Submitted by Divisão de Documentação/BC Biblioteca Central (ddbc@ufam.edu.br) on 2016-02-17T18:59:29Z No. of bitstreams: 1 Dissertação - Claudenilson Pereira Batista.pdf: 995750 bytes, checksum: 7049f694ee4bf8529fc08664d31b85ef (MD5) / Approved for entry into archive by Divisão de Documentação/BC Biblioteca Central (ddbc@ufam.edu.br) on 2016-02-17T19:00:43Z (GMT) No. of bitstreams: 1 Dissertação - Claudenilson Pereira Batista.pdf: 995750 bytes, checksum: 7049f694ee4bf8529fc08664d31b85ef (MD5) / Approved for entry into archive by Divisão de Documentação/BC Biblioteca Central (ddbc@ufam.edu.br) on 2016-02-17T19:15:05Z (GMT) No. of bitstreams: 1 Dissertação - Claudenilson Pereira Batista.pdf: 995750 bytes, checksum: 7049f694ee4bf8529fc08664d31b85ef (MD5) / Made available in DSpace on 2016-02-17T19:15:05Z (GMT). No. of bitstreams: 1 Dissertação - Claudenilson Pereira Batista.pdf: 995750 bytes, checksum: 7049f694ee4bf8529fc08664d31b85ef (MD5) Previous issue date: 2015-11-19 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This work, which deals with Public Inclusion Policy, elected to field of research, educational public network in the city of Manaus, state of Amazonas. Our study is contextualized in the actions taken by government policies for education in the context of inclusion, guided in guiding elements such as the National Policy on Special Education in the Perspective of Inclusive Education, 2008, in Resolution 04 of 2009 and Decree No. 7611, 2011, which provides for the Educational Service Specialist. The implementation of such documents, raised attention to this work, with specific interest in serving students with visual impairments in Multifunctional Resource Room. This research, theoretical and practical approach has the theoretical underpinning, critical theory, especially in the thought of Adorno (2012), and engage in dialogue also with renowned authors such as: Peter Mittler (2003), Mazzotta (2011), Mantoan (2011 -2014), Masini (2007), Jannuzzi (2006), Romeo Kazume Sassaki (1997), among others. This work constitutes a case study with a qualitative approach. Procedures are bibliographical, documentary character and field. To collect data, we use tools such as semi-structured interviews and non-participant direct observation. For data analysis, we work with the content analysis. The problem of research, was well prepared: as learners with visual impairment are being met in multifunctional resource rooms, from said of the laws of the Educational Service Specialist, whose main objective is to analyze the pedagogic action directed to the visually impaired person, considering the contemporary brasileossoiro context, and the challenge of political propositions that indicate the school inclusion as a guideline. As for the specifics, we propose: unravel the historical and political aspects of visually impaired people in the city of Manaus; examine the role and the actions taken by special education in the city of Manaus; identify from the manager's perceptions (a) of the surveyed school, what were the actions implemented from the national guidelines for inclusive education, considering that such guidelines proposed access, permanence and quality of the visually handicapped student education in regular schools . Generally, we accept the challenge to perform this study, in order to try to contribute to the improvement of our local education, our professional knowledge and for the stoning of our academic reflections on the subject / Este trabalho, que versa sobre Política Pública de Inclusão, elegeu como campo de investigação, a rede pública educacional do município de Manaus, Estado do Amazonas. Nosso estudo se contextualiza, nas ações implementadas pelas políticas governamentais para a Educação no contexto da Inclusão, pautadas em elementos norteadores como a Política Nacional de Educação Especial, na Perspectiva da Educação Inclusiva, de 2008,na Resolução 04, de 2009, e no Decreto nº 7611, de 2011, que dispõe sobre o Atendimento Educacional Especializado. A implementação de tais documentos, suscitou atenção a esse trabalho, com interesse específico no atendimento aos educandos com deficiência visual em Sala de Recurso Multifuncional. Essa pesquisa, de abordagem teórica e prática, tem como esteio teórico, a teoria crítica, especialmente no pensamento de Adorno (2012), e dialogamos ainda, com renomados autores como: Peter Mittler (2003), Mazzotta (2011), Mantoan (2011-2014), Masini (2007), Jannuzzi (2006), Romeu Kazume Sassaki (1997), entre outros. Este trabalho se constitui em um estudo de caso, com abordagem qualitativa. Os procedimentos são de caráter bibliográfico, documental e de campo. Para a coleta de dados, utilizamos instrumentos como: entrevista semiestruturada