Syftet med denna essä är att undersöka hur elever med NPF (neuropsykiska funktionsnedsättningar) kan bli inkluderade i skolan och på fritidshemmet, samt öka kunskapen kring hur lärare ska bemöta elever med NPF. Denna uppsats är skriven i essäform. I essän delar jag med mig av händelser där dilemman uppstått från min yrkeserfarenhet gällande en elev med NPF. I början av essän försöker jag, genom att berätta om några konkreta händelser från mitt arbete som assistent till en pojke med NPF, få läsaren att se vad mitt arbete innebär. Essän har fyra frågeställningar som uppsatsen utgår från: Hur ska jag inkludera elever i behov av stöd på bästa sätt på fritidshemmet men även i klassrummet? Vilka kunskaper hade jag behövt för att möta Noel på bästa sätt? Vem ansvarar för Noels skolgång och tillvaro? Vad hade behövts för skapa en hållbar arbetssituation för mig? Essän avslutas med en reflektion kring resultatet som framkommit i essän. Jag har genom denna essä kommit till slutsatsen om att teoretisk kunskap är en viktigt del i arbete med elever med NPF. / The purpose of this essay is to investigate how students with NPF (neuropsychiatric disabilities) can be included in school and at the after-school center, as well as increase knowledge about how teachers should treat students with NPF. This article is written in essay form. In the essay, I share events where dilemmas have arisen from my own professional experience regarding a student with NPF. At the beginning of the essay, by telling a story about my own work with a boy with NPF, I try to involve a readers a wittnes of my work etails. The essay deals with four questions on which the essay is based: How should I include students in need of support in the best way in the after-school center but also in the classroom? What knowledge would I have needed to meet Noel in the best way? Who is responsible for Noel's schooling and existence? What would have been needed to create a sustainable work situation for me? The essay ends with a reflection on the results that have emerged in the essay. Through this essay, I have come to the conclusion that theoretical knowledge is an important part of working with students with NPF.

PHD (Health Sciences) / Department of Advanced Nursing Sciences

In this paper we consider the p-FEM for elliptic boundary value problems on tetrahedral meshes where the entries of the stiffness matrix are evaluated by numerical quadrature. Such a quadrature can be done by mapping the tetrahedron to a hexahedron via the Duffy transformation. We show that for tensor product Gauss-Lobatto-Jacobi quadrature formulas with q+1=p+1 points in each direction and shape functions that are adapted to the quadrature formula, one again has discrete stability for the fully discrete p-FEM. The present error analysis complements the work [Eibner/Melenk 2005] for the p-FEM on triangles/tetrahedra where it is shown that by adapting the shape functions to the quadrature formula, the stiffness matrix can be set up in optimal complexity.

The subject of this dissertation was the creation of the adapted exercise program for unilateral transfemoral amputees and its verification in practice. The content of this program was chosen based on the practical experience and theoretical background in the field of anatomy, kinesiology, rehabilitation, lower- limb amputations and Motion Capture technologies. The four-month intervention program was designed as an adapted corrective exercise aimed at the major muscle groups influencing the posture, especially the position of the pelvic segment, which is the dominant element in the kinematic chain. The aim of this project was to ascertain whether this intervention can affect the pelvic tilt (in frontal and sagittal plane) of unilateral transfemoral amputees and so improve their quality of life. This was a project based on combination of quantitative and qualitative research methods. The measurement of the size of angles determining the pelvic tilt by Qualisys optoelectronic system was the essence of the quantitative part of the research. Qualitative data were collected through semi-structured in-depth interviews from persons who completed whole project. This research is by its nature and focus characterized as a set of case reports and as a pilot study, proof of concept respectively. 10 unilateral...

Title: Analysis of the current offer of leisure activities with focus on physical activity for primary school pupils with special needs in Prague Objectives: The main objective of this work is to analyze the services offered in the field of leisure activities with focus on sports and physical activity (PA) for primary school pupils with special educational needs (SEN) in Prague. Methods: We use two sources of data in our qualitative research. The first source is data obtained from the analysis of the Ministry of Education, Youth and Sports specifically for this research. The second source of data is a modified survey questionnaire created by Linhartova (2018). The questionnaire responses were obtained from 49 respondents, who were managers of centers and instructors of PA who provide leisure PA in Prague. Results: The research discovered insufficient support for PA among Prague primary school pupils with SEN in their free time. It turned out that on the one hand the offer of provided PA is not adapted to children with SEN and in the same way the offered activities are used by these children only to a very small extent, where it is more about individuals. The study also points to a set of barriers limiting the implementation of these PA. We identified obstacles in the area of insufficient...

