The aim of this study was to investigate the effectiveness of a storybook retell technique to facilitate vocabulary acquisition in children educated in Māori immersion class settings. A second aim of the study was to explore the cultural responsiveness and pedagogical appropriateness of the intervention approach and the importance of relationship building (whakawhanaungatanga) to successful interventions. Nine children participated in the study. These children (aged between 5 and 8 years) were recruited from two Kura Kaupapa Māori settings in differing urban areas in New Zealand. The children entered the study on a rolling basis in groups of three. The first three participants to enter the study were recruited from the one classroom on the basis of their demonstrating specific language impairment (SLI). The second group of three participants attended a different classroom and these participants were recruited into the study as a result of identified delayed reading development (RD). The third group of three participants from a third classroom was selected as the participants exhibited typical spoken and written language development (TD). The intervention technique utilized in this study adopted a structured approach to teaching the meaning of pre selected vocabulary items that were embedded in class story books. Three different books were selected and each book was read by the teacher to the whole class three times during a one week period. The target vocabulary was highlighted each time it occurred in the story through the following techniques: an adult definition was given for the word, an antonym or synonym was given, and the meaning was acted out by the teacher or the picture detailing the meaning of the word in the book was highlighted. A single subject research design using pre-intervention, intervention and post intervention assessment probes for the target vocabulary items was employed to examine the effectiveness of the intervention in teaching the children the targeted vocabulary. Teacher interviews were also carried out to assess the appropriateness of the intervention in relation to the philosophy of the Kura Kaupapa and its pedagogical appropriateness and cultural responsiveness. The results suggested that the children in all three groups (SLI, RD and TD) made moderate gains in the acquisition of the target vocabulary supporting the hypothesis that targeting vocabulary in story book retelling at a whole class level will lead to acquisition of the vocabulary by the participants' exposed to the intervention. However, using a Two Standard Deviation method to evaluate the significance of each participant's change, the gains made for the RD and SLI participants were not significant. The TD participants did demonstrate a significant difference in the number of words correct. The teachers of the participants involved in the study reported positively on the effectiveness and appropriateness of the intervention for inclusion within the Kura Kaupapa and classroom programme. In particular, teachers' reported that as the intervention included each child in the class (as opposed to a withdrawal intervention model) the intervention was more appropriate for the philosophy of the Kura Kaupapa. The teachers' also reported the effectiveness of the intervention for the development of collaboration and relationship building between the teacher and researcher (a speech-language therapist. The data showed that the intervention investigated in this study was culturally responsive and pedagogically appropriate. It could be included as a component of the class programme as it was responsive to the philosophy of the Kura Kaupapa. The participants' did make moderate gains in the acquisition of the vocabulary (although not at a level to be considered significant for children with delayed development). Further research is necessary to explore the effectiveness of what may potentially be a useful intervention to enhance vocabulary development for children in Kura Kaupapa.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Conselho Nacional de Desenvolvimento Científico e Tecnológico / Este trabalho pesquisou os usos do Jornal Eletrônico Educação & Imagem, feitos para e por professores da rede pública. As práticas narradas e as imagens trazidas pelos docentes, que são usuários do jornal, nos possibilitou refletir sobre os currículos e os conhecimentos que têm sido tecidos cotidianamente. Para analisar as narrativas e as imagens presentes nos artigos escritos pelos professores foram pesquisados os editoriais redigidos por cada grupo de pesquisa, que faz parte da elaboração do periódico, e a seção Voz do leitor que publica artigos escritos por professores. Este estudo tem suas relações teóricoepistemológicas e teórico-metodológicas com as pesquisas nos/dos/com os cotidianos (Lefebvre, Certeau) que têm permitido compreender as redes de conhecimentos e significações que se dão nos múltiplos cotidianos em que vivemos, entendendoos como contextos educativos. Para falar sobre a importância da narrativa em pesquisa alguns autores como Walter Ong e Nilda Alves embasaram este estudo. Para o tratamento das noções de tecnologia, currículo e imagens dialogamos com os autores Nilda Alves, MartinBarbero, Boris Kossoy, Roberto Macedo, Alice Lopes, Elisabeth