I  Sverige  har  antalet  äldre  ökat  de  senaste  årtiondena.  Ju  äldre  människor  blir  desto vanligare blir förekomsten av  sjukdomar och funktionshinder. Vårdplatserna inom  både slutenvård  och  särskilt  boende  har  blivit  färre  och  uppskattningsvis  vårdas  250  000 personer   i   hemvård  idag.   Denna   utveckling   innebär   att   den   närstående,   som   är anhörigvårdare i hemmet har en betydelsefull roll. Syftet med denna studie är att beskriva anhörigvårdarens  erfarenheter  av  kunskapsbehov  för  att  ge  omsorg  och  vård  till  sin make/maka med långvarig sjukdom och/eller funktionshinder i hemmet. Studien baseras på  intervjuer,  som  gjordes  med  anhörigvårdare  dels  genom  en  fokusgrupp  med  fyra deltagare,  dels  genom  fyra  individuella  intervjuer,  det  vill  säga  sammanlagt  åtta informanter.  Intervjumaterialet  har  bearbetats  med  hjälp  av  kvalitativ  innehållsanalys. Studien pågick under åren 2009-2010. I resultatet framkom fem huvudkategorier: Behov av  kunskap  om:  sjukdomen  och  dess  konsekvenser,  hur  man  behärskar  komplexa situationer,  regelverk  och  stödfunktioner,  praktisk  personlig  vård  samt  kunskap  om anhörigvårdarens egen hälsa.  Studien visar också vilka metoder anhörigvårdaren använder för att skaffa sig kunskap. Anhörigvårdaren  efterfrågar  framförallt  individuell  praktisk  handledning  samt  kunskap som  ger  handlingsberedskap  för  att  förstå  behov  av  helhetsvård  och  hantera  nya situationer.  I  diskussionen  har  jag  valt  att  belysa  vilken  slags  kunskap  anhörigvårdaren behöver   för   att   ge   vård   och   omsorg   till   sin   make/maka.   Jag   diskuterar   även anhörigvårdarens syn på sin utsatthet och ensamhet, hur tillvaron kan hanteras samt vilka möjligheter till återhämtning som finns. / In Sweden the number of elderly people has continually increased during the last decades. The older the person grows the more frequent the rate of illness and functional disability. The  number  of  beds  in  both  hospital  care  and  municipality  care  has  been  reduced  and about  250 000  persons  receive  domestic  care  today.  This  means  that  relatives  who  are caregivers play an important role in today’s society. The aim of this study is to describe the caregiver’s experiences and the need for knowledge in order to give care at home to a spouse  suffering  from  a  long-term  illness  and/or  a  disability.  Interviews  with  family caregivers  were  made  partly  through  a  focus  group  with  four  participants  and  partly through  four  individual  interviews  -  in  all  eight  informants.  The  interviews  have  been processed  according to  content  analysis. The study  was  undertaken in the  period  2009-2010.  The  result  can  be  divided  into  five  main  categories.  1.  Need  for  knowledge concerning  the  sick  spouse’s  illness  and  its  consequences.  2.  Need  for  knowledge  in handling complicated situations. 3. Need for knowledge about regulations and care given by  the  municipality.  4.  Need  for  knowledge  in  practical  individual  care.  5.  Need  for knowledge  concerning  the  caregiver’s  own  health.  The  study  also  shows  the  methods used by the caregiver to acquire knowledge. Above all, the caregiver requests individual practical guidance and knowledge in order to understand and cope with new situations. In the discussion I have chosen to illustrate what kind of knowledge the caregiver needs in order  to  care  for  his/her  spouse.  I  also  discuss  the  caregiver’s  view  on  his/her vulnerability  and  loneliness,  how  one  can  cope  with  one’s  life  situation  and  what possibilities there are for recovery.

