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Mål. Syftet med denna avhandling är att klargöra vilka möjligheter AR teknologin har idag för att underlätta lärarens arbete i klassen beträffande språkinlärning. Den ser även på möjligheterna att förbättra på elevernas motivation och den vägen främja på deras språkinlärning. Dagens skola arbetar allt oftare med elever vars modersmål inte är den samma som skolspråket. Resurserna i form av ytterligare lärare ökar inte i samma takt som behoven och syftet med denna avhandling är att se ifall AR kan vara en resurs för läraren och skolan att prestera mera. Infallsvinkeln är läraren och den specifika eleven som är i behov av stöd, inte hela klassen där AR skulle ersätta existerande rutiner. Den skall fungera som en resurs för enskilda eleven i specialfall där läraren inte har möjlighet att erbjuda tillräckligt med personligt stöd. Hittills har AR och VR teknologier använts mest inom dator- och mobilspel och målet är att hitta ett svar ifall de har en brukbarhet inom pedagogiken. Den existerande mjukvaran är därmed inte nödvändigtvis tillräckligt flexibel för att läraren smidigt kan skapa lektionsmaterial som stöder den enskilda eleven i behov av ytterligare stöd. Metoder. Denna studie är litteraturöversikt i form av en kvalitativ innehållsanalys med tematisk textanalys. Målet är att få en överblick över existerande forskning inom språkinlärning och AR med en praktisk infallsvinkel vad beträffar lärarens roll i skapandet av lektionsmaterial. 7 olika forskningsresultat analyserades och tolkades för att skapa en helhetsbild över möjligheterna idag för den moderna grundskoleläraren. Resultat. Motivationsgynnande faktorn med övningar i AR-miljö går inte att neka. Själva effekten av AR och inlärningshastighet blir obevisad då resultaten bestrider varandra. För läraren är verktygen ännu oflexibla och de kräver tekniska specialkunskaper. Mjukvaran som används före själva lektionen är även långsamma att bearbeta och skapa lektionsmaterial i.

Irritable bowel syndrome is a chronic common gastrointestinal disorder. There are three main factors which can be linked with the syndrome, genetical vulnerability, psychological burden and behavioural factors. Several studies have demonstrated the efficacy of psychosocial treatments for irritable bowel syndrome. The objective of psychosocial treatments is to strengthen coping-skills, behavioural functioning and improve quality of life in individuals with irritable bowel syndrome. This study focuses on the efficacy and mechanisms of psychosocial treatments. 4 The data was collected via online databases. Selected studies evaluated effectiveness of psychotherapy, mindfulness and online based therapeutic support groups for stress-reduction and emotion regulation. Effectiveness was measures by quality of life and symptom questionnaires and interviews. Results were also assessed after two to six months follow-up periods. Results showed improvement in quality of life and reduction on symptoms. In most of the studies effect sizes were medium or large (d > 0.47). Improvements were maintained until the follow-up periods. In societal perspective prominent result was that group interventions and online based psychotherapies provided improvements in symptoms and quality of life. This study identifies common mechanisms between various treatments. Affecting mechanisms were associated with psychological distress, behaviour and thoughts towards the syndrome. These findings suggest that treatments including stress reduction, self-monitoring and acceptance of syndrome may provide benefit in irritable bowel syndrome.

