The study explores collective action in Sweden between 1980 to 1995 using time-series data from the European Protest and Coercion Database. In spite of severe hardship during the crisis of the early 1990s, Swedish strike-rates declined. However, contention merely shifted from workplaces into the streets; there was indeed a protest movement against austerity, as shown by a series of large demonstrations, and some riots, between 1989 and 1993. Further analysis indicates this movement faded as it was increasingly chanelled into the electoral campaign of the labor pary; having won the 1994 election, the organised labor movement no longer had an interest in sustaining the protest movement against austerity.

Syftet med denna studie var att se hur pass medvetna medarbetarna på vuxenförvaltningen inom Eskilstuna kommun var om de jämställdhetsmål som finns i kommunens egna styrdokument om jämställdhet. En webbaserad enkätundersökning har genomförts där 130 enkäter skickades ut. Respondenterna har fått svara på olika frågor runt styrdokumentet och fått ge förslag på förbättringar.  En kvantitativ metod har använts och materialet har analyserats utifrån det teoretiska perspektivet social konstruktivism samt tidigare forskning. Tidigare forskning har visat att det kan vara svårt att implementera en handlingsplan eller styrdokument i stora organisationer på ett tillfredsställande sätt. Resultatet av den genomförda undersökningen visar att få av respondenterna är medvetna om att styrdokumentet finns och bara ett fåtal har läst dokumentet och är medvetna om målen som finns uppsatta. / The purpose of this study was to see how aware employees in a management in Eskilstuna municipality was about the gender equality targets in the city's own policy document on gender equality. A Web-based survey was implemented in which 130 questionnaires were sent out. Respondents have been responding to various queries around the policy document and they have given suggestions for improvement. A quantitative method has been chosen and analyzed the material from the theoretical perspective around social constructivism and previous research. Previous research has shown that it can be difficult to implement a plan of action or a policy document in large organizations in a satisfactory way. The result of the survey shows that few of the respondents are aware of the document and only a few have read it and are aware of the goals that are posted.

In the Chinese village Wukan, violence between the authorities and protesters took place when farmers resisted land transaction 2011. Wukan is one out of about ten thousand local protests annually in China, but unique in the modern Chinese history since it resulted in suspension of land transaction and the leaders of the protest where elected into the village committee, in an election which is considered by external observers as the most democratic in China. The aim of this paper is to understand destructive and constructive processes emerging out of interaction between protesters and the authorities. The focus is on how the actors (the authorities vs. protesting farmers) interpret their opportunities to: a) understand the intention of the other, b) be understood by the other, and c) influence the action of the other, in the different phases of the conflict. The conclusion is that when actors respond to disagreement with discursive closure, the destructivity increases, and vice versa.

China currently produces the largest quantity of municipal solid waste (MSW) in the world at 190, 000, 000 metric tones (World Bank 2005). China faces the continuing challenge of increased waste generation due to population growth, increased income, and increased urbanization. As part of environmental protection initiatives, the central government has issued many policy commitments at the national level to address waste management. In concurrence with the national objectives of addressing the problem of waste management, Hainan province has developed an integrated waste management plan that it hopes to implement by 2020 (The Hainan City Environment and Sanitary Association, in association with Hua Zhong University of Science and Technology of Environmental Science and Engineering, 2005). Organic waste, which accounts for a significant proportion of the waste stream in China, poses both challenges and opportunities in terms of disposal and recovery. While the final disposal of organics may present significant challenges, recovery of organic waste through composting is one alternative. Composting is widely recognized as an effective method of turning organic waste into a useful product. Nevertheless, the implementation of composting as part of a Municipal Solid Waste Management (MSWM) strategy faces challenges. Broadly, these challenges include administrative/policy, human acceptance and participation, management, technological and logistical, and marketing as well as composting process, source separation, contamination, quality of the final product, appropriate composting technologies and final demand and distribution of the final product (Schubeler et al. 1996, Hoornweg et al. 1999). This thesis uses a case study approach in implementing a composting pilot project in cooperation with the local and provincial government in Baisha Hainan China. Labor intensive, low technological, windrow composting is used so as to assess the challenges and potential of implementing composting as part of a municipal solid waste management strategy in Baisha Hainan China. The research uses a participatory action research approach incorporating research methods such as participant observation, key informant interviews (n=122), and rapid rural appraisals. The research objectives are to understand the current waste management system, understand how implementing composting affects the waste management system entails, understand the barriers to implementation, understand the implications: impact of implementation, potential, and finally to propose recommendations on how to implement composting. The research identified seven necessary key factors that if not given sufficient attention could potentially jeopardize the successful implementation and operation of composting: governmental support must be present, funds must be made available since operating cost of the waste management system will increase, best practices for composting must be established, training for waste workers must be provided, a market (or end use) for the final product must be established, NIMBY needs to be addressed, source separation should be applied.

‘What was I thinking ?!?’ – No matter age, intelligence or social status, we all experience moments like these. Perhaps it is walking into a room and forgetting what you went there to do or maybe failing to add sugar to your coffee due to an interruption. Regardless, even though many of our daily activities are accomplished through routines that require very little conscious effort, errors of attention or slips of action do occur. This collection of studies was designed with three main questions in mind: 1) can action slips be induced in a laboratory-based task (Slip Induction Task; SIT), 2) how well do currently established theories of action slips explain the errors that are induced within the SIT, and 3) what insight can be gained about preventing such errors? The first experiment was developed to replicate previous findings regarding the effectiveness of the SIT, as well as to determine the extent to which SIT performance correlates with other measures of attention failure. The study discussed in Chapter 3 expands on those results by investigating the effects of healthy aging on slip induction and finds that while older adults were better able to avoid action slips, they appear to sacrifice speed for accurate performance. The goal of the subsequent study was to determine whether young adult participants would also enjoy increased accuracy if they completed the task at a slower pace. Finally, the study discussed in Chapter 5 looks at whether changing the goal of the SIT would alter participants’ ability to inhibit unexpected cue information.

