Bakgrund: En stroke kan drabba vem som helst, det kan också komplikationen dysfagi. Med försämrad sväljningsförmåga kan också livskvalitén, hälsan och välbefinnandet hos de drabbade personerna påverkas. Som sjuksköterska är det viktig att ha både kunskap och förståelse för sväljsvårigheter för att kunna ge patienter en god och säker vård. Metod: Studien är en beskrivande litteraturöversikt med kvalitativ ansats som grundar sig på tio kvalitativa artiklar som söktes fram via databasen CINAHL. Syfte: Att belysa drabbade personers upplevelser av dysfagi efter stroke. Resultat: Resultatet delades upp i kategorier utefter upplevelser som berör begränsningar, känsla av rädsla, att ta kontroll, känslan av trygghet och ny anpassning till vardagen. Där framkommer både positiva och negativa upplevelser hos individerna. Konklusion: Dysfagi är ett svårt symtom med både fysiska och psykiska hinder. Dysfagi ger upphov till rädsla, begränsningar, kontrollbehov, anpassning men drabbade personer kan ändå uppleva trygghet i vissa situationer tillsammans med andra förstående individer. Även om dysfagi kan ha en negativ inverkan på livet kan känslan av god av livskvalité, hälsa och välbefinnande upplevas genom att drabbade personer lär sig hantera symtomet. / Background: A stroke can affect anyone, so can the complication dysphagia. With impaired swallowing ability, the quality of life, health and well-being of the person can also be affected. As a nurse, it is important to have both knowledge and understanding of swallowing difficulties in order to provide patients with good and safe care. Method: The study is a descriptive literature review with a qualitative approach that is based on ten qualitative articles that were searched through the CINAHL database. Aim: To elucidate affected people´s experiences of post-stroke dysphagia. Result: The result was divided into categories based on experiences that relate to limitations, feelings of fear, taking control, the feeling of security and new adaptation to everyday life. There are both positive and negative experiences in the individuals. Conclusion: Dysphagia is a serious illness with both physical and mental barriers. Dysphagia gives rise to fear, limitations, control needs, adaptation but affected people can still experience security in certain situations along with other understanding individuals. Although dysphagia can have a negative impact on life, the feeling of goodness of quality of life, health and well-being can be experienced by affected people learning to cope with the symptom.

Många elever i dagens svenska skolor har matematiksvårigheter. Det leder till att de inte klarar kunskapskraven i ämnet. En av de största anledningarna till elevers matematiksvårigheter i ämnet matematik är att eleverna har matematikängslan. Syftet med denna studie är därför att få kunskaper om lärares och rektorers syn på hur skolan arbetar med elever som har matematikängslan. För att uppnå studiens syfte genomfördes semistrukturerade intervjuer med lärare och rektorer på två olika skolor. Resultatet av studien visar att lärare och rektorers syn på arbetet med elevers matematikängslan skiljer sig i vissa avseenden. Det kan leda till att synen på hur skolan ska arbeta för att motverka matematikängslan hos elever skiljer sig mellan lärare och rektorer. Resultatet i studien visar att lärarnas arbetssätt för att motverka matematikängslan hos elever är att de arbetar med positiv respons och hur de kommunicerar matematik. Rektorernas syn på hur lärarna ska nå elever med matematikängslan är att öka lärarnas kompetens med exempelvis kompetensutbildningar. Samtidigt är lärarnas uppfattning att de vill få mer stöd i form av ökade resurser, som exempelvis en extra vuxen i klassrummet. Studiens slutsats är att det finns indikationer på att lärare och rektorer inte är överens om hur ett arbete med elevers matematikängslan borde se ut och gå till. / There are many pupils in Swedish schools who have mathematical difficulties, which means that they don’t meet the knowledge requirements. One of the biggest reasons for pupils' mathematical difficulties in mathematics is that the students have mathematic anxiety. The purpose with this study is therefore to gain knowledge about teachers’ and principals’ views on how the school work with pupils who have mathematics anxiety. To find out how schools work with this we have conducted semi-structured interviews with teachers and principals at two different schools. The result of this study shows that teachers and principals don’t agree in their views on how to work with pupils’ mathematics anxiety. Because of this there are different views on how to counteract pupils’ mathematics anxiety. The result of this study shows that the way teachers are teaching today to counteract the pupils’ mathematic anxiety is that they work with positive response and how they communicate mathematics with the pupils. The principals’ view of how teachers should approach pupils with mathematic anxiety is to increase teachers’ competence. At the same time, the teachers’ view is that they want to be given more support by increased resources, such as an extra adult in the classroom for example. The conclusion of this study is that we see indications that teachers and principals don’t agree about how they should approach pupils with mathematics anxiety and how to work with them.

