Bakgrund Vid palliativ vård är ett av de grundläggande målen att identifiera och lindra smärta och andra besvärande symtom. Studier har visat att patient och vårdpersonal skattar patientens symtom olika, vilket visar på vikten av att genom systematisk symtomskattning få kännedom om patientens symtom. Patienter i palliativ vård har ofta komplexa symtom som påverkar varandra sinsemellan, och är samtidigt påverkade av sin sjukdom så att möjligheten att själv skatta symtomen försämras. Ett antal olika symtomskattningsinstrument (SSI) kan användas vid palliativ vård, och symtomskattning är en av de kompetenser som ingår i sjuksköterskans ansvarsområde. Dock visar resultat från Svenska Palliativregistret att de målnivåer för symtomskattning som Socialstyrelsen rekommenderar är långt ifrån att uppfyllas. En förutsättning för att kunna öka frekvensen av symtomskattning och därmed även vårdkvaliteten, är att få en större förståelse för vilka faktorer som bidrar till detta, genom att studera sjuksköterskors perspektiv på att använda SSI vid palliativ vård. Syftet var att beskriva sjuksköterskors perspektiv på att använda SSI vid allmän och specialiserad palliativ vård. Metod för studien var kvalitativa semistrukturerade fokusgruppsintervjuer med sjuksköterskor från hospice, avancerad sjukvård i hemmet (ASIH) och allmän hemsjukvård. Alla tre intervjuerna hade fyra deltagare och varade mellan 55 - 57 minuter. Intervjuerna spelades in och transkriberades. Data analyserades med kvalitativ innehållsanalys. Resultatet består av fyra kategorier: 1. SSI innebär en kvalitetssäkring, 2. Sjuksköterskans arbetssätt med SSI är viktigt för resultatet, 3. Hinder och begränsningar i användningen av SSI, och 4. Organisationens betydelse i arbetet med SSI. Slutsats Resultatet visar att sjuksköterskorna upplevde att användandet av SSI kan innebära en kvalitetssäkring av vården, men är inget heltäckande verktyg som kan användas i alla situationer och kan inte ersätta klinisk erfarenhet. Sjuksköterskans kunskap om SSI är avgörande för utförandet, varför utbildning i SSI för sjuksköterskor inom palliativ vård, men även för övriga professioner i teamet kring patienten, är av stor vikt. Organisationen spelar en viktig roll i att se till att rutiner och etablerade arbetssätt finns. Fortsatt forskning bör därför vidare undersöka vilka kunskaper sjuksköterskor anser sig behöva för att kunna använda SSI på ett effektivt sätt.

The general purpose with this study was to investigate what happens when several different participants engage in the process of communicating a mutual message throughout a common paper. With “Skellefteå-tidningen” an official paper from the the municipality of Skellefteå, as an example, both the sender (i.e. the editorial staff) and the receiver (i.e. the reader) perspective is studied and analyzed. The result of these two perspectives are compared to see if the intended sent message is the message that the reader of the paper interpret.   The aim of this study was to investigate how the concerned parties within the municipality of Skellefteå cooperate to make a common product with a mutual message and purpose. The study also aimed to investigate how the citizens of Skellefteå, the receivers of the paper, experience the sent message. The material this study is based on was collected through qualitative interviews with the senders of the paper and focus group interviews with representatives from the receivers. In this study we have used both organizational communication theories and theories on uses and gratifications.   The result of the study indicates that concerned parties within the municipality of Skellefteå have different views on how they want to convey the general message in the paper. Some want the message to focus on Skellefteå as a place while the others want to focus on how and what the municipality of Skellefteå do as a government agency. The senders of the paper, despite their different view on how to send the message, agrees that the general message within the paper should be that Skellefteå is a great place where you can be proud to live. The results also shows that this is in fact the message that the readers interpret after reading the paper. The study show that the paper Skellefteå-tidnignen is a product that fills its purpose. It offer the reader a wide range of material to read and therefore the reader can, with the paper, fullfil many different needs. One other conclusion of this study is however that the senders have difficulties in making the citizens of Skellefteå open and read the paper.

