Värdegrundsuppdraget är ett av skolans huvuduppdrag och syftar till att fostra goda demokratiska medborgare. Elever ska inom samhällskunskapsämnet ges möjlighet att inhämta värden som främjar ett samhälle med demokratiska processer, acceptans för varandras olikheter och inkludering i beslutsfattanden. Läraren har en betydande roll för att utforma ett fungerande värdegrundsarbete och studiens syfte är att bidra med kunskap om hur lärare arbetar med värdegrundsuppdraget i samhällskunskapsämnet. Syftet uppfylls utifrån frågeställningar gällande arbete med värdegrundsuppdraget samt utmaningar och möjligheter med det. Studien riktar sig mot ämnet samhällskunskap i årskurserna 4–6. Det beskrivs utifrån ett lärarperspektiv och tar sin utgångspunkt i ett sociokulturellt perspektiv samt ur en läroplansteori. Studien har genomförts med en kvalitativ metod där datainsamlingen skett med semistrukturerade intervjuer med sju verksamma lärare. Den data som samlades in transkriberades och analyserades med en kvalitativ innehållsanalys. Resultatet visade på flera tolkningar av hur ett arbete med värdegrundsuppdraget kan se ut och viktiga faktorer för att det ska kunna möjliggöras. Det framkom också viss problematik med värdegrundsuppdraget som lärare upplevt under sina verksamma år. Dessa svar har satts i relation till tidigare forskning gällande värdegrundsuppdraget och arbetet med det, som går att läsa om i resultatdiskussionen. Lärarnas uppfattning av värdegrundsuppdraget var relativt lika och utgjorde en intressant aspekt av uppdraget med sina utmaningar och möjligheter. Det kan vara viktigt att ta i beaktning vid utformning av ett värdegrundsarbete för att fostra morgondagens demokratiska medborgare. / The Fundamental Values Education is one of the school's main missions and aims to raise good democratic citizens. Within the social studies subject, students must be given the opportunity to obtain values that promote a society with democratic processes, acceptance of each other's differences and inclusion in decision-making. The teacher has a significant role in designing a good value-based work and the purpose of the study is to contribute knowledge about how teachers work with the Fundamental Values Education in the social studies subject. The purpose is fulfilled based on question formulations related to work with the Fundamental Values Education as well as challenges and opportunities with it. The study is aimed at the subject of social studies in grades 4–6. It is described from a teacher's perspective and takes its starting point from a socio-cultural perspective and a curriculum theory. The study has been carried out using a qualitative method where the data collection took place with semi-structured interviews with seven teachers. The data that was collected was tran- scribed and analyzed with a qualitative content analysis. The result showed several interpretations of how work with the Fundamental Values Education can look like and important elements to make it possible. There was also some problem with the Fundamental Values Education that teachers experienced during their working years. These answers have been put in relation to previous research regarding the Fundamental Values Education and the work with it, which can be read about in the results discussion. The teachers' perception of the Fundamental Values Education was relatively similar and constituted an interesting aspect of the assignment with its challenges and opportunities. It can be important to consider when designing a Fundamental Values Education to raise tomorrow's democratic citizens.

A recognition system is required between pinniped mothers and pups. For otariids this is especially important since females frequently leave their pups for foraging and must reunite on return. Pups must deal with these fasting periods during maternal absence and consequently may attempt to obtain allomaternal care from unrelated females. This research on the New Zealand fur seal (Arctocephalus forsteri) at Ohau Point, Kaikoura, New Zealand, quantified mother-pup recognition behaviour during reunions, individuality of pup calls used by mothers to recognise their pup, and the occurrence of allosuckling as a possible recognition error by females and as a strategy employed by pups to gain allomaternal care during their mothers' absence. A combination of behavioural observations, morphometry, VHF radio telemetry, acoustics and DNA genotyping were employed to study these topics. Postpartum interaction behaviours between mothers and pups appeared to facilitate development of an efficient mother-pup recognition system, involving mainly vocal and olfactory cues that were utilised during reunions. Greater selective pressure on pups to reunite resulted in an asymmetry of searching behaviour between females and pups during reunions. The vocalisations of pups were stereotypic, especially those features of the fundamental frequency and frequency of the lowest harmonic, which are likely to facilitate recognition of a pup by their mother. Pups attempted to steal milk from unrelated females more often during maternal absence and appeared to modify the intra-individual variation pattern of a feature of their vocal signatures over this period, which may assist attempts at allosuckling under nutritional stress. Fostering was demonstrated to occur despite costs to filial pups and possible costs to female reproductive success and may be attributed to development of erroneous recognition between females and non filial pups, or kin selection. This study provides a valuable contribution to the knowledge of recognition systems between pinniped mothers and pups, of alternative pup strategies under nutritional stress and of the rare occurrence of fostering in otariid pinnipeds.

