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Syftet med studien var att beskriva hur sjuksköterskan upplever sin roll, orsaker till och hantering av konflikter som kan uppstå, i kontakten med anhöriga till patienter på äldreboende. Designen är deskriptiv och bygger på individuellt genomförda intervjuer. Som urvalsmetod användes ett bekvämlighetsurval. Urvalsgruppen bestod av nio sjuksköterskor, varav två togs bort i efterhand då de intervjuades samtidigt. Kvar blev sju sjuksköterskor (sex kvinnor, en man), verksamma på var sitt äldreboende i en kommun i södra Norrland. För att förebygga och hantera konflikter med anhöriga är det viktigaste i sjuksköterskans roll att ha täta kontakter, stor förståelse, god information och en bra dialog. Genom att skapa trygghet, bl a via en bra första kontakt och att låta anhöriga bidra med sina kunskaper och känna sig delaktiga får sjuksköterskan anhöriga med sig. Konflikter uppstår ofta när resurserna inom vården tryter och orsakar missnöje, samt då anhörigas dåliga samvete gör att de missriktar sina aggressioner. För att lösa en konflikt kan det ibland vara lämpligt att ta in en tredje part. Även om det strider mot anhörigas vilja och kan orsaka konflikt så skall sjuksköterskan alltid göra det som är bäst för patienten, då hennes medicinska kompetens är större. / The purpose of this study was to describe how nurses apprehend their role, causes for and managing of conflicts that are possible, encountering relatives of patients living in nursing homes. The design of the study is descriptive and is based on individual interviews. The sample was a convenience sample and nine nurses were participating, out of which two were excluded after collecting data due to being interviewed at the same time. Seven nurses remained (six women, one man), working in separate nursing homes in a municipality in southern Norrland. The most important part of the nurses’ role in preventing and handling conflicts with relatives consists of keeping in close touch with great understanding, good information and having a dialogue. Creating comfort, by making a good primary contact and letting the relatives contribute with their knowledge and thus make them feel essential, will get the relatives on the nurses’ side. Conflicts often appear when the health care resources run short and cause dissatisfaction and when the relatives’ bad conscience makes them wrongfully project their anger towards the nurse. To solve the problem, bringing a third part into the conflict can sometimes be a solution. Even though it may contest the will of the relatives and cause a conflict the nurse should always do what’s best for the patient, since her medical ability is greater.

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A well established organization culture is necessary for the success of a company. In this study, we choose Handelsbanken to demonstrate how an international company develops its culture, and find out what are the important characteristics of that culture. It was concluded that a successful company must have a well established organization culture, which can not only adapt to different outside environment but also bring solidarities in organizations. Further more, there is no culture is better or worse, there is only the culture that is most appropriate and efficient for the company. This thesis demonstrates how an international company develops its culture, therefore, it will be valuable for those who want to create or improve their organization cultures.

Abstract In this study the notion of domestic democratic peace will be examined by using a holistic understanding of internal conflicts. Domestic democratic peace has most commonly been studied by using quantitative methods. This study will be qualitative using an abductive approach when understanding why mature democracies are more stable than other types of regimes. The holistic understanding of internal conflicts used in this study is based on the concepts of relative deprivation, instrumentalisation of politics and politicisation of identity. Burton’s sources of conflict are used to show how relative deprivation can be experienced. The questions to be answered in this essay are as follow: How can the proposed holistic understanding explain why mature democracies are more stable than newly established democracies and autocratic states? - In what ways do mature democracies decrease experience of relative deprivation and thereby safeguarding Burton’s sources of conflict? - In what ways do mature democracies cater to a more peaceful process of politicisation of identity and instrumentalisation of politics?Key Words: domestic democratic peace, holistic understanding of internal conflicts, mature democracies

