Adoption of glyphosate-resistant crops has resulted in increased glyphosate usage and decreased use of residual herbicides thus resulting in weed pressure shifts. Weeds that display multiple-resistance to glyphosate and other herbicide modes of action have become a concern in many parts of the United States. Incorporation of multiple herbicide resistance traits into multiple cropping systems, may facilitate weed resistance to additional herbicides. Furthermore, controlling volunteer crop stands containing multiple herbicide-resistance traits may be problematic in herbicide resistant crops. These volunteer crops will compete with the currently growing crop qualifying them as a weed. Therefore, this research was conducted to determine control options for: failed glyphosate resistant corn stands, and volunteer glyphosate resistant corn stands in glyphosate resistant cotton. Furthermore, research was conducted to determine what densities of glyphosate-resistant corn will cause cotton yield loss and if time of removal of these densities impacts cotton yield loss.

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The aim of this work is to investigate what after-school teachers from various schools and after-schools feel about the importance of physical activity. But also how they work to stimulate and support children/pupils physical activity development in the after-school center. The work also highlights health from a physical perspective. The study provides a historic look of the conditions for the after-schools. Through qualitative interviews I want to find out how the after-school pedagogue thinks of physical activities importance for the health and development of the children. How they work with their new assignment Lgr11 to be a supplement to school. In summary the results indicate that all the respondents think that it is important to work with physical activity. Childrens interest have decreased in physical activities while the mobile, the Ipod and the computer have become more interesting hobbies. The leisure pedagogue likes to offer a “smorgasbord” to the children/pupils that contain various activities. It is very important that they are allowed to choose activity themselves. The physical activity should be done in an enjoyable way. Some leisure- pedagogues thought that by being flexible in their planning, they could stimulate childrens interest in physical activity and also social interaction at the after-school center. Keyword, Leisure-pedagogue, after-school center, physical activity

The after–action review (AAR; also known as the after–event review or debriefing) is a training approach that is based on reviews of trainees’ performance on recently completed tasks or performance events. Used by the military for decades, the use of AAR–based training has increased dramatically in recent years. Empirical research investigating AARs, however, is almost non–existent, and theoretical work on the effectiveness AAR–based training and the underlying processes have been limited. The present study presents a theoretical framework for the AAR by integrating the AAR into the existing training literature. In addition, this study presents an empirical evaluation of the effectiveness of AAR–based training, and an investigation of whether objective AAR–based training is more effective than subjective AAR–based training. One–hundred twenty individuals were trained in 30 4–person teams on a cognitively complex performance task. Teams were trained using a non–AAR–, subjective AAR–, or objective AAR–based training approach. Declarative knowledge, team performance, and team–efficacy served as the measures of training effectiveness. It was hypothesized that AAR–based training (subjective AAR– and objective AAR– based training combined) would be more effective than non–AAR–based training. Further, it was hypothesized that objective AAR–based training would be more effective than subjective AAR–based training. The study results indicated that AAR–based training was more effective than the non–AAR–based training approach in terms of team performance and team–efficacy, but not team declarative knowledge. Objective AAR–based training was no more effective than subjective AAR–based training. Teams performed equally well on the training outcome measures regardless of whether they used an objective or subjective AAR– based training approach. It is anticipated that the theoretical framework and empirical results of this study will serve as a catalyst for the integration of AAR–based training into existing training literatures and to inform the design and practice of AAR–based training systems to take full advantage of their efficacy as training interventions.

We want to search knowledge in how teachers with a focus on after-school recreation centre estimate how their own competence is used in after- school recreation center and school and what expectations/apprehensions they have on their profession in the future. In our study we have asked teachers with a focus on after-school recreation center how they estimate that their competence has been used in after-school recreation center during the last three years. The method we have used to illustrate this is the Delphi method Nordänger (2009), where we interviewed eight respondents by e-mail. From the responses, we have found that teachers with a focus on after-school recreation center experience that their skills should get more attention in the school. They want to combine care and pedagogy that supports students' physical, intellectual, social and emotional development. The most distinctly sign for the teachers with a focus on after-school recreation centre is that they distance themselves from the formal learning that is typical for the compulsory school Klerfelt (1999). The focus on after-school recreation center education is to create different informal learning environments through play, experiments, creative activity so that after-school recreation center education can complement the school.