School evaluation has increased in importance in recent years, particularly at the level of the whole school. It is the process which assesses the worth and merits of the institution. Due to the fact that, in most cases, evaluation is judgemental, the notion of Whole School Evaluation (WSE) was introduced into the South African education system by the national Department of Education after the 1994 democratic election. WSE has since then became the official evaluation system in South Africa. In WSE schools undergo internal as well as external evaluation. The results of the evaluation are then used by schools to draw the School Improvement Plans which are aimed at school improvement. This study explores the implementation of WSE in rural primary schools in Limpopo Province. A literature study investigated school evaluation within the international and the South African context, the provision of education in Limpopo Province and existing models of WSE. Against the background of the conceptual framework provided by the literature, a qualitative investigation was done in four primary schools in the Vhembe district in Limpopo Province. Data were gathered by means of in-depth interviews with principals of schools and supervisors. The researcher also conducted focus group interviews with School Management Team (SMT) members from participating schools. Data was analysed, discussed and synthesized. Analysed data revealed the following findings: schools experience difficulties in conducting self-evaluation, educator development in rural primary schools in Limpopo is a problem and the district and the Department of Education do not assist schools concerning development after WSE has been conducted. As a result of these findings, there is a need to assist schools in their development endeavours after WSE. The district officials as well as supervisors should find ways and means of assisting schools in the route to development. Areas for further investigation that would enhance WSE in rural primary schools have been identified. Finally, the conclusion is drawn that schools need to be rehabilitated after WSE. This will assist in developing the whole institution and improving the level of education in South African schools. / Educational Studies / D. Ed. (Education Management)

Cette étude aspire à expliquer les raisons de la cohabitation - basée sur une différentiation linguistique - entre les germanophones et les italophones qui constituent la population du département du Haut-Adige/Tyrol du Sud (situé dans l'extrémité nord-orientale de l'Italie). Ce territoire, qui appartenait, historiquement, au Tyrol autrichien, a été annexé à l'Italie en 1918, raison pour laquelle il est constitué de deux tiers de germanophones qui ont toutefois réussi à maintenir leurs spécificités (notamment linguistique et culturelle) grâce à une large autonomie administrative et juridique, obtenue en 1972 après bien des vicissitudes faites de vexations et de luttes revendicatives. Cette autonomie a instauré un système social basé sur la séparation, institutionnellement orchestrée et idéologiquement alimentée par le monde politique et médiatique, des deux groupes linguistiques. Cela a engendré, chez les habitants italophones, un fort « malaise » identitaire. En partant du présupposé que le « modèle sud-tyrolien » - dont la genèse et la mise en pratique font l'objet d'explicitations - n´est pas remis en question dans la mesure ou il est désormais devenu une « seconde nature ». La question qui est au centre de cette recherche consiste à se demander pourquoi cette réalité binaire, fondée sur une distinction « ethnique », se maintient dans le temps malgré une ambition déclarée d'interculturalité et de bilinguisme. Cette étude, axée sur l'immersion dans la quotidienneté de la population, nous porte à interroger la quotidienneté et la subjectivité des individus : il s´agit d´accéder à leurs visions du monde grâce à l'analyse de leur imaginaire social, de leurs mémoires collectives, de leur définition de l´autre et des identités sud-tyroliennes. Ainsi, si la langue et les institutions freinent le contact entre les deux groupes, la dynamique de reproduction de la séparation est intériorisée et par conséquent pratiquée par les individus. De fait, la Heimat - concept propre au monde germanophone qui a fini par s'imposer largement au sein de ce travail - participe en tant que « monde-de-la-vie » à cette séparation vécue dont la remise en question saperait les fondements mêmes de ce vivre ensemble spécifique qui va désormais de soi. Malgré la « dimension utopique » qu'elle renferme (Bloch), il semble difficile, au vu du fatalisme de la population qui s'en remet aux générations à venir, de se soustraire à cette « Heimat Südtirol » qui ne laisse que peu de place à l'idée d'un avenir autre capable de dépasser la séparation. / This study analyses the coexistence between the German- and Italian-speaking population of the province of Bolzano - South Tyrol. The focus is on approaches that can explain the separated realities of these two linguistic groups. Before the annexation to Italy in 1918, South Tyrol was part of the Austro-Hungarian Empire. Two thirds of the