This thesis is offered as a series of three studies which applies the 3 + 1Cs relationship model (Jowett, 2007) to the study of the trainer-client interpersonal relationship in structured health-related fitness environments. The proposition that a rewarding and enjoyable working relationship should play an essential role in developing a client s motivation for, and commitment to, exercise is intuitive. However, the conceptual basis of this relationship, along with its determinants and consequences, remains to be investigated in trainer-led exercise settings. By establishing the theoretical suitability of the 3 + 1Cs model for this context, the thesis provides a valid framework for future study of this topic. It addresses a gap in the extant research by investigating whether the trainer-client relationship is a significant social variable which has the potential to promote adaptive motivation towards exercise and psychological well-being. The first study interviewed trainer client dyads to determine how the underlying constructs of the 3 + 1Cs model were expressed in the context of their interpersonal working relationship and to evaluate the applicability of the model. The second study used the code categories generated in the first study to develop and validate a questionnaire designed to measure relationship quality in client-trainer dyads. Evaluation of the structural validity of the questionnaire was used to provide further confirmation of the relevance of the 3C + 1 relationship model to this context. The third study used this questionnaire to investigate some of the antecedents and determinants of the trainer-client relationship in a sample of exercisers. Client perceptions of the trainer s trait emotional intelligence was investigated as a relationship antecedent. The psychological consequences of the relationship were tested using Self-Determination Theory (SDT: Deci & Ryan, 2000) by examining the association of relationship perceptions with need satisfaction, intrinsic and identified motivational regulation and psychological well-being (subjective vitality). The findings of these studies support the conceptual validity of the 3Cs for the study of client-trainer relationships in health-related exercise. The validation of the 12-item Client-Trainer Relationship Questionnaire (CTR-Q) and confirmation of its structural and criterion validity endorses this conclusion. Clients perceptions of their working relationship were found to be significantly and positively related to their perceptions of their trainer s trait emotional intelligence (a relationship antecedent). Relationship quality was also significantly and positively associated with the psychological consequences of psychological need satisfaction. In turn psychological need satisfaction was significantly associated with autonomous motivational regulation and subjective vitality. In conclusion, the thesis has shown that the client-trainer relationship operates as a key social variable congruent with SDT propositions to affect clients motivation and psychological well-being. The effectiveness of this relationship can be influenced by a potentially modifiable personal characteristic of the trainer, namely trait emotional intelligence.

This work is referred to the Research Line School Practices and Public Policies of the Education Post-Graduation Program of the UFSM. This research had its focus on the pedagogical practice of an elementary schoolteacher (second series) on a Public Elementary School of Santa Maria, Rio Grande do Sul, regarding to the facing way of the violence and conflicts occurred between the classmates in the classroom. In this context, it was verified if the schoolteacher s actions contributed to prevent the school violence expressions and affected the student s autonomy development. The adopted methodology was based in a qualitative approaching, by using the case study perspective. Piaget (1993; 1994; 1998), De Vries & Zan (1998), Sastre & Moreno (2002), Fante (2005), Tognetta (2005), Dani (2008), Tognetta & Vinha (2008) studies, among others, were used as theoretical basis to develop this research. The data collection was accomplished by means of observations made in the classroom, registered in a diary notebook, and a semi-structured interview with the schoolteacher. The data analysis is given through categories, organized as functions of the frequency and centrality of the findings to the analytical objective. Starting from this data evaluation, it was concluded that the schoolteacher s pedagogical practice contributed to build a cooperative environment in the classroom, allowing the student s autonomy development. Also, it was verified that the methods to solve the conflicts and psychical violence resulting from the relations among the students were, most of the time, in agreement to the possible ways to confront and prevent the violence at school. / Este trabalho insere-se na Linha de Pesquisa Práticas Escolares e Políticas Públicas do Programa de Pós-Graduação em Educação da UFSM. O tema central do estudo foi a questão da violência na escola, tendo como foco de análise a violência psíquica entre estudantes. A problematização desencadeadora desta investigação se deu em torno da prática docente em relação aos conflitos e violências psíquicas ocorridas entre alunos em sala de aula. Nesse sentido, o objetivo foi analisar a prática pedagógica de uma professora da segunda série do Ensino Fundamental de uma Escola Municipal da cidade de Santa Maria/RS quanto ao modo de enfrentamento dos conflitos e violências psíquicas entre alunos. Dentro deste contexto, buscou-se verificar se as ações desta professora contribuíram para a prevenção das expressões de violências na escola e repercutiram no desenvolvimento da autonomia dos alunos. A metodologia adotada contemplou uma abordagem qualitativa, utilizando-se da perspectiva do estudo de caso. Os estudos de Piaget (1993; 1994; 1998), De Vries e Zan (1998), Sastre e Moreno (2002), Fante (2005), Tognetta (2005), Dani (2008), Tognetta e Vinha (2008), entre outros, serviram como aporte teórico para o desenvolvimento da pesquisa. A coleta dos dados foi realizada por meio de observações feitas em sala de aula, registradas em um diário de campo, e entrevista semi-estruturada com a professora. A análise dos dados se deu através de categorias, organizadas em função da freqüência e da centralidade dos achados para o objetivo analítico. A partir da análise dos dados, pôde-se concluir que a prática pedagógica da professora contribuiu para a construção de um ambiente cooperativo em sala de aula, favorável ao desenvolvimento da autonomia dos alunos. Também se verificou que o modo como foram resolvidos os conflitos e as violências psíquicas resultantes das relações entre alunos foi, na maioria das vezes, condizente com as possíveis formas de combater e prevenir as violências nas escolas.

