Bakgrund: Behovet av sjukvård ökar internationellt och allt fler av de vårdsökande är personer med långvarig sjukdom. Detta ökar kravet på vården och vårdpersonalen men även på de vårdsökande personerna. Egenvård är ett sätt att hantera detta och tas fram tillsammans med den enskilda personen och sjukvårdspersonalen. Ett nytt verktyg inom egenvård är m-hälsa där appar används som loggbok, övervakning och ett sätt att kommunicera med personer i samma situation och med vårdpersonal. Syfte: Beskriva hur personer med långvarig sjukdom upplever användandet av m- hälsa vid egenvård. Metod: Litteraturöversikt baserad på 14 kvalitativa artiklar funna i databaserna Pubmed, Cinahl, och Medline. Resultat: Deltagarna såg m- hälsa som ett hjälpmedel vid hanteringen av sin långvariga sjukdom. Motivationen till användningen under en längre tid minskade dock och även ökad stress och ångest var förekommande bland användarna. Diskussion: M-hälsa uppfattades till stora delar som en positiv upplevelse då personerna med långvarig sjukdom fick en bättre överblick av sitt tillstånd. De kunde lättare se hur övningar gav resultat i mätvärden och se tidiga varningstecken på en försämring av sitt tillstånd. Det fanns även de som upplevde att m-hälsa skapade ett beroende av tekniken och därmed minskade själv- ständigheten i sin sjukdom. / Background: The need of healthcare is growing all over the world and the amount of people with chronic diseases increases. This causes more pressure on the healthcare and the personnel, but also on the patients. Self-care is a growing phe- nomenon in healthcare; the way to manage self-care is different for everyone and is developed with healthcare personnel and the patient. A new tool used is m-health; in the m-health applications diaries, monitoring, and a way to communicate with other people in the same situation and with healthcare personnel. Aim: Describe how peo- ple with chronic deceases experience m-health during self-care. Method: Literature review based on fourteen articles from the databases; PubMed, Cinahl, and Medline. Result: The attendants saw m-health as a tool for self-care. The motivation was though decreasing during a long-term use and increased feelings of anxiety and stress was describes from some of the users. Discussion: M-health was mostly a positive experience for the attendants and they got a better overview of their disease and early warning signs if the illness was aggra- vating. The downside of m-health was the feeling of being addicted to the technology and that was lowering the feeling of independents.

Throughout the last three decades there has been a shift in the provision of crisis services from the hospital to the community (Joy, Adams, & Rice, 2007). Further, the needs of individuals experiencing crises differ, making it essential that these community organizations are able to adapt to each client that they serve (Krupa, Stuart, Mathany, Smart, & Chen, 2010). Program evaluations are one way to determine if, and how, best services are being provided. Using a utilization-focused (Patton, 1997) process evaluation (Stufflebeam & Shinkfield, 2007) framework, the purpose of this study was to explore client perspectives on the services that they are receiving from Crisis Management Service (CMS). Semi-structured interviews were conducted with 14 participants based on questions generated with CMS staff support. Using the general inductive approach (Thomas, 2006), transcripts were analyzed and eight dimensions emerged. The results illustrate client experiences with CMS, client perspectives on the care that they are receiving from CMS, and the benefits they are receiving from being involved with CMS. However, the findings also indicate, that participants would like to change some elements of the program (e.g., having more constant support and having more finances). This study provides valuable insight on clients’ perspectives, particularly that of vulnerable clients in crisis situations, an area that is not extensively researched. This research may also benefit individuals in helping professions as it highlights the effects of working from a strength-based model with at-risk individuals, and the need to engage clients in their move to a healthier lifestyle.

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The master thesis describes in its introduction the deductive and inductive approach to teaching English grammar, compares them, and also lists the pros and cons of each approach. The main content of the theoretical part is the presentation of key concepts and principles of inductive teaching of English grammar. The practical part converts theoretical knowledge to real grammar teaching. Pupils learned how to express past events within four lessons. These sample lessons are examples of good practice of teaching grammar inductively. The reflection of these lessons is provided at the end of this part.

