I denna kunskapsöversikt har vi kartlagt och exemplifierat olika pedagogiska tillvägagångssätt, eller “verktyg”, som används för att uppnå historisk empati hos elever. Vi har huvudsakligen använt forskning som fokuserar på observationer av pedagogiska moment. Underlaget är hämtat från flera geografiska områden, samt de svenska förutsättningarna, dvs, skrivelser som utgör lärarprofessionens uppdrag under LGR11. I resultatdelen har vi sammanställt centrala punkter som identifierats för utvecklandet av historisk empati hos elever. Vi har även kort beaktat hur historisk empati har överförts från ett teoretiskt begrepp, till klassrumspraktiken. Detta då begreppet har flera olika etablerade tolkningar inom det akademiska fältet.  Vårt material har vi funnit genom databaserna SwePub och ERC, samt relevanta ämnesdidaktiska verk och dokumentation från skolverket.

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The pain affective- motivational component refers to the effects of the pain experience on emotions and behavior. Studies shown that social contact induces changes in nociceptive responses, as well as in emotional responses including anxiety in individuals with pain. Our objective was to evaluate how pain affects the social contact and how this contact interferes in nociception and behaviour anxious-like of rats with inflammatory pain and its contactantes. Wistar rats were used (n=75), with 2 to 3 months old. For that they were conducted three experiments. The first experiment evaluated the resident rats behavior during contact with control (CTRL) or rats with inflammatory pain (FORM), n =8 animals for group. Therefore, we measured the latency for the first contact and the contact during 20 min. Residents had a lower latency of the first contact (p=0,013) and longer duration of contact (p=0,0004) with animals FORM group. These responses were higher in the intervals of 0 -5 (p< 0,01) and 15 - 20 min (p< 0,001). Experiment II evaluated the effect of social contact in painful behavior of rats in formalin test. The animals were divided into 02 groups (n= 8/group): Formalin isolated (FI) receiving formalin and were isolated and Formalin contact (FC) receiving formalin and had contact with cohabitants animals. After 20 min of contact or isolation, the animals were placed in the observation box and nociceptive responses were evaluated by 40 min. Animals FC group showed lower number of shaken paw in the first 5 min test (p=0,0019). In Experiment III were evaluated the anxiety- like responses with help of perforated plate using as parameter the total distance traveled, duration and number of dives on the board; and open field, the parameters time spent in the central area of the field and total distance traveled as locomotor response. Thus, the rats were divided into 5 groups (n= 8/group): Formalin-isolated (FORM-ISO) animals were injected with formalin and were isolated by 20 min; Formalin-contact (FORM-CON): animals were injected with formalin and returned to the social contact for 20 minutes; Control-isolated (ISOL): the animals were isolated and after 20 minutes; Resident (RESID): the animals which had contact with the FORM-CON group were tested and; Control (CTRL): the animals were submitted directly to the test. Residents animals had higher total distance (p = 0,036) in the test of perforated plate. The number of dives (p = 0,158) and dive time (p = 0,056) were not changed. In the open field was no significant difference in the total distance (p = 0,043), but no difference in time spent in the central zone (p = 0,253) between the groups. The results suggest that rats identify inflammatory pain conditions in other rats and adopt active behavior directed to the animal in pain. Moreover, the social contact between animals of the same colony reduces inflammatory pain, but did not change the behavior anxious-like of rats with inflammatory pain and cohabitants. / O componente afetivo-motivacional da dor refere-se aos efeitos da vivência da dor sobre emoções e comportamento. Estudos sugerem que o contato social induz alterações nas respostas nociceptivas e afetivas, incluindo ansiedade, em indivíduos com dor. O nosso objetivo foi avaliar como a dor afeta o contato social e como este contato interfere na nocicepção e comportamento tipo-ansioso de ratos com dor inflamatória e em seus contactantes. Foram utilizados 75 ratos Wistar, com 2 a 3 meses de idade. Para isso foram realizados três experimentos. No experimento I foi avaliado o comportamento do rato residente durante o contato com animais controle (CTRL) ou dor inflamatória (FORM), n= 8 animais por grupo. Para tanto, foram medidos o tempo de latência para o primeiro contato e a duração do contato ao longo de 20 min. Os residentes apresentaram uma menor latência do primeiro contato (p=0,013) e maior duração do contato (p=0,0004) com animais do grupo