Sweden is going through a period of urbanization that has led to a deficit of housing, office space and public buildings. The ability for municipalities’ to enact their urban development plans has at the same time been curtailed compared to 30 years ago. The municipalities are more dependent on the market and on cooperation with private actors than before. In this study a new phenomenon in Swedish urban development is studied: large scale and long-term private-public partnerships between a municipality and one or two private actors. The study is performed through a case study of an agreement between Stockholm city and a private company in the meatpacking district of Stockholm and of an agreement between Huddinge municipality and a private company in Flemingsberg. The motivations for the collaborations, the goals of the municipalities and the private actors, their strategies and changes in institutional settings are studied. The research has been conducted through document studies and interview with officials from the municipalities and corporations. The result is analyzed by applying a theoretical framework where the motives and strategies are investigated in relation to how they navigate three different dilemmas in planning: (1) the tension between a demand or a supply led urban development, (2) between a closed and open notion of time and space, and (3) between specific or general regulations. The projects relation to risk and uncertainty is also studied. The institutional changes are studied through a framework developed from the new institutional theory where actions and decisions in the urban development process is analysed through the perspective of how institutional norms on three hierarchical levels is forming the urban development practice. The result shows that the studied cooperation mainly is motivated by the need to enhance implementation of the plans and to handle risks. The goal of the companies is to secure their future values by acting as an area developer. To reach these goals a more open notion of time and space and a more flexible regulatory framework is deployed. The consequence is that the municipalities transfer more responsibility to the private actors and that the municipalities at the same time take on a responsibility to create a market situation that makes the corporation provide public amenities through their business model. One conclusion is that planning is performed through the market and that the public actors have to be market-sensitive. The other conclusion is that planning has evolved in to a practice of planning through contracts. / Sverige är inne i en period av urbanisering med brist på bostäder, kontor och offentliga lokaler som följd. Samtidigt ser kommunernas möjligheter att genomföra sina stadsutvecklingsplaner annorlunda ut idag jämfört med 30 år sedan. Kommunerna är mer beroende av marknaden och samarbeten med privata aktörer. Denna studie studerar ett fenomen som uppstått de senaste åren: stora och långsiktiga samverkansprojekt mellan privata fastighetsbolag och kommuner. Genom en fallstudie av samarbetet mellan Atrium Ljungberg och Stockholms stad i Slakthusområdet och samarbetet mellan Fabege och Huddinge kommun i Flemingsberg studeras vad som motiverar dessa samarbeten, vilka mål aktörerna vill uppnå, vilka strategier de använder och vilka institutionella konsekvenser detta får. Med utgångspunkt i forskningen om hur den offentliga styrningen har förändrats mot större beroende av nätverk och kontrakt, om samverkan och privat-offentlig partnerskap och den svenska stadsutvecklingsmodellen har fallen studerats genom intervjuer med tjänstemän och bolagsrepresentanter samt dokumentstudier. Resultatet har analyserats genom att applicera ett teoretiskt ramverk där motiven och strategierna studerats utifrån hur de hanterar tre dilemman i planeringen: utbudsstyrd eller efterfrågansstyrd planering, öppen eller specifik rums- och tidsuppfattning och precisa eller generella regleringar. Samt hur de förhåller sig till risk och osäkerhet. De institutionella förändringarna studeras utifrån ett nyinstitutionellt ramverk: där handlade och beslut i planeringsprocessen betraktas utifrån tre hierarkiska nivåer av institutionella normer som begränsar och formar stadsutvecklingspraktiken. Resultaten visar att dessa samarbeten i huvudsak motiveras för att skapa genomförandekraft i stadsutvecklingen, möjliggöra en utveckling av kommersiella lokaler och kultur samt att hantera risker. Bolagens mål är att kunna säkra värden genom att agera områdesutvecklare. För att nå dessa mål appliceras en öppen rums- och tidsuppfattning och flexiblare regleringar där projekten styrs genom samarbetet. Det får till konsekvens att kommunerna för över större ansvar för helheten till de privata aktörerna och samtidigt tar på sig ett ansvar för att skapa en marknadssituation där bolagen kan leverera allmänna nyttigheter genom sin affärsmodell. En av slutsatsen är att dessa fall utgör exempel på hur planering i högre grad drivs genom marknaden och att kommunen därför måste vara känsliga för hur marknaden kan användas för att uppnå sina mål. En annan av studiens slutsatser är att planering i allt högre grad har utvecklats mot en slags planering genom kontrakt.