population speaks German and preserve its linguistic and cultural features due to its administrative and legislative autonomy, which has been obtained after long struggles for recognition. This has produced a social system, which is based on the separation of the two linguistic groups supported by institutions, for instance schools, reinforced by politics and media. These developments led to a widespread identitary uneasiness of the Italian-speaking population. The central question is on how this "ethnic" separation is based on and could be preserved. It was supposed that this "South Tyrol model" is not questioned as it is perceived as a "second nature". By studying the everyday life, the perceptions and visions of the German- and Italian-speaking population, this study intends to provide explanations to the largely separated coexistence. This study uses a qualitative research approach. Group interviews were conducted with members of the Geman- and Italian-speaking population in different municipalities. In addition, expert interviews were carried out with political representatives. Results of this study suggest that different factors explain the separated coexistence by linguistic belonging: the collective memories and their transmission to younger generations; the relationships of power and domination; the definitions of "we" and the other; as well as the different South Tyrolean identities of the German- and Italian-speaking population. Encounters between the two linguistic groups are additionally hampered by the different languages and the institutional separation. The division is internalised by the two linguistic groups and practiced in accordance. This results in a dynamic of reproduction that perpetuates this model of coexistence. The Heimat as "lifeworld", which manifests itself in this separation, plays an important role for the coexistence. The "utopian dimension" of the Heimat (Bloch) does not allow to escape and to imagine a possible future which would overcome this specific type of lifeworld "Heimat Südtirol". On the contrary, this is left to the fatalism and future generations.

Cette étude aspire à expliquer les raisons de la cohabitation - basée sur une différentiation linguistique - entre les germanophones et les italophones qui constituent la population du département du Haut-Adige/Tyrol du Sud (situé dans l'extrémité nord-orientale de l'Italie). Ce territoire, qui appartenait, historiquement, au Tyrol autrichien, a été annexé à l'Italie en 1918, raison pour laquelle il est constitué de deux tiers de germanophones qui ont toutefois réussi à maintenir leurs spécificités (notamment linguistique et culturelle) grâce à une large autonomie administrative et juridique, obtenue en 1972 après bien des vicissitudes faites de vexations et de luttes revendicatives. Cette autonomie a instauré un système social basé sur la séparation, institutionnellement orchestrée et idéologiquement alimentée par le monde politique et médiatique, des deux groupes linguistiques. Cela a engendré, chez les habitants italophones, un fort « malaise » identitaire. En partant du présupposé que le « modèle sud-tyrolien » - dont la genèse et la mise en pratique font l'objet d'explicitations - n´est pas remis en question dans la mesure ou il est désormais devenu une « seconde nature ». La question qui est au centre de cette recherche consiste à se demander pourquoi cette réalité binaire, fondée sur une distinction « ethnique », se maintient dans le temps malgré une ambition déclarée d'interculturalité et de bilinguisme. Cette étude, axée sur l'immersion dans la quotidienneté de la population, nous porte à interroger la quotidienneté et la subjectivité des individus : il s´agit d´accéder à leurs visions du monde grâce à l'analyse de leur imaginaire social, de leurs mémoires collectives, de leur définition de l´autre et des identités sud-tyroliennes. Ainsi, si la langue et les institutions freinent le contact entre les deux groupes, la dynamique de reproduction de la séparation est intériorisée et par conséquent pratiquée par les individus. De fait, la Heimat - concept propre au monde germanophone qui a fini par s'imposer largement au sein de ce travail - participe en tant que « monde-de-la-vie » à cette séparation vécue dont la remise en question saperait les fondements mêmes de ce vivre ensemble spécifique qui va désormais de soi. Malgré la « dimension utopique » qu'elle renferme (Bloch), il semble difficile, au vu du fatalisme de la population qui s'en remet aux générations à venir, de se soustraire à cette « Heimat Südtirol » qui ne laisse que peu de place à l'idée d'un avenir autre capable de dépasser la séparation. / This study analyses the coexistence between the German- and Italian-speaking population of the province of Bolzano - South Tyrol. The focus is on approaches that can explain the separated realities of these two linguistic groups. Before the annexation to Italy in 1918, South Tyrol was part of the Austro-Hungarian Empire. Two thirds of the population speaks German and preserve its linguistic and cultural features due to its administrative and legislative autonomy, which has been obtained after long struggles