FORM. Essas respostas foram maiores, nos intervalos de 0-5 (p< 0,01) e 15-20 min (p< 0,001). No experimento II foi avaliado o efeito do contato social na resposta nociceptiva de ratos no teste de formalina. Os animais foram divididos em dois grupos (n= 8/grupo): Formalina Isolado (FI) que recebeu formalina e em seguida foi isolado e Formalina Contato (FC) que recebeu formalina e teve contato com o animal da caixa onde residia. Após 20 min de contato ou isolamento, os animais foram colocados na caixa de observação e as respostas nociceptivas foram avaliadas por 40 min. Os animais do grupo FC apresentaram menor número de sacudidas nos 5 min iniciais de experimento (p=0,0019). No experimento III foram avaliadas as respostas tipo-ansiedade com auxílio da placa perfurada, utilizando como parâmetro a distância total percorrida, duração e número de mergulhos na placa; e do campo aberto, os parâmetros tempo de permanência na zona central do campo e a distância total percorrida (como resposta locomotora). Assim, os ratos foram divididos em cinco grupos (n=7/grupo): Formalina-Isolado: animais receberam injeções de formalina e foram isolados por 20 min; Formalina-contato: animais receberam injeções de formalina retornaram ao contato por 20 min; Controle-isolado: os animais foram isolados por 20 min; Residente: os animais que tiveram contato com o animal do grupo Formalina-contato, foram submetidos aos testes e; Controle: os animais foram submetidos diretamente aos testes. Os animais Residentes apresentaram maior distância total percorrida (p= 0,036) no teste da placa perfurada. O número de mergulhos (p= 0,158) e tempo de mergulho (p= 0,056) não foram alterados. No campo aberto houve diferença significativa na distância total percorrida (p= 0,043), mas não houve diferença no tempo de permanência na zona central (p= 0,253) entre os grupos. Os resultados sugerem que ratos são capazes de identificar condições de dor inflamatória em outros ratos e adotar comportamentos ativos direcionados ao animal com dor. Além disso, o contato social entre animais da mesma colônia foi capaz de reduzir a dor inflamatória, mas não alterou o comportamento tipo-ansioso de ratos com dor inflamatória e coabitantes.

The pain affective- motivational component refers to the effects of the pain experience on emotions and behavior. Studies shown that social contact induces changes in nociceptive responses, as well as in emotional responses including anxiety in individuals with pain. Our objective was to evaluate how pain affects the social contact and how this contact interferes in nociception and behaviour anxious-like of rats with inflammatory pain and its contactantes. Wistar rats were used (n=75), with 2 to 3 months old. For that they were conducted three experiments. The first experiment evaluated the resident rats behavior during contact with control (CTRL) or rats with inflammatory pain (FORM), n =8 animals for group. Therefore, we measured the latency for the first contact and the contact during 20 min. Residents had a lower latency of the first contact (p=0,013) and longer duration of contact (p=0,0004) with animals FORM group. These responses were higher in the intervals of 0 -5 (p< 0,01) and 15 - 20 min (p< 0,001). Experiment II evaluated the effect of social contact in painful behavior of rats in formalin test. The animals were divided into 02 groups (n= 8/group): Formalin isolated (FI) receiving formalin and were isolated and Formalin contact (FC) receiving formalin and had contact with cohabitants animals. After 20 min of contact or isolation, the animals were placed in the observation box and nociceptive responses were evaluated by 40 min. Animals FC group showed lower number of shaken paw in the first 5 min test (p=0,0019). In Experiment III were evaluated the anxiety- like responses with help of perforated plate using as parameter the total distance traveled, duration and number of dives on the board; and open field, the parameters time spent in the central area of the field and total distance traveled as locomotor response. Thus, the rats were divided into 5 groups (n= 8/group): Formalin-isolated (FORM-ISO) animals were injected with formalin and were isolated by 20 min; Formalin-contact (FORM-CON): animals were injected with formalin and returned to the social contact for 20 minutes; Control-isolated (ISOL): the animals were isolated and after 20 minutes; Resident (RESID): the animals which had contact with the FORM-CON group were tested and; Control (CTRL): the animals were submitted directly to the test. Residents animals had higher total distance (p = 0,036) in the test of perforated plate. The number of dives (p = 0,158) and dive time (p = 0,056) were not changed. In the open field was no significant difference in the total distance (p = 0,043), but no difference in time spent in the central zone (p = 