The diploma thesis titled "Foster care" is dedicated to the foster care in the Czech republic. Its main objective is to explore the benefits of legislative changes to the functioning of foster care. The work also provides view of alternative forms of family education and types of foster care. In the theoretical part of the thesis focuses on the history of foster care, its forms, modes of mediation, both for applicants and in children. Furthermore, is the financing of foster care and foster's rights and obligations that are newly included within the framework of foster care. Finally, the work also addresses the difficulties that foster care entails, and which should be equated foster even before the adoption of a child in foster care. There is the thesis research among foster families focusing among other things on the evaluation of changes in foster care from their perspective in the practical part.

Made available in DSpace on 2016-03-15T19:25:52Z (GMT). No. of bitstreams: 1 Ana Claudia Valentini Montenegro.pdf: 966174 bytes, checksum: d77285f04f0101f788ffdec1d99455ba (MD5) Previous issue date: 2012-03-30 / Fundo Mackenzie de Pesquisa / Leadership has been in vogue nowadays, the features of a lider and their importance in order to the social and organizational context, however, in way to seek studies on the formation of leaders, very little is found and how states Banyai (2009), there is little agreement about what in fact it is leadership and how to do it. Kegan and Lahey (2009) argue that leadership development should be more focused on personal development process of a leader rather than the teaching of knowledge and skills associated with leadership. Despite it, there are not too much knowledge in the field of management training that focuses on the leader's personal,there are a vast field to be searched. Thus, the present study had the objective to analyze how is the training of young leaders under the Ontopsychology Methodology and what results this training provides to leaders. The Ontopsychology Methodology aims the holistic formation of individuals and uses own techniques and tools, based on their specific discovering for the training of young people who will be future business leaders. To Meneghetti (2008), the leader is one by his own selfishness, it means, to hold and build the best for yourself, also conducts the public interest, social, stimulates society, revitalizes and imposes a dialectic of growth and progress. It is a creative in the sense that realizes evolution and future functionality, is able to propose new models of society, solutions, perspectives. The research was performed with 9 young people between 25 and 30 years in different stages of formation; with 2 leaders who performs in companies where young people works and also have been formed since young by the Ontopsychology Methodology, and with 4 business leaders also formed based on Ontopsychology Methodology, but on their own business. The 4 young people working in companies located in the International Project of Art an Humanistic Culture Recanto Maestro RS, district recognized by the United Nations (UN) in 2007 as a project model to be followed for the reach of the 8 Millennium Development Goals.This study reinforced the idea that the individual must know about himself, learn to manage him before the individual learns to manage the function itself, the organization. In this way, the administrator, the professional who does not build himself, does not know how to do things well for him, does not know for the company, and to another. The use of the Ontopsychology methodology, as revealed by the research, enables the individual self process, which reflects not only results in personal life, but also in professional life and in the company directly. / Muito se fala em liderança, em características do líder e na sua importância para o contexto organizacional e social, contudo, ao buscar estudos sobre a formação de lideres, muito pouco é encontrado e como afirma Banyai (2009), existe pouco consentimento sobre o que