Based on the interest in the fields of leadership and outdoor education, this paper aims tovinvestigate how leadership is trained in an outdoor leadership programme in Sweden and to what extent the observed competences are consistent with the concept of transformational leadership. The transformational leadership style is considered to be the most popular leadership style and is therefore of particular interest for this study. The research is motivated by the belief that outdoors is a highly suitable place for the acquisition of (transformational) leadership skills, which has already been proven by several authors before. After a detailed literature review on transformational leadership as well as on outdoor leadership, a participant observation was conducted over the period of four days at Sjövik’s folkhögskola in the course ‘Friluftsliv-Hantverk-Ledarskap’, which can be translated as outdoor activities, crafts and leadership. The observation protocols were analysed using deductive thematic analysis, applying the transformational leadership competences ‘idealized influence, inspirational motivation, intellectual stimulation and individualized consideration’ developed by Bass & Avolio as clusters for the analysis. In specific terms, the transcripts were searched for situations that could be assigned to these competences. The results reveal that leadership is particularly trained on the basis of a good relationship between leader and participants as well as the space for development for the participants and can thus be classified in previous research results regarding transformational and outdoor leadership. It was shown that the observed competences can be assigned to the transformational leadership style, but at the same time there is still a need for further research.

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Då jag tidigare besökt förskoleklasser i USA har jag förvånats över hur mycket tid som ägnats åt laborativ matematik. När nationella läroplanen i matematik i USA, Principles and Standards for School Mathematics, omarbetades blev fokus inom matematik att arbeta för att stärka elevers taluppfattning. Lockad av tidigare erfarenheter från det amerikanska skolsystemet beslutade jag mig därför för göra en deltagande observation med löpande protokoll för att se hur man arbetar med taluppfattning i en förskoleklass i Texas. Under observationen fokuserade jag på att se samband mellan undervisningen, läroplaner och teorier inom matematikundervisning. Resultatet av min undersökning visar att nittio minuter varje dag ägnades åt laborativa matematikaktiviteter anpassade för att hjälpa eleverna att uppnå läroplanens mål. Därtill fanns en tydlig anknytning till teorier inom matematikundervisning.Arbetet är skrivet på engelska. Detta för att termer, dialoger etc. inte ska översättas inkorrekt och för att skolan som observationen skedde på ska kunna ta del av resultatet. / As I earlier visited Kindergarten classes in the United States, I was surprised to see how much time that was set aside for mathematical activities in a hands-on fashion. In the reform of the United States Principle and Standards for School Mathematics, number sense was an essential outcome. Hence, the purpose of my study was to investigate, using participant observation with running records as a method, how number sense is taught in a Kindergarten class in Texas. During my observation, I especially looked at the educations connection to the guidelines and mathematics education theories. The result of my investigation shows that ninety minutes every day was set aside for mathematical activities in hands-on fashion, adapted to meet the guideline requirements and goals. In addition, the teaching observed in the class was closely associated with the mathematics educational theories.

Clostridium difficile infection (CDI) prevention is of high priority. We reviewed clinical practice guidelines (CPGs), and conducted an individual participant data meta-analysis (IPMDA) of randomized controlled trials (RCTs) to assess effectiveness and safety of probiotic prophylaxis. For CPGs, we rated quality, summarized recommendations with their strength and author-reported evidence, then re-evaluated evidence. For the IPDMA, we pooled RCTs investigating probiotics versus control for CDI prevention among antibiotic consumers, using generalized linear mixed models. Our outcomes were CDI and serious adverse events (SAEs). We adjusted for age, sex, hospitalization status, and exposure to high risk antibiotics. We assessed study risk of bias and confidence in estimates of effect. Five international guidelines were evaluated, and all scored poorly for applicability, stakeholder involvement, and rigor of development. Recommendations were not always linked to evidence, and guideline authors were not transparent about how evidence limitations impacted their decisions. None of the guidelines recommended probiotics. Fourteen studies contributed data, with one pending. Probiotics reduced CDI among all studies and the adjusted model. No covariates were significantly associated with CDI. Subgroups suggested that high incidence did not affect probiotic effectiveness, and high-dose, multi-strain probiotics were more beneficial. Our estimate was robust to sensitivity analyses. Probiotics did not significantly affect SAE odds among all studies and the adjusted model. Increasing age was a significantly associated with SAEs. No SAEs were reportedly probiotics-related. For both outcomes, estimates were similar from data of obtained and not obtained studies. Confidence in estimates was moderate for both outcomes, due to low event rates. Current guidelines on CDI prevention did not adhere well to validated standards for development and reporting, most notably due to insufficient links between recommendations and supporting evidence. Our preliminary analysis suggests that probiotic prophylaxis is useful and safe for CDI prevention. / Thesis / Master of Science (MSc) / Clostridium difficile infection (CDI) is a common hospital-associated infection, and prevention is of high priority. We reviewed clinical practice guidelines on CDI prevention to summarize their recommendations, and assess the quality of guideline development and reporting. Furthermore, we analysed patient data from randomized clinical trials to obtain an overall estimate (meta-analysis) of whether using a novel strategy, probiotic prophylaxis, is effective and safe. The guidelines had several limitations, importantly that authors were not transparent about how recommendation were developed, and recommendations were not always linked to evidence. Although no guideline recommended using probiotics to prevent CDI, our advanced analysis of previously conducted trials suggested that it was an effective intervention, reducing infections by approximately 76%, and was not associated with differences in serious adverse events compared to participants not receiving probiotics. In summary, guidelines on CDI prevention should be improved, and probiotics may be considered as an additional strategy.

