Bakgrund: I dagens samhälle drabbas många personer av psykisk ohälsa och varje dag tvångsvårdas ungefär 3000 personer i Sverige med stöd av lagen om psykiatrisk tvångsvård eller lagen om rättspsykiatrisk tvångsvård. Att vårdas mot sin vilja kan beskrivas som en väldigt besvärlig upplevelse där patienten ofta förlorar sin självbestämmanderätt och integritet. Syfte: Syftet med denna litteraturstudie var att beskriva patienters upplevelser av tvångsvård inom slutenvården. Metod: I denna litteraturstudie har åtta kvalitativa artiklar analyserats med hjälp av innehållsanalys. Databaserna som användes vid artikelsökningarna var: CINAHL, PubMed och PsycInfo. Resultat: Resultatet visar att upplevelsen av tvångsvården ger flera olika känslor och reaktioner. Förlust av den personliga autonomin och integriteten upplevdes av flera patienter. Personal som missbrukade sin maktposition gjorde att relationen blev sämre. Att bli bemött med respekt och när personalen tog sig tid för samtal var uppskattat upplevelsen blev mer positiv. Konklusion: Litteraturstudiens resultat visade de flesta patienter upplevde tvångsvården som något negativt och att det finns flera brister finns inom tvångsvården. För att kunna ge bättre vård är det viktigt att utbilda vårdpersonalen inom ämnet. Även fortsätt forskning om hur patienter upplever tvångsvård är viktigt för ökad förståelse. / Background: In today’s society many people are suffering from mental illness and every day about 3000 persons are exposed to compulsory treatment in Sweden under the law on compulsory psychiatric treatment or the law on forensic compulsory treatment. Being nursed against their own will can be described as a very difficult experience, where patients’ often loses their autonomy and integrity. Aim: The purpose of this study was to describe patients’ experiences of involuntary inpatient care. Method: In this literature study eight qualitative articles where analyzed using content analysis. The databases used for the article search was: CINAHL, PubMed and PsycInfo. Results: The result shows that the experience of compulsory care provides several different emotions and reactions. Loss of personal autonomy and integrity were experienced by many patients. Staff who abused their position of power made the relationship worse. To be treated with respect and when the staff had time to talk was appreciated and the experience became more positive. Conclusion: The results of the literature study showed that most of the patients experienced compulsory treatment as something negative. In order to provide better care, it’s important to give the medical staff education about the subject. There are also several shortcomings in the compulsory treatment. Although further research on how patients experience involuntary treatment is important for better understanding.

The overall aim of this case study is to find the conditions for pupils in the nine-year compulsory school with Autism Spectrum Disorder (ASD) who are instructed in the ordinary classroom. The study explores what kind of support the schools offer these pupils. The study also examines the views of the teachers´, special educators´, principals´ and municipal representatives on what kind of support these pupils need and ought to be offered.The methods used were qualitative interviews and a questionnaire study.The theoretical basis of the study is the three different perspectives of special pedagogy. These perspectives represent three different views on the disorders of pupils.The overall result shows that the municipality offers little support for schools. The study shows that there is little collaboration between schools and ASD-specific support outside school. This study indicates that there is a lack of knowledge about ASD to meet the needs of these students. The conclusion is that schools need substantial knowledge about ASD to work in an including way with these students in a successful way. The study raises a question about the municipal system of allocation of resources.

The principal aim of this thesis is to establish the extent of the impact of the introduction of CCT on the changing role of the local authority leisure professional. CCT was introduced into the management of local authority leisure facilities in phased stages between January lst 1992 and January 1st 1993, following the publication of the Parliamentary Order (Competition in Sports and Leisure Facilities, November 1989). As a policy it was one of a series of measures implemented by the Government in the 1980s and early 1990s to reduce the power of local authorities and reform the processes, systems and structures of these institutions. Change initiated at this structural level, stimulated change at the operational and individual levels of the policy process and it is at this individual or `agency' level that this thesis is most concerned. The empirical work undertaken to identify the impact of CCT at the agency level was based on 26 in-depth qualitative surveys administered on local authority leisure professionals who had worked in leisure services between the mid 1980s and 1998. At the individual level, the research considered in detail the role of the leisure professional as s/he was both a participant and spectator in the implementation of CCT. Individual officers' responses to the implementation were mediated by factors such as training, background, previous work experiences and the contextual local authority situation within which they found themselves. The findings demonstrate that the dominant values in the institutional environments within which leisure professionals operated, changed significantly with CCT as `goal governance' and `competitive individualism' came to the fore. Within this often aggressive and competitive environment, the implementation of CCT resulted in staffing restructuring and realignment of responsibilities and there was severe pressure to achieve the policy requirements. Relationships between colleagues became strained and some elements of leisure provision suffered as a result. Terms and conditions of employment deteriorated and many staff became de-motivated and disillusioned. However, in some instances CCT was seen as beneficial as it gave officers opportunities for career enhancement, it led to the development of generic leisure managers and heightened the profile of the leisure professional. Thus, CCT had a huge impact on local authority leisure professionals, as it imposed significant constraints and inhibitions on officers in their working relationships and environment. However, it also enabled some officers to advance within the leisure management industry and benefit from improved employment opportunities and heightened status. CCT as a policy both constrained and enabled leisure professionals. It was at the individual level that these constraining and enabling effects were most felt although previous research has given scant recognition to the human resource implication of CCT implementation through statistical analyses of outcomes. This research, however, recognises that one should use statistics `for support rather than illumination" (Lang as quoted in Cohen, 1960) and in so doing underlines the importance of the `bottom up' approach to policy analysis where the emphasis is on the role of the individual in the policy process.

