit plus équilibré et plus attractif. Si l’office classique du juge semble dénaturé, son pouvoir se retrouve corrélativement renforcé. Le processus de négociation nécessite en effet la mise en place d’un cadre juridique strict et un contrôle judiciaire important afin d’assurer la garantie des droits fondamentaux des parties. Surtout, le débiteur et ses créanciers accepteront plus aisément une solution dont ils ont la maîtrise. Il ressort de cette évolution, le constat d’un droit davantage fondé sur l’idée de confiance. Ainsi, en raison des nombreux avantages qu’on lui connaît, la voie amiable pourrait encore jouer de ses charmes auprès du législateur français. / At first glance, it may seem surprising to focus on negotiation in insolvency law since this branch of law is marked by the seal of public order. However, the logic of dialogue between the debtor and his creditors is increasingly observed in most of the procedures offered to the debtor to deal with his difficulties. The legislator's perspectives have changed: it is no longer just a question of sanctioning, but more of preventing difficulties and safeguarding companies. This evolution has given rise to the desire to understand the current phenomenon of negotiation in its effects on the law of companies in difficulty. The aim was to determine, in the texts, the reality of the negotiations and, as a counterpoint, the real share of the judge's power. The promotion of the negotiation process in dealing with business difficulties has upset, on the one hand, the balances within the procedures. Negotiations appear to have been strengthened in procedures that were originally judicial and collective and in which unilateralism was prevalent. Conversely, mutual agreement procedures are more judicial in nature than before. As a result, the dividing line between amicable and judicial proceedings is less clear than in the past. The development of negotiation has also upset the balances between the players: at the heart of the search for a solution to the company's difficulties, the debtor and his creditors are placed at the forefront of the processing. The changes brought about by the integration of negotiation into the law of companies in difficulty are also changing the values traditionally attached to the subject. Traditional principles such as the equality of creditors are reduced. However, these changes offer above all a more balanced and attractive law. If the judge's traditional office seems to be distorted, his power is strengthened accordingly. The negotiation process requires the establishment of a strict legal framework and significant judicial control to ensure that the fundamental rights of the parties are guaranteed. Above all, the debtor and his creditors will more easily accept a solution in their control. This development shows that the law is more based on the idea of trust. Thus, because of the many advantages known to it, the amicable way could still play its charms with the French legislator.

Syftet med denna studie är att bidra med kunskap om och ge perspektiv på barns talsvårigheter i relation till hur arbetet på förskolan utförs och kan vidareutvecklas, via utsagor från förskollärare, specialpedagog och logopeder. Studien utgår från tre frågeställningar: på vilka sätt kan arbetet med barns talsvårigheter vidareutvecklas, enligt förskollärare, specialpedagog och logopeder, hur resonerar förskollärare, specialpedagog och logopeder om samarbete och dess betydelse mellan de olika yrkesgrupperna samt vilka perspektiv på talsvårigheter synliggörs i förskollärares, specialpedagogs och logopeders utsagor?  Den metod som används för denna studie är kvalitativa intervjuer med två förskollärare, två logopeder och en specialpedagog. Den data som samlades in genom intervjuerna kodades och kategoriserades i fem olika kategorier. Dessa kategorier tar upp förskolans arbete, barns talsvårigheter, kontakter och samverkan, briser i arbetet samt hjälpsamma arbetsmetoder.  Studiens resultat visar på vilka sätt logopeder ansvarar för att hjälpa barn med talsvårigheter. Resultatet visar också på förskolans ansvar att ge barn goda möjligheter till utveckling oavsett barnens förutsättningar, enligt förskollärarna i studien. Dessutom visar resultatet på de brister som respondenterna tar upp i arbetet med barns talsvårigheter och dessa är: okunskap, brist på personal, ekonomisk brist samt bristen på stöd från skollagen.