This master thesis focuses on market research of the insurance product "Child Life Insurance", both from the perspective of the offers of insurance companies and from the point of view of demand for the product. This product is primarily used to ensure child protection in the event of death or injury of one or both parents as well as future financial security for the child when they reach the age of majority or more. In the most extensive part of my thesis I decided to examine in detail the range of market insurance products and also the interest of addressed people who are either involved in this product, or might have not heard of it yet. In conclusion, I compared the selected insurance products on a model example.

A linguagem verbal é a forma de comunicação mais utilizada pelas pessoas para a transmissão de mensagem, expressão de pensamentos, sentimentos e inclusão no meio social. As crianças que possuem alterações de linguagem apresentam dificuldades para isto, inclusive com os seus pais. É imprescindível a participação dos pais na intervenção fonoaudiológica, pois o envolvimento permite que estes sejam propagadores e noticiadores dos conhecimentos que adquiriram sobre a alteração de linguagem do filho. Uma das maneiras de envolver os pais na intervenção fonoaudiológica é pela formação de grupos de pais. O objetivo principal dessa pesquisa foi descrever os efeitos de um programa de acompanhamento a pais concomitante à intervenção fonoaudiológica em crianças com atraso no desenvolvimento da linguagem e/ou distúrbio específico de linguagem. O objetivo secundário foi elaborar, implementar e avaliar um programa de acompanhamento a pais de crianças com atraso no desenvolvimento da linguagem e/ou distúrbio específico de linguagem. A pesquisa foi realizada na Clínica de Fonoaudiologia da Faculdade de Odontologia de Bauru da Universidade de São Paulo (FOB-USP) sob o protocolo do comitê de ética (56/2010). Os participantes foram 10 pais de 10 crianças de ambos os sexos, de 3 a 6 anos, com diagnóstico fonoaudiológico de atraso no desenvolvimento da linguagem ou distúrbio específico de linguagem. O programa teve a duração de 10 sessões (semanais), com duração de 50 minutos cada. Foram aplicados questionários e inventários nos pais e nas crianças pré e pós-intervenção. Os questionários aplicados nos pais foram: um questionário de caracterização do sistema familiar, um inventário de estilos parentais, um questionário para identificação das habilidades comunicativas verbais. Foram também desenvolvidos pela pesquisadora três questionários: um checklist sobre uso efetivo de habilidades comunicativas verbais na interação pais e filhos, um questionário de grupo de acompanhamento a pais e um questionário de nível de satisfação direcionado a pais de crianças com alterações de linguagem nas crianças. Nas crianças foram aplicados: um teste de avaliação do desenvolvimento da linguagem, um teste para avaliar a fonologia e o vocabulário e um protocolo de observação comportamental. O programa abordou questões ligadas ao desenvolvimento da linguagem, assim como comportamentos dos pais que facilitariam este desenvolvimento. Quanto aos resultados dos pais, observou-se que, após o programa houve uma melhora estatisticamente significante da satisfação dos pais em relação à linguagem dos filhos, houve um aumento das habilidades comunicativas verbais utilizadas pelos pais em situação de interação com os filhos. Nas crianças, observou-se que estas melhoraram, quantitativamente, no nível de desenvolvimento da linguagem pelo teste aplicado. Portanto, o estudo propôs o uso de protocolos e questionários que podem ser utilizados como instrumentos para a avaliação de grupo de pais não somente na Fonoaudiologia, mas também em outras áreas da saúde e, além disso, mostrou a importância da participação dos pais durante o processo interventivo de seus filhos, permitindo que participem ativamente da intervenção fonoaudiológica, compreendam a alteração de linguagem de seus filhos e se instrumentalizem sobre quais atividades podem realizar no ambiente doméstico de forma a promover a melhora da linguagem de seus filhos. / The speech is the most widely used form of communication for people to transmit messages, expressing thoughts, feelings and inclusion in the social environment. Children who have language disorders have difficulty speaking, including communicating with their parents. Its essential the participation of parents in speech therapy, as the involvement allows these spreaders are and transmitters of knowledge acquired about changing the language of the child. One way to involve parents in speech therapy is the formation of parent groups. The principal objective of this research was to describe the effects of a monitoring program to parents concurrent with speech therapy in children with delayed language development and/or specific language disturbance. The secondary objective was to develop, implement and evaluate a monitoring program to parents of children with delayed language development and/or specific language disturbance. The survey was conducted in the Speech Clinic of the Faculty of Dentistry of Bauru, University of São Paulo (FOB-USP) based on the protocol of the ethics committee (56/2010). The group were 10 parents of 10 children of both sexes, 3-6 years, diagnosed with speech delay in language development and specific language impairment. The program lasted for 10 sessions (weekly), with 50 minutes each. Questionnaires were used and inventories in parents and children before and after intervention. The questionnaires were the parents: a questionnaire to characterize the family system, an inventory of parenting styles, a questionnaire to identify verbal communication skills. Were also developed by the researcher three questionnaires: a checklist on effective use of verbal communicative abilities in parents and children interact, a questionnaire follow-up group for parents and a questionnaire about their satisfaction level aimed at parents of children with language disorders in children. Were applied in children: an evaluation test of language development, a test to evaluate the phonology and vocabulary, and a behavioral observation protocol. The program addressed issues related to language development, as well as parental behaviors that would facilitate this development. As for the results of the parents, it was observed that after the program was a statistically significant improvement in parental satisfaction in relation to the language of children, there was an increase in verbal communication skills used by parents in their interaction with the children. In children there was a significant improvement applied by the test. Therefore, the study has proposed the use of protocols and questionnaires that may be used as tools for evaluating the parent group not only in speech therapy, but also in other areas of health, and furthermore, showed the importance of the involvement in the parent intervention process for their children, allowing participate actively in the speech therapy, understand the language disorders of their children and adapt about what activities can be carried out in the home environment to promote the improvement of the language of their children.

