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Crotches were cut out of red maple (Acer rubrum), callery pear (Pyrus calleryana), and sawtooth oak (Quercus acutissima) trees (2.5â -7â d.b.h.) and then pulled apart in an engineering testing machine to identify physical parameters correlated with crotch strength. Parameters measured included the diameter of the branch and of the trunk above and below the crotch, angle of the branch and branch bark ridge, and the length of the crotch and the branch bark ridge. The force required to break each sample was used to calculate breaking strength based on the formula for bending stress. Each parameter was tested for correlation with crotch strength within the individual species and for the three species combined. The ratio of branch diameter over crotch width had the highest correlation coefficient for crotch strength. Branch angle was also correlated with crotch strength but not as highly as the ratio of the diameters. V-shaped crotches (those with included bark) were significantly weaker than U-shaped crotches for all species. The ratio of the two stem diameters greatly influenced the manner in which the crotches broke. In crotches where the branch diameter was 2/3 the size of the trunk or smaller, the crotch broke by being pulled directly out of the trunk. Crotches with branches more than 2/3 the diameter of the trunk broke when the trunk split longitudinally and had significantly lower strength values. These results indicate that increased crotch strength results from a small branch diameter relative to that of the trunk. / Master of Science

Univ., Dep.Biologie, Diss.--Hamburg, 2006. / Literaturverz. S.[212-224]. Zusfassung in dt. ,Sprache.

The aim of this study is to describe successful strategies to include children in free play activities at the preschool. The methods that pedagogues use to act and work with excluded children will be examined. To get answers to my questions I have conducted interviews with five pedagogues in four preschools. During interviews they mention two different approaches to encourage free play activity. One way was to participate and play along with the children. The other approach was to let the children play by themselves and only interact when there are disagreements between the children. During analysis of the assembled data I have used the sociocultural perspective developed by Vygotskij. In the study the pedagogues describe different ways to reduce the risk that children will be excluded. The study also includes suggestions and thoughts about why some children are excluded in free play and how they can be encouraged to participate in the activity. The pedagogues that were interviewed seemed to be very aware of the problem. I observed that they have high ambitions to include all children in free play activities. I raise the question about how they manage to fulfill the goal of including children when there are time constraints and many children with different needs in large groups. At the same time there are many other requirements that the pedagogues have to fulfill.

Univ., Diss.--St. Gallen, 2007.

Made available in DSpace on 2016-06-02T19:46:12Z (GMT). No. of bitstreams: 1 2976.pdf: 1024257 bytes, checksum: 6e0a06d059f29cb147e3849c559ecd9e (MD5) Previous issue date: 2008-03-07 / Universidade Federal de Minas Gerais / Children with hearing impairments which study into the regular school can be isolated andrejected by their peer group and can exhibit more learning disability, emotional andbehavior problems than children that don't have deficiencies. Theoretical field of socialskills has been dedicated to the study of these questions. However the literature don tindicate which performances from the children could contribute or hinder the inclusion ofchildren with hearing impairments on their interpersonal relations, just as there a few dataon the relations between these performances and the social isolation and rejection by thepeer group, academic competence and behavior problems. This work was divided into tworesearches. The purpose of the research I consists in identify the inclusive social skills,by categorizing the pro-included performances and from the anti-included performances.Participated in this research I eight children with hearing impairments and 128 childrenwithout deficiency of eight classes of 1ª the 4ª grades of regular schools. By means offilming from the classes in the classroom and classes of the physical education, have beenidentified and categorized 30 pro-included performances and 20 anti-includedperformances from the children. The objective of the research II was observe the relationamong the pro-included performances and the anti-included performances and: a) the socialskills; b) the behavior problems; c) the academic competence; d) the sociometric statusfrom the children. Participated in this research II eight children with hearing impairmentsand eight children without deficiency of eight classes of 1ª the 4ª grades of regular schools.The statistically descriptive analysis suggested the relation among these performances andthe repertory of social skills and the academic competence from the children. The datarelative to the behavior problems and the sociometric status from the children don t suggestthe relation among these variables and the pro-inclusive performances and anti-inclusiveperformances. / Crianças com deficiência auditiva que estudam no ensino regular podem ser isoladas erejeitadas pelo grupo de pares e podem apresentar mais dificuldades de aprendizagem,comportamentos problemáticos e problemas emocionais do que as crianças que nãoapresentam deficiência. O campo teórico das habilidades sociais tem se dedicado ao estudodestas questões. Porém, a literatura não tem apontado quais os desempenhos das criançasque poderiam contribuir e/ou dificultar a inclusão da criança com deficiência auditiva nassuas relações interpessoais, assim como há poucos dados sobre as relações entre estesdesempenhos e o isolamento social e rejeição pelo grupo de pares, competência acadêmicae ocorrência de comportamentos problemáticos. Este trabalho foi dividido em dois estudos.O Estudo I teve como objetivo identificar classes de habilidades sociais inclusivas, pormeio da categorização dos desempenhos pró-inclusivos e dos desempenhos anti-inclusivos.Participaram do Estudo I, oito crianças com deficiência auditiva e 128 crianças semdeficiência de oito classes de 1ª a 4ª séries de escolas regulares. Por meio de filmagens dasaulas em sala e de aulas de educação física, foram identificados e categorizados 30desempenhos pró-inclusivos e 20 desempenhos anti-inclusivos das crianças com e semdeficiência auditiva. O Estudo II teve o objetivo de observar a relação entre desempenhospró-inclusivos e desempenhos anti-inclusivos e: a) as habilidades sociais; b) a ocorrência decomportamentos problemáticos; c) a competência acadêmica; d) o status sociométrico dascrianças com e sem deficiência auditiva. Participaram do Estudo II, oito crianças comdeficiência auditiva e oito crianças sem deficiência de oito classes de 1ª a 4ª séries deescolas regulares. A análise estatística descritiva sugeriu a relação entre estes desempenhose o repertório de habilidades sociais e a competência acadêmica das crianças. Os dadosrelativos à ocorrência de comportamentos problemáticos e ao status sociométrico dascrianças não sugeriram a relação entre estas variáveis e a freqüência dos desempenhos próinclusivose anti-inclusivos.