Mobila betalningslösningar har blivit allt populärare och för att banker inte ska tappa konkurrenskraft behöver de införa olika mobila betalningslösningar som efterfrågas av bankernas kunder. En utmaning vid införande av mobila betalningslösningar är att det är många aktörer som är delaktiga i införandeprocessen. För att lyckas väl med införandet är samordning och samarbete mellan de olika aktörerna viktigt. När flera team samarbetar mot ett gemensamt mål är det vanligt att problem uppstår gällande att anpassa målen mellan teamen och det kan uppstå motstridiga mål mellan teamen vilket kan påverka kommunikationen, beslutsfattande och ömsesidigt förtroende. När flera team måste förlita sig på andras arbete för att få sitt eget arbete utfört finns också risk att mellanmänskliga konflikter uppstår, vilket kan leda till suboptimala resultat. Syftet med denna kandidatuppsats i informatik är att identifiera, beskriva och förklara framgångsfaktorer för en mellanprojektsrelation mellan kundens projektgrupp och systemleverantörens projektgrupp, och mellanmänskliga relationer inom respektive projektgrupp, vid införande av mobila betalningslösningar. Fallstudiemetoden har tillämpats och en litteraturstudie har genomförts. Utifrån litteraturstudien har en analysmodell utformats. Primära empiriska data har samlats in genom semistrukturerade intervjuer via Teams. Fem intervjuer med projektmedlemmar från Ålandsbankens och Crosskeys projektgrupper har utförts. Studiens viktigaste slutsatser är att följande framgångsfaktorer är särskilt betydelsefulla för bättre relationer: en öppen och tydlig kommunikation under hela projektet genom att projektmedlemmarna enkelt kan kontakta varandra utanför mötestider, genast tar upp oklarheter och alla projektmedlemmar tydligt informeras om vad som händer. Projektledarnas roll är också avgörande: de behöver vara engagerade och ha en högre grad av kommunikationsförmåga. Tidigare samarbete mellan projektmedlemmar medför att det redan från början av projektet finns ett ömsesidigt förtroende mellan projektgrupperna och individerna vilket också uppfattas som en viktig framgångsfaktor. Projektgruppernas storlek påverkar relationerna genom att en mindre grupp leder till att projektmedlemmarna har tydligare ansvarsområden, kommunikationen är enklare och det är lättare att samarbeta. Kunskapsbidraget från denna genomförda studie är tre indikatorer som lagts till i min modifierade analysmodell: Grad av tydlighet, Grad av öppenhet och Grad av tidigare samarbete.

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