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The overall aim of the thesis was to determine the prevalence and magnitude of relative age effect (RAE) in European female sport via examination of published data spanning 2011-2021. The PRISMA systematic search guidelines were used to identify 14 studies out of 68 containing 53 independent samples across 9 sport types. Based on frequency, percentages were moderated by age group, competitive level, sport type, sport context, and study quality. Additionally, this study analysed whether RAE was present or not by comparing relatively older (born in the first quarter of the year; Q1) with younger (born in the last quarter of the year; Q4) girls and women across all European female sport contexts. The thesis shows that the overall estimate identified a small-moderate RAE among European female sports, within subgroup revealed RAE magnitude was higher in pre-adolescent (≤ 11 years) and adolescent (12-14 years) age groups and at higher competition levels. The results show that RAEs in females’ sports are common across the European contexts. A major factor influencing RAE magnitude are developmental levels, competition levels, and sport context demands. To prevent RAE-related participation and attainment inequalities, it is recommended that sport policy, organizational structure, and athlete development system structures be changed as well as practitioner intervention.

The current research investigates pricing practices and consumer behavior in long-distance running events. Two studies address (1) current practices in pricing and registration policies for long-distance running events, and (2) factors that influence the decision-making process by which event organizers develop, adopt, and implement particular pricing policies. Study One involves a descriptive census of policies currently in use for a comprehensive list of running events in the United States that include races at the full or half marathon distance. Study Two adopts a multi-case study approach based on semi-structured interviews of running event organizers, supplemented by additional organizational documents, to investigate the pricing and registration policy development process. Collectively, these two studies examine the what, the why, and the how of pricing policy development in long-distance running events. Based on study findings, a conceptual model was developed incorporating major sources of influence (organizational, consumer, environmental, and event) on the pricing policy development process. This research contributes to sport management by providing deeper understanding of how participant sport, specifically long-distance running events, is priced and how pricing decisions influence consumer behaviors. Results additionally provide practical insight for running event organizers seeking to improve or enhance pricing policies and revenue management by understanding both common and atypical practices in use throughout the running event industry. Finally the current research lays a foundation for a stream of future research building on findings from two studies and data generated in the process of addressing the overarching research questions. / Tourism and Sport

Mediation of special education disputes varies between states. This study addressed the ways in which the practices and methods of evaluation differ between five states: Hawaii, Iowa, Massachusetts, Minnesota, and New Jersey. This includes such factors as provision of services, alternative dispute resolution procedures, mediation style, and mediator training. Data were examined regarding mediation rates, rates of agreement, and the types of students/issues involved. The research focused on the ways the states used participant feedback to assess their own performance. Extant data from two states, Iowa and Minnesota, were examined to determine which factors impacted overall evaluation of the mediation process and satisfaction with the outcome. States were similar regarding the provision of services, although the agency overseeing mediation differed. Methods of alternative dispute resolution varied greatly, and were strongly tied to the perspective of each state. Large differences were found between states relating to mediation usage and agreement rates. Content analyses were conducted on the survey instruments. The greatest number of questions addressed the impact on the relationship between participants, followed by fairness of the process, and then skills of the mediator. Overall, participants were satisfied with the mediation process. Satisfaction with the outcome was moderate to high, but diminished over time. There were no significant differences in satisfaction ratings between parents and school officials in either state, but individuals who reached a resolution were most satisfied with the mediation process. The ability to discuss and understand the important issues was the largest predictor of satisfaction. Improved communication in the long term was strongly related to satisfaction, but improved communication within the mediation session was not. Additionally, Iowa parents felt more satisfied when they were better able to understand their own perspective and their views were considered before any solutions or agreements were made. Iowa school officials were more satisfied when they were better able to understand the parents' perspective. In Minnesota, an improved relationship with the other party predicted greater satisfaction with the mediation outcome for the school officials, but not parents. Mediator skills and impartiality were important factors for the school officials only. / School Psychology

The purpose of this study is to find out if teaching the students how to use the writing process will improve the content of their work.

