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Från uppväxt till lärargärning : En livsberättelsestudie med åtta yrkeslärare på industritekniska programmet / From growing up to the teacher act : A life story study with eight vocational teachers in the industrial-technology programmeAsghari, Hamid January 2014 (has links)
The thesis is based on eight vocational teachers’ life stories with the aim to provide knowledge about vocational teachers and their work with pupils in teaching in the industrial-technology programme, in the context of both a working life and a vocational education which is continuously changing. The thesis answers two research questions: 1) the themes that recur in vocational teachers’ life stories about how they meet and teach their pupils and 2) the teaching goals and strategies which emerge from vocational teachers’ life stories. All in all fifteen interviews were conducted from which life stories and teacher profiles were constructed. Results show five recurring themes in the teacher profiles. The themes are; to be a caring adult for vocational pupils, to teach them basic knowledge considered important for the education, to teach them respect and discipline, to teach them the value of fighting and not giving up, and to show them the possibility of international employment. Moreover, the teacher goals and strategies emerging from the life stories show that the teachers can be said to educate different types of industrial workers. In line with these results, vocational education can be seen as more than a preparation for working life. Vocational teachers with different life experiences create different relationships with their pupils in order to create opportunities for them to manage school and to succeed in a life after school. In an industrial-technical education and in a working life which is constantly changing, vocational teachers have received various educations and worked in various industries during different time periods. They both educate their pupils and prepare them for a future working life based on these experiences. / Avhandlingen bygger på åtta yrkeslärares livsberättelser och syftar till att bidra med kunskap om yrkeslärare och yrkeslärares arbete med elever i undervisning på industritekniska programmet. Avhandlingen fokuserar återkommande teman i yrkeslärarnas livsberättelser med avseende på hur de möter och undervisar sina elever, samt olika undervisningsstrategier och mål som kommer till uttryck i det lärarna berättar om sin undervisning. Resultaten visar att yrkeslärarnas tidigare livserfarenheter har betydelse för hur de möter och undervisar eleverna på industritekniska programmet. Detta blir tydligt genom de fem teman som återkommer i deras livsberättelser. Dessa teman handlar om att vara en omtänksam vuxen för yrkeseleverna, att undervisa i viktiga grundkunskaper, att lära eleverna respekt och disciplin, att lära dem värdet av att kämpa och inte ge upp samt att visa på möjligheten arbete i andra länder än Sverige. Vidare visar de olika undervisningsmål och -strategier som framträder ur yrkeslärarnas livsberättelser att industriteknisk utbildning handlar om mycket mer än att förbereda eleverna för en framtida anställning. Förutom detta uppenbara mål visar resultatet att yrkeslärarna, utifrån sina olika livserfarenheter, också använder sig av olika strategier för att hjälpa eleverna att klara studierna, att visa på möjligheterna att läsa vidare samt att utveckla en yrkesstolthet.
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Proměnné predikující efekt operace u pacientů s bolestí zad / Variables predicting the effects of surgery in patients with low back painHollasová, Sára January 2020 (has links)
Variables predicting the effects of surgery in patients with low back pain Abstract The theoretical part of the thesis summarizes the knowledge about pain and its types, especially chronic pain. Than we focus on low back pain and currently used approaches in the treatment of this syndrome. In this work we summarize the influence of central sensitization and adverse life experineces and posttraumatic stress disorder on pain (especially low back pain). In the practical part, we investigated the effect of central sensitization and adverse life events and posttraumatic stress disroder on the effect of spinal surgery in low back region. The results were obtained using Central Sensitization Inventory (CSI), PTSD Cecklist dor DSM-5 (PCL- 5) a Life Event Checklist (LEC-5 Standard), Short Form 36 Helth Survey Questionnaire (SF- 36), NASS Lumbar Spine Questionnaire. The obtained data were statistically evaluated and processed. Higher scores of CSI and LEC-5 (more adverse life events) were both statistically significantly correlated with worse low back surgery outcomes. At the same time, a statistically significant relationship between PCL-5 (checklist of PTSD symptoms) and CSI was confirmed. Keywords Pain, central sensitization, adverse life experiences, adverse life events, PTSD, posttraumatic stress disorder,...
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Exploring Lifelong Influence of Participating in the Junior Audubon Club During ChildhoodWeidensaul, Amy 17 December 2018 (has links)
No description available.
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An intervention programme to improve the self-concept and attitudes of prospective mathematics teachersMoyana, Hlengani Jackson 06 1900 (has links)
This study attempted to design and implement an intervention programme to
improve the self-concepts and attitudes of prospective primary school teachers.