testataan prosessia

The aim of this thesis was to gather more information on the topic of values education from the perspective of primary school teachers in Finland. While the topic has been examined to some extent in previous studies, the focus of this thesis differs from those earlier works. Paula Suhonen (2012), for example, has studied the role and realisation of values education in schools, and the ideas and attitudes the teachers have concerning their role as value educators. My study continues her work by further examining especially the latter topic. Above all, the goal was to examine how teachers themselves view their role as a value educator, and how conscious this role is. Furthermore, the aim was to determine how teachers see values in general: as absolute and immutable, or more dependent on time and place. The theoretical background of the thesis leans on general deninitions of values and values education and - as in most previous research - values education is here linked to moral philosophy. The research was carried out as focused interviews of three teachers of various ages and career stages. The focused interview as a method suited the process well, as the aim of the research was to record the teachers' thoughs as personal and authentic as possible. The interview material was then phenomenografically analyzed by creating categories portraying teachers´ perceptions of themselves as value educators. These descriptional categories were based both on theory and the interview material. The findings of the thesis supported those of previous studies: in addition to the school curricula and the Finnish law, the values of the interviewees were based on their own upbringing and personal experiences in life and at the workplace. While being highly conscious of their role as "quardians of a lot", they also view the busy everyday encounters at the school as rather concrete interaction, where values education is carried out mainly through solving ordinary, everyday problems. Each of the teachers experienced values education as an essential part of their work, but what they hoped for was that their role would be specified more clearly, for example in the school curricula. This would be a good topic in future research on values education, as previous studies have also called for by suggesting that The aim of this thesis was to gather more information on the topic of values education from the perspective of primary school teachers in Finland. While the topic has been examined to some extent in previous studies, the focus of this thesis differs from those earlier works. Paula Suhonen (2012), for example, has studied the role and realisation of values education in schools, and the ideas and attitudes the teachers have concerning their role as value educators. My study continues her work by further examining especially the latter topic. Above all, the goal was to examine how teachers themselves view their role as a value educator, and how conscious this role is. Furthermore, the aim was to determine how teachers see values in general: as absolute and immutable, or more dependent on time and place. The theoretical background of the thesis leans on general deninitions of values and values education and - as in most previous research - values education is here linked to moral philosophy. The research was carried out as focused interviews of three teachers of various ages and career stages. The focused interview as a method suited the process well, as the aim of the research was to record the teachers' thoughs as personal and authentic as possible. The interview material was then phenomenografically analyzed by creating categories portraying teachers´ perceptions of themselves as value educators. These descriptional categories were based both on theory and the interview material. The findings of the thesis supported those of previous studies: in addition to the school curricula and the Finnish law, the values of the interviewees were based on their own upbringring and personal experiences in life and at the workplace. While being highly conscious of their role as "quardians of a lot", they also view the busy everyday encounters at the school as rather concrete interaction, where values education is carried out mainly through solving ordinary, everyday problems. Each of the teachers experienced values education as an essential part of their work, but what they hoped for was that their role would be specified more clearly, for example in the school curricula. This would be a good topic in future research on values education, as previous studies have also called for by suggesting thatvalues education should be more closely linked to actual studying material. The questions of values and their immutability divided opinions among the teachers - which might have though been affected by their differing interpretations of the research questions on the topic. values education should be more closely linked to actual studying material. The questions of values and their immutability divided opinions among the teachers - which might have though been affected by their differing interpretations of the research questions on the topic.

The study deals with factors that aim to address HIV-related stigma on the basis of analysis of publications by the HIV Center in 2016. Previous studies have shown that HIV can lead to social isolation and often stigmatizes the carrier. The basis of the study therefore lies in the fears and prejudices that HIV positive people are subject to. The purpose of this study was to analyze the image of the infection presented in the HIV Center’s materials as well as the importance of that image in overcoming the stigma-generating factors. The subject was approached from the perspective of social stigma. The study perceived three HIV-associated stigma-producing factors: deviation from societal norms, fears of easy transmissibility, and assumptions of morbidity and poor prognosis. The research material consists of the HIV Center’s brochures for public use and its 30-year-anniversary publication from 2016. The research method was theory-oriented content analysis. The material was examined in relation to stigma-generating factors in order to find content related to reducing the stigma associated with infection with HIV. The study showed that the HIV infection is a rather well-managed disease in Finland. Manageability manifested itself through two themes: the maintenance of functional capacity, and of an independent lifestyle. Negative attitudes occurred in the effects that restrict the life of the HIV positive. A change in attitudes on a general level will help HIV positive people maintain their functional capacity and an independent lifestyle. Hence, this study considers it important to spread knowledge among the wider population through academic research and open discussion.