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Since the 1970s, Finland has conducted family policies that could be labelled social investments, for example, investments in work–family balance or public childcare, while at the same time it has protected the economic standard of families with children through various income transfers. However, after the 2008–2009 financial crisis these policies including those with socially investing objectives have been increasingly subjected to cuts in benefit levels and entitlements in order to lower public expenditure, which raises the question if there has been a shift away from social investments and redistribution towards austerity policies. By analysing government programs from the period 2007–2015, this article discusses if, and to what extent, such a change can be traced in the Finnish government discourse. More specifically the article studies the narrative stories used to legitimise changes (reforms) in existing family policy and to what extent these changes were informed by a social investment perspective focusing on ‘new’ social risks, a traditional redistribution perspective emphasising ‘old’ social risks, or a neoliberal austerity perspective advocating fiscal austerity and welfare cuts. We argue that the first two perspectives were dominant prior to and during the first phase of the international financial crisis, whereas the third perspective became dominant after the crisis. Moreover, the results show that the main storyline in the legitimisation of the reforms was stories of ‘progress’ in combination with stories of ‘control’ and helplessness’.

Penelitian ini secara umum bertujuan untuk mengetahui fenomena Pengenalan Literasi Digital melalui Cerita Narasi Berbahasa Inggris pada Aplikasi YouTube sebagai Penanaman karakter anak di Taman Kanak-kanak Tunas Mekar II Desa Tegaljadi. Pertama, untuk mengetahui proses atau tahapan kegiatan pembelajaran pengenalan melalui cerita narasi berbahasa Inggris pada aplikasi YouTube sebagai penanaman karakter anak, kedua untuk mengetahui nilai-nilai karakter yang dapat ditumbuhkan dalam kegiatan pembelajaran melalui cerita narasi berbahasa Inggris pada aplikasi YouTube sebagai penanaman karakter anak di TK Tunas Mekar II ini. Metode yang digunakan adalah metode deskriptif kualitatif dengan menggunakan lembar observasi dan pedoman wawancara kepada guru dan orang tua. Adapun hasilnya, pertama proses atau tahapan kegiatan disusun tahapan dimulai dari pemberian link YouTube kepada anak dan orang tua, menonton cerita narasi secara bersama sama, mengenal beberapa kata Bahasa Inggris yang ada pada cerita, mengenal warna, bentuk objek, menghitung objek yang terdapat pada cerita narasi dengan Bahasa Inggris, bernyanyi dengan English Rhyme, berfikir kritis terhadap sebuah permasalahan, dan mendapatkan pemeblajaran nilai moral yang terkandung pada cerita narasi tersebut. Kedua, terdapat 18 karakter tang dapat ditumbuhkan dalam kegiatan pendidikan ekowisata ini seperti religious, jujur, toleran, disiplin, bekerja keras, kreatif, mandiri, demokratis, rasa ingin tahu, semangat kebangsaan, cinta tanah air, menghargai prestasi, komunikatif, cinta damai, gemar membaca, peduli lingkungan, peduli sosial, dan bertanggung jawab ditambah kemampuan nalar anak yang cerdas menerima dan menyebarkan informasi yang baik, nyata, dan memupuk perdamaian. Kata Kunci: literasi digital, cerita naratif, aplikasi YouTube, karakter anak

Este estudio se centró en implementar el resumen como una estrategia para mejorar la comprensión lectora de historias narrativas. Esta innovación se implementó para mejorar la comprensión lectora de los estudiantes. Involucró a 26 participantes que tenían diferentes niveles de inglés: 15 elemental, 7 pre-intermedio y 4 nivel intermedio. Teniendo en cuenta el dominio del inglés de los participantes, tuvieron que leer y resumir siete historias implementadas durante un período de 25 horas pedagógicas. En el grupo, había 10 mujeres y 16 hombres, y eran estudiantes de secundaria. La investigación-acción incluyó instrumentos cuantitativos que fueron pre-encuesta, pre-post-prueba y lista de verificación pre-post, mientras que el instrumento cualitativo fue la plantilla de “Es hora de reflexionar”. Los resultados mostraron que 13 de los participantes mejoraron la forma en que resumían. Los participantes estuvieron muy animados