Magistro darbo objektas - krizių vadybos komanda. Darbo tikslas yra išnagrinėti krizių komandos veiklos principus. Todėl siekiant užsibrėžto tikslo yra iškeliami tokie uždaviniai: 1. Išanalizuoti krizių vadybos sampratą; 2. Nustatyti krizių komandos svarbą krizių vadyboje; 3. Nustatyti krizių komandos veiklos principus; 4. Palyginti, ar teorijoje apibrėžti krizių vadybos komandos veiklos principai yra panašūs/atitinka suvokiamus realiose organizacijose. Išanalizavus krizių vadybos literatūrą, krizių vadybos proceso tinkamam užtikrinimui yra matoma tinkamos komandos subūrimo svarba, bei reguliaraus jos darbo proceso užtikrinimas. Nuolatinis krizių planų išbandymas bei peržiūrėjimas, pastovus pažeidimo taškų stebėjimas bei komandinio darbo tobulinimas yra esminiai punktai, norint organizacijai būti visada pasiruošusiai nenumatytam įvykiui. Darbe yra analizuojama krizių komandos veikla tiriant literatūroje patiektas komandos formavimo ir darbo užtikrinimo koncepcijas, lyginant įvairių autorių pateikiamus teiginius ir krizių vadybos komandos darbo supratimą. Taip pat krizių komandos sąvoka yra nagrinėjama, bei analizuojama ir per grupės bei komandos perspektyvas, bandant gretinti minėtas koncepcijas. Atliktus literatūros analizę yra suformuojami krizių vadybos komandos darbo aspektai. Darbo tiriamoji atliekama siekiant išanalizuoti organizacijoje suvokiamos krizių vadybos komandos aspektus. Tyrimas atliekas glaudžiai su krizių valdymu susijusioje organizacijoje. Fokusuoto... [toliau žr. visą tekstą] / Process of crisis management seems to be rather complicated and is demanding procedure. First of all, organization must be aware of potential threats to the existence of crisis, only then it can begin to prepare for possible rigor. To prepare properly for crisis management, for organization there is necessary the recognition that crisis management is a continuous process, when permanent audits of vulnerability points and regular testing and updates of prepared procedures and crisis management plans must be made. However, rather often after manufacture of crisis management plan organizations loose vigilance and relax due to that they now have a plan prepared, which gives them the wrong impression that now they are indefeasible. This position is exactly as bad as the denial that crisis not will overtake us, because we were doing so well. How concept of crisis management provides, even the best plan can not help the organization cope with the crisis situation if there is no well prepared and ready to act crisis management team arranged. Therefore, assembling of the team and the regular work process support of it, is rather important to the process of crisis management. Permanent testing and review of composed plans, constant monitoring of organizations vulnerability points, and regular teamwork improvement is the key for the organization to be always ready to deal with sudden strike of crisis. Analysis of crisis management team activities investigating team formation and working... [to full text]

This paper explores the interaction of children with language impairment (LI). The present essay is a conversation analytic study of child-child and child-therapist dyads. The aim was to explore in what ways children with LI reach common understanding. Another purpose was to investigate if there are differences in interaction between dyads with children with LI and dyads with children with LI and speech language therapist. Seven children, three girls and four boys, with LI participated in the study. All the children are enrolled at a language unit. The dialogues were recorded, transcribed and analysed. The results revealed no differences in the children’s length of utterance between the child-child dyads and the child-SLT dyads. Another important finding was that it became more of a course of event in the play between child and SLT in contrast to the child-child dyads, where the communication more concerned one or a couple of objects. In general, the children managed to initiate, respond, give feedback, negotiate and make requests of clarification and repair utterances in conversation with each other. One important conclusion is that conversation analysis could be used in identification of strengths and weaknesses in children’s communication. The knowledge from the analyses ought to be applicable in intervention with children with LI. / Föreliggande studie behandlar hur barn med språkstörning interagerar. Vidare är den en samtalsanalytisk studie av samtal barn-barn och barn-logoped. Syftet var att studera hur gemensam förståelse uppnås i kommunikation samt att undersöka om skillnader förelåg mellan de två samtalstyperna. Sju barn, tre flickor och fyra pojkar, med generell språkstörning deltog i studien. Samtliga går på språkförskola i södra Sverige. Samtalen spelades in, transkriberades samt analyserades. Resultaten visade att barnen initierade och responderade, återkopplade, förhandlade, begärde förtydligande samt reparerade yttranden relativt väl. Vidare framkom ingen skillnad i yttrandelängd hos barnen beroende på vem de kommunicerade med. Barnen upprätthöll ett samtalsämne tämligen adekvat. I logopedbarnsamtalen utvecklades samspelet mer till ett längre händelseförlopp, till skillnad från barnbarnsamtalen, där samtalen centrerades kring ett eller ett par föremål. Samtalsanalys förefaller vara ett bra verktyg vid bedömning av kommunikation. Metoden visar barns språkliga styrkor och svagheter i vardagligt samspel. Samtalsanalysens resultat kan därefter användas för att träna social interaktion i vardagen, och där torde logopeden ha en betydande roll gällande handledning av kommunikativ träning.