e observação direta não participante. Para análise dos dados, trabalhamos com a análise de conteúdo. O problema da pesquisa, foi assim elaborado: como os educandos com deficiência visual estão sendo atendidos nas salas de recurso multifuncionais, a partir do dito das legislações do Atendimento Educacional Especializado, cujo objetivo maior é analisar a ação pedagógica dirigida à pessoa com deficiência visual, considerando o contexto brasileiro contemporâneo, e o desafio de proposições políticas que indicam a inclusão escolar como diretriz. Quanto aos específicos, nos propomos: desvendar os aspectos históricos e políticos das pessoas com deficiência visual no município de Manaus; analisar o papel e as ações desenvolvidas pela educação especial no município de Manaus; identificar a partir das percepções do gestor(a) da escola pesquisada, quais foram as ações implementadas a partir das diretrizes nacionais para a educação inclusiva, considerando que tais diretrizes propunham acesso, a permanência e a qualidade da educação do aluno deficiente visual no ensino regular. De um modo geral, aceitamos o desafio de realizar esse estudo, com o intuito de tentar contribuir, para a melhoria de nossa educação local, de nossos conhecimentos profissionais bem como, para a lapidação de nossas reflexões acadêmicas acerca do tema

Submitted by Marlene Santos (marlene.bc.ufg@gmail.com) on 2016-06-08T18:06:20Z No. of bitstreams: 2 Dissertação - Márcia Cristina Machado Oliveira Santos - 2016.pdf: 1768416 bytes, checksum: 95cd5044b63e0689c783a51332cb2148 (MD5) license_rdf: 19874 bytes, checksum: 38cb62ef53e6f513db2fb7e337df6485 (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2016-06-09T11:25:07Z (GMT) No. of bitstreams: 2 Dissertação - Márcia Cristina Machado Oliveira Santos - 2016.pdf: 1768416 bytes, checksum: 95cd5044b63e0689c783a51332cb2148 (MD5) license_rdf: 19874 bytes, checksum: 38cb62ef53e6f513db2fb7e337df6485 (MD5) / Made available in DSpace on 2016-06-09T11:25:07Z (GMT). No. of bitstreams: 2 Dissertação - Márcia Cristina Machado Oliveira Santos - 2016.pdf: 1768416 bytes, checksum: 95cd5044b63e0689c783a51332cb2148 (MD5) license_rdf: 19874 bytes, checksum: 38cb62ef53e6f513db2fb7e337df6485 (MD5) Previous issue date: 2016-03-07 / This research aimed to apprehend primarily possibilities, limits, actions and functions of the philosophical knowledge for ethics and practical teachers’ training of Educational Support Services Specialized (AEE), the Association of Parents and Friends of Exceptional Children (APAE) of Goiania. The central question of this study was to investigate whether initial training courses for teachers take into account the ethics of teaching and what consequences it brings to the practice of teaching students with disabilities. To understand and respond to this question, the concepts of ethics in Kant and Defectology in Vygotsky were taken as references, along with the Laws that conduct the Special Education in Brazil. Due to its characteristics, this research was called applied quantitative and qualitative nature (LUDKE; ANDRÉ, 1986), with bibliographical sources, document analysis and questionnaires. First, the training in higher education of the AEE teachers from the APAE of Goiânia was identified and subsequently conducted a data survey of the Pedagogical Political Project and their graduation and specialization courses in order to realize the presence or not of the philosophical and ethical training in their curricula as well as teaching professional profile desired. The total of eighteen professionals who make up the AEE framework of APAE/Goiânia 13 participated (seven teachers, five graduates in Physical Education and an audiologist ) which responded to the three blocks of questions about ethics and its make daily school. The results were presented through graphs and charts, and analyzes raised that although the theme "Ethics" is not linear and clearly specified in the PPC's of their courses, these teachers consider very important the contributions of philosophical knowledge to professional ethics training, and they expressed concern over an ethical school for students with disabilities. Therefore it was possible to consider that the values, the ethical behavior of each individual are seized from stimuli issued by the family, peer groups, beyond the formal school environment. It is noteworthy the considerations of the teachers refer to think of a philosophy in constant dialogue with the practice, with the classroom with the student. In this response teachers indicated ethical values present in their actions and towards the learning and development of their pupils, emphasizing respect for differences; respect for the student, the family, culture and