Macedo, Arlindo Machado, Pierre Lévy, Edméa Santos e Marco Silva. Dos artigos analisados observei que as imagens utilizadas pelos professores que escreveram para o jornal apresentaram uma multiplicidade de usos. A maioria fez uso de material fotográfico. Em seus artigos temos imagens usadas nos seguintes contextos: como registro de suas atividades com os alunos, como registro/memória autobiográfica, como reflexão da própria imagem apresentada ou como ilustração do texto dentre outros. Ao trabalhar com estas narrativas e imagens temos a oportunidade de discutir como se dá e como se tem desdobrado os usos do periódico eletrônico, possibilitandonos compreender e complexificar sobre outros processos cotidianos, a partir destes que nos é retratado e narrado. / This paper aims to research the uses of the electronic journal Education & Image, made for and by public school teachers. Practices narrated by the teachers who are daily users enable us to reflect on the curriculum and knowledge that have been daily woven. To analyze the narratives contained in articles written by teachers. I focused this work in the editorial written by each research group which is part of the preparation of the journal and in the Readers comments section. This study has its theoretical and epistemological relations and theoretical and methodological approaches to research in / of / with daily life (Lefebvre, Certeau) which have allowed us to understand the network of knowledge and senses that occur in many everyday situations we live in, understanding them as educational contexts. In this sense, we work with the idea that knowledge is woven, too, through the customs and practices that humans create in their daily lives in a different way than we have been taught, in Modernity, in science. Thus, I believe it is necessary and possible search relations practitioners (Certeau) with the many existing cultural artifacts. These will be studied through the uses to which these teachers develop in contact with the newspaper with the images and narratives it contains.

Background: Iraq is a higher middle-income country with a GDP of $223.5 billion (as of 2014). In the 1970s and 1980s, an extensive network of primary, secondary and tertiary health facilities was built, and the country recorded some of the best health indicators in the Middle East. However, two decades of conflict (both inter- and intra-state), sanctions and poor planning have reversed many of the previous gains. In the aftermath of the 2003 war, the government of Iraq introduced a Basic Health Services Package (BHSP) with a user fee component. International actors often advocate BHSPs as a means of rapidly scaling-up services in health systems that are devastated by conflict. User fees have also been promoted as a way of raising revenue to enhance the financial sustainability of healthcare systems in such contexts. While Iraq is a conflict-affected state, it has retained an extensive healthcare infrastructure and has a ministry of health with considerable financial and administrative capacity. In such a context, the introduction of a BHSP is a notable and distinctive feature of health policy in this setting, and the process through which this occurred have not yet been examined. Aim: To explore the processes through which the BHSP was conceived and designed in Iraq. It compares Iraq’s BHSP with similar policies in other post-conflict settings. It examines the roles of domestic and external actors and models in the policy’s conception and design. It explores the preferences of internal and external actors about the financing of service delivery through user fees. The study also examines the extent of policy transfer in the formulation of Iraq’s BHSP. Methodology: The thesis utilises a qualitative case study approach, incorporating analysis of semi-structured elite interviews and documents. Twenty Skype, phone, and face-to- face interviews were conducted between January 2013 and August 2014. Interviewees included former ministers of health, directors of departments of health, academics and officials at donor agencies, bilateral and multi-lateral bodies and consultancies. Documents included 47 official government publications, evaluations, reports, policy briefs and assessments. Literature review: A search of the literature on health policy making in post-conflict and fragile settings identified three key gaps in existing evidence; first, there is a dearth of published work examining health policy in post-conflict Iraq. Second, the literature focuses mainly on the impact of policy action in post-conflict contexts, largely neglecting the processes through which those policies are introduced. Third, while the literature concentrates on the roles of external actors, it pays limited attention to the role of domestic actors and politics. Results: Iraq’s BHSP shares commonalities with the other selected countries (Uganda, Afghanistan, and Liberia) in its primary aims, influential actors, interventions included or excluded, and financing principles. However, Iraq’s BHSP also aims at broader, and longer-term, structural reform, while the BHSP in other countries is often motivated by short-term objectives. The MoH in Iraq also appears to assume a prominent role in this case relative to others. Also, Iraq’s