Bakgrund: Det ställs inre och yttre krav på sjuksköterskor som i sin yrkesroll måste göra medvetna val. Valen skall baseras på individuell vård för varje patient, vara rättssäkra och samtidigt vara effektiva för såväl avdelningen som organisationen. Kraven som ställs på sjuksköterskor kan utgöra en psykisk påfrestning som kan yttra sig i form av moralisk stress. Moralisk stress är de känslor och upplevelser som utgörs av en moralisk motsättning, där personen i fråga vet vilken handling som är korrekt men blir begränsad att utföra den på grund av organisatoriska, strukturella och ekonomiska faktorer. Moralisk stress grundar sig i det fysiologiska fenomenet stress som är kroppens överlevnadsreaktion vid yttre belastning i form av stressorer. För att upprätthålla en god och säker omvårdnad ska sjuksköterskor följa olika styrande riktlinjer och förordningar inom hälso- och sjukvård. Syfte: Belysa sjuksköterskors erfarenheter av moralisk stress. Metod: En litteraturstudie med elva kvalitativa artiklar som insamlats med hjälp av systematisk databassökning där datamaterial sedan granskades och analyserades. Goodmans sju-stegsmodell användes som stöd i metoden för att finna och bedöma relevant vetenskaplig litteratur. Resultat: Efter analys av datamaterial framkom fem teman: Bristande samverkan mellan yrkeskategorier, organisationen försvårar sjuksköterskans arbete, känsla av otillräcklighet, känslomässiga reaktioner och ökat kollegialt stöd. Konklusion: Moralisk stress är globalt förekommande bland sjuksköterskor som uttrycker olika erfarenheter kring fenomenet. Bristande samverkan mellan läkare och sjuksköterskor i kombination med organisatoriska svårigheter leder till en känsla av otillräcklighet för sjuksköterskor. / Background: There are internal and external demands on nurses who must make conscious choices. The choices must be based on individual care for each patient, be legally secure and at the same time be effective for both the ward and the organization. The demands set on nurses can become a psychological distress that can be seen as an internal conflict in the form of moral stress. Moral stress are the feelings and experiences that consist of a moral contradiction, where the person know the correct way to act but is limited to execute it because of organizational, structural and economic factors. Moral stress is based on the physiological phenomenon of stress, which is the body's survival reaction to external burden in the form of stressors. There are various controlling factors and guidelines that nurses should follow in healthcare in order to maintain a good and safe care. Objective: To illuminate nurses’ experience of moral stress.Method: A literature review of eleven qualitative studies that were generated by systematic database search and then reviewed and analysed. To support the method Goodman’s seven-step model was used to find and assess the relevant scientific literature.Results: After analysing data five themes were revealed: Lack of collaboration between professionals, organization that complicate nurses’ work, feelings of inadequacy, emotional reactions and increased support from colleagues. Conclusion: Moral stress is a globally occurring phenomenon which nurses’ express a variety of different experiences. Lack of collaboration between physicians and nurses combined with organizational difficulties leading to a feeling of inadequacy for nurses.

