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Syftet med uppsatsen var att synliggöra pedagogers erfarenheter samt sätt att se på lek som inlärningsmetod. Frågorna som tas upp rör pedagogernas sätt att se på lek, sitt eget sätt att införliva lek i undervisningen samt vilka möjligheter och vilka problem som finns med metoden. I undersökningen har det genomfört intervjuer med pedagoger samt observationer i dessa pedagogers klassrum. Uppsatsen ses med fördel genom ett sociokulturellt samt ett utvecklingspedagogiskt perspektiv. Undersökningen visar på att pedagogerna överlag är positivt inställda till lek som inlärningsmetod men att de inte är nöjda med sitt eget sätt att införliva denna typ av metod. Pedagogerna är mer angelägna om att tala om diverse svårigheter exempelvis: tidsbrist, stress, kunskapsbrist samt brist av verktyg med mera. En av de viktigaste slutsatserna som kunnat dras utifrån uppsatsen har blivit den att pedagogerna inte använder sig av lek som metod på grund av en ökad tidsbrist i dagens skola. Uppsatsen fokuserar därför även på att synliggöra eventuella anledningar till denna tidsbrist. The purpose with this essay is to shed light on educationalists experiences and views on play as a method for learning. The questions in the essay are mainly about the educators own views on play as a method for learning, their own way of incorporating play in their own ways of teaching together with the possibilities and difficulties that this type of method can create. The essay is based on interviews with teachers and observations made in their classrooms. The essay shows that the teachers are positive about working with play as a method for learning although they are not satisfied with their own ways of incorporating the method in their own ways of teaching. The teachers are more anxious to talk about the difficulties there are while working with such a method, such as: lack of time, stress, lack of knowledge and lack of tools and so on. One of the most important conclusions that you can draw from this essay is that the teachers don’t use play as a method for learning because an increasing lack of time in today’s compulsory school. The essay therefore also focuses on shedding light on the possible problems for this lack of time.

Immunotherapy holds great promise for Alzheimer's disease (AD) and other conformational disorders but certain adverse reactions need to be overcome. Prior to the side effects in the first Elan/Wyeth AD vaccine trial, we proposed using amyloid-beta (Abeta) derivatives as a safer approach. The route of administration may also affect vaccine safety. To assess the feasibility of oral immunization that promotes mucosal immunity, Tg2576 AD model mice were treated prophylactically three times over 6 weeks starting at 3-5 months of age with a Salmonella vaccine expressing K6Abeta(1-30). At 22-24 months of age, cortical Abeta plaque burden and total Abeta(40/42) levels were reduced by 48-75% in the immunized mice compared to controls, which received unmodified Salmonella. Plaque clearance was not associated with increased microglial activation, which may be explained by the long treatment period. Furthermore, cerebral microhemorrhages were not increased in the treated mice in contrast to several passive Abeta antibody studies. These results further support our findings with this immunogen delivered subcutaneously and demonstrate its efficacy when given orally, which may provide added benefits for human use.