Bakgrund: Hjärtsvikt är ett vanligt syndrom som drabbar många över hela världen och påverkar de drabbades livsstil och möjligheter. Fysisk aktivitet som behandling kan bidra till en bättre livskvalitet hos personen med hjärtsvikt. Syfte: Syftet med den här studien var att beskriva personers erfarenheter av fysisk aktivitet vid kronisk hjärtsvikt. Metod: En litteraturstudie genomfördes där åtta kvalitativa artiklar valdes ut till resultatet genom en databassökning i CINAHL och PubMed. Författarna genomförde en kvalitativ manifest innehållsanalys på artiklarna. Resultat: Tre huvudkategorier kunde sammanställas av analysen. (1) Information och kunskap påverkar personens förmåga att kunna utföra fysisk aktivitet. (2) Motivation till fysisk aktivitet påverkas av personen själv, socialt stöd och personens omgivning. (3) Fysiologiska upplevelser både hindrar och underlättar fysisk aktivitet. Konklusion: Många som lever med hjärtsvikt känner en rädsla för att utöva fysisk aktivitet, som grundas i de symtom som de upplever av sin hjärtsvikt. Socialt stöd och personens omgivning, samt gruppaktiviteter kan öka motivationen för fysisk aktivitet och övervinna rädslan. Även ökad kunskap om hjärtsvikt hjälper personen hantera sin sjukdom, dess symtom och ökar följsamheten till egenvårdsråd som fysisk aktivitet. Personer med hjärtsvikt som får konkreta råd om fysisk aktivitet utformade efter rekommendationer och professionell uppföljning känner en ökad trygghet och säkerhet i deras utövande av fysisk aktivitet. Vårdpersonal bör anpassa givna råd med personens deltagande och utifrån personens egna sociala och ekonomiska resurser samt hens omgivning.

The purpose of this study was to determine the effectiveness of the learning log, a reader-response journal, as an instructional tool in the study of literature. One hundred high school seniors participated in this study over the course of a year. Random sampling was used to assign the students to two groups -- an experimental group and a control group. The variable was the learning log. Group A kept a learning log on A Tale of Two Cities by Charles Dickens, and Group B did not. An objective exam was administered to both groups immediately following completion of the study of the novel. Several months later, Group B kept a learning log on 1984 by George Orwell and Group A did not. Again, a follow-up test was given to both groups. Statistical analysis indicated that the learning log did make a difference in students' exam scores. At the end of the year, another exam on these novels was given to both groups and statistical analysis on this data indicated the learning log was particularly effective in delayed testing. A major portion of the study also included case studies to examine the variety and patterns of student responses in the learning logs. Based on textual analysis, it appeared that high-achieving students wrote responses which were predicting and analytical; average students wrote responses which were more comparative and associative; and lower achieving students wrote responses which were questioning but not probing. / Master of Arts

Bakgrund: En stor andel av personer som arbetar som sjuksköterskor riskerar att drabbas av empatitrötthet. Empatitrötthet kan resultera i negativa konsekvenser för sjuksköterskan, verksamheten och patienten. Syfte: Litteraturöversiktens syfte var att beskriva sjuksköterskors erfarenheter av empatitrötthet. Metod: Litteraturöversikt är baserad på elva kvalitativa studier. Databassökning genomfördes i PubMed och Cinahl. Analysprocessen verkställdes med hjälp av Fribergs modell i fem steg. Resultat: Ur analysen framkom fyra kategorier ’’Risken att utveckla empatitrötthet påverkas av höga krav, stress, brist på stöd och sjuksköterskans tidigare erfarenheter’’, ’’Empatitrötthet påverkar hälsan’’, ’’ Det finns olika sätt att hantera empatitrötthet’’ och ’’ Empatitrötthet påverkas av relationen mellan sjuksköterska patient och närstående’’. Konklusion: Empatitrötthet uppstår på grund av krav, stress och en brist på stöttning. Sjuksköterskor har olika sätt att hantera empatitrötthet, där vissa metoder anses bättre för att lösa problemet. Empatitrötthet har en inverkan på sjuksköterskan psykiskt, fysiskt, emotionellt och socialt, vilket påverkar sjuksköterskans privatliv och arbetsliv.

