Emissions of carbon dioxide, dioxins, nitrogen oxides and particulate matter as well as use of non-renewable resources and energy are some important sustainability challenges for the Swedish steel industry. Much effort has been made, mainly by technical solutions, which to a high degree have decreased the emissions during the last 30 years. Technical solutions however will not be sufficient to reach sustainable development, stakeholder involvement is also necessary. Stakeholder theory states that stake­holder involvement must include a dialog between the stakeholders involved and the operation. The first step in this process is to identify which key issues the stakeholders find most important and then the organisation needs to start interact with its stakeholders. This thesis deals with such issues. Stakeholder preferences for environmental issues were assessed with conjoint analysis, Q-methodology and focus group discussions. The theory of planned behaviour was used to assess how attitudes were connected to background factors and a potential pro-environmental behaviour. Five studies have been carried out in the framework of this thesis. The studies include: a literature review, method evaluation, evaluation of environ­mental objectives in stakeholder groups, screening of relevant factors, evaluation of steel environmental characteristics, identification of barriers to the introduction of new materials and the im­pact of worry and risk perception on strategic environmental decisions. It can be concluded that the methods applied in the studies work well in eliciting preferences. It has been possible to show how different stakeholder groups as well as individuals prioritise environmental objectives and sustaina­bility issues. Since individuals within a stakeholder group vary considerably in preferences, the results from this thesis show the importance of illustrating results on an individual level instead of the traditional group level. Also, a method has been tested where the results were brought back to the respondents in order to stimulate discussions between different stakeholder groups.

Inom intensivvård bedrivs omvårdnad i en högteknologisk miljö. Flera av patienterna är i behov av andningshjälp i form av ventilatorbehandling vilket medför att patienten är sederad och har en endotrachealtub i trachea. Patienten kan inte själv utföra sin munvård och blir därför beroende av intensivvårdsjuksköterskans hjälp. Syftet med studien var att belysa intensivvårdssjuksköterskans erfarenhet av munvård av intuberade intensivvårdspatienter. Studien utfördes med en fokusgruppsintervju och analyserades med en kvalitativ innehållsanalys. Kategorierna som framkom i studien var att munvård handlar om prioritering, risker, teamarbete och kommunikation, utförande, patientperspektiv och ansvar. Förslag på fortsatt forskning skulle kunna leda till ett validerat bedömningsinstrument för munvård av intuberad patient samt evidensbaserade riktlinjer för munvård. / Intensive care is conducted in a high technological environment. Many of the patients are in need of breathing assistance with the help of a ventilator, which means that the patient is sedated and intubated. The patients can´t perform their oral care by themselves and therefore dependent on the help of intensive care nurses. The purpose of this study was to elucidate critical care nurses' experiences of oral care in intubated ICU patients. The study was performed with a focus group interview and analyzed by a content analysis. The categories that emerged from the study were that oral care is about priorities, risks, teamwork and communication, performance, patient perspective and responsibility. Suggestions for further research could lead to a validated assessment tool for oral care of intubated patients and evidensbased guidelines for oral care.

Objective. Family Therapy (FT) and Family Management (FM) approaches to psychosis have been divided by their understanding of causality. FM holds a biological understanding which has been identified as having negative consequences for the person with psychosis. FT, by exploring family interactions has been criticised for blaming families for causing their relations psychosis. These two approaches have now been integrated, but how causality is discussed in an integrated approach has only now been explored. Design and methods. This qualitative research asked clinicians working in the most established integrated service how they discuss causality. Four focus groups were conducted and a framework approach using thematic analysis was used. Results. Five themes were explored; uncomfortable discussion; constructing a shared understanding; therapeutic style; limiting exploration; and blame. Conclusion. Discussing causality with families was identified as uncomfortable. However, through the development of a therapeutic-relationship three identified tools can be used to construct a shared understanding of causality. The therapeutic style of explorative conversation--based in FT, integrated with the stress-vulnerability model--based in FM, was identified as an important aspect of an integrated model that resolved criticisms levied at each individual approach. Factors that limited exploration were identified as major challenges to causality discussions, but techniques to remedy these problems were also identified. The risk of families feeling blamed/blaming themselves and attempts to avoid/reduce blame made up a dominant theme of the research. The research concludes by challenging the need to avoid/reduce blame, arguing that blame should be openly explored within family interventions.