The aim of this essay has been to find out whether the individual development plan does make it easier to teachers to discover any needs of the students to get education or material changes and by that make adjustments in the classroom. I chose to seek information by interviewing special educators at four compulsory schools, since they have an overall apprehension of how the work is carried out at the school, especially the work with students in need of any form of extra support. All students at the Swedish compulsory school shall have an individual development plan. The purpose with the plan is, besides that the student is to be given possibilities to form his own pedagogical and social goals, that the teacher shall get early signals if a student may be in need of getting education and materials changed and adjusted for to easier manage his studies. The individual development plan of the student should have the function as a tool to the teacher to facilitate for his students. The answer of my question can be sum-up in a no, the inherent potential in the individual development plan is not utilized by the teachers that seem to have the apprehension that the plan is for the student all by him/herself. The teaching staff has obviously not understood the use they can get out of it.

During our life, there comes a lot of situations which we have to deal with and which need to solve. Such situations as decease, invalidism, health disability, poorness, job loose or loneliness. Some of these situations we are able to handle ourselves, some of them with help of family members or friends, but we are not able to handle all of the events and we are not able to secure basic life needs. In such situations, help of the state in context of its social politics, is needed. Social politics in Czech republic is divided in three branches ? next to social insurance we have state and social support and social help which is mentioned as the third branch of social protection. System of social help constructs certain standard where its basic part is about individuals rights to live his life. Social help is realized by services and social benefits. Between social benefits is also included contribution for social care that is served to individuals dependent on help of another physical being and that is topic of this dissertation. Person is considered as dependent on help from another person in four grades ? from light to full dependence. In order of dependence level and the dependent person age the amount of benefit is derived. Between the receivers of social benefits are included seniors and disabled people. By providing the benefits, the state participates in social service realization that are administered at home or in social service institutions.