This thesis charts the outcomes of family play-learning through make-and-play activities with traditional Thai toys activities (TTTA). Family learning is a component of inter-generational learning, and the research explores this through ‘edutainment’ activities within the informal educational system of a science museum. The thesis also identifies key factors that influence family play-learning through TTTA and explores the nature and impact of traditional Thai culture, local wisdom and Western modern science after participation with the TTTA. Participants in the toy-making activities at the National Science Museum, Thailand are members of the general public, day visitors to the museum who volunteer to join the activities, and represent all age groups. They also have varied levels of educational achievement, backgrounds in science and dispositions towards play. The research follows 93 families, including children, teenagers and adults, a total of 179 participants. Participants’ dispositions towards play are collected through self-reporting questionnaires based upon Barnett's (2006) work on playfulness; data on their individual and group actions have been collected in terms of their levels of enjoyment and engagement with the tasks, and learning outcomes. The data from structured routine observation indicates that, within the make-and-play activities, there is a two-way transfer of learning from older to younger, and from younger to older. The analysis of family learning is based upon Bandura’s (2005) social cognitive theories, used here in relation to informal museum education. Family play-learning is seen as significant, where more experienced members of the family transfer their knowledge and role-model skills to their children or younger members of the family. There is also an upward transfer where discerning youth model the fun and creativity they bring to the tasks. The Toy Learning Outcomes Questionnaire (TLOQ) has been used to study families’ learning outcomes from the TTTA with 51 families composed of 125 participants in total. The TLOQ is based upon work of the Research Centre of Museums and Galleries at the University of Leicester (Hooper-Greenhill, 2007), and uses a four-point Likert-style scale to explore seven areas of interest: (i) knowledge and understanding; (ii) skills; (iii) attitudes and values; (vi) enjoyment, inspiration and creativity; (v) action, behaviour and progression; (vi) scientific learning, and (vii) attitude towards Thai local wisdom. The findings show that families appear to have learned most in relation to two of these areas, ‘scientific knowledge’ and ‘Thai local wisdom’, when compared with the other areas. Data from semi-structured ‘exit interviews’ at the end of the activities, explore this clash of cultures, between Western modern science (WMS) and Thai local wisdom (TLW). This allows for a discussion of the integration of knowledge systems versus distinctive and separate fields. Findings from the interview data indicate that participants treat the TTTA, and work of the museum generally, bi-gnosically: they had positive yet parallel attitudes towards both domains of knowledge. The overall outcomes of this body of work indicate two main factors that encourage family play-learning: (i) the context of the play, which emphasises participants’ personal engagement, social relationships, and the physical setting (the environment and resources in the TTTA); and (ii) the conditions to play, playfulness of the participants and the opportunities they take to learn together through play. The thesis concludes with the implications of this work and recommendations for further research.

The purpose with my examination is to make a contribution to how, as a pedagogue, you can work to make it easier for pupils with Aspergers syndrome that are integrated in an “average” class. I will concentrate my work to these questions: how pedagogues can work to make it easier for pupils with Asperger syndrome that are integrated in an “average” class. If it affects the other pupils in the class when pupils with Asperger syndrome is integrated in the class and also if it affects the pedagogues work having these children integrated in their “average” class.I have decided to study research and other literature and also to do two interviews to find out how pedagogues can make it easier for children with the diagnosis Asperger syndrome. The pedagogues that I´ve interviewed has in different ways worked with pupils with Asperger syndrome. The first person works as a pedagogical instructor and the other one works as a teacher in a preschool-class. I compare the facts that I´ve found in research, literature and in the interviews to later be able to draw my own conclusions.The result of my examination shows that the facts that I got from the research and the literature broadly agree with the facts that I got from the interviews that I´ve done. The general conclusion of my work shows that pupils with Asperger syndrome need a clear and structured schooling. It´s important that the pedagogues proceed from the actual pupil when planning the schooling otherwise the pedagogue won´t be able to create the right opportunities for the pupil.

Univ., Diss.--Dortmund, 2005.

Univ., Diss.--Passau, 2002.

Zugl.: Chemnitz, Techn. Universiẗat, Diss., 2009.

Diss. Univ. Bayreuth 2003.