This research compares the grammar in English schoolbooks with the grammar teaching practisedin a Swedish secondary school classroom. It explores the grammar content of two Englishschoolbooks from two different levels, and whether the teacher uses other materials when teachinggrammar: language websites with grammar and vocabulary exercises, and listening, reading andwriting activities, that are different or similar to the ones in the schoolbooks. The study also looks atdifferent grammar teaching methods, Grammar-translation method, Direct method andAudiolingual method, used in the schoolbooks. Throughout the years, different methods have beenused for teaching grammar, which is why it is interesting to see which ones are used here. Thegrammar content of two English schoolbooks and the classroom observations of year eight and yearnine English lessons were analysed and compared in order to find out whether the grammarteaching affects the pupils proficiency level and accuracy in their essays. This investigation isrelevant since language teaching has become more and more focused on communication, whichmeans that accuracy has a tendency of being forgotten, even though fluency and accuracy are bothequally important in order to achieve a communicative competence.

SAMMANFATTNING Bakgrund: Artros är den vanligaste, kroniska ledsjukdomen som drabbar kroppens olika leder bland annat knäleden. Fysisk aktivitet är den främsta behandlingen vid ledsjukdomen där artrosskolan finns till som stöd för patienterna. Fysioterapeuterna i artrosskolan arbetar hälsofrämjande med artrospatienter genom att befrämja fysisk aktivitet. Syfte: Att undersöka vad patienter med knäartros upplever har påverkat deras motivation för fysisk aktivitet under artrosskolan. Metod: Denna studie är en kvalitativ intervjustudie som genomfördes med en induktiv ansats. Sex deltagare inkluderades i studien där en semistrukturerad intervjuguide användes. Vidare analyserades intervjuerna med en kvalitativ innehållsanalys. Materialet tolkades och sorterades i kategorier och underkategorier. Resultat: Studien resulterade i fem huvudkategorier som vidare delades in i sex underkategorier. Huvudkategorierna var: det sociala stödet på artrosskolan, enkel och lättillgänglig träning, ökad förståelse, upplevda effekter av artrosskolan och brist på uppföljning och personlig kontakt. Slutsatser: Resultatet indikerar att kompetens, självbestämmande och tillhörighet har haft en inverkan för vad som har påverkat motivationen för fysisk aktivitet. Deltagarnas upplevelser om vad som påverkat deras motivation kan därmed kopplas till Self-determination theory där tidigare nämna begrepp är tre viktiga grundstenar. Det har framgått att deltagarna upplevt att det sociala stödet från artrosskolan, fysiska och psykologiska effekter samt en ökad förståelse för artros och träningens betydelse har bidragit till ökad motivation för fysisk aktivitet.