This bachelor thesis had the aim to investigate how young female students experience their safety situation in their own neighbourhood, around the University of Dar es Salaam in Tanzania. Previous research shows that women tend to feel more fear of crime in public spaces than men, and this feeling is restricting their mobility in time and space. This gender structure is a worldwide phenomenon and is by feminist geographers explained as an expression of the patriarchy. A phenomenological approach was used in this research to gain an understanding of how this gender structure is affecting individual female’s lives. The used method was focus group interviews and two groups were interviewed, with totally seven respondents. The sessions were analysed by using constructivist grounded theory and partly narrative analysis. The interviewees explained that there were certain spaces that they experience as dangerous, foremost dark places without visibility and few people passing. They also stated that places where people had been robbed, raped or kidnapped earlier were more threating. The potential criminal was portrayed as a non-student male, and the male students were described as their potential protectors. The fear was always present in their lives, they felt more or less unsafe in all parts of the campus and even in their homes. This threat restricted their daily mobility in both time and space, and they used different strategies to avoid different types of crimes.

Bakgrund: Varje år dör det mellan 90 000 till 100 000 människor i Sverige, majoriteten av dessa vårdas palliativt. Den palliativa vården har främst fokus på symtomlindring och förbättring av patientens livskvalitet. Syfte: Syftet med litteraturstudien var att beskriva sjuksköterskans erfarenheter av att vårda patienter i livets slutskede samt att beskriva vilken datainsamlingsmetod som användes i de inkluderade artiklarna. Metod: En deskriptiv litteraturstudie. Studien baserades på 14 kvalitativa artiklar som hittades genom sökningar i databaserna PubMed och Cinahl. Huvudresultat: Sjuksköterskors erfarenheter av att visa respekt för både patienten och deras närstående bidrog till en bättre relation samt ett ökat förtroende. Sjuksköterskor erfor att det palliativa vårdandet kunde vara psykiskt påfrestande men genom stöd från arbetsgivaren och kollegor kunde detta underlättas. Kraven från anhöriga på sjuksköterskan skapade en känsla av maktlöshet, stress och press. Sjuksköterskor från kirurgiska och onkologiska avdelningar erfor att det fanns en kunskapsbrist gällande den palliativa vården och kommunikation. Enligt sjuksköterskorna fungerade samarbetet med läkare dåligt vilket ledde till stress. Datainsamlingsmetoderna som de inkluderade artiklarna i studien var intervjuer och fokusgruppsintervjuer. Slutsatser: Sjuksköterskor beskrev en kunskapsbrist inom den palliativa vården samt svårigheter av att kommunicera med patienter och dess anhöriga. Genom att erbjuda utbildningar inom palliativ vård och kommunikation kan det bidra till att sjuksköterskan känner sig tryggare och kan växa i sin roll samt att samarbetet med läkare förbättras. / Background: Every year between 90 000 and 100 000 people dies in Sweden, the majority of these were cared in palliative care. The palliative care primarily focus on relief of symptoms and improvement of patient's quality of life. Purpose: The purpose of this study was to describe nurse’s experiences of caring for patients in the final stages of life and to describe the data collection method that was used in the included articles. Method: A descriptive literature study. The study was based on 14 qualitative articles found through searches in the databases PubMed and Cinahl. Main Results: Nurses experiences of showing respect for both patients and their relatives contributed to a better relation and trust. Nurses experienced that the palliative caring could be mentally burdened, but through support from colleagues the burden could be reduced. The demands from relatives could create a feeling of stress. Nurses on surgical and oncological ward experienced a lack of knowledge when it came to palliative care and communication. According to the nurses, communication between nurses and doctors didn't work well and were a source of stress. Data collection method in the included articles were interviews and focusgroup interviews. Conclusions: Nurses described a lack of knowledge within the palliative care and difficulties communicating with patients and their relatives. Education within palliative care and communication could contribute to nurses feeling more confident and allow them to grow in their role and improve the collaboration with doctors.