<p>This paper explores the interaction of children with language impairment (LI). The present essay is a conversation analytic study of child-child and child-therapist dyads. The aim was to explore in what ways children with LI reach common understanding. Another purpose was to investigate if there are differences in interaction between dyads with children with LI and dyads with children with LI and speech language therapist. Seven children, three girls and four boys, with LI participated in the study. All the children are enrolled at a language unit. The dialogues were recorded, transcribed and analysed. The results revealed no differences in the children’s length of utterance between the child-child dyads and the child-SLT dyads. Another important finding was that it became more of a course of event in the play between child and SLT in contrast to the child-child dyads, where the communication more concerned one or a couple of objects. In general, the children managed to initiate, respond, give feedback, negotiate and make requests of clarification and repair utterances in conversation with each other. One important conclusion is that conversation analysis could be used in identification of strengths and weaknesses in children’s communication. The knowledge from the analyses ought to be applicable in intervention with children with LI.</p> / <p>Föreliggande studie behandlar hur barn med språkstörning interagerar. Vidare är den en samtalsanalytisk studie av samtal barn-barn och barn-logoped. Syftet var att studera hur gemensam förståelse uppnås i kommunikation samt att undersöka om skillnader förelåg mellan de två samtalstyperna. Sju barn, tre flickor och fyra pojkar, med generell språkstörning deltog i studien. Samtliga går på språkförskola i södra Sverige. Samtalen spelades in, transkriberades samt analyserades. Resultaten visade att barnen initierade och responderade, återkopplade, förhandlade, begärde förtydligande samt reparerade yttranden relativt väl. Vidare framkom ingen skillnad i yttrandelängd hos barnen beroende på vem de kommunicerade med. Barnen upprätthöll ett samtalsämne tämligen adekvat. I logopedbarnsamtalen utvecklades samspelet mer till ett längre händelseförlopp, till skillnad från barnbarnsamtalen, där samtalen centrerades kring ett eller ett par föremål. Samtalsanalys förefaller vara ett bra verktyg vid bedömning av kommunikation. Metoden visar barns språkliga styrkor och svagheter i vardagligt samspel. Samtalsanalysens resultat kan därefter användas för att träna social interaktion i vardagen, och där torde logopeden ha en betydande roll gällande handledning av kommunikativ träning.</p>

There has been a shift in education as the focus has moved from the centrality of teaching to the importance of learning (Aseltine, Judith, & Rigazio-DiGilio, 2006). The enhancement of educational experiences and learning of students is a goal shared by instructional supervision (Nolan & Hoover, 2004) and professional learning communities (DuFour & DuFour, 2003). As the need for professional development activities, such as instructional supervision and professional learning communities, to support professional growth continues, how these activities are implemented within a school division remains a critical concern.<p> The purpose of the study was to investigate the links between professional learning communities and instructional supervisory practice as catalysts for authentic professional growth. The result of this study suggests that a zone of authentic professional growth occurs when the activities of professional learning communities and instructional supervision as activities of professional development and reflective practice are aligned. In an era of greater accountability in education school divisions have attempted to support their professional staff with limited resources. Connecting activities to support the goals of the school division, such as professional growth and student learning, is one means of maximizing the use of the resources. There has been considerable research into instructional supervision and professional learning communities however little has been done regarding the connection and implications of these professional activities on each other.<p> The research questions of the study focused on gathering the level of agreement of teachers and in-school administrators regarding qualities of effective instructional supervision and successful professional learning communities. An additional research question focused on what were the criteria of successful professional learning communities that related to effective instructional supervisory practice.<p> The study used mixed research methodology to collect information about one school division. A survey was utilized to collect the perceptions of teachers and in-school administrators regarding successful professional learning communities and effective instructional supervision. The data collected from the survey was analyzed by two interpretation panels, one consisting of teachers and the other consisting of in-school administrators. From the analysis provided by the panels and the survey data collected, it was found that from the perceptions of teachers and in-school administrators in one school system, professional learning communities can contain specific qualities that support effective instructional supervision. The combination of these two professional activities can become a catalyst for authentic professional growth for teachers and in-school administrators.<p> The findings of the study highlights the eight preconditions necessary for an environment or zone of authentic professional growth through the use of professional learning communities to support instructional supervision. Implications, based on key findings, of the study include the need to manage time effectively, and to provide sufficient resources to support instructional supervision through professional learning communities. The school system also needs to develop a culture in which there exists a common understanding of instructional supervision and professional learning communities. It was found that ownership and shared leadership are vital to creating an environment which can embrace the collaborative culture necessary for successful professional learning communities and effective instructional supervision.