BHSP includes a greater number of interventions compared to the other countries. The Iraq war of 2003 offered the opportunity for wide-ranging structural change in the healthcare system. External actors, especially the WHO, were influential in advocating for a BHSP drawing on the recent experience of a similar initiative in what was in some ways the similar context of Afghanistan. However, the removal of former politicians and the emergence of internal policy actors with considerable technical and financial capacity allowed the domestic authorities to debate, dispute and challenge the recommendations of external actors. Relatedly, some of the internationally distinctive features of the BHSP in Iraq, including user fees, are similar to those that exist elsewhere in the health system. Most interviewees agreed that the BHSP was a means of enhancing financial sustainability and that it would help to enhance efficiency by targeting resources at population health need. The BHSP, according to some, represented the categories of healthcare that the government should finance, while allowing the private sector to meet demand for other services. However, many domestic actors supported the introduction of user fees as part of the BHSP. Several external actors either distanced themselves from this decision or declared no position, claiming that this was properly a matter for the government of Iraq. Discussion: While the BHSP’s ‘label’ is new in the context of Iraq, its substantive content is not. The BHSP can be seen as the outcome of the combination of old (existing) technologies and instruments presented in new (and introduced) ways. The existing health system offered ideas, techniques and processes that were maintained and reproduced even if these were packaged in new ways, to create a policy framework which is genuinely novel. External experts highlighted the idea of the BHSP and provided models (such as Afghanistan) on which the policy could be based. Internal decision-makers, however, were active players in policy formulation, not passive recipients who did not question or modify the policy during the process of transfer. On the contrary, it seems that the latter exerted considerable influence. User fees represent one aspect of that continuity. Ownership of policies by ministries of health in post-conflict is often advocated. However, such involvement introduces the potential for replicating old structures and policies, and may result in a degree of policy incoherence. Policy ideas are likely to change significantly where there is considerable local engagement in policy design and implementation.

This study examined four different settings in Selma Lagerlof’s novel Jerusalem, part I and II. The aim of the study was to analyse the narrative perspective in the four selected scenes of the novel, and also to investigate whether the narrator’s tone in any of the passages could be said to express orientalism. The material consisted of four text passages describing the novel’s two main geographical locations (the district of Dalarna and the Holy Land). Literary theories used for the study were narratology and postcolonial theory. The applied method to analyse the passages was to use the selection of semantic and syntactic markers compiled by Staffan Hellberg (1985) for stylistic analysis of the narrator’s perspective in Swedish narrative texts. The results of the study show that the overall narrative perspective in the scenes are non-focalized, and that the most frequently featured stylistic markers consist of words and phrases expressing value. A summery of the most frequently used stylistic markers show that it is possible to divide the narrative tone into four categories, as the “presenting”, “sympathizing”, “demonstrating” and “educating” narrator. The results also indicate that orientalism is evident in the two analysed passages from Jerusalem, part II.

xiv, 183 p. : ill. (some col.) / Educators are responsible for helping students develop academic and behavior skills and for creating safe environments that promote these outcomes. Achieving these outcomes has become increasingly difficult due to disruptive, anti-social student behavior. Researchers identified Positive Behavioral Interventions and Supports (PBIS) as an evidence-based approach, integrating primary, secondary, and tertiary interventions that provide benefit for students, schools, and educational communities. However, an extensive PBIS literature and research review identified a limited application of PBIS in secondary school settings. The purpose of this dissertation was to broaden the scope of research by examining the impact of PBIS on school-wide discipline outcomes and student academic performance in a secondary school setting using case study methodology. The case study was conducted in a large, urban Pacific Northwest high school that expressed interest in improving the general school expectations and positive interactions between students and staff members. Study participants were members of a student cohort from grade 9 to grade 12. The case study provided a descriptive analysis of students’ social behavior outcomes (as measured by Office Discipline Referrals, Suspensions/ Expulsions, and Attendance Rate) and their academic performance (as measured by