Bakgrund: Stroke är ett vanligt förekommande fenomen både nationellt och internationellt. Patienters beskriver ett missnöje över vissa delar av omvårdnaden när det kommer till problematik efter en stroke. Lagar och styrdokument förtydligar vårdpersonalens ansvar och skyldigheter vid omvårdnad och patienters egenvård betonas. Syfte: Att beskriva vårdpersonalens perspektiv på omvårdnaden gällande patienter som genomgått en stroke. Metod: En allmän litteraturöversikt där både kvalitativa och kvantitativa artiklar har analyserats och presenterats. Resultat: Vårdpersonalen menade att relationen till patienter var viktig för att ge patienter möjlighet till god omvårdnad. Vårdpersonalen beskrev också att andra förutsättningar behövs för god omvårdnad samt att det förekommer svårigheter i omvårdnaden. Det är viktigt att ta hänsyn till patienters unika svårigheter och problem efter stroke och anpassa omvårdnaden efter det. Omvårdnaden strävar efter att patienter i möjligaste mån ska bli självständig. Slutsats: Vårdpersonalen bör se den unika patienter med unika besvär för att anpassa omvårdnaden och för att omvårdnaden ska leda till främjandet av patienters självständighet. / Background: Stroke is a common phenomenon worldwide. Patients describes dissatisfaction when it comes to nursing after stroke related to specified problems. Laws and guidelines define healthcare staff’s responsibility and obligations related to nursing and the patient’s self-care is prioritized. Aim: To describe nursing related to patients after stroke from a nursing staff perspective. Method: A general literature review including analysis and presentation of both qualitative research and quantitative research. Result: Healthcare staff concluded that the relationship to the patient established the possibility to give the patient meaningful nursing care. Healthcare staff also described other important aspects to succeed in nursing and some difficulties in nursing. It’s important to be aware of the patients special and unique needs and adopt the nursing care after those aspects. The patient will receive nursing care to support the patient to independence which the nursing care also strives for. Conclusion: Healthcare staff must include the unique patient and be aware of the unique circumstances to be able to adjust nursing care and encourage the patient’s way to independency.

Indiana University-Purdue University Indianapolis (IUPUI) / Education is among the industries shifting today to answer evolving global needs and opportunities. Influential organizations and thought leaders are calling for reimagining of teaching and learning. To prepare students for college and professions, an increasing number of K-12 independent schools are beginning to focus on deep learning experiences and building key “21st century skills” and competencies. These schools are also interested in their public purpose both as institutional citizens of their local communities and to connect their students to local and global communities. These connections provide students with an authentic context for application of learning and for community contribution. There is also now an opportunity to coordinate curricular goals with developmental goals related to students’ social-emotional growth and social responsibility. This study used online surveys taken by students and their teachers to explore whether high school courses with public good themes and experiences in independent schools nurture the development of 21st century skills in students. The eight skills studied were: Critical thinking, collaboration, communication, creativity and innovation, self-direction, global connections, local connections, and the use of technology. The skills were measured through frequency ratings of forty-eight classroom practices. Findings show that both students and teachers believe these courses do nurture each skill – some with greater emphasis. Students reported critical thinking, communication, self-direction and making local connections as the skills most learned in their courses, while teachers reported that students most learned these same skills with the addition of collaboration. Teachers use a number of practices in the classroom to develop 21st century skills and most students found the practices relevant to their course.

This study examines board meetings’ role in reducing the information gap between managers and independent directors. Using abnormal returns to insider trades as a proxy for insiders’ information level, I find no association between board meetings and the manager-director information gap for the pre-2003 period. However, in the post-2003 period, board meetings significantly increase directors’ information level relative to that of managers. I next identify that board meetings’ informational role is driven by the 2003 NASDAQ and NYSE board independence requirements. Further analyses support a causal link between board meetings and the smaller manager-director information gap post-2003. Furthermore, board meetings’ information role is more pronounced for directors who are relatively new to the firm, diverse directors, directors with outside connections, and directors sitting on certain committees. Lastly, using a subsample of firms that voluntarily disclose disaggregated information on board meetings, I find that the form of board meetings also matters: in-person board meetings reduce the manager-director information gap, while remote board meetings do not. Overall, board meetings’ informational efficacy depends on mandatory board independence, independent directors’ characteristics, and board meetings’ organizational forms.

京都大学 / 0048 / 新制・課程博士 / 博士(工学) / 甲第18470号 / 工博第3906号 / 新制||工||1600(附属図書館) / 31348 / 京都大学大学院工学研究科電子工学専攻 / (主査)教授 北野 正雄, 教授 和田 修己, 准教授 山田 啓文 / 学位規則第4条第1項該当 / Doctor of Philosophy (Engineering) / Kyoto University / DFAM

Background: Aging can mean weakness that affect the elderly's independence. When theelderly come in need for healthcare, example through nursing homes, home care or hospitals,the work needs to be based on promoting the elderlys independence. Aim: To describenurses' experiences of promoting the elderly patient's independence. Method: Systematicliterature study of qualitative approach with Evans (2002) analysis method. Results: Afterthe analysis, two themes and four subthemes emerged. Theme one describes strategies thatinclude preventive measures and participation. Theme two describes resources in theorganization, which includes internal resources and external resources. Conclusion: Thereare different ways for nurses to promote independence in the elderly patient. They can workpreventively so that the independence of the elderly patient can be preserved andstrengthened. Participation in the elderly patient was considered significant as this is almosta must for the elderly to have the opportunity to experience independence. Understanding aswell as reflection and evaluation are significant parts of the work of internal resources.External resources include collaboration between different professions and how theenvironment can be adapted to the elderly. Assistive technology for the elderly patient is anexternal resource as the elderly patient's independence is promoted.

