Introduction: Eating disorders (anorexia and bulimia) have been increasing worldwide and nationally. Prior to the development of this disorder, adolescents' present body dissatisfaction, whose study through the ¨Tripartite Influence Model¨ gives us three main pressures: Pressure from parents, media and peers. Factors that are studied through SATAQ-4. We conduct a study to validate the Peruvian version of SATAQ-4 "Sociocultural Attitudes Toward Appearance Questionnaire-4". Methods: A cross-sectional study was carried out in 2015. It was started by culturally adapting the test. Subsequently, validity was determined through the validity of the construct, and reliability through internal consistency assessment and intra-observer reliability (test-retest). Results: We obtained a culturally adapted instrument which presented a mean greater than 3 in the Delphi method, an intraclass correlation equal to 0.83 and an internal consistency (Cronbach alpha) of 0.90. The confirmatory factor analysis supported the original five-factor structure and the convergent validity analysis (r Pearson) when compared with BSQ a correlation of 0.70. Conclusions: The instrument adequately measures the construct for which it was created and can be applied in the Peruvian university environment. / National Institutes of Health / Revisión por pares

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The aim of this thesis is to examine what strategies teachers use when they teach listeningcomprehension in order to develop student’s listening skills, and especially if and how they usescaffolding in their teaching. To examine this, seven upper secondary school teachers inSweden were interviewed about their listening comprehension teaching. The qualitative datawere analyzed using a cross case analysis with a combination of framework and IPA analysis.The data was labeled and divided into two themes: general strategies and scaffolding. In thethemes the data was further sorted and categorized into language immersion, raising selfconfidence,division into smaller groups, notetaking, pre-information and connection to theme,collaborative discourses, teacher peer and modeling and finally increasing level of difficulty.All seven teachers discussed several different strategies they use. They often combine strategiesto create the best learning environment for the students. Six out of these seven teachers gaveexamples of scaffolding strategies they use, such as modeling, working with themes and preinformationto support their students. However, as mentioned previously, they were oftencombined with other strategies such as collaborative discourse and smaller groups.

The purpose of this study was to research the experience of support in school for five students with dyslexia. Based on the above, the type of support the students received was examined, their individual experience with their learning difficulties, digital technology and their views about themselves and their individual learning. The study was based on a special educational and socio-cultural perspective.Support in the form of individualized teaching of special educators or specialist teachers has been the method that has historically been used the longest and all students testified to such support in the earlier years. Recently, digital tools have begun to be used more and the studies conducted in this field show that the effect is positive.The study was conducted using qualitative method based on personal interviews of five students in age 14 and 15. The results of this study showed that a majority of the students were positive about the support they received in school for their dyslexic difficulties. The teacher was an important factor in having the dyslexic student’s learning to be most effective. It appears that support for their dyslexic difficulties can contribute to the students feeling more involved in the school, which leads to increased motivation. However, detailed requirements for implementation and support are required for digital learning support to work most effectively. The teacher and their competencies are of great importance when working with students with dyslexia related to the use of digital technology.The school is facing a dilemma as special support can be perceived as a stigma and at the same time it is the prerequisite for the student’s experience of inclusion at the school. It also became clear that several students experienced the level of technology support inadequate.In a future study, the school should review the organizational structure and the specialist teacher’s role as the one who has the key responsibility and assists in the implementation of digital tools in the continuous support for their students.

AbstractEven though developing speaking skills is the essential key to achieving proficiency in a target language, there are some pupils (grades 4-6) who do not participate in communication tasks in English classroom. Thus, the purpose of this literature overview is to investigate the reasons for the unwillingness of some young learners to speak and interact in English. In addition, a variety of effective teaching strategies will be observed and analyzed. The used methods were different electronic databases, such as ERC, ERIC and Google Scholar, to access relevant peer-reviewed journal articles to our research questions. The observed and analyzed articles showed that there are some pupils who do not interact because English teachers often focus too much on reading and writing skills rather than on speaking skills. The limitation of communication tasks and large classroom sizes are other mitigating factors. In addition, teachers often using the first language in class resulted in pupils doing the same. This contributes to a lack of motivation and confidence in speaking English for some learners. This study identifies teaching strategies and activities that can be used by the teacher to raise motivation and confidence in speaking English. Results have indicated that the use of Vygotsky's sociocultural learning theory was very useful to involve every pupil in authentic communication tasks, which also provided a supportive communicative environment. Task-based and theme-based learning, such as stories, songs, games, project work and pair work is shown to be beneficial to increase pupils’ motivation towards speaking.

