Specialiųjų poreikių vaikai – tai mūsų visuomenės dalis, todėl būtina gilintis į jų problemų sprendimą, padėti prisitaikyti prie juos supančios aplinkos, pritapti ir surasti savo vietą visuomenėje. Neįgaliųjų vaikų integracija – viena iš aktualiausių diskusijų, mokslinių konferencijų bei mokslinės literatūros temų. Tyrimo tikslas – atskleisti mokinių, besimokančių pagal individualizuotas programas socialinį – edukacinį portretą. Tyrimo uždaviniai: 1. Atlikus mokslinės literatūros analizę, atskleisti mokinių, turinčių specialiųjų poreikių integravimo galimybes. 2. Aptarti mokinių, turinčių specialiųjų poreikių, socialinį – edukacinį portretą instituciniu ( mokyklos ) lygmeniu. 3. Atskleisti mokinių, turinčių specialiųjų poreikių, socialini- edukacinį portretą mokymosi veiklos lygmeniu. 4. Aptarti mokinių, turinčių specialiųjų poreikių, socialinį – edukacinį portretą tarpasmeniniu lygmeniu. Tyrimo metodai: mokslinės literatūros analizė, Q tipo duomenų rinkimas ( anketinė apklausa), lyginamoji analizė, kokybinė ir statistinė duomenų analizė. Anketos parengtos trims respondentų grupėms: 5-9 klasių, specialiųjų poreikių turintiems mokiniams ( 39 mokiniai ), mokytojams ( 23 mokytojai ) ir tėvams ( 27 tėvai) Respondentų nuomone vaikų besimokančių pagal individualizuotas programas, padėtis bendrojo lavinimo mokykloje pasireiškia vienodais lūkesčiais, ugdymo tikslais ir metodais, tai viena iš svarbiausių teigiamos vaiko savijautos mokykloje prielaidų. Tyrimo metu... [toliau žr. visą tekstą] / Special needs children - is our society, it is necessary to look into their problems, to adapt to their environment, to adapt and find their place in society. Integration of Disabled Children - one of the most pressing debates, conferences and literature themes. Purpose of the survey - to reveal students' learning under individualized programs of social - educational portrait. The tasks were: 1. After the literature analysis, detection of students with special needs into opportunities. 2. Discuss pupils with special needs, social - educational portrait of institutional (school) level. 3. Reveal students with special needs, socio-educational profile for learning at the operational level. 4. Discuss pupils with special needs, social - educational portrait interpersonal level. Research methods include literature review, Q-type data collection (questionnaire), a comparative analysis of qualitative and statistical data analysis. Profiles of respondents drawn three groups: 5-9 grade, special needs pupils (39 pupils), teachers (23 teachers) and parents (27 parents) Felt to be individualized according to children's learning programs on secondary school gets the same expectations, educational goals and methods, it is one of the most important positive well-being of the child's school history. The study showed that the individualization of educational programs for students released - a long-term, systematic, planned event. The analysis of pupils with social -... [to full text]