Bakgrund: Trots ökat intresse kring menstruationscykelns påverkan på idrottares prestationer råder oenighet bland forskare och kliniker avseende effekterna av anpassningen och praktiska tillvägagångssätt för att justera träningen utifrån menstruationscykeln. Att öppet diskutera menstruationscykeln inom idrottsvärlden anses ännu tabu. Fysioterapeuten är den främsta medicinska kontakten bland kvinnliga idrottare och kan påverka idrottarnas prestationer. Det är därför intressesant att studera fysioterapeuternas inställningar och upplevelser kring ämnet. Syfte: Syftet med studien var att undersöka fysioterapeuters inställning till och upplevelser av att anpassa kvinnliga elitidrottares träning utifrån menstruationscykeln och samtalsmiljön kring detta. Metod: Studien var en kvalitativ beskrivande design. Ändamålsenligt- och snöbolls-urval användes vid rekrytering. Sex fysioterapeuter rekryterades och intervjuades utifrån en semi-strukturerade intervjuer. Data analyserades genom kvalitativ innehållsanalys med induktiv ansats. Resultat: Analysen av data ledde till identifieringen av 14 underkategorier som fördelades inom fyra huvudkategorier: Praktiska erfarenheter av genomförda träningsanpassningar, Fysioterapeuternas attityder till att anpassa träning, Erfarenheter av omgivningsfaktorer och samtal, och Omständigheter som påverkar träningsanpassning. Slutsats: Resultatet beskriver hur fysioterapeuters praktiskt genomförda anpassningar av träningen utifrån menstruationscykeln, exempelvis genom att justera idrottarnas träningsintensitet. Resultaten bekräftar att fysioterapeuterna upplever en brist på evidens för systematiska anpassningar av träning baserat på menstruationscykeln, och att samtalsämnet fortfarande till viss det är tabubelagt. / Background: Despite increased interest in the menstrual cycles impact on athletes’ performances, there is disagreement among researchers and clinicians regarding both the effects of adaptation and practical approaches to adjust training based on the menstrual cycle. Challenges also persist in openly discussing the “menstrual cycle” within the sports world. The physiotherapist is the primary medical contact for female athletes and can thus influence their performances. Therefore, it is of interest to study physiotherapists’ attitudes and experiences on the subject. Aim: The purpose of the study was to investigate physiotherapists’ attitudes toward and experiences of adapting training for female elite athletes based on the menstrual cycle and the conversation environment surrounding it. Method: The study had a qualitative descriptive design. Convenience and snowball sampling were used in the recruitment process. Six physiotherapists were recruited and interviewed through semi-structured interviews. The data were analyzed using qualitative content analysis with an inductive approach. Results: The data analysis resulted in the identification of 14 subcategories distributed within four main categories: Practical experiences of adapting training, Physiotherapists’ attitudes towards training adaptation, Experiences of environmental factors and conversations, and Circumstances affecting adaptation of training. Conclusion: The result describes how physiotherapists practically implement adaptations of training based on the menstrual cycle, such as adjusting training intensity. The results confirm that physiotherapists perceive a lack of evidence for systematic adjustments in training based on the menstrual cycle, and the subject is still perceived as tabu.

SOMMAIRE Les élèves du primaire éprouvent de la difficulté à transférer, dans leurs productions écrites, les notions d’orthographe grammaticale enseignées en classe de français. La présente recherche souhaite vérifier si l’enseignement de l’identification des classes de mots par la méthode inductive jumelée aux approches spécifique ou intégrée permettrait aux élèves de repérer plus efficacement les déterminants, les noms, les adjectifs et les verbes dans leurs propres productions écrites et, par la suite, d’effectuer correctement les accords grammaticaux. La cueillette de données s’effectue à l’aide de six productions écrites rédigées en autant de semaines par les élèves de trois groupes-classes de la 2e année du 2e cycle du primaire. Les résultats des groupes expérimentaux (un expérimentant l’approche intégrée et l’autre, l’approche spécifique) sont comparés à ceux obtenus par un groupe de contrôle. À la fin de l’expérimentation, les résultats se sont maintenus, entre le prétest et le post-test, en ce qui concerne l’identification des déterminants, des noms et des adjectifs pour les trois groupes. Ils ont cependant diminué pour ce qui est de l’identification des verbes. En ce qui concerne les accords grammaticaux, tous les groupes ont amélioré leurs accords déterminant-nom, le groupe contrôle a présenté de meilleurs résultats pour l’accord de l’adjectif et seul le groupe expérimentant l’approche spécifique a réussi à maintenir ses résultats concernant l’accord du verbe, alors que les deux autres groupes ont obtenu des résultats plus faibles à la fin de l’expérimentation. / SUMMARY The students at the elementary level of education demonstrate a great level of difficulty when transferring grammatical concepts taught previously in their French classes. This research wishes to verify if teaching students to identify the classes of words using the inductive method combined with specific approaches or integrated methods would increase the students’ facility to locate determinants, nouns, adjectives and verbs in their own written productions in order to correctly carry out the grammatical agreements. The data is gathered from six written productions written during several weeks by three groups of students in their second year of cycle two. The results of the experimental groups (one trying out the integrated approach and the other, the specific approach) are compared with those obtained from a control group. At the end of the experiment, the results were maintained, between the pretest and the post-test, with regards to the identification of the determinants, the nouns and the adjectives for the three groups. However, the results decreased in regards to the identification of the verbs. With regards to the grammatical agreements, all the groups improved their agreements determinant-name. Moreover, the control groups had better results in the agreement of the adjective. Also, only the group trying out the specific approach succeeded in maintaining its results regarding the agreement of the verb, whereas the two other groups obtained weaker results at the end of the experimentation.

