This thesis deals with methods used for childhood obese patient education. It is further devoted to the creation of new educational resource to help fight the childhood obesity. This educational material has been prepared on a similar basis as the educational material for diabetic patients called Conversation maps TM. The theoretical part is dedicated to three main topics. First of all it analyzes risk factors influencing progression of the child obesity, prevention and treatment of this disease. Secondly, the theme of education is further elaborated. Finally, the third main topic is focused specifically on education in childhood obesitology and educational materials dealing with this issue. Quality of childhood obesity prevention and its specific impact on children aged 11-15 years is assessed in practical part. This part was realized using quantitative research, where I used an anonymous non-standardized questionnaire (which contained 14 questions) to gather the necessary data. The aim of the questionnaire was to find two facts. First, I was wondering where the children got accurate information about a healthy lifestyle. This finding has influenced the formation of educational material. Second, I was wondering what the real dietary habits of children aged 11-15 years are. The survey shows that...

The topic of this dissertation is employee education in the organizations. This work begins with the description of a comprehensive system of training and education of employees in the organizations. Next chapters are devoted to the business education system with focus on conception of learning organizations. The subsection is also focusing on the concept of strategic human resources development. An important chapter of this dissertation is a description of the process of designing the training of employees in the organizations, which includes parts focusing on the identification and analysis of a need of education, planning and implementation of education and its evaluation. In this framework are defined areas such as learning objectives, selected subgroup of learners, forms and methods of educational events, role of personality motivation and trainers. The practical part is devoted to description, analysis and comparison of the selected small organizations in terms of structure and organization of the education system. This chapter is a survey that focuses on the scope of the education system and degree of the satisfaction of workers with education in selected small organizations. The aim of this dissertation in theoretical aspect is to outline the system of training of staff in the...

In the United States, approximately 30.3 million or 9.4% of the population have been diagnosed with diabetes mellitus. Of these, 8.3 million remain undiagnosed. There are approximately 2 million people incarcerated in detention centers, jails, and prisons across the United States with approximately 80,000 inmates living with diabetes. Correctional officers are not educated to identify and respond to inmates with evolving medical complications, such as low or high blood glucose, which can lead to preventable adverse events, including permanent injury or death. The purpose of this project was to develop an evidence-based education module to teach correctional officers how to recognize the signs and symptoms of low or high blood glucose levels of inmates with uncontrolled diabetes and to rapidly respond with basic medical treatment. The module was validated by 6 experts with 87% agreement prior to being presented to 49 corrections officers in a 1-hour lecture format with cases, guided by Knowles's adult learning theory. A paired t-test demonstrated the average knowledge scores significantly increased from 56% before to 76% after the education module (t = 7.16, p = 0.0001). Although the baseline and follow-up knowledge were low among this group, this project measured only short-term learning outcomes. Because the impact of knowledge acquisition could diminish or disappear with time, future studies to measure the long-term effects of the education on avoiding adverse events are necessary. This project contributes to positive social change by providing correctional officers with an increased likelihood of identifying early and responding appropriately to inmates with an evolving medical emergency.