desde el inicio hasta el final de la innovación. Este estudio está dirigido a las autoridades y profesores de inglés como lengua extranjera de otras instituciones, quienes mejorarán sus resultados de comprensión lectora y motivarán una habilidad que los estudiantes muchas veces encuentran difícil de trabajar. Palabras clave: RESÚMENES, COMPRENSIÓN LECTORA, RELATOS NARRATIVOS, BLOGS This study focused on implementing summarization as a strategy to enhance reading comprehension of narrative stories. This innovation was implemented to improve students' reading comprehension. It involved 26 participants who had different English levels proficiency: 15 elementary, 7 pre-intermediate and 4 intermediate level. Taking into account the participants’ English proficiency, they had to read and summarize seven stories implemented during a period of 25 pedagogical hours. In the group, there were 10 women and 16 men, and they were high school students. This action research study included the following quantitative instruments: a pre survey, a pre-post-test and a pre-post checklist; and a qualitative instrument named as “Time to reflect” template. The results showed that 13 of the participants improved the way they summarize. The participants were engaged from the beginning until the end of the innovation. This study is aimed at supporting authorities and teachers of English as a foreign language from other institutions, who will improve their reading comprehension results and motivate a skill that students often find difficult to work. Guayaquil Magíster en Pedagogía de los Idiomas Nacionales y Extranjeros con Mención en la Enseñanza de Inglés

El presente estudio se desarrolló en una escuela privada en Sambodorón en Ecuador. Dirigido para mejorar las habilidades de escritura con el uso de diarios de reflexión. Veinte estudiantes en edades comprendidas entre 7 y 8 años pertenecientes al 4to grado participaron en el estudio. El grupo tenía un nivel de inglés pre-A1 de acuerdo al Marco Europeo Común de Referencia, eran principiantes en el área tecnológica. Esta investigación se realizó bajo la modalidad de investigación acción con combinación de instrumentos cuantitativos y cualitativos. Al comienzo de la innovación los estudiantes realizaron un pretest y al final un posttest para comparar resultados. Una entrevista, notas de campo y los diarios de reflexión de los estudiantes se desarrollaron para recolectar e interpretar las opiniones y expectativas de los estudiantes y las dificultades que tuvieron durante la investigación. Los resultados del pretest y postest mostraron un efecto significativo con un Cohen`s d 0,955483, demostrando una mejora de las habilidades de escritura. Los resultados de las entrevistas de las observaciones indicaron que los estudiantes mostraron aceptación y motivación en cuanto al juego y la escritura en inglés. Esta investigación está dirigida a los profesores, investigadores y autoridades en el campo del inglés como Lengua Extranjera (ILE) y los encargados de políticas educativas en el área. Palabras clave: DIARIOS DE REFLEXIÓN, ESCRITURA, TEXTOS NARRATIVOS, NIÑOS, INGLÉS COMO LENGUA EXTRANJERA The present study was developed in a private school in Samborondon, Ecuador. It aimed at improving writing skills by using reflective journals. Twenty students from 7 to 8 years old and of 4th grade participated in the study. The level of this group of students was Pre-A1 according to the Common European Framework of Reference, with respect to technology all students were beginners. This research was implemented using action research with the combination of quantitative and qualitative instruments. Participants at the beginning of the innovation took a pre-test and at the end a post-test was implemented to compare results. An interview combinedwith field notes and students` reflective journals were carried out by the researcher to collect and interpret the opinions and expectations of participants and the difficulties they had during the innovation. The pretest and posttest results showed an effect size with a Cohen`s d 0.955483 which demonstrated that the research had a significant impact in improving writing skills. The results of the interviews and the field notes observations indicated that students showed a great deal of agreement in relation to the acceptance and motivation towards the use of reflective journals and the game and English writing. This research is addressed to teachers, researchers and authorities in the field of EFL education and policy makers in the area. Guayaquil Magíster en Pedagogía de los Idiomas Nacionales y Extranjeros con Mención en la Enseñanza de Inglés