disability; responsibility and commitment to the work. Providing think that ethics is inclusion, is to recognize the students as subjects, considering the human being, consisting of desire, needs, potentials and limits and not to enhance the disabilities. Concluding it can be said that the ethics and teacher training are now issues that are at stake, so it is necessary to consider how they belong in the process of training and teaching practice, because the teaching profession requires attitudes, decisions and actions that have ethical implications. The teacher needs to be more attentive and prepared to ethical issues, because he often faces dilemmas, decisions, rights of them and students. Ethics is a content of philosophy, is a knowledge facing the "must- be" in this sense, it is important to support the concepts and the actions of teachers. And as a result of this investigation, which qualifies a applied research in the chapter entitled Ethics and Continuing Education in APAE is a proposal for a study group aiming to contribute to this ongoing transformation. / Esta pesquisa buscouapreender, prioritariamente, possibilidades, limites, ações e funções do saber filosófico para a formação ética e prática de professores do Atendimento Educacional Especializado (AEE), na Associação de Pais e Amigos dos Excepcionais (APAE) de Goiânia. A questão central deste estudo foiinvestigar secursos de formação inicial e continuada de professores levam em conta a ética na docência e queconsequências isto traz para a prática de ensino de alunos com deficiência. Para compreender e responder a esta pergunta, foram tomados como referência os conceitos de Ética, em Kant, e de Defectologia, em Vygotsky, bem como as Leis que regem a Educação Especial, no Brasil. Por suas características, esta pesquisa foi aplicada de natureza quantitativa e qualitativa (LUDKE; ANDRÉ, 1986), com base em fontes bibliográficas, análise documental e aplicação de questionários. Primeiramente, foi identificada a formação em nível superior dos professores do AEE da APAE de Goiânia e, posteriormente, realizado um levantamento de dados dos Projetos Políticos Pedagógicos deseus cursos de graduação e especialização, a fim de percebera presença ou/não da formação filosófico-ética em seus currículos, bem como o perfil profissional docente almejado. Do total de dezoito profissionais que compõem o quadro do AEE da APAE/Goiânia, trezeparticiparam (sete pedagogos, cinco licenciados em Educação Física e um fonoaudiólogo), os quaisresponderam aos três blocos de perguntas sobre ética e seu fazer escolar diário. Os resultados foram apresentados por meio de gráficos e quadros, e suas análises suscitaram a ideia de que, embora o tema “Ética” não esteja linear e claramente especificado nos PPC’s de seuscursos, esses professoresconsideraram muito importante as contribuições dos saberes filosóficos para a formação ética profissionale demonstraram preocupação com um fazer escolar ético no ensino para alunos com deficiência. Assim, foi possível considerar que os valores e a conduta ética do indivíduo são apreendidos a partir de estímulos emitidos pela família, grupos de convivência, além do ambiente escolar formal. Destaca-se que as considerações dos professores remetem a pensar numa filosofia em diálogo constante com a prática, com a sala de aula, com o aluno. Nessa resposta, os professores indicaram os valores éticos presentes nas suas ações, na direção da aprendizagem e no desenvolvimento dos seus alunos, destacando o respeito às diferenças; respeito pelo aluno, pela família, pela cultura e por sua deficiência; responsabilidade e compromisso com o trabalho. Essas respostas propiciaram o pensamento de que ética é inclusão, é reconhecer o aluno como sujeito, considerando o ser humano, constituído de desejos, necessidades, potencialidades e limites e a não valorizar a deficiência. Finalizando, tornou-se possível afirmar que a ética e a formação docente são hoje assuntos que estão em pauta. Sendo assim, é preciso considerar como eles se pertencem no processo da formação e na prática docente, pois o exercício da docência requer atitudes, decisões e ações que têm implicações éticas. O docente precisa estar mais atento e preparado para lidar com as questões éticas, pois, com frequência, depara-se com dilemas, decisões, direitos seus e dos alunos. A ética é um conteúdo da filosofia, é um saber voltado para o “dever-ser”. Nesse sentido, ela é importante para fundamentar as concepções e as ações dos docentes. E, como resultado desta investigação, que se qualifica como uma pesquisa aplicada no capítulo intitulado “Ética e Formação Continuada na APAE”, foi apresentada uma proposta de Grupo de Estudo objetivando colaborar para esta permanente transformação.

