This research aims to construct a strategy for the support and care of students coping with entrance examination and academic stress within the South Korean Youth Ministry, through a relationship-oriented care ministry. For the purpose of this research, the researcher has adopted Osmer's practical theological methodology, and has used focus group interviews, in the context of qualitative research. The structure of this research is as follows: Chapter 1 defines essential concepts: it begins with a statement of the problem; it follows with the formulation of the problem and its purpose, the hypothesis of this dissertation, an outline of its structure, a description of various pertinent concepts and the various research tasks. Chapter 2 looks at university entrance examinations and their role in the education system in South Korean society, and the entrance examination stress that high school students are experiencing as a result of the pressure placed on them by the pressure to excel in the entrance examination. The chapter describes both young people in the local churches, and the life they are facing as a result of the pressure placed on them by entrance examinations in the context of Korean society. Chapter 3 describes the concept and characteristics of young people, and also provides a general theological foundation for an understanding of the youth ministry in the local church. The chapter also deals with the relationship between caring for and supporting young people, and the youth ministry, as part of the body of Christ, as it occurs in in the local church. Chapter 4 strives to heed the voices of the young people in South Korean churches who are experiencing some sort of anxiety related to Entrance Examination Stress Syndrome, in order to ascertain precisely what is taking place. The focus group interview results indicate that young people's identities include a belief in being called by God to take the university entrance examination. This interpretation is from a reformed worldview perspective, and was identified by means of dialogue with the social support theory. As a new theological concept, the researcher also establishes the important role of the congregation that cultivates friendship and open channels of communication within its youth ministry, to establish the youths' identity as being called by God to the entrance examination. Chapter 5 is a discussion of the pragmatic task, which is the last of the four tasks of practical theology presented by Osmer (2008): the process of strategic action. Here, the researcher has attempted to create strategies, based on the relationship-oriented care ministry, to support students facing entrance examinations. These strategies are based on the concept of youths' identity as involving being called by God, and the inclusive congregational approach presented by Nel (2000:77-98). / Thesis (PhD)--University of Pretoria, 2016. / Practical Theology / PhD / Unrestricted

MEDCS / Department of Curriculum Studies and Education Management

Punitive gynaecology is a set of healthcare-related attitudes and practices that aim to take control of a woman's body, sexuality and reproductive system in order to produce a reformed body. This thesis scrutinizes thephenomenonofpunitivegynaecology in modernRussia.Narrativeinquirywas conducted to provide an understanding of the ways punitive gynaecology works on the female body, restructures it and inscribes meanings. Autobiographical narratives are analysed and located within a wider socio- political context to concretize the dimensions of punitive practices in gynaecology. The main foci of analysis are the medical gaze, the spatial organization of the gynaecological clinic, pastoral power and agency in the gynaecological examination, the sexuality of the examination, the contingencies of shame, pain and embarrassment. The research uses a Foucauldian framework to uncover power relations permeating the doctor-patient interaction in the gynaecological examination. This thesis thus offers a reflectiononthepreferredmodes ofembodiment anddocilitythat punitivegynaecology attempts toinstil in its' subject. Keywords: punitive gynaecology, discipline, power, gaze, agency, body, hegemonic femininity, clinic, doctor-patient interaction, docility

Bakgrund: En gynekologisk undersökning innebär en undersökning av kvinnans inre ochyttre könsorgan och genomförs vid bland annat cellprovtagning, blödningar, smärta ochgynekologiska sjukdomar. I Sverige genomförs ca 1,5 miljoner gynekologiska undersökningarvarje år. Idag finns lite forskning kring vad som gör upplevelsen positiv för kvinnorna. Syfte:Att beskriva kvinnors upplevelser i samband med gynekologisk undersökning inom hälsoochsjukvården. Metod: En kvalitativ metasyntes med en metaetnografisk analys. Studieninkluderar 11 artiklar som söktes fram i databaserna CINAHL, PubMed samt i GoogleScholar. Resultat: Resultatet presenteras i två teman, Från osäker till empowered beskriverkvinnornas grad av delaktighet som påverkas av information, kunskap och kommunikation.Sexualitetens närvaro beskriver kvinnornas sexuella erfarenheter, sexualitet och könet påundersökaren och hur dessa påverkar den gynekologiska undersökningen. Slutsats:Välinformerade kvinnor som upplever att de har kunskap om den gynekologiskaundersökningen upplever ökad makt och större delaktighet i den gynekologiskaundersökningen. Kvinnornas sexuella erfarenheter, deras (hetero)sexualitet och könet påundersökaren påverkar kvinnornas känsla av trygghet. Klinisk tillämpbarhet: Med resultatetsom bakgrund kan barnmorskor påverka den kliniska verksamheten att ges mer tid tillinformation och utbildning av kvinnor gällande den gynekologiska undersökningen.Framförallt till unga kvinnor vid ungdomsmottagningarna. / Background: A gynecological examination involves an examination of the woman’s internaland external genitalia. It is performed in cases of bleeding, pain, pap-smear testing andgynecological diseases. In Sweden, about 1.5 million gynecological examinations areperformed every year. Today, there is a lack of research on how the experience could bepositive for women. Aim: To describe women’s experiences of the gynecological examinationin health care. Method: A qualitative meta-synthesis analyzed with a meta-ethnographicmethod. The study includes 11 articles which were searched for in CINAHL, PubMed andGoogle Scholar. Results: The result are presented in two themes. From insecure toempowered shows that women’s degree of power and participation is affected by information,knowledge and communication. The presence of sexuality describes the women’s sexualexperiences, their sexuality and the gender of the examiner and how these affect thegynecological examination. Conclusion: Women who are well informed and who feel theyhave knowledge about the gynecological examination experience an increased power and agreater participation. Women’s sexual experiences, (hetero)sexuality and the gender of theexaminer affect women’s sense of security. Clinical applicability: By using the result,midwives can influence the different clinics to give more time for information and educationof women about the gynecological examination. Especially to the young women visiting theyouth clinics.