<p>Syftet med denna undersökning är att undersöka hur några pedagoger beskriver att de arbetar med de särbegåvade barnens individuella utvecklingsplaner och hur de med hjälp av dessa planer skapar en utvecklande och bra lärande miljö för dessa barn. Anledningen till att jag gör detta arbete är att det i min kommande yrkesroll krävs av mig att jag arbetar för att se och ta tillvara på alla elever, oavsett kunskapsnivå eller kunskapsdomän. Mitt uppdrag som pedagog innefattar även att jag, tillsammans med elev och vårdnadshavare, ska upprätta en IUP för eleven.</p><p>Jag har först ägnat mig åt litteraturstudier och sedan genomfört kvalitativa intervjuer av fem yrkesverksamma pedagoger i mellansverige. Mitt resultat sammanföll i stort sett med vad forskningen tidigare sa om pedagogernas förhållningssätt gentemot särbegåvade barn och upprättandet av IUP. Pedagogerna i undersökningen tycker det är bra och viktigt att arbeta med IUP i skolan. De är också väl medvetna om både möjligheter och risker som kan uppstå i upprättandet av IUP för särbegåvade barn.</p><p>Forskning visar på kunskapsbrist om särbegåvade barn, bland pedagoger. Detta avspeglas också i undersökningen. För att pedagogerna ska bli medvetna om särbegåvade barns behov och hur de kan ta vara på, och utveckla, dessa begåvningar med hjälp av IUP, behöver de få mer kunskap om dessa barn. Skolan måste även satsa mer på att utbilda pedagoger om intentionerna i gällande läroplan för att arbetet med IUP ska fungera tillfredsställande.</p> / <p>The aim of my survey is to examine how some teachers work with the gifted children’s educational plans and how they with help of this plans put together an education that favours the development of the gifted children. The reason I have chosen this topic is that my future profession requires me to see, and to take care of all pupils, irrespectively of their knowledgelevel or knowledge-area. My assignment as a teacher also includes, that I, together with the pupil, and his or her custodian, draw up an individual educational plan for the pupil.</p><p>I have firstly focused on literature studies and then conducted qualitative interviews with five teachers working in central Sweden. My results were very similar to previous research concerning teachers’ attitudes towards gifted children, and the drawing-up of individual educational plans. The teachers in the survey have seen the importance of working with individual educational plans in school, and they are well aware of the possibilities as well as the risks that can occur in the drawing-up of individual educational plans for gifted children.</p><p>Research shows a knowledge-shortage, among teachers, concerning gifted children. This is also reflected in the survey. If teachers are to become aware of the gifted children's needs and how to take care of, and develop, these talents by using individual educational plans, they need continuing education about these children. The school must also invest more on continuing education for teachers, about the intentions in current curriculum, if the work with individual educational plans is to be satisfactory.</p>

Syftet med denna undersökning är att undersöka hur några pedagoger beskriver att de arbetar med de särbegåvade barnens individuella utvecklingsplaner och hur de med hjälp av dessa planer skapar en utvecklande och bra lärande miljö för dessa barn. Anledningen till att jag gör detta arbete är att det i min kommande yrkesroll krävs av mig att jag arbetar för att se och ta tillvara på alla elever, oavsett kunskapsnivå eller kunskapsdomän. Mitt uppdrag som pedagog innefattar även att jag, tillsammans med elev och vårdnadshavare, ska upprätta en IUP för eleven. Jag har först ägnat mig åt litteraturstudier och sedan genomfört kvalitativa intervjuer av fem yrkesverksamma pedagoger i mellansverige. Mitt resultat sammanföll i stort sett med vad forskningen tidigare sa om pedagogernas förhållningssätt gentemot särbegåvade barn och upprättandet av IUP. Pedagogerna i undersökningen tycker det är bra och viktigt att arbeta med IUP i skolan. De är också väl medvetna om både möjligheter och risker som kan uppstå i upprättandet av IUP för särbegåvade barn. Forskning visar på kunskapsbrist om särbegåvade barn, bland pedagoger. Detta avspeglas också i undersökningen. För att pedagogerna ska bli medvetna om särbegåvade barns behov och hur de kan ta vara på, och utveckla, dessa begåvningar med hjälp av IUP, behöver de få mer kunskap om dessa barn. Skolan måste även satsa mer på att utbilda pedagoger om intentionerna i gällande läroplan för att arbetet med IUP ska fungera tillfredsställande. / The aim of my survey is to examine how some teachers work with the gifted children’s educational plans and how they with help of this plans put together an education that favours the development of the gifted children. The reason I have chosen this topic is that my future profession requires me to see, and to take care of all pupils, irrespectively of their knowledgelevel or knowledge-area. My assignment as a teacher also includes, that I, together with the pupil, and his or her custodian, draw up an individual educational plan for the pupil. I have firstly focused on literature studies and then conducted qualitative interviews with five teachers working in central Sweden. My results were very similar to previous research concerning teachers’ attitudes towards gifted children, and the drawing-up of individual educational plans. The teachers in the survey have seen the importance of working with individual educational plans in school, and they are well aware of the possibilities as well as the risks that can occur in the drawing-up of individual educational plans for gifted children. Research shows a knowledge-shortage, among teachers, concerning gifted children. This is also reflected in the survey. If teachers are to become aware of the gifted children's needs and how to take care of, and develop, these talents by using individual educational plans, they need continuing education about these children. The school must also invest more on continuing education for teachers, about the intentions in current curriculum, if the work with individual educational plans is to be satisfactory.

