Background: There is a considerable body of research linking child well-being with future outcomes for children. In recent years monitoring and promoting child well-being has been high on the UK government agenda and has attracted a great deal of theoretical interest. Despite existing research and given the importance of a precise definition, there remains a lack of knowledge about what well-being actually means to children. An independent literature search highlighted that while researchers have made some effort to understand what well-being means to children there are still significant gaps in the literature, including an understanding of how children’s views of well-being vary across different age groups. Participants: Nine participants were selected from three different age groups (four, seven and eleven year olds). The sample included a mix of males and females and all participants were reported to have adequate language skills and none were identified as having special educational needs. Method: This is a purely qualitative study utilising an in depth survey research design. Semi-structured interviews were carried out with each child and each participant was asked to take photographs of and describe artifacts which they considered to be important to their well-being. Analysis/Findings: Data were analysed using thematic analysis. Data analysis was conducted in discrete data sets defined by age group. Then compared across age groups to gain understanding of how children’s views of well-being develop with age. Well-being appeared to be conceptualised as an evaluative judgement which was influenced by well-being domains/factors and emotional experience. The complexity of the children’s evaluative judgements appeared to become increasingly sophisticated with age. The four year olds were found to understand well-being in egocentric terms whereas the seven and eleven year olds seemed to understand well-being in terms of both their own experiences and the experiences of the perceived other. Two specific developmental considerations were identified which influenced the children’s evaluative judgements including individual difference and children’s views regarding their ideal life. In addition to this, the component ‘self-view’ was identified for the eleven year olds. Three domains of well-being were identified which included: ‘my relationships’, ‘my lifestyle and ‘myself’ and the individual factors relating to these domains appeared to vary and increase in complexity with age. The generalisability of these finding is critically considered within the limitations of the research design. Conclusion/Implications: The findings led to the development of an exploratory developmental model of child well-being. Suggestions are made for future research and potential implications for practice are considered.

Today, doing business in a foreign country is difficult, mainly due to cultural differences. Companies and business people must face multiple issues when operating abroad and even in their own nations. Crossing cultural boundaries is a real challenge for businesses today. In order to succeed, they must fully understand the cultural backgrounds of people to be more efficient when managing and cooperating with them and other businesses. The Czech Republic is one of the most developed countries in Central and Eastern Europe. However, it keeps its old roots and traditions that make people and companies behaving in a much more different way than in Western countries. The current situation in the Czech Republic is stable and the country has many advantages that attract FDI. But the economical and financial "crisis" within the European Union, and the pressure from new emerging nations might have an impact on the country in the future. The purpose of this thesis is to analyze and understand first what culture is and how difficult it is to cross cultural boundaries when doing business. Furthermore, the importance of taking into consideration the cultural characteristics of a country will be highlighted, here with the case of the Czech Republic. The other aim of the study is to bring knowledge about the main economic facts of the Czech Republic as well as the different steps when starting a business in the country. The author focused his research on explaining and discussing the business practices and etiquettes in the Czech Republic to better succeed when doing business. Finally, the advantages, opportunities and perspectives of the business will be analyzed, including results from interviews of Czech people and also foreigners living, studying or working in the Czech Republic. In other words, the aim of this study is to help professionals and any people who do not have any knowledge about doing business in the Czech Republic by giving them essential information on the topic.

The research investigation reported herein examined program outcomes of student problem behavior and social skills, based on teachers' perspectives, before and after early behavioral intervention services. The study targets students in kindergarten through grade five who are identified by the school system for being at-risk for being labeled with emotional and behavioral disorders. Students identified received early intervention services based on individualized positive behavioral supports (i.e., social skills training, functional behavioral assessment, and team collaboration). Teachers completed a teacher form of the Social Skills Rating System before and after the student received program services to determine differences in social skills and problematic behavior pre- and post- program early intervention services. An analysis was also made of the differences among gender, ethnicity, and grade according to the teachers' perspectives. Data indicated statistically significant results in the area of social skills and problem behavior. The results indicate early intervention services that teach social skills and use functional behavioral assessments to deal with problem behavior are beneficial to children displaying behavior challenges.