Sammanfattning Bakgrund: Covid-19 innebar en stor påfrestning på sjukvården globalt och påverkade sjuksköterskor genom en föränderlig arbetssituation vilket orsakade fysisk och psykisk ansträngning. Syfte: Syftet med litteraturstudien var att beskriva sjuksköterskors upplevelser av att arbeta på sjukhus i Europa under Covid-19. Metod:Sammanställningen utgjordes av 12 vetenskapliga artiklar med kvalitativ ansats identifierade genom databassökning i PubMed. Huvudresultat: I resultatet framkom upplevelser av en turbulent arbetssituation med frekventa arbetsmiljöförändringar, otillräckligt chefsstöd och förberedelse inför situationen. Detta resulterade i osäkerhet relaterat till den okända situationen, rädsla över risken att ingå i smittkedjan och stigmatisering från omgivningen. Omvårdnadsutmaningar, i samband med egen rädsla, ledde till etiska dilemman för sjuksköterskorna som upplevde sig ge otillräcklig vård. Resultatet påvisar också hur sjuksköterskorna vuxit i sin yrkesroll, antagit större ansvar och vidgat sitt självständiga arbete samt tillsammans med team, erfarenhet och individuella strategier hittat sätt att hantera situationen. Slutsats: Att vara sjuksköterska på sjukhus i Europa under Covid-19 upplevdes vara en turbulent arbetssituation med psykisk och fysisk påfrestning och etiska dilemman gällande omvårdnaden. Sjuksköterskor upplevde otillräcklig förberedelse och kunskap inför situationen, vilket orsakade osäkerhet och rädsla. Trots det föranleddes en positiv utveckling av sjuksköterskerollen. Huvudresultatet antyder att behov av tydlig beredskap och utbildning inför extraordinära situationer, utvecklat psykosocialt stöd för sjuksköterskor och distinkta omvårdnadsriktlinjer för att minska etiska dilemman finns. / Abstract Background: Covid-19 placed a great strain on global healthcare and affected nurses through a changing work situation, which caused physical and mental strain. Aim: The aim of the literature study was to describe nurses' experiences of working in European hospitals during Covid-19. Method: The compilation consisted of 12 scientific articles with a qualitative approach identified through database search in PubMed. Main results: The results revealed experiences of a turbulent work situation with frequent changes in the work environment, insufficient managerial support and insufficient preparation for the situation. This prompted uncertainty related to the unknown situation, fear over the risk of being part of the infection chain and stigmatizing reactions from the surrounding. Nursing challenges, in conjunction with their own fear, led to ethical dilemmas for the nurses who felt they provided inadequate care. The results also demonstrate how the nurses growed in their professional role, assumed greater responsibility and expanded their independent work and together with team, experience and individual strategies found ways to master the situation. Conclusion: Being a nurse in a European hospital during the Covid-19 was experienced as a turbulent work situation with mental and physical stress and ethical dilemmas regarding nursing. Nurses experienced insufficient preparation and knowledge for the situation, which caused uncertainty and fear. Despite this, a positive development of the nursing role was induced. The main result suggests that there is a need for clear preparedness and training for extraordinary situations, developed psychosocial support for nurses and distinct nursing guidelines to reduce ethical dilemmas.

Bristen på arbetskraft inom tech-branschen skapar en konkurrens bland tech- rekryterare om tech-talanger. Tech-rekrytering skiljer sig ofta från mer traditionella rekryteringsprodecurer. Istället för ett arbetssätt där den sökande själv skickar in ansökan behöver tech-rekryterare använda uppsökande metoder. Kunskapsintresset i denna uppsats är att studera rekrytering och särskilt relationen mellan rekryterare och talang utifrån ett lärandeperspektiv. Studien kompletterar tidigare studier eftersom den empiriskt studerar både rekryterares och talangers upplevelser av rekryteringsprocesser. Genom att använda ett situerat perspektiv på lärande, samt teorier om socialisering, identitetsdilemman, kommunikativa dilemman och karriärsprocesser, har studien fokuserat på lärande-, socialisation- och karriärsprocesser vid tech-rekrytering. Studien har en kvalitativ ansats och har använt en tvärsnittsdesign, där åtta semistrukturerade intervjuer har genomförts med yrkesverksamma tech-rekryterare och tech-talanger från sju organisationer. Resultatet visar att tech-rekryterarna och tech-talangerna har förflyttat sig i karriären för att få bättre villkor till lärande. I tech-rekryterarnas karriär visade sig deras första arbete inom tech-rekrytering bidragit med grundläggande kunskaper för yrket. Det första arbetet framstår även vara centralt för att stanna kvar inom rekryteringsyrket eftersom det bland annat väckt ett intresse och förståelse hos rekryterarna för teknik och rekrytering. Resultatet visade att tech-talangerna från början i deras karriär haft en kompetensutvecklingsstrategi som varit att arbeta på bolag där de får utföra kvalitativa arbetsuppgifter och med seniora kollegor. Resultatet visade att såväl tech-rekryterarna som tech-talangerna fortsatt sin karriärsresa och upplevt bättre villkor till lärande i takt med sina förflyttningar i karriären. En central del i resultatet visade även att rekryterarna och talangerna upplever olika dilemman kopplade till rekryteringsprocessen och i relationen till varandra, vilka är: kontaktdilemman, snabbhets- och maktdilemman och bedömningsdilemman. / The lack of labor in the tech industry contributes to a struggle among tech-recruiters