La letteratura che studia perché le persone si impegnano nell’azione collettiva mostra due principali limitazioni: 1) l’utilizzo di un approccio di ricerca top- down e researcher-centered e 2) il mancato coinvolgimento attivo delle persone in ottica partecipata e co-costruita. Quanto detto mostrerebbe la necessità di applicare un approccio bottom-up che veda il coinvolgimento in prima persona degli attivisti. Il presente lavoro è un disegno di ricerca qualitativo multi-metodo concorrente nel quale sono state combinare due metodologie di ricerca: la Grounded Theory costruttivista (Studio 1) e il Concept Mapping (Studio 2), partendo dalla domanda di ricerca: quali sono le motivazioni che portano gli attivisti oggigiorno a impegnarsi nell’azione collettiva? Lo Studio 1 ha evidenziato, attraverso interviste semi-strutturate individuali, le componenti processuali che portano le persone a impegnarsi nell’azione collettiva. Lo Studio 2, attraverso uno sguardo sulla comunità degli attivisti e tramite un approccio partecipato, ha permesso di far emergere le motivazioni che portano gli attivisti a impegnarsi e come incentivare questo impegno. I risultati suggeriscono come l’azione collettiva non possa più vedere un lavoro e uno studio solo sul singolo che agisce in gruppo, ma dovrebbe prevedere un lavoro di comunità: del contesto, dell’associazione e delle persone che ne fanno parte. / The literature studying why people engage in collective action shows two main limitations: 1) the use of a top-down, researcher-centered research approach and 2) the lack of active involvement of people from a participatory, co-constructed perspective. This shows the need to apply a bottom-up approach with the active involvement of activists. The present work is a concurrent multi-method qualitative research design in which two research methodologies were combined: constructivist Grounded Theory (Study 1) and Concept Mapping (Study 2), starting from the research question: what are the motivations that lead activists today to engage in collective action? Study 1 highlighted, through individual semi-structured interviews, the processual components that lead people to engage in collective action. Study 2, through a focus on the activist community and through a participatory approach, uncovered the motivations that lead activists to engage and how to incentivize this engagement. Results suggest how scholars and professionals can no longer study and work in the collective action context only from the individual acting in a group point of view, but instead should involve community work: in the context, in the associations and with people who are part of it.

This thesis deals with the media image of Karel Gott after his death. Selected newspapers are Lidové noviny, Blesk, Frankfurter Allgemeine Zeitung and Bild and analysed are 24 days after the announcement of the death of Karel Gott. The aim of the selection of newspapers in both languages was to include one periodical which is considered as quality press and one tabloid. The thesis consist of three parts. The theoretical part explains crucial terms for the analysis and introduces chosen newspapers. The methodological part clarifies the concept of qualitative research and grounded theory. The main part is comprised of the analytical part which describes outcome of the analysis and in four periods presents constructed images of Karel Gott. In conclusion, images created in Czech and German press are compared and subsequently, a comparison between the Czech media is drawn.

Objectives: Theoretical contribution of the research is to extend knowledge about the impact of psychotherapeutic training on its participants. Community and group psychotherapeutic training is an endemic phenomenon which does not appear out of the Czech Republic and has not been systematically investigated yet. Goal: The main goal of my dissertation is to detect the influence of psychotherapeutic community training on its members. Subjects: The subject of investigation is 168 introspectional texts which participants of psychotherapeutic community wrote immediately after completing the training. The texts were developed from the diaries which the members wrote during the 5 years persistence of training. Research methods: Qualitative analyses of documents based on application of methods, techniques and procedures of "grounded theory". Content analysis and focus groups were used as complementary methods. Conclusions: This study formulates an integrated theory of psychotherapeutic approaches including cognitive behavioral methods, psychodynamic psychotherapy and expressive therapeutic techniques concentrated in a system of community and psychotherapy group training. The study describes concrete methods and techniques of leadership work with community and groups which combine social work with large...

O pojmu reputation management bylo dlouhou dobu slyšet převážně v oblasti marketingu ve spojení s budováním brandu. S rozvojem sociálních médií se na trhu objevily nástroje měřící osobní reputaci, jež kvantifikují uživatelovu interaktivitu na základě několika proměnných. Ty našly své uplatnění v rukou nepočetných social media profesionálů a geeků. Jak ale k řízení osobní reputace v sociálních sítích přistupují běžní uživatelé? Jak hodnotí reputaci členů svých sociálních sítí a jak se tyto poznatky odráží na jejich vlastním projevu? Tato práce se snaží nalézt cestu k zodpovězení těchto a dalších otázek. Principy kvalitativního přístupu se obrací k samotnému jádru tohoto procesu - tvůrcům a hodnotitelům osobní reputace a sociálním interakcím, jimiž se uskutečňuje. Abstract Reputation management is a notion which thus far has surfaced mainly in the field of marketing in relation to brand building. Following the expansion of social media, various personal reputation measuring tools have offered quantitative analyses of users' interactivity on the basis of several variables available on the market. However, these tools were useful for a limited group of social media professionals and enthusiasts. But how do average users approach personal reputation management on social networking sites? How do they...