Previous studies show that explicit teaching of reading comprehension strategies is beneficial forpupils’ reading comprehension in EFL. However, there appears to be a lack of studies about the topic in a Swedishcontext. This study investigates how teachers in years 4-6 in one elementary school in Sweden work towardsimproving their pupils’ reading comprehension in EFL. Further, the study explores what perspectives the teachershave on teaching reading comprehension strategies in EFL. The four participating teachers all have a teacher’sdegree and experience with teaching EFL in years 4-6. Semi-structured interviews were conducted with fourteachers and complemented with classrooms observations with two of the interviewed teachers. The results suggestthat the teachers believe teaching reading comprehension strategies in EFL is important. Further, the results indicatethat the participating teachers work with reading comprehension strategies that according to previous studies arebeneficial for pupils’ reading comprehension. In addition, the teachers described working with similar strategiesand teaching methods in the Swedish subject. Therefore, comparative studies between the Swedish subjectand EFL to further investigate if the same reading comprehension strategies are beneficial inboth subjects is recommended. / <p>Engelska</p>

The purpose of the study is to explore children’s experiences of yoga and its influence on their well-being and everyday lives. The study uses qualitative methods and thematic analysis is chosen as it provides flexibility to combine theoretical assumptions with qualitative data. Analysis is based on two focus group interviews that ask about children’s views of yoga, experience of doing yoga, feelings about yoga, any differences with other physical activities, and their experience before and after yoga. The children involved in the study appeared to experience yoga in different ways, but the majority of them agreed that yoga is a positive influence on their lives. The results of this study propose that according to children’s perspectives the practice of yoga supports physical fitness and is a calm, peaceful and relaxing activity and supports the children’s understanding of their capacity and competence and helped them to reduce unstable or negative emotions. Overall, children’s perspective of yoga shows the meaning of their view and experience both in the studio and in everyday life that will give some insights to yoga teachers and studio owners; and yoga practice might contribute to social support for children both physically and mentally.

Guided by the constructivist framework, the focus of the investigation was on second-grade students and their perceptions of their classrooms’ physical learning environment. A qualitative multiple case study approach was employed, and data were collected through interviews, participant-generated photographs, and observations. Participants in the study were 16 second-grade students in four classrooms in three school districts in Northeast Tennessee. A physical learning environment tool, Assessing the Pillars of the Physical Environment for Academic Learning (APPEAL), developed by Evanshen and Faulk (2019) was used to select classrooms to take part in the study. The tool focuses on dimensions that help observers evaluate the quality of the primary classroom physical learning environment on a continuum of traditional to constructivist elements. Findings revealed that second-grade students are aware of, and are affected by, their classrooms’ physical learning environment. Generally, participants believed that classroom physical learning environments that were best for them were meaningful, offered easy access to resources and materials, and provided opportunities for active learning and social engagement. Both physical and emotional comfort were important to participants. There were more similarities than differences between the perceptions shared by participants in the classrooms that scored highest on the APPEAL (more constructivist or student-centered) and the classrooms that scored lowest (more traditional or teacher-centered) on the scale. Some of the differences that emerged were that all the students who were in the teacher-centered classrooms identified features connected to computers as something they liked whereas most of the students in the learner-centered classrooms did not. Students in the learner-centered classrooms were more articulate in talking about how displays helped them to learn, and students in the teacher- centered classroom communicated the need to change displays. Additionally, the findings suggested that young children’s perceptions about the environment can be influenced by their experiences or contexts and their individual differences. The findings encourage teachers of young children to think about their students as actively affected by their environment and challenge them to design classroom physical learning environments that support the diverse needs of students within these spaces.