Pastaraisiais metais Lietuvos bendrojo lavinimo mokyklose ėmė sparčiai gausėti skirtingų tautybių moksleivių. LR švietimo įstatymai tiek ir sugrįžusiems lietuvių tautybės mokiniams, tiek ir kitataučiams vaikams laiduoja metus trunkantį lietuvių kalbos mokymą toje pačioje Išlyginamojoje mobiliojoje grupėje. Tad lituanistai šiandien susiduria su didele problema – kaip (kokiu būdu) išmokyti lietuvių kalbos, kai skiriasi vienoje klasėje besimokančių mokinių ne tik amžius, gebėjimai, poreikiai bei lietuvių kalbos žinių lygis, bet ir jų tautybė, gimtoji kalba, kultūra o kartu ir pačios kalbos mokymo bei mokymosi tikslai (motyvai). Mokymo individualizavimas, remiantis reformuotais švietimo dokumentais, yra bene vienintelis būdas galintis padėti pedagogui išspręsti prieštaravimus tarp bendrųjų reikalavimų ir individualios mokinio asmenybės poreikių bei gebėjimų. Tad šio darbo tikslas – pagrįsti (teoriniame bei praktiniame lygmenyse) individualizavimo būtinybę skirtingų tautybių mokinius mokant lietuvių kalbos. Darbe remiantis pedagogine ir psichologine literatūra bei švietimo dokumentais atlikta individualizuoto mokymo sampratos analizė. Pagrįstas mokymo individualizavimo suderinamumas su švietimo dokumentais bei vidiniais asmens poreikiais. Atskleistas lietuvių kalbos mokytojo kintantis vaidmuo individualizuojant mokymą skirtingų tautybių vaikams. Išskirti bei aptarti esminiai, lietuvių kalbos mokymą įtakojantys išoriniai (mokytojo veikla, jo kuriama pedagoginė aplinka, požiūris... [toliau žr. visą tekstą] / In recent years in Secondary schools of Lithuania the number of different nations schoolchildren increased. The Lithuania Republic education laws are similar to Lithuanian schoolchildren returned from foreign countries and other nationalities schoolchildren requiring to learn Lithuanian language in the same equalizer mobile group. So, Lithuanian teachers have a big problem today – how to teach Lithuanian language the schoolchildren when they are different age, abilities, level of knowledge, nationality, language, culture and motivation of language teaching and learning, but they are in the same class. Individualization of learning on the ground reform education documents is the only way helping teachers to solve contradiction between common requirements and individual person abilities. The aim of this work is to base (in theory and practice) individual teaching Lithuanian language for various nationalities of schoolchildren. In this work was analyzed individual teaching through looking to pedagogical and psychological literature and education documents. It was based on individual teaching and its correspondence to education documents and inner demand of person. It was shown changing Lithuanian teachers role to individual teaching of different nation schoolchildren. It was written about essential Lithuanian teaching external factors (teacher activity, his pedagogical atmosphere, attitude) and inner factors (individual schoolchildren features). I researched individual... [to full text]

In what ways and under what circumstances can a movie be a resource for individuals and their thoughts about existential matters? This central research question has been investigated using a both quantitative and qualitative approach. First, a questionnaire was distributed amongst 179 Swedish students to provide a preliminary overview of film habits. The questionnaire was also used as a tool for selecting respondents to individual interviews. Second, thirteen interviews were conducted, with viewers choosing their favourite movie of all time. In the study socio-cognitive theory and a schema-based theoretical tool is adopted to analyze how different viewers make use of movies as cultural products in an interplay between culture and cognition in three contexts; a socio-historic process, a socio-cultural interaction with the world and inner psychological processes. Summarizing the interviews some existential matters dominated. Matters of immanent orientation were in the foreground. Transcendental questions received much less attention. Summarizing the schema-based theoretical question, assessing which cognitive schema structures the narratives were processed through, the study found an emphasis on a combination of two main cognitive structures, person schema and self schema. Detailed person schematic cognitive processes about fictitious characters on the screen and their role model behaviour were combined by the respondents with dynamic cross-references to detailed self schematic introspections about their own characteristics, related to existential matters at some very specific moments in their lives. The viewers in the study seem to be inspired by movies as a mediated cultural resource, promoting the development of a personal moral framework with references to values deeply fostered by a humanistic tradition. It is argued that these findings support theories discussing individualised meaning making, developing ‘self-expression values’ and ‘altruistic individualism’ in contemporary western society.

In the Drosophila testis, sperm are derived from germline stem cells (GSCs) which undergo a stereotyped pattern of divisions and differentiation. The somatic cells at the tip of the testis form the hub, which is the niche for both the somatic cyst stem cells (CySCs) and GSCs. The hub expresses Upd, a ligand for the JAK/STAT pathway that has roles in the maintenance of CySCs and GSCs. Male mutants of upd3, another ligand of the JAK/STAT pathway, become sterile much earlier than the wild-type, leading to the hypothesis that similar to upd, upd3 also promotes the self-renewal of stem cells in testis. It was found here that upd3 is also expressed in the hub, and that mutants of upd3 have fewer CySCs and GSCs. Using a GFP reporter of the JAK/STAT pathway, it was found that the JAK/STAT pathway is not only activated in the stem cells, consistent with its known function in the maintenance of stem cells, but is also activated in the elongated cyst cells that encapsulate late stage differentiating spermatids. The reduction of JAK/STAT activity in the somatic cyst cells led to impaired spermatid individualization, a late stage of spermatogenesis during which the syncytial spermatids are separated. The impairment of individualization was shown by the loss of three characteristic structures: individualization complexes (ICs), cystic bulges (CBs), and waste bags (WBs). The failure of IC formation implies STAT activity is required for the initiation of individualization, and the loss of CBs and WBs suggests STAT activity is required for the progression of individualization. Activation of caspases in elongated spermatids is known to be required for individualization. The reduction of JAK/STAT activity in cyst cells almost completely eliminated the activation of two effector caspases: drICE and DCP-1. It was concluded that JAK/STAT activity in somatic cyst cells promotes individualization by stimulating caspase activity in spermatids. The JAK/STAT pathway is not only required for the maintenance of stem cells at the tip, but also required for individualization away from the tip during late differentiation, thus is reutilized in Drosophila spermatogenesis.