There has been a shift in education as the focus has moved from the centrality of teaching to the importance of learning (Aseltine, Judith, & Rigazio-DiGilio, 2006). The enhancement of educational experiences and learning of students is a goal shared by instructional supervision (Nolan & Hoover, 2004) and professional learning communities (DuFour & DuFour, 2003). As the need for professional development activities, such as instructional supervision and professional learning communities, to support professional growth continues, how these activities are implemented within a school division remains a critical concern.<p> The purpose of the study was to investigate the links between professional learning communities and instructional supervisory practice as catalysts for authentic professional growth. The result of this study suggests that a zone of authentic professional growth occurs when the activities of professional learning communities and instructional supervision as activities of professional development and reflective practice are aligned. In an era of greater accountability in education school divisions have attempted to support their professional staff with limited resources. Connecting activities to support the goals of the school division, such as professional growth and student learning, is one means of maximizing the use of the resources. There has been considerable research into instructional supervision and professional learning communities however little has been done regarding the connection and implications of these professional activities on each other.<p> The research questions of the study focused on gathering the level of agreement of teachers and in-school administrators regarding qualities of effective instructional supervision and successful professional learning communities. An additional research question focused on what were the criteria of successful professional learning communities that related to effective instructional supervisory practice.<p> The study used mixed research methodology to collect information about one school division. A survey was utilized to collect the perceptions of teachers and in-school administrators regarding successful professional learning communities and effective instructional supervision. The data collected from the survey was analyzed by two interpretation panels, one consisting of teachers and the other consisting of in-school administrators. From the analysis provided by the panels and the survey data collected, it was found that from the perceptions of teachers and in-school administrators in one school system, professional learning communities can contain specific qualities that support effective instructional supervision. The combination of these two professional activities can become a catalyst for authentic professional growth for teachers and in-school administrators.<p> The findings of the study highlights the eight preconditions necessary for an environment or zone of authentic professional growth through the use of professional learning communities to support instructional supervision. Implications, based on key findings, of the study include the need to manage time effectively, and to provide sufficient resources to support instructional supervision through professional learning communities. The school system also needs to develop a culture in which there exists a common understanding of instructional supervision and professional learning communities. It was found that ownership and shared leadership are vital to creating an environment which can embrace the collaborative culture necessary for successful professional learning communities and effective instructional supervision.

Kommunikation och interaktion är viktigt för att utveckla både språklig och social kompetens. Barn som använder alternativ och kompletterande kommunikation (AKK) får dock inte alltid samma möjligheter som talande barn att kommunicera. Speciellt svårt kan det vara att interagera och därigenom skapa relationer med jämnåriga. Det övergripande syftet med denna studie var att studera samtal mellan jämnåriga, speciellt hur de bygger upp och upprätthåller gemensam förståelse i samtal. Studien innefattade två unga pojkar som på grund av cerebral pares (CP) saknade talförmåga och därför använde bliss som AKK. De filmades under ett samtal med varsin klasskamrat. En samtalsanalytisk metod (conversation analysis, CA) användes för att identifiera mönster i interaktionen och analysera deltagarnas strategier för att etablera gemensam förståelse. De strategier som användes visade sig vara tolkningsförslag, följdfrågor, formuleringar och reparationer. Strategierna användes främst vid responspunkter efter blissyttranden, men reparationer förekom även under konstruktionen av yttranden. Analysen visade också att förståelsestrategier ibland saknades i det ena samtalet vilket då ledde till att samtalet stannade av. De talande tog större delen av ansvaret för förståelsearbetet i båda samtalen, men även de blissande pojkarna var delaktiga. Sammantaget visade analysen att samtal med AKK kan se mycket olika ut. Vilka strategier deltagarna använde sig av för att etablera gemensam förståelse var av stor betydelse i båda samtalen. Det krävdes att alla samtalsdeltagare var engagerade i förståelsearbetet för att samtalet inte skulle avstanna. / Communication and interaction are important parts in developing both linguistic and social skills. Children who uses augmentative and alternative communication (AAC) may not always have the same opportunities as talking children to communicate. It can be especially difficult to interact and thereby create relationships with peers. The aim of this study was to explore conversations between peers, more specifically in which ways they establish and maintain common understanding in the conversation. Participants in the study were two young boys with cerebral palsy (CP) causing non-intelligible speech, and therefore using blissymbolics as their AAC. The boys were videotaped during a conversation with a classmate. A Conversation Analysis method (CA) were used to identify patterns in the interaction, and to analyze the participants' strategies to establish common understanding. Strategies used were suggestions of interpretation, following up-questions, formulations and reparations. The strategies were most used in transition-relevance places, but reparations could also be found during the creation of blissymbolic utterances. The analysis also found that understanding-oriented strategies sometimes were missing in one of the conversations, which led to breakdown in the conversation. The talking individuals were responsible for establishing common understanding in the major part of both conversations, but the boys using blissymbolics did not leave the responsibility entirely to them. In total the analysis showed that conversations with AAC can differ in many ways. Which strategies the participants used to establish common understanding were of great importance in both conversations. Every participant in the conversation were obliged to engage in creating common understanding in order to not lead the conversation to a breakdown.