This thesis examines the student school experience in terms of the paradox that Paulo Freire identifies between education as 'an instrument of liberation' and education as 'an instrument of domination'. Student school experience refers to the ways in which curricula and other aspects of schooling are received and interpreted by students. Observation of and feedback from students in school situations are used to illustrate the means by which the process of schooling predisposes individuals to function unquestioningly in capitalist society. A review of the available literature on schooling and the student emphasizes three themes which are deemed worthy of further inquiry: (1) students express high levels of satisfaction with schooling, but often in uncertain ways; (2) the student school experience is commonly characterized by writers as being fragmented; and (3) minor changes in schooling are important for students, even when those changes do not address wider concers. Theoretical approaches which contribute to an explanation of these themes tend to emphasize either the deterministic nature of social structures (in which case details of the schooling process become trivialized) or the autonomous nature of particular situations (in which case limitations imposed by structural and power relationships are disregarded). An alternative approach, a Marxian theory of praxis, is employed in this thesis. Such an approach emphasizes that structures must be regarded as real, with real consequences for people, although the specific nature of those consequences can be realized only through human activity. Schooling, as part of society's superstructure, is seen to be conditioned but not fully determined by the economic base of society. Hegemony (domination by consent) is discussed in relation to the process by which schools contribute to the maintenance of capitalist class relations. An examination of this process is substantiated with the use of observational, questionnaire and interview data collected from a sample of 130 grades 8 and 12 students in four Saskatoon public classrooms. The data indicate that the student school experience is conditioned in a dual way: by immediate contextual concerns; and by idealist notions of school as a necessary social 'good'. Students tend to accept school and when they discuss possible school change, feel school should be left alone or modified only slightly. There are class and grade differences in the student school experience, but overall similarities are apparent in the process of schooling and in the limited amounts of student reflection about schooling. It is concluded that students are educated in a very narrow sense. They have little basis for developing a framework through which they can interpret the events that have structured so much of their lives. There is little impetus for students to question the world and to suggest alternatives to present, often alienating, social relations

Background: Nurses can meet women who have been victims of abuse anywhere in the healthcare. Healthcare providers have a responsibility to these women, and it requires a broad range of skills to identify the women and thus be able to help them. It is important to see all patients as unique individuals and provide good care to maintain their specific needs. This paper was done to increase the understanding of nurses' experiences in the encounter with the battered woman. Aim: The aim of this study was to illustrate how nurses experience the encounter with the battered woman. Method: Literature review with both qualitative and quantitative studies. Nine articles were chosen to be read, reviewed and analyzed. Results: Three themes and ten subthemes appeared. The nurse’s experience of the encounter with battered woman resulted in the following themes, the nurse's feelings in the encounter, the nurse's experience of the abused woman and the nurse's experience of their own profession. Conclusion: The results show that the encounter is a lack of knowledge within the studied subject. It appears that nurses' experiences in meeting with the battered woman are influenced by both personal and professional experience, knowledge and training, and an empathetic understanding of her

The aim of the present study was to experimentally test the Undeutsch Hypothesis, which holds that children's statements based on self-experienced events are qualitatively and quantitatively different from statements based on coaching. Specifically, this study tested the validity of Criteria-Based Content Analysis (CBCA, a system for assessing the credibility of eyewitness reports) for discriminating between credible and non credible eyewitness reports by children. As well, two other tests of the quantitative and qualitative differences between credible and noncredible eyewitness reports were included. One hundred and forty-two children (74 Grade4, 68 Grade 2) were tested in three conditions: (1) Live Event, in which children were actively involved in a staged event (the event was complex and included many features considered relevant to credibility), (2) Heavily Coached, in which children did not experience the event but were told in detail about it (including details which, if reported, would be assigned significance by CBCA),and (3) Lightly Coached, in which children did not experience the event but were provided with a brief account of it, with the expectation that they would fill in details to make their reports believable. Children were asked to recall the event in individual interviews. Transcribed interviews were evaluated using CBCA. Results of the study provided mixed support for the Undeutsch Hypothesis. For Grade 4 children, CBCA significantly discriminated between the Live Event and Lightly Coached conditions, but not between the Live Event and Heavily Coached conditions. Thus, although CBCA accurately distinguished credible from lightly coached reports by this older group of children, reports of the heavily coached children fooled CBCA evaluation. For Grade 2 children, CBCA did not discriminate between the three conditions. This result raised questions about the applicability of CBCA to the reports of younger children. Results of the other two tests of quantitative and qualitative characteristics indicated that these systems did not aid in discriminating between credible and noncredible reports. The implications of these findings for the empirical validation of CBCA and for the use of this system in making credibility decisions in the forensic context are discussed. At this point in time, the assessment of CBCA is still taking place. Until further testing is completed, CBCA should be viewed as one approach to credibility assessment that has clinical support but limited empirical validation.

Ever since Neisser (31) first used the term "perseveration" in psychiatry in 1894 and Müller and Schumann (30) used this concept to explain the results they obtained on a psychophysical experiment involving weight discrimination, psychologists have been interested in studying the negative effects of experience. [...]

Syftet med denna uppsats var att undersöka hur cancerpatienter ser på stöd i samband med sjukdom samt vilka faktorer är det som gör att vissa människor klarar av att hantera sjukdomar medan vissa har större benägenhet att fastna i kriser och hamna i depression. För syftet valdes den kvalitativa forskningsansatsen och vidare valdes Ad-hoc metoden som intervjuanalys då målet och mitt fokus som forskare låg i att skapa mening och sammanhang i materialet. Två kvinnor har intervjuats vid ett tillfälle och till grund för det transkriberade intervjumaterialet ligger tidigare forskning om stöd vid sjukdom, upplevelser av sjukdom, KASAM, coping, kristeori och depression i samband med cancer. Resultat och analys består av utdrag från respondenternas beskrivelser och berättelser samt citat kopplat och knutet till tidigare forskning och teoretiska perspektiv. I resultatet framgår hur kvinnorna upplevde stödet under sjukdom såväl som efter, KASAM och coping samt fokus på personliga faktorer för livskvalité.

Background: For most children, being hospitalized is a whole new experience. The care should be safe and meet the children’s needs. In hospital care, children are a large group of patients. It’s important for them to be involved in decisions regarding their care and to get proper information. Working as a nurse, there’s a high possibility to meet with children being ill. In order to get more knowledge about how children experience their hospital stay this study was conducted.Aim: The aim of the study was to describe children’s experiences of being a patient in hospital.Method: The method used was a literature study, based on qualitative research. Eight articles from the databases Cinahl and PsycInfo read, reviewed and analyzed according to the model for analysis of qualitative studies made by Friberg.Results: Four themes and eleven sub themes were found. Children’s experiences of hospital care revolved around the hospital environment, their emotions, not being in control and the nursing staff.Conclusion: The result shows that children’s different experiences related to their hospital stay often is affected by the ability to have their parents close, to have the opportunity to play and to get the proper information from caring health professionals. Children describe both positive and negative experiences.

In this scientific work three works that belong to three different cultures were analysed using comparative thematic method ("The wood of Gods" which was written by a lithuanian author B. Sruoga; "If this is a man" by a jewish nationality italian writer P. Levi; and "The notes from the house of the deads" written by a russian literature classic F. Dostojevskij).

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