Bakgrund: Obesitas är en kronisk sjukdom. Ungefär 16% av världens vuxna befolkning var obesa 2022. Personer med obesitas har en ökad risk för att insjukna i olika följdsjukdomar. Syftet med behandling för obesitas är att minska ohälsa och främja livskvalitet. Behandling för obesitas i Sverige kan genomföras antingen genom kombinerad levnadsvanebehandling, läkemedels-behandling eller kirurgi. Syfte: Syftet med litteraturstudien var att belysa hur personer med obesitas upplever mötet med vårdpersonal. Metod: Studien genomfördes som en litteraturstudie med en kvalitativ ansats. Tolv kvalitativa studier som alla var publicerade i vetenskapliga tidskrifter utgjorde datamaterialet. Datan kvalitetsgranskades och analyserades. Resultat: Totalt identifierades tre huvudkategorier: Betydelsen av vårdpersonals bemötande, Behovet av anpassat stöd från vårdpersonal och Att få olika förutsättningar i vården. Konklusion: Personer med obesitas önskar en förtroendefull relation med vårdpersonal. Sjuksköterskor bör arbeta personcentrerat och genom partnerskap kan en förtroendefull relation byggas med patient. / Background: Obesity is a chronic disease. About 16% of adults worldwide were obese in 2022. Being obese causes an increased risk of getting sick in various non- communicable diseases. The aim of all obesity-treatment is to reduce illness and promote quality of life. In Sweden there are three different alternatives for obesity-treatment: combined lifestyle-change treatment, drug treatment and surgery. Aim: the aim of this literature review was to illustrate how people with obesity experience the meeting with health care personnel. Method: The study was conducted as a literature review with a qualitative approach. Twelve qualitative studies, all published in scientific magazines, was quality assessed and analysed. Results: Three themes was identified: The importance of health personnel encounter, The need of customized support from health personnel and To get unequal conditions in health care. Conclusion: People with obesity wishes to have a trusting relationship with health personnel. Nurses should work person- centered and through a partnership with the patient a trusting relationship can be built.

ChatGPT and generative AI technologies have infiltrated our learning spaces, and, as a result, schools may be changed forever. While some educators may seek to ban the use of chatbots, motivated by a fear of the rampant plagiarism the technology might invite, I, however, write this dissertation with the intent of finding uses for AI as a participant in the teaching and learning of literature in the secondary and post-secondary English classroom. In this dissertation, I examine a series of problems, issues, and ideas raised by AI, situated in specific relationalities among readers and literary texts (students, teachers, and myself functioning as my main sites of inquiry) by engaging in literature-based experiments. Through reflecting on my experiences and experimenting alongside teachers, students, and AI, I have found that the problems and opportunities introduced by AI are not-so-new: they’re a re-presentation of the familiar, repackaged and amplified. Though this dissertation has not lent itself to the discovery of a singular conclusion, I have found, rather, grounds for further experimentation and provocation. As I conclude this dissertation, I attempt to identify some ways that teachers of English can utilize AI not as a tool for providing knowledge and information for students, but to rather utilize it as a thought-provoking companion for the teaching of literature.