for tech-talent. Tech recruitment often differs from more traditional recruitment procedures. Instead of a way of working where the applicant submits an application, tech-recruiters need to use outreach methods. The interest in knowledge in this thesis is to study recruitment and especially the relationship between recruiters and talent from a learning perspective. The study complements previous studies because it empirically studies both tech-recruiters and tech-talents experiences of recruitment processes. Using a situated perspective on learning, as well as theories of socialization, identity dilemmas, communicative dilemmas and career processes, the study have focused on learning, socialization and career processes in tech recruitment. The study has a qualitative approach and has used a cross-sectional design, where eight semi-structured interviews have been conducted with professional tech-recruiters and tech-talents from seven organizations. The findings show that tech-recruiters and tech-talents have moved in their careers to get better conditions for learning. In the career of tech-recruiters, their first job in tech-recruitment proved to have contributed with basic knowledge of the profession. Their first job also seems to be central to staying in the recruitment profession because it has aroused an interest and understanding among the recruiters for technology and recruitment. The findings showed that the tech-talents from the beginning of their careers had a skills development strategy that has been to work at companies where they can perform qualitative tasks and with senior colleagues. The findings showed that both tech-recruiters and the tech-talents continued their career journey and experienced better conditions for learning in step with their career shifts. A central part of the findings also showed that recruiters and talents experience different dilemmas linked to the recruitment process and the relationship to each other, which are: the contact dilemma, the speed and power dilemma and the assessment dilemma.

The rapid evolution of portable devices and social media has enabled pervasive forms of distributed cooperation. A group could perform a task using a heterogeneous set of the devices (desktop, mobile), connections (wireless, wired, 3G) and software clients. We call this form of systems Distributed Dynamic Cooperative Environments (DDCEs). Content in DDCEs is created and shared by the users. The content could be static (e.g., video or audio), dynamic (e.g.,wikis), and/or Objects with behavior. Objects with behavior are programmed objects that take advantage of the available computational services (e.g., cloud-based services). Providing a desired Quality of Experience (QoE) in DDCEs is a challenge for cooperative systems designers. DDCEs are expected to provide groups with the utmost flexibility in conducting their cooperative activities. More flexibility at the user side means less control and predictability of the groups' behavior at the system side. Due to the lack of Quality of Service (QoS) guarantees in DDCEs, groups may experience changes in the system behavior that are usually manifested as delays and inconsistencies in the shared state. We question the extent to which cooperation among group members is sensitive to system changes in DDCEs. We argue that a QoE definition for groups should account for cooperation emergence and sustainability. An experiment was conducted, where fifteen groups performed a loosely-coupled task that simulates social traps in a 3D virtual world. The groups were exposed to two forms of system delays. Exo-content delays are exogenous to the provided content (e.g., network delay). Endo-content delays are endogenous to the provided content (e.g., delay in processing time for Objects with behavior). Groups' performance in the experiment and their verbal communication have been recorded and analyzed. The results demonstrate the nonlinearity of groups' behavior when dealing with endo-content delays. System interventions are needed to maintain QoE even though that may increase the cost or the required resources. Systems are designed to be used rather than understood by users. When the system behavior changes, designers have two choices. The first is to expect the users to understand the system behavior and adjust their interaction accordingly. That did not happen in our experiment. Understanding the system behavior informed groups' behavior. It partially influenced how the groups succeeded or failed in accomplishing its goal. The second choice is to understand the semantics of the application and provide guarantees based on these semantics. Based on our results, we introduce the following design guidelines for QoE provision in DDCEs. • If possible the system should keep track of information about group goals and add guarding constraints to protect these goals. • QoE guarantees should be provided based on the semantics of the user-generated content that constitutes the group activity. • Users should be given the option to define the content that is sensitive to system changes (e.g., Objects with behavior that are sensitive to delays or require intensive computations) to avoid the negative impacts of endo-content delays. • Users should define the Objects with behavior that contribute to the shared state in order for the system to maintain the consistency of the shared state. • Endo-content delays were proven to have significantly negative impacts on the groups in our experiment compared to exo-content delays. We argue that system designers, if they have the choice, should trade processing time needed for Objects with behavior for exo-content delay. / Ph. D.