for recognition. This has produced a social system, which is based on the separation of the two linguistic groups supported by institutions, for instance schools, reinforced by politics and media. These developments led to a widespread identitary uneasiness of the Italian-speaking population. The central question is on how this "ethnic" separation is based on and could be preserved. It was supposed that this "South Tyrol model" is not questioned as it is perceived as a "second nature". By studying the everyday life, the perceptions and visions of the German- and Italian-speaking population, this study intends to provide explanations to the largely separated coexistence. This study uses a qualitative research approach. Group interviews were conducted with members of the Geman- and Italian-speaking population in different municipalities. In addition, expert interviews were carried out with political representatives. Results of this study suggest that different factors explain the separated coexistence by linguistic belonging: the collective memories and their transmission to younger generations; the relationships of power and domination; the definitions of "we" and the other; as well as the different South Tyrolean identities of the German- and Italian-speaking population. Encounters between the two linguistic groups are additionally hampered by the different languages and the institutional separation. The division is internalised by the two linguistic groups and practiced in accordance. This results in a dynamic of reproduction that perpetuates this model of coexistence. The Heimat as "lifeworld", which manifests itself in this separation, plays an important role for the coexistence. The "utopian dimension" of the Heimat (Bloch) does not allow to escape and to imagine a possible future which would overcome this specific type of lifeworld "Heimat Südtirol". On the contrary, this is left to the fatalism and future generations.

With a projected increase in electricity demand and low-carbon energy generation in the UK, expansion of the existing transmission grid network is required. In going beyond the NIMBY concept, Devine-Wright (2009) posited a place-based approach that highlights the roles of place attachment and place-related symbolic meanings for understanding public responses to energy infrastructure proposals. This PhD research investigated two overarching and interrelated research aims. The first sought to enlarge our understandings of the processes of attachment and detachment to the residence place by investigating the dynamics of varieties of people-place relations across the life course (people's 'life-place trajectories'), thus addressing the limitation of studies adopting a 'structural' approach to the study of people-place relations. This research, in a second instance, sought to better understand the role of people's life-place trajectories and a range of project-based factors (i.e. procedural and distributive justice) in shaping people's responses to a power line proposal. This research focussed on the Hinckley Point C (HPC) transmission line proposal and residents of the town of Nailsea, South-West England. A social representations theory framework was usefully applied to this research by acknowledging that people's personal place relations and their beliefs about proposed place change, are situated and embedded within wider social representations of place and project. A mixed methods approach was employed comprising three empirical studies. The first consisted of twenty-five narrative interviews, the second a set of five focus group interviews, and the third a questionnaire survey study (n=264) amongst a representative sample of Nailsea residents. Triangulating findings across the three studies produced a novel set of key findings. By elaborating five novel 'life-place trajectories', this PhD research moved beyond structural approaches to the study of people-place relations and made a novel contribution to our understandings of the processes and dynamics of attachment and detachment to the residence place across the life course. This research further confirmed the existing typology of people-place relations and revealed a novel variety termed 'Traditional-active attachment'. Life-place trajectories were instrumental in informing divergent representations of the nearby countryside which were more or less congruent with objectified representations of the HPC project. Future studies investigating place and project meanings should be sensitive to these trajectories. Interestingly, place as a 'centre of meaning' rather than a 'locus of attachment' (or non-attachment) emerged as particularly salient for understanding responses to the project. Project-based factors were salient in informing participants' responses toward the project. A perceived imbalance between high local costs and an absence of local benefits was seen to result in distributive injustice and opposition toward the project. However, improved perceived procedural justice following National Grid's announcement of siting concessions in the spring of 2013, was seen to ameliorate local trust in the developer and project acceptance.

