Wetlands cover a broad of areas, including aquatic and terrestrial ecological systems. Many people and agencies are attracted the natural resources value and begin the action to protect it. In 2007, the Construction and Planning Agency Ministry of the Interior¡]CPAMI¡^in Taiwan announced 75 sites as ¡§National Wetlands of Importance¡¨. Currently the Wetland Conservation Law draft completed of 2010. In the future the wetlands conservation and mitigation mechanism will be definite. Wetland conservation is not only a government duty but also the resporsibility of the Private Sector and Citizen. Sometimes non-government organization and community often face private land ownership, lack of income and problems with Taiwan¡¦s current laws and regulation. Many wildlife habitats and critical wetlands are not owned by government, such as Aogu Wetland, therefore many researchers begin to promote the idea of "public trust" as one of the models for wetland sustainable management. In this study use public trust management model to combine wetland conservation maintain wetland ¡§no net loss¡¨. The common consensus and co-management mechanism between public and private sectors become crucial issues. Major research methods used Depth-Interview with different field experts to find the solution and feasibility of the proposed framework. Wetland public trust is a tool advocating the collaboration and cooperation among public, non-profit organizations, enterprise, government to improve the outcomes of environmental conservation, which can be oversee by particular authorities This study proposes wetland public trust as an appropriate framework and integrates tax system to improve the wetland conservation models in Taiwan.

The aim of this study was to examine whether male and female sport journalists in Sweden differ in their view of gender equality in sport editorials and how it could be achieved. Qualitative interwievs were conducted with seven men and women working as sport journalists in Sweden. The theoretical framework used are Kanter’s theory of tokenism, a theory about Suppression techniques and a Gender theory. The result shows that men and women have different perceptions of how to achieve gender equality in sport editorials. The majority of the female respondents experience the masculine culture as the reason why there is such a male dominance in the business. The male respondents experience the same issue, but claims that the male culture is not that comprehensive as before.

Indiana University-Purdue University Indianapolis (IUPUI) / Children are at increased risk for harmful lead exposure due to their behavior and the increased percentage of lead absorption. While lead levels and the possible adverse health effects vary by age and level absorbed, the medical field agrees that lead is a persistent public health issue of the first order. Importantly, Hoosier children are at an increased risk for possible negative side effects because of the small percentage of children who are being tested; despite the AAP’s recommendation. The Health Belief Model (HBM) provided a strong and appropriate framework for guiding this formative research about parents’ perceptions of blood lead testing. This study aimed to answer two research questions based on HBM concepts and utilized both quantitative and qualitative methods to help answer them. Using snowball and convenience sampling, 14 Hoosier parents were recruited to participate in this study during the spring of 2020. Parents were recruitment from four counties across the state with known high rates of lead and/or low rates of blood lead testing among babies and small children. The findings from this study yield broad suggestions for future work within the field of communication research and specific suggestions for applied communication campaign research and clinical interventions within the state of Indiana. This study suggests we still have a long way to go as a state in addressing the dangers of lead toxicity and increasing regular testing among Hoosier children.

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The aim of this study is to contribute to a deeper understanding of the underrepresentation of women working as sports journalists at local newspapers in Sweden. This study also aims to investigate how the Swedish Union of Journalists works to improve gender equality for female sports journalists. A qualitative semi-structured interview method is used to fulfill the aims of the study. The theoretical framework used are Kanter's theory of tokenism and Altheide and Snow's theory of media logic. The results shows that sports journalism faces a number of challenges in the work for gender equality, such as an excluding masculine culture, harassments in the field, difficulty of finding women to recruit and a need to prioritize more women in sports media to make women a more natural part of sports. The Swedish Union of Journalists mainly educates, provides equality projects and support female sport journalists regarding unequal conditions.

