Denmark and Norway have more explicit syllabuses for English as a Foreign Language and more time allocated to EFL than Sweden. If measures have been taken to improve the syllabus and to increase time for EFL in these countries, do these measures need to be taken in Sweden too? This study aims to explore time allocation and the use of Content and Language Integrated Learning approaches in the primary school years 1-3 in Sweden. 114 teachers participated in this study through a web-based questionnaire. The findings show that teachers experience time constraints associated with EFL, and a third of the respondents state that they compensate for the time constraints associated with EFL through CLIL approaches. However, whether or not CLIL is indeed present in primary school years 1-3 is difficult to decide, due to the lack of a common frame of reference for CLIL in Sweden and in primary schools, as well as the contextual variables that affect and shape EFL and CLIL. Little, if any, research into the effects of CLIL in years 1-3 in Sweden has been carried out, so this study might help to highlight possible areas of interest for future research and prompt further exploration of the field.

Både digitala och analoga skrivverktyg utgör en stor del av den tidiga skrivundervisningen. Det råder dock skilda åsikter om vilket skrivverktyg som är mest gynnsamt för elevernas textskapande. Syftet med denna studie är att bidra med kunskaper om elever och lärares uppfattningar om betydelsen av digitala respektive analoga skrivverktyg för textskapande. För att besvara syftet ligger följande frågeställningar till grund: Vilka möjligheter och utmaningar vid textskapande upplever elever med digitala respektive analoga skrivverktyg? Vilka möjligheter och utmaningar vid textskapande upplever lärare med digitala respektive analoga skrivverktyg? Samt vilka skillnader och likheter mellan lärarnas och elevernas uppfattningar förekommer? I studien har en kvalitativ metod använts i form av semistrukturerade intervjuer. Totalt deltar två lärare och åtta elever från två skolor i årskurs 3. Lärarintervjuerna har genomförts enskilt och elevintervjuerna i grupp. Studien har sin utgångspunkt i det sociokulturella perspektivet. Resultatet i studien visar att lärare och elevers uppfattningar till stor del stämmer överens. De möjligheter som resultatet visar är att digitala skrivverktyg underlättar textredigeringen samt att eleverna skriver snabbare och längre texter. Även olika funktioner skapar möjlighet för eleverna att bli medveten om sin stavning. Samtidigt kan funktionerna vara en utmaning eftersom det kan hämma elevernas lärande. Med analoga skrivverktyg gynnas elevernas motorik och minnesförmåga men kan vara utmanande då eleverna upplever att det värker i handen när de skriver för hand. Studiens slutsats är att det krävs medvetna didaktiska val av läraren för att avgöra när respektive skrivverktyg ska användas. / Both digital and analog writing tools are a big part of the early writing development. However, there are different opinions about which writing tool is the most beneficial for students’ text creation. Thus, the purpose of this study is to contribute knowledge about students’ and teachers’ perception of the importance of digital and analogue writing tools for text creation. To answer this, the following questions are the base of this essay: What opportunities and challenges in text creation do students experience with digital and analog writing tools? What opportunities and challenges in text creation do teachers experience with digital and analog writing tools? And what differences and similarities exist between the teachers' and students' perceptions? In the study, a qualitative method has been used in the form of semi-structured interviews. A total of two teachers and eight year 3 students from two schools participate. The teacher interviews were conducted individually and the student interviews in groups. The study has its theoretical anchoring in the socio-cultural perspective. The results of the study show that teachers' and students' perceptions largely agree. The results show that digital writing tools facilitate text editing and that students write faster and longer text. Certain functions also create opportunities for students to become aware of their spelling. At the same time, the features can be a challenge as it can hinder students' learning. With analog writing tools, the students' motor skills and memory are benefited, but can be challenging as the students find their hand aching when writing by hand. The study concludes that the teachers´ didactic choices are vital when determining which writing tool to use in the classroom.