<p><strong>Abstract</strong></p><p>The main purpose of this thesis is to make the gender perspective of children’s literature visible. I wanted to find out if the books about Pippi Longstocking and Alfons Aberg are suited as basis for a gender discussion among students in the school. By proceed from the books I did a study in a children group in a youth recreation center. The total number of students was 10 aged 6 to 10 years. I chose the books and chapters I found most appropriate as a basis for a gender discussion. I read high for the group and afterwards they got some statement to reflect over. My conclusion is that both Alfons and Pippi are very good models for children because they digress from the current sex role pattern. The books adapt very well as a discussion basis concerning gender. However there was some difficulties to let the children to keep focus on the primary question it self. In this kind of investigation an experienced leader who can guide the conversation is needed. By using different valuation exercises you can make the conversations more stimulating for the children.</p><p> </p><p><strong>Keywords:</strong> Alfons Aberg, Pippi Longstocking, children’s book, gender, equality</p><p> </p>

Abstract The main purpose of this thesis is to make the gender perspective of children’s literature visible. I wanted to find out if the books about Pippi Longstocking and Alfons Aberg are suited as basis for a gender discussion among students in the school. By proceed from the books I did a study in a children group in a youth recreation center. The total number of students was 10 aged 6 to 10 years. I chose the books and chapters I found most appropriate as a basis for a gender discussion. I read high for the group and afterwards they got some statement to reflect over. My conclusion is that both Alfons and Pippi are very good models for children because they digress from the current sex role pattern. The books adapt very well as a discussion basis concerning gender. However there was some difficulties to let the children to keep focus on the primary question it self. In this kind of investigation an experienced leader who can guide the conversation is needed. By using different valuation exercises you can make the conversations more stimulating for the children.   Keywords: Alfons Aberg, Pippi Longstocking, children’s book, gender, equality

Abstract This study focuses the work stress by children¡¦s English teachers and their Coping Strategies so as to find out if there is a correlation between work stress and background variables, such as sex, age, marriage status, whether English teachers majored in English at college, and whether English teachers assumed administrative duties concurrently. The author has invited four English teachers for children in Tainan area to take part in the research project, and has gathered data via semi-structural intensive interviews for summarization and analysis. Four participants were highly interested in sharing their experience with the author. The author has reached conclusions as follows: 1. The work stress sensed by children¡¦s English teachers subjectively are resulted from the varied abilities of students, shortage of professional know-how, classroom management, and teachers¡¦ workload. 2. The Coping Strategies taken by children¡¦s English teachers include participation in on-job training programs, search for support in and outside campus, as well as emotion adjustment. 3. As to the relationship between work stress and background variables: the relationship was inconsistent with respect to sex, age, and whether English teachers majored in English at college; and the relationship was consistent with regard to marital status, English teachers¡¦ seniority, whether the English teachers assumed administrative duties concurrently, the grade of class, the number of students in the class, and whether the English teachers had received professional training programs. 4. Regarding the relationship between background variables and Coping Strategies: the relationship was consistent with respect to the English teacher¡¦s seniority and personal characteristics. The aforesaid results are presented to faculty training institutions, children¡¦s English teachers, and future researchers for their reference.