L’insuffisance rénale chronique entraîne de nombreux effets secondaires indésirables sur le métabolisme et la santé dus à la dénutrition et à la sédentarité observées chez ces patients. Quatre-vingt pourcent du financement de cette maladie est dédié à la dialyse ; la greffe apparaît comme le traitement de choix. La prise en charge des patients est donc une problématique majeure tant au niveau médical, qu’humain, éthique et économique. Parmi les différents moyens mis en œuvre, nous nous sommes intéressés à l’aspect nutritionnel et à la pratique d’une activité physique adaptée de patients greffés du rein ou hémodialysés chroniques. Deux études ont été menées durant ma thèse. La première étude s’est intéressée aux effets du suivi nutritionnel chez des patients greffés du rein sous traitement de glucocorticoïdes. Les paramètres étudiés sont la composition corporelle, la qualité de vie et le comportement alimentaire. La deuxième étude s’est intéressée aux effets d’un programme de renforcement musculaire de 3 mois, ainsi qu’au déconditionnement physique 3 mois après la fin du programme chez des patients hémodialysés. Les paramètres étudiés sont la qualité de vie, la composition corporelle, certains paramètres biologiques, le sommeil, le comportement alimentaire et les capacités physiques. Le suivi nutritionnel comme l’activité physique adaptée montrent une amélioration significative ou des tendances à l’amélioration de plusieurs paramètres ce qui permettrait une meilleure prise en charge des patients. / Many sides effects occurs in chronic kidney disease due to malnutrition and inactivity. Dialysis represents eighty per cent of the disease cost; so kidney transplant is the most favourable treatment. Patients care is a major problem on medical, human, ethical and economic levels. Among the various means used for it, the nutritional aspect and the adapted physical activity on kidney transplant patients and chronic hemodialysis patients are interesting for us. In my thesis, two studies were conducted. The first study carried out the effects of a nutritional monitoring on kidney transplant patients with a glucocorticoid treatment. Body composition, quality of life and food behavior were observed. The second study carried out the effects of a three-month resistance training program and the physical deconditioning three months after the end of the program on hemodialysis patients. Quality of life, body composition, some biological parameters, sleep, food behavior and physical capacities were observed. Nutritional monitoring as well as adapted physical activity show a significant improvement or trend towards improving several parameters, which would allow better patient management.