Syftet med studien är att undersöka specialpedagogers erfarenhet av inåtvända barn, även uppfattningar om faktorer som kan bidra till inåtvändhet, samt vilka strategier specialpedagoger förespråkar för att inkludera dessa barn i förskolan. Specialpedagogers upplevelser av normer och förväntningar berörs även. Detta undersöks genom att intervjua specialpedagoger verksamma mot förskolan kring deras uppfattning och erfarenhet gällande barn som påvisar inåtvända tendenser. Studien grundar sig i sociokulturellt perspektiv som i sin tur grundar sig i att barn lär i sociala sammanhang, där språk och miljö är två viktiga redskap. Begreppet inåtvänd används som ett samlingsbegrepp. Studien är baserad på kvalitativa intervjuer med sex stycken specialpedagoger verksamma mot förskolan, från fyra olika svenska kommuner. Intervjuerna analyserades via tematisk analys, där resultatet presenteras i de övergripande teman som framkommer från samtliga intervjuer. Resultatet visar att inåtvändhet, och dess orsaksgrunder, är en komplex och mångfacetterad företeelse som kräver stor förståelse och varsamhet från pedagoger. De strategier som kan användas i arbetet kring dessa barn är bl.a. en tydlig verksamhetsstruktur, mindre grupper där lek kan uppmuntras, pedagoger som är lyhörda och varsamma, samt implementering av alternativa kommunikationsmetoder. / The aim of this study is to examine how special education teachers percieve and experience the needs of withdrawn children in a preschool context. The study also focuses on which useful inclusive strategies can be used to include withdrawn children in a preschool setting, and how special education teachers percieve expecations and norms considering preschool children. The theoretical foundation of the study focuses on a sociocultural perspective, where children are thought to learn in all social contexts with language and invironment as important implements. The research is based on interviews with six special education teachers, active and teaching in four different swedish municipalities. Using thematic analysis, the interviews has been categorized by main themes presented in the result section. The main results show that withdrawal, and the causes of it, is a complex and multifaceted issue which requires understanding and precaution from teachers. The result shows that the main findings concerning inlcusive strategies are to use a distinct structural setting, the usage of smaller groups where play can be encouraged, teachers who are gentle and responsive to the childs needs, and to use alternative ways of communication.

In Nigeria, gender inequality significantly impacts women's knowledge and awareness of the transmission of the human immunodeficiency virus (HIV) and the proliferation of acquired immunodeficiency syndrome (AIDS). Early marriage, traditional beliefs, religion, and polygamy all contribute to gender inequality. This study explored the role of these and other sociocultural practices in the gender inequalities that increase vulnerability of contracting HIV/AIDS among women in Port Harcourt, Rivers State, Nigeria. The study employed a phenomenological design, collected data through a semistructured interview approach, which was managed using NVivo software. The purposive sample comprised 20 female students from a college in Port Harcourt. This study's key findings correlated with other studies highlighting the interconnectedness of sociocultural practices responsible for increasing HIV/AIDS among Port Harcourt women. Other underlying findings included women's lack of economic power to achieve personal needs, such as access to HIV treatment, and the lack of skills to negotiate safe sex, which contributed to increased HIV/AIDS among women. Recommendations for further research include programs for reduction of gender inequality related to this HIV/AIDS outbreak. The implications for social change included adequate government funding to help provide available and accessible health services to women, promote safe sex conduct and education among the most vulnerable (women), and reduce HIV transmission from mother to child.

The purpose of this study was to investigate the funds of knowledge of Latino and Latina high school adolescents, and how they used their funds of knowledge to solve engineering design problems in their communities. This study was based on the assumption that creating a bridge between different formal resources (e.g., engineering design processes) and informal resources (e.g., funds of knowledge) is an important step toward encouraging Latino and Latina high school adolescents to enter and remain in the field of engineering. The intent of this study was to generate a framework of funds of knowledge that teachers can draw from in order to create culturally responsive high school engineering instruction that connects adolescents’ out-of-school practices to the formal practices of engineering. An ethnographic approach was used to investigate the funds of knowledge of fourteen Latino and Latina high school adolescents. The participants were selected from a rural community located in the Western United States. They were divided into four different groups and each group selected a problem in their community that was of interest to them. Each group met twice per month and every student was interviewed every month individually. For this study, data sources included participant responses to individual interviews, observations of group discussions, retrospective and concurrent protocols, and participant-generated products. A constant comparative analysis showed that the participants possessed an understanding of societal, environmental, technical, and other engineering-related practices, dispositions, and habits of mind, which helped them to engage in engineering design in a holistic way. The study suggested that Latino and Latina adolescents, although profoundly underrepresented in engineering, bring a wealth of knowledge and experiences that are relevant to engineering design thinking and practice.

This research is an investigation of how the lullaby, which is often viewed as purely a simple and pretty song, is a multifaceted vocal tradition that carries historical and cultural significance. As an exploration of how sociocultural factors impact the emotions expressed and the stories told in lullabies, this research encourages deeper examinations of lullaby texts in relation to the historical, cultural, and social aspects reflected in their textual themes. Through the close analysis of text and music of folk and art song lullabies, I propose that the lullaby's function extends beyond putting a baby to sleep; the further roles of the lullaby encompass cultural connections and therapeutic functions for both the parent and child. As a result of these sociocultural considerations, dialogue exists between the lullaby text and its music that do not always match the song's primary intent to provide peace and comfort.

Few classroom measures of English language proficiency have been evaluated for reliability and validity. Researchers have examined the concurrent and predictive validity of an oral language test, titled A Developmental English Language Proficiency Test (ADEPT), and the relationship to the California English Language Development Test (CELDT) in the receptive/listening and expressive/speaking domains. Four years of retroactive data representing 392 student records were obtained from a local urban school district in Los Angeles County with a significant proportion of English language learners. After preparing the data file for analysis, data was analyzed using the Statistical Package for the Social Sciences (SPSS) system. Cronbach’s alpha was used to analyze the internal consistency of ADEPT. Pearson r analysis was performed to examine concurrent validity and predictive validity. Findings indicated moderate to high correlation coefficients of internal consistency in the first three levels of ADEPT. Concurrent validity results varied depending on the school year. In the most recent school year, 2012–2013, positive moderate to strong correlations were found. This relationship was weaker in each previous year. Overall, correlations increased and remained positive as sample size increased but predictive validity was weak for all three sets of comparative years. These findings support the use of ADEPT as a multiple measure, as a monitoring tool and to inform instruction.