The purpose of this study was to examine how food managers of Östergötland County disucss around their possibilities of reaching the government´s orientation towards 25 per cent of the food - procured, prepared and cooked in the school meal - coming from certified organic production. The study was a cross-sectional study in wich a qualitative approach was used. The sample consisted six food managers in Östergötland. Data processing was done through a semantic content analysis.  The result showed that involvment and intrest were significant factors for the introduction of organic food in the school meal. The three municipalities with the highest percentage of organic food used the SMART - concept.

Laws and regulations govern the school kitchens in Sweden. The municipality controls how well the school kitchens obey those laws. An annual fee covers the municipality?s expenses for the public control of the school kitchens. To be able to calculate this annual fee, a risk evaluation needs to be done.

The purpose of this study was to examine how Swedish high school students view school staff members, in general, but in particular school counselors. The research questions focused on getting the students descriptions of the staff members roles and functions within the school. The study was conducted using focus group interviews. The answers were divided into themes and then analyzed using role theory and previous research. The results showed that the students relationships with family, friends and previous knowledge about the staff members in school, affects their willingness to seek the support of school staff members.

In December 2008 the municipal council in Nybro, decided that the municipality shouldreduce the budget for food service. The budget should be reduced by 2 100 000 SEK.They decided that the children- and education committee, and the care committee would haveto lower their budget with 1 264 000 SEK respectively 636 000 SEK. The change have to bedone under two years, 60 % should be done under 2009 and 40 % under 2010.As a result of the decision, many kitchens have to become kitchens that only serve food, notcook it. This will result in preschool staff and nursing staff take over some of the tasks fromthe kitchen staff. The municipal council also decided that entrepreneurs could take over one(later two) cooking areas.A kitchen that serves food means that there isn?t any cooking involved.

The purpose of my study is to examine whether the need for competence development in the communicative leadership exists among the six school leaders at the current adult education unit in Malmö. By observing the communication between the parties I hoped to get the following questions answered: What are the preconditions for the school leaders, in their daily communication with the staff, for getting the staff to feel noticed and confirmed? In what ways do the school leaders communicate with their staff to motivate them to development? I also wanted to highlight the school leaders' awareness of their own communication skills. The theories and models I have used are Haberma?s theory of the communicative action, Spitzberg and Cupach?s relational competence model and Engquist?s theory of level of abstractions.

Problem: What attitudes do young adults have towards Functional food?Is there any relation between these attitudes and young adults behaviour towards Functional Food?Purpose: The purpose of our thesis is to understand young adults attitudes towards Functional Food and also examine the relation between these attitudes and their behaviour towards Functional Food. Method: The authors of this thesis have used a qualitative method for data collection, focus group interviews.  There were two focus groups interviews performed on high-school students at Alléskolan in Hallsberg. The interview questions and the analysis of the primary data have been based on the frame of reference. Conclusion: Our investigation shows similar results as previous studies about consumers attitudes towards Functional Food. Our respondents had mixed attitudes towards Functional Food.

My purpose in this work was to find out how staff in a middle sized school uses its local Equal treatment plan in its work against bullying. But also to see how the use of a standardized anti-bullying program works to prevent bullying. I have interviewed the principal, teachers, and what we in Sweden call a ?fritidspedagog? and the members of the anti-bullying team to get answers to my questions.  The conclusion of this study is that the school follow and work according to what the Equal treatment plan states, both in terms of prevention, as in working with actual bullying cases. The school has also followed the National School Agency's recommendations on what should be the local Equality plan, but also to follow up and revise it each year. The interview shows that the staff at the school placed great emphasis on talking and discussing with students about how to behave towards each other, they also brought up things that happened at one time and talked about this. The staffs were very committed to work towards the prevention of bullying and the same was true with the school's headmaster.

In this essay I have investigated how two families, with children, who have food allergies, experience what support and what treatment they get in preschool for their difficulties. I have interviewed two children and two parents. The study shows that the interviewed parents believe that more knowledge in the community and among staff in preschool, about food allergies, is needed. Parents wish that the staff should write an action plan that describes how to deal with children who have food allergies and that preschool invites parents and children to record results. It is important to consider an inclusive attitude so that children don?t feels excluded.There is some research going on around this subject and researchers agree that the incidence of food allergies in the society is growing, but that it is difficult to be able to present a certain theory why, and what the underlying factors are.

