With this degree project, I want to show that there are contradictions between the duties the teaching profession is committed to following. Duties as in the duty to report, compulsory schooling, or the assignment written in the school's governing document, Lgr 11. I have analyzed the concept of duty through ethics and moral thinking where I have tried to show that it can depend on how one as a teacher values the duties. The analysis and reflection are based on my own experience. To highlight my dilemma, I have formulated three questions based on my story, to investigate in this essay. What does the obligation to report mean for my actions towards students in a vulnerable family situation? How can I understand my reluctance to follow the law regarding the obligation to report? How is my professionalism affected by my reluctance to comply with the obligation to report? I have written a story which gets the reader involved in different situations where my professional knowledge as a teacher at after-school center is challenged. With the help of literature and research, I try to see the events in my story from a distance to get closer to an answer to my questions about the conflict between my duties as assigned by the governing documents and as a fellow human being. An important part of the analysis is to question whether we as teachers need to take into account what actually can happen to pupils as a consequence of our professional action and how we can understand different views that different teachers have about such action. I also discuss a number of difficult emotions accompanying my actions in the story. I want to highlight the importance of being self-critical to be able to see what is at the root of my own feelings when I hesitate to follow the law and the duties the teaching profession is committed to follow. / Med detta självständiga arbete vill jag visa att det finns motsägelser mellan de plikter läraryrket är åtagna till att följa. Plikter som anmälningsplikten, skolplikten eller det uppdrag som står skrivit i skolans styrdokument, Lgr 11, och även lärarens plikter som medmänniska. Jag har analyserat pliktbegreppet och försökt visa hur våra handlingar som lärare kan bero på hur vi värderar plikterna.  Analysen och reflektionen utgår från en egenupplevd berättelse. För att synliggöra mitt dilemma har jag utifrån min berättelse skapat tre frågeställningar. Vad innebär anmälningsplikten för mitt handlande gentemot elever i utsatt familjesituation? Hur kan jag förstå min motvilja att följa lagen när det gäller anmälningsplikten? Hur påverkas min professionalitet av min motvilja att följa anmälningsplikten. Med hjälp av litteratur och forskning försöker jag se händelserna i min berättelse på distans för att komma närmare ett svar. En viktig del av analysen är om vi som lärare behöver ta i beaktning vad som faktiskt händer med den elev som påverkas av våra handlingar samt hur vi kan förstå skillnader i lärarnas olika uppfattningar om sådana handlingar. Jag diskuterar även ett antal svåra känslor som uppstår i samband med mina handlingar i berättelsen. Jag vill lyfta fram vikten av självkritik för att verkligen kunna se vad som ligger som grund för dessa känslor när jag tvekar att följa lagen om anmälningsplikten när det gäller ett barn i utsatt familjesituation.