O objetivo deste estudo clinico duplo-cego, randomizado, controlado foi avaliar a resposta pós-operatória de pacientes após cirurgia de extração de terceiros molares inclusos que receberam a irradiação com diferentes protocolos do terapia de fotobiomodulação. Sessenta pacientes foram recrutados de acordo com os critérios de inclusão e exclusão previamente estabelecidos e distribuídos nos 2 grupos experimentais (irradiados) e no grupo placebo (não-irradiado); n=20. Para o grupo 1: ? 660nm, 100mW, 36J/cm2, 1J por ponto, 10 segundos/por ponto (3 pontos intra-oral 6 extra oralmente). Para o grupo 2: ? 808nm, 100mW, 107 J/cm2, 3J por ponto, 30 segundos/por ponto (3 pontos intra-oral 6 extra oralmente). Para todos os grupos os pacientes foram irradiados imediatamente após o procedimento cirúrgico e às 48h. No grupo placebo foi utilizado um laser com o recobrimento da ponta, não permitindo a saída da luz no tecido alvo. Depois da cirurgia todos os participantes foram orientados quanto as recomendações pós-operatórias de rotina. Os pacientes foram instruídos a preencher um diário para avaliação da intensidade da dor pós-operatória em uma escala numérica de dor do máximo ao mínimo após o término do efeito do anestésico, nos períodos de 4, 6, 8, 24 e 48 horas. Para avaliar o processo inflamatório foram usados dois parâmetros: trismo (avaliado mediante a máxima abertura inter-incisiva) e edema (avaliada mediante três medições extra-orais, por meio de uma fita métrica flexível). Para avaliar a deiscência foi realizada uma escala analógica visual e com um medidor de ponta seca com 4 escores (não existe deiscência, leve 5 mm, moderada 10 mm e grave 20 mm ou mais). As variáveis de inflamação e deiscência foram avaliadas em tres momentos diferentes por um observador calibrado no: pré-operatório, às 48 horas e aos 7 dias. Os valores obtidos foram submetidos à análise estatística para determinação da homogeneidade e normalidade da amostra. A partir desta análise foi escolhido o teste estatístico mais adequado para a comparação entre os grupos experimentais realizados. Os resultados revelaram uma correlação positiva entre a irradiação com terapia de fotobiomodulação e as variáveis estudadas. O laser infravermelho apresentou melhores resultados em termos de dor, trismo, edema e deiscência em relação ao laser vermelho, embora os resultados não forneçam dados estatisticamente significativos quando comparados ao grupo placebo. No entanto, os efeitos do laser após a cirurgia de terceiros molares requer mais estudos devido à grande aplicabilidade na área. / The objective of this random controlled double-blind clinical study, is to assess the post-operatory response of patients after a surgery of extraction of included third molars; that received radiation with different protocols of Low Level Laser. Sixty patients were recruited according to the inclusion and exclusion criteria previously established and distributed into two experimental groups (radiated) and into a placebo group (not radiated); n=20. For group 1: ? 660nm, 100mW, 36J/cm2, 1J per point, 10 seconds/per point (3 points intra-oral 6 extra orally). For group 2: ? 808nm, 100mW, 107 J/cm2, 3J per point, 30 seconds/per point (3 points intra-oral 6 extra orally). For all the groups the patients were irradiated immediately after the surgical process and 48 hours after. In the control group a covered tip laser was used; not allowing the exit of the light towards the alveoli tissue. After the surgery all the participants were learnt about the current post operatory recommendations. Patients were instructed to complete a diary to evaluate postoperative pain intensity on a numerical scale of pain from the maximum to the lowest after the end of the anesthetic effect, in the periods of 4, 6, 8, 24 and 48 hours. To assess the inflamatory process, two parameters were used: Trismus (a measure of the maximum inter-incisor separation) and edema (assessed by three extra-oral measurements done with a flexible measuring tape). To assess the dehiscence, an analogue scale with 4 data fields was used (nonexistent dehiscence, slight 5 mm, moderate 10 mm and severe 20 mm or more). The variables of inflamation and dehiscence were assessed in three different moments by a qualified observer in: pre-operatory, after 48 hours and after 7 days. The values obtained were subjected to a statistic analysis for determination of homogeneity and normality of the sample. From this analysis, the most suitable statistic test was chosen for comparison between experimental groups. The outcome showed a positive correlation between photobiomodulation therapy and the studied variables. The infrared laser showed better results in terms of pain, trismus, edema and dehiscence in comparison to the red laser, although the results did not provide meaningful statistic data when comparing to the control group. Nevertheless, the effects of laser after a surgery of third molars require further studies due to the wide application in the area.

The purpose of this study is to examine the relations of power within the discourse of integration and my focus will be on power relations and structural discrimination. The study origins from four qualitative interviews with employees from the County administrative board as well as from the Employment office. The theoretical framework is based upon Social Constructionism, Postcolonial Theories and with an intersectional perspective. The recent critical research from The Official Report on power, integration and structural discrimination (Utredningen om makt, integration och strukturell diskriminering) is used as well as Foucault's theory of biopower which is discussed within the analysis. The study indicates that although integration often is addressed as a reciprocal process, it is still assumed that They should be integrated by Us. The present government's one-sided focus on employment has proved difficult for the employees to put into practise and when the responsibility of obtaining employment is based upon the individual alone, she/he becomes responsible for her/his own integration.