För att elever ska öka sin läsförmåga är det centralt att de får läsa mycket samt att de får undervisning och stöd när de ska bearbeta en text. På grund av att alla elever inte får tid till att läsa förlorar de som inte läser delar av sin läsförmåga. Syftet med studien är att utifrån den sociokulturella teorin undersöka hur elever uppfattar den enskilda läsningen i klassrummet. Studien utgår från en fenomenografisk ansats och semistrukturerade intervjuer har använts för att samla in det empiriska materialet. Totalt har tolv elever i årskurs 3 deltagit. När intervjuerna hade genomförts transkriberades de och sedan analyserades de utifrån en tematisk analys i sex olika steg. Resultatet visar att eleverna främst har en positiv inställning till enskild läsning, dock hade de önskat att få välja bok mer fritt. Det har framkommit i föreliggande studie att det finns både för- och nackdelar med det. Eleverna i studien berättar om viktiga aspekter som de behöver när det kommer till enskild läsning, dessa är: val av bok, lärarens stöd, tid till enskild läsning och efterarbete. Detta framkom i analysen av resultatet. / In order for students to increase their reading ability, it is central that they read a lot and that they receive instruction and support when they have to process a text. Since that not all students get time to read, those who do not read lose parts of their reading ability. The aim of the study is to examine, from the sociocultural lense, how students perceive individual reading in the classroom. The study is based on a phenomenographic approach and semi-structured interviews have been used to collect the empirical material. A total of twelve students in year 3 have participated. When the interviews were completed, they were transcribed and then analyzed based on a thematic analysis in six different steps. The results show that the students mainly have a positive attitude towards individual reading, however they would have liked to be able to choose a book more freely. It has emerged that there are both pros and cons to it. The students in the study talk about important aspects that they need when it comes to individual reading, these are: choice of book, teacher's support, time for individual reading and post-work. This emerged in the analysis of the results.

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Although this project refers to theory and literature about giftedness and independent learning, it is based primarily on narratives of classroom experience. The key belief is that the best way to build on the strengths and meet the needs of adolescent gifted learners is for the teachers involved to create a classroom learning climate and curriculum which coaches those students towards independent learning. Such a climate and curriculum provide opportunities for gifted adolescents to reach their potential. An adaptable and practical three-stage model for designing such a curriculum is provided. By integrating self-and teacher assessment and evaluation throughout three stages of curriculum, the model provides opportunities for students to develop the skills necessary for independent learning. Three narratives of my own experiences in using the three-stage model outlined above are provided. The three situations include the role of classroom teacher of OAC English, co-author of a literature anthology and teacher resource for grade nine destreamed English classes, and facilitator of an Interdisciplinary Autonomous Learner programme for gifted/highly able adolescent learners. Thus, the three-stage curriculum model has been used and shown to be effective. My own, and my students' experiences in using the model, and the common ground discovered in all three roles, form the basis of the recommendations being made in the final chapter. Practical recommendations are made to teachers who are interested in implementing a curriculum which promotes independent learning for gifted adolescents. / Thesis / Master of Arts (MA)

Native American and African American material culture of mid-19thcentury to present day appear to hold evidence for a more ancient spiritual and cultural relationship between these two diverse peoples. There is evidence of strikingly similar, and in some instances, identical, pre-Columbian (before 1492) symbols from Africa and North America which allows us to examine questions of diffusion or independent invention. This thesis provides an examination of cultural practices and spiritual beliefs of the Indigenous peoples of North America and Africa through symbols incorporated in the material culture of each, focusing primarily on textiles and it provides an exploration into the traditional knowledge systems that under-lie the adaptations and syncretism of these culture groups in creating objects and ascribing meaning to symbols. In order to understand the similarities, along with the continuity and retention of ancient belief systems, it is necessary to travel the path back, as far as possible. Anthropological debates such as diffusion vs. independent invention are encountered and examined. Through the many processes of colonization, the histories of Indigenous peoples have been sanitized or erased to accommodate European hegemony and perceptions of superior knowledge systems. In searching for that which has been misplaced or stolen through colonization, the necessity of supporting an Indigenous praxis of Theory and Method in the discipline of Anthropology is presented. By recognizing Indigenous knowledge systems, and from such a perspective, it would be disingenuous to believe that there was no intercontinental contact between the Indigenous peoples of the Americas and those of Africa prior to 1492.