A critical task of social policy in most Western welfare states during recent decades has consisted of reducing the economic burden on society due to sick leave, by stimulating participation in the labour market. Many jurisdictions have introduced activation policies, based on the premise that work “per se” has a therapeutic effect on sick-listed workers. People are expected to be “active”, rather than “passive”, recipients of financial benefits. However, there is limited knowledge of how activation policies focusing on return to work (RTW) are carried out in local practice. Against this background, the overall aim of this thesis is to study the local practice of activation policies by analysing how they are received, implemented and experienced by welfare state organizations, employers and sick-listed workers. The analysis has been influenced by theories concerning organization fields, individualization, street-level bureaucracy and organizational governance. In this thesis, the overall aim is investigated in four interrelated papers. In Paper I, the aim is to analyse the perspectives of stakeholders (i.e. welfare state actors and employers) on work ability by studying multistakeholder meetings. Paper II sheds light on activation policy, focusing on early RTW in the context of modern working conditions; the aim is to analyse RTW practice in local workplace contexts, in relation to Swedish early-RTW policy. The third paper focuses on employers, with the aim of analysing their role and activities regarding RTW, in local workplace practice. In Paper IV, the aim is to analyse sick-listed workers’ experiences of the sickness insurance system in their contact with the Swedish Social Insurance Agency (SSIA) and their front-line staff. The empirical material comprises two empirical studies: 1) audio-recorded multi-stakeholder meetings from regular practice (n=9) and 2) semi-structured interviews with sick-listed workers and their supervisors in 18 workplaces (n=36). The analyses of the material have been performed in accordance with the principles of qualitative content analysis. Main findings of the papers reflect strong organizational boundaries in the implementation process of activation policies. Welfare state actors and employers appear to be governed by their own organizational logics and interests, so the actors involved fail to take a holistic view of sick-listed workers and do not share a common social responsibility for individuals’ RTW. This thesis illustrates how current activation policies focusing on RTW are based on a rather idealized image of the standard workplace. There is an explicit or implicit assumption that employers and work organizations are able to welcome sick-listed workers back to work in a healthy way. However, the intensity of modern working life leaves limited room for accommodating people with reduced work ability, who are not considered to have a business value to the workplace. In several cases, findings indicate that the SSIA’s focus on activation and early RTW clashes with the financially oriented perspective of employers. Economic considerations regarding their business take precedence over legal and ethical considerations, and employers have difficulty taking social responsibility for RTW. Sick-listed workers are encouraged to adjust to new workplace settings and environments to meet the demands of the workplace, and, if RTW is not possible, to the demands of the labour market. The findings also show that sick-listed workers experience that contacts with the SSIA are ‘standardized’; i.e., they perceive that the officials are loyal  to demands in their organizations rather than being involved actors who support workers’ individual needs. Sick-listed workers clearly experience that measures in Swedish activation policies have a strong focus on demanding aspects (financial work incentives) and less on enabling aspects (investments in skills). Overall, this thesis illustrates an emerging social climate where sick-listed workers are positioned as active agents who must take responsibility for their sick leave and their RTW process. In a Swedish context, RTW is a matter of activating the sick-listed rather than activating the workplace.