0,253) between the groups. The results suggest that rats identify inflammatory pain conditions in other rats and adopt active behavior directed to the animal in pain. Moreover, the social contact between animals of the same colony reduces inflammatory pain, but did not change the behavior anxious-like of rats with inflammatory pain and cohabitants. / O componente afetivo-motivacional da dor refere-se aos efeitos da vivência da dor sobre emoções e comportamento. Estudos sugerem que o contato social induz alterações nas respostas nociceptivas e afetivas, incluindo ansiedade, em indivíduos com dor. O nosso objetivo foi avaliar como a dor afeta o contato social e como este contato interfere na nocicepção e comportamento tipo-ansioso de ratos com dor inflamatória e em seus contactantes. Foram utilizados 75 ratos Wistar, com 2 a 3 meses de idade. Para isso foram realizados três experimentos. No experimento I foi avaliado o comportamento do rato residente durante o contato com animais controle (CTRL) ou dor inflamatória (FORM), n= 8 animais por grupo. Para tanto, foram medidos o tempo de latência para o primeiro contato e a duração do contato ao longo de 20 min. Os residentes apresentaram uma menor latência do primeiro contato (p=0,013) e maior duração do contato (p=0,0004) com animais do grupo FORM. Essas respostas foram maiores, nos intervalos de 0-5 (p< 0,01) e 15-20 min (p< 0,001). No experimento II foi avaliado o efeito do contato social na resposta nociceptiva de ratos no teste de formalina. Os animais foram divididos em dois grupos (n= 8/grupo): Formalina Isolado (FI) que recebeu formalina e em seguida foi isolado e Formalina Contato (FC) que recebeu formalina e teve contato com o animal da caixa onde residia. Após 20 min de contato ou isolamento, os animais foram colocados na caixa de observação e as respostas nociceptivas foram avaliadas por 40 min. Os animais do grupo FC apresentaram menor número de sacudidas nos 5 min iniciais de experimento (p=0,0019). No experimento III foram avaliadas as respostas tipo-ansiedade com auxílio da placa perfurada, utilizando como parâmetro a distância total percorrida, duração e número de mergulhos na placa; e do campo aberto, os parâmetros tempo de permanência na zona central do campo e a distância total percorrida (como resposta locomotora). Assim, os ratos foram divididos em cinco grupos (n=7/grupo): Formalina-Isolado: animais receberam injeções de formalina e foram isolados por 20 min; Formalina-contato: animais receberam injeções de formalina retornaram ao contato por 20 min; Controle-isolado: os animais foram isolados por 20 min; Residente: os animais que tiveram contato com o animal do grupo Formalina-contato, foram submetidos aos testes e; Controle: os animais foram submetidos diretamente aos testes. Os animais Residentes apresentaram maior distância total percorrida (p= 0,036) no teste da placa perfurada. O número de mergulhos (p= 0,158) e tempo de mergulho (p= 0,056) não foram alterados. No campo aberto houve diferença significativa na distância total percorrida (p= 0,043), mas não houve diferença no tempo de permanência na zona central (p= 0,253) entre os grupos. Os resultados sugerem que ratos são capazes de identificar condições de dor inflamatória em outros ratos e adotar comportamentos ativos direcionados ao animal com dor. Além disso, o contato social entre animais da mesma colônia foi capaz de reduzir a dor inflamatória, mas não alterou o comportamento tipo-ansioso de ratos com dor inflamatória e coabitantes.

Background: In today's society, the rapid growth of online shopping among consumers has resulted in the widespread adoption of artificial intelligence powered chatbots by businesses. Despite this, previous research has not focused on where customers place their attitudes towards AI-powered chatbots in e-commerce. The ABC model of attitudes, which includes affective, behavioral, and cognitive components was used to examine how attitudes are formed towards AI-powered chatbots. Purpose: The purpose of this study is to explore consumers' attitudes towards AI-powered chatbots utilized in e-commerce. Methodology: Because the study has an exploratory and inductive approach, a qualitative research strategy was selected. It was determined to use a generic purposive sampling in which ten participants were chosen as part of Generation Z. A semi-structured interview was conducted in which questions were posed regarding the ABC model and the characteristics of AI-powered chatbots. To analyze how attitudes are formed and what they are, grounded theory was used to code the interviews to established consumer attitudes categories. Findings: The findings demonstrate that consumers' attitudes towards AI-powered chatbots used in e-commerce varied from being positive, negative, or mixed. This is due to the factors that contributed to the formation of attitudes.