This thesis focuses on the comparison between immigrants and non-immigrants with respect to various health-related behaviours perspective/viewpoints. Specifically, this thesis comprises three essays. First, I investigate any differences in the factors for utilizing general practitioners (GP) and specialists (SP) between immigrants and non-immigrants in Canada. Second, I examine the causal effects of language proficiency on the health and health behaviours of immigrants to Canada. Finally, I investigate whether there are any differences in the claiming patterns of the Medical Expense Tax Credit (METC) and/or Medical Expense Supplement (MES) for immigrants compared to non-immigrants in Canada. Chapter 1 investigates any differences in healthcare utilization patterns between immigrants and non-immigrants. We implement a two-part model, where the first part applies logistic regressions to assess factors associated with visiting a physician, and the second applies zero-truncated negative binomial regression models to capture the frequency of using healthcare services, conditional on having at least one visit. Our results show that the patterns of healthcare utilization are different for immigrants compared to non-immigrants; differences are also observed by gender and age. More specifically, prescription drug insurance coverage and chronic conditions play opposing roles for male and female immigrants compared to their non-immigrants counterparts. Moreover, the number of years since migration is an important factor in increasing the probability of any general practitioner (GP) and specialist (SP) visit for all immigrants. Chapter 2 is to my knowledge, the first research on the causal effects of language proficiency on health outcomes and healthcare utilization of immigrants in Canada. My finding contradicts the idea that immigrants with poor language facilities are less likely to have a regular doctor. I find that good self-reported health is positively associated with language proficiency. However, I find no statistically significant causal effect of language proficiency on reporting ‘good mental health’. In addition, I find strong evidence that the utilization of hospital and mental health care services are positively associated with being English-language proficient even after controlling for many possible sets of factors. Chapter 3 contributes by supporting existing literature, but with a completely different dimension: the medical tax perspective. I am unaware of any previous research that directly compares the claim patterns of the Medical Expense Tax Credit (METC) and/or refundable Medical Expense Supplement (MES) for immigrants with those of non-immigrants in Canada. My results show that there are differences in the proportions of tax filers who claimed the METC and/or MES, and the amounts of a claim for the METC and/or MES for immigrants compared to non-immigrants; differences are also observed by age, years since migration (YSM), province and immigration categories. In both couples and single families, a lower proportion of immigrant tax filers claimed gross immediate family medical expenses (GME), potential METC claims, and METC refunds compared to non-immigrants. In the case of single families, a higher proportion of non-immigrant tax filers claimed MES compared to their immigrant counterparts. / Thesis / Doctor of Philosophy (PhD) / This thesis focuses on the comparison between immigrants and non-immigrants with respect to various health-related behaviours perspective/viewpoints. Specifically, this thesis comprises three essays. First, I investigate any differences in the factors for utilizing general practitioners (GP) and specialists (SP) between immigrants and non-immigrants in Canada. Second, I examine the causal effects of language proficiency on the health and health behaviours of immigrants to Canada. Finally, I investigate whether there are any differences in the claiming patterns of the Medical Expense Tax Credit (METC) and/or Medical Expense Supplement (MES) for immigrants compared to non-immigrants in Canada.

Studiens syfte var att ta reda på huruvida undervisningsmetoder för att utveckla elevernas muntliga, kommunikativa förmågor skulle vara synliga vid observationer av två lärares engelskundervisning i årskurs 4. Syftet var även att genom intervjuer få kunskap om de undervisande lärarnas syn på att utveckla elevernas förmåga att muntligt kommunicera på engelska och om deras arbetssätt innehöll aktiviteter för att främja denna utveckling. Resultatet visade att det fanns flera faktorer som inverkade på möjligheterna att anamma ett kommunikativt arbetssätt i klassrummet men att båda lärare ställde sig positiva till att använda dessa arbetsmetoder för att lära ut engelska.

