Mobbning kan leda till långvariga psykosociala, psykiatriska och psykosomatiska problem och sker vanligtvis under skoltid. Tidigare studier har visat att elever och lärare kan bedöma mobbning olika beroende på mobbningsform. Hur individen bedömer situationer är beroende av en mängd kognitiva processer och synen på vad som är mobbning bidrar till om man ingriper eller inte. En surveyundersökning genomfördes på 268 högstadieelever och 70 lärare. En enkät beskrivande olika mobbningssituationer utformades i syftet att se om det fanns skillnader i dessa gruppers bedömning av olika former av mobbning. Resultatet visade att lärare, särskilt äldre lärare, bedömde samtliga mobbningsformer mer som mobbning än eleverna. Eleverna bedömde fysisk mobbning mer som mobbning än övriga mobbningsformer. Mobbningssituationer innehållande flera aktiva angripare sågs mer som mobbning än situationer med en aktiv angripare. Kognitiva processer vilar på individens kunskap, föreställningar, förväntningar och mål, något som kan bidra till elevers och lärares olika bedömning av mobbning.

Over the years criminal prosecutions regarding HIV transmission have increased in Canada. There is ongoing debate within the academic and legal community regarding whether reactive, criminal justice measures or preventative, harm reduction measures are best suited to address HIV transmission. Using an on-line survey and multiple logistical regression analyses on six vignettes on 316 undergraduate students from mostly 18-26 years of age, this research assessed student attitudes towards the criminal law as a response to HIV transmission against demographic, experiential and attitudinal predictors. The findings indicated that the majority of participants were in favour of the criminalization of HIV transmission. The policy implications that come from this study imply that there is a need to educate young people about HIV related issues and the harm criminal justice responses cause to HIV prevention efforts. / UOIT

Mentoring has been proposed as a human resource strategy to encourage recruitment and retention of nurses in Canada. However, very little research exists related to mentoring in nursing. The purpose of this study was to describe the mentoring perceptions of acute care, clinical registered nurses based on their years of nursing practice, age, gender, and education level. A descriptive correlational design was performed on an analysis of a subset of the pre-workshop data gathered as part of the research of Ferguson, Myrick, and Yonge (2006). The conceptual framework used to structure the research questions was Benners Novice to Expert model (Benner, 1984; Benner, Tanner, & Chesla, 1996). The main research question related to the relationship between nursing experience level and mentoring perceptions. More specifically, what is the relationship between age, years of nursing practice, education level, gender, and mentoring perceptions including perceived costs and benefits to mentoring, willingness to mentor, mentoring functions of coworkers, and satisfaction with current mentoring relationships? This research established that age, years of nursing practice on the current unit, and education level had some impact on mentoring perceptions. Older nurses believed that the mentor played a greater psychosocial function in the mentorship than did younger nurses. Nurses with fewer years of practice on their current unit perceived fewer costs to mentoring, were more satisfied with their mentor, and were more willing to mentor. Previous experience as a protégé positively impacted mentoring perceptions. Nurses with prior mentoring experience were more willing to mentor. There were no significant differences between nurses with diplomas or degrees as their basic or highest level of education in nursing and mentoring perceptions. Nurses with a baccalaureate degree in another discipline perceived more benefits to mentoring than their diploma-prepared colleagues. No significant differences were noted when comparing gender with mentoring perceptions. The results of this study will provide healthcare organizations with a deeper understanding of mentoring perceptions and mentorships. From the knowledge acquired by this study, organizations can better encourage and endorse formal and informal mentoring in acute care environments. Retention and recruitment of registered nurses can be facilitated through support for mentoring.