This study was designed to determine the effectiveness of the Landreth 10-week filial therapy model as an intervention for the parents of children experiencing learning difficulties.The purpose of this study was to determine if filial therapy is effective in: 1) increasing parental acceptance of children with a learning difficulty; 2) reducing the stress level of parents of children with learning difficulties; 3) decreasing social problems and total behavior problems of children with learning difficulties as reported by parents and teachers.

Den här studien är en systematisk litteraturstudie som går ut på att presentera och analysera vad forskning visar beträffande svårigheter som elever möter inom området ”derivata” samt hur undervisningen kan utformas för att stötta eleverna i sitt lärande inom ”derivata”. Via systematiska sökningar som skedde både i databaser och manuellt valdes artiklar som passade in på urvalskriterier. Artiklarna analyserades utifrån frågeställningarna. Elevens svårigheter i sin förståelse för begreppet ”derivata” delades upp i tre huvudsakliga kategorier: tangentens ekvation och dess lutning i förhållande till ”derivata”, gränsvärde i förhållande till ”derivata” och förändringshastighet i förhållande till ”derivata”. Studien fann att eleverna uppvisade svårigheter när de gäller tangenten, tangentens lutning, förändringshastighet och gränsvärde. Att eleverna hade svårt med att förstå begreppet ”derivata” gjorde att de fick även svårare att se sambandet mellan alla andra begrepp. Gällande undervisningens utformning fann studien att användandet av olika representationer och digitala verktyg förebygger elevens svårigheter för begreppet ”derivata”. / This study is a systematic literature study aiming at presenting and analyzing what research shows regarding difficulties students encounter in the field of derivatives and how teaching can be designed to support students in their learning in derivatives. Through systematic searches which were done both in databases and manually, articles that matched given criteria were selected. The articles were analyzed based on the research questions. The students' difficulties in understanding the concept of derivatives were divided into three main categories: the tangent equation and its slope in relation to derivatives, the limit value in relation to derivatives and the rate of change in relation to derivatives. The study found that students experienced difficulties in the concept of the derivative, such as the tangent, the slope of the tangent, the rate of change and the limit. The fact that the students had difficulty with the concepts made them even more difficult to understand the connection between these concepts. Regarding the teaching, the study found that different representations and the using of digital tools prevent the students' difficulties in the concept of derivatives.

Within the past two decades, research on adverse childhood experiences (ACEs) spurred by the seminal Felitti (1998) study has gained significant momentum. Research has shown that childhood adversity impacts development across the lifespan, and it has been linked to heightened risk for both physical and mental health difficulties. Depression symptoms is one such outcome that has been associated with ACE exposure. In examining the pathways through which ACEs impact later development, the literature indicates emotion regulation may be a potential mediator between ACEs and depression outcomes. While understanding etiology of depression and risk factors that contribute to symptomology is important, it is also important to investigate factors which may buffer against depression and build resilience. Social support may be a protective environmental factor that could mitigate heightened risk within populations of individuals with ACE exposure. The primary aim of this study is to investigate the role of social support as a protective factor against depression in those who have experienced ACEs nested within the model where emotion regulation acts as a mediator between ACE exposure and later depressive symptoms. In this study, undergraduate participants (N = 766) at a southeastern university completed self-report questionnaires which evaluated ACEs, emotion regulation difficulties, perceived social support, and depressive symptoms. In the current study, it is hypothesized that difficulties in emotion regulation will mediate the link between ACEs and later depressive symptoms (model 1), social support will act as a protective factor against depression in the pathway between difficulties in emotion regulation and depression (model 2), and social support will have a greater buffering effect in individuals who have greater severity of ACE exposure (model 3). Mediation (model 1) and moderated mediation (model 2) analyses will be conducted using Hayes PROCESS macro. For all PROCESS models, bootstrapping frequencies will be set at 5,000 and used to generate a 95% confidence interval. The PROCESS bootstrapping methods entail a statistical process of extracting, resampling, and replacement of cases within a dataset. Additional follow-up moderated moderation analyses (model 3) will be conducted using Hayes PROCESS macro if the moderated mediation model is found to be significant.