Som medmänniskor och i lärarprofessionen anser jag att vi måste ha en bra förståelse för genus, då det påverkar vår pedagogiska grundsyn och hur vi är som människor. För att kunna utmana könsnormer på ett konstruktivt sätt menar jag att vi måste förstå vad barnen har för syn på genus och tankar om skillnader mellan pojkar och flickor ur jämställdhetssynpunkt. Studien handlar om barns tankar om genus och könsroller utifrån högläsning av Astrid Lindgrens Mio min Mio (2011/ 1954) och Gro Dahle &amp; Svein Nyhus Snäll (2008). Mio i Mio min Mio (2011/ 1954) representerar den snälla, men modiga manliga huvudrollen och Lussi i Snäll (2008) representerar den snälla, men normbrytande kvinnliga huvudrollen. Huvudsakliga frågeställningar är hur barnen i en klass 6 tolkar den valda litteraturen i ett genusperspektiv, samt hur den påverkar barnen i deras tankar om genus/ könsroller. Det intressanta är att det i varje tid med sin kultur och historia, finns rum för förändring (Hedlin 2010 s.20). Sker denna förändring i mötet med böckerna? Eleverna har fått svara på en enkät om genusperspektivet i respektive bok och jag har valt att analysera sex elevers enkäter, tre pojkar och tre flickor. Resultaten visar att barnen sett ett tydligt genusperspektiv i litteraturen, och utifrån detta har de utvecklat sin förståelse och i slutändan kunnat formulera sina tankar om genus och könsroller på ett djupare plan. / As fellow people and in the teaching profession, I believe that we need to have a good understanding about gender, because it affects our educational basic view and how we behave as humans. To be able to constructively challenge the current gender norms, I believe that we need to understand our pupils understanding in the subject of gender. We also need to understand their thoughts about the differences between boys and girls in a gender perspective. The study is about the pupils thoughts of gender and gender norms after reading aloud and having discussions about Astrid Lindgrens Mio, my son (2011/ 1954) and Gro Dahle &amp; Svein Nyhus Snäll (Kind authors translation) (2008). Mio in Mio, my son (Lindgren 2011/ 1954) represent the kind, but brave boy as a main character and Lussi in Snäll (Dahle &amp; Nyhus 2008) represents the kind, but norm breaking girl as the main character. The main issues are how pupils in the 6th grade interpret the chosen literature from a gender perspective, and how it affects the students in their thoughts about gender and gender norms. What is interesting is that in every time with its own culture and history, there is room for change (Hedlin 2010 s.20). Does this change happen when the pupil interacts with the books? The pupils have answered a questionnaire about the gender perspective in each book, and I chose to analyze the questionnaires of six pupils, three boys and three girls. The results show that the pupils have seen a clear gender perspective in the literature and on this basis, they developed their understanding and ultimately, they have been able to formulate their thoughts about gender and gender roles on a deeper level.

Each year a significant number of children’s books, with a wide range of themes, are being published. The relation between children and adults is a common theme. In this study I have analyzed ten children’s books, five from the 1970’s and five from the 2010’s. I have in my analysis used Steven Lukes’ (2008) power theory to examine and compare the power relations between the children and the adults in these books. To find out more about the views that authors of children’s literature have on the adult characters in their books, I have interviewed two authors, Barbro Lindgren who has been writing children’s books since 1965 and Åsa Mendel-Hartvig who started to write children’s literature in 2010. I have compared their views and used them in my analysis. From my studies I could see a change in the power structure. The young characters have more room to act and the adults show less of authority in the books from the 2010’s. There are many possible explanations to this and I choose to see the Swedish curriculum as one of them. Today’s guidelines of letting children be part of decision makings could be an influence on our society as well as on the children’s literature.

The purpose of my study is to find out how a preschool teacher look upon children's culture and learning. have preschool teachers' understanding and work with children's culture been impacted by this initiative? To highlight this I have asked the following questions: How are preschool teachers' attitude towards Kultur i ögonhöjd? And where do learning fit in into preschools active undertaking with culture? I use qualitative interviews with a low degree of structure as a method to collect empirical data. The survey was conducted with a group of six preschool teachers where everyone works as culture delegates, a roll where they are ultimately responsible for preschools development in its undertaking of culture. I analyse the results with the help of Vygotsky and his theory of the proximal development zone. The proximal development zone is the potential for learning that go beyond what a child can reach on its own and to which a child can reach by help of others or artefacts. In this essay I divide children's culture into three categories. Culture for children is created by adults for children. Culture by children are when children themselves create without adult influence and culture with children when children and adults interact in the cultural process. Some of preschool teachers were positive about the venture presented by the city of Stockholm since it meant more opportunities for cultural experiences for children. They only showed prof of actively working with culture for children. A major part of the preschool teachers were disappointed in Stockholm's initiative as they considered that it only focused on culture for children. They felt that the culture by children and culture with children was pushed aside. When it comes to culture and learning processes, there are four main tracks. The adult conveys learning by making use of a cultural product, this is culture for children where the children reproduces what the adults presents them with. The next track is when adults tries to inspire by the means of culture for children, so that the children themselves become creators of culture by children. Now the idea is that what the adult presents will lead the children to become creative. The third track is when the adults captures what the children are exploring and gives the children challenges, artefacts and discusses with the children so that they canmove forward in their processes. This is a form of culture with children. The last way is to create environments that are built for the children to explore and be creative in. The adult will be documenting the children´s behaviour so that they later can reflect over how they can challenge the children to help them forward in their learning process. This is a form of culture with children.