SOMMAIRE Les élèves du primaire éprouvent de la difficulté à transférer, dans leurs productions écrites, les notions d’orthographe grammaticale enseignées en classe de français. La présente recherche souhaite vérifier si l’enseignement de l’identification des classes de mots par la méthode inductive jumelée aux approches spécifique ou intégrée permettrait aux élèves de repérer plus efficacement les déterminants, les noms, les adjectifs et les verbes dans leurs propres productions écrites et, par la suite, d’effectuer correctement les accords grammaticaux. La cueillette de données s’effectue à l’aide de six productions écrites rédigées en autant de semaines par les élèves de trois groupes-classes de la 2e année du 2e cycle du primaire. Les résultats des groupes expérimentaux (un expérimentant l’approche intégrée et l’autre, l’approche spécifique) sont comparés à ceux obtenus par un groupe de contrôle. À la fin de l’expérimentation, les résultats se sont maintenus, entre le prétest et le post-test, en ce qui concerne l’identification des déterminants, des noms et des adjectifs pour les trois groupes. Ils ont cependant diminué pour ce qui est de l’identification des verbes. En ce qui concerne les accords grammaticaux, tous les groupes ont amélioré leurs accords déterminant-nom, le groupe contrôle a présenté de meilleurs résultats pour l’accord de l’adjectif et seul le groupe expérimentant l’approche spécifique a réussi à maintenir ses résultats concernant l’accord du verbe, alors que les deux autres groupes ont obtenu des résultats plus faibles à la fin de l’expérimentation. / SUMMARY The students at the elementary level of education demonstrate a great level of difficulty when transferring grammatical concepts taught previously in their French classes. This research wishes to verify if teaching students to identify the classes of words using the inductive method combined with specific approaches or integrated methods would increase the students’ facility to locate determinants, nouns, adjectives and verbs in their own written productions in order to correctly carry out the grammatical agreements. The data is gathered from six written productions written during several weeks by three groups of students in their second year of cycle two. The results of the experimental groups (one trying out the integrated approach and the other, the specific approach) are compared with those obtained from a control group. At the end of the experiment, the results were maintained, between the pretest and the post-test, with regards to the identification of the determinants, the nouns and the adjectives for the three groups. However, the results decreased in regards to the identification of the verbs. With regards to the grammatical agreements, all the groups improved their agreements determinant-name. Moreover, the control groups had better results in the agreement of the adjective. Also, only the group trying out the specific approach succeeded in maintaining its results regarding the agreement of the verb, whereas the two other groups obtained weaker results at the end of the experimentation.

1 Abstract This thesis deals with teaching the following seven future forms: the Future Simple, Be going to, the Present Simple and the Present Continuous with a future reference, the Future Continuous, the Future Perfect Simple and the Future Perfect Continuous to students of English Philology. The deductive and inductive approaches to teaching grammar were employed to teach these future forms. The quantitative part of the study had two main objectives. The first objective was to revise and improve the students' knowledge of the seven future forms taught by the study. The results revealed that out of all the seven future forms, the students' knowledge of the Future Continuous, the Future Perfect Simple and the Future Perfect Continuous was the least satisfactory, and these tenses required further explanation and practice. The participants' knowledge of the rules of use for all seven future forms was rather low in general and required significant improvement. The second objective was to investigate which approach to teaching grammar, the deductive or inductive approach, was more effective for teaching future tenses. The deductive approach proved to be more effective for teaching all seven future forms. The difference between the results of the pre-test and the post-test for the Future Continuous, the Future...