This study utilized a mixed methods design. The study was carried out in two phases. In the first phase of the study, a secondary data analysis of data were collected from a sample (n = 390) of middle and high school students who participated in a truancy pilot program launched during the 2012-2013 school year with follow-up services provided through June 2014. The sample was divided into two groups (treatment and control). The treatment group was diverted from court referral and participated in an intervention consisting of in-home counseling and case management services. The control group was referred to court and went through the traditional court process and received no treatment services. The effectiveness of the intervention was measured through the collection of pre and post intervention data consisting of the number of unexcused absences, disciplinary referrals, beginning and final grades in English, math, science, and social studies. As a final variable, retention and promotion rates were examined. The effectiveness of the truancy reduction intervention was measured by the amount of reduction in these variables following the implementation of the treatment. Data in the first phase of the study were collected by the Family Assessment and Planning Team (FAPT) in partnership with the school district and other agencies. Further analysis was performed in Phase II of the study utilizing a single school case study design. Qualitative case study is an approach to research that allows the researcher to explore a phenomenon within its context using a variety of data sources. For this phase of the study, data were collected through a survey and a focus group using a sample of students from the treatment and control group of the truancy pilot program. The focus group was designed to gain insight from the voices of the students regarding their perceptions of the factors that influence truancy and the effectiveness of truancy intervention. The statistical procedures used to examine the quantitative data included Analysis of Covariance (ANCOVA) and Chi Square. Analysis of data collected in Phase I of the study revealed that there was no difference in the effect of treatment for students who were diverted from court to treatment services and those who went through the traditional court process and received no treatment. This finding was supported by results of the analysis of data from the survey and focus group. Results indicated that students did not perceive either invention as being more effective than the other in reducing their truancy. Further, results of the survey and focus group indicated that school factors, not family factors, had the greatest impact on the students’ nonattendance. School factors such as safety, teacher and student relationships, and teacher expectations were identified as primary themes. The findings suggest that the truancy pilot intervention’s focus on family factors as a means of reducing chronic truancy may have been focused in the wrong direction. .

How can movie production companies speak to their potential audience thru movie trailers? Which means do they use and what is the public reception? How does a viewer interpret a movie trailer? What can we learn about viewers from movie trailers? This thesis is offering all the answers to questions mentioned above in two different parts - in the first part the concepts of movie trailers are introduced and explained, the second part analyses the outcomes of a research which studies the affects of movie trailers on potential audience. Collected data through quantitative methods of two uniform groups on the topic of movie trailers were studied by focus groups. This thesis focuses on understanding the approach of viewers on movie trailers and is trying to clarify when the movie trailers can act as a decision maker in order to change the approach and behavior of the audience. Thesis aims to offer a broader overview to the relationship between movie trailers and viewers and propose a guide how to read audiovisual works critically. The intention is to uncover that the scheme between text and context is characterized by complex processes of mediation and interpretation on the level of production, propagation and reception. The outcomes of the study can help to understand how viewers as consumers interpret...

I analyzed the hairy experience of seven women participating or linked to MaYHAIR initiative, through the ex/in-corporation framework (Zeiler, 2013). MaYHAIR is a movement inviting to question the double standards on body hair by challenging people to keep their body hair for the whole month of May. Although previous studies mainly focus on hairlessness and body hair removal, I concentrate in this study case on the - feminine – experience of body hair and the excorporation feeling that realization of the hairless norm may create. I address the acceptance of one’s body hair leading to the acceptance of one’s body; the politization associated with hairiness; the importance of intersectional concern leading to challenging choice rhetoric; as well as the necessity for support and diversity of representations.