Conselho Nacional de Desenvolvimento Científico e Tecnológico / Redesenham-se artes de dizer em um papel xerocado, artes que se traduzem em traços, rabiscos, versos, gritos, modos de fazer. Fanzine é assim, mais do que uma revista de papel sulfite, um espaço recortado, colado para produção de saberes ou, se preferir, uma revista independente na tela do computador. Este trabalho, portanto, propõe um mergulho entre a linha do underground e da pedagogia de criação de fanzines em sala de aula. Compreender os usos e as artes de dizer significa entender historicamente o que as publicações não-oficiais representam para a contemporaneidade. Desta forma, a lógica dos fanzines é bem mais do que trafegar em um circuito alternativo, define-se por si só como uma forma independente de fazer uso de uma expressão. Assim, o fazer fanzine como filofanzine de vida é um exemplo de que esta forma de expressão ultrapassa as paredes institucionais. / Redraw the Arts qhen we talk about a xerox paper, Arts represented in lines, scratchs, lines, shouts, ways to do. Fanzine is this way, more than a magazine made in white paper, a marked space, glued for knowledge productions or, if you want, an independent magazine in a computer screen. This work sugest a diving through the underground line and the creations of fanzines in school room pedagogy. Understand it use and the Art of say means historically understand that the non-official publications means to the present time. This way, the fanzines logical is more than go through an alternative scene, defines itself as a independent way to use an expression. Then, do fanzine as filofanzine way of life show that this form of expression tresspass the institutional walls.

Le but de cette thèse est de clarifier le concept de « fiction » tel qu’il apparaît dans ses usages ordinaires et techniques, en en explicitant les présupposés et les effets. Dans un premier temps sont étudiées les théories de la fiction formulées par les philosophes analytiques, de Frege à Walton ; ces analyses aboutissent à une définition mentaliste en termes de conditions nécessaires et suffisantes, comme attitude prescrite de croyance feinte (make-believe), caractérisation dont on mesure les mérites et les limites. Contre une approche essentialiste, nous proposons, dans un deuxième temps, une analyse contextualiste du jugement de fictionalité, de ses motifs et motivations. Pour ce faire, un appareillage semi-formel est introduit, qui articule les sept règles du jugement, ainsi que les métarègles requises et les standards à partir desquels nos attributions de fictionalité sont variables, dépendantes d’enjeux externes ontologiques, épistémiques et éthiques. Afin d’éviter le risque de relativisme excessif, nous nous focalisons enfin sur les actes d’invention qui interviennent autant dans la genèse que dans la réception des œuvres dites de fiction, et en particulier, des œuvres romanesques. Une approche pragmatiste, entée sur une grille conceptuelle tripartite (Information, Interprétation, Invention), et couplée à une étude de quelques théories littéraires de la fiction, permet alors d’esquisser des réponses cohérentes aux principales questions concernant ces expressions issues de l’imagination et de la créativité humaine. / The goal of this thesis is to clarify the concept of “fiction” as it appears in its ordinary and technical uses, by making explicit its presuppositions and effects. First, we study several theories of fiction given by analytical philosophers, from Frege to Walton; these analyses lead to a mentalist definition in terms of necessary and sufficient conditions, as a prescribed attitude of make-believe, a characterization for which we appreciate the merits and limits. Then, against an essentialist approach, we offer a contextualist analysis of the judgment of fictionality, its patterns and motivations. So we introduce a semi-formal apparatus which articulates the seven rules of judgment, their meta-rules and standards that make variable our attributions of fictionality, depending on external ontological, epistemical and ethical issues. Finally, in order to avoid the risk of excessive relativism, we focus on the acts of invention which are at play in the genesis and reception of so-called works of fiction, especially, novels. A pragmatist approach, together with a ternary conceptual framework (Information, Interpretation, Invention) and a study of some literary theories of fiction, allow us to sketch coherent answers to central questions about these expressions coming from our imagination and human creativity.

Denna studie har en inriktning på kommunpolitik och dess påverkan på det kommunala projektet Make Sense. Syftet med studien är att undersöka hur kommunpolitiken i Sundsvall påverkar arbetssättet i det kommunala projektet Make Sense samt vad politiken tillför till projektet. Metoden som har använts i studien är kvalitativ. Fem intervjuer har utförts med tjänstemän, personal inom projektet samt en kommunalpolitiker inom socialnämnden. Genom en kvalitativ textanalys har intervjuerna analyserats samt att beslutsprotokoll från kommunfullmäktig har analyserats och sedan presenterats i kapitlet om resultat och analys.Det resultat som studien kommit fram till visar att den kommunala politiken i Sundsvall kommun inte har någon direkt påverkan på arbetssättet i projektet Make Sense. Däremot tillför kommunalpolitiken med bland annat natologi, soppkök, Slink-in stuga samt mötesplats. / <p>2018-06-07.</p>