In the context of Canadas Kindergarten to Grade 12 education system and given the Canadian Charter of Rights and Freedoms, there is a growing body of jurisprudence which reflects ongoing debates about who should ultimately maintain control of the formal and informal curriculum in our schools. In these cases, debates about curricular battles play out through rights conflicts, which our courts are required to resolve. These conflicts typically involve claims relating, directly or indirectly, to fundamental freedoms such as freedom of religion and freedom of expression as well as claims associated with the right to equality.<p>In this thesis, I aim to offer a critical assessment of the relevant body of jurisprudence. My critique draws on the theoretical work of Rob Reich and Jeremy Waldron. Reich suggests that our best hope of understanding and resolving the curricular struggles related to the control of childrens education requires a balanced approach whereby we attempt to reconcile the educational interests of three primary actors: parents, the state and children. Building on Reichs conceptualization of the different interest holders, I identify a fourth stakeholder, namely, teachers, who have interests which are germane to our analysis because these interests raise issues connected to curricular control and childrens education. In my analysis, I apply Reichs matrix of interests to the extant body of jurisprudence to ascertain whether or not our courts are alive to the different interest holders in its treatment of cases involving conflicts of constitutional rights. I also want to know whether the interests of the four stakeholders overlap or conflict with another. Finally, I want to know how these interests are conceptualized by the court and whether this conceptualization is consistent with, or differs from, the one offered by Reich. <p>Waldrons work offers analytical clarity for how we might better understand and resolve conflicts of rights, including conflicts involving constitutional rights claims. He maintains that rights conflicts are fundamentally about conflicts of duties and that we are likely to have more success reconciling conflicts of rights when we conceive of these conflicts in this manner. Applying Waldrons strategy for reconciling rights conflicts to the cases in my study, I posit that we can make sense of the reconciliation process by examining the duties associated with the rights in question. Although our courts do not explicitly draw on Waldrons theoretical framework in their legal analysis, I maintain that, generally speaking, what our courts do is consistent with a Waldronian analysis of conflicts of rights. <p>In my conclusion, I note that the jurisprudence considered initially seems to focus exclusively on two key guiding values: liberty and equality. Yet, a closer examination of the case law reveals a concern for two other important meta values, namely, efficiency and community. Furthermore, the notion of children as rights bearers poses special challenges. We might treat older children as rights claimants, on their own terms, because of their capacity to advance certain projects and to engage in certain commitments. Yet, the exact moral and legal status, for example, of a six- or seven-year old is still uncertain. Finally, I recognize that a rights only version of what happens in our schools provides only a partial account of educational reality. Other values such as duty, love, friendship and compassion are needed to furnish a richer and more nuanced account of morality for our school communities.

This dissertation reports on a study of educational administrators and the value conflicts experienced within their schools. The extensive review of literature on values in educational administration has determined very little consensus regarding the influence of values on the practice of educational administrators. A lack of common understanding about the definition of the term values exists along with variations and inconsistencies regarding the pervasiveness of values in educational administration. School leaders frequently encounter value conflicts and their resolution involves considerable degrees of decision making. Participants in this study include members of the cohort of the Ed.D. Program in the Department of Theory and Policy Studies at the University of Toronto, Ontario Institute for Studies in Education (OISE) as well as practising educational administrators with extensive experience in school leadership. As the researcher works within the Catholic school system, the majority of study participants are Catholic administrators who were accessible to the researcher for participation. A qualitative research methodology was employed and fourteen semi-structured interviews were conducted which focused on the three main research questions. The following research questions were addressed in the study: 1. How do educational administrators see the role of values in their work? 2. What types of value conflicts do educational administrators experience? 3. How do educational administrators resolve conflicts that stem from values issues? The findings herein indicate that administrators view values as extremely important and relevant in their work. The influence of values on administrator behavior is evident in how leaders define the term value: as a code/set of rules and fundamental beliefs that guide daily interactions; and a basis for decision making. In terms of conflicts, administrators experience interpersonal conflicts frequently and attribute this type of conflict to differences in stakeholder values. Educational administrators resolve conflicts that stem from values issues by taking a moral stand which allows them to remain committed to their values. The results of this study acknowledge and contribute to the existing field of studies relating to values and value conflict resolution within educational administration while simultaneously suggesting further implications for future research. The adoption of a values-based leadership model and its associated values clarification process is recommended for school leaders as a framework to deal with the existing realities of their complex role. This model has tremendous potential to transform the existing face of educational administration provided it is seamlessly integrated within educational organizations and becomes the new standard of leadership practice.

This dissertation reports on a study of educational administrators and the value conflicts experienced within their schools. The extensive review of literature on values in educational administration has determined very little consensus regarding the influence of values on the practice of educational administrators. A lack of common understanding about the definition of the term values exists along with variations and inconsistencies regarding the pervasiveness of values in educational administration. School leaders frequently encounter value conflicts and their resolution involves considerable degrees of decision making. Participants in this study include members of the cohort of the Ed.D. Program in the Department of Theory and Policy Studies at the University of Toronto, Ontario Institute for Studies in Education (OISE) as well as practising educational administrators with extensive experience in school leadership. As the researcher works within the Catholic school system, the majority of study participants are Catholic administrators who were accessible to the researcher for participation. A qualitative research methodology was employed and fourteen semi-structured interviews were conducted which focused on the three main research questions. The following research questions were addressed in the study: 1. How do educational administrators see the role of values in their work? 2. What types of value conflicts do educational administrators experience? 3. How do educational administrators resolve conflicts that stem from values issues? The findings herein indicate that administrators view values as extremely important and relevant in their work. The influence of values on administrator behavior is evident in how leaders define the term value: as a code/set of rules and fundamental beliefs that guide daily interactions; and a basis for decision making. In terms of conflicts, administrators experience interpersonal conflicts frequently and attribute this type of conflict to differences in stakeholder values. Educational administrators resolve conflicts that stem from values issues by taking a moral stand which allows them to remain committed to their values. The results of this study acknowledge and contribute to the existing field of studies relating to values and value conflict resolution within educational administration while simultaneously suggesting further implications for future research. The adoption of a values-based leadership model and its associated values clarification process is recommended for school leaders as a framework to deal with the existing realities of their complex role. This model has tremendous potential to transform the existing face of educational administration provided it is seamlessly integrated within educational organizations and becomes the new standard of leadership practice.