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Sammanfattning Grundsärskoleelever som får sin undervisning i grundskolan årskurs 7-9 tillhör en minoritetsgrupp bland elever i svensk skola. Då skollagen ger kommuner frihet att utforma förutsättningarna för integrerade elever på många olika sätt tillkom studien i syfte att bidra med kunskap om undervisning av integrerade elever. Studien är baserad på en kvalitativ intervjumetod utförd på två skolor i två olika kommuner. Fem lärare intervjuades där alla har erfarenheter av undervisning gällande integrerade elever. För att belysa mitt syfte användes The questions of curriculum av Dillon (2009) som teoretisk utgångspunkt. Teorin bygger på frågor kring sju element där svaren används som hjälpmedel för att organisera upp undervisning, se helhetsbilder och sammanhang. De sju elementen är läraren, eleven, ämnet, miljön, syftet, aktiviteten och resultatet. Det framkomna resultatet utifrån tematisk uppdelning av svar från intervjuerna visar att lärarnas val av undervisning och arbetssätt begränsas av bristande förutsättningar inom elementen resultat, lärare, aktivitet samt miljö. Lärarna tar upp bristen på tid, avsaknad av kollegialt samarbete, undervisningsmaterial och en fysisk miljö som inte är anpassad till integrerade elever i årskurs 7-9. Resultatet visar att lärare som undervisar i teoretiska ämnen saknar fler förutsättningar för undervisning av integrerade elever än praktisk-estetiska ämnen. Brister inom elementet miljö som behövs för individanpassade arbetssätt saknas många gånger i de teoretiska ämnena. Lärarna menar att de vet hur de skall gå tillväga för att möjliggöra integrerade elevers kunskapsutveckling men rätta förutsättningarna saknas. Slutsatsen indikerar på att lärare bör få de förutsättningar som studiens resultat visar för att kunna ge integrerade elever god undervisning. Saknas de förutsättningar som krävs får man ställa det i relation till beslutet att inte undervisa integrerade elever i årskurs 7-9. / Abstract Students in Compulsory school for pupils with learning disabilities who receive their education in elementary school grades 7-9 belong to a minority group among students in Swedish schools. As the Education Act gives municipalities the freedom to design the conditions for integrated students in many different ways, the study was added with the aim of contributing knowledge about the teaching of integrated students. The study is based on a qualitative interview method carried out at two schools in two different municipalities. Five teachers were interviewed, all of whom have experience in teaching integrated students. To illustrate my purpose, The questions of curriculum by Dillon (2009) was used as a theoretical starting point. The theory is based on questions around seven elements where the answers are used as aids to organize teaching, see overall picture and context. The seven elements are the teacher, the student, the subject, the environment, the purpose, the activity and the result. The results obtained based on the thematic division of answers from the interviews show that the teachers' choice of teaching and working method is limited by a lack of prerequisites within the elements result, teacher, activity and environment. The teachers address the lack of time, lack of collegial collaboration, teaching materials and a physical environment that is not adapted to integrated students in grades 7-9. The results show that teachers who teach theoretical subjects lack more prerequisites for teaching integrated students than practical-aesthetic subjects. Deficiencies within the environment element, which is needed for individually adapted working methods, are often missing in the theoretical subjects. The teachers believe that they know how to proceed to enable integrated students' knowledge development, but the right conditions are lacking. The conclusion indicates that teachers should be given the conditions that the study's results show in order to be able to provide integrated students with good teaching. If the necessary prerequisites are lacking, it must be put in relation to the decision not to teach integrated students in years 7-9.

Obesity prevalence continues to increase worldwide, yet few safe and effective treatment options are available suggesting there needs to be a greater emphasis on preventing rather than treating obesity. This research investigated the association of obesity predisposing SNPs and a gene score with nutrient consumption patterns including total energy intake and macronutrient distribution in a European ancestry population as well as discussing an evolutionary perspective on eating disorders using current epidemiological evidence to identify genes which may be involved. The association of two of the 14 obesity predisposing SNPs and the gene score with BMI was confirmed in the EpiDREAM population. Novel associations between two SNPs located in or near BDNF (rs6265 and rs1401635) were found with total fat, MUFA, and PUFA intake. Rs1401635 was also associated with total energy and trans fat intake. Novel associations of rs6235 (PCSK1) and the gene score were found with total energy intake. The novel associations found indicate that food related behaviours are one of the mechanisms of action through which obesity predisposing SNPs cause obesity and therefore warrant further investigation. The lack of association among all genes and the modest association of the gene score show that mechanisms other than food consumption are important. The investigation of the evolutionary history of eating disorders revealed that the adapted to flee famine hypothesis is a plausible theory explaining anorexia nervosa while the thrifty genotype hypothesis provides a possible explanation for bulimia nervosa and binge eating disorder. These evolutionary theories can be applied to identify new candidate genes as well as phenotypic traits to investigate to better understand the genetic architecture of eating disorders. Understanding genes associated with disordered eating patterns may highlight future areas for obesity prevention. / Thesis / Master of Science (MSc) / A large percentage of the risk of developing obesity or an eating disorder (anorexia nervosa, bulimia nervosa, and binge eating disorder) is determined by genetics. For obesity, many genes have been identified as influencing risk, but the mechanisms through which the genes work are largely unknown. For eating disorders, gene identification efforts have been mostly unsuccessful and no mechanisms of action have been determined. In the first component of this thesis we found an association between previously identified obesity risk genes and food intake, specifically the total number of calories consumed per day and the percentage of calories from total fat and fat subtypes. These results support that food related behaviours are possible mechanisms of action which need to be further investigated. In the second half of the thesis we viewed eating disorder behaviours from an evolutionary perspective. We concluded that there are theories that possibly explain eating disorder behaviours including being able to live off of small quantities of food as well as binging. These evolutionary theories can be applied to identify new genes to study in the context of eating disorders as well as different definitions of eating disorders.

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