The thesis presents a case study of New Zealand's Alcoholism and Drug Addiction Act 1966 - a civil commitment law used to detain alcoholics and drug addicts for up to two years in state-certified residential treatment facilities. The thesis positions itself as a call for legislative reform. The central argument is that the Act is an anachronistic and potentially draconian piece of social legislation which has no place on the modern-day New Zealand statute book. In the first part of the thesis, Chapter 1 introduces the research, outlines the structure and methodology of the thesis, and locates the study within a wider tradition of scholarship on the management of people with alcohol problems. Chapter 2 summarises the analytical framework that is used to evaluate the Act, attaching particular importance to both the philosophical traditions and the practical strategies of harm minimisation and therapeutic jurisprudence. Chapter 3 gives a positivist reading of the legislation : outlining the evolution of the Act, essaying its major provisions, and noting the efforts that have been made to refine or reform the statute since it was passed in the mid-1960s. Chapter 4 draws on the limited amount of data available to describe how the Act is currently operating 'on the ground'. In the second part of the thesis, the Alcoholism and Drug Addiction Act is put into a comparative context by describing examples of similar-type statutes that exist in two other jurisdictions. Chapter 5 focuses on the New South Wales Inebriates Act 1912; Chapter 6 focuses on the Swedish Act on Care of Addicts in Certain Cases 1989. The final part of the thesis builds a case for reform of the Alcoholism and Drug Addiction Act. Chapter 7 identifies various practical and clinical problems with the Act, which mean that the statute does not work in instrumental terms. It is submitted that the Act cannot be said to make better provision for the care and treatment of alcoholics. Chapter 8 highlights several legal and philosophical difficulties with the Act, which mean that the legislation does not work in value terms. It is submitted that the Act is offensive to the right to refuse treatment and fundamentally conflicts with the principles of individual autonomy and informed consent. Chapter 9 proposes three options for reforming the Act, expressing a preference for the outright repeal of the statute. Finally, Chapter 10 draws conclusions from the preceding discussion, and speculates on the likelihood that the recommended reforms will be implemented.

Thèse - Bordeaux. / Bibliography: p. [483]-507.

Thesis (Ed. D.)--Illinois State University, 1997. / Title from title page screen, viewed June 13, 2006. Dissertation Committee: Paul Baker, Elizabeth Lugg (co-chairs), Ramesh Chaudhari, Robert Hall. Includes bibliographical references (leaves 71-73) and abstract. Also available in print.

