>Magister Scientiae - MSc / Male factor disorders affect more than 30% of infertile couples. Thus, it has become important to perform a andrological consultation and a basic semen evaluation in all male partners of couples consulting for infertility. The advent and development of assisted reproductive technologies has not only improved clinical results but also enhanced our basic understanding of the physiology of sperm and sperm preparation methods. Assisted reproduction has become among the more successful therapeutic modalities for a wide variety of sperm function disorders e.g. artificial insemination and in vitro fertilization (IVF) (Acosta et al. 1989). It is clear from recent experience that patients with male infertility showing oligozoospermia, asthenozoospermia, teratozoospermia (sometimes in combination), male immunological factor (antisperm antibodies) or ejaculatory problems as well as congenital abnormalities, can be successfully treated with IVF and embryo transfer. Prerequisite pre-fertilization changes by sperm, termed "capacitation" (Austin 1952) provides sperm with the capacity to fertilize eggs. These processes are generally regarded as encompassing all pre-fertilization changes occurring in sperm up 'to, but not including, loss of the acrosome (Bedford 1970). The endpoints of capacitation are often described as the acrosomal loss as well as changes in the motion characteristics. Capacitation alters the pattern of motility exhibited by freely swimming sperm, changing from a fairly rigid flagellar beat pattern to one of extreme flexure, often associated with increased thrust (Johnson et al. 1981) , which is referred to as hyperactivated motility (Yanagimachi 1981). without the transition to hyperactivated motility, sperm are unable to penetrate the zona pellucida (Fraser 1981), and possibly unable to fertilize eggs. Hyperactivation per se is marked by increased curvature in swimming trajectories and/or increased lateral displacement of the sperm head along their path (Burkman 1984). However, the physiological role of this change in motility is not clearly understood because almost all relevant data have been obtained under in vitro conditions. The association of specific seminal characteristics (sperm concentration, percentage motile cells and percentage normal sperm morphology) with the success rate of assisted particular has been The analysis of 1984; the reproductive techniques and IVF in under great scrutiny (Mahadevan and Trounson relationships between conventional semen parameters and fertilization rates in vitro has shown that sperm motility, concentration and morphology must be considered in estimating opportunities for successful intervention, as in the case of IVF and gamete intrafallopian transfer (GIFT) (Oehninger and Hodgen 1991). A reduction in the percentage of progressive motility alone does not seem to have a significant impact on IVF results unless it is below a threshold value of 10%. The semen sample should have an acceptable sperm concentration and morphology and/or that at least 1.5 X 106 motile spermatozoa can be recovered after swim-up separation (Acosta et al. 1989).

Many medical school admissions personnel and pre-health advisors advise premedical students not to take the medical school prerequisite courses at two-year colleges because they believe the courses are less academically rigorous than the same courses at four-year institutions (Losada, 2009; Marie, 2009; Thurlow, 2008, 2009a, 2009b). According to this belief, premedical students who complete the medical school prerequisite courses at a two-year college could be at a disadvantage in regard to medical school admission compared to those students who complete the medical school prerequisite courses at a four-year institution. In an effort to analyze these perceptions, this study examined factors pertaining to the enrollment of premedical students in the medical school prerequisite courses at two-year colleges. This research study examined the enrollment statuses and grades of matriculants to medical school from the University of Central Florida between 2007 and 2011. Specifically, the type of student enrollment of the matriculants who completed any of the medical school prerequisite courses at a two-year college was examined, and both their type of institutional enrollment and grades in the organic chemistry courses were also examined. The results indicated that there were significant differences in types of student enrollment in most medical school prerequisite courses at two-year colleges, and based on these differences, the researcher identified whether completing certain prerequisite courses as certain types of enrollment were either “more acceptable” or “less acceptable” for premedical students. In addition, the results indicated that there were not significant differences in organic chemistry grades based on the type of institution where the courses iv were taken. Based on these results, the researcher could not categorize the courses at either type of institution as “more rigorous” or “less rigorous” than the other, but the researcher also recommends that these results should be perceived cautiously until additional, more in-depth research can be conducted on this topic. Finally, recommendations and implications for premedical students, pre-health advisors, medical school admissions personnel, two-year colleges, and four-year institutions were discussed.