According to The National Board of Health and Welfare, about 200 000 elderly persons get some help or support with eating or nutrition problems. This was approximately 2 percent of the population. Older people in sheltered accommodation in community care were not able to manage their own nutrition. The older people were dependent on the food that was offered to them, when and how the food was served. This was a specific responsibility for the nursing staff.

The purpose of my study was to find out how staff in after-school activities thinks they work with norms and values, we may call this values education, and how this in turn may influence children's norms and values. By extension, how children are socialized with each other and develop socially. In my research, I have interviewed five of the after-school activities staff who work with children aged 6-9 years at a school in the neighbourhood Rinkeby-Kista in northwestern Stockholm.The results show that after-school activity according to the staff can play a very important and sometimes crucial role in children's social development. Staff believes that if they do not learn the social rules by participating in playing and games in early childhood, when growing up they are outside and cannot participate. By their pedagogical approaches, in terms of values and norms, the adults in after-school activities can help children to become socialized into a community of solidarity and eventually as adults become responsible citizens able to function and participate in society..

This is a thesis about an upper secondary  school library and its role as a pedagogkal resour­ce. My purpose has been to find out about the views and experiences of the staff at the school library and twelve teachers at the upper secondary school  conceming the school library as a pedagogical resource. Fourteen  qualitative interviews have been accomplished, twelve  with teachers and the rest with the staff of the school library. All the interviewees seem to think that their school library has an important function as a pedagogical resource and both the librarian and the teachers have given me some examples of occasions when the library has been used as a pedagogkal resource. This school library is mostly used as a complement to other pedagogical resources but for some longer projects with an investigative character it could sometimes be used as the main source according to the answers in these fourteen  interviews..

This essay is a comparative research between pupils' experience of how the headmaster, teachers and other school staff interpret and apply the democratic education. The results are based on a survey carried out in senior high school, as well as interviews with the school staff. The democratic education charge has a long history of Swedish school system and is the basis for the maintenance of a democratic society. Both policy paper of state investigations and researchers in the field, regard to school as the primary and unique instance in order to promote and develop democratic skills in children and young people. However, it is shown that those who come out from school lack of knowledge and awareness of democracy and the will to speak their mind.

The purpose of my study is to find out which way the extended school staff has their knowledge about conflicts, what they think is the cause of a conflict and how they handle conflicts.To answer these questions, I have chosen to do interviews with an available group. I interviewed six persons of different gender, age, nationality and they have been working from three to twenty years at afterschool care.I have analyzed my empirical material using Szklarkis four causes of a conflict and Malténs strategies for conflict management.My conclusion is that the after-school staff's knowledge is mostly based on experience, partly through work with children group in afterschool care and as a youth leader in the voluntary sector. The strategy almost always used for the after-school staff were the collusion strategy.

School can be an effective environment for achieving a more equal health among children and adolescents, since many individuals can be reached by the health promoting work in the school. In the year of 2000 a project in Skåne was started for the development of health promoting schools. The health promoting projects however, have shown to be of short duration. So, as an alternative, the integration of the health in school ought to be tried. The aim of this study is to give examples how health promoting schools can strengthen their profile.

A study by Gulistan Kavak has been done about the therapy school, Liljanschool. The school handles children between the ages seven and twelve who suffer from psychosocial problems. These psychosocial problems may be the children?s? experiences of psychological trauma, attachment-difficulties and anxiety. Therapists, teachers, educators and medical professionals work at Liljanschool. The purpose of this thesis is to see how parents see their children?s? development at the school from there very first day until there last. Three questions have been formulated: How do parents of the children understand the development of the therapy that Liljanschool contributes with? How do the parents think that the school situation has been for their children? Do the school staff´s views and the parent´s views differ regarding cooperation between staff, parents and children?I have done a qualitative study.  In-depth interviews were conducted with the staff of the school and the children?s parents. The results show that the majority of respondents were positive about the school. The analysis shows that through the extension-theory, the children and parents have developed together.