<p>Syftet med detta arbete är att undersöka hur pedagoger arbetar med att hantera konflikter mellan barn, samt att jämföra två olika förskolor för att se vilka likheter och skillnader som finns. Studien bygger på ett frågeformulär med sex pedagoger på två olika förskolor samt en litteraturstudie som jämförs med pedagogernas svar i frågeformulären. I bakgrunden beskrivs bland annat ett teoretiskt perspektiv samt olika författares syn på konflikter och hantering av konflikter. Resultatet visar på en viss skillnad i arbetet med konflikthantering. Detta genom att olika tankar kring barns känslor har visats samt att pedagogerna på ena förskolan gärna håller sig mer i närheten av de barn som ofta hamnar i konflikter till skillnad från de pedagogerna på den andra för skolan. De likheter som visas är bland annat att alla pedagoger i denna studie är överrens om att barn kan till viss del lösa konflikter själva.</p>

<p>This case study presents how the unit of munition-searching dogs of the Swedish armed forces handles their experiences from international service. The subject is particularly interesting as previous research into the area is nonexistent. The questions asked in the study are answered through the authors findings that training and preparation of this unit has developed thanks to the input of lessons learned from previous missions. This paper, based manly on experience reports, show that the unit successfully uses the method for handling lessons learned chosen within the Swedish armed forces.</p>

This case study presents how the unit of munition-searching dogs of the Swedish armed forces handles their experiences from international service. The subject is particularly interesting as previous research into the area is nonexistent. The questions asked in the study are answered through the authors findings that training and preparation of this unit has developed thanks to the input of lessons learned from previous missions. This paper, based manly on experience reports, show that the unit successfully uses the method for handling lessons learned chosen within the Swedish armed forces.

Syftet med detta arbete är att undersöka hur pedagoger arbetar med att hantera konflikter mellan barn, samt att jämföra två olika förskolor för att se vilka likheter och skillnader som finns. Studien bygger på ett frågeformulär med sex pedagoger på två olika förskolor samt en litteraturstudie som jämförs med pedagogernas svar i frågeformulären. I bakgrunden beskrivs bland annat ett teoretiskt perspektiv samt olika författares syn på konflikter och hantering av konflikter. Resultatet visar på en viss skillnad i arbetet med konflikthantering. Detta genom att olika tankar kring barns känslor har visats samt att pedagogerna på ena förskolan gärna håller sig mer i närheten av de barn som ofta hamnar i konflikter till skillnad från de pedagogerna på den andra för skolan. De likheter som visas är bland annat att alla pedagoger i denna studie är överrens om att barn kan till viss del lösa konflikter själva.

Människan är en social varelse som har behov av andra människor men eftersom vi är olika uppstår det ibland konflikter. Måste konflikter vara negativa? Kan det komma något bra ur en konflikt? Studien vill lyfta fram konflikter som något som kan ge motivation och kreativitet till att skapa förändringar. Studien vill se om det finns något samband mellan konflikter och innovationer. Studien vänder sig till medarbetare, företagsledare, och studenter. Studien omfattar teorier, en mindre enkätundersökning samt åtta stycken intervjuer som handlar om konflikter, förändring och innovationer. Det gäller att bli medveten om känslor som vi får i en konfliktsituation. Om vi förstår våra känslor och om vi förstår varför vi reagerar som vi gör i en konflikt har vi större chans att göra något kreativt av känslorna och konflikterna kan till och med leda fram till nya innovationer och förändringar. / Human being is a social being which is dependent to other people, but the fact that we are different may sometimes cause conflicts. Do conflicts need to be negative? Can a conflict situation make new innovations? The intention of this study is to focus on conflicts that will generate motivation for creative changes. The study is looking for connections between changes, conflicts and innovations. The study addresses co-workers, business managers and students. It contains theories, a minor survey and interviews. It is important to be aware of the different feelings between people in a conflict. Understanding our feelings and understanding how we react as we do in a conflict situation, give us a greater opportunity to create , for instance, new innovations and changes.

This study explored the effectiveness of Handle With Care, a mental health promotion training program for child care practitioners working with children between birth to age 6. Handle With Care program content is based on research evidence. Training units are intended to deepen practitioners’ understanding of how children’s social-emotional development, centre and family connections and positive workplace activities link to children’s well-being and practitioners’ roles in these areas. Fifty-seven front-line practitioners from three different regional groups (Rural, Suburban, Urban) completed Handle With Care workshops and were compared to 56 comparison participants, matched according to region, who were not exposed to training. The evaluation utilized a time series repeated measures design and consisted of mixed quantitative and qualitative measures to determine training outcomes related to practitioner’s mental health promotion knowledge and practices. Findings indicated that child care practitioners who participated in Handle With Care training demonstrated increased mental health promotion knowledge. In particular, they acquired better comprehension of issues concerning practitioner and child attachment relationships, children’s self-esteem, emotion expression and regulation and peer relationships. Training participants significantly differed from comparison participants in their knowledge of these topics. In terms of practices, training participants also evidenced significantly improved practices relative to comparison participants. These gains were especially observed in relation to practitioners building trusting relationships with children, fostering children’s sense of self and competence, positive peer interactions and practitioners promoting their own mental health. In contrast, Handle With Care training did not show the intended consistent outcomes with respect to practitioners helping children with emotional communication, dealing with diversity, changes and transitions and practitioners building relationships with children’s parents. Results tended to be discrepant across regional groups, and in some instances, gains in mental health promotion and knowledge were not sustained over time. Overall, the study suggests that Handle With Care is a useful way to augment child care practitioners’ capacity to consider the mental health of all children in their care and flexibly implement strategies to help children reach their optimal potential. The study also provides important information concerning regional differences and areas of training content that may benefit from revision.