This dissertation is about post-divorce families. The central question is how family is constructed after divorce. The aim is to study how family relationships are negotiated, transformed and reproduced after the separation. The research is based on 24 in-depth interviews with twelve young adults, between the ages of 21 and 29, with divorced parents. Their narratives about their families are analysed using a theoretical framework inspired by the individualization theories (Beck & Beck-Gernsheim 2001; Giddens 1997, 1995) and the doing family perspective (Morgan 1996; Silva & Smart 1999a), especially focusing on the concepts of negotiation and family practices. More specific questions raised in the dissertation are how are family boundaries drawn by the young adults? How do the interviewees understand the new organization of their families, which has been renegotiated after the separation? What perception of motherhood and fatherhood can be found in the narratives? And, finally, to what extent are family relationships after divorce negotiated in the way that the individualization theories claim? The results show a quite complex picture of family life after divorce. While both parents are often described as participating parents, the family practices after divorce appear clearly gendered. The mother’s involvement in taking care of the child seems not to be negotiable in the same way as the father’s. Hence, motherhood appears natural and taken for granted to a much greater extent than fatherhood. The negotiations between the parents after divorce can be of both an explicit and implicit character according to the narratives, but yet another kind of negotiation are the indirect negotiations. In these negotiations, the child is used as a go-between or carrier, a position that seems to limit their own possibility to participate in the decision making. Another aspect that seems to diminish children’s participation is the principle of loyalty to both their biological parents. The results also show that the children’s living arrangements after divorce are characterized by changes and renegotiations rather than being permanent. The parents’ new partners are described in different ways in the narratives, however, they are often seen as turning points that have a major influence on the family relationships. The nuclear family as a normative ideal is present in all the interviews but in different ways. While some express an explicit critique of it, others regard it as something that they want for themselves in the future. What constitutes a family according to the narratives? Firstly, blood ties and formal relationships are pointed out. Secondly, the feeling of solidarity and closeness is viewed perhaps as the most evident element of family life. This feeling can be created by open communication as well as by spending time together on a regular basis. Thirdly, growing up together and/or sharing everyday life practices are also considered as vital to develop and maintain close family ties. This means that the family boundaries after divorce are renegotiated over time rather than permanent. These negotiations take place in a certain context, where gender norms, earlier experiences and other social relationships play an important role.

The aim of this study is to generate a grounded theory that explains the content of teachers' and students' work with personal development dialogues and individual development plans using written assessments, all regulated in the national result-oriented curriculum for the Swedish compulsory school. Two secondary schools participated and data was collected on two occasions. Data consists of recorded personal development dialogues, which are informed by written assessments, and copies of the individual development plans written as a conclusion stating agreements between the teacher and student. All data was continuously compared and analyzed by using a grounded theory method. Underpinning the study are the premises of pragmatic philosophy and transactional theory that are assumed to shape the focus of the grounded theory approach and hence of teacher and student transactional strategies. It is argued that teachers' and students' primary concern is to establish result-oriented individualization. This is a means for cooperation in a mutual endeavor to establish improved results, guided by the phases of visible accountability and responsible awareness. By using strategies for planning, guiding, auditing and reflecting, new ways of managing individualization are developed. It is also suggested that a new professional approach has been developed, where teachers and students work in collaborative teams, continuously focusing on improving student results.

Total amount of words: 15 269. In this essay, the purpose is to examine the personalization of Swedish national coaches during international championships in the Swedish tabloids. Research shows that a leader nowadays is representative for her organization. Therefore it could be assumed that the way the national coach is portrayed can have some kind of effect on the public opinion about the team as a unit and their sport federation in total.  This essay is a quantitative study of the sport tabloids Sportbladet och SPORT-Expressen during three international championships: Euro 2012 in football, WC 2013 in ice hockey and Euro 2014 in handball. We have studied the coverage of the national coaches Erik Hamrén, Pär Mårts and Ola Lindgren/Staffan Olsson in contrast to the coverage of their teams in total. The main results are that the national coaches are mentioned in every second article that is written about the national teams during the championships. They are mainly portrayed in a neutral way, even though the coverage of them is affected by the results in the matches. In the absolute majority of the articles, the national coaches are described without any personal attributes.

