Den här studien går ut på att undersöka vilka arbetssätt lärare använder sig av när det gäller undervisningen i läsutveckling i skolans tidigaste åldrar, samt varför de väljer just dessa. Studien bygger på kvalitativa intervjuer med fyra verksamma lärare i förskoleklass och årskurs 1. Resultatet av undersökningen är att lärarna blandar flera olika metoder, och arbetssätt, för att individanpassa sin undervisning och nå varje enskild elev. / This study aims to examine the working methods that teachers use in reading development in the early years education, as well as why they choose these methods. The study is based on qualitative interviews with four active teachers in preschool-class and first grade. The result of the study says that teachers mix different methods, and approaches, to individualize their teaching and reach each individual student at their level.

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Rationale Epilepsy is a common, chronic, neurological condition that disproportionately affects individuals living in low- and middle- income countries, including much of sub-Saharan Africa. Epilepsy is treatable, with the majority of individuals who take anti-epileptic drugs experiencing a reduction, or elimination, of seizures. Yet the number of individuals taking and adhering to medication in Africa is low and interventions aimed at improving treatment are lacking. Aims To define the epidemiology of convulsive epilepsy in rural South Africa in terms of incidence, mortality and disability-adjusted life years; to determine outpatient, out-of-pocket costs resulting from epilepsy treatment; to establish the level of adherence to anti-epileptic drugs amongst people with epilepsy; and, to determine whether the introduction of routine visits to people with epilepsy by community health workers is a cost-effective intervention for improving adherence to anti-epileptic drugs. Methods Nested within the Agincourt Health and Demographic Surveillance System, this work utilized a cohort of individuals diagnosed with convulsive epilepsy in 2008 to determine health care utilization and out-of-pocket costs due to care sought for epilepsy. Additionally, using blood samples from the cohort, anti-epileptic drug adherence was measured and, following the cohort, mortality rates were determined. Using these collected epidemiological parameters, disability-adjusted life years due to convulsive epilepsy were determined. Finally, combining the epidemiological and cost parameters, a community health worker intervention was modeled to determine its incremental cost-effectiveness ratio. Key Findings The burden of convulsive epilepsy is lower in rural South Africa than other parts of Africa, likely due to lower levels of known risk factors. Yet the burden, especially in terms of mortality, remains high, as does the treatment gap and health care utilization. Findings from the economic evaluation found the introduction of a community health worker to be highly cost-effective and would likely lower the burden of epilepsy in rural South Africa. Implications Epilepsy contributes to the burden of disease in rural South Africa, with high levels of mortality and a substantial treatment gap. The introduction of a community-health worker is likely to be one cost-effective, community based intervention that would lower the burden of epilepsy by improving adherence to anti-epileptic drugs. Implementing this intervention, based on these findings, is a justified and important next step.

Thesis (DTh)--University of Stellenbosch, 1995. / ENGLISH ABSTRACT: A number of theories aimed at more effective ways of religious education have seen the light in recent years. They are all characterized by a holistic approach which emphasises the fact that we should try to utilise more than just the cognitive and verbal potential of man. This study does not merely accept this view but would also like to go further and look for practical means to implement these ideas. The central hypothesis of the study is that symbols and rituals are eminently suitable instruments if one opts for a holistic approach towards religious education. Various shifts which have recently occurred in modern society are highlighted in the study. These include a new outlook on life, new behavioural patterns, new ways of communication and new theories on communication. The complexity of our society is described because it has a major influence on the functioning of symbols and rituals. Secondly, symbols and rituals are defined and their functioning is described. Issues like the interplay between symbol