The presented diploma thesis is focused on complex characterization of chosen superfoods and subsequent composition of supplement suitable for children´s nutrition. Different kinds of superfoods were chosen for analyses, such as: barley grass (Hordeum vulgare), wheat grass (Triticum aestivum), moringa (Moringa oleifera), matcha tea (Camellia sinensis), microalgae chlorella (Chlorella pyrenoidosa), spirulina (Arthrospira platensis), flax seeds (Linum usitatissimum) and sesame seeds (Sesamum indicum). The theoretical part is focused on children´s nutrition issue and the most common food allergies and intolerances. Also, children food products legislation and characterization of chosen samples are included in theoretical part. Main macronutrients, such as saccharides, lipids and proteins, were analysed in the very beginning of experimental part. Fibre, fructan and -glucan, which have a high impact on intestinal microbiome and whole process of digestion, were analysed as well. However, barley grass was the best evaluated sample by containing 205,5 mg/g of insoluble fibre; 152,57 mg/g of fructans and 18,76 mg/g of -glucans. Finally, for complex nutritional profile, also samples pigments were analysed. Spectrophotometry, HPLC chromatography, gas chromatography and other analytical techniques were performed for experiments.

Atualmente corrobora-se com a ideia de que as crianças são sujeitos capazes de construir, transformar, produzir e reproduzir culturas (CORSARO, 1997, SARMENTO, 1997, 2007). Nessa linha, foi realizada pesquisa junto a um grupo de crianças de 5 a 6 anos de idade de uma instituição pública da cidade de São Paulo, a fim de investigar o que pensam e falam acerca dos conflitos que vivenciam. A investigação utilizou-se do relato oral do que as crianças verbalizaram ser conflito, anotado pela pesquisadora, e de uma metodologia sugerida por elas: a Caixa do Conflito local onde, espontaneamente, depositaram registros de situações que julgaram conflitantes. Os conflitos foram analisados a luz da teoria walloniana, na qual são compreendidos como movimento constitutivo dos sujeitos, por meio da preservação e afirmação do eu, sendo, portanto, realidade necessária para a formação da vida psíquica e social das crianças. Contamos, também, com os textos publicados por Manuela Ferreira e William Corsaro referentes às pesquisas que realizaram sobre as relações estabelecidas entre crianças, ou seja, a respeito das interações infantis. A partir do material coletado é possível afirmar que conflito para essas crianças, à diferença da interpretação dos adultos, não é só algo que machuca fisicamente outra pessoa, ou o desrespeito a uma regra, mas também algo que as deixa tristes, frustradas, com medo, ou seja, situações que envolvem emoções, que descrevem como sendo as mais conflitantes. / Nowadays the idea that children are people able to build, to transform, to produce and reproduce cultures is legitimated (CORSARO, 1997, SARMENTO, 1997, 2007). Following this line, a research with a childrens group, around 5 and 6 years old from a public institution in São Paulo was realize, in order to investigate what they think and say about the disagreement they deal with. The research used children´s oral narrative about what they said of disagreement, which was noted by the researcher and a methodology suggested by them: the Conflict Box place where they spontaneously deposited situations registers that they judge conflicts. The conflicts noted by the children was analyzed using the Wallonian theory, in which are understood as a constitutive movement through self preservation and affirmation, therefore, necessary reality to the psyche and social children´s life formation. We used, also, papers published by Manuela Ferreira and William Corsaro that refers to researches realized on children´s relationships, in other words, about childrens interaction. From the collected material it is possible to say that conflict for these children, unlike adults interpretation, it is not only something that physically hurts someone else, or the disrespect to a rule, but also something that makes them sad, frustrated, scared, in other words, situations that evolves emotions, something they describe as the most conflicting.