Autecological and demographic studies on Cerastium nigrescens and Arenaria norvegica subsp. norvegica on the Keen of Hamar and Nikkavord, two ultramafic outcrops on Unst, are reported. The fluctuations in numbers of the two species on the Keen showed differences within the site but in general were related to low spring rainfall, and to number of day degrees above 5.6 DC. Individuals of the two species were monitored on the Keen from June 1994 to November 1996. Plants of Cerastium showed Deevey type two curves and mature plants had a half life of 3.8 years. Most of the seeds germinated from July to November. Plants of Arenaria showed a Deevey type one curve with high mortality after flowering in the second year. Many Arenaria seedlings were recorded throughout the spring, summer and autumn. Seed bank measurements ranged from 12 - 13 m-2 for Cerastium and from 24 - 43 m-2 for Arenaria. On Nikkavord, Cerastium plants occurred on wetter areas than the Keen plants but showed similar population dynamics to them. Arenaria plants sampled on Nikkavord showed bigger fluctuations in numbers and flowering frequencies than Keen plants. Cerastium seeds were sown on Sobul, an ultramafic outcrop, about 6 km SW of the Keen, where the species did not occur naturally. There was germination and establishment after two years. Pilot studies on the Keen revealed the importance of soil surface microtopography for the establishment of Cerastium and Arenaria. Keen and Nikkavord Cerastium leaves were more densely glandular pubescent than leaves of Faroese Cerastium arcticum. The glands produced fats, pectins and other polysaccharides and may be part of an adaptation to drought. A nickel-rich fully vegetated area on the northern slopes of the Keen suggested that the lower nickel concentrations in the barest soils are not important in retarding successional processes.

<p>Huvudsyftet med min undersökning var att beskriva hur det är på ett högstadium för elever som är i behov av särskilt stöd. Jag har undersökt hur man som lärare på bästa sätt ska hjälpa dessa elever så att de känner sig delaktiga och synliga i klassrummet samt få dem att nå de olika kunskapsmålen. Jag använde mig av kvalitativa intervjuer när jag undersökte min studie och intervjuade fem olika pedagoger och en studierektor. Resultaten var relativt lika då de flesta av pedagogerna menade att fler resurser borde finnas på skolan, eftersom det är skolans ansvar att ge stöd till de elever som har svårigheter. Pedagogerna menade även att man som lärare måste hitta sitt eget arbetssätt som fungerar för alla elever samt att det måste finnas en god sammanhållning mellan de olika pedagogerna på skolan så att man inte får dra ett alltför tungt lass. Med min undersökning ville jag ta reda på vad jag ska tänka på gällande de elever som är i behov av särskilt stöd när jag nu till våren börjar min arbetskarriär som lärare. I och med denna studie har jag fått större insikt och idéer och tankar gällande detta som jag inte tror jag kunnat läsa mig till.</p> / <p>The main purpose with my examination was to describe how it is on a senior level for pupils who are in the need for special support. I have examined how teachers in the best way can help these pupils so that they fell participate and noticed in the classroom and get them to reach the different goals. I have done qualitative interview when I did my examination and was interviewing five different teachers and the director of studies. The result was kind of the same, most of the teachers meant that it should be more resources on the school because it is the schools responsibility to give support to the pupils who are in the need for special support. The teachers also meant that all the teachers have to find their own way to teach so that it works for all the pupils and that it have to be a good solidarity among the teachers on the school so it doesn’t get tough. With my examination I wanted to find out what I should keep in mind of concerning those pupils who are in the needs of special support when I soon start my working career as a teacher. With this study I have reached a greater knowledge and thoughts that I don’t think I could have learned by books.</p>

Huvudsyftet med min undersökning var att beskriva hur det är på ett högstadium för elever som är i behov av särskilt stöd. Jag har undersökt hur man som lärare på bästa sätt ska hjälpa dessa elever så att de känner sig delaktiga och synliga i klassrummet samt få dem att nå de olika kunskapsmålen. Jag använde mig av kvalitativa intervjuer när jag undersökte min studie och intervjuade fem olika pedagoger och en studierektor. Resultaten var relativt lika då de flesta av pedagogerna menade att fler resurser borde finnas på skolan, eftersom det är skolans ansvar att ge stöd till de elever som har svårigheter. Pedagogerna menade även att man som lärare måste hitta sitt eget arbetssätt som fungerar för alla elever samt att det måste finnas en god sammanhållning mellan de olika pedagogerna på skolan så att man inte får dra ett alltför tungt lass. Med min undersökning ville jag ta reda på vad jag ska tänka på gällande de elever som är i behov av särskilt stöd när jag nu till våren börjar min arbetskarriär som lärare. I och med denna studie har jag fått större insikt och idéer och tankar gällande detta som jag inte tror jag kunnat läsa mig till. / The main purpose with my examination was to describe how it is on a senior level for pupils who are in the need for special support. I have examined how teachers in the best way can help these pupils so that they fell participate and noticed in the classroom and get them to reach the different goals. I have done qualitative interview when I did my examination and was interviewing five different teachers and the director of studies. The result was kind of the same, most of the teachers meant that it should be more resources on the school because it is the schools responsibility to give support to the pupils who are in the need for special support. The teachers also meant that all the teachers have to find their own way to teach so that it works for all the pupils and that it have to be a good solidarity among the teachers on the school so it doesn’t get tough. With my examination I wanted to find out what I should keep in mind of concerning those pupils who are in the needs of special support when I soon start my working career as a teacher. With this study I have reached a greater knowledge and thoughts that I don’t think I could have learned by books.

