This search was conducted to focus on the effect of upward influence behavior on manager¡¦s leadership , and find out if Employee¡¦s personality traits affect the relationship. Based on the result of statistical analysis on 575 questionnaires from the employees in the technology industry, the following findings were obtained: 1.By using the factor analysis, there are four different types of upward influence behavior ¡GRational Persuasion, Tricking and Impeding , Image Management, Ingratiating . 2. a. The upward influence behavior of rational persuasion with gender, marital status, job level, age and educational background has significantly effect. b. The upward influence behavior of ingratiating with marital status, job level, age and educational background has significantly effect. 3. a. Manager¡¦s transformational leadership affects the usage of employee¡¦s the upward influence behavior of rational persuasion and ingratiating. b. Manager¡¦s transactional leadership affects the usage of employee¡¦s the upward influence behavior of rational persuasion and ingratiating. 4. a. Employee¡¦s personal traits change the effect of upward influence behavior of tricking and impeding on manager¡¦s transformational leadership. b. Employee¡¦s personal traits change the effect of upward influence behavior of tricking and impeding on manager¡¦s transactional leadership.

The aim of this study is to investigate the notion of pupil influence in English teaching at level 1 and 2 at High-School level. The study focuses on how the students and teachers experience the possibility of influence in their English classes. Empirical data has been collected through questionnaires from two classes at year 1 and two classes at year 2 in English. The study also includes interviews from four teachers and four students. The study is both qualitative and quantitative. The results show that the majority of the students consider their possibility of influence in their English- learning to be very high in all schools to a great extent, even though the results showed that their influence in their teaching was not very extensive. The way the students mostly influenced their teaching was when discussing the planning of their courses and through regularly made evaluations of their courses. The teachers´ view on the pupil-influence was mostly linked to personal views and opinions of the matter as well as the referred information in the national curriculum for teachers. Overall the results show that the students´ and the teachers´ view on the influence seems to coincide very well. The differences in year 1 and 2 at high-school in this investigation can mostly be seen by the fact that year 2 increasingly can influence their curriculum of their courses and that they also can influence how examinations are to be carried out in a more extensive way than the students in year 1. The hypothesis of this essay, that pupil-influence should increase with age and level at high-school proved to be a partly correct assumption, mainly because the majority of the students expressed that this was partly true. Nevertheless, both the teachers and the interviewed students claimed that influence increases with age, so maybe it is hard to make a clear conclusion out of these results.

This thesis study women’s possibility to take reproductive decisions in Babati, Tanzania. Tanzania has one of the highest total fertility rates in Sub-Saharan Africa and hence a high child- and maternal mortality rate. Family planning service can help individuals to reach their reproductive goals but it is not always available or accessible. The purpose is to see what socioeconomic factors affect women’s ability to influence family planning, make a comparison between urban and rural settings, and see if women perceive themselves to have the freedom to choose. A field work in Babati was conducted during three weeks in the spring of 2009. The research questions were answered through a qualitative study with semi structured group interviews, mainly done with women but also with health personnel. The result was analysed through the concepts of gender, power and education. The respondents expressed that the husband is the main obstacle for their possibility to decide over their own fertility. Urban women generally felt free to take reproductive decisions, but rural women did not. The difference between the two settings is explained by women’s negotiating skills that depend on their status within the family and the society. Urban women are more often educated and therefore have more status and more power to influence decision-making, including reproductive decisions. Other problems in rural areas are that family planning services are less accessible and facilities sometimes lack resources. Rural health workers do not always keep statistics which makes it difficult for health planners to know what needs to be improved. The Ministry of Health and other actors need to promote women’s access to the facilities. Further recommendations suggest programs that empower women and educate men in family planning issues.

The two swedish unions, Akademikerförbundet SSR and Kommunal, have a majority of female participations who mainly work in the public services. The difference between the unions is that one of them only represents members with academic educations and the other has members with lower educations. The aim of this study was to compare the two unions according to the terms exit, voice and loyalty, but also participation and influence. There were 142 participants in this study and 8 participants were interviewed in a pre-study. The result of the study shows that voice is a strong predictor to wellbeing in work life. Influence has the same effect in wellbeing and it is clear that individuals with academic education has a higher degree of influence in the workplace. Although there was a tendency for participants with higher education to have a lower degree of wellbeing. Exit was found to have negative correlation with wellbeing.