Detta är en kvalitativ studie med syfte att analysera hur pedagoger samtalar med vårdnadshavare och elev kring utvärdering av åtgärdsprogram under uppföljningssamtal. För att tydliggöra den här studiens syfte har följande frågeställningar använts: Vad är innehållet i ett uppföljningssamtal? Hur samtalar deltagarna kring åtgärder och extra anpassningar? Hur ser elevens delaktighet i den muntliga kommunikationen ut? Metoden som används i studien är inspelade utvärderingssamtal med pedagoger, vårdnadshavare och elever i årskurs 7 och 9. Studien består av tre inspelade uppföljningssamtal kring åtgärdsprogram. Samtalen analyseras utifrån helhetsanalys, delanalys och samtalsanalys som metod. Som en teoretisk utgångspunkt har ett sociokulturellt perspektiv med inriktning på interaktion används. Resultatet av studien visar att samtalet har fokus på åtgärder och extra anpassningar som finns dokumenterade kring eleven. Specialpedagogen leder samtalet framåt och är den som håller samman deltagarna. I studien framgår att elevens möjlighet till delaktighet är stor. Dock innebär inte denna delaktighet att hänsyn tas till elevens tankar och åsikter i utvärderingen av åtgärder och extra anpassningar. I analysen framkommer även att i samtalet finns inget som visar på att åtgärderna och extra anpassningarna utvärderas utifrån hur väl de har fungerat för eleven. Under samtalet diskuteras de behov eleven har och vilken typ av stöd, åtgärder och extra anpassningar som finns, till viss del diskuteras hur de fungerar. Men inget tas bort eller läggs till i åtgärder eller extra anpassningar, trots att det är tydligt att en del av anpassningarna och åtgärderna inte alls är funktionella. / This is a qualitative study aimed at analyzing how educators talk with parents and pupils when evaluating Individual Educational Plans (IEP) during follow-up discussions. To clarify the purpose of this study, the following questions have been used: What is the content of an IEP follow-up meeting? How do the participants talk about accommodations and interventions? What does the pupil’s participation in the oral communication look like? The method used in the study is recorded evaluation discussions with educators, parents and pupils in grades 7 and 9. The study consists of three recorded IEP follow-up meetings. The conversation is analyzed based on overall analysis, part analysis and conversation analysis as a method. As a theoretical point of view, a socio-cultural perspective with a focus on interaction is used. The result of the study shows that the conversation focuses on accommodations and interventions that are documented in the IEP. The special pedagogue leads the conversation forward and is the one that brings the participants together. The study shows that the pupils have a major opportunity for participation. However, this participation does not mean that the pupils ́ thoughts and opinions are taken into account in the evaluation of accommodations and interventions. The analysis also shows that there is nothing in the conversation that shows that the accommodations and interventions are evaluated according to how well they have worked for the pupil. During the conversation, the needs of the pupil are discussed and also what types of support, accommodations and interventions there are in the IEP, although they are only partially evaluated. No changes are made to the IEPs, even though it is clear that some of the accommodations and interventions are not functional at all.

