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Relatively little research exists on the life significance of outdoor education (OE) programs and courses. There is increasing interest in the OE field to move beyond simply focusing on program-specific outcomes to developing more evidence-based models that analyze the influence of specific mechanisms of change. The purpose of the present study was to investigate the significant life effect of a university OE course upon participants after the course, including the effect of the course upon participants’ intrapersonal, interpersonal and environmental relationships. The present investigation was a two part qualitative-quantitative study. The overarching research question was: What is the perceived life significance of a university undergraduate OE course? The current study involved in-depth interviews with a purposive intensity sample of 17 University of Ottawa alumni who had taken one of the university’s OE courses more than 20 years ago, followed by a web-based survey questionnaire completed by 46 University of Ottawa alumni and students who had taken one of the university’s OE courses between 1975 and 2009. Some of the survey participants had taken both the summer and winter OE courses offered by the University of Ottawa so there was a total of 65 separate course responses in the quantitative study. The findings from this study suggested that the OE course led to development of interpersonal skills, self-discovery, environmental impacts, leisure style change, and increased outdoor knowledge and skills amongst the participants. The idea that this outdoor knowledge and skills was transferred to others (e.g., students and children) also emerged from the data. In addition, in some instances participants expressed the idea that the OE course helped confirm or reinforce already-held beliefs about the outdoors. It is hopeful that the current findings can contribute to OE professional practice and demonstrate the need for OE in university settings.

Relatively little research exists on the life significance of outdoor education (OE) programs and courses. There is increasing interest in the OE field to move beyond simply focusing on program-specific outcomes to developing more evidence-based models that analyze the influence of specific mechanisms of change. The purpose of the present study was to investigate the significant life effect of a university OE course upon participants after the course, including the effect of the course upon participants’ intrapersonal, interpersonal and environmental relationships. The present investigation was a two part qualitative-quantitative study. The overarching research question was: What is the perceived life significance of a university undergraduate OE course? The current study involved in-depth interviews with a purposive intensity sample of 17 University of Ottawa alumni who had taken one of the university’s OE courses more than 20 years ago, followed by a web-based survey questionnaire completed by 46 University of Ottawa alumni and students who had taken one of the university’s OE courses between 1975 and 2009. Some of the survey participants had taken both the summer and winter OE courses offered by the University of Ottawa so there was a total of 65 separate course responses in the quantitative study. The findings from this study suggested that the OE course led to development of interpersonal skills, self-discovery, environmental impacts, leisure style change, and increased outdoor knowledge and skills amongst the participants. The idea that this outdoor knowledge and skills was transferred to others (e.g., students and children) also emerged from the data. In addition, in some instances participants expressed the idea that the OE course helped confirm or reinforce already-held beliefs about the outdoors. It is hopeful that the current findings can contribute to OE professional practice and demonstrate the need for OE in university settings.

Relatively little research exists on the life significance of outdoor education (OE) programs and courses. There is increasing interest in the OE field to move beyond simply focusing on program-specific outcomes to developing more evidence-based models that analyze the influence of specific mechanisms of change. The purpose of the present study was to investigate the significant life effect of a university OE course upon participants after the course, including the effect of the course upon participants’ intrapersonal, interpersonal and environmental relationships. The present investigation was a two part qualitative-quantitative study. The overarching research question was: What is the perceived life significance of a university undergraduate OE course? The current study involved in-depth interviews with a purposive intensity sample of 17 University of Ottawa alumni who had taken one of the university’s OE courses more than 20 years ago, followed by a web-based survey questionnaire completed by 46 University of Ottawa alumni and students who had taken one of the university’s OE courses between 1975 and 2009. Some of the survey participants had taken both the summer and winter OE courses offered by the University of Ottawa so there was a total of 65 separate course responses in the quantitative study. The findings from this study suggested that the OE course led to development of interpersonal skills, self-discovery, environmental impacts, leisure style change, and increased outdoor knowledge and skills amongst the participants. The idea that this outdoor knowledge and skills was transferred to others (e.g., students and children) also emerged from the data. In addition, in some instances participants expressed the idea that the OE course helped confirm or reinforce already-held beliefs about the outdoors. It is hopeful that the current findings can contribute to OE professional practice and demonstrate the need for OE in university settings.