Mobbning sker ofta i närvaro av fler personer än förövaren och offret. Det är ett socialt fenomen där även deltagarroller såsom den passiva åskådaren och försvararen bevittnar mobbningen, varav den passiva åskådaren håller sig undan och försvararen väljer att ingripa för att hjälpa offret. Trots att forskning om barns och ungas perspektiv på mobbning visar att de anser det vara både omoraliskt och fel så ökar mobbningen i de svenska skolorna och många elever som bevittnar mobbning förblir passiva. Med bakgrund av detta syftade aktuell studie till att identifiera och undersöka hur gymnasieelever, i sina naturliga kompisgrupper och med egna ord, resonerar kring varför vissa elever ingriper medan andra förblir passiva i en mobbningssituation trots att tidigare forskning visat att elever generellt tycker att mobbning är fel. Deltagarna bestod av 51 gymnasieelever inom åldersspannet 16 till 21 år (34 flickor, 17 pojkar) och kom från 14 skolor lokaliserade i åtta orter i Sverige. Datainsamling skedde genom semistrukturerade fokusgruppsintervjuer om 3–5 elever i vilka två vinjetter (en med flickor och en med pojkar) som illustrerade fiktiva mobbningssituationer innehållandes flera deltagarroller fungerade som utgångspunkt för samtalen. Data analyserades genom konstruktivistisk grundad teori och utmynnade i en grundad teori. Analys av deltagarnas utsagor visar på att elever beräknar vilka konsekvenser som kan komma av ett potentiellt ingripande, och om dessa anses allt för negativa så resulterar det i vidare passivitet. Studien erbjuder en djupare förståelse för hur gymnasieelever motiverar och förklarar deltagarrollernas beteende och kan fungera som ett ramverk för framtida antimobbningsarbete som syftar till att få åskådare att kunna agera i linje med sina moraliska värderingar. / Bullying often takes place in the presence of more people than the perpetrator and the victim. It is a social phenomenon where participant roles such as the passive bystander and the defender also witness the bullying, of which the passive bystander stays away and the defender chooses to intervene to help the victim. Although research on children’s and youth’s perspective on bullying show that they consider it both immoral and wrong, bullying is increasing in Swedish schools and many students who witness bullying remain passive. Based on this, the current study has aimed to identify and investigate how upper secondary school students, in their natural groups of friends and with their own words, reason about why some students intervene while others remain passive in a bullying situation, despite previous research showing that students generally consider bullying as wrong. The participants consisted of 51 upper secondary school students in the age range 16 to 21 years (34 girls, 17 boys) and came from 14 schools located in eight counties in Sweden. Data was gathered through semi-structured focus group interviews consisting of 3-5 students in which two vignettes (one with girls and one with boys) that illustrated fictitious bullying situations containing several participant roles served as a starting point for the conversations. The data was analyzed through constructivist grounded theory and resulted in a grounded theory. Analysis of the participants’ statements shows that students calculate the consequences that can come from a potential intervention, and if these are considered too negative, it results in further passivity. The study provides a deeper understanding of how upper secondary school students motivate and explain the behavior of participant roles and can serve as a framework for future anti-bullying work aimed at enabling bystanders to act in line with their moral values.

The Indian residential school (IRS) system is part of Canada’s colonial history; an estimated 150,000 First Nations, Inuit, and Métis children attended IRS (Stout & Peters, 2011). Informed by Indigenous principles of respect, relevance, responsibility, reciprocity, and relationality (Deloria, 2004; Ermine 1995; Kirkness & Barnhardt, 2001; Wilson, 2008), this study uses classic grounded theory to explore how female IRS survivors or their female descendants are coping with the intergenerational transmission of trauma. Specifically, the general method of comparative analysis was used to generate theory and identify categories and conceptualizations. The emergent problem found that individual survivors and their descendants were dealing with kakwatakih-nipowatisiw, a Cree term used to identify learned colonial (sick) behaviours. These behaviours manifested first among the administrative staff of the schools, then eventually emerged as female generational violence between, for example, mothers and daughters. Indigenous women in this study aimed to resolve this, their ‘main concern’, in order to strengthen familial relations, especially between female family members. Analysis resulted in the identification of a theory derived from the social process of potentializing wellness, which was grounded in the real-world experiences of Indigenous women. Potentializing wellness involves three dimensions: building personal competencies, moral compassing, and fostering virtues. It was revealed that Indigenous women perceive the ongoing generational effects of IRS differently, and as a result, three behavioural typologies emerged: living the norm, between the norm, and escaping the norm. The “norm” refers to the belief that violence is accepted as a normal part of family life. The paradox, of course, is that this type of behaviour is not normal and Indigenous women in this study are looking for ways to eliminate aggressive behaviours between women. The discoveries made in this research, coupled with the final integrative literature review, suggest that Indigenous People’s cultural ways of knowing have a holistic component that addresses all wellness levels. Effective strategies to deal with intergenerational trauma can emerge when holistic health is followed by, or happens concordantly with, reclaiming cultural norms grounded in community and spiritual life. Indigenizing a Western intervention is not enough. Focusing on the spiritual as well as emotional, physical, intellectual, and social aspects of self is seemingly the best approach for Indigenous People who are dealing with the intergenerational effects of trauma.