Background: Patients who receive palliative home care are in need of support from their family members who take on great responsibility related to the patients’ care but who often feel unprepared for the situation. An increasing number of interventions aimed at supporting family members in palliative care have been described and evaluated. It is not known whether and how these interventions actually affect the care or support provided to the patient. It has been suggested that family members are likely to provide better support or care with positive experiences for the patients after intervention participation. However, this has not been studied from the perspective of the patients themselves. Aim: The aim is to explore patients’ experiences after their family member participates in apsycho- educational intervention during palliative care. Method: This study has a qualitative approach and interviews were conducted with eleven patients whose family members had participated in a psycho-educational intervention during palliative home care. The interviews were analyzed with interpretive description. Results: Patients’ experiences are represented by three themes: Safe at home; A facilitated and more open communication; and Feeling like a unit of care. Patients experienced that their needs were better met and that their family members became more confident at home without risking their own health. Patients felt relieved when their family member was given the opportunity to talk and reflect with others in the same situation and hoped that the intervention would contribute to a more honest communication between them and their family member. Further, it was of great importance to the patients that their family members got the attention and were confirmed and supported by the healthcare professionals. Conclusion: These findings show how an intervention targeted at family members during palliative home care also benefited the patients. The findings are therefore useful when developing support to family members in palliative care. / Bakgrund: Patienter som erhåller palliativ hemsjukvård är i stort behov av stöd från sina närstående, som ofta tar ett betydande ansvar för patientens vård. Dock känner sig  närstående ofta otillräckligt förberedda för situationen. Ett ökat antal interventioner som syftar till att stödja närstående i palliativ vård har beskrivits och utvärderats. Det är inte känt om eller hur dessa interventioner påverkar patienten men det har föreslagits att närstående troligtvis ger bättre vård och stöd med positiva erfarenheter för patienten. Detta har dock inte studerats från patientens perspektiv. Syfte: Att undersöka patienters erfarenheter av vård och stöd i hemmet efter att deras närstående deltagit i en intervention under pågående palliativ vård. Metod: Studien har en kvalitativ utgångspunkt och är designad utifrån tolkande beskrivning. Intervjuer genomfördes med elva patienter vars närstående deltagit i ett stöd och informationsprogram under pågående palliativ hemsjukvård. Resultat: Patienternas upplevelser presenteras genom tre teman: Trygghet i hemmet, En underlättad och mer öppen kommunikation och Känsla av att vara en enhet för vård. Patienterna upplevde att deras behov blev bättre tillgodosedda, deras närstående fick mer självförtroende hemma och vården skedde utan att riskera närståendes hälsa. Patienterna kände sig lättade över att deras närstående fick en möjlighet att tala och reflektera med andra i samma situation och hoppades att interventionen skulle medföra en förbättrad och ärlig kommunikation mellan dem och deras närstående. Vidare så var det viktigt för patienterna att deras familjemedlem fick uppmärksamhet och blev bekräftade och stöttade av vårdpersonalen. Slutsats: Dessa resultat visar hur en intervention riktad mot närstående under palliativ hemsjukvård även kommer patienten till nytta. Resultatet kan bidra med kunskap för utveckling av stöd till närstående i palliativ hemsjukvård.

On the 8th of January 2005, two deep technical cave divers entered Bushman’s Hole, a water filled cave system in the Northern Cape in South Africa. One did not return, the other, fighting the elements for over 12 hours, narrated the event the very next day. This exploration into the narratives of a technical cave diver, is an interpretive journey into the various constructions informing the process of making sense of the death of a fellow dive partner. Exploration of the unknown within the wombs of the earth uncompromisingly challenges society’s dominant views on death and the safekeeping imperative. This exploration of the culture within death and survival in water filled cave systems is situated within the narrative ontology. Subsequently this exploration is aimed at continuously integrating the historical and cultural messages within this dangerous pastime in attempt to find meaning within the narratives of one such individual who ventured into this darkness. Ultimately this exploration is aimed at understanding narratives of sense making employed by a technical cave diver after the loss of a fellow diver amidst the passion that summoned them to explore the darkness within water filled cave systems; a pastime that has been labelled by some as the most dangerous sporting pursuit available to humankind. The journey starts with a literature exploration on death, moving through various researched understandings of the bereavement experience. From there it continues into the nature of interpretive methodology, with an in-depth focus on the historical and cultural situated nature of the narratives we employ in making sense of our world. This qualitative approach is based on the subjective experienced and interpreted meaning that I discovered while moving through the narrated text, hence this journey is also reflective of the co-construction of meaning that implicitly takes place between individuals when making sense of their own experiences. As the receiver of this narrative exploration, you too will find meaning within this journey, meaning co-constructed with the multitude of narratives and experiences that have historically and culturally entered your interpretive process. Implicit within this exploration is the unique nature of the death and bereavement experience within the specific context of deep technical cave diving. This journey places the emphasis on the uniqueness of the bereavement experience, and ultimately challenges the objective approach to dealing with bereavement as a psychologist. Copyright / Dissertation (MA)--University of Pretoria, 2008. / Psychology / Unrestricted