The possible effects of the programme were researched by means of a combined
quantitative and qualitative approach. A questionnaire to determine the
effectiveness of the programme was also designed. Important findings of this
study are that:
(a) the Cronbach Alpha Coefficient indicated a 0,9 reliability of the designed
questionnaire;
(b) the average self-concepts of prospective teachers improved after the
intervention programme was implemented, though not significantly and
(c) the self-concepts of prospective teachers not majoring in Mathematics
also improved after the intervention, though not significantly.
A focus group interview was conducted to improve the intervention programme.
On the basis of the responses of the participants in the focus group interview as
well as of the quantitative study and of the literature reviewed, an improved
version of the intervention programme was designed. According to the research,
the programme should include: cooperative learning; everyday life contexts;
manipulatives; hands-on activities, encouraging the asking of questions; a
positive relationship between lecturer and student; writing assignments before
doing a new topic; content relevance; a positive communication of assessment;
games; various approaches to solving problems; understandable language;
gender sensitivity and positive role modeling.
The intervention programme implemented in this study was tested over a period
of three months; hence the recommendation in this research for the replication
thereof over a longer period. The study further recommends that since the study
was conducted in one college of education only, there is a need for it to be
conducted in a number of colleges, in order to elicit a broader and more
representative picture of the impact of the intervention programme.
The findings of this study advocate the need to combine both quantitative and
qualitative research in studies: the results of the quantitative research did not
conclusively indicate a positive impact of the intervention programme. However,
the qualitative research saw respondents expressing improved confidence and
attitudes. / Psychology of Education / D. Ed. (Psychology of Education)
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A narrative inquiry of older adults' stories of choosing to not share information with health care professionalsBrennan, Shelagh Marie 22 December 2008 (has links)
This study used narrative inquiry to answer the question “What are the stories of older adults who choose not to share information with health care professionals?” The study explored the experiences of older adults who did not share information with health care professionals (HCPs), who they defined as doctors. A thematic analysis of five participants’ stories revealed three themes: Illusions of Care, describing the participants’ experiences with doctors before they chose not to share information; The Last Straw, revealing the final incident that caused participants to choose not to share information; and The Mask of the Non-sharing Older Adult, describing how participants interacted with their doctors after they decided not to share information. Relationship development between older adults and their doctors, sensitive topics, issues and perceptions of ageing, and structure of the health care system contribute to the complex issue of older adults not sharing information. The decision not to share information with health care professionals may adversely affect the health and health care of older adults.
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A narrative inquiry of older adults' stories of choosing to not share information with health care professionalsBrennan, Shelagh Marie 22 December 2008 (has links)
This study used narrative inquiry to answer the question “What are the stories of older adults who choose not to share information with health care professionals?” The study explored the experiences of older adults who did not share information with health care professionals (HCPs), who they defined as doctors. A thematic analysis of five participants’ stories revealed three themes: Illusions of Care, describing the participants’ experiences with doctors before they chose not to share information; The Last Straw, revealing the final incident that caused participants to choose not to share information; and The Mask of the Non-sharing Older Adult, describing how participants interacted with their doctors after they decided not to share information. Relationship development between older adults and their doctors, sensitive topics, issues and perceptions of ageing, and structure of the health care system contribute to the complex issue of older adults not sharing information. The decision not to share information with health care professionals may adversely affect the health and health care of older adults.
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An intervention programme to improve the self-concept and attitudes of prospective mathematics teachersMoyana, Hlengani Jackson 06 1900 (has links)
This study attempted to design and implement an intervention programme to
improve the self-concepts and attitudes of prospective primary school teachers.
The possible effects of the programme were researched by means of a combined
quantitative and qualitative approach. A questionnaire to determine the
effectiveness of the programme was also designed. Important findings of this
study are that:
(a) the Cronbach Alpha Coefficient indicated a 0,9 reliability of the designed
questionnaire;
(b) the average self-concepts of prospective teachers improved after the
intervention programme was implemented, though not significantly and
(c) the self-concepts of prospective teachers not majoring in Mathematics
also improved after the intervention, though not significantly.
A focus group interview was conducted to improve the intervention programme.
On the basis of the responses of the participants in the focus group interview as
well as of the quantitative study and of the literature reviewed, an improved
version of the intervention programme was designed. According to the research,
the programme should include: cooperative learning; everyday life contexts;
manipulatives; hands-on activities, encouraging the asking of questions; a
positive relationship between lecturer and student; writing assignments before
doing a new topic; content relevance; a positive communication of assessment;
games; various approaches to solving problems; understandable language;
gender sensitivity and positive role modeling.