Thesis (MPhil)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: This thesis discusses ethical dilemmas faced by district surgeons in South Africa. District surgeons render clinical forensic services, which means that they deal mainly with detainees and victims of crime. The main functions of district surgeons are the collection of forensic evidence from patients and the care of detainees. So the focus is to assist in the administration of justice rather than improvement of patient wellbeing. The district surgeon may therefore find himself in a situation where patients’ interests are in conflict with those of law enforcement agencies. Being a medical practitioner in clinical forensic medicine, the district surgeon has an obligation to assist in the administration of justice, as opposed to the traditional obligation to care for patients and put patient’s interests first. This allegiance to both administration of justice as well as patient wellbeing lead to an ethical dilemma of dual loyalties. A dual obligations presents an ethical dilemma for the district surgeon, especially if they are in conflict and mutually exclusive. I discuss the detention and subsequent death of Steve Biko to illustrate how dual obligations can lead to serious human rights violations and even death. Dual obligations are however not limited to detainees and police custody settings, and I demonstrate this by discussing three other scenarios commonly encountered by district surgeons. There is a lack clear guidance for district surgeons who are faced with a conflict of obligations. I explore several ethical theories including consequentialism, deontology and virtue ethics, in search of an ethical framework suitable for resolving conflicts in clinical forensic medicine. I therefore argue that a duty based ethical framework is central to clinical forensic medicine and the resolution of loyalty conflicts. I recommend the resolution of conflicts by using an approach developed by Benjamin (2006). This approach involves weighing -up the different duties in conflict, applying philosophical reasoning and then amelioration. By adopting a structured and wellreasoned ethical framework, district surgeons will be able to deal with conflicts of obligations better. / AFRIKAANSE OPSOMMING: Hierdie tesis bespreek etiese dilemmas wat in die gesig gestaar word deur distriksgeneeshere in Suid-Afrika. Distriksgeneeshere lewer kliniese forensiese dienste, wat beteken dat hulle handel hoofsaaklik oor die gevangenes en slagoffers van misdaad. Die belangrikste funksies van distriksgeneeshere is die insameling van forensiese getuienis van pasiënte, en die sorg van gevangenes. Met hierdie benadering is die fokus om te help met die administratiewe doeleindes van geregtigheid, eerder as die verbetering van die pasiënt se welstand. Die distriksgeneesheer kan hom dus in 'n situasie vind waarby die pasiënte se belange in konflik is met dié van wetstoepassingsagentskappe. As 'n geneesheer in kliniese forensiese geneeskunde, het die distriksgeneesheer 'n verpligting om te help met die administrasie van geregtigheid, in teenstelling met die tradisionele verpligting om te sorg vir hul pasiënte, en hul welstand eerste te plaas. Hierdie getrouheid gaan gepaard met beide regspleging, sowel as die welstand van die pasiënt, wat kan lei tot 'n etiese dilemma van dubbele lojaliteit. Dubbele verpligtinge bied 'n etiese dilemma vir die distriksgeneesheer, veral as hulle in konflik en wedersyds uitsluitend is. Ek bespreek die aanhouding en die daaropvolgende dood van Steve Biko om te illustreer hoe dubbele verpligtinge kan lei tot ernstige skending van menseregte en selfs die dood. Dubbele verpligtinge is egter nie beperk tot die gevangenes en polisie-aanhouding instellings nie, en ek demonstreer dit deur die bespreking van drie ander “scenario's” wat oor die algemeen eervaar word deur distriksgeneeshere. Daar is 'n gebrek aan duidelike riglyne vir distriksgeneeshere wat 'n botsing van verpligtinge in die gesig staar. Ek verken verskeie etiese teorieë insluitende konsekwensialisme, deontologie en deugde-etiek, op soek na 'n etiese raamwerk geskik vir die oplossing van konflikte in kliniese geregtelike geneeskunde. Ek argumenteer dus dat 'n pligsgebaseerde etiese raamwerk sentraal is tot kliniese forensiese geneeskunde, en die resolusie van lojaliteit konflikte. Ek beveel die oplossing van konflikte deur die gebruik van 'n benadering wat ontwikkel is deur Benjamin (2006). Hierdie benadering behels 'n gewigsoorweging tussen die verskillende pligte in konflik, die toepassing van filosofiese redenasie en verbetering. Deur die aanneming van 'n gestruktureerde en beredeneerde etiese raamwerk, sal distriksgeneeshere dus in staat wees om konflikte van verpligtinge beter te hanteer.

