Bakgrund: Stroke är en av de största folksjukdomarna i Sverige och årligen drabbas cirka 30 000 personer av stroke. Sjukdomen är en livshotande händelse och kan medföra funktionsnedsättningar i olika grad som påverkar på personers liv. Det kan även påverka på de anhörigas liv som tar hand om sin familjemedlem som har insjuknat. Syfte: Att beskriva patienters upplevelser av att leva med funktionsnedsättningar det första året efter en stroke. Metod: En systematisk litteraturstudie av vårdvetenskapliga artiklar med kvalitativ ansats enligt Evans beskrivande syntes. Resultat: Upplevelser som framkom i resultatet delades in i två teman: förlorad kontroll över kroppen och återfå kontroll över livet. Utifrån dessa teman framkom sex underteman: att bli instängd, att bli orkeslös, att leva med förlorad identitet, att leva med förändrad sinnesstämning, att anpassa sig till funktionsnedsättningar och att uppleva hopp. Slutsats: Att leva med funktionsnedsättningar efter en stroke påverkar på patienters kropp, själ och ande samt leder det till ett nytt och annorlunda liv. Sjuksköterskan bör uppmärksamma upplevelser som medförs av funktionsnedsättningar och anpassa vården efter detta. Att kunna lyssna, ge stöd och använda sin kunskap vid bemötande av patienter efter en stroke medför att kvalitén på omvårdnaden kan förbättras. / Background: Stroke is one of the most common widespread diseases in Sweden and approximately 30 000 people suffers each year. The disease is a life-threatening experience and can lead to disabilities and affect the patient’s lifestyle. It can also affect the lives of the relatives who take care of their family member who has been diagnosed with a stroke. Aim: To describe patient’s experiences of living with the disabilities the first year after a stroke. Method: A systematic literature study of nursing research articles with qualitative approach according to Evans descriptive synthesis. Results: Experiences, which were identified in the result, were divided into two themes: Lost control of the body and regain control of their life. Based on the themes six sub-themes appeared: To be trapped, to be decrepit, to live with lost identity, to live with altered mood, to adapt to the disabilities and to experience hope. Conclusion: Living with disabilities after a stroke affect a patient’s body, mind and spirit, and lead to a new and different life. Nurses should pay attention to victim’s experiences of the disabilities and adapt the nursing accordingly. Being able to listen, provide support and use their knowledge in the treatment of patients after a stroke can improve the quality of healthcare.

This study is about Lilith, a demonic character from Mesopotamian mythology. She was originally described as a wind demon that caused desolation and destruction everywhere she went. According to some Jewish folklore Lilith was Adam’s first wife, though she refused to submit to him and fled to the desert. Throughout history Lilith has been given a lot of different forms and this study aims to map some of her various forms in modern time. The purpose of this study is to look into how Lilith has been used in modern litterateur. The study will examine which forms that appear and if some are more prominent than others. In order to fulfill the purpose, a qualitative content analysis has been implemented — based on the concept of archetypes that also make up the study’s theoretical foundation. The results show three authors’ books that focus on the usage of Lilith. The material consist of three occult and esoteric books and the result shows that Lilith has been used and presented in various ways. The main theme that all books supports is that Lilith is a mean to reclaim the female sexuality. It’s about interpretative prerogative, especially concerning strong female characters.

O objetivo desta pesquisa é investigar a aplicação de sequência de leitura, de maneira a identificar possíveis avanços no processo de formação leitora do aluno de Ensino Médio, considerando o uso autônomo e eficaz de estratégias de leitura. O planejamento das atividades da sequência, que constituem a empiria da investigação, tem como base os pressupostos metodológicos de Cosson (2014), no que concerne à elaboração de sequência expandida, e a metodologia norte-americana de ensino de estratégias de leitura, proposta por Harvey e Goudvis (2007). Além disso, permeiam o estudo as concepções de literatura, enquanto um “direito de todo cidadão”, promulgada por Candido (1972, 1995), de experiência, como elemento presente na atividade de leitura, conferida por Larrosa (2002), e as concepções de mediação e interação, como fundamentais para o desenvolvimento cognitivo e para a aprendizagem, sustentadas por Vigotski (1996, 2009). Trata-se de pesquisa-ação, realizada em 2015, com alunos de uma turma de 1º ano de curso técnico integrado ao Ensino Médio, de instituição pública, em Farroupilha-RS. Os resultados da pesquisa, construídos a partir de questionários e tarefas escritas realizadas durante a aplicação da proposta de ensino criada pela pesquisadora, apontam para avanços no desenvolvimento das habilidades de leitura dos alunos investigados, indicando correlações entre as características de leitores autônomos e as estratégias por eles utilizadas. A análise dos resultados evidencia a maneira como os pesquisados, a partir da mediação do professor e da interação com o outro, vivenciaram o texto e se apropriaram das estratégias de leitura. Percebe-se que os sujeitos conceberam o texto literário como um instrumento que oportuniza possibilidades de conhecimento humano e alternativas para a libertação pessoal, contribuindo para o desenvolvimento de sua competência leitora. / The aim of this research is to investigate the application of reading sequence in order to identify possible improvements in the reading formation process of High School students, considering the independent and effective use of reading strategies. The activities of the sequence, which constitute the empirical research, were planned under the methodological assumptions of Cosson (2014), regarding the elaboration of expanded sequence, and the American methodology of teaching reading strategies, proposed by Harvey e Goudvis (2007). In addition, the theoretical foundation of this study is constituted by the concepts of literature, as "human beings’ right", promulgated by Candido (1972, 1995), experience, as an element presented in reading activity, conferred by Larrosa (2002), and the concepts of mediation and interaction as fundamental to cognitive development and to the learning process, supported by Vigotski (1996, 2009). This study is an action research, conducted in 2015, with students of a first year class of a technical course integrated to High School, of a public institution, in Farroupilha-RS. The study results, constructed from questionnaires and written tasks performed during the implementation of the teaching proposal created by the researcher, indicate to advances in the development of reading skills of the investigated students, indicating correlations between the characteristics of independent readers and the strategies they use. The analysis evidences how the students, from the teacher’s mediation and the interaction with others, experienced the text and appropriated the reading strategies. It is noticed that the individuals investigated conceived the literary text as a tool that provides an opportunity of human knowledge and alternatives for personal liberation, contributing to the development of their reading competence.

No description available.

Whole language philosophy

No description available.

No description available.

Whole language philosophy.

Creative dynamics and literature.

Literature-based, whole language program -- comprehension and vocabulary development -- Intermediate grades.