Na construção civil dois agentes são os responsáveis pela materialização das obras. O primeiro deles são as construtoras. Porém, a maior parte dos trabalhos nos canteiros de obras é delegada a empresas executoras de serviços de obras (EES), ou subempreiteiras, o segundo de tais agentes; em uma prática conhecida como subcontratação. Quando as EES possuem recursos e competências, ou ativos, que lhes permitem executar adequadamente os seus serviços, caracterizam um subconjunto de EES. Este subconjunto é denominado empresas de execução especializada de serviços de obras (EEE). Adicionalmente, no Brasil, a maioria das EES são micro e pequenas empresas, e muitas delas carecem dos ativos adequados para desempenhar os seus serviços. Para piorar esta situação, as EES são maiormente contratadas em condições desfavoráveis, tanto comerciais quanto na produção. Complementarmente, os resultados do setor da construção civil são produzidos por diferentes agentes que atuam nos sistemas de produção da construção, dos quais também dependem os resultados das EES. Não obstante, alguns agentes, principalmente as construtoras, contribuem com as EES, ajudandoas a obterem melhores resultados. Contudo, seus resultados, como os da construção civil no geral, não são os melhores, afetando a competitividade do setor. Dada a sua função nas obras, para melhorar o setor, precisa-se de EEE. O objetivo desta tese é discutir estratégias para desenvolver empresas de execução especializada de serviços de obras. Para tanto 56 entrevistas foram realizadas usando o método de teoria fundamentada em dados (Grounded Theory). Os resultados desta tese dizem respeito à descoberta dos processos de Habilitação e Acondicionamento dos sistemas de produção. Mediante tais processos se habilitam ativos e condições adequadas para os agentes, entre eles as EES, alcançarem o melhor desempenho dos seus papéis nos sistemas de produção da construção civil. Com base em tais processos, são propostas oito estratégias para desenvolver EEE. O desenvolvimento de melhores ativos e condições, bem como o seu acondicionamento nos sistemas de produção da construção civil foram identificados como fontes de melhoria para o setor. / In Construction Industry two agents are responsible for the realization of onsite works. The first of these are contractors. However, most of the work at construction sites is delegated to trade contractors (EES), or subcontractors, the second of such agents, in a practice known as subcontracting. When EES have the resources and skills, or assets that allow them to properly perform their services, they feature a subset of ESS. This subset is called specialty contractors (EEE). Additionally, in Brazil, most of the EES are micro and small enterprises, and many of them lack the adequate assets to perform their services. Compounding this, the EES are most mainly engaged in unfavorable conditions, both commercial and in production. In addition, the results of the construction sector are produced by different agents working in the construction production systems, from which the results of the EES also depend on. However, some agents, especially the contractors, contribute to the EES, helping them to achieve better results. However, their results, such as construction in general, are not the best, affecting the sector\'s competitiveness. Given its role in the works to improve the sector, EEE are needed. The objective of this thesis is to discuss strategies to develop specialty contractors. For this purpose 56 interviews were conducted using Grounded Theory method. The results of this thesis concern the discovery of Enabling and Conditioning processes of production systems. Such processes enable adequate assets and conditions for agents, including the EES, achieve the best performance of their roles in the construction production systems. Based on these processes ten strategies are proposed to develop EEE. The development of better assets and conditions as well as their conditioning in construction production systems have been identified as sources of improvement for the sector.