This study focuses on the relationship between the author’s narrative craft and the potential for the reader’s empathetic response. Specifically, it discusses how an anachronous narrative structure provides the author with different ways to promote empathy. The discussion of empathy is key in the discussion of narrative craft: great characters are those a reader can empathise with. But the discussion of empathy runs deeper than this, with many scholars turning to the wider effects literature can have on a reader’s moral compass (Nussbaum 1997) and even their real-world behaviour (Keen 2007). This study sets aside the question of how to produce empathy and turns instead to the author’s craft. I have assessed the author’s capability of promoting empathy by building a framework of tools for the author (dubbed The Empathy Toolbox) from several studies conducted by narratology theorists. I have then analysed this in relation to my own work and that of Audrey Niffenegger and Kurt Vonnegut with a particular focus on characterisation and how this is affected by anachrony. This study is of value to all writers of creative fiction, as anachronous timelines can be employed across a breadth of genres using plot devices like flashbacks, flash-forwards and dream sequences. Furthermore, it provides authors with tools to aid their craft and help their work resonate with any reader, not just those that might have a similar background to their protagonist.

This thesis is a reader-centred investigation of Australian young adult selfdefined 'keen readers' of novels for pleasure, and considerations regarding audiencels by writers and publishers. It is predicated on the understanding that adult power operates at every level of young adults' lives, including the publishing, promotion and availability of their literature. The complexity of defining 'young adult' and 'Young Adult literature' and therefore publishing and promoting for this nominal audience is recognised as being dependent on the varying adult constructs of the terms and, therefore, is at the basis of decisions made in this adult-oriented industry. Historical and commercial aspects of Australian publishing (nominally) for this group of readers provide a context for this grounded theory-based qualitative study. Analysis of transcripts from focus group discussions with self-defined young adult 'keen readers of novels for pleasure' demonstrates that these participants had a sophisticated understanding of their leisure reading experiences regarding what they liked reading, how they found out about books, what made them choose one book over another, and where they obtained them. The insights gained from these 34 participants informed the analysis of comments by Australian adult 'creators' - writers and publishing staff - regarding audience, commercial pressures, promotional aspects and other factors influencing what is published and made available to young adult keen readers for pleasure. That these 34 participants were active buyers and promoters as well as borrowers of books indicates the need for the industry to recognise their expertise and value as a distinct and influential audience niche - the 'neo-consumers' of the future. The research provides a starting point into analysis of the influence of the group of adults I have termed 'gatekeepers', whose (largely institutional) roles enable them to either connect young adult readers with books and creators, or to separate them.

No description available.

Despite an initiative to provide preconception care (PCC) and reproductive life planning (RLP) for all women of childbearing age, many women, especially those with low incomes, are not receiving it. As a result, there continues to be a high rate of infant morbidity and mortality in this population. Furthermore, low income adolescent females have not been adequately studied regarding this phenomenon. The purpose of this phenomenological study was to explore low income adolescent females' knowledge, attitudes, and beliefs about PCC and RLP in order to serve them more effectively. Five low income adolescent females, aged 18 to 21, were recruited through criterion sampling and they each engaged in 2 individual in-depth interviews. The health belief model, social cognitive theory, and adolescent affective and cognitive theory were the conceptual frameworks used to develop the interview guide, conduct the interviews, analyze the data, and formulate the recommendations for future studies. Moustakas's phenomenological interview process was used as a guiding framework to prepare and conduct the interviews. Qualitative data were analyzed using Moustakas's modified version of the Stevick-Colaizzi-Keen method of analysis. Findings were that participants (a) had no experiences with PCC or RLP, (b) lacked knowledge about preparing for pregnancy, (c) had negative interactions with medical personnel, and (d) wanted more information about PCC and RLP. Further research is recommended to examine current PCC/RLP practices, conduct additional PCC studies of adolescents, and develop culturally- and age-appropriate PCC programs. Findings from these studies could improve both the lives of the adolescents and the health of their offspring.