Uppsatsen är gjord som en systematisk litteraturstudie med en kvalitativ ansats där nio artiklar analyserades. Litteraturstudiens syfte var att beskriva patientens upplevelse av att befinna sig i den sena fasen av den palliativa vården. Vårt resultat visade att patienter som befinner sig i den palliativa vården ville ha kontroll över livet, uppleva trygghet och värderade saker annorlunda. Trygghet upplevdes t.ex. när patienter kunde vårdas i det egna hemmet. Våra fynd visade att förtroende skapar en känsla av trygghet vilket leder till att välbefinnande förstärks och sjuksköterskan får bättre kunskap om patienten och patientens livsvärld. För att fördjupa oss i patientens upplevelse av den palliativa vården har vi använt oss av livsvärldsteori och teori om att finna mening med livet.

Adult learners bring different experiences and perspectives to their education. It is important they get opportunities to learn at their own speed, through different situations and activities. Consequently, the teaching methods and learning environment are very important to the learner. Therefore the school and it´s teachers play a big role in making the learner feel comfortable and gain new experiences which could help them develop themselves as adult learners and find the right learning path. This thesis explores how the individuals needs and life experience is utilised through the learning process in the learning environment of the Preliminary studies program at Keilir. The focus is on student’s experiences of the learning environment at Keilir in order to see if they meet the needs of adult students. That being said, interviews with former and current participants in the program will show what the students experienced during their time in the program and how they felt their needs were met. Furthermore Lave and Wenger´s (1991) concept of a community of practice will be used to explore the education at Keilir and how learning in collaboration with other students and others that impact the learner’s journey can affect the learner’s education and their learning experience.

Adult learners bring different experiences and perspectives to their education. It is important they get opportunities to learn at their own speed, through different situations and activities. Consequently, the teaching methods and learning environment are very important to the learner. Therefore the school and it´s teachers play a big role in making the learner feel comfortable and gain new experiences which could help them develop themselves as adult learners and find the right learning path. This thesis explores how the individuals needs and life experience is utilised through the learning process in the learning environment of the Preliminary studies program at Keilir. The focus is on student’s experiences of the learning environment at Keilir in order to see if they meet the needs of adult students. That being said, interviews with former and current participants in the program will show what the students experienced during their time in the program and how they felt their needs were met. Furthermore Lave and Wenger´s (1991) concept of a community of practice will be used to explore the education at Keilir and how learning in collaboration with other students and others that impact the learner’s journey can affect the learner’s education and their learning experience.

Barnhälsovården i Sverige ska vara en resurs för alla familjer med barn upp till skolåldern. Syftet med studien var att undersöka hur adoptivföräldrar respektive biologiska föräldrar upplevde kontakten med barnhälsovården, vilka förväntningar de hade på barnhälsovården samt vilka olika insatser de blivit erbjudna. Dessutom undersöktes om föräldragrupperna hade olika behov när det gällde kontakten med barnhälsovården och hur de upplevde att deras behov uppfyllts. Studien är av kvalitativ design och intervjuer har genomförts både individuellt och i grupp med biologiska föräldrar och adoptivföräldrar. Resultatet visar att adoptivföräldrar förväntade sig och erbjöds färre insatser från barnhälsovården än biologiska föräldrar. En stor skillnad mellan grupperna var hur snart de träffade distriktssköterskan efter hemkomst med sitt barn, och hur ofta de besökte barnavårdscentralen. Biologiska föräldrar kunde bygga en förtroendefull relation med distriktssköterskan genom en tidig kontakt och täta besök i början. Adoptivföräldrarna saknade den möjligheten och upplevde dessutom att distriktssköterskan hade bristande kunskap om adoption och adoptivfamiljer. Tillsammans resulterade detta i att adoptivföräldrarna sällan sökte hjälp för annat än medicinska problem på barnavårdscentralen. Att adoptivföräldrarna erbjöds färre insatser skulle kunna bero på att barnhälsovårdens fokus låg på adoptivbarnets ålder vid hemkomst snarare än på familjens behov. / Child health services in Sweden are aimed at all families with children aged 0-6. The aim of this study was to investigate how adoptive parents and biological parents experience their contact with child health services, their expectations concerning the child health services and to what measures they had been invited. Furthermore it was investigated if the parent groups had different needs of the child health services and their experience of how these needs were supplied. The study has a qualitative design and individual interviews as well as group interviews have been conducted with biological parents and adoptive parents. The results show that adoptive parents expected and were offered less than biological parents from the child health services. There was a big difference between the parent groups in how soon they first met the district nurse after the family had returned home with their child, and how often they visited the child health centre. The biological parents could build a trusting relationship with the district nurse because they had an early start and frequent visits. The adoptive parents lacked this possibility and also felt that the district nurse lacked knowledge of adoption and adoptive families. Because of this the adoptive parents rarely sought help from the child health centre with other than medical problems. That the adoptive parents were offered less than biological parents were could depend on the focus of the child health services on the adoptive child´s age when the family returned home rather than on the needs of the family.