Syftet med studien var att öka kunskapen kring hur förskollärare tolkar och resonerar kring fysisk aktivitet i relation till begreppet undervisning i den reviderade läroplanen Lpfö 18. I vår undersökning valde vi fokusgruppsintervjuer som kvalitativ intervjumetod. Fyra förskolor och totalt 16 förskollärare intervjuades och resultatet ställdes mot relevant litteratur samt tidigare forskning. I studien används ramfaktorteorin som teoretiskt ramverk för att upptäcka samband mellan rörelseglädje och ramfaktorteori. Resultatet visar att möjligheten till undervisning av fysiska aktiviteter i förskolan påverkas utifrån konstitutionella, organisatoriska och fysiska ramar. Undersökningens slutsats är att förskollärare alltid arbetat med undervisning i relation till rörelseglädje i förskolan men att det krävs tid, planering och engagemang till bearbetning av läroplan för att målstyrda lärprocesser ska kunna genomföras och uppnås. / The purpose of the study was to increase the knowledge about how preschool teachers ideas about physical activity in relation to the concept teaching in the new curriculum Lpfö 18. The study was a qualitative study and the data was collected in form of focus group interviews. Four preschools and total 16 preschool teachers were interviewed (four groups). Framework factor theory was used as a theoretical framework. The result shows that the possibility of teaching physical activities in preschool are influenced by constitutional, organizational and physical frameworks. The study's conclusion is that preschool teachers have always worked with teaching in relation to physical activity in preschool, but that it requires time, planning and commitment to the processing of the curriculum in order to be able to implement and achieve goal-oriented learning processes.

Cette étude aspire à expliquer les raisons de la cohabitation - basée sur une différentiation linguistique - entre les germanophones et les italophones qui constituent la population du département du Haut-Adige/Tyrol du Sud (situé dans l'extrémité nord-orientale de l'Italie). Ce territoire, qui appartenait, historiquement, au Tyrol autrichien, a été annexé à l'Italie en 1918, raison pour laquelle il est constitué de deux tiers de germanophones qui ont toutefois réussi à maintenir leurs spécificités (notamment linguistique et culturelle) grâce à une large autonomie administrative et juridique, obtenue en 1972 après bien des vicissitudes faites de vexations et de luttes revendicatives. Cette autonomie a instauré un système social basé sur la séparation, institutionnellement orchestrée et idéologiquement alimentée par le monde politique et médiatique, des deux groupes linguistiques. Cela a engendré, chez les habitants italophones, un fort « malaise » identitaire. En partant du présupposé que le « modèle sud-tyrolien » - dont la genèse et la mise en pratique font l'objet d'explicitations - n´est pas remis en question dans la mesure ou il est désormais devenu une « seconde nature ». La question qui est au centre de cette recherche consiste à se demander pourquoi cette réalité binaire, fondée sur une distinction « ethnique », se maintient dans le temps malgré une ambition déclarée d'interculturalité et de bilinguisme. Cette étude, axée sur l'immersion dans la quotidienneté de la population, nous porte à interroger la quotidienneté et la subjectivité des individus : il s´agit d´accéder à leurs visions du monde grâce à l'analyse de leur imaginaire social, de leurs mémoires collectives, de leur définition de l´autre et des identités sud-tyroliennes. Ainsi, si la langue et les institutions freinent le contact entre les deux groupes, la dynamique de reproduction de la séparation est intériorisée et par conséquent pratiquée par les individus. De fait, la Heimat - concept propre au monde germanophone qui a fini par s'imposer largement au sein de ce travail - participe en tant que « monde-de-la-vie » à cette séparation vécue dont la remise en question saperait les fondements mêmes de ce vivre ensemble spécifique qui va désormais de soi. Malgré la « dimension utopique » qu'elle renferme (Bloch), il semble difficile, au vu du fatalisme de la population qui s'en remet aux générations à venir, de se soustraire à cette « Heimat Südtirol » qui ne laisse que peu de place à l'idée d'un avenir autre capable de dépasser la séparation. / This study analyses the coexistence between the German- and Italian-speaking population of the province of Bolzano - South Tyrol. The focus is on approaches that can explain the separated realities of these two linguistic groups. Before the annexation to Italy in 1918, South Tyrol was part of the Austro-Hungarian Empire. Two thirds of the population speaks German and preserve its linguistic and cultural features due to its administrative and legislative autonomy, which has been obtained after long struggles for recognition. This has produced a social system, which is based on the separation of the two linguistic groups supported by institutions, for instance schools, reinforced by politics and media. These developments led to a widespread identitary uneasiness of the Italian-speaking population. The central question is on how this "ethnic" separation is based on and could be preserved. It was supposed that this "South Tyrol model" is not questioned as it is perceived as a "second nature". By studying the everyday life, the perceptions and visions of the German- and Italian-speaking population, this study intends to provide explanations to the largely separated coexistence. This study uses a qualitative research approach. Group interviews were conducted with members of the Geman- and Italian-speaking population in different municipalities. In addition, expert interviews were carried out with political representatives. Results of this study suggest that different factors explain the separated coexistence by linguistic belonging: the collective memories and their transmission to younger generations; the relationships of power and domination; the definitions of "we" and the other; as well as the different South Tyrolean identities of the German- and Italian-speaking population. Encounters between the two linguistic groups are additionally hampered by the different languages and the institutional separation. The division is internalised by the two linguistic groups and practiced in accordance. This results in a dynamic of reproduction that perpetuates this model of coexistence. The Heimat as "lifeworld", which manifests itself in this separation, plays an important role for the coexistence. The "utopian dimension" of the Heimat (Bloch) does not allow to escape and to imagine a possible future which would overcome this specific type of lifeworld "Heimat Südtirol". On the contrary, this is left to the fatalism and future generations.