Yes / This paper presents the development of a Knowledge-Based System (KBS) to support the implementation of Lean Six Sigma (L6σ) principles applied to enhance Quality Management (QM) performance within a Healthcare Environment. The process of KBS building has been started by acquiring knowledge from experts in field of L6σ and QM in healthcare. The acquired knowledge has been represented in a rule-based approach for capturing L6σ practices. These rules are produced in IF….THEN way where IF is the premise and THEN is the action. The produced rules have been integrated with Gauging Absence of Pre-requisites (GAP) technique to facilitate benchmarking of best practice in a healthcare environment. A comprehensive review of the structure of the system is given, detailing a typical output of the KBS. Implementation of L6σ principles to enhance QM performance in a Healthcare Environment requires a pre-assessment of the organisation’s competences. The KBS provides an enhanced strategic and operational decision making hierarchy for achieving a performance benchmark. This research presents a novel application of a hybrid KBS with GAP methodology to support the implementation of L6σ principles to enhance QM performance in a healthcare environment. / The full-text of this article will be released for public view at the time of publication in the Emerald journal.

Made available in DSpace on 2016-04-29T13:18:10Z (GMT). No. of bitstreams: 1 Dissertacao Rafaella Donini.pdf: 2309638 bytes, checksum: 405d21097a263527ef48b0256483d536 (MD5) Previous issue date: 2005-05-13 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The educator can carry out the teaching starting by the behaviors already established in the student s repertoire, which reminds us the importance of developing instruments to assess this repertoire of the student.. The purpose of the present research was to construct a sequence of prerequisite behaviors to the teaching of addition and subtraction, to construct an instrument that would allow us to describe a sample of the child s performance on tasks involving those behaviors identified in the sequence, and to test this instrument with children. The construction of the sequence of behaviors was made through he comparison of the behaviors proposed in the National Reference Curriculum to Child Education (1998), which guides the teaching of children in pre-schools; in the National Curriculum Parameters to Elementary Teaching (2000), devoted to the teaching of children in elementary schools; in elementary mathematics skills teaching programs presented by behavior analysts; and in didactic books. The comparison between these different works indicated that they were complementary, proposing behaviors related to the behaviors proposed by others, and making a gradual increase in the difficulty between behaviors. The sequence was composed by behaviors that involved the relation between spoken numbers, quantities, and numerals, comparisons between quantities and numerals, ordering quantities and numerals in ascending and descending sequences and addition and subtraction signs. The tasks that tested these behaviors involved simple discrimination, non-conditional discrimination, conditional discrimination, and constructed-response.. The instrument built, which had the sequence of behaviors as the starting point, was tested with a pre-school child and two elementary school children. The stimuli used in each task were either printed in sheets of paper or figures, sets and numerals presented separately..After being instructed, the child emitted an active response and consequences contingent to his/her participation on the tasks were made available at the end of the session. Based on the children s performances, it could be noticed that the instrument (although needed to have some tasks reformulated) was useful for identifying irrelevant dimensions of the stimulus that controlled correct and incorrect responses, which frequently come unnoticed by the teachers in classrooms, and also for identifying that the mistakes committed by the children were mostly behaviors involving numeric values bigger than three and complex behaviors that involved a combination of the concept of number and some other concept / O educador pode implementar o ensino partindo dos comportamentos que já estão estabelecidos no repertório do aluno, o que remete à importância de serem elaborados