and ritual and society, the way in which order and identity are given to society by symbols and rituals, the way in which symbols and rituals communicate without the use of a multitude of words, the pastoral function that symbols and rituals can fulfil and the gradual disappearance of symbols and rituals from our society are discussed. Attention is also paid to the concepts "liminality" and "commullitas", as described by the anthropologist Victor Turner. These two concepts are central to the understanding of the way in which rituals function. Thirdly, symbols and rituals are viewed from a Biblical and theological angle. The study shows that man was created as a symbol, but also underlines the importance of seeing man's body and soul as a unity. This has special implications for the manner in which we ritualize. It is also pointed out that symbols and rituals have played a major role in worship since the earliest times. The important role which kerugmatic and cultic acts, as well as the sacraments have played and can still play in the life of a believer is also described. Fourthly, the study concludes that symbols and rituals can indeed play a vital role in the process of religious education and the deepening and expansion of faith. The argument is supported in a deductive manner by the insights of people like H. Westerhoff, P. Babin, C.R. Foster, S. McLean and others. It is stressed that symbols and rituals should be used in a nuanced manner. Finally a number of proposals are made as to how these principles could be implemented in practice, together with some suggestions for further study. We believe that this should stimulate both the utilisation of symbols and rituals and further discussion and research in this regard. / AFRIKAANSE OPSOMMING: Daar het die afgelope aantal jare 'n hele aantal teoriee rakende die effektiewe oordrag van geloofsinhoude die lig gesien. Die teoriee word feitlik deurgaans gekenmerk deur 'n holistiese benadering wat beklemtoon dat meer as die kognitiewe en verbale potensiaal van die mens benut behoort te word. Hierdie studie sluit daarby aan, maar soek verder na praktiese instrumente vir geloofsvorming wat aan hierdie vereiste sal voldoen. Die sentrale hipotese van die studie is dat simbole en rituele by uitnemendheid geskik is om geloofsinhoude op 'n holistiese wyse oor te dra en so mee te werk aan 'n proses van geloofsvorming. Daar word in die studie gewys op skuiwe wat die afgelope aantal jare binne die moderne samelewing plaasgevind het en die mens se gedrag, lewens- en wereldbeskouing, asook kommunikasie en teoriee ten opsigte van kommunikasie daadwerklik beinvloed het. Die kompleksiteit van die samelewing word uitgelig omdat dit sowel positiewe as negatiewe implikasies vir die funksionering van simbole en rituele het. Tweedens word simbole en rituele gedefinieer en die funksionering daarvan beskryf Sake soos die wisselwerking tussen simbole en ritue1e en die gemeenskap, die wyse waarop simbole en rituele orde en identiteit aan die gemeenskap gee, die wyse waarop simbole en rituele sonder 'n omhaal van woorde kommunikeer, die pastorale funksies wat deur simbole en ritue1e vervul kan word en die wyse waarop simbole en rituele algaande uit die samelewing verdwyn het, word bespreek. Aandag word ook aan die begrippe "liminaliteit" en "communitas" gegee. Daar word veral aangesluit by die werk van die antropoloog Victor Turner. Hierdie twee begrippe word as wesenlik vir die verstaan van die funksionering van rituele beskou. Derdens word simbole en rituele deur 'n teologiese en Bybelse bril beskou. Ten aanvang word daarop gewys dat daar aan die mens die kwaliteit gegee is om as lewende simbool te funksioneer. Vervolgens word aangetoon hoe be1angrik dit is om die liggaamlikheid van die mens ernstig op te neem en daarna hoedat simbole en rituele vanaf die Bybelse tye 'n sentrale rol gespeel het in die aanbiddingswereld van gelowiges. Die besondere rol wat kerugmatiese en kultiese handelinge, asook die sakramente, in die geloofslewe van mense gespeel het en steeds speel, word bespreek. Vierdens word die gevolgtrekking gemaak dat simbole en rituele inderdaad 'n belangrike rol kan speel in die proses van geloofsvorming. Die argument word verder op deduktiewe wyse ondersteun deur insigte van persone soos J.H. Westerhoff, P. Babin, R. Osmer, C.R. Foster, S. McLean e.a. Daar word veral gewys op die belangrikheid van 'n genuanseerde gebruik van simbole en rituele. Ten slotte word enkele bedieningsvoorstelle en aanbevelings vir verdere navorsing gemaak wat as stimulering van die bedieningspraktyk behoort te dien.