This study explored the effectiveness of Handle With Care, a mental health promotion training program for child care practitioners working with children between birth to age 6. Handle With Care program content is based on research evidence. Training units are intended to deepen practitioners’ understanding of how children’s social-emotional development, centre and family connections and positive workplace activities link to children’s well-being and practitioners’ roles in these areas. Fifty-seven front-line practitioners from three different regional groups (Rural, Suburban, Urban) completed Handle With Care workshops and were compared to 56 comparison participants, matched according to region, who were not exposed to training. The evaluation utilized a time series repeated measures design and consisted of mixed quantitative and qualitative measures to determine training outcomes related to practitioner’s mental health promotion knowledge and practices. Findings indicated that child care practitioners who participated in Handle With Care training demonstrated increased mental health promotion knowledge. In particular, they acquired better comprehension of issues concerning practitioner and child attachment relationships, children’s self-esteem, emotion expression and regulation and peer relationships. Training participants significantly differed from comparison participants in their knowledge of these topics. In terms of practices, training participants also evidenced significantly improved practices relative to comparison participants. These gains were especially observed in relation to practitioners building trusting relationships with children, fostering children’s sense of self and competence, positive peer interactions and practitioners promoting their own mental health. In contrast, Handle With Care training did not show the intended consistent outcomes with respect to practitioners helping children with emotional communication, dealing with diversity, changes and transitions and practitioners building relationships with children’s parents. Results tended to be discrepant across regional groups, and in some instances, gains in mental health promotion and knowledge were not sustained over time. Overall, the study suggests that Handle With Care is a useful way to augment child care practitioners’ capacity to consider the mental health of all children in their care and flexibly implement strategies to help children reach their optimal potential. The study also provides important information concerning regional differences and areas of training content that may benefit from revision.

The skin of the palm of the hand has no friction. It is only when in contact with other objects that frictional forces appear. This friction does not, however, conform to the classic laws of friction. The thesis shows that static skin friction is lower than dynamic friction, and that increased velocity increases the coefficient of friction, but increasing load reduces it. Consequently, references to coefficient of friction where palm skin is one of the friction partners require velocity, surface pressure and skin conditions to be specified in addition to contaminants in the friction interface, before reliable conclusions can be drawn. Eleven textured and one non-textured samples all made from the same material were investigated using eighteen male subjects. They were exposed to five contaminants, three skin conditions, three levels ofload and velocities in the range 2-128 mm/so It was concluded that velocity in the friction interface is the most dominant factor contributing to palm friction. Only small, non-significant, differences in friction were found between different types of textures under non-contaminated conditions, but major, and significant differences were observed under contaminated conditions. Coarse textures increased discomfort. For static- and dynamic friction the type of texture, coarse or fine, will affect friction in different ways depending on the skin conditions being "clean" or "contaminated." Experiments show that coarse textures generate less friction than fine under the clean conditions. Under contaminated conditions however coarse textures generate more friction than fine. The highest coefficient offriction 1-1=2.22 (SO=1.12) was recorded under dynamic conditions for a clean hand on a non-textured surface when the surface pressure was low - 6.3 kPa (SO 2.1). The lowest coefficient offriction 1-1=0.05 (SO=0.03) was found under static conditions, with lard present on a non-textured surface when the surface pressure was high - 81.4 kPa (SO=31.0). Two regression models were developed. Regression coefficients are presented for surface topography variables as well as skin condition and contamination, velocity surface pressure and discomfort. Two new surface topography representations explain the generation of friction forces. The uppermost 5% of the volume of texture peaks provided significant information for transfer offriction forces.

The aim of this master’s thesis was to create a component model of a door handle stiffener used by the Volkswagen concern, which can be used for crash computations. Also to tune its parameters the way, its behavior corresponds the most to the real part’s. In the theoretical part the current regulations of the Euro NCAP are presented, concerning the testing and evaluation of the passive safety of new vehicles. Attention is focused on the evaluation of the side impact barrier tests, where the effect of the door handle stiffener’s damage is reflected the most. Shown are the reasons for the effort to simulate the real behavior of the stiffener, the factors, which initialized the born of the studied problem. The practical part starts with the creation of the FEM mesh of the part based on its 3D CAD model, also describes the requirements for the mesh quality, as well as the used tools and methods. Further on investigated are the characters of real damages of the door handle area during side impacts, based on which the component tests are proposed for the validation of the simulation model. Experimental research consists of the stiffener’s testing for simple bend and twist loads, three specimens each. After the execution of the tests the results get compared with the corresponding simulations. Modifications are made on the model according to the acquired results: refinement of the FEM mesh, new material model usage with failure for shell elements and definition of real material characteristics for the used thermoplastics. The latest obtained simulation dependencies are compared with the measured values again, the results are evaluated at last.

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