This project measured the effectiveness of after school physical activity programs which emphasized moderate to vigorous physical activity (MVPA) and motor skill improvement. Children (n=41) from sport-based program and low-organized games-based programs were recruited. MVPA was measured using accelerometry and motor skill proficiency via the Test of Gross Motor Proficiency 2. Although, children in both programs participated in significant MVPA (more than 50% of program time engaged in MVPA), sport-based program participants obtained significantly (p<0.05) more MVPA. Children in the games-based program experienced a greater increase in gross motor quotient scores, though not significant (p>0.05), but with a moderate effect size (?=0.06). Overall after school physical activity programs provide positive contributions to daily MVPA. Participants in low-organized games based programs may experience a greater increase in motor skill proficiency. Further research is needed to determine the effects of program type on MVPA and motor skill development.

I fritidshemmen möts de flerspråkiga barnen av fritidspedagoger och svenskfödda barn. Enligt undersökningar vi tagit del av är det viktigt att bemötandet av de flerspråkiga barnen är genomtänkt och anpassat efter deras behov och kulturer. Det måste också ske med ett stimulerande arbetssätt. Undersökningarna visar även att språket är en förutsättning för att kunna lära sig nya saker, att kunna kommunicera med andra och att kunna stärka sin självkänsla och identitet. Syftet i vår undersökning är att belysa hur fritidspedagoger kan underlätta språkutveckling och integrering i fritidshemmet för flerspråkiga barn. Undersökningen tar reda på vilka arbetssätt som kan användas samt vilka möjligheter kontra vilka hinder som finns med flerspråkigheten i verksamheten. För att få reda på undersökningens alla frågor intervjuades 12 fritidspedagoger som varit verksamma i mer än 3 år. Denna undersökning är en kvalitativ studie. Resultatet visar att arbetssätten varierar hos fritidspedagogerna, men det finns också arbetssätt som de flesta av fritidspedagogerna har gemensamt. Undersökningen visar att det finns fler möjligheter än hinder med flerspråkiga barn i fritidshemmet.

This qualitative study explores the Physical Education and School Sport (PESS) experiences of young people who are or who have been looked-after , i.e. who have been under the care of their local authority at some point. In recent years, there has been unprecedented awareness within policy and research of the disadvantageous trajectories that children and young people in care often face; particularly in relation to their education, health and wellbeing (Sempik et al., 2008). Despite the perceived capacity of sport/physical activity to contribute to young people s positive development (e.g. Holt, 2008; Bailey et al., 2009), few studies have considered the role of sport and physical activity in the lives of looked-after children and young people (LACYP). Indeed, to date, there remains a dearth of research on LACYP s experiences of sport and physical activity in educational contexts. This study, therefore, seeks to contribute to an increased understanding of this under- researched area. In keeping with more recent attempts to place person and circumstance at the heart rather than the periphery of sociological research (Holland et al., 2008) and in the interests of promoting the voices of marginalised and vulnerable young people (e.g. Heath et al., 2009; O Sullivan and MacPhail, 2010), this thesis provides new insights into the ways in which LACYP experience PESS, and how their broader life circumstances impact and shape those experiences. In so doing, the study adopts a conceptual framework in the form of a social ecological model that possesses five levels of influence at the individual, interpersonal, institutional, community and public policy level (see McLeroy et al., 1988). Considering both adult and youth voices (generated through semi-structured surveys and interviews with young people, PE teachers and local authority professionals), the empirical data presented makes an original contribution to knowledge by foregrounding the multiple social ecological influences that are at play within LACYP s experiences of PESS. For example, the study highlights how the social ecological context for each LACYP presents notable difficulties in relation to personal and physical environment, pre-care experience, health and wellbeing, and educational engagement. What the resultant findings depict is that LACYP s lives are highly complex and multi-dimensional and should not be viewed in isolation from wider life circumstance. To this end, the study seeks to challenge the wayin which PESS is currently offered to LACYP (and others with complex needs) and therefore has implications for research, policy and practice. This includes issues with regards to the different perspectives of adults and young people; the appropriate training for PE teachers; and the methodological challenges of doing research with LACYP.