students’ Grade Point Averages and Course Credits). An ordered time-series display was applied to analyze behavior and achievement outcome trends. Results showed an increase in students’ Grade Point Average, Course Credits, and Attendance Rate and a decrease in students’ Office Discipline Referrals and Suspensions/ Expulsions. This study’s findings are discussed in the context of its impact on students’ social engagement and academic achievement. Evidence of students’ academic and behavior outcomes has the potential to assist in the development of material and approaches to guide, replicate, and extend current PBIS practices to secondary school settings. / Committee in charge: Dr. Gerald Tindal, Chairperson; Dr. Keith Hollenbeck, Member; Dr. Scott Baker, Member; Dr. K. Brigid Flannery, Member; Dr. Nathaniel Teich, Outside Member

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Conselho Nacional de Desenvolvimento Científico e Tecnológico / Este trabalho pesquisou os usos do Jornal Eletrônico Educação & Imagem, feitos para e por professores da rede pública. As práticas narradas e as imagens trazidas pelos docentes, que são usuários do jornal, nos possibilitou refletir sobre os currículos e os conhecimentos que têm sido tecidos cotidianamente. Para analisar as narrativas e as imagens presentes nos artigos escritos pelos professores foram pesquisados os editoriais redigidos por cada grupo de pesquisa, que faz parte da elaboração do periódico, e a seção Voz do leitor que publica artigos escritos por professores. Este estudo tem suas relações teóricoepistemológicas e teórico-metodológicas com as pesquisas nos/dos/com os cotidianos (Lefebvre, Certeau) que têm permitido compreender as redes de conhecimentos e significações que se dão nos múltiplos cotidianos em que vivemos, entendendoos como contextos educativos. Para falar sobre a importância da narrativa em pesquisa alguns autores como Walter Ong e Nilda Alves embasaram este estudo. Para o tratamento das noções de tecnologia, currículo e imagens dialogamos com os autores Nilda Alves, MartinBarbero, Boris Kossoy, Roberto Macedo, Alice Lopes, Elisabeth Macedo, Arlindo Machado, Pierre Lévy, Edméa Santos e Marco Silva. Dos artigos analisados observei que as imagens utilizadas pelos professores que escreveram para o jornal apresentaram uma multiplicidade de usos. A maioria fez uso de material fotográfico. Em seus artigos temos imagens usadas nos seguintes contextos: como registro de suas atividades com os alunos, como registro/memória autobiográfica, como reflexão da própria imagem apresentada ou como ilustração do texto dentre outros. Ao trabalhar com estas narrativas e imagens temos a oportunidade de discutir como se dá e como se tem desdobrado os usos do periódico eletrônico, possibilitandonos compreender e complexificar sobre outros processos cotidianos, a partir destes que nos é retratado e narrado. / This paper aims to research the uses of the electronic journal Education & Image, made for and by public school teachers. Practices narrated by the teachers who are daily users enable us to reflect on the curriculum and knowledge that have been daily woven. To analyze the narratives contained in articles written by teachers. I focused this work in the editorial written by each research group which is part of the preparation of the journal and in the Readers comments section. This study has its theoretical and epistemological relations and theoretical and methodological approaches to research in / of / with daily life (Lefebvre, Certeau) which have allowed us to understand the network of knowledge and senses that occur in many everyday situations we live in, understanding them as educational contexts. In this sense, we work with the idea that knowledge is woven, too, through the customs and practices that humans create in their daily lives in a different way than we have been taught, in Modernity, in science. Thus, I believe it is necessary and possible search relations practitioners (Certeau) with the many existing cultural artifacts. These will be studied through the uses to which these teachers develop in contact with the newspaper with the images and narratives it contains.

Study consists of two parts, theoretical and the research one. The theoretical part is mainly devoted to the achievement motivation and its development. We consider for the theoretical starting point Heckhausen and Rheinberg{\crq}s Extended Model Achievement Motivation which comprises of level aspiration, attribution and reference norm. Influence of the reference norms of teachers (N = 20) on the variables of achievement motivation of their pupils (N = 405). It concerns of the following variables {--} Hope of Success (HS), Passive Fear of Failure (PFF) and Active Fear of Failure (AFF). It was revealed that students of their teachers with preference of individual reference norm will be different from the students of teachers with predominance of social reference norm in the above mentioned motivational characteristics (HS, PFF). No significant diferences were revealed in the variable Active Fear of Failure. It is valid in the sum score and for the school and sport activities. Our results are in line of the international research in this field . Results may be sample specific and should not be generalized.