Syfte: Det övergripande vetenskapliga syftet med denna avhandling att nå en ökad förståelse om samverkansprocesser. Ansats och metoder: Studien har bedrivits genom deltagarorienterad aktionsforskning inom hälso- och sjukvården i Hässleholm. Aktörer på verksamhetsfältet har strävat efter att utveckla samverkan för att tillsammans kunna utveckla närsjukvård. Forskningen har genererat kunskap utifrån lokala omständigheter att tjäna som underlag för beslut om att genomföra praktiska förändringar i verksamheten. En kombination av olika metoder har använts för att generera empiriskt material, där den huvudsakliga metoden har varit deltagande observationer med dialog. Därutöver har intervjuer och granskning av dokument använts samt en forskningscirkel, som är en speciell metod inom deltagarorienterad aktionsforskning. Studien har haft en hermeneutisk ansats och tolkningar har gjorts med stöd av olika teoretiska perspektiv och modeller. Kurt Lewins fältteori har utgjort en övergripande teoretisk ram för studien. Resultat: En ökad förståelse om den studerade samverkansprocessen kunde nås genom att beskriva och tolka skeenden som antogs ha påverkat utvecklingen av samverkan. Processen beskrevs både utifrån vertikal och horisontell integrering inom och mellan organisationer. Beskrivningen innefattade komponenter som fanns både inom arbetsprocesser och sociala processer. Den studerade samverkansprocessen delades in i delprocesser där var och en del innehöll en viss typ av aktivitet som genomfördes för att stödja utvecklingen av samverkan. Två olika strategier för utvecklingen av samverkan identifierades och illustrerades genom olika modeller: den linjära hierarkiska modellen respektive den dynamiska modellen. Den sistnämnda utvecklades genom aktionsforskningen. Slutsatser:I ett första skede bedrev deltagarna på fältet samverkan med stöd av den linjära hierarkiska modellen. Denna modell utgör ett tankeschema där samverkan utvecklas i en linjär hierarkisk process. Politiker fattar beslut, chefer planerar och professionella genomför aktiviteterna. Modellen utgår ifrån ett konsensusteoretiskt perspektiv där konflikter betraktas som störande element. Det innebar i detta fall att aktörer inom olika domäner och organisationer undvek varandras olika föreställningsvärldar varpå samverkansprocessen stötte  på hinder i utvecklingen. Aktionsforskningen intervenerade i processen genom arrangera kommunikationsarenor med deltagare från olika domäner och organisationer. Samverkan utvecklades på så sätt utifrån den dynamiska modellen. Denna modell innehåller antaganden om att samverkansprocesser är dynamiska och har sin utgångspunkt i ett konfliktteoretiskt perspektiv där konflikter betraktas som naturliga i processen. / Objective: The general scientific objective of this thesis is to reach a greater understanding of processes of collaboration. Design and methods: The study was conducted through participatory action research within the health services of Hässleholm, Sweden. The people involved, who were participants of different activities related to health care, aimed at developing their collaboration in a collective attempt to facilitate the development of an integrated local health care. Based on local circumstances and perspectives, the research has generated knowledge on which future decisions on how to implement practical changes can be made. A combination of various methods was used to generate empirical material, where the main method was participant observation with dialogue. In addition, interviews and document reviews were conducted as well as the use of collaborative inquiry, which is a specific method within participatory action research. The study was conducted according to a hermeneutic approach and interpretations were supported by various theoretical perspectives and models. Kurt Lewin's field theory constituted a general theoretical frame of reference for the study. Results: By describing and interpreting the course of events that were presumed to have an impact on the development of collaboration, a greater understanding of the observed collaboration process was achieved. The process was described in terms of vertical as well as horizontal integration within and between organisations. This description included components that were present in work processes as well as social processes. The observed collaboration process was divided into sub-processes, each of them containing a certain type of activity that was performed in support of the development of collaboration. Strategies for development of collaboration were identified and illustrated by different models: the linear hierarchical model and the dynamic model. The latter was developed through action research. Conclusions: At an initial stage, collaboration among the participants in the field was supported by a linear hierarchical model, which constitutes a mind map where collaboration is developed in a linear hierarchical process. Politicians make decisions, managers make plans and professionals implement activities. The model emanates from a consensus theoretical perspective, where conflicts are regarded as disruptive elements. In this case, participants from various domains and organisations avoided the different conceptual worlds of one another, which led to impediments in the developments of the collaboration process. The action research made it possible to intervene in the process by arranging communication arenas with and for participants from the different domains and organisations. Thus, collaboration came to evolve from a dynamic model, which includes the assumption that collaboration processes are dynamic and is based on a conflict theoretical perspective, where conflicts are regarded as natural aspects of the processes.