Det ger mer än att det tar tid! : En kvalitativ intervjustudie om lärares uppfattningar om varför utomhuspedagogik används av vissa lärare men inte implementeras i större utsträckning som arbetssätt

The overall aim of this study is to examine why outdoor education is not implemented as a method of practice to a greater extent by teachers’ who work with natural science topics based on guidelines from the school's mission. The method used in this study is interviews with natural science teachers in grades 1-3. The results have been analyzed accordingly to the theory of implementation containing three keywords: understanding, will and ability. The result shows that the teachers have a deep understanding of using outdoor education in their learning activities and a positive will in implementing outdoor education in their teaching. However, the study also shows that there were some practical obstacles such as lack of time for planning and resource issues and also possible shortcomings in teachers' subject knowledge and educational skills that can be considered as challenges in the performance of outdoor education

Wissen über die kindliche Entwicklung - ein Vergleich von Österreicherinnen und Frauen mit türkischem Migrationshintergrund

Die Bedeutung des elterlichen Entwicklungswissens für positive Entwicklungsfortschritte, Eltern-Kind-Interaktion und ein förderliches Erziehungsverhalten wurde umfassend dokumentiert. Das elterliche Entwicklungswissen hat außerdem einen hohen Stellenwert bei der Früherkennung von und Intervention bei Entwicklungsverzögerungen. Die zentralen Ziele dieser Untersuchung waren, Österreicherinnen und Frauen mit türkischem Migrationshintergrund hinsichtlich ihrer Angaben zu den Entwicklungsmeilensteinen sowie ihrer subjektiven Entwicklungstheorien zu vergleichen und den Einfluss der Mutterschaft, des Bildungsniveaus sowie Zuzugsjahrs nach Österreich in Bezug auf die Angaben der Türkischstämmigen zu untersuchen. Dafür wurde bei türkischstämmigen Frauen (n=80) ein Fragebogen über die Entwicklungsmeilensteine eingesetzt. Die österreichische Stichprobe (n=93) hatte im Rahmen von drei Bachelorarbeiten denselben Fragebogen erhalten. Für den Kulturvergleich wurde das Bildungsniveau anhand einer Teilstichprobe angeglichen (N=108). Die Untersuchung der türkischstämmigen Gesamtstichprobe zeigte, dass die Mutterschaft und das Bildungsniveau einen Teil ihrer Angaben bzgl. der körperlichen, grob- und feinmotorischen, sprachlichen, sozio-emotionalen und kognitiven Entwicklung sowie der Erziehungstheorien signifikant beeinflussen. Mütter bzw. Maturantinnen schätzten diese Fähigkeiten früher ein als Nicht-Mütter bzw. Nicht-Maturantinnen. Das Zuzugsjahr zeigte nur bei einer Erziehungstheorie einen Effekt. Der Vergleich von türkischstämmigen Frauen und Österreicherinnen zeigte, dass diese sich in einer kleinen Anzahl an Items der sprachlichen, sozio-emotionalen, kognitiven, grobmotorischen und körperlichen Entwicklung sowie des Problemverhaltens signifikant unterscheiden. Auffällig war, dass jeweils drei sprachliche und sozio-emotionale Fähigkeiten von türkischstämmigen Frauen später eingeschätzt wurden als von Österreicherinnen. Die Ergebnisse deuten auf ein ähnliches Antwortverhalten der Gruppen im Falle eines angeglichenen Ausbildungsgrades hin. Die gesellschaftliche Relevanz der Ergebnisse sowie Einschränkungen der Untersuchung wurden in der Diskussion zusammengefasst.The importance of parental knowledge for positive developmental outcomes, parent-child-interaction and parenting behavior is well-documented. Parental knowledge is also vital to early detection and intervention of developmental delays. This study aimed to compare Austrian women and Turkish women with migration background regarding their statements about developmental milestones and beliefs, as well as to analyze the influence of motherhood, education and date of immigration concerning the statements of Turkish women. Women of Turkish origin (n=80) completed a questionnaire on developmental milestones. The Austrian sample (n=93) had completed the same questionnaire in the context of three Bachelor theses. To compare the cultures, the educational level has been controlled by a sub-sample (N=108). The analysis of the Turkish sample showed the influence of motherhood and educational level on a part of the statements about physical, fine and gross motor, linguistic, socio-emotional and cognitive development. Mothers or women who had a high school degree expected these abilities earlier than women who had no children or a high school degree. The date of immigration only affected one belief about education. Turkish and Austrian women differed in their responses regarding a small number of questions about linguistic, socio-emotional, cognitive, gross motor and physical development and beliefs about problematic behavior significantly. In particular, Turkish women associated the acquisition of three of both linguistic and socio-emotional abilities with an older age than Austrian women. Results stand for similar response behaviors in case of an equalized education level. Implications of results and limitations of the study are discussed

Det ger mer än att det tar tid! : En kvalitativ intervjustudie om lärares uppfattningar om varför utomhuspedagogik används av vissa lärare men inte implementeras i större utsträckning som arbetssätt

The overall aim of this study is to examine why outdoor education is not implemented as a method of practice to a greater extent by teachers’ who work with natural science topics based on guidelines from the school's mission. The method used in this study is interviews with natural science teachers in grades 1-3. The results have been analyzed accordingly to the theory of implementation containing three keywords: understanding, will and ability. The result shows that the teachers have a deep understanding of using outdoor education in their learning activities and a positive will in implementing outdoor education in their teaching. However, the study also shows that there were some practical obstacles such as lack of time for planning and resource issues and also possible shortcomings in teachers' subject knowledge and educational skills that can be considered as challenges in the performance of outdoor education

C7 vertebra anatomy as a guide for transpedicular screw fixation [Transpediküler vida fiksasyonu için C7 vertebra'nin anatomisi]

Transpedicular screw fixation is a complicated surgical procedure that has reached substantial popularity in the treatment of spinal instabilities. This procedure is particularly valuable for simultaneous posterior decompression and reconstruction in the cervical spine. This anatomic study was undertaken to provide a set of anatomical data to aid the technique on a large series of human bony C7 cervical vertebrae from 49 individuals. The mean pedicle length was measured as 5.84±0.95 mm, pedicle width as 6.07±1.1 mm, and pedicle height as 6.82±1.01 mm. The distance from the posterior point of the lateral mass to the anterior margin of the vertebral body through the pedicle axis (pedicle axis length) was 30.37±2.41 mm, and the interpedicular distance was 21.62~1.33 mm mm. The lateral mass thickness was measured as 21.99~1.35 mm. Successful placement of the pedicle screw requires a thorough knowledge of cervical spine transpedicle morphometry. The approximate values from the morphometric studies such as our study can be a guide in choosing the appropriate screw dimensions and to avoid the damage to important neighbouring neurovascular structures