instrumentos que caracterizem esse repertório de entrada do aluno. Sendo assim, a presente pesquisa teve como objetivos construir uma seqüência de comportamentos pré-requisitos para o ensino da adição e da subtração, construir um instrumento que permitisse descrever uma amostra de desempenho de crianças em tarefas envolvendo aqueles comportamentos identificados na seqüência, e testar esse instrumento com crianças. A construção da seqüência de comportamentos foi feita a partir da comparação dos comportamentos propostos no Referencial Curricular Nacional para a Educação Infantil (1998), o qual orienta o ensino de crianças que freqüentam instituições de educação infantil, nos Parâmetros Curriculares Nacionais para o Ensino Fundamental (2000), dedicado ao ensino de crianças freqüentadoras do primeiro e do segundo ciclos do ensino fundamental, nos programas de ensino do repertório matemático elementar apresentados por analistas do comportamento, e em livros didáticos. A comparação entre os diversos trabalhos indicou que eles se complementam, uns propondo comportamentos que se relacionam aos comportamentos propostos por outros, e tornando mais gradual o aumento de dificuldade entre os comportamentos. A seqüência foi composta de comportamentos que envolveram a relação entre números falados, quantidades e numerais, comparações entre quantidades e numerais, ordenação de quantidades e numerais nas seqüências crescente e decrescente e sinais de adição e de subtração. As tarefas que testaram tais comportamentos envolveram discriminações simples, discriminações não condicionais, condicionais e resposta construída. O instrumento construído a partir da seqüência de comportamentos foi testado com uma criança freqüentadora de uma instituição de educação infantil, com uma criança do primeiro ciclo do ensino fundamental e outra criança freqüentadora do segundo ciclo. Os estímulos usados em cada tarefa eram ou impressos em folhas de papel ou apresentados de maneira avulsa. Após a instrução, a criança emitia um resposta ativa e conseqüências contingentes à participação nas tarefas eram liberadas no final da sessão. A partir do desempenho das crianças, observou-se que o instrumento, embora tenha que ter algumas de suas tarefas reformuladas, foi útil ao identificar dimensões irrelevantes do estímulo que controlaram respostas corretas e incorretas das crianças, controle este que freqüentemente passa desapercebido por professores em sala de aula, e ao identificar que os erros se concentraram em comportamentos que envolveram valores numéricos superiores a três e em comportamento complexos que envolveram o entrelaçamento entre o conceito de número e algum outro conceito

Administrators of nursing programs in community colleges are aware of the need to retain and to graduate students to meet the growing demand for licensed practical nurses (LPNs). High attrition in a 2-year nursing program in South Carolina affected the number of students either graduating as a LPN after completing the third semester, or continuing in the program to become a registered nurse (RN). Guided by Jeffreys's nursing undergraduate retention and success model, this causal comparative study investigated the differences between students who were and were not successful in the initial 3 semesters of the program. Archival student records for all students entering fall 2012 through fall 2013 (n = 373) were analyzed using multiple ordinal logistic regression. The independent variables were demographics (age, gender, race/ethnicity), admissions qualifications (SAT/ACT scores, prior degree, or pre-nursing certificate), and academic performance (GPA in prerequisite courses, final course grades, and Kaplan standardized test scores). The dependent measure, student success, was defined by Jeffreys's pathways: attrition, failure, and retention (interim or continuous). Data analysis indicated GPA in prerequisite courses and grade in the first medical-surgical course were significant factors in predicting students successfully passing the initial 3 semesters. There were no other significant findings. Findings were incorporated into a recommendation for a policy change to increase the prerequisite GPA admissions requirement. Implications for social change include increased retention and graduation rates, thus preparing more students to enter the workforce as LPNs and contribute to reducing the nursing shortage.