In this thesis six different models of IPE240 have been created in order to study their behavior undershear, bending and torsion. These models simulate IPE240 but differ in the boundary conditions, inthe loading and the length of the beam and in some connections which connect certain elements. Inthis study the modeling and simulation of the steel member is executed in ABAQUS Finite ElementAnalysis software with the creation of input files. When developing a model for the finite elementanalysis a typical analysis process is followed. All the parameters that are required to perform theanalysis are defined initially to geometry which is half the beam due to symmetry, and the materialproperties of each model are defined too. Then a mesh is generated for each model, the loads of eachmodel are applied which are expressed as initial displacement. Subsequently, the boundary conditionsfor each model are defined and finally the model is submitted to the solver when the kind of analysishas been defined. Namely, the analysis which is performed in this thesis is static stress analysis.When the ABAQUS has run the models, the contour plots for the von Mises stresses for each modelare studied. In these contour plots, a large concentration of stresses and problems which arise in eachone of the models are notified. As it has been observed in all models, the beam yields at the flangesof the mid-span and collapses at the mid-span. Therefore, the failure at the mid-span is more criticalthan the failure at the support. Moreover, the beams are weak in bending due to the fact that theytwist almost 60-90 degrees under a large initial displacement at the control node. Additionally, much localized failure and buckling occurred at the mid-span, and local concentrated stresses also occurredat the bottom flange at the support due to the boundary conditions details.Thereafter, a verification of the results of the ABAQUS through the simple analytical handcalculations is performed. It is concluded that the error appearing in most selected points is small.However, in some points in the web of the mid-span the error is greater. Additionally, whilecomparing the load-displacement curves of the two different plastic behaviors, it is observed that themodel with an elastic-plastic with a yielding plateau slope behavior has smaller maximum loadresistance than the model with a true stress-strain curve with strain hardening behavior.Finally, some errors and warning messages have occurred during the creation of the input files of themodels and a way of solving them is suggested.

The challenges of learning programming have been revealed in studies for decades. Many of the difficulties and misconceptions derive from, or go unassisted by, the syntax and semantics of the programming language used in introductory (CS1) courses. Despite the plethora of empirical data available, the designs of common general-purpose languages have arguably not been based on such data, possibly being one explanation to why novices continue to struggle. Through a literature review, this article first reviews what languages are commonly used in CS1 courses, studies on difficulties and misconceptions held by novices, and other factors that can be exploited in the design of more suitable introductory languages. Thereafter, a new text-based general-purpose programming language called Frendli is introduced, as well as the justifications for design decisions based on the findings presented. The language is intended for use in the beginning stages of introductory courses. The literature review revealed that novices often struggle with understanding fundamental concepts such as function parameters, return values, the need for variable declarations, and the order of execution. It also demonstrated that several syntactic and semantic design features of both C-style languages like Java and syntactically simpler ones like Python are problematic for novices. The author would argue that a language used for teaching programming should intuitively convey universal programming concepts through its syntax, minimize interference and ambiguity of syntax, and have syntactic and semantic consistency. Designing languages based on studies on novices can hopefully assist students in their learning and instructors in their teaching.