溫婉明 = A study from the comparative education perspective of the ... / 據稿本複印. / Thesis (M.A.)--香港中文大學硏究院敎育學部. / Ju gao ben fu yin. / Includes bibliographical references (leaves 187-203). / Wen Wanming = A study from the comparative education perspective of the ... / Thesis (M.A.)--Xianggang Zhong wen da xue yan jiu yuan jiao yu xue bu. / Chapter 第一章 --- 緒論 / Chapter 第一節 --- 研究目的 --- p.1-2 / Chapter 第二節 --- 研究範圍 --- p.3-4 / Chapter 第三節 --- 前人著述 --- p.5-20 / Chapter 第四節 --- 研究方法 --- p.21-22 / Chapter 第二章 --- 晚清以降中學語文教材演變經過　　　　 --- p.33-59 / Chapter 第一節 --- 清末以前的語文教材發展 --- p.33-36 / Chapter 第二節 --- 辛亥革命至抗戰時期的語文教材發展　　 --- p.37-47 / Chapter 第三節 --- 1949年以後中國大陸語文教育發展概況 --- p.48-52 / Chapter 第四節 --- 1949年以後台灣語文教育發展概況　 --- p.53-59 / Chapter 第三章 --- 戰前香港中文教育發展概況　　　　　　 --- p.60-70 / Chapter 第四章 --- 戰後香港中國語文教材的演變　　　　　 --- p.71-108 / Chapter 第一節 --- 戰後至八十年代的香港教育　　　　 --- p.71-76 / Chapter 第二節 --- 戰後至八十年代的語文教育發展概況　　　　 --- p.77-89 / Chapter 第三節 --- 影响會考課程範文選擇的幾個因素　　 --- p.90-94 / Chapter 第四節 --- 會考課程演變概況　　　　　　　　 --- p.95-108 / Chapter 第五章 --- 戰後香港中學語文科課程的範文內容重心研究　　 --- p.109-154 / Chapter 前言： --- 中英文中學各課程範文統計　 --- p.109 / Chapter 第一節 --- 中英文中學各課程範文寫作年代、文體、寫作語言、作者分析 --- p.110-121 / Chapter 第二節 --- 中英文中學各課程範文重心主題、次要主題分析 --- p.122-149 / Chapter 第三節 --- 範文內隱喻事件發生的地區、文中的女性人物及主要人物年齡的分析 --- p.150-153 / Chapter 第六章 --- 範文中所傳遞的昔日中國形象　　　　　 --- p.154-174 / Chapter 第七章 --- 戰後語文教材的演變與香港社會經濟文化脈胳的關係　　 --- p.175-182 / Chapter 第八章 --- 結論 --- p.183-186 / 參考書目 --- p.187-203 / 附錄 --- p.204-235

The author believes that the mediation of classic literature through drama would increase student's opportunity for academic success on the secondary and post-secondary levels of education. This project develops curriculum and materials using dramatic adaptations of ancient literature created by the author.