de fato seja liderança e como formá-la. Kegan e Lahey (2009) defendem que o desenvolvimento de lideranças deveria ser mais centrado no processo de desenvolvimento pessoal do líder ao invés do ensinamento de conhecimentos e capacidades associados à liderança. No entanto, há muito pouco estudo no campo da Administração que foca na formação pessoal do líder, existindo vasto campo a ser pesquisado. Deste modo, a presente pesquisa teve como objetivo analisar como se dá a formação de jovens líderes segundo a metodologia ontopsicológica e quais resultados essa formação oferece aos líderes. A metodologia ontopsicológica tem como objetivo a formação holística dos indivíduos e utilizase de técnicas e instrumentos próprios, baseados em suas descobertas específicas, para a formação dos jovens que serão os futuros líderes empresariais. O líder, para Meneghetti (2008), é aquele que por meio do próprio egoísmo, ou seja, ao realizar e construir o melhor para si mesmo, realiza também o interesse público, social, estimula a sociedade, a revitaliza e impõe uma dialética de crescimento e progresso. É um criativo no sentido que produz evolução e funcionalidade futura, é capaz de propor novos modelos de sociedade, de soluções, de perspectivas. A pesquisa foi realizada com 9 jovens entre 25 e 30 anos em diferentes etapas de formação; com 2 líderes que atuam nas empresas onde os jovens trabalham e que também foram formadas desde muito jovens pela metodologia ontopsicológica; e com 4 líderes empresariais também formados com base na metodologia ontopsicológica, mas que são proprietários de empresas próprias. Os jovens trabalham em quatro empresas localizadas no Centro Internacional de Arte e Cultura Humanista Recanto Maestro-RS, distrito reconhecido pela Organização das Nações Unidas (ONU) em 2007 como um modelo de projeto a ser seguido para o atingimento dos 8 Objetivos de Desenvolvimento do Milênio. Este estudo reforçou a ideia de que o indivíduo deve conhecer a si mesmo, saber administrar a si antes de saber administrar a própria função, organização. Neste sentido, o administrador, o profissional que não construir bem a si mesmo, que não souber fazer bem as coisas para si, não saberá fazer para a empresa, para o outro. A utilização da metodologia ontopsicológica, como revelada pela pesquisa, possibilita o processo de autoconhecimento individual, que reflete em resultados não somente na vida pessoal, mas também na vida profissional e na empresa de modo direto.

The purpose of this study was to explore the attitudes, practices, and behaviors of principals who foster teacher collective efficacy. The research questions were developed based upon Bandura’s social cognitive theory to include (a) what are the attitudes held by principals that influence TCE; (b) what are the behaviors enacted by principals that influence TCE; (c) what are the practices employed by principals that influence TCE. The study utilized a qualitative approach with a multisite case study design. The Collective Teacher Efficacy Scale developed by Goddard et al. was used to measure TCE of participating schools. The survey results were analyzed to facilitate the selection of four cases. Data were gathered through semistructured interviews from the principal and three to five teachers at each school. The data from each interview were developed through content analysis and then examined in relation to all other interviews in a cross-case analysis. The results presented fundamental attitudes, behaviors, and practices principals used in fostering collective efficacy. Principals held attitudes that student success was a top priority, as well as attitudes of responsibility, caring, shared purpose, confidence, and collaboration. Principal behaviors included supporting teachers, communicating, knowing teachers, and modeling desired behaviors. Principal practices included establishing an environment of openness and support, establishing shared expectations, facilitating teacher voice, providing opportunities to collaborate, and promoting continuous learning.