A escrita desta dissertação foi agenciada privilegiando o encontro circunstancial entre campos teóricos distintos, na tentativa de articular a teoria e os conceitos à dimensão do acontecimento, da experiência. Para tanto, o trabalho apostou na aproximação ou na fusão entre arte e vida, em que proposições dadaístas e surrealistas foram contribuições significativas. As experiências da clínica, tratadas como ambientações, foram expostas em forma de narrativa, método que embasou esta pesquisa. Com inspiração em autores da psicanálise, da filosofia, das artes e da literatura, para este trabalho alguns autores tornaram-se pontos de apoio frequentes - Freud, Lacan, Guattari, Foucault, Benjamin e Lyotard, além de artistas e escritores. As questões propostas ou desenvolvidas nesta dissertação foram problematizadas a partir de uma perspectiva interdisciplinar, articulando conexões entre os ambientes clínicos e uma estética da existência. / The writing of this dissertation was based on the privilege of the circumstantial meeting among distinct theoretical fields in an attempt of articulation of theory and concepts, in view of the event and the experience. For this purpose, the task kept on the approach or the fusion between art and life in which the statements of dadaism and surrealism have made expressive contributions. The clinical experiences, considered settings, were exposed on narrative form that is the method on which this research was based. Inspired on authors from psychoanalysis, philosophy, arts, and literature, some of them have become constant supports for this research Freud, Lacan, Guattari, Foucault, Benjamin and Lyotard, besides artists and writers. The issues proposed or developed on this dissertation were problematized from an interdisciplinary perspective that surmises connections between the clinical environments and an aesthetics of existence.

I denna uppsats beskrivs gränssnittsproblematiken i dagens webbläsare. Syftet är att undersöka om användargränssnittet i webbläsaren hämmar användarna till att sätta sina individuellt anpassade säkerhetsinställningar. En stor del vardagliga sysslor utförs via webbläsaren, exempelvis hantera bankärenden eller ladda upp bilder på sociala medier. Därför finns det ett behov av att webbläsarens gränssnitt kommunicerar olika säkerhetsnivåer och inställningar så att alla användare kan använda och förstå de inställningar som erbjuds. Med hjälp av teoretiska utgångspunkter söker vi svar på eventuella brister i webbläsaren med hjälp av användarstudier. Genom att observera och intervjua våra försökspersoner kom vi fram till att det finns brister i webbläsaren som behöver utvecklas. Vi vill med vår uppsats öppna upp för en diskussion då vi vill förmedla importensen av att användare behöver känna sig säkra i webbläsarens gränssnitt för att kunna tillgodogöra sig information angående sin egen säkerhet. / In this paper we describe the problems with today’s web browsers within the interface. We are aiming to investigate whether or not the browser interface inhibits users from putting their personal safety settings. A great amount of everyday tasks are performed via the browser, for example banking transactions or uploading images on social media. Therefore the need of a browser user interface that can communicate different security levels and settings so that all users can understand and use the settings that are offered. With the help of theoretical starting points, we seek answers to any shortcomings in the browser interface through user studies. By observing and interviewing our subjects, we concluded that there are flaws in the browser that need to be developed. We want our thesis to open up for discussion in which we want to convey the importance of the users’ needs to feel safe in the browser interface to assimilate information about their own safety.

Magister Public Health - MPH / Aim: To obtain baseline data on adherence levels and the major determinants of adherence among patients on HAART at Rundu Hospital, Namibia. Results: Seventy-eight percent of the 97 participants included in the study were female, resulting in a female to male ratio of 4 :1. The mean age of the participants was 36.7 (SD: 9.00) years with 80% of the participants being in the 20-44 age group. The mean duration on ART treatment was 20 (SD: 10.3) months with 76% of the participants being on ART for 24 or less months. The average adherence rate reported by mean composite of the three measures was 95.1%, while the proportion of patients who achieved adherence levels of 95% and above was 64%. The main barriers to adherence to HAART reported by participants were forgetfulness (28%), lack of food (13%) and being away from the pills (11%): facilitators reported included counselling (19%) and treatment supporters (11%). Having knowledge of the consequences of failing to take HAART as prescribed was significantly associated with adherence (p = 0.03), as was being female (p = 0.04) while living further than 6 km from the hospital was significantly associated with non adherence (p = 0.018).