Submitted by Telma Aparecida Luciano Alves (telmalual@gmail.com) on 2018-10-17T00:54:02Z No. of bitstreams: 1 Dissertação - Telma Aparecida Luciano Alves.pdf: 2991038 bytes, checksum: 815ba480493ec73672e875b13c167861 (MD5) / Approved for entry into archive by Maria Luiza Carpi Semeghini (luiza@assis.unesp.br) on 2018-10-17T23:27:01Z (GMT) No. of bitstreams: 1 alves_tal_me_assis_int.pdf: 2991038 bytes, checksum: 815ba480493ec73672e875b13c167861 (MD5) / Made available in DSpace on 2018-10-17T23:27:01Z (GMT). No. of bitstreams: 1 alves_tal_me_assis_int.pdf: 2991038 bytes, checksum: 815ba480493ec73672e875b13c167861 (MD5) Previous issue date: 2018-08-28 / Esta dissertação é resultado de uma pesquisa sobre o Currículo do Estado de São Paulo – Linguagens, Códigos e suas Tecnologias, o Caderno do Professor – Língua Portuguesa/Linguagem e o Caderno do Aluno – Língua Portuguesa/Linguagem, no que se refere aos princípios teóricos sobre leitura literária e a sua materialização didática para o 9º ano do ensino fundamental. Conduzimos o trabalho sob o paradigma da pesquisa qualitativa, sendo a análise documental o delineamento adotado para a sua realização; os documentos são investigados de acordo com os princípios da análise de conteúdo. Partimos de teorias específicas do currículo como as discutidas por Tomaz Tadeu da Silva, por exemplo; e no que tange à leitura literária, fundamentamo-nos em autores que debatem a leitura literária, o ensino de literatura e a crítica literária, como Antonio Candido, Tzvetan Todorov, Marisa Lajolo, Regina Zilberman e Maria Thereza Fraga Rocco. Ao considerar o 9º ano do ensino fundamental, propomo-nos a responder basicamente duas perguntas. O que propõe o currículo de Língua Portuguesa da rede estadual paulista em termos de leitura literária? Como essa proposta se materializa didaticamente no Caderno do Aluno e metodologicamente no Caderno do Professor de Língua Portuguesa? Diante dessas indagações, os objetivos gerais deste trabalho são: analisar o referido documento curricular de Língua Portuguesa, identificando e interpretando o que se propõe em relação à leitura literária; analisar as publicações destinadas ao aluno e ao professor, apontando como a leitura literária se materializa nesses materiais. Os objetivos específicos são fazer um levantamento dos textos literários que integram as Situações de Aprendizagem propostas pelo Caderno do Aluno; analisar a forma como os textos literários são pedagogicamente trabalhados nessa publicação; refletir sobre as orientações didático-metodológicas, presentes no Caderno do Professor, e referentes à abordagem do texto literário em sala de aula; apontar possíveis espaços nas Situações de Aprendizagem, nos quais a leitura literária possa ser contemplada; apresentar sugestões de encaminhamentos para o trabalho com textos literários. / This dissertation is the result of a research on São Paulo State Curriculum - Languages, Codes and their Technologies, Teacher 's book - Portuguese Language / Language and Student’s book - Portuguese Language / Language, with regard to the Literary reading on the 9th grade of middle school. We conduct the work under the paradigm of qualitative research, being the documentary analysis the delimitation adopted for its accomplishment; we investigate documents according to the principles of content analysis. We start from specific theories of the curriculum such as those discussed by Tomaz Tadeu da Silva, for example; and as far as literary reading is concerned, we are based on authors who debate literary reading, literature teaching and literary criticism, such as Antonio Candido, Tzvetan Todorov, Marisa Lajolo, Regina Zilberman and Maria Thereza Fraga Rocco. Considering the 9th grade of middle school, we come up with two questions. What does the Portuguese Language curriculum of the State of São Paulo public schools propose for theLiterary reading ? How does this proposal become concrete in the Teacher's book and in the Portuguese Language Student's book? In view of these issues, the general objectives of this work are to analyze the referred Portuguese Language curriculum document, identifying and interpreting what it propose in relation to the literary reading; to analyze the publications intended for the teacher and the student, pointing out how literary reading becomes concrete in this material. The specific objectives are to make a survey of the literary texts that integrate the learning situations proposed by the Student’s book. Next, to analyze how they pedagogically work the literary texts in the Student’s book. Then, to reflect on the didactic-methodological guidelines present in the Teacher's book regarding the approach to the literary text in the classroom. Afterwards, to evaluate the existence of possible spaces in learning situations, in which we could insert literary texts, suggest referrals to work with literary texts.

From preface: The original purpose of this thesis was to make a comparative study of all the English literature which had been prescribed from 1945 to 1980 for study by all high school pupils in the Republic of South Africa, Zimbabwe and the ex-High Commission Territories. This proved to be a formidable task. However, most of the material collected, including all the individual poems prescribed, was recorded in table form. This proved too bulky a system for comparative purposes and the field was narrowed to include only that English literature which had been prescribed for candidates writing Matriculation or Senior Certificate examinations on the higher grade as part of the English Language syllabus. From time to time, however, reference will be made in this thesis to prescriptions for the lower grades and for the lower standards.

D.Litt et Phil. / The aim of this study is to illustrate how literature study in English at secondary and teacher-training levels could be informed by an inter-disciplinary perspective which would transform the classroom methodology. The teaching of English literature to speakers of other languages focuses on data-driven decoding, low-level comprehension and literary criticism at the expense of reading experience, personal but informed response and the development of literary competence ...