Notre recherche étudie la pratique des professeurs des écoles débutants à partir d'une approche par la description de leur vécu, de leur point de vue, c'est-à-dire en première personne. La méthode de recueil des données choisie est l'entretien d'explicitation de Vermersch, dans le but de mieux comprendre comment se construit le « je » professionnel chez les professeurs des écoles débutants. Cet accompagnement amène la personne interviewée à recontacter, au plus près, son vécu passé. Les verbalisations ainsi recueillies concernent, selon notre choix, des descriptions de situations de classe. À partir de l'analyse de ces données, nous avons mis en évidence des gestes professionnels d'ajustement (Jorro) des professeurs des écoles débutantes qui sont le résultat de prises d'information/prises de décision très brèves en situation. Les principaux indices qui attirent l'attention des professeurs des écoles débutantes sont relatifs aux élèves : leurs mouvements, leurs paroles, leur expressivité (le regard, l'absence de réaction, les sourires, etc.). Nous avons mis en évidence des compétences émergentes chez les professeurs des écoles débutantes, qui relèvent de compétences transversales. Pour nous, une compétence émergente est un savoir-faire professionnel mû par une intention, un sous-but, qui est en cours de construction chez le professeurs des écoles, qui, souvent n'est pas encore conscientisé, mais qui est présent dans la description en première personne d'un vécu de classe. Ces savoir-faire appartiennent au préréfléchi de l'action et vont donner lieu à des prises de conscience par le processus cognitif de réfléchissement. Les compétences émergentes que nous avons pu identifier sont au nombre de quatre : faire verbaliser les élèves, favoriser les interactions entre les élèves, écouter et prendre en compte la parole des élèves, utiliser son corps et son positionnement dans la classe. Deux catégories de compétences émergentes se dégagent : l'importance du corps de l'enseignant par les professeurs des écoles débutantes, d'une part, et l'importance de la prise en compte de la parole des élèves, d'autre part. Ces deux objets de prise de conscience semblent fondamentaux dans la conduite de la classe, pour instaurer un climat de confiance et pour assurer une relation pédagogique propice à l'apprentissage des élèves. Notre recherche met en évidence des compétences conscientisées par les professeurs des écoles débutantes. Elles sont déjà présentes à la conscience des professeurs des écoles débutantes interviewées, ou ont fait l'objet d'une prise de conscience au cours de notre recherche. Elles sont constituées de ce que la professeurs des écoles sait qu'elle sait faire. Ces compétences conscientisées font partie des gestes professionnels (Jorro). Ces gestes professionnels contiennent les savoir-faire historiques du métier et intègrent des compétences que le professionnel ajuste selon ses perceptions et les relations inter-subjectives, en situation. Nous avons montré que les compétences émergentes et les compétences conscientisées, constituant des gestes professionnels, étaient sous-tendues par des valeurs pour les professeurs des écoles débutantes de notre corpus. Ces valeurs sont : créer un climat de confiance dans la classe, de donner confiance en eux aux élèves, d'aider les élèves en difficulté et de rendre les élèves autonomes. Ces valeurs sous-jacentes sont incarnées par les professeurs des écoles débutantes à travers une posture d'écoute et de respect des élèves, sachant manier aussi l'humour, une posture d'accompagnement des élèves (dans le sens d'être « à côté », de « rassurer » et d'« encourager »). Ces valeurs représentent les deux piliers du « je » professionnel en construction chez les professeurs des écoles débutantes : l'importance de la relation aux élèves et l'importance du lâcher-prise. Nous formulons l'hypothèse que ce « je » professionnel évolue tout au long de la carrière des professeurs des écoles. / Our research studies the practice of the primary school teachers beginners starting from an approach by description from their real-life experience, their point of view, i.e. in first person. The selected method of collection of the data is the elicitation interview method of Vermersch, with an aim of better understanding how the professional “I” of the primary school teachers beginners in construction. This accompaniment brings the person interviewed to recontact, with close, its past real life experience. The entries of charge thus collected concern, according to our choice, descriptions of situations of class. Starting from the analysis of these data, we highlighted professional gestures of adjustment (Jorro) of the primary school teachers beginners which are the result of acquisitions of information and very short decision makings in situation. The principal indices which draw the attention of the primary school teachers beginners are relating to the pupils: their movements, their words, their expressivity (the glance, the absence of reaction, smiles, etc.). We highlighted emergent competences of the primary school teachers beginners, which concern transverse competences. For us, an emergent competence is a professional know-how drived by an intention, a under-goal, which is in construction at the primary school teachers beginners, which, often is not conscientized yet, but which is present in description in first person of the real life experience on class. This know-how belongs to the given cognitive process of the action and will cause awakenings by the cognitive process of reflecting. Emergent competences that we could identify are four : to make the pupils to verbalize, support the interactions between the pupils, to listen to and to take into account the word of the pupils, to use teacher's body and its positioning in the classroom. Two categories of emergent competences appear: importance of the body of the teacher by the primary school teachers beginners, on the one hand, and the importance of the taking into account of the word of the pupils, on the other hand. These two objects of awakening seem fundamental in the control of the class, to found a climate of trust and to ensure a teaching relation favourable with the training of the pupils. Our research highlights the competences conscientized by the beginners primary school teachers. They are already present at the conscience of the primary school interviewed teachers, or were the object of an awakening during our research. They consist of what the primary school teachers beginners know that they can do. These conscientized competences are part of the professional gestures (Jorro). These occupational gestures contain historical know-how of the trade and integrate competences which the professional adjusts according to his perceptions and the intersubjective relations, in situation. We showed that emergent competences and conscientized competences, constituting professional gestures, were underlain by values for the primary school teachers beginners of our corpus. These values are : to create a climate of trust in the class, to give confidence in them to the pupils, to help the pupils in difficulty and to make the pupils autonomous. These subjacent values are incarnated by the primary school teachers beginners through a posture of listening and respect of the pupils, knowing to also handle humour, a posture of accompaniment of the pupils (in the direction to be “at side”, “to reassure” and “to encourage”). These values represent the two pillars of the professional “I” in construction of the primary school teachers beginners: importance of the relation to the pupils and importance of the release-catch. We formulate the assumption that this “I” professional evolves throughout the career of the primary school teachers.