Este estudio se enfocó en la implementación de resúmenes como una estrategia para mejorar la lectura comprensiva de textos narrativos. Participaron 15 estudiantes con nivel elemental, 10 nivel pre-intermedio y 8 nivel intermedio. Cada grupo leyó y resumió siete textos narrativos durante un periodo de 25 horas pedagógicas. Estos textos fueron diferenciados de acuerdo a la proficiencia de inglés de cada grupo. Los instrumentos cuantitativos fueron una encuesta, una prueba y una lista de cotejo; todos ellos fueron aplicados al inicio y al término del estudio. Los instrumentos cualitativos fueron una plantilla “Tiempo para reflexionar” y una entrevista. Los participantes tomaron pruebas diferentes (i y i+1). Los resultados generales evidenciaron un p-valor de 0,021 en el pre-post test i y 0,000 en el pre-post test i+1. El nivel elemental, pre-intermedio e intermedio puntuaron un p-valor de 0,014, 0,024 y 0,388 en el pre-post test i y un p-valor de 0,000, 0,034 y 0,776 en el pre-post test i+1 respectivamente. Los participantes percibieron que los resúmenes les ayudo significativamente a mejorar la lectura comprensiva. En conclusión, la estrategia de resúmenes luce recomendable para optimizar la lectura comprensiva en Ingles, especialmente aplicada con niveles elementales y con la consideración de los principios i+1. This study focused on implementing summarization as a strategy to enhance reading comprehension of narrative stories. It involved 33 participants who had different English levels proficiency: 15 elementary, 10 pre-intermediate and 8 intermediate level. Taking into account the participants’ English proficiency, they had to read and summarize seven stories implemented during a period of 25 pedagogical hours. The quantitative instruments were pre-post survey, pre-post-test and pre-post checklist while qualitative instruments were “Time to reflect” template and an interview. Regarding the pre-post reading test, participants took two different passages (i and i+1). The results evidenced a p-value of 0.021 on pre-post-test i and 0.000 on pre-post-test i+1. Fractioned results displayed that elementary, pre-intermediate and intermediate level scored a p-value of 0.014, 0.024 and 0,388 on pre-post reading test i and a p-value of 0.000, 0.034 and 0.776 on pre-test i+1 respectively. Furthermore, outcomes demonstrated participants perceived summarization significantly helped them to increase their reading comprehension. It is concluded that summarization strategy seems to be plausible to improve English reading comprehension, especially applied with elementary levels and with the consideration of the i+1 principles Guayaquil Magister en Pedagogía de los Idiomas Nacionales y Extranjeros con Mención en la Enseñanza de Inglés

The thesis tracks the possibilities of working with education problems through using a book in kindergarten. The theoretical part sums up knowledge about the socialization of a child, social development of a preschool age child, about moral development, about social rules and social education of children in kindergartens. Further, it sums up knowledge about children's literature, especially about genres which present rules and norms of behavior. Furthermore, it sums up knowledge about suitable methods which can be used to work with educational stories. These are RWCT methods, reading strategies, methods of emotional education and methods of dramatic education. The practical part of the thesis is based on the mixed research. The objective of the quantitative part was to find out from teachers the most common education problems at children in kindergartens, using which methods can be worked with children's literature in mediation of these problems to children and specific proven titles of the children's literature. The objective of qualitative part of the thesis was to create a possibility to work with education problems on the basis of work with a book using methodical material aimed at children from 5 to 6-7 years. Classes were designed on the basis of RWCT methods, reading strategies, emotional...