It  is  the  school's  responsibility  to  give  the  students  teaching  that  can  encourage  their development and learning. One teaching method that has proven to be beneficial for students in math difficulties is intensive instruction. The purpose of this study was therefore to study, through a case study, how a simplified model of intensive instruction can impact a student in math  difficulties  and  his/her  learning.  The  case  study  also  highlights  opportunities  and challenges with using the simplified model as a teacher.  The results showed that the intensive instruction model had a positive effect on the student in several ways, but that the teacher should not be too guiding if the teaching is going to be beneficial for the student. The results also showed that the teacher needs to have good mathematical competence and that the teaching should adapt the instruction to the student's conditions and needs. Another valuable result is that the intervention gave positive learning effects in a relatively short time which might make schools and teachers more willing to try using the simplified model of intensive instruction. / Det är skolans ansvar att erbjuda en undervisning som främjar alla elevers utveckling ochlärande.  Ett  arbetssätt  som  visat  sig  vara  fördelaktigt  för  att  främja  lärandet  hos  elever  i matematiksvårigheter  är  intensivundervisning.  Den  här  studien  har  därför  haft  till  syfte  att, genom en fallstudie, undersöka hur en förenklad modell av intensivundervisning kan påverka lärandet hos en elev i matematiksvårigheter. Fallstudien undersökte även de möjligheter och utmaningar    som    finns    med    att    som    lärare    genomföra    en    förenklad    modell    av intensivundervisning. Resultatet visade att intensivundervisningen påverkat eleven positivt i flera avseenden men att läraren inte får vara för lotsande om undervisningen ska bli fördelaktig för eleven. Resultatet visade även att läraren behöver ha en god matematisk kompetens och att undervisningen bör anpassas till elevens förutsättningar och behov. Ytterligare ett värdefullt resultat utifrån fallstudien är att interventionen gav resultat på kort tid och det kan bidra till att allt fler skolor och lärare vågar pröva denna undervisningsform.

Title: The most common difficulties in rowing - analysis and possibilities of prevention and compensation Objectives: The main goal of this diploma thesis is to evaluate the most common difficulties and damage to the musculoskeletal system in rowers in the Czech Republic aged 15 to 40 years. Another goal is to evaluate the possible causes and risk factors of individual problems and damage, their treatment and prevention. Methods: In this diploma thesis, the methods of literary research and the method of written questioning were used. The method of literary research was used to gain knowledge about the issue of rowing in domestic and foreign literature. The method of written questioning was used to find out data concerning the most common problems and damage to the musculoskeletal system, their prevention and treatment. Results: Difficulties or damage to the musculoskeletal system are reported by 108 probands (49,54 % of respondents). A total of 252 difficulties or damage to the musculoskeletal system were recorded in rowers. The most common problem of rowers is muscle damage (18,15 % of all problems). The most common problems are located in the forearms and wrists (24,27 % of all problems), lumbar spine (23,01 % of all problems) and knee joint (17,16 % of all problems). The research confirmed only...

This thesis focuses on the challenges in teaching students with undiagnosed mathematical difficulties in an inclusive environment. Previous research mainly focuses on medically diagnosed mathematical difficulties in special education. Therefore, this study will focus on undiagnosed mathematical difficulties that fall within the teacher’s responsibility in the main classroom, such as math anxiety, lack of motivation and low self-esteem. To include students with these difficulties in the teaching environment, the teacher needs to manage the entailed challenges. This study is based on a hypothesis and associated research questions to investigate what students see as difficulties within mathematics and, more indepth, what teachers see as challenges. The two surveys conducted are based on a quantitative survey and a semi-structured interview. Further, this thesis discusses the students’ difficulties within mathematics, the complexity of the inclusive process and the pedagogical competence. The results show that the time aspect and the need for an excellent pedagogical relationship with the students are two of the most common challenges for the teacher. Further, the conclusion confirms that to succeed with inclusive teaching, the teacher must practice relational pedagogy. Individualized education will also play an important role, which will be a significant challenge in larger groups of students. The study has been conducted under a short time limit, and therefore some convenience-selections have been necessary. Further research could advantageously contain the same hypothesis and be carried out in a larger population and for a more extended period.