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Undersökningens syfte är att utifrån invandrares egna erfarenheter och upplevelser undersöka vilken påverkan som Introduktionsprogrammet har haft för deras etablering på arbetsmarknaden.  Vi utförde en kvalitativ undersökning, genom åtta semistrukturerade intervjuer med invandrare som bott i Sverige under 10–15 år. Med intervjuerna ville vi skapa en djupare förståelse för på vilket sätt Introduktionsprogrammet kan ha påverkat deras etablering på arbetsmarknaden.  Resultatet i studien visade att invandrares största hinder för att etablera sig på arbetsmarknaden var språket. Det gick att konstatera att det svenska språket hade haft en stor betydelse för etablering på arbetsmarknaden. Introduktionsprogrammet har därför haft en gynnsam effekt för respondenterna i studien, eftersom de har fått lära sig svenska språket. Det sociala kontaktnätet var enligt respondenterna en annan avgörande faktor, som de intervjuade invandrarna saknade och som försvårade deras etableringen på arbetsmarknaden. Nyckelord: Integration, arbetsmarknaden, invandrare, introduktionsprogram och etablering. / The purpose of this study was based on immigrants´ own experiences to investigate what impact the Introductory course had on the immigrants´ establishment in the labor market. We performed a qualitative investigation where we performed eight semi-structured interviews with immigrants who lived in Sweden for 10-15 years. This was implemented in order to create a deeper understanding of what could have had an impact on the immigrants’ establishment in the labor market through the introduction course. The outcome of this study showed that the immigrants’ biggest obstacle to establish themselves in the labor market was the language. It has been noted that the language has been of great importance in order to significantly lead to establishment in the labor market. Additionally, the introductory course has had a great significance on the respondents in the study since they got to learn the Swedish language through the introductory course. Whereas, another crucial factor that the immigrants were lacking in is the social contact network. This factor has made the establishment of the labor market all the more difficult.

<p>This thesis examines learner-centered animal science education and its relationships with emotion, motivation and performance. Part I focuses on active learning strategies implemented in an introductory animal sciences course. This large-enrollment course had traditionally been taught through traditional, passive learning methods. Instructors added learning activities such as case studies and hands-on laboratory stations to supplement lecture-based instruction. Chapter Two summarizes the impacts of different active learning techniques implemented in the course and characterizes students enrolled in the course based on their interests, past experiences, and demographic information. Building on these findings, Chapter Three describes an experiment quantitatively comparing the effects of three learning strategies (lecture, case study, and laboratory station) on students’ experience of interest and motivation. In both studies, students rated themselves highly interested in animal sciences throughout the semester. More collaborative, problem-based instructional methods (i.e. laboratory stations and case studies) were favored by students and resulted in higher student interest and internalized motivation. Results presented in Part I may inform the creation of instructional techniques to support student motivation, retention, and performance. Part II describes an online learning program contextualizing STEM learning within poultry science and implemented in high school classrooms during the fall 2018 semester. The program was designed to increase students’ knowledge and interest in both poultry and STEM fields to support the development of poultry- and STEM-literacy and meet workforce needs. Chapter Four describes program effects on students’ knowledge, awareness, and interest in the poultry industry. In contrast, Chapter Five focuses on the program’s effects on students’ STEM learning and STEM motivation. In addition, Chapter Five provides background on teacher and contextual factors influencing the program’s implementation. Results from these studies indicate that the program effectively increased students’ STEM and poultry knowledge, and increased motivation for some students. However, other qualitative and quantitative data indicated that some students experienced difficulties relating content to their lives. In addition, the program’s effects on students differed substantially based on teachers and classroom implementation. Both students and teachers also mentioned a need for more hands-on, collaborative elements in the program. Although results from Part II show promise that contextualizing STEM learning within agriculture may effectively increase knowledge and motivation, more research is needed to understand how to select and personalize contexts to maximize their relevance to students, and how to support teachers in effectively implementing these approaches. In conclusion, learner-centered instructional strategies such as problem-based and hands-on learning can be designed to enhance students’ interest, motivation, and performance. However, more research is needed to understand the complex personal and contextual factors moderating the effectiveness of these approaches when implemented in authentic classroom settings. Future studies clarifying these effects can advance the development of theory-based educational resources.</p>