Les éléments constitutifs sont omniprésents en droit pénal. Pourtant, il s’observe un profond désordre en la matière, où aucun consensus n’existe. Ils varient, selon les auteurs, dans leur nombre et leur contenu. Les hésitations qui les entourent trahissent de profondes incertitudes quant à leur nature, leur objet, ou encore leur fonction. Il existe pourtant un enjeu réel à la détermination des éléments. Instrument principalement didactique, ils sont aussi un outil au service du principe de légalité. Définis par le législateur, ils doivent être vérifiés par le juge pour que la condamnation soit légale. Or, outre le fait que les éléments conditionnent la caractérisation des infractions, ils peuvent aussi en guider la qualification. Pour ce faire, il faut toutefois parvenir à identifier un schéma d’analyse qui, révélateur de l’infraction, vaille pour toutes les infractions. Un tel schéma peut être dégagé une fois l’outil précisé. En revenant sur son émergence, des indices de la nature et de la fonction exactes des éléments peuvent être trouvés. Initialement, ils ont permis de préciser la teneur du comportement infractionnel, en rendant effective une certaine conception de l’infraction. C’est de cette idée qu’il faut partir : elle éclaire sur ce que sont et quels sont les éléments. L’infraction répond à des principes qui lui donnent une certaine physionomie. Elle possède à ce tire des composantes essentielles qui résultent de ce que le législateur n’est pas totalement libre dans le choix des comportements incriminés. Identifiés puis approfondis pour en déterminer la teneur exacte, les éléments constitutifs peuvent être un outil efficace, présentant des intérêts aussi bien pratiques que théoriques. Ils permettent de circonscrire l’infraction, de mieux en appréhender les spécificités et, par suite, de l’identifier, là où les critères actuels se révèlent insuffisants. C’est une approche renouvelée de l’outil qui peut être proposé, laquelle conduit à dégager des éléments qui, une fois précisés, sont la mesure de l’infraction. / Constituent elements are omnipresent in criminal law. Nevertheless, there is no consensus about them. They vary through the authors in their number and content. The hesitations surrounding them betray deep uncertainties about their nature, object or function. There is, however, a real stake in the determination of the elements. As a primarily didactic instrument, they are also a tool for the principle of legality. Defined by the legislator, they must be verified by the judge so that the conviction is legal. Besides the fact that the elements determine the characterization of infringements, they can also guide their qualification. In order to do this, however, it is necessary to identify a pattern of analysis that, indicative of the infringement, applies to all infringements. Such a scheme can be cleared once the tool has been specified. By returning to its emergence, clues to the nature and exact function of the elements can be found. Initially, they made it possible to specify the content of the offending behaviour, by making a certain conception of the offence effective. It is from this idea that we must start: it illuminates what they are and which they are. The offence corresponds to principles which give it a certain physiognomy. In this respect, it possesses essential components which result from the fact that the legislator is not completely free in the choice of the conduct complained of. Identified and further developed to determine its exact content, the elements can be an effective tool with both practical and theoretical interests. They make it possible to circumscribe the offence, to understand the specificities and, consequently, to identify it, where the current criteria prove insufficient. It is a renewed approach to the tool that can be proposed, which leads to the identification of elements that, once specified, are the measure of the offence.

Remanufacturing is an industrial process in which a core – a used, discarded, or broken product – is transformed into a product whose specification and condition are new-like. However, to this date, remanufacturing activities on the market are few in comparison to manufacturing. There are several types of remanufacturers; the least common type is the original equipment remanufacturer, an original equipment manufacturer that not only manufactures new products but also remanufactures cores of its own products. The potential for remanufacturing to become a more widely used industrial process for original equipment manufacturers is therefore high. Increased remanufacturing activities can positively contribute to the environment by transforming cores into a new-like condition instead of manufacturing new ones. The contribution comes from a reduction of raw material and energy consumption compared to manufacturing. Therefore, remanufacturing has the potential to decouple environmental impact from economic growth, thus contributing to more sustainable societies. However, assessing the benefits of remanufacturing does not directly correlate to growth within the remanufacturing industry. To encapsulate the environmental, social, and economic benefits of remanufacturing, manufacturers need to be aware of how remanufacturing can be initiated and implemented in practice with positive economic effects. The aim of this licentiate thesis, therefore is, to explore how original equipment manufacturers can initiate profitable remanufacturing.  