Made available in DSpace on 2016-03-15T19:32:25Z (GMT). No. of bitstreams: 1 Francisco Angelo Antunes.pdf: 675685 bytes, checksum: 426efb87cac081ba7d086b13f5a89079 (MD5) Previous issue date: 2010-11-17 / The development of the capitalist system has required more and more participation in the labor market of qualified professionals and the development process of capitalism in its various stages has led to constant changes in the structure of that market. Lately the changes in business in Brazil have been more applicants, mainly from the process of stabilization and liberalization of the economy, these changes, which has been accentuated in the current phase of increasing globalization. This study is a contribution for the research of the emergence and evolution of the activity of the independent auditor in Brazil. The study also presents a brief comparative analysis of the development process of this activity in Brazil with that presented in other countries and also an assessment of the contribution that the activity can bring to society. For this, a search was conducted based on the sociology of professions, in order to understand how this specialization has become institutionalized, narrowed its field of operation in the country and whether it is or not, in the process of becoming from a field of accounting to autonomous profession. The research method used was the historiography, based on the model developed by Larson (1977) called Professional Project. We also conducted interviews with teachers and recognized experts in the area and the results were analyzed by the methodological approach of content analysis, which was based on the model developed by Bardin (2004). The results suggest that the process of professionalization of the independent auditor is still ongoing and for now does not meet all the requirements necessary and sufficient to be considered, from the perspective of the sociology of professions, a full profession. Although the activity already meets most of these requirements, there are still some steps to go. / O desenvolvimento do sistema capitalista tem requerido cada vez mais a participação, no mercado de trabalho, de profissionais qualificados, e o processo de desenvolvimento do capitalismo vem provocando constantes alterações na estrutura desse mercado. Ultimamente as mudanças no mundo dos negócios brasileiro têm sido mais recorrentes, principalmente a partir do processo de estabilização e abertura da economia, processo que tem se acentuado na atual fase de globalização econômica. A presente pesquisa é uma contribuição ao estudo do surgimento e da evolução da atividade do auditor independente no Brasil. O estudo apresenta também uma breve análise comparativa do processo de desenvolvimento dessa atividade no Brasil com o apresentado em outros países e, ainda, uma avaliação sobre a contribuição que a atividade pode trazer à sociedade. Para tanto, foi realizada uma pesquisa fundamentada na Sociologia das Profissões, com o objetivo de entender como esta especialização se institucionalizou, delimitou seu campo de atuação no país e se está, ou não, em processo de se transformar, de especialização contábil, em profissão autônoma. O método de pesquisa utilizado foi o historiográfico, baseado no modelo desenvolvido por Larson (1977) de estratégia profissional (Professional Project). Foram também realizadas entrevistas com professores e profissionais de renome e experiência reconhecida na área, e o resultado foi analisado pela abordagem metodológica da análise de conteúdo, que se baseou no estudo desenvolvido por Bardin (2004). Os resultados obtidos sugerem que o processo de profissionalização do auditor independente ainda está em curso e, por ora, não atende a todos os requisitos necessários e suficientes para ser considerada, sob a ótica da Sociologia das Profissões, uma profissão plena. Embora a atividade já atenda à maioria desses requisitos, ainda existem algumas etapas a percorrer.

5 ABSTRACT There is fourteen ice-hockey clubs in the highest Czech professional ice-hockey league (called "Tipsport Extraliga"), but only two of them have a position of personalist in their organizational structure. This dissertation is aimed on the issue of HR operations administrated in terms of Czech professional sport organizations. On the bases of interviews with employees chosen from two Czech ice-hockey clubs I compare the execution of HR activities on the two clubs there is a special position for HR specialist, in the second one there is a leader or sport manager, who is executing the HR activities. There is also the analysis of HC Sparta Praha HR specialist position in the dissertation. In the special chapter there is the specification of HR processes executed in Czech ice-hockey clubs including processes aplicated in the past. Keywords: Personnel Management, HR specialist, HR activities, organizational structure, sports club, hockey club.

Cette thèse cherche à montrer le rôle structurant pour l’individu tenu par les pratiques religieuses dans la société japonaise contemporaine et la façon dont elles sont porteuses de sens aujourd’hui, dans une ville de pèlerinage appelée Sasaguri et située près de la mégapole de Fukuoka à Kyūshū. La première partie présente ce cadre en montrant à quel point Sasaguri forme un espace où se donnent à voir des pratiques religieuses de toutes sortes, notamment pour les visiteurs venus de l’extérieur, mais aussi comment, il est représentatif d’une religiosité que l’on retrouve partout au Japon, ancré dans la vie des communautés locales, et que j’appelle ici « premier niveau de l’expérience religieuse ». La deuxième partie se focalise sur différents types de spécialistes religieux. La troisième et dernière partie traite des modalités individuelles du rapport au religieux par l’angle des interactions entre l’intérieur et l’extérieur, du fidèle et de l’espace, du système ou du réseau dans lequel il évolue et dont il est centre. / This doctoral dissertation aims to determine the structural role that religious practice can have for the individual and how they are meaningful nowadays, in the context of a pilgrimage town called Sasaguri, situated near the big city of Fukuoka in Kyūshū. The first part presents this frame by showing how Sasaguri forms a sacred, dynamic and multi-layered space where various religious practices are displayed by people coming from outside of the town. The second part of this thesis explores the various possibilities between different types of religious specialists. The third and last part of this thesis discusses the individual modalities of the religious practices, via the interactions between the internal and external dimensions: those of the practitioner, the space they are in, or the network which they belong to and which is revolving around them.