Recent studies have shown that there may be evidence that children with reading difficulties have particular compensatory spatial ability, although the exact spatial ability has not been identified. This study used qualitative and quantitative methods to examine closely two spatial abilities, spatial visualisation (mental rotation from memory) and visual realism (three-dimensional drawing and construction ability) in students with reading problems and students with no problems. The aim was also to explore the question of whether students with spatial ability and reading problems were encouraged to use these strengths either in or out of school and whether such abilities could be identified in the early years environment. Equally, the question of motivational failure related to possible unrecognised potential, particularly in the area of non-verbal/spatial ability was also examined. This study used longitudinal case studies with five children and their mothers over a period of ten years. Interviews were transcribed and analysed using a grounded theory approach. Researcher observations as the teacher of the five children in their primary years provided additional evidence of their reading and spatial abilities at an early age. In addition, the study uses a Further Education College survey that examines spatial ability and reading problems in 133 post-16 year olds that provides the quantitative element of the study providing evidence about students with spatial abilities and their career choices. The data analysis revealed that the five case studies had largely overcome their reading problems due to early intervention strategies for reading together with encouragement and support outside school for their spatial abilities. Additionally, they have pursued careers, which for the most part, uses their spatial skills. The data analysis of the College survey showed that the link between spatial ability and reading problems was less secure, although there were a number of students with Specific Learning Difficulties (SpLD) who had high spatial abilities and this proved to be important from the point of view of identifying strengths alongside weakness in literacy, particularly in the early years at school. Early identification and acknowledgement of spatial ability as a perceived strength and used to support learning, as opposed to identification of reading problems, a perceived deficit, proved to be a key finding of the research.

Bakgrund: Barns smärtfysiologi och deras reaktioner på smärta skiljer sig från vuxnas. De har inte lika välutvecklad smärtreglering och smärtan är närmare associerad med emotionella upplevelser. Smärta hos barn kan leda till negativa följder och har ett samband med stress, oro och rädsla. Syfte: Att beskriva sjuksköterskans möjligheter att lindra smärta i samband med procedurer hos barn 6-12 år. Metod: En litteraturstudie med systematisk ansats där sökningar gjordes i Cinahl, PubMed och Scopus. Sökorden som användes var: ”treatment related pain”, ”procedural pain”, ”procedure pain”, ”child*” och ”nurs*”. Utvalda artiklar kvalitetsgranskades och analyserades genom kvalitativ innehållsanalys. Resultat: Sjuksköterskan har stora möjligheter att lindra smärtan i samband med procedurer. Resultatet grundas på 18 artiklar med olika ansatser och behandlas i sju teman: avledningsmetoder, avslappning, farmakologisk smärtlindring, ålders inverkan på barns smärtupplevelse, att använda avledning, sjuksköterskans betydelse och delaktighet. Konklusion: Sjuksköterskans bemötande och förhållningsätt spelar stor roll i mötet med barnet och denne kan använda sig själv som ett verktyg för att främja barnets känsla av trygghet och använda sig av avledningsmetoder anpassade till barnets förutsättningar. / Background: Children's physiology of pain, as well as their reaction to it, differs from that of an adult. Their pain modulation is not as developed and pain is more closely associated with emotional experiences. Pain in children can lead to negative consequences and is linked to stress, anxiety and fear. Aim: To describe the nurse’s opportunities to alleviate pain in procedures in children 6-12 years. Method: A literature review with a systematic approach where searches were made in Cinahl, PubMed and Scopus. The search terms used were: ”treatment related pain”, ”procedural pain”, ”procedure pain”, ”child*” and ”nurs*”. Selected articles were examined regarding quality and analysed through qualitative content analysis. Results: The nurse has many opportunities to alleviate pain in procedures. The result is based on 18 articles with different approaches and presented in seven themes: distraction methods, relaxation, pharmacological pain relief, influence of age in children's experience of pain, to use distraction, the importance of the nurse and participation. Conclusion: The nurse's approach makes a difference in the encounter with the child and they can use themselves as a tool to promote the child's feeling of security, aswell as use distraction methods adapted to the child.