This research takes a stand in a single case study where the prospect of profitable remanufacturing is studied at an original equipment manufacturer. The applied case study developed knowledge of how remanufacturing could be incorporated into existing operations at an original equipment manufacturer. In parallel, analytical economic assessment models based on cost-benefit analysis were built to measure how well the case company could perform remanufacturing. There were seven primary remanufacturing scenarios developed, ranging from centralised remanufacturing performed by the original equipment manufacturer to decentralised performed at multiple locations using a retail network. Which scenario is preferable depends on, for example, risk-consciousness, cooperation between actors, and volume targets. However, given ideal circumstances, remanufacturing in-house in a centralised scenario was the most beneficial for the original equipment manufacturer since the fewer middle hands and economies of scale also enable lower costs.  The modelled remanufacturing scenarios were based on a set of eight prerequisite factors for original equipment manufacturer remanufacturing that were derived during this research. These factors are divided into essential and supporting prerequisite factors and are illustrated through a framework called the remanufacturing rocket. The essential factors highlight fundamental requirements to perform remanufacturing. Should one of the four factors be missing, remanufacturing cannot be successfully initiated. The supporting factors can be neglected to a larger extent but are valuable to enhance the effectiveness and efficiency of the process, such as by streamlined operations, organisational change, or information exchange. Hence, to reach the fullest potential of remanufacturing, both the essential and the supporting factors are needed.  Conclusively, as an answer to the thesis aim, it is proposed to apply the prerequisite factors together with an economic assessment in an iterative manner to investigate the profitability of initiating remanufacturing at original equipment manufacturers. The essential prerequisite factors influence the first iteration of the economic assessment, which then contributes to refinements of how the essential factors should be aligned in an economically preferable way. Once satisfactory, another iterative process could be initiated between the supporting prerequisite factors and the economic assessment. By using the proposed approach, the prospects of profitable remanufacturing could be thoroughly investigated before attempting to initiate a process in practice, thus reducing the number of resources spent in vain. Additionally, the iterative process was integrated into a five-step approach for initiating remanufacturing (5AFIR) to guide original equipment manufacturers towards initiating profitable remanufacturing. Through applying this approach, it was shown that the case company could initiate profitable remanufacturing. / Återtillverkning är en industriell process där en stomme – en använd, uttjänt, eller trasig produkt – omformas till en produkt vars specifikation och kvalitet motsvarar nyskick. Men återtillverkning utgör endast en liten del av den totala tillverkningsindustrin. Inom återtillverkning finns det flera typer av återtillverkare; den ovanligaste är originaltillverkande återtillverkare, det vill säga, ett tillverkande företag som även återtillverkar sina egna produkter. Genom att det idag är en låg grad av återtillverkning bland originaltillverkare finns det utrymme för att verka för en ökning. Ökade återtillverkningsaktiviteter kan bidra till miljömässiga fördelar genom att nya produkter ersätts med återtillverkade motsvarigheter. Detta bidrag uppstår genom en reduktion av mängden råmaterial och energi som konsumeras i förhållande till nytillverkning. Det finns därför en möjlighet för återtillverkning att bidra till en frikoppling av miljömässig påverkan från ekonomisk tillväxt, vilket i sin tur bidrar till ett mer hållbart samhälle. Fast att endast värdera nyttan av återtillverkning leder inte direkt till en tillväxt inom återtillverkningsindustrin. För att omfamna de miljömässiga, sociala, och ekonomiska nyttor som återtillverkning kan bidra med måste originaltillverkare vara medvetna om hur återtillverkning kan initieras och implementeras i praktiken på ett ekonomiskt lönsamt sätt. Syftet med denna licentiatavhandling är därför att utforska hur originaltillverkare kan initiera lönsam återtillverkning. Denna forskning utgår från en fallstudie vid en originaltillverkare där möjligheterna för lönsam återtillverkning studeras. Den tillämpade fallstudien bidrog till att utveckla kunskap om hur återtillverkning kan integreras i en