The overall aim of this thesis was to examine beliefs about human papillomavirus (HPV) prevention, especially vaccination, among parents, immigrant women, adolescents and school nurses, and to promote primary prevention among adolescents. The methods used in the thesis were focus group interviews, individual interviews, a web-based questionnaire, and finally, a randomised controlled intervention study. The immigrant women were largely in favour of HPV prevention, although barriers, such as logistic difficulties, and cultural or gender norms were found. Parents’ decision concerning vaccination of their daughters depended on several factors. Regardless of their final choice, they made the decision they believed was in the best interest of their daughter. The benefits outweighed the risks for parents choosing to vaccinate while parents declining made the opposite judgement. The majority of the school nurses reported that the governmental financial support given because of the vaccination programme had not been used for the intended purpose. Three out of four nurses had been contacted by parents who raised questions regarding the vaccine; most were related to side effects. The educational intervention had favourable effects on the adolescents’ beliefs regarding HPV prevention, especially among those with an immigrant background. Furthermore, the intention to use condom as well as actual vaccination rates among girls was slightly increased by the intervention. Trust in the governmental recommendations and the amounts of information given are important factors in the complex decision about HPV vaccination. Attention given to specific needs and cultural norms, as well as the possibility to discuss HPV vaccination with the school nurse and provision of extra vaccination opportunities at a later time are all strategies that might facilitate participation in the school-based HPV vaccination programme. School nurses need sufficient resources, knowledge and time to meet parents’ questions and concerns. The vaccinations are time-consuming and the governmental financial support needs to be used as intended, for managing the vaccination programme. A school-based intervention can have favourable effects on the beliefs and actual actions of young people and may possibly thus, in the long term, decrease the risk for HPV-related cancer.

Despite high achievement by many Māori (indigenous people of Aotearoa New Zealand) students there is still a disparity between the achievements of Māori students and Non Māori students in the New Zealand educational context. Given that over 85% of Māori students are currently in mainstream settings rather than Māori medium settings the Government has initiated and supported teacher professional development approaches in efforts to enhance teacher effectiveness for teachers working with Māori in mainstream settings. This investigation looks specifically at the practice of four teachers who have been on the Te Kauhua/Māori in Mainstream Pilot project in a decile1 5 Intermediate school in the South Island of New Zealand. An important aspect of this investigation is that it listens to and includes the voices and opinions of eight students who are in the classes of these teachers. Early on in the Te Kauhua project teachers at the school articulated that it was the lack of engagement from their Māori students that was the problem and they wanted to look at ways in which they could maximise Māori student engagement in the classroom learning contexts. The particular aim of this investigation was to look at specific strategies and practices that teachers used to successfully maximise Māori student engagement in the classroom curriculum. The results highlighted the importance of the quality of the relationship between the teacher and the students, the positive impact of the extra effort that teachers applied to engage their students and the students’ preferences for working in small groups. Underpinning these aspects of practice was the importance that teachers placed on developing their reflective practice and the participation in small learning professional learning groups.