Thesis (M.A.)--University of Delaware, 2006. / Principal faculty advisor: Carroll E. Izard, Dept. of Psychology. Includes bibliographical references.

Thesis (Ph. D.)--West Virginia University, 2006. / Title from document title page. Document formatted into pages; contains xi, 167 p. : ill. Includes abstract. Includes bibliographical references (p. 70-78).

Thesis (D. Min.)--Southwestern Baptist Theological Seminary, 2000. / Includes bibliographical references (leaves 349-364).

Thesis (M.A.)--Lancaster Bible College, 2005. / Includes bibliographical references (leaves 71-73).

Thesis (M.A.)--Lancaster Bible College, 2005. / Includes bibliographical references (leaves 71-73).

<p>Huvudsyftet med min undersökning var att beskriva hur det är på ett högstadium för elever som är i behov av särskilt stöd. Jag har undersökt hur man som lärare på bästa sätt ska hjälpa dessa elever så att de känner sig delaktiga och synliga i klassrummet samt få dem att nå de olika kunskapsmålen. Jag använde mig av kvalitativa intervjuer när jag undersökte min studie och intervjuade fem olika pedagoger och en studierektor. Resultaten var relativt lika då de flesta av pedagogerna menade att fler resurser borde finnas på skolan, eftersom det är skolans ansvar att ge stöd till de elever som har svårigheter. Pedagogerna menade även att man som lärare måste hitta sitt eget arbetssätt som fungerar för alla elever samt att det måste finnas en god sammanhållning mellan de olika pedagogerna på skolan så att man inte får dra ett alltför tungt lass. Med min undersökning ville jag ta reda på vad jag ska tänka på gällande de elever som är i behov av särskilt stöd när jag nu till våren börjar min arbetskarriär som lärare. I och med denna studie har jag fått större insikt och idéer och tankar gällande detta som jag inte tror jag kunnat läsa mig till.</p> / <p>The main purpose with my examination was to describe how it is on a senior level for pupils who are in the need for special support. I have examined how teachers in the best way can help these pupils so that they fell participate and noticed in the classroom and get them to reach the different goals. I have done qualitative interview when I did my examination and was interviewing five different teachers and the director of studies. The result was kind of the same, most of the teachers meant that it should be more resources on the school because it is the schools responsibility to give support to the pupils who are in the need for special support. The teachers also meant that all the teachers have to find their own way to teach so that it works for all the pupils and that it have to be a good solidarity among the teachers on the school so it doesn’t get tough. With my examination I wanted to find out what I should keep in mind of concerning those pupils who are in the needs of special support when I soon start my working career as a teacher. With this study I have reached a greater knowledge and thoughts that I don’t think I could have learned by books.</p>

Huvudsyftet med min undersökning var att beskriva hur det är på ett högstadium för elever som är i behov av särskilt stöd. Jag har undersökt hur man som lärare på bästa sätt ska hjälpa dessa elever så att de känner sig delaktiga och synliga i klassrummet samt få dem att nå de olika kunskapsmålen. Jag använde mig av kvalitativa intervjuer när jag undersökte min studie och intervjuade fem olika pedagoger och en studierektor. Resultaten var relativt lika då de flesta av pedagogerna menade att fler resurser borde finnas på skolan, eftersom det är skolans ansvar att ge stöd till de elever som har svårigheter. Pedagogerna menade även att man som lärare måste hitta sitt eget arbetssätt som fungerar för alla elever samt att det måste finnas en god sammanhållning mellan de olika pedagogerna på skolan så att man inte får dra ett alltför tungt lass. Med min undersökning ville jag ta reda på vad jag ska tänka på gällande de elever som är i behov av särskilt stöd när jag nu till våren börjar min arbetskarriär som lärare. I och med denna studie har jag fått större insikt och idéer och tankar gällande detta som jag inte tror jag kunnat läsa mig till. / The main purpose with my examination was to describe how it is on a senior level for pupils who are in the need for special support. I have examined how teachers in the best way can help these pupils so that they fell participate and noticed in the classroom and get them to reach the different goals. I have done qualitative interview when I did my examination and was interviewing five different teachers and the director of studies. The result was kind of the same, most of the teachers meant that it should be more resources on the school because it is the schools responsibility to give support to the pupils who are in the need for special support. The teachers also meant that all the teachers have to find their own way to teach so that it works for all the pupils and that it have to be a good solidarity among the teachers on the school so it doesn’t get tough. With my examination I wanted to find out what I should keep in mind of concerning those pupils who are in the needs of special support when I soon start my working career as a teacher. With this study I have reached a greater knowledge and thoughts that I don’t think I could have learned by books.

The aim of this report is to understand the actual needs of older people who live in a nursing home in Sweden. Qualitative method was applied in order to collect data from interviews of both older people and staffs of the nursing home. Data analysis was performed by using hermeneutical circle. The results revealed the basic needs, the psychological needs, the self-fulfillment and the ‘needs and wants’ of older people. The results showed that the needs of older people were varied as individuals are unique. In general, the basic needs are for survival, and the needs of families, communications, personalized activities, and encouragement which might have the conductive function for older people to live a happy later life.

The economic and political condition of a country usually determines its fiscal policy. When Chiang Ching-Kuo was in charge of Taiwan¡¦s political and economic power between 1972-1988, his administration pushed forward many new public policies and economic growth plan in order for Taiwan to continue development. There were several different exhaustive expenditures and transfer payments. The financial resources to make this happen include tax revenue, commercial revenue, administrative revenue and debt-created revenue. The fiscal policy is necessary and important complimentary part of a government¡¦s public administrative policy and economic development plan. However, under the democratic system of Taiwan, fiscal policy is often over used or abused. On the one hand, the government¡¦s expenditure in national defense, social security, education, economic development, etc., continue to expand; on the other hand, tax revenue continue to be cut down to please the constituents. On the surface, this policy during reign of Chiang Ching-Kuo did not appear to have any financial burden; in truth the potential fiscal deficit has already began to grow. Unfortunately, this negative impact by the policy did not become apparent until the recent years. Economic growth has always been the goal of all governments around the world. When economists report on the economic development plan of his/her country, most will assent that the fiscal policy is the key to the economic growth. My dissertation is focused on the period from 1972-1988 when Chiang Ching-Kuo is in control of Taiwan. I will focus on how the financial expenditures and revenues, as well as tax burden, income distribution, public debit and credit, investment encouragement and import-export policies, together with the economic facts of the time, to correlate in further detail the meaning and affect of the past policies. Furthermore, I hope to gain new economic insights through restudying of past, and allow this dissertation be of help to the present economic administration.

Thesis (D. Min.)--Midwestern Baptist Theological Seminary, 2002. / Abstract. Includes bibliographical references (leaves 182-187).