The aim of this thesis is to examine the fostering of democracy in the form of pupils’ influence and participation in decision processes.  The main focus is on pupils’ formal influence in lower secondary education, forms 7-9, in particular class councils and pupil councils, although informal influence is also studied. The study is ethnographic and based on observations, informal conversations and formal interviews with pupils and school staff in three Swedish schools during one school year (2007/2008). The analysis draws on theories focusing on democracy and gender (Pateman, 1970; Young, 1990, 1997, 2000a,b, 2005), and institutional aspects of education (Bernstein, 2000). The results show that the activity among the participating pupils is low, and that the councils deal with what the pupils mostly judge as unimportant and uninteresting issues. Issues related to teaching are generally seldom dealt with in the councils. A clear majority of the pupils also state that they cannot exert influence to the extent they would like, and that they find the representative systems both coercive and excluding. Still, pupils’ formal influence shows to be important as a means for democracy fostering. In particular positive participation effects are expressed in councils/groups characterised by pupil autonomy and collective community, a result that emphasises the importance of supporting pupil-governed councils and providing collective influence forms. But, the fact that a great deal of the pupils’ criticism against pupils’ influence in practice and the organization of pupils’ influence is connected to representation,  indicates that alternative collective forms to a greater extent than the representative systems can promote interest and active participation among the pupils. The results also show that only a minor proportion of the pupils take active part in influence processes, both formally and informally, and that a predominant majority of the participating pupils are girls. In sum, the results lend support to the idea that active participation in some contexts and in some conditions yields certain positive participation effects. But the fact that a large group of pupils, a majority of them boys, do not participate, proves lacking achievement and inequality when it comes to democracy fostering in the form of pupils’ influence. In view of the results more groups of pupils need to be strengthened as regards influence and participation in decision processes.

Darbe analizuojami klausimai, kurie susiję su tautinės kultūros puoselėjimu Airijos lietuvių bendruomenėje. Aptariamos kultūros, tautinės kultūros sampratos jos raiška ir vaidmuo išsaugojant lietuvių tautinį identitetą emigracijoje, šiuo atveju Airijoje. Tyrimo dalys skirtos tautinio tapatumo išsaugojimo svarbai intensyvios migracijos sąlygomis. Magistro darbo tikslas – atskleisti tautinės kultūros puoselėjimo galimybes Airijos lietuvių bendruomenėje. Tyrimo objektas yra tautinės kultūros puoselėjimas emigracijoje. Tyrimas atliktas Airijos lietuvių bendruomenėje. Darbo tikslui pasiekti iškelti šie uždaviniai: apibrėžti tautinės kultūros sampratą; atskleisti tautiškumo esmę; charakterizuoti tapatybės bruožus; identifikuoti tautinės kultūros vertybių svarbos suvokimą visuomenėje; nustatyti tautinės kultūros puoselėjimo galimybes; atlikti tyrimą, siekiant atskleisti, kokios yra galimybės puoselėti tautinę kultūrą Airijos lietuvių bendruomenėje; išanalizuoti ir apibendrinti gautus tyrimo duomenis. Išanalizavus mokslinę literatūrą ir apibendrinus gautus tyrimo duomenis galima teigti, kad ne tik žmogus, bet ir kiekviena tauta sau kelia uždavinius: siekti tobulesnio žmoniškumo, puoselėti tai, ką per šimtmečius sukūrė protėviai. Kad visa tai išsaugotume, žmogus turi deramai įgyvendinti siekiamus tikslus, uždavinius. Tyrimo rezultatai atskleidė, jog puoselėti tautinę kultūrą Airijoje emigrantai siekia stengdamiesi išlikti lietuviais, bendraudami su... [toliau žr. visą tekstą] / The paper analyzes the issues related to fostering of national culture in the Irish Lithuanian community. The work discusses the definitions of culture, national culture and its expression, and the role in preserving the Lithuanian national identity in exile, in this case, in Ireland. Sections of the research are dedicated for the importance of preservation of the national identity in the conditions of intensive migration. The aim of the Master’s thesis is to reveal the opportunities for fostering ethnic culture in the Irish Lithuanian community. The object of research is fostering national culture in emigration. The study was conducted in the Irish Lithuanian community. The following tasks were raised to achieve the main objective of the final work: to define the concept of national culture; to reveal the essence of national identity; to characterize the features of identity; to identify national awareness of the importance of cultural values in the society; to identify opportunities for enhancement of national culture; to carry out a research in order to reveal what are the options to cherish the culture in the Lithuanian community in Ireland; to analyze and summarize the research data. The analysis of the scientific literature and summarized data obtained during the research indicate that not only every human, but also every nation poses challenges for itself: seeking for advancement of humanity, by cherishing the traits that have been developed over... [to full text]