The intervention programme implemented in this study was tested over a period
of three months; hence the recommendation in this research for the replication
thereof over a longer period. The study further recommends that since the study
was conducted in one college of education only, there is a need for it to be
conducted in a number of colleges, in order to elicit a broader and more
representative picture of the impact of the intervention programme.
The findings of this study advocate the need to combine both quantitative and
qualitative research in studies: the results of the quantitative research did not
conclusively indicate a positive impact of the intervention programme. However,
the qualitative research saw respondents expressing improved confidence and
attitudes. / Psychology of Education / D. Ed. (Psychology of Education)
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Corrélats neurofonctionnels des habiletés lexico-sémantiques selon le décours et les expériences de vieFerré, Perrine 12 1900 (has links)
Le vieillissement des sociétés dans le monde s’accompagne d’immenses possibilités en même temps que de nombreux défis en matière de santé et de bien-être. Comme en témoignent les aînés, la qualité de vie lors du vieillissement dépend fortement de l’état de santé cognitive. Une meilleure compréhension des constituants de la santé cognitive constitue donc un élément central dans le défi qui attend les neuroscientifiques.
Pour accomplir efficacement les activités cognitives quotidiennes, les régions du cerveau synchronisent leur activité l’une avec l’autre, tel que mesuré par la connectivité fonctionnelle basée sur les données de l’imagerie cérébrale. Les méthodes utilisant la connectivité fonctionnelle ont permis de mettre en avant une architecture relativement stable en soutien aux processus cognitifs. Cette organisation fonctionnelle serait en grande partie déterminée par l’architecture présente au « repos » (l’activité spontanée non contrôlée), mais serait également modulée par le type et le niveau d’activité dans les réseaux spécifiques à la tâche. À ce jour, il n’est pas clair si l’activité cognitive module l’association entre les mesures de connectivité fonctionnelle et l’âge, ou encore les expériences de vie, suspectées de soutenir le maintien des performances cognitives à travers un phénomène de réserve neurocognitive. Cette question est particulièrement d’intérêt dans le cadre des habiletés lexico-sémantiques, qui apparaissent -de manière générale- exceptionnellement bien préservées avec l’âge. Cette thèse, articulée en trois études, vise donc à décrire et comparer l’effet de l’âge sur les patrons de connectivité fonctionnelle lors de tâches lexico-sémantiques et au repos, ainsi qu’à caractériser l’influence de la complexité de la tâche et des expériences de vie sur les relations unissant âge et performance cognitive.
Une première étude -grâce à l’imagerie cérébrale- décrit les interactions fonctionnelles entre régions lors de diverses tâches de vocabulaire. L’objectif de cette première étude est de décrire les changements de connectivité fonctionnelle liés à l’âge en utilisant trois tâches langagières et de comparer ces changements avec ceux observés dans un état de repos, et ce, dans une cohorte de 300 adultes âgés entre 18 et 85 ans. Il faut en effet rappeler que la compréhension de la réorganisation du cerveau dans le vieillissement repose principalement sur des études au repos; ou sur un plus petit nombre d’études ayant exploré les capacités cognitives qui, typiquement, déclinent avec l’âge. Cette littérature a mené à l’élaboration de concepts et de modèles du vieillissement cognitif qui semblent transversaux aux domaines cognitifs. Toutefois, certaines habiletés, comme les capacités langagières lexico-sémantiques, sont caractérisées par la préservation générale de la performance dans le vieillissement, offrant ainsi une potentielle fenêtre privilégiée pour observer des mécanismes cognitifs efficaces. L’exploration des caractéristiques spécifiques à une activité pourrait donc offrir un nouveau regard sur les mécanismes qui sous-tendent un vieillissement cognitif optimal. Les résultats indiquent que les différences de connectivité fonctionnelles liées à l’âge varient d’un paradigme à l’autre et que l’état de repos présente des caractéristiques très distinctes des tâches. En particulier, les régions du réseau du langage montrent des augmentations de la connectivité au cours du vieillissement, tandis que seules des diminutions de connectivité caractérisent l’état de repos. Ces résultats ont été reproduits en manipulant différentes variables du modèle, suggérant une certaine robustesse.