The purpose of this thesis is to determine whether the student councils at two schools really have the power to influence, or if it is a matter of mock democracy. I wanted to determine how the student councils work in reality. I conducted my investigation through personal and qualitative interviews with the board of the student council, a social studies teacher and the principle/school management at both schools. After the interviews I compared an analysed my findings. The results show that the two schools work very differently when it comes to studentdemocracy, and even have very different levels of ambition when it comes to the degree of influence that the student council should have at their respective schools. Still, in reality the council at both schools function much the same. They are not fully functional and don’t manage to accomplish much, other than basic things like what the school should look like or which shirts the council should have. My opinion is that there seems be some extent of mock democracy at one of the schools, but that at the same timed there is the need to further examine and determine what studentdemocracy really means today, and should mean in the future, in the context of student councils. Otherwise the schools will never have a fully functional student council.

Marks do not only work as an acknowledge of the effort that has been made under a long period of time, but also as a receipt for eligibility to further studies. Within the political debate, marks have often caused a big discussion among the political parties. That is due to the obvious difference between the political parties on the left, and their counterparts on the right. However, there is one thing that they all have in common. Everyone of them have plans of measure within their political agenda, regarding the use of marks. The aim of this study has been to try to understand the way pupils think about marks. We have conducted a survey and several interviews with pupils from the final classes in the 9-year compulsory school to find out their experiences of the marks and how it affects them. According to our study, marks affects pupils in several different ways, both in a positive and a negative way. Some pupils feel stress or pressure, others gets motivated, and some might feel happy or depressed when they receive their marks. Regardless of what feeling the pupils have, one thing is for sure, marks do affect them in one way or another.

This essay is about personal assistance for persons with considerable intellectual disabilities. The purpose with the study is: to examine personal assistance for individuals, who can`t speak for themselves, to examine how the individuals can determine and get influence into their assistance and how they can get help with it, to examine the role of an representative in relation to the serviceuser´s assistance and examine if there are factors of gender in the interviews. The chosen method is qualitative interviews. The interviews has been analysed through earlier research about personal assistance and theoretical perspectives like: influence, integration and citizenship and discussed through perspectives of social psychology. The main conclusions are: the influence the serviceusers can have is through persons who know them very well, the role of the representatives are indistinct, the serviceusers can´t determine their assistance themselves and need help with it from relatives, representatives, personal assistants and managers, the persons who know the serviceuser intimately are best to transform the needs to assistance. The factors of gender, are that there are more men as personal assistants than in the care of elderly, and the representatives are mostly men. The personal assistants appreciates the time they have for the serviceuser, the work can be lonely and demanding.

The content of this essay examines high school students’ tendencies when it comes to English word use in the Swedish language. 92 students in the first and second grade were handed an inquiry for them fill out. The results and the following discussion are based on the answers’ from this inquiry. The essay focuses on three separate areas that concerns attitude, inflection and translation.

This survey is a qualitative study about how teachers see on the concept student leverage and what they say about how they in practice work with it. We have chosen to examine the subject from a teacher’s perspective, because almost all investigations and literature, that we have found, discuss student influence from a student’s perspective. That’s why we are interested to examine what teachers think of the subject. We did three focus group interviews with teachers from preschool classes up to class 6. The teachers considered that student influence is when teachers listen to the students' interests and the lesson content then acts about that. Student influence is also that the students may influence the organization of social environment, evaluation and approaches. Evaluation was something the teachers regarded should be done, but they said that they didn’t have time to do it. All teachers expressed that when they work with student influence, it is through class - and pupil ' council. They considered that the students through this might have leverage in both classroom and school. We have come to a result that student effect means that the students should have leverage in both contents and approaches. Student effect is also that the student can have influence in his/hers situation in the school.

The political motives for reinstating national school inspection in 2003 and reinforcing it through the establishment of the Swedish School Inspectoratein 2008 stressed the necessity of sufficient state involvement in order to retain and ensure nationwide educational quality and equivalence. Since then, additional political efforts have been made to intensify and exercise national state control over education. On July 1, 2011, the Education Act gave the agency enhanced legal support. The aim of this study was to describe and analyze a sample of school leaders' stories of the regular inspection that have been conducted in their schools since the legal changes came into force. School leaders of 20 compulsory schools were interviewed. Theinterviews were analyzed and the results were presented in eight themes. In the following analysis, change mechanisms that had been initiated in the schools during the inspection process were examined through a theoretical framework of evaluation influence. The results from the second analys is also illustrated conceivable forms of pathways that link inspection processes to inspection outcomes. Finally, the empirical findings were discussed in terms of constitutive effects and education governance. The study was a part of the research project "Governing by inspection. School inspection and education governance in Sweden, England and Scotland".