In contemporary educational settings algebra is considered to be of vital importance for student's continuation to more advanced studies in mathematics, thereby affecting their chances for future education and employment. However, a substantial number of students do not benefit from the algebra presently taught in schools and fail to use algebraic reasoning. The purpose of this study was to enhance the understanding of how classroom discourse supports the students' learning of algebra. The study rests on two basic assumptions, firstly mathematics is regarded a discourse, secondly teachers' instruction during lessons and the textbooks used in school are envisioned as potential means for supporting students' algebraic development. The issue of learning was examined through a focus on progression of algebraic discourse in mathematics textbooks, for grade levels 2, 5 and 8. Furthermore, in order to study classroom discourse more broadly, the algebraic discourse of teachers' lesson introduction talks in grade 8, were examined in relation to the algebraic discourse of textbooks. The foundation for the analyses was a discursive perspective and a communicational theory depicting algebraic development as a hierarchical structure of consecutive discursive levels. The mathematics textbooks' and teachers' discourses were analysed regarding the presence of signifiers of algebraic objects, more informally unknowns, and concerning four measures of discursive complexity. Mean value of the number of words constituting the signifier of algebraic object, signifier length equal to or exceeding two words, signifier length equal to or exceeding six words, and as amount of signifiers of algebraic objects of a higher discursive level. The results show that there were signifiers of algebraic objects present in all three mathematics textbooks and in teachers' lesson talks. The number of these signifiers of algebraic objects in the mathematics textbooks grew substantially between grade 2 and 5 with a moderate increase between grade 5 and 8. Also the mean value of the number of words constituting these signifiers of algebraic objects grew between grade 2 and 8, as well as the amount of signifiers of algebraic objects consisting of six or more words. Complexity measured as amount of signifiers of algebraic objects of a higher discursive level grew from grad 2, were there were no such signifiers of algebraic objects, to grade 8 were there were 17 % of the total amount. Thus, the analyses of the textbooks exhibit a progression of increasing complexity in terms of the measures focused in this study. In comparison, the complexity of teachers' discourse is lower than the discourse of any of the mathematics textbooks concerning mean value of signifier length. The amount of signifiers of algebraic objects of a signifier length equal to or exceeding two words were comparable with the amount in the grade 2 mathematics textbook. Concerning signifier length equal to or exceeding six words the amount in the teachers' lesson talks were in the same order of size as the corresponding measure in the mathematics textbook of grade 5. / I det samtida skolväsendet anses algebra ha stor betydelse för elevers möjligheter att fortsätta till mera avancerade matematikstudier. Dessvärre har många elever inte fördel av den algebra som undervisas i dagens skola och kan inte använda sig av ett algebraiskt resonemang. Syftet med den här studien är att öka förståelsen om hur klassrumsdiskurser stödjer elevers algebraiska lärande. Till grund för studien ligger två antaganden. Dels antas matematik vara en diskurs, dels betraktas lärarens genomgångar och matematikboken som används i skolan som medel för att potentiellt stödja elevernas algebraiska utveckling. Lärandeaspekten undersöktes genom att fokusera på den algebraiska diskursens progression i matematikböcker i årskurserna 2, 5 och 8. För att dessutom kunna studera klassrumsdiskurs i ett vidare perspektiv, undersöktes den algebraiska diskursen i lärares lektionsgenomgångar i årskurs 8 och relaterades till den algebraiska diskursen i matematikböckerna. Till grund för analyserna låg ett diskursivt perspektiv och en teori rörande kommunikation där algebraisk utveckling ses som en hierarkisk struktur uppbyggd av olika, på varandra följande diskursiva nivåer. Lärarnas och matematikböckernas diskurser analyserades med avseende på om där fanns uttryck för algebraiska objekt, mera vardagligt obekanta, och med avseende på de fyra måtten på diskursiv komplexitet: medelvärde av antalet ord som utgör uttrycken för de algebraiska objekten, uttryckslängd lika med eller mer än två ord, uttryckslängd lika med eller mer än sex ord och slutligen andelen utryck för algebraiska objekt som är av en högre diskursiv nivå.   Resultaten visar att det fanns uttryck för algebraiska objekt i alla tre matematikböckerna och i lärarnas lektionsgenomgångar. Antalet uttryck för algebraiska objekt i matematikböckerna ökar avsevärt mellan årkurs 2 och 5, med en måttlig ökning mellan årskurs 5 och 8. Därtill ökar medelvärdet för antalet ord som bygger upp dessa uttryck för algebraiska objekt mellan årskurs 2 och 8, tillika med andelen uttryck för algebraiska objekt som består av sex ord eller mer. Komplexitet mätt som andel uttryck för algebraiska objekt tillhörande en högre diskursive nivå, ökade från årskurs 2, där det inte fanns några sådana uttryck för algebraiska objekt, till årskurs 8 där andelen var 17 %. Således visar analyserna att textböckerna ger utryck för en progression så som den har mätts i denna studie. När det gäller medelvärde av uttryckens längd visar en jämförelse att uttrycken i lärarnas diskurs  har lägre medelvärde än någon av matematikböckerna. Komplexitet mätt som andelen uttryck för algebraiska objekt med en uttryckslängd på två ord eller mer är i lärarnas diskurs jämförbar med motsvarande andel i matematikboken i årskurs 2. Komplexitet mätt som uttryckslängd på sex ord eller mer visar att andelen i lärarnas diskurs är i samma storleksordning som motsvarande mått i årskurs 5.

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My dissertation deals with the insurance responsibility for damage caused in relation with a major accident. The main goal of this task is to evaluate the state intervention in the form of a compulsory liability insurance for firms, which can cause a major accident. In my work I will support the thrust of the state intervention and will try to find a premise for that. I will show that the target of compulsory liability insurance is not to complicate life of new firms or of existing ones. I want to demonstrate that compulsory insurance leads to a better precaution for a major accident and it can also lead to precaution and safety investments. Further, I want to point out that compulsory insurance does not protect only firms, but also their creditors and employees. The protection company is to avoid a pointless risk in case that the firm itself takes too low an aversion towards risk. If the firm employes the compulsory liability insurance, the insurance company becomes another control body that is responsible for safety. This is consequently a benefit for taxpayers, whose money is not used for some damages caused by insolvent companies. The benefit for creditors and injured employees is also a big security in case of an accident, where an insurance company ensures a company's solvency. There are many other good reasons for compulsory insurance, and we can definitely find bad reasons too. Overall however, I see compulsory insurance as beneficial.

Since the Massachusetts Compulsory Education Law of 1642, the nature of the public secondary school student body has undergone .widespread changes. Public education has broadened its base to include all educable students of school age. Attendance problems seemed to have increased with compulsory education. In the past, assumptions based upon limited observation have been drawn by educators concerning the individual students who constitute this attendance problem group. Since no specific study of attendance conditions existed for the Kern County Union High School District, this investigation has undertaken to meet that need.