Une seconde étude s’attarde à décrire les différences d’architecture fonctionnelle entre jeunes et aînés dans le contexte de la réalisation de tâches de dénomination. La connectivité fonctionnelle induite par une tâche offre le potentiel de révéler des processus neurofonctionnels particulièrement adaptés à l’état cognitif. La manipulation méthodologique de la tâche devait donc permettre d’étudier avec précision les mécanismes neurofonctionnels qui soutiennent la préservation de la performance pour une activité cognitive donnée. Par exemple, l’utilisation d’un paradigme de tâche permet l’utilisation d’un atlas propre à la tâche et à l’échantillon au lieu des atlas génériques issus d’un état de repos, ou la manipulation du niveau de complexité.
Le but de la deuxième étude est de décrire les changements de connectivité fonctionnelle liés à l’âge pendant l’accomplissement d’une tâche cognitive qui est typiquement préservée dans le vieillissement sain, ainsi que de comparer les différences liées à une complexité plus élevée, tel que défini par la fréquence lexicale. Les résultats suggèrent des mécanismes propres à l’âge et à la tâche. Les adultes plus âgés présentent une gamme complexe de différences dans l’architecture fonctionnelle, en particulier dans les régions motrices de la parole, mais aussi sous la forme d’une ségrégation accrue des régions classiquement attribuée au traitement sémantique. Seules quelques régions présentent un effet d’interaction significatif entre la demande intrinsèque de la tâche et les différences liées à l’âge, ce qui suggère des mécanismes spécifiques à la tâche plutôt que transversaux aux domaines cognitifs.
Dans l’ensemble, les résultats de ces deux études confirment donc l’intérêt complémentaire des analyses en connectivité fonctionnelle induite par une tâche pour comprendre l’organisation cérébrale qui sous-tend le maintien de la performance cognitive au cours du vieillissement sain.
Une troisième étude se focalise en conséquence sur les liens entre les expériences de vie cognitivement stimulantes et la performance comportementale durant l’accomplissement d’une tâche cognitive en décrivant l’architecture neurofonctionnelle d’adultes jeunes et âgés. Dans l’étude des facteurs sous-tendant la préservation cognitive dans le vieillissement, l’impact des expériences de vie cognitivement stimulantes (p.ex.: niveau d’éducation, activité professionnelle, activités quotidiennes) a attiré l’intérêt de nombreux chercheurs au cours des 20 dernières années. Il est par exemple suggéré que les expériences de vie cumulées contribuent à la préservation cognitive dans le vieillissement sain ainsi qu’aux premiers stades d’une maladie neurodégénérative. Une relation indirecte est soupçonnée entre les expériences de vie et l’activité cognitive, à travers l’activité neuronale. Toutefois, l’impact des expériences de vie sur les capacités de dénomination – une activité cognitive parmi les mieux conservées avec l’âge -- est encore inconnu.
L’objectif de la troisième étude est de décrire les relations directes et indirectes entre la connectivité fonctionnelle, la performance aux tâches et les activités cognitivement stimulantes (éducation, profession, activités quotidiennes) chez les personnes âgées. Les résultats montrent que le niveau de performance est associé à des patrons distincts de connectivité fonctionnelle chez les personnes jeunes et âgées pendant la dénomination de mots. Dans le contexte d’une tâche généralement réussie, il n’existe toutefois pas de relation entre le niveau de participation à des activités stimulantes (p.ex. : éducation, profession, activités de loisirs) et la performance à la tâche chez les ainés, contrairement à ce qui est observé chez les adultes jeunes.
En somme, les travaux de cette thèse supportent l’hypothèse selon laquelle les mesures de connectivité fonctionnelle s’avèrent sensibles à l’état cognitif, offrant ainsi un appui à l’utilisation de paradigmes soigneusement conçus pour répondre à des questions spécifiques sur le vieillissement cognitif. Lors de l’exécution réussie d’une tâche de dénomination de mots, les adultes plus âgés font preuve d’une synchronisation spécifique à la tâche entre régions cérébrales, en association avec le niveau de performance. Bien que les expériences de vie cognitivement stimulantes interagissent avec la connectivité fonctionnelle chez les personnes âgées, celles-ci semblent peu corrélées à la performance dans le contexte d’une habileté préservée. Ces résultats offrent une perspective alternative aux rapports sur les mécanismes neuronaux de domaine général dans le vieillissement et suggèrent que l’utilisation d’une méthodologie propre à l’échantillon et à la tâche peut s’avérer utile pour parvenir à un portrait complet des processus cognitifs sains en matière de vieillissement. / The aging of societies worldwide comes with both immense opportunities as well as numerous challenges regarding health and wellness. As reported by older adults, quality of life in aging is heavily dependent upon cognitive health. A better understanding of the constituents of cognitive health is thus a central piece of the scientific challenge that awaits neuroscientists.
