The purpose of our study is to highlight the knowledge of the small child's introduction to the new world of preschool. Five teachers and one child care provider has been interviewed about their experiences regarding the infants introduction seen as a phenomenon. Our thesis approach is inspired by phenomenology but with focus on two central concepts, lifeworld and essence. Our research questions focus on the following aspects: educator´s experiences of the introduction to preschool, what do the educators believe is significant for the introduction and how do the educators reflect on their role of profession? The surveys data is collected with the method of qualitative interviews followed with an analysis based on the phenomenological approach. From our analysis we have been able to determine the essence which is presented as three categories; relation between educator and child, the meaningful context and the educators own role of profession. In our findings we could see that children are being introduced to preschool accompanied by other children, they are being introduced as a group. The educators works with two different models concerning the introduction to preschool. One model where the parent´s role during the introduction is to be active and to participate in the daily activities along with their children. As opposed to the other model where the parent´s task during the introduction is to keep a secluded role. Five educators out of six are satisfied with their way of working regarding the introduction, however some of the educators express a frustration regarding insufficient guidelines concerning introduction of the little child into the world of preschool from the Swedish authority Skolverket. One conception that is recurring in different contexts is safety and the children’s capability to attachment. All educator´s believe that the relation between educator and child is of great importance for both children and parents when it comes to the introduction to preschool. Children and parents need to feel confident in this new meaningful context that they are being introduced in. The educators express the importance of a confidence-inspiring educator.

Information was gathered regarding all aquarium and already introduced alien snail species (Gastropods), which are being imported to Europe. For the integrity of the research non-native and aquarium clams (Bivalve) were also included. Profiles of species were created based on collected information and the data were subsequently used for creating questionnaires. Questionnaires of each species were processed by FI - ISK, version 1.19 screening tool. Score of invasiveness risk potential was evaluated for each species individually. Surveyed taxa were divided into three groups according to their scores: low risk, medium risk and high risk. Celetaia persculpta was evaluated as aquarium snail (Gastropods) with the lowest risk for native fauna of Czech Republic. According to the results, Pomacea maculata and Pomacea canaliculata are the aquarium snails (Gastropods) with the highest invasiveness risk potential. The riskiest introduced species is Potamopyrgus antipodarum. Scabies crispata and Hyriopsis bialata are clams (Bivalve) with the least risk for the native fauna of Czech Republic. Corbicula fluminea and Dreissena polymorpha were analyzed as clams (Bivalve) with the highest invasiveness risk potential. By comparing aquarium species with species that were already introduced into Czech nature, I conclude that the aquarium snails (clams) do not represent similar risk like the alien species that were introduced without the share of aquarists.

The purpose of my study is to highlight the knowledge of toddlers introduction to preschoolfrom the educators perspective. Four educators have been interviewed about their experiences regarding toddlers introduction seen as a phenomenon. My thesis approach is inspired by phenomenology. My research questions focus on the following: educators experiences of different introduction models to preschool, what do the educators believe is significant for creating security for the child and can the educators see any changes regarding the introduction during their years in preschool? The surveys data is collected with the method of qualitative interviews followed by an analysis based on the phenomenological approach. In my findings I could see that the educators use what is called parent active introduction when introducing toddlers into preschool. The parents role during this model is to be active and helpin the daily activities along with their children. All the educators had experiences with the old, traditional model in which the parents took a more secluded role. All the educators where satisfied with the model they were using during the introduction. They all mentioned the importance of making the parents feel comfortable and safe in the environment and how that could help when bonding with the toddler. The educators expressed that making the toddlerand parent feel safe was the most important issue when introducing them to preschool.

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Background: The introduction of solid foods is an important dietary event during infancy and is associated with a time of dramatic shifts in gut microbial composition. The influence of solid food introduction on gut bacterial dynamics remains understudied. Methods: 15 healthy, full-term, vaginally born, and breast-fed infants of the Baby, Food and Mi sub-study of the Baby & Mi Study were investigated. Caregivers were asked to collect daily stool samples and food diaries for 17 days, commencing three days prior to the introduction of solids. Additional stool samples were available up to one year as part of the Baby and Mi study. The exposure of interest, nutritional patterns, was analyzed using food composition output from ESHA’s Food Processor. The number of food items and food groups introduced were used to calculate dietary diversity scores. The outcome of interest, gut bacterial dynamics, was analyzed using RStudio. Results: The mean (SD) age at the introduction of solid foods is 5.5 (0.66) months (n = 15). Over the study period, the proportion of estimated energy intake from solid foods was low (7.5%; SD 6.74%) (n = 14). Alpha diversity increased over time and was highest at 1 year. The gut microbial community influenced by dominant bacterial taxa changed with increasing age. With introduction of solids, individual community composition changed, though to a varying extent. Shannon alpha diversity was directly associated with calories from carbohydrates, particularly daily fiber intake. The infant’s dietary diversity score was directly associated with alpha diversity and was also positively associated with the degree of change occurring in this time period. Conclusion: Fiber intake and the dietary diversity scores had the closest relationships to the gut microbiome’s alpha diversity and community structure in infants at the time of solid food introduction. / Thesis / Master of Science (MSc) / The introduction of solid foods is an important life-event during infancy. This is also when the gut microbiome is developing to its mature state. Since nutrition is an important factor influencing the microbiome, investigating the dietary choices at the introduction to solid foods is the aim of the following study. Here, daily stool samples and food diary entries were collected for 15 healthy, breast-fed infants. It is important to measure the diversity of the bacteria in the gut of an individual (alpha) and between people (beta), as well as bacteria present. Carbohydrates drive the change in alpha diversity, especially fiber. Feeding infants a diet with many different foods shows increased alpha diversity and change in the microbiome immediately after introduction. Interestingly, the infant gut microbiome reacts to fiber in a manner comparable to the adult gut microbiome, i.e. increased bacterial diversity, which is associated with better health outcomes in adults.