The present study aims to explore and delve into early childhood education teachers’ perception and interpretation of children’s agency and participation in the daily routines and planned activities in kindergartens in Finland. The daily established routines and planned activities take a significant amount of time in kindergarten. Therefore, it is essential to scrutinize how teachers engage children’s preferences, opinions, and participation in daily practice. The abovementioned rationale motivates the present qualitative research study. Semi-structured interviews were conducted with five early childhood teachers. Three of them work in international kindergartens and two of them in bilingual kindergartens (Finnish-English). The interview consisted of open-ended questions. They were structured to probe early childhood teachers’ experience in respect of the implementation of children’s agency and participation in the daily practices and the challenges that pedagogical personnel face.  The collected data from the semi-structured interview were analyzed through thematic analysis. On one hand, the results showed a none or limited amount of children’s agency and participation in the daily established routines, whereas the amount of agency and participation is increased regarding the planned activities. On the other hand, challenging parameters are the management of the kindergarten and the number of children in a group.

Bakgrund: Akutmottagningen innebär för många patienter den första kontakten i vårdkedjan. Underbemanning, stigande patientantal och färre vårdplatser innebär ofta längre väntetider och ökad press på vårdpersonalen. Hur patienten blir bemött av vårdpersonalen på akutmottagningen kan påverka den framtida tilliten för hälso- och sjukvården. Syfte: Syftet med den här litteraturstudien är att undersöka hur patienter upplever besök på akutmottagningar. Metod: För att besvara syftet utfördes en litteraturstudie med beskrivande design och systematisk ansats. Tolv originalartiklar, varav fyra kvantitativa och åtta kvalitativa, inkluderades i granskningen. Resultat: Sex teman identifierades: bemötande, kommunikation, information, makt, miljö och väntetider. Vårdpersonalens bemötande kan påverka patientupplevelsen både negativt och positivt. Patienter värdesätter god kommunikationsförmåga hos vårdpersonalen. Patienter anser att dem skulle dra nytta av att tillhandahållas mer information. Majoriteten av patienterna vill vara involverade i beslutsfattandet om sin vård men enbart en mindre del känner sig bekväma med att vara oense eller att ta initiativ till en diskussion. Hur patienterna upplevde akutmottagningens miljö påverkades av både lokalens utformning och de andra människorna som befann sig där. Att få en beräknad väntetid skulle få patienterna att bättre acceptera väntetiden. Slutsats: Resultatet visar att flertalet faktorer, både mänskliga handlingar och materiella ting, påverkar patientupplevelsen. Sjuksköterskan, vars bemötande och handlingar kan komma att prägla patientens syn på hela hälso- och sjukvården, måste vara medveten om sin maktposition över patienten och sträva efter att se patienten som en jämlike. / Background: For many patients, the emergency department means the first contact in the care chain. Understaffing, rising patient numbers and fewer care places often mean longer waiting times and increased pressure on care staff. How the patient is treated by the staff in the emergency department can affect future trust in the health care system. Aim: The aim of this literature study is to investigate how patients experience visits to emergency rooms. Method: To answer the purpose, a literature study was performed with a descriptive design and a systematic approach. Twelve original articles, four of which were quantitative and eight qualitative, were included in the review. Results: Six themes were identified: professional-patient relations, communication, information, power, environment and waiting times. The professional-patient relations can affect the patient experience both negatively and positively. Patients value good communication skills among healthcare professionals. Patients believe that they would benefit from being provided more information. Most patients want to be involved in decision-making about their care, but only a small proportion feel comfortable with disagreeing or initiating a discussion. How the patients experienced the emergency room's environment was affected by both the design of the room and the other people who were there. Getting an estimated waiting time would make patients more accepting of the waiting time. Conclusion: The results show that most factors, both human actions and material things, affect the patient experience. The nurse, whose treatment and actions may shape the patient's view of the entire health care system, must be aware of her position of power over the patient and strive to see the patient as an equal partner.

Title: The therapists’ view on rehabilitation of clients with fatigue syndrome. A study of the therapists’ perspectives in occupational health care and primary care.  Abstract The purpose of the study was to examine how therapists in occupational health care and primary care looked at clients’ rehabilitation and recovery from fatigue syndrome. The study was based on a qualitative method and an inductive thematic analysis where nine semi-structured interviews acted as data collection method. The results of the study highlight the following themes: Between the chairs, An accepted mental illness and lack of well-being and Easy way not always the right way. The results three main themes provide answers to the study’s questions. The respondents were therapists from primary care and occupational health care. Differences in the working methods of the various organizations were demonstrated based on that the organizations´ assignments. Different amounts of time, resources and expertise are available for the rehabilitation of clients with fatigue syndrome. The conclusion drawn from the study was that time and money acted as an obstacle for clients to receive the right diagnosis and the right circumstances for rehabilitation.