Objective: Eating disturbances are common in children placing a vulnerable group of them at risk for full-syndrome eating disorders and adverse health outcomes. In order to provide a valid self-report assessment of eating disorder psychopathology in children, a short form of the child version of the Eating Disorder Examination (ChEDE-Q) was psychometrically evaluated. Similar to the EDE-Q, the ChEDE-Q provides assessment of eating disorder psychopathology related to anorexia nervosa, bulimia nervosa, and binge-eating disorder. However, it does not assess symptoms of avoidant/restrictive food intake disorder, pica, or rumination disorder. Method: In 1836 participants ages 7 to 18 years, recruited from two independent population-based samples, the factor structure of the recently established 8-item short form EDE-Q8 for adults was examined, including measurement invariance analyses on age, gender, and weight status derived from objectively measured weight and height. For convergent validity, the ChEDE-Q global score, Body Esteem Scale, Strengths and Difficulties Questionnaire, and sociodemographic characteristics were used. Item characteristics and age- and gender-specific norms were calculated. Results: Confirmatory factor analysis revealed good model fit for the 8-item ChEDE-Q. Measurement invariance analyses indicated strict invariance for all analyzed subgroups. Convergent validity was provided through associations with well-established questionnaires and age, gender, and weight status, in expected directions. Discussion: The newly developed ChEDE-Q8 proved to be a psychometrically sound and economical self-report assessment tool of eating disorder psychopathology in children. Further validation studies are needed, particularly concerning discriminant and predictive validity.

Die Qualität von Lehre an Hochschulen ist durch die hohe Wirkungskraft von Prüfungen eng mit der Qualität von Prüfungen verbunden. Schriftliche Prüfungen können sehr verschieden ausgestaltet sein und Lehrende können sie über ganz unterschiedliche Wege erstellen. Eine Applikation, die zum Erreichen von pädagogisch-didaktischen sowie formalen Qualitätszielen bei schriftlichen Prüfungen beitragen will, muss diese unterschiedlichen Formen und Vorgehensweisen berücksichtigen. In diesem Beitrag wird anhand von ausgewählten Benutzersichten und Arbeitsschritten aufgezeigt, wie dies durch eine in der Entwicklung befindliche Applikation für das Erstellen von schriftlichen Prüfungen erreicht werden soll.

Background. The German National Health Interview and Examination Survey (GHS) is the first government mandated nationwide study to investigate jointly the prevalence of somatic and mental disorders within one study in the general adult population in Germany. This paper reports results from its Mental Health Supplement (GHS-MHS) on 4-week 12-month, and selected lifetime prevalence of a broad range of DSM-IV mental disorders, their co-morbidity and correlates in the community. Methods. The sample of the GHS-MHS (n=4181; multistage stratified random sample drawn from population registries ; conditional response rate: 87.6%) can be regarded as representative for the German population aged 18–65. Diagnoses are based on fully structured computer assisted clinical interviews (M-CIDI), conducted by clinically trained interviewers. Results. 12-month prevalence for any DSM-IV study disorder is 31% (lifetime: 43%; 4-week: 20%) with anxiety disorders, mood disorders and somatoform syndromes being the most frequent diagnoses. Retrospective age of onset information reveals that most disorders begin early in life. Comorbidity rates among mental disorders range from 44% to 94%. Correlates of increased rates of mental disorders and co-morbidity were: female gender (except for substance disorders), not being married, low social class, and poor somatic health status. Health care utilization for mental disorders depended on co-morbidity (30% in ‘pure’, 76% in highly co-morbid cases) and varied from 33% for substance use disorders to 75% for panic disorder. Conclusions. Results confirm and extend results from other national studies using the same assessment instruments with regard to prevalence, co-morbidity and sociodemographic correlates, covering a broader range of DSM-IV disorders [i.e. somatoform disorders, all anxiety disorders (except PTSD), mental disorders due to substance or general medical factor, eating disorders]. Intervention rates were higher than in previous studies, yet still low overall.