Bakgrund: Globalt har övervikt och fetma hos barn blivit ett utmanande folkhälsoproblem under 2000-talet. Cirka 41 miljoner barn under fem års ålder lider av övervikt. Studier visar att överviktiga barn som når vuxen ålder möter många hälsoproblem. Sjuksköterskor har en betydande roll i sitt hälsofrämjande och förebyggande arbete samt kunna uppmärksamma avvikelser om övervikt/fetma.    Motiv: Övervikt/fetma, liksom relaterade sjukdomar, kan i hög grad förebyggas. Det förebyggande arbetet av fetma hos barn behöver därför prioriteras högt. Som sjuksköterska är det viktigt att kunna hjälpa familjer genom att främja, förebygga och identifiera avvikelser i barnets hälsa. Övervikt/fetma hos barn, kan vara ett känsligt område att prata med familjer om. Författarna vill därför belysa hur sjuksköterskorna upplever mötet med familjer till överviktiga barn.   Syfte: Syftet med studien är att beskriva sjuksköterskors upplevelser av att möta familjer med överviktiga barn i åldrarna 2 – 6 år.   Metod:  En litteraturstudie baserad på åtta vetenskapliga artiklar av kvalitativ ansats. Dataanalysen genomfördes enligt Lundmans och Hällgren Graneheims innehållsanalys.   Resultat: Tre kategorier framkom ur analysen. Utmanande faktorer i mötet med vårdnadshavare; att beröra ett känsligt ämne, möta föräldrarnas reaktioner samt bemöta kulturella skillnader. Det goda mötet; att anpassa information efter familjens behov och bygga förtroende samt tillit. Hinder i arbetet med övervikt och fetma; hinder såsom stigmatisering kring övervikt/fetma, kunskapsbrist, otydliga riktlinjer samt tidsbrist.   Konklusion: Att diskutera barnets vikt upplevs som ett känsligt ämne. En trygg och god vårdrelation är avgörande i det förebyggande arbetet mot barnfetma. Tydligare riktlinjer vid behandling av övervikt/fetma underlättar. Resurser saknas i form av tid och samarbete med andra yrkesprofessioner för att kunna stötta föräldrarna i arbetet mot barns övervikt. Framtida forskning behövs, då fetma är ett folkhälsoproblem som påverkar den fysiska och psykiska hälsan negativt. / Background: Worldwide, children are becoming excessively heavy at younger ages This has become a challenging public health problem in the 2000s. Today about 41 million children, under the age of five, suffer from overweight/obesity today. Studies demonstrate that overweight/obese children who reach adulthood, faces many health problems. Hence, nurses play a significant role promoting health and working preventively, drawing attention to anomalies in overweight/obesity.  Motive: Overweight/obesity and their related diseases, can be prevented. Consequently, preventive measures taken for overweight/obese children needs to be highly prioritized. For nurse, it is important to promote, prevent, and identify abnormalities in a child’s health. Children´s obesity can be a sensitive topic to raise with families. Therefore, the authors wish to shed light on how nurses’ experiences and approaches engagement with family´s obese children.  Aim: The aim of this study is to describe nurses’ experiences in meeting families with overweight children, ages 2 – 6 years. Methods: A literary review based on eight scientific studies with qualitative approach. Data analysis was conducted according to Lundman’s and Hällgren Graneheim´s content analysis. Results: Three categories emerged from the analysis. Challenging factors in meeting with caregivers; challenges related to sensitive topics, facing families’ reaction, and dealing with cultural differences. The good meeting; adapting information families need and building trust and confidence. Restrictions in the works with overweight/obesity; stigma revolving around overweight/obesity, lack of knowledge and time and unclear guidelines. Conclusion: Discussing a child´s weight, is perceived as a sensitive topic. Safe and good care relations can promote work against child overweight/obesity. Clear guidelines in treatment of overweight/obesity, facilitates and supports nurses. Nurses lack resources in terms of time and collaborating with other professions, to support parents’ betterment of a child’s overweight/obesity. Future research is needed, as overweight/obesity is a public health problem that negatively affects physical and mental health.

No description available.

At the end of the fourteenth century Jean d’Arras rewrote a popular folktale. The tale told how Mélusine, a fairy who was serpent from the navel down every Saturday, married a knight and founded the fortress of Lusignan. In his introduction to the tale Jean d’Arras presents the ideas of four authority figures to convince the reader that fantastical things are possible and that his work should be taken seriously. These authority figures are David, Aristotle, Paul and Gervaise de Tilbury. It is the contention of this thesis that Jean d’Arras presents these figures in his introduction to provide context and serve as doubles for characters in the narration as well as convince the reader to take the work seriously. Through his allusion to Tilbury, Jean d’Arras establishes a context and a doubling for the story-line which he so repetitiously tells. Through his allusion to David we see a doubling for Raymondin, who in fact bears the name of earthly king, a position which David held in archetype. Through his allusion to Paul we see a doubling for Geoffrey à la grande dent, enfant terrible who becomes a responsible leader. And finally we suggest that Aristotle is a type for Jean d’Arras himself, who is presenting to his reader a methodical study of the telos of earthly kings. The thesis contains a discussion of these four individuals, how they were viewed in the late fourteenth-century and what the implications are for reading the text with them in mind. When viewed in the light of these comparisons the text can be seen, not only as a fantastical story, but as political commentary. Jean d’Arras glorifies the Duke of Berry, his patron, by connecting him to a supernatural being, but he also suggests throughout the narration, that the true justification for nobility and political power is not a supernatural connection, but a practical ability to deal with earthly affairs.

Treatment outcomes of young patients with invasive breast cancer treated radically at Groote Schuur Hospital from 2013 to 2017: A single centre study Background: Breast cancer is the leading cause of cancer- related deaths globally, and the commonest cancer in women under 40 years. There is currently a lack of data relating to treatment outcomes of young women with breast cancer particularly in low-and middle-income countries. Aim: This study aims to evaluate the treatment outcomes of young patients (under 40 years) treated radically for invasive breast cancer in a low-and middle-income setting. Settings: Groote Schuur Hospital, Cape Town, South Africa Methods: A retrospective review of 101 women under 40 years, with invasive breast cancer treated radically, between 2013 and 2017 was conducted. Patient characteristics, tumour characteristics, disease stage, treatment, and follow-up were recorded. Primary objectives included evaluating overall and disease free survival, and analysing recurrence patterns and clinicopathological features. Results: The five-year overall and disease free survival for the entire cohort was 77% and 51%, respectively. Five-year overall survival by molecular subtype showed that Luminal A had the best survival, while triple negative breast cancer had the worst overall survival. Conclusion: Young women with breast cancer have poor survival outcomes despite early presentation. There is limited data regarding breast cancer treatment outcomes in patients under forty years.