Narrative stories are crucial to policy change, as they decisively contribute to how policy problems and policies are defined. While this seems to apply for social policy in particular, narrative stories have remained under-researched and not systematically compared for this area. In this article, we theorise on narratives in social policy by focusing on how similarities and differences between narratives in old- and new-social-risks policy reforms can be conceptualised, taking into account expansion and retrenchment. To systematically link those types of social policy reform with narrative elements, we rely on stories of control and helplessness, as well as the deservingness or undeservingness associated with different target populations. Thereby, distinct types of social policy reform narratives are identified: stories of giving-to-give, giving-to-shape, taking-to-take, taking-to-control, and taking-out-of-helplessness. The article concludes with empirical illustrations of those narrative types, which stem from the case studies presented in this Special Issue.

SAMMANFATTNING Inledning och bakgrund Demenssjukdomar ökar i vårt land och dessa innebär funktionsnedsättningar i en varierande grad och på olika plan under sjukdomsprocessen. Demenssjukdomarna påverkar hela livssituationen för den som är drabbad men också för de närstående. Trots att flera personer har samma demenssjukdom kan deras symtombild variera. Det handlar om kognitiva, somatiska, beteendemässiga och psykologiska funktionsnedsättningar. Dessa nedsättningar kan bli ett hot mot personens identitet. För att ge en personcentrerad omvårdnad krävs stora kunskaper hos omvårdnadspersonalen både om demenssjukdomen men också om personen som finns bakom demenssjukdomen. En levnadsberättelse kan här bli ett verktyg och få en betydelse i den dagliga omvårdnaden och i den specifika omvårdnadssituationen i demensvården. Problemområde Antalet äldre personer ökar i vårt samhälle och därmed också risken att drabbas av demenssjukdomar. Det finns idag inget bot mot demenssjukdomar och därav blir omvårdnaden otroligt viktig. Vid demenssjukdomar förloras en del viktiga kognitiva förmågor hos de som drabbas vilket ställer stora krav på omvårdnaden och utformningen av densamma. Ett problem i omvårdnaden av personer som är drabbade av demenssjukdom kan vara hur omvårdnadspersonalen tolkar och förstår den demensdrabbade så att de kan anpassa sig efter deras behov. Större kunskaper om personens liv, vanor samt betydelsefulla händelser i livet ger omvårdnadspersonalen verktyg för att kunna erbjuda en personcentrerad omvårdnad. Föreliggande studie kan bidra med ökad kunskap av levnadsberättelsen som ett verktyg för en förbättrad personcentrerad omvårdnad av denna sårbara patientgrupp. Syfte Studiens syfte var att beskriva upplevelsen av att använda levnadsberättelsen som ett verktyg i en personcentrerad omvårdnad vid demenssjukdom. Metod Data har inhämtats från åtta intervjuer på ett äldreboende där demenssjuka bor och dessa har analyserats utifrån en kvalitativ innehållsanalys. Informanter i studien var sex undersköterskor och två sjuksköterskor. Resultat I resultatet presenteras fem kategorier och tio subkategorier som framkom i analysen av intervjuerna. Kategorierna presenteras enligt följande: personcentrerad vård, lära känna, levnadsberättelsen som verktyg, levnadsberättelsen som dokument och närståendes olika uppfattningar om innehåll i levnadsberättelsen. Subkategorierna presenteras enligt följande: personen bakom sjukdomen, närvarande personal, vardagliga och specifika omvårdnadssituationer, ökad förståelse, brister i levnadsberättelsen, att inte bli utlämnad, personliga och levande, dokumentation, delaktighet och påverkan. Slutsats Levnadsberättelsen är ett verktyg och en grund att använda i den personcentrerade omvårdnaden vid demenssjukdom menar de flesta av informanterna i studien. För att kunna använda den i en ännu större utsträckning krävs att detaljerna också dokumenteras och följes upp kontinuerligt. Dessa detaljer får personalen vetskap om i samband med att dagligen vara närvarande i omvårdnaden av de demenssjuka samt i sina relationer med närstående. Tolkningar och förståelse av demenssjukas behov bidrar då till att omvårdnadspersonalen kan anpassa sig efter den drabbades behov i en personcentrerad omvårdnad. Det finns också en betydelse om närstående varit delaktiga vid upprättandet