Meaningfulness – a matter of student´s participation and influence in activities in the schoolyard? According to the compulsory school curriculum Lgr 11 (Skolverket 2019), leisure – time centers must conduct teaching that is based on the student´s own interests and needs, to give them a meaningful leisure time. The school´s governing document also states that students have the right to participate and have influence over their stay in its various activities, and that students must be educated to be able to become democratic citizens. In cases where the leisure – time center doesn´t translate the theory into practice, where the intentions of the curriculum do not become at real influence and participation for the students, a gap i created between the educator´s child perspective and the child´s (student´s) own perspective. This can have consequences when it comes to what the various parties regards as meaningful, but can also create the image of sham democracy. Our study wants to shed light on the significance of the gap between the different perspectives, in relation to the concepts of meaningfulness and participation in the leisure activities that take place on the schoolyard. The intention is to examine student´s own experiences as well as which other factors on the yard that can also affect them.Previous research shows that the design of schoolyards and what is available in its environment, can affect student´s experiences of their stay there. At the same time, students are rarely given any opportunity to be involved to influence the design through participation in decisions. This is confirmed in our study. The research also highlights how continuously and actively implementation of democratic values in leisure – time center is of importance for students to fully understand their rights. In our empirical study, we chose the Walk &amp; talk method to bring light to the children´s perspectives and also a small survey with relevant educators to be able to compare the results from their child perspectives. The answer and conclusions we have reached confirm previous research and show the importance of safeguarding student´s rights in the form of participation and influence and that these are complied with in practice. / Meningsfullhet – en fråga om elevers delaktighet och inflytande i aktiviteter på gården? Enligt grundskolans läroplan ska fritidshemmen bedriva en undervisning som utgår från elevernas egna intressen och behov för att ge en meningsfull fritid (Skolverket 2019). Skolans styrdokument säger också att eleverna besitter rättigheter att själva vara delaktiga och ha inflytande över sin vistelse i dess olika verksamheter, samt att eleverna ska fostras till demokratiska medborgare. I de fall där verksamheterna inte omsätter teorin i praktik, där läroplanens intentioner inte blir till reellt inflytande och delaktighet för eleverna, skapas ett glapp mellan pedagogers barnperspektiv och barns (elevers) perspektiv. Detta kan ge konsekvenser när det kommer till vad de olika parterna anser meningsfullt men kan också skapa bilden av skendemokrati. Studien vill belysa vilken betydelse glappet mellan de olika perspektiven har, i relation till begreppen meningsfullhet och delaktighet i de fritidsverksamheter som sker på skolgården. Avsikten är att undersöka elevernas egna upplevelser och erfarenheter tillika vilka övriga faktorer på (skol)gården som också kan påverka dem.Tidigare forskning visar att utformningen av gårdarna och vilka erbjudanden som finns i dess miljö, kan påverka elevernas upplevelse av sin vistelse där. Samtidigt ges sällan eleverna någon möjlighet att vara med och påverka utformningen av dem genom delaktighet i besluten, Detta bekräftas i vår empiriska studie. Forskningen lyfter också fram vikten av att fritidshemmens verksamhet kontinuerligt och aktivt implementerar de demokratiska värderingarna i praktiken för att de ska ha reell betydelse för eleverna. I studien valde vi walk and talk- metoden för att på så sätt lyfta fram barnens perspektiv och en mindre enkät med berörda pedagoger för att kunna jämföra resultaten ur deras barnperspektiv. De svar och slutsatser vi kommit fram till bekräftar tidigare forskning samt visar på vikten av att värna elevers rättigheter i form av delaktighet och inflytande och att dessa efterlevs i praktiken.