This study investigated teachers' attitudes towards a career in rural schools. The aims of this study were broken into two, namely, the primary and secondary aims. The primary aim was to find out whether rural secondary school teachers hold a positive or a negative attitude towards a career in rural schools. The secondary aim was also broken into two. The first secondary aim was to find out whether rural secondary school teachers' personal characteristics such as age, sex, marital status, rank, qualification and teaching experience in rural school(s), as well as the school in which the teacher teaches, have a significant influence on their attitudes towards a career in rural schools. The second secondary aim was to determine the nature of attitudes with regard to A-B-C components of attitudes. To this end, a questionnaire was compiled and used as an attitude rating scale. The questionnaire was administered to a representative sample of one hundred and thirty four rural secondary school teachers from six schools, under Mehlwesizwe circuit in KwaZulu-Natal. Statistical analyses were conducted to fulfil the aims of the study and to test the research hypotheses stated. This study revealed that rural secondary school teachers hold a negative attitude towards a career in rural schools. It also revealed that, irrespective of teachers' personal characteristics, their attitude towards a career in rural school is the same, that is, it is negative. Therefore it was concluded that teachers' personal variables have no significant influence on their attitudes. This study also revealed that, statistically, there were significant differences in the affective and cognitive components of attitude but differences in the behavioural component were not significant. This indicated that the affective and cognitive components are more closely related to each other than they are with the behavioural component. On the basis of teachers' responses to attitude statements, the researcher offered two lines of direction as recommendation, namely, "Rethink resource allocation" and "Direction of restructuring". The former will assist in improving the conditions under which rural teachers work and the circumstances surrounding their workplace. The latter will assist in collaborating the Reconstruction and Development Programme (RDP) structures at national, regional and local level with the Department of Education and Culture, as well as with the private sector, for improving the conditions under which rural teachers work. In that case teachers' attitudes towards a career in rural schools might be changed from negative to positive. / Psychology of Education / M. Ed. (Psychology of Education)

Text in English / Brand reputation has received the attention of many scholars and practitioners because it is central to the success of organisations of all kinds, and an intangible asset with no substitute. In the academic world, brand reputation has been demarcated by various scholars, depending on the disciplinary mind-set involved. It has been established that diverse stakeholder groups have different needs from a brand and their perceptions of brand reputation are thus varied. Acknowledging the needs of different stakeholders and the importance of the consumer stakeholder group allows for a more nuanced and systematic approach in conceptualising brand reputation. Although numerous studies have attempted to explain brand reputation, there is a paucity of studies that have actually conceptualised brand reputation as an attitudinal construct based on both cognitive (rational) and affective (emotional) components. Even fewer researchers have endeavoured to conceptualise brand reputation as an attitudinal construct in the consumer stakeholder group. The aim of this study was to explore female consumer perceptions of Nike’s brand reputation and conceptualise brand reputation as an attitudinal construct based on both cognitive and affective components. The study used qualitative research methods (focus groups and interviews) to collect data on Nike from a group of female consumers in order to identify perceptions and elements that contribute to conceptualising brand reputation on the basis of the components of attitudes. The key findings of this study highlighted the fact that brand reputation is a multidimensional construct and can be demarcated through various elements that contribute to the following themes: perception of product qualities and service, the perception of brand traits and the perception of brand strategy. These themes contribute to the conceptualisation of brand reputation as an attitudinal construct. Since brand reputation as an attitudinal construct has previously been conceptualised based on cognitive and affective components, this study confirmed the two components but a unique finding of this study was the identification of the behavioural component of attitudes. Hence the study findings not only make a contribution to the existing body of knowledge on perceptions of brand reputation in an elusive stakeholder group – female consumers, consumer-based reputation (CBR), and in defining brand reputation but also conceptualise brand reputation as an attitudinal construct based on previously identified cognitive and affective components as well as the newfound behavioural component of attitudes. / Communication Science / M.A. (Communication Science)

This study investigated teachers' attitudes towards a career in rural schools. The aims of this study were broken into two, namely, the primary and secondary aims. The primary aim was to find out whether rural secondary school teachers hold a positive or a negative attitude towards a career in rural schools. The secondary aim was also broken into two. The first secondary aim was to find out whether rural secondary school teachers' personal characteristics such as age, sex, marital status, rank, qualification and teaching experience in rural school(s), as well as the school in which the teacher teaches, have a significant influence on their attitudes towards a career in rural schools. The second secondary aim was to determine the nature of attitudes with regard to A-B-C components of attitudes. To this end, a questionnaire was compiled and used as an attitude rating scale. The questionnaire was administered to a representative sample of one hundred and thirty four rural secondary school teachers from six schools, under Mehlwesizwe circuit in KwaZulu-Natal. Statistical analyses were conducted to fulfil the aims of the study and to test the research hypotheses stated. This study revealed that rural secondary school teachers hold a negative attitude towards a career in rural schools. It also revealed that, irrespective of teachers' personal characteristics, their attitude towards a career in rural school is the same, that is, it is negative. Therefore it was concluded that teachers' personal variables have no significant influence on their attitudes. This study also revealed that, statistically, there were significant differences in the affective and cognitive components of attitude but differences in the behavioural component were not significant. This indicated that the affective and cognitive components are more closely related to each other than they are with the behavioural component. On the basis of teachers' responses to attitude statements, the researcher offered two lines of direction as recommendation, namely, "Rethink resource allocation" and "Direction of restructuring". The former will assist in improving the conditions under which rural teachers work and the circumstances surrounding their workplace. The latter will assist in collaborating the Reconstruction and Development Programme (RDP) structures at national, regional and local level with the Department of Education and Culture, as well as with the private sector, for improving the conditions under which rural teachers work. In that case teachers' attitudes towards a career in rural schools might be changed from negative to positive. / Psychology of Education / M. Ed. (Psychology of Education)