Recent research on creativity has put great emphasis on how multiple systems influence an individual¡¦s development in creativity. The main purposes of this study were (a) to understand the current situation of pupils¡¦ explanatory style, domain knowledge, creative life experience, and technological creativity; (b) to investigate the effects of pupils¡¦ grade, explanatory style, domain knowledge, and creative life experience on their technological creativity; and (c) to analyze the predictive power of pupils¡¦ grade, explanatory style, domain knowledge, creative life experience on their ability group membership of technological creativity. The participants included 418 third to sixth graders sampling from six elementary schools in Taipei City. The employed instruments were The Questionnaire of Children¡¦s Explanatory Style, The Questionnaire of Creative Life Experience, The Test of Technological Creativity, and the scores on the final exam of Science and Living Technology Areas. The employed analysis methods were Descriptives, ANOVA, one-way and two-way MANOVA, Canonical Correlation Analysis, and Discriminant Analysis. The main findings in this study were as follows: 1. There were gender differences on the pupils¡¦ performance of explanatory style, creative life experience, and technological creativity; more specifically, the girls outperformed the boys on explanatory style, creative life experience, and technological creativity. 2. There were grade differences on the pupils¡¦ explanatory style. 3. Although no significant interaction effect of grade ´ explanatory style on technological creativity was found, there were significant main effects of grade on the pupils¡¦ technological creativity. 4. Domain knowledge contributed to the pupils¡¦ performance on technological creativity. 5. Creative life experience had significant effects on the pupils¡¦ technological creativity. Among the indices of both sides, ¡§language and performing arts¡¨ had the highest correlation with technological creativity. 6. Grade, explanatory style, domain knowledge, and creative life experience could effectively predict the pupils¡¦ ability group membership of technological creativity, and grade as well as domain knowledge had better predictive power. Finally, some suggestions were proposed for teachers, relative educational institutions, parents, and further studies.

In The God of Small Things, Arundhati Roy depicts a world constituted by small things, and each small thing attaches its significance with those who live in Ayemenem, especially for the twins Rahel and Estha. By remapping the small things scattered in Ayemenem, this thesis aims to explore the interrelation between place, people, and space. Place is meaningful for those who live there when their personal history, social relation, and personal experience produce life space and thus have the sense of place. Therefore, place is defined by the personal experience, not the changes of landscape or political history. The sense of place is developed from life space which is formed by small things that people perceive and conceive. Chapter One focuses that place is identified by personal history and experience, not by the changes of landscape. The twins are traumatized by the small things that trace Velutha¡¦s death and are confined in the space constructed by the past memories. Even though the landscape and people of Ayemenem become different, the twins still sense Ayemenem consistent with its past. The small things are left in Ayemenem by the god of small things, Velutha, who belongs to subaltern group. Chapter two illustrates the social relation between place and people through the dilemma and oppression he faces. By remapping the small things of the novel, Chapter Three represents how people identify place to produce their life space. Life space is produced from the interrelation between people and place, while the sense of place is constructed by people¡¦s life experience and life space.