O presente estudo analisa um processo educativo de serviço de saúde Curso Introdutório para as equipes de Saúde da Família CI, apoiado e recomendado pelo Ministério da Saúde, como forma de informar e divulgar a política de Saúde da Família. Parte-se da premissa de que o Curso Introdutório da Saúde da Família é uma estratégia inicial de organização da implantação do trabalho das equipes. É um estudo de caso, de natureza qualitativa, realizada com as equipes de Saúde da Família do município de Juiz de Fora, que foram sensibilizadas pelo CI do Polo de Capacitação, Formação e Educação Permanente de Pessoal para a Saúde da Família da Universidade Federal de Juiz de Fora MG. Foram realizadas entrevistas com os formuladores, implementadores e executores das políticas de saúde do nível federal, estadual e municipal; grupo focal e questionários com as equipes de Saúde da Família. Essa pesquisa revelo que foi consensual entre os sujeitos que o CI estimulou, incentivou e sensibilizou as equipes a desenvolverem a estratégia da SF, a partir de algumas diretrizes implantadas, que auxiliaram na operacionalização e organização do processo de trabalho. O CI é o início da educação permanente, porque apresenta características que o qualificam como tal, apesar de não ser percebido como início e sim como fim, porque não houve continuidade do processo no município. São evidenciadas contradições entre o discurso e a prática, de forma e intensidade diferentes, devido às subjetividades do processo de trabalho em cada uma das equipes. As mudanças sofrem interferências diretas de tecnologia material e não material presente nos serviços, encontrando na categoria apoio da gestão a maior fragilidade para o desenvolvimento da proposta. Mas, pode-se inferir que promoveu crescimento individual e coletivo visualizado através das atividades realizadas. No ensino, levou a discussão da SF para o interior dos cursos de graduação nas disciplinas de conteúdos afins. Os conteúdos agregados na prática foram: saúde, família, território. No discurso: trabalho em equipe, planejamento e diagnóstico. A pesquisa que, em Juiz de Fora, pelo menos três formas de desenvolvimento da SF, após a sensibilização do CI: equipe atuando de acordo com o modelo assistencial proposto, equipe em processo de retrocesso ao modelo assistencial tradicional e outra em que o modelo tradicional está fortemente sobreposto ao da SF. O estudo apontou ainda: a necessidade de fortalecimento da área de recursos humanos, devolvendo ao município a autonomia de gestão dos seus projetos; a educação permanente de pessoal de saúde como estratégia para área de recursos humanos; o grupo focal como ferramenta de acompanhamento e avaliação dos processos educativos e a necessidade de se instituir um processo educativo inicial para as equipes de atenção primária, no qual o CI é um produto a ser considerado. / This study analyses a health service educative process Introductory Course to the Family Health Group CI, which is supported and recommended by the Health Ministry, as a way of informing and bringing out the Family Health Policy. We begin with the assertion that the Introductory Course to the Family Health Group is a starting strategy to organize the group work implementation. It is a case study, originally qualitative, carried out with the Family Health Group of Juiz de For a, which were influenced by the CI (sponsored by the Formation and Permanent Education Pole for Family Health Groups of the Federal University of Juiz de For a MG). The federal, state, municipal formulators and executors of health policies were interviewed; we also carried out focal group and questionnaires with the Family Health Strategy, from some pre-fixed guidelines that helped in the work process operation and organization. The CI is the beginning of the permanent education because it presents characteristics that define it as such, although it was not recognized as a begin, but as an end, as we see that there was not any continuity in this process in the city. Contradictions are pointed out between discourse and practice, in different ways and intensities, due to the subjectivity of the work process in each group. Alterations are directly interfered by material and non-material technology present in the services, and it is in the management support category that we find the major weakness to the development of the proposal. However we can infer that it promoted an individual and collective improvement, seen through the completed activities. Concerning education, it led the family health discussion into the undergraduate courses, to the courses of similar syllabus. The adjoined contents in the practice were: health, family, territory. About the discourse: group work, planning and diagnosis. The study exposed, in Juiz de For a, at least three ways of developing family health, after the CI action: groups acting according to the given assistance model; groups in process of returning to the traditional assistance model and groups in which the traditional model is highly above the health family model. The study also pointed out: the necessity of strengthening the human resource area, giving back the city the management autonomy of its projects; the health group permanent education as the strategy to the human resource area; the focal group as a tool for following and assessing the educative processes and the necessity of instituting an initial educative process to the primary attention groups in which the CI is a product to be considered.