In the past 30 years there has been a rapid and exponential growth in the numbers of people electing to complete all or part of their studies outside of their country of origin. This phenomenon has attracted considerable research attention, not least from those who are interested to describe the benefits seen to accrue from the opportunity this provides for an extended encounter with linguistic and cultural diversity. Notably, the widespread assumption that this can generate a new form of learning, commonly referred to as intercultural learning, which is understood to comprise increased tolerance, empathy and openness to the linguistic and cultural other. Despite the limited research data to substantiate these claims, among those interested to develop educational responses to globalization, the potential of intercultural contact to generate intercultural learning has considerable appeal and has been co-opted in the development of policy and practice to promote global citizenship at all levels of education. This has contributed to the emergence of a particular discourse about intercultural learning and is further fuelling the development of both short and long-stay study abroad programmes. This discourse is, however, increasingly called into question on account of the perceived overly-simplistic constructions of interculturality and learning on which it is premised. In particular, there is a growing recognition of the need to develop situated accounts of people’s everyday encounters with linguistic and cultural others which acknowledge the exigencies of the setting, as well as the impact of wider political economic and historical discourses on their positioning in intercultural encounters. The generation of ‘thick’ descriptions of people’s lived experiences of interculturality in global educational contact zones, it is argued, can lead to a more nuanced account of the intercultural learning these can afford. This was the aim of the study reported in this thesis. The study undertaken explores the relationship between an experience of interculturality and learning among 14 international students during their year-long sojourn at a university in the UK. Drawing upon a socially constructed relational understanding of learning informed by the transactional and dialogic conceptualization of learning developed by Dewey and Bakhtin among others, the study sought to generate a narrative account of participants’ experiences and learning generated from periodic individual and group interviews over the year as well as reflective accounts in participants portfolios and other opportunistic conversations recorded in the researcher log. Primary analysis of the data revealed that participants’ experiences generated a number of forms of learning. One of these, ‘learning about self in relation to linguistic and cultural other’ was identified as a form of intercultural learning, comprising learning to be more open to the other and learning about linguistic and cultural positioning. This was subsequently explored in more depth, revealing a complex interplay between these two elements and the strategic actions taken by participants to manage their encounters with linguistic and cultural others. These results revealed considerable differences in the learning trajectories and outcomes resulting from their intercultural encounter. The findings also point to the importance of sustained commitment to intercultural dialogue on the part of individuals and the perception of their ethical treatment by others as important to the direction their learning trajectories take. On the basis of these findings, it is argued that while an encounter with linguistic and cultural other may lead to increased tolerance, empathy and openness to other associated with the way intercultural learning is employed in much of the research literature, the strategic actions learners take to negotiate their linguistic and cultural positioning will critically inform the extent to which they develop these qualities. The thesis concludes with a discussion of the ways in which a situated and relational conceptualization of interculturality and learning is seen to contribute to a more informed and deeper understanding of the sorts of intercultural learning that are made possible by an intercultural encounter. I also identify a number of research agendas which can build upon the insights provided by the study.