Over the past several years, both government and the profession of pharmacy have acknowledged that pharmacists are not being used to their full potential in our health care system. In order to advance the profession of pharmacy in this area, guidance on how pharmacists can be integrated need to be investigated.<p>The purpose of this study was to identify how to integrate a pharmacist into an already established primary health care team, at the Student Health Centre at the University of Saskatchewan. The project was divided into three phases: defining the role of the pharmacist, implementing the proposed role and then evaluating and prioritizing the role. Using action research, an expert panel consisting of established primary health/ambulatory care pharmacists from across Canada helped to identify possible clinical activities for a Student Health Centre pharmacist. The results were presented to the primary health care team, who then collaborated with the pharmacist and researchers to define the role of the pharmacist. Once an agreement was reached, a pharmacist provided eight weeks of full-time clinical services. Upon completion, focus groups with the primary health care team members were used to evaluate the pharmacists clinical services.<p>The role of the pharmacist was tailored specifically for the student health care centre selected for the study. However, the process of integrating and evaluating the role of the pharmacist, will serve as a template for other pharmacists desiring to be involved in any primary health care team interested in expanding their multidisciplinary service.

Uncertainty is a well-known phenomenon that is recurring in biographies, imaginative literature and science, but is less studied in nursing science. The aim of this participatory action research project was to, in collaboration with nursing students; explore nursing activities for relieving patients’ uncertainty. A qualitative approach was chosen with focus groups and the text was content analyzed. The students studied their third semester on a nursing program. The findings showed two different kinds of uncertainty, existential uncertainty and care evoked uncertainty. Relieving uncertainty showed to be a process in three steps. The first step is to reach deeper understanding of what uncertainty is and how it affects patients. The second step is to develop sensibility for how to discover uncertainty and the third step is to use uncertainty relieving strategies. To do this requires courage and a wish to share power with the patient. The strategies for relieving existential and care evoked uncertainty differed.

Abstract All students in the Swedish elementary school that do not reach the educational objectives in mathematics have a legal right to receive support in order to reach these objectives. An action plan shall be created, where it should be visible what supportive measures the student is given to reach the objectives. The purpose of our final thesis is to investigate how the action plan can contribute to the work with students that experience difficulties within mathematics. The study is performed on 7-9th grade schools, and the empirical material is gathered through reading of hundreds of action plans, observations, and interviews of students, teachers, remedial teachers and headmasters. The theoretical frame used is hermeneutics, constructivism and perspective on special education. The result of the study is that action plans do play an important role in the work with students that experience difficulties within mathematics, but the quality of the programs seems to vary. Some action plans are clearly stated, contain tangible actions, both on individual as well as on a group level, that help the student in their learning, whereas other programs are unclear and aimed only at what the student himself should perform to reach the objectives, i.e. only on an individual level. The remedial teaching support is often categorical, they are assuming that the student is the owner of the problem, and the support is also given from that perspective. That means that the student is given support in the format of individual education by a remedial teacher or by education in a smaller group.

Action Theories are versatile and well-studied knowledge representation formalisms for modelling dynamic domains. However, traditional action theories allow only the specification of definite world knowledge, that is, universal rules for which there are no exceptions. When modelling a complex domain for which no complete knowledge can be obtained, axiomatisers face an unpleasant choice: either they cautiously restrict themselves to the available definite knowledge and live with a limited usefulness of the axiomatisation, or they bravely model some general, defeasible rules as definite knowledge and risk inconsistency in the case of an exception for such a rule. This thesis presents a framework for default reasoning in action theories that overcomes these problems and offers useful default assumptions while retaining a correct treatment of default violations. The framework allows to extend action theories with defeasible statements that express how the domain usually behaves. Normality of the world is then assumed by default and can be used to conclude what holds in the domain under normal circumstances. In the case of an exception, the default assumption is retracted, whereby consistency of the domain axiomatisation is preserved.

Formation of voluntary collective action provides a synergy whereby communities can accomplish environmental management improvement. To study this formative process, I asked four research questions:. How does group learning happen and how is it distributed among individuals in a collective?. How does voluntary collective action form, particularly around environmental issues?. What is the relationship between these first two questions?. What themes emerge that might inform communities or environmental managers who wish to promote voluntary collective action in communities?To answer these questions, I conducted a five-year case study of one community during which I observed the teaching and learning process and the formation of voluntary collective action arrangements. Data include over 5000 emails, minutes from 135 community meetings, observations of meetings and community gatherings, documents (bylaws, policies, guidelines, covenants), and 46 personal interviews with community members. I describe the community learning process through four characteristics: a setting in everyday life; a shared and constructed perspective among learners; a context where process is more important than product; and roles that are non-hierarchal and flexible. I propose the term co-facilitated community learning for this learning process, and provide evidence that it played a critical role in the development of voluntary collective agreements. I describe the typical chronology whereby voluntary collective action arrangements were formed in the case study community, and list the major environmental collective action arrangements developed. Many arrangements negotiated and approved by the case study community address significant environmental problems that have proven intransigent to other forms of management such as regulation and financial markets.I name collective action competence as the link between collective awareness and collective behavior change, and define it as the readiness of a group of people to behave towards a common goal based on a collective awareness, and a collective set of skills and experiences.Four themes emerge that might inform those who wish to promote voluntary collective action in communities to improve environmental management: (1) use of consensus-type governance, (2) reducing costs of cooperation, (3) use of normative pressures, and (4) good information communication and reinforcement. / Dissertation