O presente estudo analisa um processo educativo de serviço de saúde Curso Introdutório para as equipes de Saúde da Família CI, apoiado e recomendado pelo Ministério da Saúde, como forma de informar e divulgar a política de Saúde da Família. Parte-se da premissa de que o Curso Introdutório da Saúde da Família é uma estratégia inicial de organização da implantação do trabalho das equipes. É um estudo de caso, de natureza qualitativa, realizada com as equipes de Saúde da Família do município de Juiz de Fora, que foram sensibilizadas pelo CI do Polo de Capacitação, Formação e Educação Permanente de Pessoal para a Saúde da Família da Universidade Federal de Juiz de Fora MG. Foram realizadas entrevistas com os formuladores, implementadores e executores das políticas de saúde do nível federal, estadual e municipal; grupo focal e questionários com as equipes de Saúde da Família. Essa pesquisa revelo que foi consensual entre os sujeitos que o CI estimulou, incentivou e sensibilizou as equipes a desenvolverem a estratégia da SF, a partir de algumas diretrizes implantadas, que auxiliaram na operacionalização e organização do processo de trabalho. O CI é o início da educação permanente, porque apresenta características que o qualificam como tal, apesar de não ser percebido como início e sim como fim, porque não houve continuidade do processo no município. São evidenciadas contradições entre o discurso e a prática, de forma e intensidade diferentes, devido às subjetividades do processo de trabalho em cada uma das equipes. As mudanças sofrem interferências diretas de tecnologia material e não material presente nos serviços, encontrando na categoria apoio da gestão a maior fragilidade para o desenvolvimento da proposta. Mas, pode-se inferir que promoveu crescimento individual e coletivo visualizado através das atividades realizadas. No ensino, levou a discussão da SF para o interior dos cursos de graduação nas disciplinas de conteúdos afins. Os conteúdos agregados na prática foram: saúde, família, território. No discurso: trabalho em equipe, planejamento e diagnóstico. A pesquisa que, em Juiz de Fora, pelo menos três formas de desenvolvimento da SF, após a sensibilização do CI: equipe atuando de acordo com o modelo assistencial proposto, equipe em processo de retrocesso ao modelo assistencial tradicional e outra em que o modelo tradicional está fortemente sobreposto ao da SF. O estudo apontou ainda: a necessidade de fortalecimento da área de recursos humanos, devolvendo ao município a autonomia de gestão dos seus projetos; a educação permanente de pessoal de saúde como estratégia para área de recursos humanos; o grupo focal como ferramenta de acompanhamento e avaliação dos processos educativos e a necessidade de se instituir um processo educativo inicial para as equipes de atenção primária, no qual o CI é um produto a ser considerado. / This study analyses a health service educative process Introductory Course to the Family Health Group CI, which is supported and recommended by the Health Ministry, as a way of informing and bringing out the Family Health Policy. We begin with the assertion that the Introductory Course to the Family Health Group is a starting strategy to organize the group work implementation. It is a case study, originally qualitative, carried out with the Family Health Group of Juiz de For a, which were influenced by the CI (sponsored by the Formation and Permanent Education Pole for Family Health Groups of the Federal University of Juiz de For a MG). The federal, state, municipal formulators and executors of health policies were interviewed; we also carried out focal group and questionnaires with the Family Health Strategy, from some pre-fixed guidelines that helped in the work process operation and organization. The CI is the beginning of the permanent education because it presents characteristics that define it as such, although it was not recognized as a begin, but as an end, as we see that there was not any continuity in this process in the city. Contradictions are pointed out between discourse and practice, in different ways and intensities, due to the subjectivity of the work process in each group. Alterations are directly interfered by material and non-material technology present in the services, and it is in the management support category that we find the major weakness to the development of the proposal. However we can infer that it promoted an individual and collective improvement, seen through the completed activities. Concerning education, it led the family health discussion into the undergraduate courses, to the courses of similar syllabus. The adjoined contents in the practice were: health, family, territory. About the discourse: group work, planning and diagnosis. The study exposed, in Juiz de For a, at least three ways of developing family health, after the CI action: groups acting according to the given assistance model; groups in process of returning to the traditional assistance model and groups in which the traditional model is highly above the health family model. The study also pointed out: the necessity of strengthening the human resource area, giving back the city the management autonomy of its projects; the health group permanent education as the strategy to the human resource area; the focal group as a tool for following and assessing the educative processes and the necessity of instituting an initial educative process to the primary attention groups in which the CI is a product to be considered.