Nursing moral philosophy in the care of the terminally ill Abstract The aim of the work The aim of the research part of the diploma thesis was to fid out what ethical dilemmas the medical staff recognizes in the care of the terminally ill and what role it occupies in accompanying the dying. The method to reach the goal To achieve the goal, we chose a qualitative research solution using a semi-structured interview, which ethical dilemmas of the non-medical healthcare staff recognizes and what roles it takes to make decisions at the end of the patient's life. The research group was consisted of 10 nurses who are part of palliative teams in selected health care institutions. The interviews which were provided, were rewritten, and using of coding techniques "paper-pencil", the data was organized into each categories. The gained knowledge and the conclusion The research which we have conducted reveals what ethical dilemmas we see as a non-medical healthcare professionals in their practice and which attitudes and roles we hold to the terminally ill, dying patients and their families. The patients with an incurable illness at the end of their lives find themselves in a very difficult situation. It is very important to improve the quality of the care and to be close to these patients. The medical staff member should be aware that any decision can become an ethical dilemma that we should recognize to find the best solution to meet the needs of the patient, respect his desire with maintain one´s dignity. Only that palliative care can be characterized as a first-rate care, focused on the patient's individuality and uniqueness

Ce travail de thèse trouve son origine dans une intervention menée auprès du collectif d’ergothérapeutes du centre de rééducation François Gallouedec. Il prend pour objet les dilemmes de métier de ces professionnels lorsqu’ils sont confrontés à la question du travail des patients. L’intervention s’est déployée en suivant une méthodologie développementale propre à la clinique de l’activité. Elle a permis aux ergothérapeutes de prendre pour objet d’analyse leur propre travail lors de programmes de restauration fonctionnelle. La littérature sur ces programmes confirme le choix de s’intéresser aux ergothérapeutes comme principaux destinataires des questions professionnelles des patients. Cependant, les recherches dans le domaine tendent à éluder la question du travail des professionnels de santé et à résumer celui des patients au simple retour à l’emploi.C’est justement pourquoi il nous a semblé intéressant de renverser la question en nous intéressant au travail de ceux qui s’intéressent au travail. Nous avons émis l’hypothèse que ce point difficile confrontait les ergothérapeutes du centre François Gallouedec à des dilemmes de métier notamment lors de la réalisation d’un « atelier geste professionnel ». Les résultats de cette recherche montrent toute l’importance de s’intéresser au travail des professionnels de santé, ce qui est fait mais aussi ce qui n’est pas fait ou ce qu’on aurait voulu faire, pour le développement des modèles de prise en charge des patients. Le réel du travail des rééducateurs peut ainsi devenir une ressource dans la mise en place de programmes de rééducation qui souhaitent s’intéresser à la question du travail du patient. / This thesis work originated in an intervention conducted with the collective of occupational therapists of the rehabilitation center François Gallouedec. It focuses on the job dilemmas of these professionals when confronted with the issue of patient’s work.The intervention was deployed following a developmental methodology specific to the clinic of the activity. It allowed occupational therapists to take their own work as an object of analysis during functional restoration programs. The literature on these programs confirms the choice to focus on occupational therapists as the primary addressee for patients' professional issues. However, research in the field tends to evade the question of the work of health professionals and to summarize that of patients simply returning to employment. This is why we felt it necessary to focus on the work of those who are interested in work. We hypothesized that this difficult point confronted the occupational therapists of the François Gallouedec center with job dilemmas, particularly during the realization of a "professional gesture workshop". The results of this research show the importance of taking an interest in the work of health professionals, which is done but also what is not done or what we would have liked to do, for the development of models of patient care. The real work of there educators can thus become a resource in the implementation of rehabilitation programs that wish to be interested in the question of the work of the patient.

Esta tese estuda as possibilidades de propor discussões que dêem visibilidade às relações ético-políticas do indivíduo no coletivo assente na atividade da escuta do outro, operacionalizada em estratégias de problematização de dilemas éticos em informática, com estudantes de graduação, a partir de conteúdos de uma disciplina desse curso. A expressão “a munhu i munhu ka vanhu” é proveniente do Xirhonga (uma das línguas nacionais de Moçambique, também chamadas línguas bantu) e significa que “uma pessoa é uma pessoa através de outras pessoas” (tradução literária), ou que a pessoa se forma no coletivo; não estamos sozinhos no mundo, fazemos parte um do outro. Num contexto fortemente marcado pela oralidade a munhu i munhu ka vanhu é usada para orientar a aprendizagem dos conhecimentos (cognitiva), das habilidades e competências (técnica), na articulação com a vivência de valores e da ética com base na experimentação de situações