This diploma thesis deals with the problem of the criminalistic method of on-the-spot examination of the testimony, namely with particular questions of its theoretical definition as well as selected questions concerning its practical use within the activities of law enforcement authorities. The overall aim of this thesis is to give a comprehensive view of this institute and to present a detailed analysis of individual aspects of this method of forensic practice, as well as the subsequent identification of particular questions, problems and uncertainties that arise in this context. The first part focuses on the theoretical perspectives of the on-site examination of the testimony. Attention is brought to its process of constitution in Czechoslovak forensic science, its conceptual definition as well as differentiation from other methods of forensic practice. The second part of this thesis deals with selected practical questions related to the on- site examination of the testimony. In addition to the basic tactical principles elaborated by forensic theory, a substantial part of this chapter is devoted to the legal aspects of the on-site examination of the testimony, i.e. its legal regulation, its incorporation into the criminal justice system and possibilities of its use. This part also contains a...

Detta arbete tar avstamp i hur legitimerade samhällskunskapslärares utsagor om sin intention med privatekonomi-/och samhällsekonomiämnet i samhällskunskap 1b. Samt en analys av lärarnas examinationen i kursen, med Blooms reviderade taxonomi som analysverktyg. Detta för att se vilket samband där kan finnas rörande lärares inställning till den önskade kunskapen de önskar eleverna skall ta med sig från undervisningen och vilka kunskapsdimensioner och kognitiva processer som berörs vid examinationen.       Syftet är att undersöka gymnasielärares utsagor kring sina intentioner med privat-och samhällsekonomiundervisningen i samhällskunskap 1b, samt att jämföra detta med innehållet i tillhörande examinerande moment.            Undersökningen framvisar att privatekonomi, som lärarna inte anser vara lika tungt förankrat i kunskapskraven, har en högre mängd faktakunskaper i form av minnas och förstå. Medan samhällsekonomi som, enligt lärarna, är tyngre förankrad i kunskapskraven, har en bredare variation av kognitiva processer, minnas, förstå, analysera och värdera i flera kunskapsdimensioner; faktakunskap och begreppskunskap preliminärt. / This study focuses on interviews with high school teachers regarding their intention in social studies 1b, economics. As well as an analysis of the teachers exams with the help of Bloom's revised taxonomy. The analysis of this study combined with interviews wishes to investigate any connections between the teachers interview statement in regards to their exams in economics. What knowledge to the teachers desire their students to master and what cognitive domains and knowledge domains do the teachers exams require of their students.       The purpose of this study is to investigate high schools teachers, in social civics, regards theirs intentions with their economics studies in social studies class. And to compare their statements with their exams, in regard to Bloom’s revised taxonomy.         The results of this study is that the subject “private economics”, which the teachers do not see as important in regards to higher grades, are more in favor of the cognitive domain with a great focus on remembering and understanding. Meanwhile the subject “society economics”, which are regarded by the teachers more favorable in regards to the curriculum to accumulate higher grades, have a higher variation between cognitive processes as remembering, understanding, analyze and evaluate. In addition to a higher variation in cognitive processes they also vary in multiple knowledge dimensions as cognitive domain and affective domain more frequently.

The world is currently in the aftermath of the covid-19 pandemic where our lives and our society are slowly beginning to return to normal. Sweden, among many other countries, implemented regulations regarding social distancing, which had a huge impact among the institutions within Sweden's higher education system. In a short amount of time, institutions had to drastically shut down face-to-face classes and made a switch to distance learning. This thesis explores how the transformation towards distance examination affected different institutions within a Swedish University and what consequences arose during this transition. To investigate this subject, we preformed qualitative interviews with 12 directors of studies within different institutions at Umeå University. The results of our interviews showed that, while having some experiences that were similar, the impact distance learning had on examinations differed a lot among the institutions. Our findings showed that different institutions fared differently when it came to doing exams, preparing exams and dealing with the fallout of changing quickly to a different form of education.  The institutions that was most impacted by changing to distance education was the institutions that used more onsite exams and practical exams. These institutions had the most issues with controlling cheating and trying to make the exams as equal as possible. The institutions that had the best outcome generally were those that already had a lot of home exams and seminars that fitted the transition to distance education better. There were also issues with privacy and coherence in what recommendations to follow that stood out during the course of our interviews. In our study, we have identified five challenges that will bring new information to the field and help universities make a more efficient transition towards distance examinations in the future.