[pt] Este trabalho disserta sobre o ensino dos números irracionais no Ensino Fundamental – Anos Finais, com o objetivo de discutir as dificuldades que os alunos apresentam em entender a ideia de um número irracional e as formas pelas quais o conteúdo lhes é apresentado. Inicialmente, apresentaremos um breve histórico sobre a origem dos números e os principais sistemas de numeração, realizando uma contextualização histórica dos números irracionais. Falaremos do ensino destes, destacando a abordagem que alguns livros fazem deste conteúdo. Apresentaremos uma pesquisa realizada no Google Forms, com 90 professores que trabalham no Ensino Fundamental, a fim de conhecer as formas pelas quais eles ensinam os números irracionais aos seus alunos. Concluindo o trabalho, demonstraremos formas de trabalhar os números irracionais usando o GeoGebra, calculadora e jogos matemáticos. / [en] This paper discusses the teaching process of the irrational numbers in the Elementary Education – Final Years with the objective of reflecting on the difficulties students have in understanding the idea of an irrational number, and the ways by which the content is presented to students. Initially, we introduce a brief history of the origin of numbers and the main numbering systems, making a historical contextualization of the irrational numbers. By talking about the teaching of the irrational numbers, we highlight the ways by which some books present this content. We present a survey conducted on Google Forms, with 90 teachers who work in the Elementary School, in order to know the ways they teach the irrational numbers to their students. Concluding, we propose ways to work with the irrational numbers using the GeoGebra, calculator and mathematical games.

[pt] Esta dissertação teve como objetivo investigar os saberes mobilizados para ensinar matemática de egressos de um mesmo curso de Pedagogia atuantes nos anos iniciais, além de entender como as trajetórias pessoais e formativas interferem na ação profissional dos professores ao lidarem com o ensino-aprendizagem de matemática. Ensinar matemática aos alunos dos anos iniciais envolve muitos saberes, que são construídos ao longo da trajetória de vida do professor. Como referenciais teóricos sobre saberes docentes foram utilizadas obras de autores como Tardif, Charlot, Hosfstetter e Schneuwly, Valente, entre outros. García auxiliou na compreensão sobre desenvolvimento e trajetória profissional dos professores, uma questão que se amparou também nas discussões presentes nos trabalhos de Nóvoa e Gatti sobre profissionalização. O trabalho de Roldão, junto com outros estudos relacionados à temática, contribuiu para a abordagem do conhecimento profissional. Por meio de uma pesquisa qualitativa, este estudo utilizou o questionário e a entrevista como instrumentos metodológicos. Dos 60 questionários respondidos, 16 correspondiam ao perfil selecionado e 13 egressos aceitaram participar das entrevistas. Entre eles, sete atuavam em escolas particulares, quatro na rede municipal e dois na esfera federal. Os resultados apontaram para a mobilização do professor em ação de três conjuntos de saberes: os saberes discentes, os saberes formativos e os saberes institucionalizados. Destacou-se como ponto positivo a formação humana e crítica do egresso de Pedagogia. Ainda foi possível observar lacunas referentes aos conteúdos matemáticos a serem ensinados e uma falta de aproximação entre teoria e prática, itens apontados pelos entrevistados como uma dificuldade na chegada à escola. / [en] This dissertation aimed to investigate the knowledge mobilized to teach mathematics of graduates of the same Pedagogy course working in the early years, as well as to understand how personal and formative trajectories interfere in the professional action of teachers when referring to the teaching-learning of mathematics. Teaching mathematics to students in the early years requires a lot of knowledge involved and is built throughout the teacher s life trajectory. Tardif, Charlot, Hosfstetter and Schneuwly, Valente, and others were used as theoretical references about teaching knowledge. García helped in the understanding of teachers development and professional trajectory along with the discussions present in Nóvoa and Gatti s works about professionalization. Roldão also contributed by discussing professional knowledge, among other studies that could add to the theme. Through qualitative research, this study used the questionnaire and the interview as methodological tools. Of the 60 questionnaires answered, 16 corresponded to the selected profile, and 13 graduates agreed to participate in the interviews. Among them, seven worked in private schools, four in the municipal network, and two in the federal sphere. The results pointed to the mobilization by the teacher of three sets of knowledge: student knowledge, formative knowledge, and institutionalized knowledge. The human and critical formation of the Pedagogy graduate was highlighted as a positive point. As a point of attention, it is still possible to observe gaps concerning the mathematical contents to be taught and a lack of approximation between theory and practice, pointed out by the interviewees as a difficulty when arriving at school.