This thesis investigates student engagement in the Media and Communication Programme at Malmö University through the lens of audience- as well as learning theories. It has two main aims: Building a systematized theoretical framework to distinguish different nuances of audience activity in a cross-mediatic learning environment, and exploring factors influencing student engagement in our Media and Communication Master Programme (MCS). Constructivist Grounded Theory (Charmaz 2006) with a multi-method approach for data collection is applied to gather rich data and analyse it accordingly through coding processes and constant comparison. Following social constructivism, it argues that each student, actively constructing knowledge, has her own subjective learning preference. This thesis takes a non- normative stand on the subject. A matrix of audience activity, grounded in audience theories and developed through the collected data, is established. In a second step this is used to illustrate the concepts participation, engagement and collaboration and then further employed to examine factors influencing student engagement. Thereby, the matrix is tested, refined and further developed. Through this approach eight states a student might be situated in while studying as well as possible barriers for student engagement were identified. Factors influencing student engagement this study found are the personal situation of the student, the access Hyflex education allows, possibilities and challenges of physical and virtual learning spaces, the interaction between teachers and students, the structure of the programme and how students are connected with each other. By looking at student engagement in a media rich environment from an audience- as well as education-angle this thesis expands existing research. It presents influencing factors for student engagement. More importantly the theoretical model is a useful tool to investigate different kinds of student activities and to develop educational media tools. It could also be transferred to research other audiences.

No description available.

Open space planning has been present within the United States for over a century. Traditionally, open space planning efforts tend to focus more exclusively on either socially-based (e.g., recreational, scenic, or park planning) or ecologically-based (e.g., preserves, habitat networks or more general conservation planning) planning efforts. This separation of ecological and social frameworks in open space planning is reinforced by a persistent cultural model, where community and conservation are seen as opposing forces instead of partners. While recent open space planning efforts have begun to integrate social and ecological frameworks into one plan, the majority of our knowledge on integrated open space planning comes from individual case studies. Thus, a synthesized toolbox for how to practice this planning field is lacking. Given this lack of synthesized knowledge of integrated open space planning, an exploratory effort was undertaken to begin to view this newer planning field through a comprehensive lens. The goal of this research was to identify the state of integrated open space planning and begin to assess whether this state was leading toward "landscape integrity," which suggests that healthy social and ecological systems must function together to be sustainable. Framed within an adapted Pressure-State-Response framework, this thesis employed mixed methods and multiple perspectives to engender a holistic framework that identifies the pressures, state of, and potential responses surrounding integrated open space planning. Pressures synthesized from practice and theory include key barriers and facilitators to achieving integration. For the first time, the state of integrated open space planning has been identified from a synthesis of thirty planning processes, practices, and tools utilized in this new planning field. This framework provides planners with a framework upon which sharing and communication can now take place regarding how integrated open space planning can be institutionalized. Finally, this understanding of the pressures and state reveals potential responses for this newer planning field, including the need for increased collaboration to build this new field of open space planning into a mainstream planning field and increased research into bridging the gaps between theory and practice identified through this thesis. This study found two integrated open space planning models and a breadth of literature supporting a movement away from the community versus conservation dichotomy. While this movement is not yet mainstream, both paradigm shifts and the rapidly changing landscapes in which we live are reinforcing this trend. With the expanded view and holistic framework illustrated by this research, planners are afforded a similar language upon which they can discuss the tools and processes central to integrated open space planning.

The purpose of this dissertation research was to understand the decision-making process that well older adults use when deciding whether to make a home modification. The researcher also sought to understand the views of well older adults concerning the use of home modification to prevent injury and declines in occupational performance. The researcher used the Person-Environment-Occupation (PEO) model (Law et al., 1996) from occupational therapy and occupational science as the orienting framework. A qualitative grounded theory approach based on that proposed by Strauss and Corbin (1998) was used to structure data collection and analysis. Participants were obtained using purposive and theoretical sampling and were interviewed by the researcher. The 19 participants in this study ranged in age from 65 to 89. Findings from this study include a model of the decision-making process that well older adults used to plan for their futures related to home setting and modification and also a substantive grounded theory. The Theory of Home Modification Decision-Making: Well Older Adults is proposed and explained. Central to the theory are two decision-making processes, including the conditions that influence the decisions. These findings and the theory are discussed relative to the PEO model and existing occupational therapy and gerontology literature. The information gained from this study is beneficial to occupational therapists and Certified Aging-in-Place Specialists to improve and expand their services to the well older adult population.