de exposição ao conhecimento específico, permitindo inferir generalizações, conhecimentos universais, bem como interação entre as verdades particular e universal, buscando desenvolver o espírito de tolerância, a capacidade de entender e acolher o outro, o respeito pelas multiplicidades/diferenças e pela dignidade humana em prol de uma convivência harmoniosa. O estudo questiona se possibilidades de vivências, através de experimentações éticas, podem ser desenvolvidas/utilizadas no contexto escolar (no ensino presencial, semi-presencial, a distância), considerando a filosofia a munhu i munhu ka vanhu, a disponibilidade e pluralidade das TIC e a participação ativa dos estudantes, reconhecendo, analisando e acolhendo com “empatia” os posicionamentos/contribuições dos colegas frente a uma situação-problema no coletivo. A tese surge do questionamento do autor às suas práticas docentes instigadas pela imersão nas dinâmicas e vivências do Laboratório de Estudos em Linguagem, Interação e Cognição/Criação (LELIC/UFRGS) através do Projeto Civitas Moçambique-Brasil. A pesquisa sustenta-se na intervenção, pelo viés de in(ter)venção, adotando uma abordagem dialógica guiada pelos princípios orientadores da pesquisa em ciências humanas propostos por Bakhtin e seus comentadores. Os enunciados (orais e escritos, verbais e não-verbais) dos estudantes e do professor-pesquisador, produzidos no contexto interacional de construção e discussão dos dilemas éticos (em sala de aula presencial, no Forchat e as anotações no diário de campo) constituiram o objeto de análise e, foram apreciados dentro do quadro teórico que nos permitiu trabalhar a arquitetônica dialógica da relação eu-outro na perspectiva do ato responsável. Os resultados dão pistas para falar de uma experimentação (est)ética enquanto modo de trabalhar colaborativamente e como potência criadora. A estratégia de uso de dilemas éticos possibilita ressignificar a noção da educação como sistema de valores (valores éticos/morais, cognitivos, técnicos, sociais, culturais,…), podendo ser exercitada criticamente nas salas de aulas, em meio a interações complexas com o contexto problemático que envolve este, e considerando a participação ativa-responsiva dos estudantes, na construção e incorporação de novos conhecimentos ao seu sistema individual de valores, este agenciado ético-politicamente em benefício de uma relação empática e responsável com o coletivo. / This thesis studies the possibilities to propose discussions that give visibility to the ethical-political relations of the individual in the collective based in one-another listening activity, operationalized by ethical dilemmas strategies of questioning in computer science, with undergraduate students, from contents of a given subject in the same course. The expression "a munhu i munhu kana vanhu" comes from Xirhonga (one of the national languages of Mozambique, also called Bantu languages) and means "a person is a person through other people" (literary translation), or that the person is formed in the collective; we are not alone in the world, we are part of each other. In a context strongly marked by orality a munhu i munhu kana vanhu is used to guide the learning of knowledge (cognitive), skills and competences (technical), in articulation with experience of values and ethics based on experience of being self exposed to situations of the specific knowledge, allowing to infer generalizations, universal knowledge and interaction between the particular and universal truths seeking to develop the spirit of tolerance, the ability to understand and accept each other, respect for multiplicities/differences and human dignity for the sake of a harmonious coexistence. This research is wondering what approach possibilities of experiences through ethical trials, can be developed/used in the school context (in the classroom, blended and distance learning), considering the philosophy a munhu i munhu ka vanhu, in the context of availability and plurality of ICT and the active participation of students, recognizing, analyzing and accepting with "empathy" ideas/contributions from colleagues face to a problem situation in the collective? The thesis arises from the author's questioning on his teaching practices instigated by his immersion in its dynamic and experiences of Laboratório de Estudos em Linguagem, Interação e Cognição/Designing (LELIC/UFRGS) through Civitas Project Mozambique-Brazil. The research is based on intervention by means of in(ter)vention, adopting a dialogic approach guided by the guiding principles of research in the humanities proposed by Bakhin and his commentators. The enunciations (oral and written, verbal and non-verbal) of the students and the teacher, produced in the interaction context of construction and discussion of ethical dilemmas (classroom environment, Forchat and notes in logbook) constituted the object analysis and were appreciated within the theoretical framework that allowed us to work the architectural dialogic relationship I-other (one-another) in the perspective of act responsible. The results give clues to speak of ethics-esthetics experimentation as a way to work collaboratively and as creative power. The ethical dilemmas of using strategy enables reframe the notion of education as a value system (ethical values / moral, cognitive, technical, social, cultural, ...) and can be exercised critically in the classroom, through complex interactions with the learning environment challenges, and considering the active-responsive student participation in the construction and development of new knowledge in his/hers individual value system, intermediated ethical-politically in the benefit of an empathic and responsible relationship with the collective.