av levnadsberättelsen och när i tiden som berättelsen tecknades ned. Närstående till demensdrabbade kan även påverka innehållet i levnadsberättelsen då de kan ha olika uppfattningar kring vad som ska stå i denna. Klinisk tillämpbarhet: Det finns ett behov att se över dokumentet som används till levnadsberättelsen. Vidare måste betydelsen av levnadsberättelsen i den dagliga personcentrerade omvårdnaden förankras hos både närstående och omvårdnadspersonal. Medvetenheten och betydelsen om dess användning blir här viktig. Skapandet av lämpligt dokumentationsställe för kontinuerlig dokumentation får också en stor roll i den dagliga omvårdnaden. ABSTRACT Introduction and background Disease related to dementia is increasing in Sweden and this implies disabilities of varying degree and at differing levels during the process of the disease. Changes in life situations result from dementia related disease, not only for the sufferer but also for their close relations and friends. Symptomatology can vary amongst individuals who have been given the same diagnosis: cognitive, somatic, behavioural and psychological disabilities are included. These disabilities may threaten the individual’s identity. In order to provide patient-centred care for these individuals, care providers require both in-depth knowledge about dementia and also about the individual who has been afflicted. A tool which may be useful in the daily care of individuals with dementia and also in specific care situations is the use of ”life story”. Problem area The number of older persons is increasing in our society and with it, the risk of being affected by dementia. Since there is, as yet, no cure for dementia, care is of central importance.. Important cognitive functions can be lost as a result of dementia and thus, care and the deliverance of care must be carefully planned. Care providers’ interpretation and understanding of each individual is important, as is adaptation of care to individual needs. Knowledge of the individual’s life, habits and important life events is implemental in the use of life story for the provision of person-centred care. The present study may allow more understanding of the use of life story as a tool for improved person-centred care for this vulnerable group. Aim The aim of the present study is to describe the experience of using life story as a tool in person-centred care of individuals with dementia. Method Data was collected in eight in-depth interviews with nurses and nurses' assistants at a home for persons suffering from dementia. The data was analysed using qualitative content analysis. Results Five categories and ten sub-categories emerged from the analysis of the interviews. The categories are as follows: person-centred care, getting to know, life story as a tool, life story as documentation and relatives’ different perceptions of the content of life stories. The sub-categories were as follows: the person behind the disease, attendant staff, everyday and specific care situations, increased understanding, flaws in life stories, to not be shown up, personal and alive, documentation, participation and influence. Conclusion Most of the informants in this study felt that life stories were a tool which provided a grounding to use in person-centred care of individuals with dementia. In order to use the tool to a greater extent, details should be documented and followed up continually. Care providers are given knowledge about these details through daily participation in care of the dement individual and through relationships with relatives. Interpretation and understanding of the needs of the individual contributes to deliverence of care adjusted to individual needs. It is of importance that relatives participate in the formation of the life story and also to document when it was drawn up. Close relatives to individuals suffering from dementia may also effect the content of the life story through differing perceptions about what should be documented. Clinical implications There is a need to revise documentation of life stories. It is important that the use of life story and its importance in deliverence of person-centred care is established with both relatives and care providers. Awareness of the usefulness of life story is important here. Establishment of a place for continual documentation of life stories is important in daily care of individuals with dementia.