本研究旨在探討於青少年時期曾經驗父（母）親過世的成人，面對其父（母）親過世的失落事件個人之因應方式，以及失落事件對個人造成的影響和意義是什麼？ 研究採現象學取向的深度訪談方式為研究方法，邀請五位成年人，進行回溯性資料蒐集，並以中心主題及個人描敘文加以分析資料。主要的研究發現如下： 一、失落事件與自我之間存在一個互為背景與圖像的關係。以此一觀點引申，發現失落具有四個內涵：失落感覺的產生來自情境的引發、失落是經驗主體的主動感知、失落是循環不止的質變過程、失落其實是部份自我的失落。 二、失落事件的發生對個人最主要的影響在於，經驗失落的主體之自我概念的改變。其中改變的向度包括自我認同、家庭動力、人際互動及生命觀等四個層面。 三、成功的因應失落來自於經驗主體其自我概念的成功重建。 四、失落的意義在於，個人因與過世父（母）親的關係的中斷，促使經驗失落的主體得以發展新的眼光來看待過去關係中的「自我」。 五、以時間序列的縱觀角度探討失落的因應歷程時，發現個人因應失落的歷程有極高的個殊性，無法歸納出相同的步驟、階段。但在失落感受發生的片刻之間，發現個人在面對其失落感受及現實生活挑戰時，具有極為相似的心理歷程。 最後依據以上的研究發現，提出有關對諮商人員、父母及教育工作者及對未來研究的建議。 / The purpose of this study was to understand coping process, the influence, and the meaning of adults when they were adolescent following parental death. Five interviewees participated this study. Phenomenological deep interview was adopted to collect data. Central themes and essential descriptions were chosen to analyze. The main finding were as follow: 1. The relationship of loss and self was just like figure and ground. There were four implications from this concept such as: 1) loss was induced by the environment 2)loss was an active feeling 3)the meaning of loss was changeable.4) loss came from part of self loss. 2. Facing the event of loss, the most critical influence towards interviewees was the change to his/hers self-concept. Changed aspects included self-indentity, family dynamics, interpersonal dynamics, and vision to life. 3. Successful coping skills mean the self-concept had been successfully reconstructed. 4. The meaning of loss was what could get a new self-concept ideal by the interrupted parental relationship. 5. There were no typical loss coping process among these interviewees. But when loss appears in daily life, there was a similar psychological process. The discussion and suggestion about the develoment of loss counseling were raised at the end the article.

There is increasing need and demand in various contexts to take children’s perspectives into account, including the views and opinions of the youngest children. However, listening to the voices of children is a challenging and complex task, and the field is normatively loaded. There is thus a growing need for valid and reliable methods and techniques that aid children to verbalise their experiences. The overall aim of this thesis was to examine the ability of the In My Shoes computer assisted interview and a Standard verbal interview to elicit accurate information and evaluative content, when used with preschool-aged children and determine their suitability in relation to situationally shy children. Our studies show that the two interview methods, in general, provided equally accurate and complete statements. In addition, the IMS interview can be a more useful and suitable tool during the rapport phase with situationally shy children compared to the Standard verbal method. For non-shy children, the interview methods were equally adequate. In relation to evaluative information, the recommended open-ended questions in the Standard verbal interview were insufficient. Children appeared to need evaluative questions in order to provide evaluative content. Examining the ability of IMS to elicit subjective experiences showed that using IMS aided children to provide detailed and varied descriptions of emotions, somatic experiences, and objects such as toys.   Thus, when choosing the optimal child interview method, there are several aspects that need to be considered, including the degree to which children’s statements need to be accurate and complete and/or contain evaluative information and the child’s level of shyness. These studies have increased the number of evaluated methods for interviewing children and contributed to new knowledge about the challenging task of optimising the choice of method for interviewing preschoolers. / <p>Forskningsfinansiering: Stiftelsen Allmänna Barnhuset, FB13-0014 </p>