Historically, children with disabilities have been perceived as sources of stress, and disability has been portrayed in Western society as a tragedy to be avoided. This study used Appreciative Inquiry methodology and an integrated conceptual framework combining the Dynamic Ecological Systems Model, Cognitive Adaptation Theory, and components of the Affirmative Model of Disability. Qualitative interviews were conducted with ten children and sixteen parents to gain insight into their perceptions of the positive effects that a child with a disability has on the family. Findings suggest that children with disabilities can have some of the same positive effects on, and make some of the same contributions to, their families as any other child. They can also have unique positive effects and make unique contributions potentially unparalleled by their non-disabled peers. These findings may have implications for how disability is perceived by medical professionals, parents raising children with disabilities, and the public. / May 2009

This thesis focuses on perceptions of butch privilege in the undergraduate student body at Georgia State University. Butch privilege is similar to traditional definitions of privilege, whether male, white or heterosexual. I define it as the unearned and unacknowledged privilege experienced by a butch lesbian (perceived or self-identified) due to her occupation of masculinity. In order to investigate this topic, an exploratory quantitative analysis of how perceptions of masculinity and status are associated with butch privilege was conducted. A survey consisting of questions regarding participants’ perceptions of how differential privileges are extended to masculine and feminine looking women were presented to undergraduate students during introductory sociology classes. I found that the privileges traditionally reserved for white males in society are perceived to be extended to white butch lesbians due to their occupation of masculinity.

Despite the critical role teachers play in the management and reduction of bullying in schools (Craig, Henderson, & Murphy, 2000; Frey, Jones, Hirschstein, & Edstrom, 2011; Nicolaides, Toda, & Smith, 2002), minimal research has been conducted examining teachers’ responses to these negative behaviors (Bauman & Hurley, 2005; Marshall, Varjas, Meyers, Graybill, & Skoczylas, 2009; Sairanen & Pfeffer, 2011; Yoon & Kerber, 2003). Moreover, a critical topic lacking in the literature is the identification of potential barriers (e.g., difficulty identifying bullying, lack of time to address these behaviors) inhibiting teachers from successful intervention. The purpose of this exploratory study was to assess teachers’ perceived barriers to effective bullying intervention, as well as to examine potential relationships between how teachers reported responding to bullying and perceived barriers to successful intervention. Individual in-depth qualitative interviews with 30 fourth through eighth grade teachers were used to determine teachers’ responses and perceived barriers to bullying interventions. Inductive and deductive approaches to data analysis (LeCompte & Schensul, 1999; Nastasi & Schensul, 2005; Varjas, Nastasi, Moore, & Jayasena, 2005) were used to explore teachers’ self-reported barriers. Teachers described the presence of numerous barriers that challenged their ability to consistently and effectively respond to bullying. Qualitative results indicated that these barriers occurred on multiple levels and included the following four major themes: student-, teacher-, school- and sociocultural-based barriers. Further, quantitative analyses were used to investigate potential relationships between teachers’ self-reported responses to bullying and perceived barriers. No systematic relationships were evident. That is, teachers reported responding to bullying similarly regardless of their perceived barriers to effective intervention. Implications for improving and informing anti-bullying efforts aimed at eliminating these barriers and increasing the likelihood of teacher intervention are discussed. Future research ideas also are suggested.

Retail shelves acts as extrinsic cues which influence consumers’ perceptions and facilitates them in their purchase dilemma. This study is about determining any possible association between vertical shelf levels and consumers’ perception of values. The assumption that consumers perceive a product at higher place as of higher value (quality) was analyzed by means of primary data and further explained by cue utilization theory. The research attempts to quantify values (extrinsic cue effect) by means of prices of the products. Here, both shelf levels and price are considered as extrinsic cues. In other words, this research analyzed the influence of one extrinsic cue on the other and thus how this affects consumer perception of the product’s value. For this purpose, a primary research was conducted involving consumer group of Swedish people (N=90) and price data was collected for three products placing at different shelf levels. Results from the questionnaire were analyzed by means of one way ANOVA test. The results disapproved hypothesis that was tested yet showed a positive trend for one the value product e.g., coffee. On the basis of result, it can be deduced that further research with different experimental techniques could be applied on the same subject matter to bring more accurate results.