The discourse deals with the potential of implementation of joint teaching of history to pupils of multi-grade class in a primary school with composite classes. The education will proceed through the use of methods and techniques of the theatre education. Therefore the theoretical section pursues the features of the theatre education and its benefit to pupils' education. The discourse also explores whether the curricular documents provide for such teaching. The practical section of the discourse inquires into class education planning, its fruition and reflection, it also summarizes the used methods and techniques of the theatre education. A part of the section is an aggregate chart of pupils evaluating feasibility of the used activities. In conclusion a hypothesis is established that the education by means of theatre education is attractive to pupils. KEYWORDS Theatre education, methods and techniques of theatre education, primary school with composite classes, homeland study, the human and his/her world, 4th and 5th grade of primary school, General Curriculum, Czech history

Annotation: The thesis is entitled ,,The Possibilities of Movement from the Area of Drama in Education in Working out the Topics from Educational Plan." The theoretical part is divided and focused on four sections: Drama in Education, specification about children of early school age, movement and compare Drama in Education with Dance and Movement in Education. The practical part is focused on realization of seven the teaching lessons, which are worked up according to topics from Educational Plan and with utilization of Movement from the Area of Drama in Education. Key words: Movement Drama in Education Early school age Educational Plan Selection of the Topics Realization Reflection

This thesis deals with the issue of educating helath workers. It describes mainly the legal framework of current situation and touches also the aspects of adults' education, humen resources and the educational system. Based on the teoretical knowledges there is built the methodology for creating educational plan in Hospital Pelhrimov followed by recommendations.

Studiens övergripande syfte är att kartlägga lärares syn på bedömningskompetens. En långsiktig intention är även att synliggöra lärares kompetensutvecklingsbehov inom bedömningsområdet. Processen vägleddes av en frågeställning gällande de kunskapsbehov som synliggörs i lärares diskussioner. Forskning har visat att elever lär sig det som de blir bedömda på vilket kan innebära att bedömningen snarare än styrdokument bestämmer vad och hur elever lär. Detta betyder att kunskap om bedömningsprocesser är viktigt och studien relaterar klassrumsbedömning till forskning samt politiskt genomförda reformer. Studien ämnar fylla det hål som Vetenskapsrådets kartläggning om svensk forskning om bedömning efterlyser; projekt i skärningspunkten mellan forskning, politik och praktik. Ansatsen är baserad på aktionsforskning som ett medel att frigöra kunskap inifrån. Studien utgick därför från ett skolutvecklingsprojekt med lärarnas autentiska frågor och deras vardagsarbete i centrum. Data som analyserades synliggjorde ett behov för lärarna av att reflektera över kunskapssyn samt olika bedömningsmetoder för att våga ge sig ut på den tunna is de beskrev som lärande. Med reflektionsprotokoll, fokusgruppsintervjuer och individuella intervjuer som grund visade resultet att lärarna ansåg sig behöva kunna: tolka och konkretisera, visa progression samt involvera eleverna. Vidare diskuteras resultatet i relation till tre olika spänningsfält som lärarna tvingades hantera för att betraktas som bedömningskompetenta. / The overall aim is to identify teachers' views of assessment skills. A long-term intention is also to draw attention to teachers' professional development needs within the assessment area. The process was guided by a question regarding the need for knowledge, which is made visible in the teachers' discussions. Research has shown that students learn what they are assessed on which may mean that the assessment rather than policy documents determines what and how students learn. This means that knowledge of assessment processes is important and the study relates classroom assessment to research and political reforms. The study intends to fill the gap the research council´s survey about Swedish research on assessment defines as; projects at the intersection between research, policy and practice. The approach is based on action research as a mean to free knowledge from within. The study therefore relates to a school development project where the teachers' authentic questions and everyday work was in focus. Data were analyzed and made visible a need for teachers to reflect on epistemological beliefs and different assessment methods in order to dare to venture out on the thin ice they described as learning. With reflection protocols, focus group interviews and individual interviews as a basis the results showed that teachers felt the need to be able to: interpret and concretize, show progression and involve students. The result is also discussed in relation to three tensions the teachers needed to manage in order to be considered as assessment literate.