O processo de treinamento e desenvolvimento de recursos humanos é um importante instrumento para a gerência e para a assistência, os estudos encontrados acerca do treinamento em Unidade de Terapia Intensiva (UTI) estão relacionados, principalmente, à realização de técnicas assistenciais. Reconhecendo a relevância do preparo do enfermeiro para atuação em UTI e sabendo da valorização que o grupo de enfermeiros da UTI de um hospital privado do município de São Paulo atribui ao processo de treinamento admissional, esta pesquisa foi desenvolvida na Instituição, Hospital Campo de Estudo (HCE). Assim, constituíram-se como objetivos desse estudo: analisar o processo de treinamento admissional do enfermeiro na UTI, na perspectiva dos enfermeiros da UTI do HCE; reelaborar o processo de treinamento admissional de enfermeiro na UTI, na perspectiva dos enfermeiros da UTI do HCE e definir o perfil do enfermeiro instrutor do treinamento admissional do enfermeiro. A fim de alicerçar essa reelaboração nos valores e necessidades expressas por esse grupo, optou-se pelo método de investigação, da pesquisa-ação. A técnica de coleta de dados ocorreu por meio de grupo focal, constituído de 11 enfermeiros com mais de três anos nessa UTI. Foram realizadas seis reuniões, totalizando dez horas de trabalho. Ainda, na coleta de dados, foram divulgados os relatórios-síntese dessas reuniões possibilitando a participação dos demais 18 enfermeiros da UTI que responderam aos questionários dirigidos, desse modo, houve contribuição de todo o coletivo estudado. Essa estratégia possibilitou a concretização da tarefa do grupo para além da proposta inicial de reelaboração do processo de treinamento. Em consonância ao perfil desejado para o enfermeiro dessa UTI, ora estabelecido pelo grupo, foram também descritos o conceito, os objetivos, as estratégias, a duração e as metas a serem alcançadas pelo enfermeiro recém-admitido. Para tal, foram construídos o novo instrumento, o fluxograma, o memento e a descrição do perfil do enfermeiro instrutor. Além do trabalho desenvolvido, a pesquisa promoveu no grupo e na pesquisadora a reflexão sobre aspectos intervenientes ao processo educativo, bem como acerca da identidade do grupo caracterizada pelo papel assistencial, pela autonomia de ação e, conseqüente, reconhecimento junto à equipe multiprofissional, o que facilitou, de modo coerente, a reelaboração do processo de treinamento admissional do enfermeiro da UTI-HCE / The human resource training and development process is an important instrument for management and care-providers. Studies regarding Intensive Care Unit (ICU) training relate especially to the performance of care-providing techniques. This research was developed at a Study Field Hospital (SFH) considering the importance of a nurses training process for performing at an ICU and knowing how ICU nursing staff value the admission training process at a private practice hospital in the city of São Paulo. Study objectives were to: analyze the ICU-nurse admission training process from the SFH ICU nurses standpoint; redesign the ICU-nurse admission training process from the SFH ICU nurses standpoint; and determine the educator-nurse profile for the ICU-nurse admission training process. In order to support this redesigning within the values and needs expressed by the group, the investigational method of action research was adopted. The data collection technique performed was based on a focus group composed of 11 nurses who have worked at this SFH ICU for more than three years. Six meetings were held in a total of ten working hours. Furthermore, during data collection, summarized meeting reports were issued allowing 18 other ICU nurses who answered the guided questionnaires to participate and therefore the whole group under study contributed. This strategy warranted concretization of the groups task further than the initially proposed redesigning of the training process. In agreement with the desired nurse profile for the ICU, now established by the group; concept, objectives, strategies, duration, and goals to be met by a recently-hired nurse were also described. For such, a new instrument, flow-chart, guideline and educator-nurse profile description were conceived. In addition to the work developed, this research fostered both in the group and the investigator a reflection on intervening aspects of the educational process as well as of the group identity, characterized by the care-providing role, autonomy to act and consequent recognition by the multi-professional team which coherently facilitated the redesigning of the nurse admission training process at the SFH ICU