In the context of Canadas Kindergarten to Grade 12 education system and given the Canadian Charter of Rights and Freedoms, there is a growing body of jurisprudence which reflects ongoing debates about who should ultimately maintain control of the formal and informal curriculum in our schools. In these cases, debates about curricular battles play out through rights conflicts, which our courts are required to resolve. These conflicts typically involve claims relating, directly or indirectly, to fundamental freedoms such as freedom of religion and freedom of expression as well as claims associated with the right to equality.<p>In this thesis, I aim to offer a critical assessment of the relevant body of jurisprudence. My critique draws on the theoretical work of Rob Reich and Jeremy Waldron. Reich suggests that our best hope of understanding and resolving the curricular struggles related to the control of childrens education requires a balanced approach whereby we attempt to reconcile the educational interests of three primary actors: parents, the state and children. Building on Reichs conceptualization of the different interest holders, I identify a fourth stakeholder, namely, teachers, who have interests which are germane to our analysis because these interests raise issues connected to curricular control and childrens education. In my analysis, I apply Reichs matrix of interests to the extant body of jurisprudence to ascertain whether or not our courts are alive to the different interest holders in its treatment of cases involving conflicts of constitutional rights. I also want to know whether the interests of the four stakeholders overlap or conflict with another. Finally, I want to know how these interests are conceptualized by the court and whether this conceptualization is consistent with, or differs from, the one offered by Reich. <p>Waldrons work offers analytical clarity for how we might better understand and resolve conflicts of rights, including conflicts involving constitutional rights claims. He maintains that rights conflicts are fundamentally about conflicts of duties and that we are likely to have more success reconciling conflicts of rights when we conceive of these conflicts in this manner. Applying Waldrons strategy for reconciling rights conflicts to the cases in my study, I posit that we can make sense of the reconciliation process by examining the duties associated with the rights in question. Although our courts do not explicitly draw on Waldrons theoretical framework in their legal analysis, I maintain that, generally speaking, what our courts do is consistent with a Waldronian analysis of conflicts of rights. <p>In my conclusion, I note that the jurisprudence considered initially seems to focus exclusively on two key guiding values: liberty and equality. Yet, a closer examination of the case law reveals a concern for two other important meta values, namely, efficiency and community. Furthermore, the notion of children as rights bearers poses special challenges. We might treat older children as rights claimants, on their own terms, because of their capacity to advance certain projects and to engage in certain commitments. Yet, the exact moral and legal status, for example, of a six- or seven-year old is still uncertain. Finally, I recognize that a rights only version of what happens in our schools provides only a partial account of educational reality. Other values such as duty, love, friendship and compassion are needed to furnish a richer and more nuanced account of morality for our school communities.

Organisationer har flera chefsnivåer, på en av dessa befinner sig mellanchefen, även kallad linjechef. I stora drag innebär denna roll ett ansvar över personal på operativ nivå samt ansvar att implementera ledningens beslut. Då vi i litteratur och i tidigare genomförda studier funnit att rollen som mellanchef kan vara påfrestande, då speciellt i offentlig sektor, är det av vårt intresse att undersöka arbetsförhållanden för mellanchefer med fokus på personalhantering.Denna studie syftar till att svara på hur mellanchefer på sjukhus upplever och ser på hantering av konflikter. Genom djupintervjuer av ett antal avdelningschefer har en kvalitativ undersökning genomförts. Utifrån det insamlade materialet kan tre centrala slutsatser urskiljas. Konfliktbegreppet kan vara svårdefinierat då problemsituationer uppfattas olika. Konflikter på arbetsplatsen kan vara stagnerande, men hanteras dem kan de leda till utveckling för både gruppen och individen. Dessutom kan mellanchefers position vara särskilt utsatt på grund av det rådande korstrycket och en upplevelse av rollkonflikt mellan kamratrollen och ledarrollen. / There are levels of management in organisations, one of these is middle management, also known as line management. In broad terms, this role means a responsibility over staff at the operational level and implementation of executive decisions. As we have found in literature and previous studies, that being a middle manager can be stressful, especially in the public sector, it is our interest to study working conditions for middle managers with a focus on human resource management.This study aims to answer how middle managers in hospitals experience and perceive conflict management. Through interviews with department heads, a qualitative study was conducted. Based on the collected material, three major conclusions can be distinguished. Conflict as a concept may be difficult to define as problematic situations can be perceived differently. Workplace conflict can come to a standstill, but if managed, they can lead to development for both group and individual. In addition, the position of middle managers is found to be particularly vulnerable because of the current cross-pressure and an experience of role conflict between the companion role and leadership role.