Appropriate long-term care arrangements for children whose birth families are unable or unwilling to raise them is one of the most critical issues confronting providers of children's social services. Knowing something of the longer term outcomes of different types of provision, the factors associated with differential outcomes and requirements for additional services will all assist in the development of practice and policy in this field. This document reports on a decade of publications arising from just such an applied programme of research, to which I have made a significant contribution in terms of research design, data collection, analysis of data and dissemination through both publication and other means. These publications represent a unique and original contribution to the field in terms of methodology and the analysis approach, the samples studied and the relevance of the findings to the policy and practice world. The majority of the publications focus on a sample of children placed for permanence during their middle childhoods, that is children placed between the ages of five and eleven years. This cohort was followed-up at one-and six-years after placement. Some of the findings from the early works were then explored in more depth in subsequent publications. The contribution to knowledge that is evidenced by these publications is reinforced by the use of longitudinal and prospective methods to address some of the weaknesses of previous work in this area. By focussing particularly on children placed during middle childhood, the works have added considerably to the knowledge base concerning permanent family placement for children. This is true not only in looking at disruption rates but also in terms of the factors associated with poorer outcomes among continuing placements in the short-and medium-term. In particular, several of the papers draw attention to the identification of what may prove to be a very important experience in the backgrounds of some looked after children -preferential rejection. This term has been coined to describe children who have been 'singled-out', within a sibling group, for negative attention from birth parents and who are alone in entering the care system. Although numbers were relatively small, the association between this experience and poor outcome in the later permanent placement was found to be highly significant, and held across time, within the samples studied. The papers, taken together, have also substantially informed the debate on likely support and intervention requirements of placed children and their new families and at least one of the selected publications has contributed specifically and significantly to government policy making.

A recognition system is required between pinniped mothers and pups. For otariids this is especially important since females frequently leave their pups for foraging and must reunite on return. Pups must deal with these fasting periods during maternal absence and consequently may attempt to obtain allomaternal care from unrelated females. This research on the New Zealand fur seal (Arctocephalus forsteri) at Ohau Point, Kaikoura, New Zealand, quantified mother-pup recognition behaviour during reunions, individuality of pup calls used by mothers to recognise their pup, and the occurrence of allosuckling as a possible recognition error by females and as a strategy employed by pups to gain allomaternal care during their mothers' absence. A combination of behavioural observations, morphometry, VHF radio telemetry, acoustics and DNA genotyping were employed to study these topics. Postpartum interaction behaviours between mothers and pups appeared to facilitate development of an efficient mother-pup recognition system, involving mainly vocal and olfactory cues that were utilised during reunions. Greater selective pressure on pups to reunite resulted in an asymmetry of searching behaviour between females and pups during reunions. The vocalisations of pups were stereotypic, especially those features of the fundamental frequency and frequency of the lowest harmonic, which are likely to facilitate recognition of a pup by their mother. Pups attempted to steal milk from unrelated females more often during maternal absence and appeared to modify the intra-individual variation pattern of a feature of their vocal signatures over this period, which may assist attempts at allosuckling under nutritional stress. Fostering was demonstrated to occur despite costs to filial pups and possible costs to female reproductive success and may be attributed to development of erroneous recognition between females and non filial pups, or kin selection. This study provides a valuable contribution to the knowledge of recognition systems between pinniped mothers and pups, of alternative pup strategies under nutritional stress and of the rare occurrence of fostering in otariid pinnipeds.