Syfte: Syftet med studien var att beskriva om aktivitetskorten i I-HOPE motsvarar äldre personers aktiviteter i hemmet utifrån svenska förhållanden samt identifiera behov av att komplettera med ytterligare aktiviteter. Metod: Datainsamling utfördes med en kvantitativ standardiserad webbenkät med kvalitativt inslag. Totalt deltog 41 personer mellan 65 och 87 år med en medelåldern av 73.3 år och standardavvikelse på 5.1 år. Samtliga deltagare bodde i ordinärt boende i Södra Norrland kust- och inland i Sverige. Datamaterialet bearbetades med kvantitativ analysmetod, resultatet presenterades i löptext med tabeller och figurer. Svaren från webbänktens öppna fråga angående saknade aktiviteter kategoriserades i grupper utifrån de faktiska svaren. Resultat: Resultatet från studien visade att samtliga deltagare kunde identifiera 18 av de 44 aktivitetskorten utan vägledning och 16 aktivitetskort kunde 75-99% av deltagarna identifiera utan vägledning.Vidare var det 10 aktivitetskort som färre än 50% av studiens deltagare identifierade utan vägledning. På flertalet aktivitetskort kunde deltagarna identifiera aktiviteten men de identifierade sig sedan inte med miljön, utrustningen eller hur aktiviteten utfördes. Resultatet visade även att 10 av de 44 aktiviteterna inte utfördes av samtliga deltagare i studien. Vidare framkom behov av att komplettera I-HOPE med ytterligare aktivitetskort för att svara mot svenska förhållande. Slutsats: Utifrån studiens resultat finner författarna ett behov av att komplettera med fler aktivitetskort samt att revidera ett antal av bilderna på de befintliga aktivitetskorten i bedömningsinstrumentet I-HOPE. / Purpose: The purpose of the study was to describe whether the activity cards in I-HOPE correspond to older people's activities in the home based on Swedish conditions and identify the need to supplement additional activities. Method: Data collection was performed with a quantitative standardized web quote with qualitative elements. In total, 41 participants participated between 65 and 87 years with an average age of 73.3 years and a standard deviation of 5.1 years. All participants lived in Ordinary accommodation in southern Norway, coastal and inland in Sweden. The data was processed using quantitative analysis method, the result was presented in running text with tables and figures. The answers from the web site's open question about missing activities were categorized into groups based on the actual answers. Results: The result of the study showed that it was 18 of the 44 activity cards that all participants could identify without guidance. 16 activity cards were 75-99% of the participants who could identify. In addition, there were 10 activity cards that fewer than 50% of the study participants were able to Identify without guidance. On most activity cards, participants were able to identify the activity without guidance but they could not identify with the environment, equipment or how the activity was performed. The result also showed that 10 of the 44 activities were not performed by all participants in the study. Furthermore, there was a need to supplement I-HOPE with additional activity cards to respond to Swedish conditions. Conclusion: Based on the results of the study, the authors find a need to supplement more activity cards and to revise a number of the pictures on the existing activity cards in the I-HOPE assessment tool.

Bakgrund: Idag lever ca: 450 000 personer med diabetes i Sverige och det gör sjukdomen till en av de stora folksjukdomarna. Diabetes mellitus typ 1 är en kronisk autoimmun sjukdom och drabbar framförallt unga människor. I Sverige lever ungefär 7000 barn med sjukdomen och varje år insjuknar ca: 700 barn under 15 år. Detta gör sjukdomen till en av de vanligaste kroniska sjukdomarna hos barn i Sverige. Syfte: Syftet med denna litteraturstudie var att beskriva föräldrars upplevelse av att leva med ett barn (0–13 år) med diabetes mellitus typ 1. Samt att beskriva datainsamlingsmetoderna i de inkluderade artiklarna. Metod: En deskriptiv litteraturstudie som inkluderade 11 vetenskapliga artiklar varav nio artiklar av kvalitativ ansats, en av kvantitativ ansats och en mixad studie. Dessa analyserades objektivt av båda författarna. Sökningarna skedde i PubMed och Cinahl. Resultat: Resultatet visar att föräldrar upplevde en stor påfrestning och livsomställning när ens barn drabbades av diabetes. De upplevde en känsla av ständig oro och de hade svårt att överlåta ansvaret till någon annan. Stöd och information upplevdes som bristfällig vid olika situationer men ett diabetesteam eller en mentor upplevdes som positivt. Datainsamlingsmetoderna i de inkluderade artiklarna var till största delen intervjuer förutom en som tillämpat frågeformulär. Slutsatser: Föräldrar upplevde ständig oro, brist på stöd och information. Med rätt stöd och information skulle föräldrars oro minskas och det skulle även kunna stärka barnets egenvårdsförmåga. / Background: Today live about 450 000 people with diabetes in Sweden and it makes the disease one of the major diseases. Diabetes mellitus type 1 is a chronic autoimmune disease primarily affects young people. In Sweden live about 7000 children with the disease and fall ill every year approximately 700 children under 15 years. This makes the disease one of the most common chronic diseases in children in Sweden. Aims: The purpose of this study was to describe parents' experience of living with a child (0-13 years) with type 1 diabetes mellitus and to describe the data collection methods of the included articles. Methods: A descriptive literature study, which included 11 scientific articles, nine articles of qualitative approach, one quantitative and one mixed study. These were analyzed objectively by both authors. The searches took place in PubMed and Cinahl. Results: The results show that parents experienced stress and life adjustment when child get diabetes. They felt a sense of worry and they found it difficult to assign responsibility to someone else. Support and information perceived as flawed in different situations, but a healthcare team or a mentor perceived as positive. Data collection methods in the included articles were mostly interviews except one who applied the questionnaire. Conclusions: Parents experienced constant worry, lack of support and information. With the right support and information would reduce parents' anxiety and it could also strengthen the child's self-care ability.