originaltillverkares befintliga försörjningskedja. Parallellt med fallstudien utvecklades analytiska ekonomiska värderingsmodeller för att tillhandahålla ett mått på hur väl fallföretaget skulle kunna utföra återtillverkning. I samband med detta utvecklades sju återtillverkningsscenarion. Dessa innefattar centraliserad återtillverkning som utförs av originaltillverkaren och decentraliserad återtillverkning som utförs vid flertalet platser inom ett återförsäljarnätverk. Vilket scenario som är mest fördelaktigt beror exempelvis på riskmedvetenhet, samarbete mellan aktörer, och tillverkningsvolym. Men givet ideala förhållanden visades det att centraliserad återtillverkning är mest fördelaktigt för originaltillverkaren, eftersom färre mellanhänder och skalfördelar möjliggör lägre kostnader. De sju återtillverkningsscenariona baserades på åtta förutsättningsfaktorer som utvecklades för att forma krav för hur originaltillverkare kan initiera återtillverkning. Dessa faktorer delas upp i grundläggande och stödjande förutsättningsfaktorer, och de bygger tillsammans upp ett ramverk benämnt återtillverkningsraketen. De grundläggande faktorerna lyfter fram elementära krav vid utförandet av återtillverkning. Om en av de fyra grundläggande faktorerna skulle saknas kan återtillverkning inte utföras på ett framgångsrikt sätt. De stödjande faktorerna kan i större utsträckning utelämnas, men de är av värde för att förbättra återtillverkningseffektiviteten genom exempelvis bekymmersfritt utförande av processer, organisationsförändringar, eller informationsutbyten. Därigenom, för att nå den fulla potentialen av återtillverkning, behövs både de grundläggande och de stödjande förutsättningsfaktorerna. Slutligen, som ett svar på avhandlingens syfte, föreslås det att tillämpa de framtagna förutsättningsfaktorerna tillsammans med en ekonomisk värdering genom att iterativt undersöka möjligheterna för hur återtillverkning kan initieras för originaltillverkare. De grundläggande förutsättningsfaktorerna influerar upplägget för den första iterationen av den ekonomiska värderingen, vilken i sin tur nyttjas för att förfina hur de grundläggande faktorerna kan läggas samman på ett ekonomiskt fördelaktigt sätt. När en godtagbar nivå uppnåtts kan ytterligare en iterativ process utföras mellan de stödjande förutsättningsfaktorerna och den ekonomiska värderingen. Genom att tillämpa det föreslagna tillvägagångssättet kan möjligheterna för återtillverkning undersökas på en detaljerad nivå innan initieringsförsök i praktiken, och således kan mängden resurser reduceras som annars hade konsumerats förgäves. Utöver detta integrerades det iterativa tillvägagångssättet med en femstegsansats för initiering av återtillverkning (5AFIR) för att vägleda originaltillverkare mot lönsam initiering av återtillverkning. Genom att tillämpa denna ansats visades det att fallföretaget skulle kunna initiera lönsam återtillverkning. / <p><strong>Funding agencies:</strong> The VINNOVA Challenge-driven innovation initiative and the project ElevatoRe: Elevate remanufacturing to EEE manufacturers’ strategy towards circular economy (dnr: 2018-00330). </p><p>The Swedish Energy Agency through the “Remometer” project, dnr 2019-021532, within the strategic innovation program RE:Source. </p><p>The Mistra REES (Resource Efficient and Effective Solutions) program (No. 2014/16), funded by Mistra (The Swedish Foundation for Strategic Environmental Research). </p>

Faculty at a private college in the northeastern United States found students lacked prerequisite mathematical skills and were unable to transfer quantitative reasoning skills to upper level business courses. Guided by Mezirow's transformative learning theory and Knowles' approach to self-directed learning, this study examined how undergraduate students learn statistics online. The purpose of this qualitative embedded case study was to examine faculty and students' perspectives about the online statistics course design and delivery while exploring possible barriers to students' learning. Data collection occurred by review of course documents and the learning management system. Archival data generated questions for semistructured interviews with 2 faculty and 4 students. Thematic analysis of data followed the inductive and interpretive approach to identify categories and 5 themes: measuring and assessing student learning, challenges learning statistics online, student readiness and preparation, online faculty roles, and recommendations for improving online statistics courses. Findings identified technical and affective barriers to learning statistics online and the need to create supportive learning environments fostering differentiated instruction, mastery learning, and complying with the Guidelines for Assessment and Instruction in Statistics Education. The resulting project was 5 professional development webinars designed to assist faculty creating student-centered online statistics courses focused on conceptual understanding. This study contributes to positive social change through implementation of course design leading to student access and online content mastery.