År 2016 kom den nya reviderade läroplanen, där Skolverket beskriver de målen som finns för fritidshemmet. Det har därmed blivit mer tydligt vad fritidshemmet ska arbeta med under fritidsverksamheten. I studien är vi intresserade av följande frågor.Vilka uppfattningar har vårdnadshavarna om fritidsverksamheten?Vilken roll anser vårdnadshavarna att läraren i fritidshem har?Hur uppfattar vårdnadshavarna samspelet mellan fritidslärare och vårdnadshavare?Vilka uppfattningar har vårdnadshavarna när det gäller lärande på fritidshem?I studien har kvalitativ metod använts med intervjuer. Åtta vårdnadshavare med elever på två olika fritidshem deltar i studien. I resultatet framgår det att vårdnadshavarna har olika uppfattningar om fritidshemmets verksamhet. Den uppfattning som dominerar bland vårdnadshavarna är att fritidshemsverksamheten är en plats där deras barn kan få passning och utöva fri lek. Vårdnadshavarna efterfrågar mer information av lärarna om fritidshemmets uppdrag och hur de arbetar med eleverna för att få mer insyn och kunna påverka verksamheten. Därmed anser vissa vårdnadshavare att fritidslärarna måste bli bättre på att informera om verksamheten, för att öka vårdnadshavarnas insyn och påverkan.

The educational achievement and well-being of looked after children are a priority nationally and locally. The majority of looked after children enter the care system due to abuse and neglect and foster care is the most common placement type (DfE, 2012). Early experience of abuse and neglect is associated with changes to development in the frontal brain regions resulting in executive function difficulty. Executive functions are a collection of interrelated but distinct functions with responsibility for purposeful, goal-directed, problem-solving behaviour (Gioia, Isquith, Guy, & Kenworthy, 2000). Evidence of neural plasticity in the prefrontal cortex suggests executive function development can be supported. The two main methods of support are computer based training, such as in working memory training which yields immediate gains but may not be sustained or generalised (Melby-Lervåg & Hulme, 2013) and ecological executive function interventions, which are promising but are mainly used with pre-school samples (Bryck & Fisher, 2012).Parental involvement in children’s education is promoted nationally (DCSF, 2008) and valued by carers (Cooper & Johnson, 2007). Consultations between carers and professionals can indirectly support fostered children (Osborne & Alfano, 2011) but few studies have evaluated the use of consultation to support executive function development in fostered children (Lansdown, Burnell, & Allen, 2007). A multiple case-study design, with embedded units of analysis, was adopted to qualitatively explore the implementation processes and outcomes of a school-based intervention that adapted conjoint behavioural consultation (CBC) (Sheridan & Kratochwill, 2007) to support executive function development of children in foster care. Both cases consisted of a school-aged fostered child, living in the north west of England, with prior experience of abuse and/or neglect. The participants across cases were two educators and three carers and data gathering consisted of semi-structured interviews and participant-observation. Data analysis utilised thematic analysis (Braun & Clarke, 2006) and a cross-case analysis (Yin, 2009) identified common themes alongside themes pertinent to each case. The findings indicate that an adapted CBC retains the relational objectives which are received positively by participants but outcome objectives are more variable. The limitations of the study and the implications for educational psychologists, stakeholders, and future research are highlighted.