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Introduktion: Hos hemlösa är behovet av tandvård stort. En frisk mun förknippas med välbefinnande, ökad självkänsla och livskvalité. Syfte: Att beskriva hur tandvårdspersonal, dagcenterpersonal och en socialtjänsteman uppfattar de hemlösas egen syn på sin munhälsa. Material och metod: kvalitativ undersökning där semi-strukturerade intervjuer användes. Urval: Studien baserades på fyra intervjuer. Informanterna i studien var i sin profession tandläkare, tandhygienist, tjänsteman på socialförvaltningen och en person som tjänstgjorde på ett dagcenter. Resultat: Presenterades i fyra kategorier, socialt hinder, tandvårdsrädsla, akut smärta och hopp om förändring. Tandvårdsrädsla har två tillhörande underkategorier, trygghet och tillit och att känna sig utlämnad. Dessa kategorier återger informanternas upplevelse i kontakten med hemlösa. Konklusion: Hemlösa upplever frustration över att det tar lång tid att få hjälp med sin tandvård.

The purpose of this study was to investigate the effects of two modes of prereading assistance on fifth-graders' literal and interpretive comprehension of selected material. Readers of average ability were considered. The two modes of prereading assistance studies were Directed Reading Question introductions (tape-recorded prereading assistance given pupils which set purposes for reading by having them read to find answers for specific questions) and Cognitive Organizer introductions (tape-recorded prereading assistance given pupils which included both general information about the topic and a preview of the sequence of events in the passage). Additionally, one-third of the pupils were given no prereading assistance and were used as the Control group. From an original population of all fifth-grade pupils reading on grade level in Anderson, Indiana's twenty-eight elementary schools, fifth-graders in three representative schools were chosen by the Assistant Superintendent. All fifth-graders in these three schools (159 subjects) were given Ransom's Cloze Test as an initial screening device. Those students scoring between fourth and seventh-grade instructional level, inclusive, on the Cloze Test were individually administered the Silvaroli Classroom Reading Inventory. Of the fifth-graders found to have an instructional reading level of fifth-grade, sixty-three were randomly divided into three groups, the Directed Reading Question group, the Cognitive Organizer group, and the Control group. The Directed Reading Question and Cognitive Organizer groups listened to the appropriate tape-recorded introductions before reading each of the three reading passages (three-selections from SPA Kit IIIb), and then answered the posttest questions over each passage. The Control group received no prereading assistance before reading the passages and answering the posttest questions. All materials, the introductions, passages, and fifteen literal and fifteen interpretive subtest questions were validated by a panel of reading experts. Additionally, all materials were field tested with fifth-graders reading on grade level from a fourth representative Anderson School. Kuder-Richardson-20 reliability estimates for the subtests were .69 and .78. Total posttest was .85. Nine null hypotheses were tested using Bonferroni t procedures and multivariate and univariate analysis. Using the .05 level of confidence as the predetermined criterion, six of the nine null hypotheses were rejected. On the total posttest, the scores of the three groups were significantly different. The students who received the Cognitive Organizer introductions scored significantly higher than the other two groups on the total post-test. The Directed Reading Question group scored significantly higher than the Control group on the total posttest. In the three cases involving individual subtests where the null hypothesis was not rejected (those comparing the DRQ and CO groups on the literal and interpretive subtests and that comparing the DRQ group and CG on the interpretive subtest), existing differences, though not statistically significant, favored the Cognitive Organizer group over both the other two groups, and the Directed Reading Question group over the Control group. The findings of this study indicate in general that for these particular students, subject to the limitations of this investigation, the Cognitive Organizer type of introduction was superior to the Directed Reading Question type of introduction and to giving no introductions at all. Giving the Directed Reading Question introductions was more facilitative than giving no prereading assistance. While the results for the individual subtests were statistically significant in only three of the six cases, all existing differences favored the Cognitive Organizer treatment over the other two treatments, and the Directed Reading Question treatment over the Control treatment. It would appear that under the limitations of this study, students benefited most by being exposed to introductions which gave both general information about the topic and a preview of the sequence of events in the passage. Those who listened to the Directed Reading Questions and read to find answers for specific questions did better than those who were asked to read the passages without being provided any "mind-set" for the selections.

The thesis aims to explore the experiences of minority ethnic women accountants in the UK through the use of the oral history method. It seeks to give visibility to the experience(s) of professional women accountants from minority ethnic communities who have to date remained largely invisible in accountancy literature. It is argued that part of the reason for this invisibility lies in the methods employed in accounting research and the operation of statistics issued by the accounting profession. The author argues that one way round this can be achieved through the use of oral history. Although recent studies in the field of accounting have focused upon issues relating to gender, much of the literature remains silent with respect to qualitative material which illuminates women's lived experiences of accountancy. Furthermore, the experience(s) of women accountants from minority ethnic communities is invisible in the accountancy literature. This is because much of the literature ignores cultural diversity and treats women as a homogenous group, that is white and middle-class. This invisibility is reinforced further as women from minority ethnic communities are absent from the official gender statistics which are (re)produced by the accounting profession. Five oral histories are presented, explored and analyzed, together with the author's own life history. It is suggested that an exploration of oral narratives cannot take place without acknowledgment and making visible of the researcher's own life history and presence in the construction and exploration of oral narratives. The empirical material in the form of oral narratives reveals the presence of various invisible and visible forms of gender and ethnicity which appear to operate through a variety of forms in the structured work and workplace of accounting. Some possibilities for making issues of gender and ethnicity visible in accountancy are further explored.

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