This study is based on a qualitative internet research about people with Asperger syndrome and their thoughts and opinions about the difficulties that occurs in the environment outside the home and their experiences of Internet. We have analyzed Internets social influences for those with Asperger syndrome, as a consequence of the difficulties that they meet in other environments. The constructed communities in the environment outside the home and the social interaction that occurs there is not adjusted for those with the diagnosis. This leads to difficulties to be there for those with Asperger syndrome. By doing a content analysis of the assembled data from a community site on the Internet, we found out that the environment on Internet is more comfortable for those with the diagnosis in several ways. A lot of people who earlier felt alone and excluded has thanks to the Internet been able to develop a healthy social life. / Den här uppsatsen grundar sig på en kvalitativ internetstudie om personer med Asperger syndroms tankar och åsikter om svårigheter som de möter i miljön utanför hemmet och erfarenheter av internet. Vi har analyserat hur internet har påverkat de med Asperger syndrom socialt, till följd av svårigheterna som de möter i andra miljöer. De konstruerade mötesplatserna i miljön utanför hemmet och den kommunikation som sker där är inte anpassad för de med diagnosen, vilket har lett till att de med Asperger syndrom har svårt att visats där. Genom att göra en innehållsanalys av material från ett diskussionsforum på internet, har vi kommit fram till att internets miljö tilltalar de med diagnosen på flera olika sätt. Flera personer som tidigare känt sig ensamma och utanför har tack vare internet kunnat utveckla en god livskvalitet.

In this essay I reflect on a situation where I as a preschool teacher amworried about a child whose behavior I cannot understand nor recognize. The situation is characterized by the fact that I cannot explain my worries to my colleagues. I also discuss why different pedagogues understand the same situation differently, the importance of children´s play and how it creates opportunities to social interaction Through my reflections I can understand my concern and show that it is justified.  I also discuss the act of reflection as a method. Reflecting is a way to increase or knowledge. But I also claim that reflection might be used collectively by reflecting together we might increase our shared understanding and also find out how to proceed with our common work. The conclusion is that reflection is an important tool for us pedagogues when we want to increase our understanding and our knowledge. Through reflection we can see and understand things we usually don’t see or understand. / I denna uppsats reflekterar jag över en situation där jag som förskollärare är oroad över ett barn vars beteende jag inte kan förstå eller känna igen. Situationen kännetecknas av det faktum att jag inte kan förklara min oro för mina kollegor. Jag diskuterar också varför olika pedagoger förstår samma situation på olika sätt samt vikten av barns lek och hur den skapar möjligheter till socialt samspel. Genom mina funderingar kan jag förstå min oro och visa att den är berättigad. Jag diskuterar också handlingen att reflektera som en metod. Reflekterande är ett sätt att öka vår kunskap. Jag hävdar också att reflektion kan användas gemensamt. Genom att reflektera tillsammans kan vi öka vår gemensamma förståelse och även ta reda på hur vi ska gå vidare med vårt gemenesamma arbete. Slutsatsen är att reflektion är ett viktigt verktyg för pedagogen när han eller hon vill utöka sin förståelse och kunskap. Genom reflektion kan vi se och förstå saker vi vanligtvis inte ser eller förstår.

<p><bold>Background:<bold> Hospital adoption of health information technology (HIT) systems is promoted as essential to decreasing medical error and their associated 44,000 annual deaths and $17 billion in healthcare costs (Institute of Medicine, 2001; Kohn, Corrigan, & Donaldson, 1999). Leading national healthcare groups, such as the Institute of Medicine, Agency for Healthcare Research and Quality, Institute for Healthcare Improvement, and the Leap Frog Group continue to advocate for increased use of HIT (AHRQ, 2010; Beidler, 2010; Institute of Medicine, 2001; Page, 2003; The Leapfrog Group, 2009), such as provider order entry and electronic health record systems, as a way to improve healthcare quality in hospitals. Even under intense pressure to adopt HIT, however, a mere 2% of US hospitals report having a comprehensive electronic health record system. Further, more than 50% of US hospitals have only rudimentary HIT systems (Jha et al., 2009). With the ARRA HITECH Act of 2009, the pressure on hospitals to quickly adopt HIT and achieve meaningful use is mounting.</p><p>While a large body of literature exists about HIT implementation, the majority is anecdotal case reports. The remaining studies investigated attitudes about HIT or the impact of HIT on patient care processes and outcomes. Thus, best strategies for implementing HIT in hospitals remain unknown. Study design choices, such as the use of self report data, retrospective data collection methods, subjects from single care units or single healthcare professions further limit our understanding HIT implementation in complex hospital care settings.</p><p><bold>Methods:<bold> This prospective, longitutdinal case study used a novel approach, sensemaking, to understanding how project teams may work to implement HIT in an academic medical center. Sensemaking, defined as the social process of establishing the meaning of events and experiences (Weick, 1995), is associated with learning and problemsolving in research studies of healthcare and nonhealthcare settings. Through direct observation and document review I observed project team social interaction and activities over the course of the 18 month preimplementation phase of an HIT implementation project in a single tertiary care hopsital.</p><p><bold>Conclusions:<bold> In this study, I described team actions and activities that enhanced clinician team member sensemaking including: frequent, collective interaction with HIT and focusing team members' attention on specific aspects of HIT function. Further, study findings demonstrated that team members' perceptions of HIT and care processes varied across healthcare professions, management levels, and departments. Supportive social interaction from team leaders and members encouraged team member participation and resulted in members' voicing observations, perceptions and attitudes about the HIT and hospital care processes. Sensemaking of HIT teams not only resulted in identification of needed HIT design changes, but also revealed assumptions and information which may prove critical to successful HIT implementation in hospital care environments. Based on study findings, I suggested strategies for selecting and preparing HIT team members as well as for HIT team activities. This study advanced our understanding of how project teams function and bring about change in complex hospital care environments by not only identifying HIT implementation issues within but also describing the link between team member social interaction and implementation actions.</p> / Dissertation

<p>Reading and understanding literature does not necessarily have to be an individual act. The aim of this essay is to investigate what happens when six students read a text by Kazuo Ishiguro A Family Supper and then discuss it in a communicative situation. The essay bases its ideas on the sociocultural theory and the reader-response theory. The sociocultural perspective argues that people develop and progress during social interaction, moreover by communicating with other people and by being inspired and subsequently educated through taking part in different social contexts. My idea with this essay is to observe a literary discussion in a group. The observation emphasizes both the individual contribution to the literary discussion and the function of the group. By analyzing the participation of the individual students, I reached the conclusion that the students deal with literature in many different ways. Some focus only on the text and the plot, others discuss social issues in connection to the text and some only respond to the others’ arguments. When studying the group, I looked at the balance in the group, the turn taking between the members and the level of participation. The reader-response theory bases its idea on the reader and the text and the fact that they are connected in a mutual transaction. Every reader brings his or her experiences to the understanding of the text and thereby a text can have multiple alternative interpretations considering the amount of readers. The analysis section in this essay consists of several parts, such as an individual reflection, a group discussion and an individual evaluation.</p>

Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 97-98). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 97-98). Also available on the Internet.

Diss. Linköping : Linköpings universitet, 2006.

Thesis (Ph. D.)--University of Texas at Austin, 1999. / Vita. Includes bibliographical references (leaves 153-170). Available also in a digital version from Dissertation Abstracts.

Thesis (Ph. D.)--University of Chicago, Graduate School of Business, August 2001. / Includes bibliographical references. Also available on the Internet.

Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references (leaves 109-122). Available also in a digital version from Dissertation Abstracts.