Notre thèse s’inscrit dans la lignée d’un premier travail de recherche durant lequel nous avions mis en évidence le recours par les préventeurs à l’accommodation de certaines consignes au cours des visites de sécurité. Ce résultat a suscité de nouveaux questionnements quant aux conséquences de ce phénomène sur leur santé mais aussi sur les performances du système de management de la sécurité. Notre travail de thèse s’est ainsi centré sur la caractérisation des difficultés rencontrées par les préventeurs lors des séquences de résolution de problèmes initiées par la mise en évidence d’écarts à la prescription au cours de la visite de sécurité mais aussi sur l’identification des déterminants méthodologiques qui en sont à l’origine. Trois méthodes ont été utilisées : des relevés des traces de l’activité à l’aide de la méthode de l’agenda, des observations ouvertes de l’activité d’un échantillon préventeurs en entreprise et des observations systématiques des phases de visites de sécurité couplées à des techniques de verbalisations. Les principaux résultats de cette thèse sont que : (i) les préventeurs en entreprise ne consacrent que très peu de temps aux visites de sécurité, (ii) ce phénomène de "désertion" du terrain ne peut être uniquement expliqué par le poids des tâches administratives, (iii) le contexte temporel dans lequel sont réalisées les visites de sécurité et l’absence d’artefact support pour les échanges ne favorisent pas le développement du phénomène de synchronisation cognitive puisque tous les écarts ne sont pas levés par des solutions explicitement approuvées par l’ensemble des interlocuteurs, (iv) les préventeurs développent des stratégies de défense pour réduire les effets de ce manque de performance sur leur santé, (v) les modifications du contexte temporel et l’intégration de l’artefact vidéo facilitant les échanges permettent d’améliorer les performances en matière de résolution de problèmes et de développer dans quelques mesures la santé des préventeurs; les solutions produites sont alors plus nombreuses ou plus complexes, les échanges plus riches et les contraintes mieux gérées. Les résultats de cette thèse permettent à la fois de poursuivre la caractérisation du travail des préventeurs en entreprise, de rendre compte des effets de l’autoconfrontation sur les interviewers mais aussi de proposer une méthode de conception d’artefact basée sur l’approche instrumentale qui facilite l’appropriation. / Our thesis is in line with a first research work in which we highlighted the use by OSH to accommodation of some instructions during safety inspections. This has raised new questions about the consequences of this phenomenon on the health of the OSH but also on the performance of the safety management system. Our thesis then focused on the characterization of the difficulties encountered by OSH during problem solving sequences initiated by the detection of deviations from the prescription safety during the visit, but also on identifying methodological determinants that are at the origin. Three methods were used: statement traces of the activity using the method of the agenda, open observations of the activity of a sample of OSH enterprises and systematic observations visit phases security coupled with verbalisation techniques. The main results of this thesis are: (i) OSH in companies only spend very little time for safety inspections, (ii) the phenomenon of "desertion" of the land can’t be solely explained by the weight of administrative tasks (iii) the temporal context in which are carried out safety inspections and the lack of media artifact exchanges, do not favor the development of cognitive synchronization phenomenon, since all differences are not explicitly approved by surveying the solutions of all interlocutors, (iv) OSH develop defense strategies reducing the effects of this lack of performance on their health, (v) changes in the temporal context and the integration of video artifacts facilitating trade, allows improved performance in terms of deviations lifted; the solutions produced are then more numerous and more complex, exchanges are richer and constraints are better managed. The results of this thesis allow both to continue with the characterization of the work of OHS in companies, to account for the effects of self-confrontation on interviewers but also to offer an artifact design method based on the instrumental approach which facilitates ownership.