What is the nature and purpose of Family Learning? The discourses relating to how a strong home-school relationship affects attitudes to Lifelong Learning and the impact of paternal involvement in young children's development have been well researched and document clear links and positive, enduring benefits for families and professionals. In spite, or perhaps because of this focus, the means by which these connections are achieved and maintained remains less well explored. The issues that need addressing now are more tangible challenges, such as: what does good practice look like, who decides which notions are consolidated, when and why? Coupled with questions such as how do we get more fathers more involved and what will enable these relationships to flourish, this research reports on the initial findings from a small-scale exploratory inquiry, conducted as part of a professional doctorate, which considers a possible approach to these issues. It is an illuminative case study, located within an interpretive research paradigm, based on ontological assumptions of empowerment and emancipation for participants. A sociocultural epistemology informs and frames the work. The study sets out to explore the value and potential of Family Learning as a means of focused intervention in response to the questions raised, whilst also examining and increasing awareness of the issues involved, as seen by participants, to facilitate the expression of paternal agency and voice within the research process. The data collection, conducted over a period of six months, focuses on an existing Fathers’ Group, as they participate in a Family Learning project. It seeks to establish the nature and purpose of this type of provision, by clarifying the processes, outcomes and determinants of involvement through the eyes of the fathers, as they define and ultimately come to terms with their own identity and roles, in relation to their young children's development. The research centres on two workshops supported by several participant-led focus meetings. Two semi-structured staff interviews offer insight into the role that both professional and personal cultural and historical understandings of Family Learning play in the process, whilst the data analysis illuminates and describes the relationships between parents and practitioners, policy and pedagogy. The research observations could be used to inform approaches to both the establishment and the development of individual, personalised family frameworks for Lifelong Learning. The findings may also contribute towards a fresh perspective and offer creative approaches for professionals, in which pedagogical practice is not pre-determined but constantly evolving, on an equal and collaborative basis, between professionals and participants. This study offers a critical examination of grassroots Family Learning in practice. It is firmly embedded within and responsive to the needs of its local community. It aims to provide independent evidence to reinforce and extend the current knowledge base and ultimately, to maintain, strengthen and expand the connections between Family and Lifelong Learning.

This study was conducted to determine the effectiveness of alternative middle school programs utilizing a longitudinal, mixed methods design and was driven by research questions which analyzed trends in attendance, discipline, and Standard of Learning test pass rates in history and science for 8th, 9th, and 10th grade. It also examined student perceptions concerning preparedness for high school, skills previously taught, transition to high school, and relationships with peers and adults. Data on attendance, discipline, and SOL scores were collected from 34 students from the 2009-2010 8th grade cohort who attended one of two alternative middle schools. Attendance data indicated a decrease in the number of absences each year from 8th – 10th grade, ranging from two days to 53 days per student. Discipline data reflected a drop in discipline referrals, each year, from 8th to 10th grade. The greatest improvement in discipline, indicated by a decrease in per student referrals, occurred between 9th and 10th grade. History SOL results indicated a pass rate that remained between 70% - 71% for grades 8-10. The test results for the science SOL showed a drop in number of students passing from 8th to 9th grade and increasing from 9th to 10th grade. An analysis of interviews with twelve students found that they perceived their alternative middle experience as having a positive effect on relationships, both with peers and adults, and a desire to graduate. They attributed an improvement in relationship skills and ability to select positive relationships with alternative middle school attendance. Students consistently noted small class size, as experienced in the alternative middle school, as an influence on both behavior and achievement. Students previously considering dropping out of school felt their alternative middle school experience had contributed to their changed mindsets and goals. Overall this study indicated that students attending the alternative middle school for 8th grade perceived their experiences as providing greater social rather than academic preparation for high school. In addition, best practices are similar for high school and middle school alternative programs.