For a cost-effective functioning in everyday cognitive activities, brain regions synchronize their activity one with another, as is measured by functional connectivity using neuroimaging. Functional connectivity has allowed for the recognition of a relatively stable architecture in charge of cognitive processes. This functional organization would be in large part determined by the architecture present at “rest” (the unconstrained spontaneous activity), but would also be modulated by the cognitive activity and by the cognitive demand in task-specific networks.
The current understanding of the brain reorganization in aging relies mostly on either resting-state studies, or on a smaller number of studies that explored cognitive abilities typically declining with age. This literature led to the development of domain-general models and concepts regarding cognitive aging.
Yet, little is known about task-specific patterns in functional connectivity with age. For example, lexical-semantic abilities are characterized by general preservation of performance in aging, therefore offering a potentially privileged window to observe efficient cognitive mechanisms. The exploration of task-specific characteristics could thus offer a new insight on neurofunctional mechanisms that define healthy aging, including potential reserve phenomenon. The general aim of this thesis, articulated in three studies, is to describe and compare the effect of age on functional connectivity patterns during lexico-semantic tasks and at rest, as well as to characterize the influence of task complexity and life experiences on the relationship between age and cognitive performance.
The goal of the first study was to describe the age-related changes in functional connectivity using three language tasks in a large cohort of aging adults [18-85 years old] and to compare these changes with those observed in a resting state. Results show that age-related differences vary from one paradigm to another and that resting-state present very distinct pattern when compared with tasks. Notably, regions of the language network show age-related increases in connectivity while only age-related decreases characterize resting-state. These results remained stable even after manipulation of the model’s confounding variables, suggesting a certain robustness.
Task-induced functional connectivity thus holds a potential to reveal neurofunctional processes that are distinctly adapted to the cognitive state. In consequence, a precise neurofunctional characterization for a given cognitive activity may benefit from a methodological fine-tuning. Such manipulation of the task may reveal neurofunctional mechanisms that support preserved cognitive abilities. For example, task paradigm allows the use of a sample and task-specific template instead of generic -resting-state- atlases, or the manipulation of the cognitive demand level.
The goal of the second study was to describe the age-related changes of the functional connectivity patterns during the accomplishment of a cognitive task that is typically preserved in healthy aging, as well as to compare age-related differences under higher task demand, defined by lexical frequency. Results suggest both age and task-specific mechanisms. Older adults show a complex array of differences in functional connectivity architecture, especially so in speech motor regions, but also in the form of increased segregation of regions classically attributed to semantic processing. Only a few regions show a significant interaction effect between intrinsic task demand and age-related differences in functional connectivity. Altogether, the findings from the first two studies confirm the complementary interest of task-induced functional connectivity analysis to uncover the brain organization that subserves lexico-semantic abilities during healthy aging.
Yet, little is known about what processes underly inter-individual differences in performance. In the investigation of preserved performance in aging, the impact of cognitively stimulating life experiences has drawn many interests in the past 20 years. Life experiences were indeed demonstrated to contribute to the preservation of cognitive performance in healthy aging and in the early stages of neurodegenerative diseases. This mechanism is suspected of operating through an indirect relationship between life experiences and cognitive activity via neural activity. It may also be mediated by the individual capacity to cope with the demand of the task.
The impact of such lifetime experience on naming abilities --- amongst the best-preserved with age --- is still unknown.
The goal of the third study was thus to describe the direct and indirect relationships between lifelong activities (i.e., education, occupation, everyday activities), functional connectivity, and task performance in older individuals. Results show that life experiences interact with functional connectivity during successful word naming among older individuals. An interaction with task demand was also noted in some brain regions, suggesting demand-dependent neural mechanisms.
In conclusion, functional connectivity proves to be sensitive to the actual cognitive state, supporting the use of carefully designed paradigms to answer specific questions about cognitive aging. During the successful performance of a word naming task, older adults show a task-specific use of the brain connectome. While cognitively stimulating life experiences interact with functional connectivity in older adults, it appears poorly related to task performance in the context of preserved naming abilities. These findings offer an alternative perspective to previous reports of domain-general neural mechanisms in aging. Task and sample-specific designs may reveal useful to reach a complete characterization of successful cognitive processes in healthy aging.
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