Bakgrund: Få donationer sker i Sverige idag, det kan därför vara svårt att erhålla och upprätthålla professionell kompetens. Forskning har visat på en uppfattning att potentiella donatorer ibland förbises på grund av organisationsmässiga brister i struktur och riktlinjer. Även bristande kunskap och ett behov av mer utbildning finns beskrivet i flertal studier. Syfte: Att undersöka hur intensivvårdssjuksköterskor uppfattar sin kunskap och beredskap gällande organdonationsprocessen. Metod: Studien var empirisk med kvalitativ ansats. En fokusgruppintervju genomfördes som datainsamling, urvalet bestod av intensivvårdssjuksköterskor som var verksamma på en allmän intensivvårdsavdelning. Innehållsanalys användes för att bearbeta materialet. Resultat: I resultatet framkom fyra huvudkategorier och nio subkategorier. Huvudkategorierna bestod av begränsad erfarenhet, förhållningssätt och bemötande, stöd från omgivningen samt befintlig kunskap och beredskap. Slutsats: Deltagarna föreföll känna trygghet i att den kunskap och beredskap som fanns på enheten som helhet räckte till även om den inte fanns specifikt hos den enskilde. Stöd fanns från kollegor och organisationen. Ett behov av mer kunskap och praktisk erfarenhet antyddes. Att ha reflekterat över det egna förhållningssättet framkom som en del i beredskapen. Klinisk betydelse: En antydan ges om vissa kunskapsluckor vilket skulle kunna beaktas vid introduktion av nyutexaminerade. Studien visar på att tillfällen till praktisk erfarenhet är få vilket betonar vikten av att regelbundet erbjuda kurser och utbildningar för att stärka intensivvårdssjuksköterskan i sin profession. / Background: Few cases of organ donations occur in Sweden today. Therefore it may be difficult to obtain and maintain professional competence. Research has shown perceptions that potential donors may be missed due to organizational weaknesses such as structure and guidelines. Past research has also unveiled lack of knowledge and a need for education. Aim: To examine how intensive care nurses perceive their knowledge and preparedness regarding the process of organ donation. Methods: An empirical qualitative approach was used. The data collection was conducted through the mean of a focus group interview. The sample consisted of intensive care nurses working in a general intensive care unit. Content analysis was used to process the material. Results: Four main categories and nine subcategories were identified. The main categories were limited experience, approach and attitude, the support of colleagues and existing knowledge and preparedness Conclusions: The participants appeared secure about the knowledge and preparedness that existed in the unit. It was considered as sufficient even if it wasn’t possessed at the individual level. Support from colleagues and organization was available, however a need for more knowledge and practical experience was expressed. Self-reflection about personal attitudes emerged as a part of the preparedness. Relevance to clinical practice: It is suspected that some knowledge gaps exist and an introduction to newly graduates about the issue should be made. The study shows that opportunities for practical experience are few which emphasize the importance of providing intensive care nurses with continuing education about the issue in order to strengthen their professionalism.

The purpose of this study is to examine how specialist teachers relate to content- and language-integrated learning, as well as examine if and how they work with developing the pupils' language and subject knowledge in the tutoring in order to benefit for the pupils learning process. The intention is also to examine which lingual challenges the teachers see in their subject. To answer the research questions, a qualitative method is used, and semi-structured interviews. In total, five senior high school teachers from one school in Västra Götaland have been interviewed and the subjects represented are physical education, social science, history, religion, sociology, mathematics and natural science. The result shows that teachers support content- and language integrated learning in their tutoring and they also believe that it is important to develop the pupils' lingual ability in order for them to develop in their specific subject. However, the result shows that the old subject tradition is still evident to some extent, but the perception of the role as a specialist teacher is changing. Moreover, the result shows that the teachers work with content- and language integrated learning in their specific subject, with an emphasis on terms and the understanding of concepts. It is evident that Vygotskys socio-cultural perspective and Hallidays systemic-functional grammar is seen in how teachers work, but the conclusion is that teachers to a large extent work according to these theories without being aware of it, and thus rather makes it right by coincidence. Further, the result shows