Riishøj, Camilla och Lindoff, Josefin (2023). Ett, två, tre - alla ska mé. Effekten av den tillgängliga lärmiljön med koppling till den tidiga läsinlärningen. Speciallärarprogrammet, Institutionen för skolutveckling och ledarskap, Fakulteten för lärande och samhälle, Malmö universitet, 90 hp. Studien förväntas bidra med djupare kunskap och förståelse gällande att utveckla och organisera en tillgänglig lärmiljö utifrån varje individ samt hur den tillgängliga lärmiljön kan påverka den tidiga läsinlärningen på ett gynnsamt och positivt sätt. Vidare syftar studien till att skapa insikt och kunskap kring hur speciallärarens arbete kan organiseras och planeras på olika sätt, för att påverka och utveckla den tillgängliga lärmiljön och på så sätt den tidiga läsinlärningen. Syftet är att undersöka några lärare och speciallärares uppfattningar och definitioner kring vad en tillgänglig lärmiljö innebär, både ur ett specialpedagogiskt och ur ett lärarperspektiv. Vidare syftar studien till att relatera den tillgängliga lärmiljön med elevens tidiga läsinlärning. Häri kommer fokus ligga på hur specialläraren kan bidra till att utveckla samt påverka, den tillgängliga lärmiljön för eleven, med koppling till den tidiga läsinlärningen. I studien kommer den sociala, den pedagogiska och den fysiska lärmiljön att undersökas.  Följande frågeställningar har använts för att besvara studiens syfte: Hur definierar några lärare och speciallärare begreppet tillgänglig lärmiljö och hur kan den gestaltas?Vilka uppfattningar finns gällande, hur den tillgängliga lärmiljön påverkar elevers tidiga läsinlärning?Vilka uppfattningar framträder gällande, hur specialläraren kan bidra till att utveckla en tillgänglig lärmiljö med fokus på tidig läsinlärning? Studien utgår ifrån Vygotskijs (1999; 2001) sociokulturella teori, med fokus på den närmaste utvecklingszonen, även kallad den proximala utvecklingszonen. Vidare belyses det specialpedagogiska teoretiska perspektivet med hjälp av Nilholm (2020), Ahlberg (2017), Aspelin (2013) samt Rubin (2013). Slutligen tas specialpedagogiska modeller i beaktning. Studien är baserad på sex semistrukturerade intervjuer med fyra lärare och två speciallärare. Intervjuerna har utgått ifrån en intervjuguide med möjlighet till följdfrågor och djupare utveckling av svar. Intervjuerna genomfördes digitalt och har spelats in med digitala hjälpmedel. Samtliga intervjuer har transkriberats och därefter analyserats för att säkerställa största möjliga trovärdighet i resultatet. Studiens resultat visar att samtliga informanter har god kännedom kring vad en tillgänglig lärmiljö innebär samt hur den bör vara utformad och organiserad för att möta varje elevs enskilda behov och förutsättningar. Vidare visar resultatet ett tydligt samband mellan en välorganiserad och planerad lärmiljö som bedöms vara tillgänglig, kopplad till den tidiga läsinlärningen. Utifrån detta har speciallärarens påverkan på och utveckling av, den tillgängliga lärmiljön kopplat till den tidiga läsinlärningen undersökts. Resultatet visar att speciallärarens arbete har stor påverkan på den tillgängliga lärmiljön och således den tidiga läsinlärning, detta i samarbete med lärarna. Viktigt att lyfta fram är de resonemang vad gäller utveckling av speciallärarens roll och arbetsuppgifter för att kunna möta lärarens behov av stöd, handledning, samtal och diskussioner. I speciallärarrollen är det av stor vikt att tillgodose alla elevers behov utifrån deras individuella förutsättningar. En avgörande del i detta, är att specialläraren handleder lärare samt för samtal och diskussioner kring hur lärmiljön byggs upp på bästa sätt för att gynna den tidiga läsinlärningen. Specialläraren bör även vara delaktig och närvarande i klassrummet på olika sätt, samt vara flexibel och tillgänglig. Nyckelord: Anpassningar, förutsättning att komma till lärande, speciallärare, tidig läsinlärning, tillgänglig lärmiljö. / Riishøj, Camilla and Lindoff, Josefin (2023). One, two, three - everyone on board. The impact of an accessible learning environment in relation to early literacy development. Special Teacher Programme, Department of School Development and Leadership, Learning and Society, Malmö University, 90 credits. The study is expected to contribute with deeper knowledge and understanding regarding developing and organising an accessible learning environment based on each individual and how the accessible learning environment can influence early literacy in a beneficial and positive way. Furthermore, the study aims to create insight and knowledge about how the special education teacher’s work can be organised and planned in different ways, in order to influence and develop an accessible learning environment and thus early literacy. The aim is to examine some teachers' and special education teachers' perceptions and definitions of what an accessible learning environment means, both from a special education perspective and a teacher’s perspective. Additionally, the study aims to link the accessible learning environment with the pupil's early literacy. The focus will be on how the special education teacher can contribute to developing and influencing the accessible learning environment for the pupil, with a link to early reading acquisition. The study will examine the social, pedagogical, and physical learning environment.  