This interpretative grounded theory study describes and analyses the actual lived experiences of project members who worked in a three year long inter-organisational information system (IOIS) project. The IOIS project was a Nordic project which spanned four user organisations (Alpha, Beta, Gamma and Delta), two suppliers (Eta and Zeta), two national organisations (Lambda and Kappa), a research organisation (Epsilon) and a Ministry who funded the project. The project was carried out between 2004 and 2006. The data was elicited by means of in-depth interviews (narrative stories), observations of project meetings, diaries, project memoranda and emails sent by project members to each other during these years. Other secondary data (the data from previous projects) was also analysed. Feelings and emotions as a research object are acknowledged to be a very demanding research area. The terms ‘feelings’ and ‘emotions’ are partly used interchangeably in this study, though these concepts are also partly distinguished in this study: feeling is what is felt, and emotion is what is shown; feeling is classified as a subjective experience whereas emotion involves emotional performance where social conventions have a significant role. The Glaserian grounded theory method was used as the technique for theory building. Three core categories were identified: Governance, Power and Emotions. There were also relationships between categories: Governance contributed to issues related to Power which in turn impacted on Emotions and vice versa. The categories not only defined the nature of the core theme but also formed a connection between themselves. The emergent category Emotions demonstrates that emotions influence structure and that emotions are intimately linked to social structures of power, and shows that ‘inequality’ is an essential part of that theme. This study shows that emotions have a remarkable role in the work of an IOIS, and that they have an affect on decisions. The study also finds that feelings and emotions are the basis of action (Power), and that emotions easily trump the intellect. At a higher level of abstraction, the scaling up process produced one core theme: Emotions of Control, and this study builds a substantive theory of Emotions of Control. Tiivistelmä Tämä tulkitseva grounded teoria tutkimus kuvaa ja analysoi kolmivuotisen, organisaatioiden välisen tietojärjestelmäprojektin jäsenten kokemuksia tietojärjestelmäprojektista. Organisaatioiden välinen tietojärjestelmäprojekti oli Pohjoismainen hanke, joka koostui neljästä käyttäjäorganisaatiosta (Alpha, Beta, Gamma, Delta), kahdesta toimittajasta (Eta, Zeta), kahdesta kansallisesta organisaatiosta (Lambda, Kappa), tutkimusorganisaatiosta (Epsilon) ja ministeriöstä, joka rahoitti projektin. Projekti toteutui vuosina 2004–2006. Aineisto saatiin syvähaastatteluiden (narratiiviset tarinat), projektitapaamisten havainnoimisen, päiväkirjojen, projektimuistioiden ja projektijäsenten toisille lähettämien sähköpostien avulla. Toissijaista aineistoa (aineistoa edellisistä projekteista) analysoitiin myös. Tunnetilat ja emootiot tutkimuskohteena on tunnistettu hyvin vaativaksi tutkimusalueeksi. Englanninkielisiä termejä ’feelings’ ja ’emotions’ on osittain käytetty keskenään vaihtokelpoisina käsitteinä ja osittain toisistaan erotettuina tässä tutkimuksessa. Termi ’feeling’ kuvaa enemmän, mitä tunnetaan, ja termi ’emotion’ puolestaan, mitä näytetään. Termi ’feeling’ on täten enemmän henkilökohtainen kokemus, kun termi ’emotion’ käsittää enemmän tunteiden näyttämistä. Sosiaalisilla sopimuksilla on merkittävä rooli tunteiden näyttämisessä. Glaserilainen grounded teoria menetelmää hyödynnettiin teorian muodostuksen menetelmänä. Tutkimuksessa identifioitiin kolme pääkategoriaa: hallinto, valta ja tunteet. Kategorioiden välillä ilmeni suhteita: hallinto vaikutti valtaan, valta vuorostaan vaikutti tunteisiin ja päinvastoin. Kategoriat eivät ainoastaan määrittäneet ydinteeman luonnetta, vaan muodostivat yhteyden keskenään. Tunnekategoria osoittaa, että tunteet vaikuttivat projektin rakenteeseen, ja että tunteet ovat läheisesti yhteydessä myös vallan sosiaalisiin rakenteisiin. Tutkimus osoittaa, että tunteilla on merkittävä rooli organisaatioiden välisen tietojärjestelmäprojektin työskentelyssä, ja että tunteet vaikuttavat päätöksenteossa. Tutkimus osoittaa myös, että tunteet ovat toiminnan perustana, ja että tunteet vievät helposti voiton järjeltä. Korkeamman tason käsitteellistäminen tuotti yhden pääteeman, kontrollin tunteet, ja tämä tutkimus rakentaa teemasta substantiivisen teorian.