that the teachers are aware of what lingual challenges the pupils' come across in their specific subject, and they agree on that there are mainly the cognitive abilities that challenge the pupil. / Syftet med studien är att undersöka hur ämneslärare förhåller sig till språk- och kunskapsutvecklande arbetssätt, samt undersöka om och hur de i så fall arbetar med att utveckla elevens språk och ämneskunskap i undervisningen för att gynna elevens lärande. Intentionen är även att undersöka vilka språkliga utmaningar lärarna anser att eleven möter i deras ämnen. För att besvara studiens frågeställningar har en kvalitativ inriktad metod valts, i form av semistrukturerade intervjuer. Sammanlagt intervjuades fem gymnasielärare från en skola i Västra Götaland och ämnena som representeras är idrott och hälsa, samhällsvetenskap, historia, religion, sociologi, matematik och naturvetenskap. Resultatet visar att lärarna är positivt inställda till språk- och kunskapsutvecklande arbetssätt i ämnesundervisningen och att de tycker att det är viktigt att utveckla elevens språkliga förmåga för att eleven ska kunna utvecklas i deras ämnen. Dock visar resultatet att den gamla ämnestraditionen fortfarande finns kvar till viss del, men att synen på ämneslärarens roll likväl håller på att förändras. Vidare visar resultatet att lärarna arbetar med språk- och kunskapsutveckling i sina ämnen, med fokus på främst termer och begreppsförståelse. Det går tydligt att se Vygotskys sociokulturella perspektiv och Hallidays systemisk-funktionella grammatik i lärarnas arbetssätt, men slutsatsen blir att lärarna till stor del arbetar omedvetet utifrån teorierna och mer råkar ”träffa rätt”. Vidare visar resultatet att alla lärarna är medvetna om vilka språkliga utmaningar som eleven möter i deras ämnen och de är överens om att det främst är de kognitiva förmågorna som är en utmaning för eleven.

Introduction: Des essais cliniques randomisés ont démontré que l'éducation sur l'asthme, sans ou avec un suivi médical, réduit le risque de visites à l’urgence subséquentes. Toutefois, l'éducation sur l'asthme et le suivi médical spécialisé sont souvent offerts dans des contextes différents, ce qui rend difficile l’implémentation en pratique clinique. Objectifs: Chez les enfants référés au Centre d’enseignement sur l’asthme (CEA) suite à une visite à l’urgence pour asthme, l’objectif principal est d’évaluer l’impact réel individuel et combiné d’une visite au CEA et d’un suivi médical spécialisé (SMS) sur une visite à l’urgence subséquente pour l’asthme au cours de l’année suivante. Méthodes: Étude de cohorte rétrospective d’enfants référés au CEA dans l’année suivant une visite à l’urgence pour l’asthme. Le délai jusqu’à la visite subséquente à l’urgence pour asthme a été analysé par un modèle à risques proportionnels de Cox avec les variables d’exposition (CEA et SMS) variant dans le temps. Résultats: Comparativement aux enfants qui n’ont reçu aucune exposition, ceux qui ont effectué une visite au CEA seulement [Hazard Ratio (HR) =0.68, IC 95% 0.53-0.86] ou avec un SMS (HR=0.43, IC 95% 0.34-0.53) ont eu un risque instantané moins élevé d’une visite à l’urgence subséquente. Une visite au SMS seule n’a pas d’effet statistiquement significatif. Conclusion: Dans une cohorte d’enfants référés au CEA suite à une visite à l’urgence pour l’asthme, le fait de recevoir l’éducation sur l’asthme avec ou sans suivi spécialisé est associé à une protection contre une visite subséquente à l’urgence. / Background: Randomized controlled trials have shown that asthma education alone or in combination with medical review reduces the risk of subsequent emergency department (ED) visits. Nevertheless, asthma education and specialized care often provided in different settings, which increases the implementation burden in clinical practice. Objectives: In children referred to the Asthma Education Centre (AEC) following an ED visit for asthma, the primary objective was to evaluate the real-life individual and combined impact of an AEC visit and specialized asthma care (SAC) visit on a subsequent ED visit for asthma over the following year. Methods: Retrospective cohort study of children referred to the AEC in the year following an ED visit for asthma. The time to subsequent ED visit for asthma was analyzed by a Cox proportional hazards model with time-varying exposures (AEC and SAC). Results: Compared to the children who did not receive any of the exposures, those who had exposure to AEC alone [Hazard Ratio (HR) =0.68, CI 95% 0.53-0.86] or with SAC (HR=0.43, CI 95% 0.34-0.53) had a decreased risk of an earlier subsequent ED visit. Exposure to SAC alone did not have a statistically significant effect on a subsequent asthma visit for asthma Conclusion: In a cohort of children referred to the AEC following an ED visit for asthma, receiving asthma education with or without specialized care was associated with protection against a subsequent ED visit for asthma.