This research study took place at the High Performance Centre (hpc) at the University of Pretoria (UP) in South Africa (SA). The sport psychologists/sports counselors at the hpc mainly deliver performance development services to the athletes. The sport psychology services at the hpc are conducted to the athletes via the Psychological Skills Training (PST) approach and Mindfulness-Acceptance-Commitment (MAC) approach. These two approaches are individualistic in nature and the aim of my study was to move away from a more traditional individualistic perspective to an ecological perspective that takes into consideration other role players such as sport scientists. This was achieved by developing a sport science specific MAC programme for the sport scientists, which was facilitated through experiential learning. The goal of the MAC programme was to explore the sport scientists’ experiences with reference to what they discovered and how they applied their learning. Eight in depth, semi-structured interviews were conducted with four sport scientists at the hpc after their participation in the programme. Interpretive Phenomenological Analysis (IPA) was used to analyse the semi-structured interviews. The findings were mainly related to difficulties and advantages that the sport scientists experienced when they applied the MAC principles. / Dissertation (MA)--University of Pretoria, 2016. / Psychology / MA / Unrestricted

The aim of this qualitative study is to examine how teachers comprehend and interpret the subject of Religious Studies in Sweden; and how these interpretations manifest themselves practically in their teachings. The theoretical framework of the subject Religious Studies can be perceived and interpreted in different ways. This interpretation, as well as its practical implementation, is a process that is largely determined by a teacher’s knowledge of: pedagogical content knowledge, subject matter knowledge and curricular knowledge. The examination is based on eight semi-struc-tured interviews with Religious Studies teachers. Perceptions and methods were explored with each of them, the output of which has been analysed and themed. The result of the study clearly demonstrated that the main purpose of Religious Studies teaching was to increase the acceptance and tolerance of its students. It also revealed that due to the breadth and complexity of subject matter, the practical implementation of their teaching approaches varied significantly. Furthermore, its effectiveness is not only influence by the teaching approach itself, but also by individual’s own personal development.

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In the wake of the guilty verdict of George Floyd’s murderer, police officer Derek Chauvin, there is hope for change in the pattern of police brutality against black people in the United States. The Hate U Give by Angie Thomas was published three years prior to George Floyd’s death, in 2017, and is a realistic fictional novel in the young adult genre that has gained attention for its relevant contribution in the debate of racism and police violence, as the fictional victim Khalil Harris, an unarmed black teenager, does not receive the same justice as George Floyd. In this essay, reader response to The Hate U Give is analysed in order to examine how it affects the opinions and worldview of the reader during and after the read. A close reading and analysis of pivotal scenes was carried out using affective stylistics, in order to interpret what the text does to the reader word-by-word, and subsequently the reader’s creation of meaning was examined and discussed. The reader’s response was then analysed with Stanley Fish’s theoretical framework of interpretive communities, groups with shared social norms and worldviews, which dictate how individuals create meaning in the first place. The analysis suggests that readers of The Hate U Give, while starting out in different, albeit to a certain extent similar, interpretive communities, will gradually align themselves with the interpretive community of Black Lives Matter through shared ideas and opinions and the increased understanding they develop when they read the novel.

As children with ADHD are typically diagnosed at school entry level, when problems with especially reading and writing occur, primary school teachers are directly affected by a pressing need to become more educated on the subject of ADHD. The responsibility to teach these young children effectively, and help them to successfully cope with their struggles in an academic environment also rests with the primary school teacher. The purpose of this study was to gain an understanding of the experiences of primary school teachers who have children diagnosed with ADHD in their classrooms. The phenomenological approach was used as a lens for collecting and interpreting data. Four participants from a private school were interviewed and transcripts were analysed and interpreted using the Interpretive Phenomenological Approach. The research findings were that the teachers experiences of having children with ADHD in their classrooms were both positive and negative and were affected by several factors including the number of diagnosed children in the classroom, the degree of severity of ADHD, support received from others, medication for ADHD and knowledge of ADHD. Copyright / Dissertation (MA)--University of Pretoria, 2008. / Psychology / unrestricted

<p>This dissertation used a qualitative and interpretive lens to explore visitor and staff perceptions of the mission and purpose of Glacier National Park and the National Park Service as well as the interpreted environmental state of this park. Through the use of online survey data and participant observations, this study provides a deeper understanding of how individuals inside of Glacier National Park view the potential for this park to succeed or fail with its mission as well as how environmental concerns are communicated to those within the park during the summer of 2019. Strategic environmental communication strategies are provided at the conclusion of this study in order to aid Glacier and the National Park Service in more efficiently educating their publics about their core goals and environmental management efforts.</p>

No description available.