Mentoring has been proposed as a human resource strategy to encourage recruitment and retention of nurses in Canada. However, very little research exists related to mentoring in nursing. The purpose of this study was to describe the mentoring perceptions of acute care, clinical registered nurses based on their years of nursing practice, age, gender, and education level. A descriptive correlational design was performed on an analysis of a subset of the pre-workshop data gathered as part of the research of Ferguson, Myrick, and Yonge (2006). The conceptual framework used to structure the research questions was Benners Novice to Expert model (Benner, 1984; Benner, Tanner, & Chesla, 1996). The main research question related to the relationship between nursing experience level and mentoring perceptions. More specifically, what is the relationship between age, years of nursing practice, education level, gender, and mentoring perceptions including perceived costs and benefits to mentoring, willingness to mentor, mentoring functions of coworkers, and satisfaction with current mentoring relationships? This research established that age, years of nursing practice on the current unit, and education level had some impact on mentoring perceptions. Older nurses believed that the mentor played a greater psychosocial function in the mentorship than did younger nurses. Nurses with fewer years of practice on their current unit perceived fewer costs to mentoring, were more satisfied with their mentor, and were more willing to mentor. Previous experience as a protégé positively impacted mentoring perceptions. Nurses with prior mentoring experience were more willing to mentor. There were no significant differences between nurses with diplomas or degrees as their basic or highest level of education in nursing and mentoring perceptions. Nurses with a baccalaureate degree in another discipline perceived more benefits to mentoring than their diploma-prepared colleagues. No significant differences were noted when comparing gender with mentoring perceptions. The results of this study will provide healthcare organizations with a deeper understanding of mentoring perceptions and mentorships. From the knowledge acquired by this study, organizations can better encourage and endorse formal and informal mentoring in acute care environments. Retention and recruitment of registered nurses can be facilitated through support for mentoring.

Study objectives: Examine ambulance personnel’s perceptions of skills / training and knowledge with regards to the existing mechanical / manual compressions and frequency of training during a work shift. Do ambulance personnel think that mechanical compressions increase survival? Are there concerns that the device could damage the patient? Design: A cross-sectional study, quantitative approach with qualitative elements was conducted. Methods: Questionnaire form, which was answered by 44 ambulance personnel in an ambulance organisation in Sweden. Participants were on a scale of 1-5 to select how they agree with the claims of the study form and also submit their own comments. The questions were compiled with SPSS 17.0. A content analysis was conducted of participants' comments. Results: Ambulance personnel believe that practice is necessary, but that in general this training is not carried out frequently enough. The training is not prioritised. Colleagues are overwhelmingly positive when spontaneous training is initiated. Better procedures and training materials mentioned as a factor strengthening conditions. It is considered equally important to have good knowledge of the performance of manual chest compressions, not relying solely on the mechanical ones. No one expressed any immediate concerns that mechanical chest compressions could cause damages, but stated that mechanical chest compressions do make a difference in a positive way in comparison to the manual ones. Conclusion: Exercise is not prioritized. Exercise routines should be reviewed. Availability of training material and its quality can be optimized. There is a need to identify attitudes to exercise and is important to find ways to create motivation and practice pleasure.

The main purpose of this research, which are based on Ferris, Adams, Kolodinsky, Hochwarter, & Ammeter, (2002). revised model, is to explore the relationship between perceptions of organizational politics and the member of position, the member of tenure, the formalization, and the centralization. There are 2133 questionnaires provided from public and private hospitals, public and private schools, government agencies, public and private service industries, manufacturing, private financial institution, the high-tech industries and traditional industries. Questionnaires¡¦ response rate are 91.0%. Available response rate are 88.6%. The data were analyzed by descriptive statistics, reliability analysis, correlation, and hierarchical linear model. The major results of this study are as following: 1. The member of position has a significant effect on perceptions of organizational politics. 2. The member of tenure has no effect on perceptions of organizational politics. 3. Formalization has no effect on perceptions of organizational politics. 4. Centralization has a significant effect on perceptions of organizational politics. 5. Formalization has no moderate effect on the relationship between the member of position and perceptions of organizational politics. 6. Formalization has no moderate effect on the relationship between the member of tenure and perceptions of organizational politics. 7. Centralization has no moderate effect on the relationship between the member of position and perceptions of organizational politics. 8. Centralization has no moderate effect on the relationship between the member of tenure and perceptions of organizational politics.