The following research questions have been used to answer the objective of the study: ·       How do some teachers and special education teachers define the concept of an accessible learning environment and how can it be designed? ·       What are the perceptions of how the accessible learning environment affects pupils' early literacy? ·       What perceptions emerge regarding how the special education teacher can contribute to the development of an accessible learning environment with a focus on early literacy?  The study is based on Vygotsky's (1999, 2001) sociocultural theory, with a focus on the zone of proximal development. Furthermore, the special education theoretical perspective is highlighted with the help of Aspelin (2013), Rubin (2013), Ahlberg (2017), and Nilholm (2020). Finally, special education models are considered in this study.  The study is based on six semi-structured interviews with four teachers and two special education teachers. The interviews were based on an interview guide with the possibility of follow-up questions and deeper development of answers. The interviews were conducted digitally and recorded with digital aids. All interviews were transcribed and subsequently analysed to ensure maximum credibility of the results.  The results of the study show that all informants have a knowledge of what an accessible learning environment means and how it should be designed and organised to meet the individual needs and conditions of each student. Furthermore, the results show a clear relationship between a well-organised and planned learning environment that is deemed accessible and linked to early literacy. Based on this, the impact of the special education teacher on, and the development of, the accessible learning environment linked to early literacy learning has been investigated. The results show that the work of the special education teacher has a major impact on the accessible learning environment and thus on early literacy learning, in collaboration with the teachers. Important to highlight are the arguments regarding the development of the role and tasks of the special education teacher in order to meet the teacher's needs for support, guidance, conversation, and discussion. In the role of the special education teacher, it is essential to meet the needs of all pupils based on their individual circumstances. A crucial part of this is that the special education teacher supervises teachers and leads conversations and discussions on how best to structure the learning environment to promote early literacy learning. The special education teacher should also be involved and present within the classroom in various ways and be flexible and accessible.  Key words: adaptations, prerequisite for learning, special education teacher, early literacy, accessible learning environment.

TITLE: QUALITY OF A PRIMARY TEACHER FROM THE PARENTS AND PUBLIC PERSPECTIVE Author Alena Kolaříková DAPARTEMENT Centre of school management SUPERVISOR PhDr. Jan Voda, Ph.D. ANNOTATION The role of a teacher in society and quality of education are quite often subject of a discussion these days. These discussions are linked with evaluation of quality of teachers, their way of teaching, and also with their approach to pupils and parents. The importance of teaching can be seen in two levels: firstly, the focus is on giving the knowledge, and secondly the focus is on personal development of the pupil, his/her competencies, and personal skills and respect. In this work I will describe various styles of teaching, personal prerequisites and further competencies, as necessary qualities a teacher should have. I will present five basic teaching styles with focus on their positives and risks. In analytical part, I will look up competitions rewarding good teachers and will describe criteria based on which selected teachers are rewarded. By the form of questionnaire, the practical part will try to identify what type of teacher of 1st level Primary school is preferred by the parents / legal representatives, and what type of personal and professional qualities they appreciate the most. KEYWORDS : Teachers' quality,...