Bakalauro darbe analizuojamas pritaikytų programų atitikimas mokinių specialiesiems ugdymosi poreikiams. Teorinėje dalyje nagrinėjama ugdymo individualizavimo samprata, esminiai pritaikytų programų ir ugdymo individualizavimo principai. Empirinėje dalyje nagrinėjama mokiniams, turintiems specialiųjų ugdymosi poreikių, pritaikytų programų kokybė. Tyrimo tikslas – įvertinti pritaikytų programų atitikimą mokinių specialiesiems ugdymosi poreikiams. Uždaviniai: 1) Išanalizuoti mokslinės literatūros šaltinius ir atskleisti ugdymo individualizavimo sampratą, esminius principus; išnagrinėti pritaikytų programų sampratą, ugdymo individualizavimo (mokymo tikslų, mokymo turinio, mokymo metodų ir pasiekimų įvertinimo) ypatumus. 2) Turinio analizės metodu išnagrinėti pritaikytų programų kokybę, įvertinant mokymo tikslų ir turinio, mokymo metodų ir pasiekimų vertinimo atitikimą individualiems mokinių specialiesiems ugdymosi poreikiams. 3) Atskleisti programų pritaikymo kokybės teigiamus aspektus ir tobulintinas sritis. Tyrimo metodai – mokslinės literatūros; kiekybinė turinio analizė. Išnagrinėta 50 pritaikytų programų. Tyrinėjant pritaikytų programų atitikimą mokinių specialiesiems ugdymosi poreikiams, atlikta tokių kiekvienos programos komponentų analizė: 1) Mokinio galių ir specialiųjų ugdymosi poreikių apibūdinimas. 2) Mokymo tikslų formulavimas. 3) Dalyko turinio teminis planavimas. 4) Mokymo metodų ir būdų numatymas. 5) Pažangos ir pasiekimų vertinimas. Empirinio tyrimo išvados 1... [toliau žr. visą tekstą] / The Bachelor`s Degree paper provides the analysis of the conformance of programmes adapted to the students having special educational demands. Theoretical part includes the consideration of education individualization concept, essential principles of the adapted programmes and education individualization. Empirical part provides analysis of quality of programmes adapted to students having special educational demands. Research aim – to evaluate the conformity of the programmes adapted to the students having special educational demands. Tasks: 1) To analyse the scientific literature sources and disclose the concept and essential principles of education individualization; consider the concept of the adapted programmes, peculiarities of education individualization (evaluation of teaching objectives, teaching content, teaching methods and consequences). 2) To analyse the quality of the adapted programmes using the content analysis method, evaluating the conformity of teaching objectives and content, teaching methods and consequences to individual special educational demands of students. 3) To disclose positive aspects of quality of the adapted programmes and the fields to be improved. Research methods – analysis of scientific literature; quantitative content analysis. 50 adapted programmes were analysed. While analysing the conformity of programmes adapted to the students having special educational demands the analysis of the following components of each programme was carried... [to full text]

Traditionally the nation of individualization is being used to signify a pedagogical method, where teachers differentiate tasks and work load among students, based on their interests and abilities. Such conceptions, turning individualization into a matter of instruction adapted to individual students, however, provide a very narrow and restricting perspective. In this thesis I therefore approach the issue of individualization from quite a different angle. In my view, arriving at a more basic conception of individualization implies that you have to pose the general questions of what is an individual and what kind of change processes increased individualization would refer to. At the background of this ambition, the thesis contains two sections taking on the charader of conceptual investigation, and one section where the results of the theoretical work is confronted with empirical material based on classroom observations. In the first section I take a point of departure in the works of Norbert Elias and Lorentz Lyttkens, providing an extensive historical account of how people, from the Middle Ages to the Industrial Society, have become increasingly individualized in various respects. I conclude my analysis in this section by proposing a definition of what is an individualized person, pointing at the capacity of individuals to conceive of themselves as autonomous subjects with the ability to consciously reflect on their interaction with their environment. Individualization in such a context refers to people transcending their immediate circumstances, extending their horizon of understanding and action repertoire, etc. In a sense they thus both step out of and remain in their community. In the second section I return to the school context by connecting the above conclusions to the itleas of John Dewey and Lev Vygotskij. As a result a model recognising differendeacher-student relations that might contribute to individualization, is suggested. Finally this model is applied to four case studies of classroom practices. As it appears, the conceptual framework developed is helpful in identifying different kinds of structures and processes that further the students experiences of themselves as individualized persons.