Esta dissertação analisa como professoras mulheres da Rede Municipal de Ensino (RME) de Porto Alegre relacionam seu trabalho docente com os feminismos a partir dadiscussão sobre a narrativa conservadora da ―ideologia de gênero‖ nas escolas. A partir do uso de uma perspectiva sociológica crítica de estudos educacionais, a pesquisa utiliza os conceitos de hegemonia e ideologia para compreender a organização social. Em uma realidade tramada por disputas por hegemonia, em que distintas ideologias se fazem presentes de forma contraditória e pulverizada no senso comum, analisa-se o fenômeno da chamada ―ideologia de gênero‖ – narrativa inventada pelo Vaticano nos anos 1990 como tentativa de interromper os avanços dos Estudos de Gênero e movimentos feministas. Entende-se que, através de uma aliança conservadora entre neoliberais e neoconservadores, esse movimento ―antigênero‖ e ―antifeminista‖ tem-se popularizado no contexto educacional brasileiro. Embora tenha sido constatado debate crescente acerca da temática no campo científico, buscou-se investigar uma perspectiva ainda invisibilizada: a de professoras mulheres. Entende-se que quaisquer mudanças propostas e instauradas na legislação educacional concernem, primordialmente, às mulheres: são elas a maioria absoluta do corpo docente brasileiro da educação básica e, apesar de historicamente organizado e resistente como categoria, o trabalho docente se (con)forma ainda por heranças patriarcais e sexistas Através da condução de dois grupos focais com oito professoras, pretendeu-se observar aproximações e distanciamentos das perspectivas feministas com seus trabalhos docentes, utilizando como disparador dos debates iniciativas ―antigênero‖ e ―antifeministas‖, como as do Movimento Escola Sem Partido. Visibilizando contradições existentes nas dinâmicas sociais, foi possível constatar reverberações tanto dos discursos conservadores quanto dos feministas no senso comum das participantes. Inerentemente contraditório e heterogêneo, o senso comum é permeado também por elementos de ―bom senso‖, que podem causar identificação com discursos baseados no convencimento. Assim, a narrativa da aliança conservadora se dá relativamente bem-sucedida entre as professoras, causando identificação com o uso do gênero como instância biologizante e com elementos de culpabilização acerca de seus trabalhos. Observou-se preocupação de que, uma vez interessadas em desconstruir estereótipos e problematizar desigualdades de gênero/sexualidade, as professoras pudessem estar interferindo negativamente na formação identitária dos alunos Constatou-se também a presença de perspectivas feministas no trabalho docente das professoras que, em suas práticas, procuram acolher e legitimar existências distintas da norma binária e heterossexual e demonstrar olhar atento à (re)produção de desigualdades. Ainda que indiquem uma diferença geracional, cultural e social entre elas e seus alunos – interpretada como efeito da institucionalização de demandas feministas e LGBTT na sociedade e sua popularização no senso comum –, as participantes manifestam empenho em revisar suas noções aprendidas sobre o que é normal para melhor atender seus estudantes. Por fim, observou-se também discurso contraditório entre as professoras sobre a importância de políticas educacionais que proponham o debate de gênero: declaram considerar necessário o debate e, simultaneamente, parecem subestimar a eficácia de políticas. Por outro lado, em função de reconhecerem a existência de um contexto social que tem progressivamente legitimado pautas feministas e LGBTT, consideram inviáveis legislações que proíbam a discussão desse tipo de temática nas escolas. / This thesis analyzes how female teachers in the Public School System (PSS) of the city of Porto Alegre link their teaching practices to feminisms from a discussion about the conservative narrative of ―gender ideology‖ in schools. From a critical sociology of education perspective, the study uses the concepts of hegemony and ideology to understand social organization. In a reality permeated by disputes for hegemony, in which different ideologies are present in a contradictory and pulverized way in the common sense, this thesis analyzes the phenomenon of the so-called ―gender ideology‖ – a narrative invented by the Vatican in the 1990s as an attempt to interrupt the advances of Gender Studies and the feminist movements. Through a conservative alliance between neoliberals and neoconservatives, this ―antigender‖ and ―antifeminist‖ movement has become popular within the Brazilian educational context. Although a growing debate has been present in the scientific field, this study sought a perspective that is still invisible, that of female teachers. Any changes proposed and introduced to educational laws concern women primarily: they are the absolute majority among Brazilian basic education teachers, and, despite being historically organized and resistant as a category, teaching practices are still (con)formed by a patriarchal and sexist heritage. Two focal groups composed of eight teachers examined the approximations and distances from feminist perspectives within their teaching practices. ―Antigender‖ and ―antifeminist‖ initiatives, such as the movement for ―unpolitical schools‖, were used to trigger the debates. Considering the contradictions present in social dynamics, it was possible to verify reverberations of both conservative and feminist discourses in the participants‘ common sense Inherently contradictory and heterogeneous, common sense is also permeated by elements of ―good sense‖, which may make them identify with ―convincing‖ discourses. Thus, the narrative of the conservative alliance is relatively successful among the teachers, making them identify with the use of gender as a ―biologizing‖ instance and with elements of blame within their work practices. Concern was expressed that, because they were interested in deconstructing stereotypes and problematizing gender/sexual inequalities, teachers could be interfering negatively in the students' identity formation. The participants‘ discourses also evidenced the presence of feminist perspectives in the teaching work of teachers who, in their practices, seek to accept and legitimize existences that differ from the binary and heterosexual norm and to be attentive to the (re)production of inequalities. Although they indicate generational, cultural and social differences between them and their students – interpreted as an effect of the institutionalization of feminist and LGBTT demands on society and its popularization in common sense – the participants show commitment to revise their learned notions about what is normal to better serve their students. Finally, there was also a contradictory discourse among the teachers about the importance of educational policies that propose debates about gender: they declare the debate to be necessary, and at the same time seem to underestimate the effectiveness of policies. On the other hand, recognizing the existence of a social context that has progressively legitimized feminist and LGBTT guidelines, they consider that laws prohibiting the discussion of this subject in schools are unfeasible.