O objetivo do trabalho foi avaliar o comportamento, a sobrevivência e o desempenho de leitões leves quando uniformizados com leitões de maior peso. Os leitões foram transferidos para 60 fêmeas receptoras, sendo divididos em três grupos (G) (n= 20): G1- 12 leitões leves (0,80-1,25 kg); G2- seis leitões leves e seis leitões médios (1,40-1,60 kg) e G3- seis leitões leves e seis leitões pesados (>1,70 kg). Para a análise, os grupos 2 e 3 foram subdivididos em LG2 (leves do G2), MG2 (médios do G2), LG3 (leves do G3) e PG3 (pesados do G3). Observações comportamentais foram efetuadas nos dias 1, 2, 4 e 6 (avaliação visual direta) e nos dias 3 e 5 (câmeras de vídeo) após o nascimento. Após a abertura do escamoteador, foi observado que os leitões LG3 e HG3 se dirigiram mais para o úbere do que os leitões LG1, LG2 e IG2, no dia 6. O percentual de mamadas perdidas foi maior nos leitões LG3 do que nos outros grupos, no dia 1, e maior do que os leitões LG1, IG2 e HG3, no dia 2. No dia 4, mais leitões leves (LG1, LG2 e LG3) perderam mamadas do que os leitões IG2 e HG3. No dia 1, os leitões IG2 brigaram mais durante a mamada do que os leitões LG1 e LG3. Também no dia 1, o número de brigas e o percentual de leitões envolvidos em brigas, durante 15 minutos após a mamada, foi maior nos leitões LG1, LG3 e HG3 do que nos leitões LG2. No dia 2, mais leitões LG2 se envolveram em brigas do que leitões LG1, LG3 e HG3. Maior número de brincadeiras foi observado no dia 2 em leitões IG2 e HG3 em comparação aos leitões LG1, LG2 e LG3. Não houve diferença entre os grupos no percentual de leitões vocalizando, antes e após a mamada, em todos os dias de observação. Os leitões leves (LG1, LG2 e LG3) apresentaram peso semelhante, nos dias 4, 8, 12 e 16 após o nascimento, independentemente de serem ou não misturados com leitões de maior peso; no entanto, a taxa de sobrevivência até o dia 16 foi menor nos leitões LG3 do que nos outros grupos. Apesar do peso ao desmame dos leitões leves não ter sido influenciado pelo peso de seus companheiros de leitegada, os resultados de sobrevivência mostram que eles não devem ser misturados com leitões pesados. / The aim of the study was to evaluate the behaviour, pre-weaning survival and growth performance of low-birth weight piglets cross-fostered with piglets of higher weights. Piglets were transferred to 60 foster sows, and divided in three groups (G; n=20): G1- 12 low-birth weight piglets (0.80-1.25 kg); G2- six low-birth weight piglets and six intermediate-birth weight piglets (1.40-1.60 kg), and G3- six low-birth weight piglets and six high-birth weight piglets (>1.70 kg). For analysis purposes, groups G2 and G3 were subdivided in LG2 (six G2 light piglets); IG2 (six G2 intermediate-weight piglets), LG3 (six G3 light piglets), and HG3 (six G3 heavy piglets). Behavioural observations were performed on days 1, 2, 4 and 6 (visual direct observation) and on days 3 and 5 (video recording) after birth. After opening the creep box, more LG3 and HG3 piglets moved towards the udder than LG1, LG2 and IG2 piglets, on day 6. The percentage of missed nursings was higher in LG3 piglets than in the other groups, on day 1, and more than LG1, IG2 and HG3 piglets, on day 2. On day 4, light piglets (LG1, LG2 and LG3) missed more nursings than IG2 and HG3 piglets. On day 3, video recording showed a higher percentage of missed nursings in LG1, LG2, and LG3 piglets as compared to HG3 piglets. On day 1, the number of fights during nursing was higher in IG2 than in LG1 and LG3 piglets. Also on day 1, number of fights and percentage of piglets engaged in fights, during 15 min after nursing, were higher in LG1, LG3 and HG3 than in LG2 piglets. On day 2, more LG2 piglets were engaged in fights than LG1, LG3 and HG3 piglets. More playful behaviours were observed on day 2 in IG2 and HG3 piglets compared to LG1, LG2 and LG3 piglets. There were no differences among groups in percentage of piglets vocalizing, before and after nursing, on any day of observation. Light piglets (LG1, LG2, and LG3) presented similar body weight on days 4, 8, 12 and 16 after birth, regardless of being or not mixed with piglets of higher weights; however, the survival rate until day 16 was most compromised in LG3 piglets compared to the other groups. In spite of weaning weight of low-birth weight piglets not be influenced by the weight of their littermates, the results of survival until weaning show that they should not be mixed with high-birth weight piglets.