Schwere psychische Erkrankungen wie Schizophrenie und affektive Störungen haben nicht nur einen erheblichen Einfluss auf das Leben der Patienten, sondern auch ihrer Bezugspersonen. Die Entdeckung der Lebensqualität und ihrer relevanten Faktoren für pflegende Angehörige von Patienten mit psychischen Erkrankungen hilft Gesundheitsfachkräften sowie dem System, besser mit pflegenden Angehörigen zusammenzuarbeiten. Außerdem hilft es den Pflegekräften, auf eine adaptive Weise mit Patienten umzugehen. Die Studie zielte darauf ab, die Belastung und Lebensqualität von Pflegekräften, ihre spezifischen Bedürfnisse und Bewältigungsstrategien zu identifizieren. Außerdem sollte ein neuer Fragebogen entwickelt werden, um die Lebensqualität der Pflegekräfte zu messen. Diese Studie wendet einen Mixed-Method-Ansatz mit drei explorativen, quantitativen und ergänzenden Phasen an. Die qualitative explorative Phase der Studie wurde mittels halbstrukturierter Interviews mit 45 Betreuern von Patienten mit Schizophrenie und affektiven Störungen durchgeführt. Die Daten wurden durch qualitative Inhaltsanalyse untersucht. Die quantitative Phase diente der Entwicklung und Validierung eines neuen Instruments zur Messung der Lebensqualität von Pflegekräften sowie der Bereitstellung von Hauptfragen des Interviews für die zusätzliche Phase der Studie. Die Ergänzungsphase der Studie wurde in halbstrukturierten Interviews mit 18 Betreuern von Patienten mit Schizophrenie sowie affektiven Störungen durchgeführt. Die Daten wurden mittels Grounded-Theory-Analyse untersucht. Die Ergebnisse der Studie ermittelten die Hauptbelastungen, denen die Pflegepersonen ausgesetzt waren. Darüber hinaus wurden durch die Entwicklung und Validierung eines neuen Fragebogens die wichtigsten Faktoren für die Lebensqualität aufgedeckt. Ergebnisse der Ergänzungsphase der Studie identifizierten das Kernkonzept der Pflegeerfahrung sowie deren Hauptkategorien. Außerdem werden verschiedene Arten von Bewältigungsstrategien vorgeschlagen, die die Pflegekräfte übernommen haben. Weiterhin zeigt diese Phase die Trajektorie von Pflegeerfahrung und Bewältigungsstrategien in verschiedenen Phasen der Erkrankung. Die Studie bietet einige Vorschläge für das System, Fachkräfte im Gesundheitswesen sowie Pflegekräfte an, um die Lebensqualität der Pflegekräfte zu verbessern und die Absicht zu vermindern, Patienten einem institutionellen Pflegezentrum anzuvertrauen. / Severe mental illnesses, such as schizophrenia and affective disorders, have a considerable impact on the lives of not only patients but also their caregivers. Discovering the quality of life and its contributing factors for family caregivers of patients with mental illnesses helps health-care professionals as well as the system to work better with family caregivers. Also, it helps the caregivers to cope with patients in an adaptive way. The study aimed to identify the burden and quality of life of caregivers, their specific needs and coping strategies. Also, it aimed to develop a new questionnaire to measure caregivers’ quality of life. This study applied a mixed-method approach with three exploratory, quantitative and supplementary phases. The qualitative exploratory phase of the study was conducted via semi-structured interviews with 45 caregivers of patients with schizophrenia and affective disorders. Data were analyzed through qualitative content analysis. The quantitative phase was designed to develop and validate a new instrument to measure caregivers’ quality of life as well as to provide main questions of the interview for the supplementary phase of the study. The supplementary phase of the study was conducted by semi-structured interviews with 18 caregivers of patients with schizophrenia and affective disorders. Data were analyzed by grounded theory analysis. Findings of the study identified main burdens that the caregivers endured; additionally, main factors which contributed to the quality of life were revealed by developing and validating a new questionnaire. Findings of the supplementary phase of the study identified the core concept of caregiving experience as well as its main categories. Also, it proposes different kinds of coping strategies that caregivers adopted. Furthermore, this phase shows the trajectory of caregiving experience and coping strategies in different phases of the illness. The study provides some suggestions for the system, health-care professionals as well as caregivers in order to increase caregivers’ quality of life and to lessen the intention to entrust patients to an institutional take care center.

Why does it appall us if the CEO of a German prime bank lays off his employees despite sufficient revenue? Why do we feel contempt for Klaus Zumwinkel, a well-known tax evader? Why is Bill Gates admired for donating billions of dollars to a foundation? The answer to these questions appears to be remarkably simple: Because one seems wrong whereas the other right. More precisely, it is either morally right or morally wrong. This dissertation deals with emotions that arise when we assess peoples’ actions. Such emotions can be described as moral emotions. On the one hand, I am particularly interested in how these emotions are created. On the other hand, the consequences of identifying these emotions and therefore the function of moral emotions take on a significant role for me as well. I proceed on the assumption that these emotions have a mediating role for subsequent actions. Therefore, the key issues are why we experience the emotions we have and moreover, what is to be expected when we feel these emotions. Here, moral emotions are of major importance when transitioning from thinking to acting. Weiner (2006) and Rudolph, Roesch, Greitemeyer and Weiner (2004) previously described emotional reactions as mediating factors between cognitive processes (attributions) and subsequent behavior. Similar to this sequential model, moral emotions supposedly serve as a quick and efficient basis for decision-making regarding subsequent behavior as the heuristics advocated by Gigerenzer and Todd (1999). Here, moral emotions function as ‘heuristic cues’ that can channel our behavior. Even modern theories in computer and information science depict the human being as an “emotional machine” making use of emotionally driven programs in order to mediate between dynamic input factors from nature and adaptive output processes in terms of behavioral reactions. (Minsky, 2007) The methods of my research rely on a true role model: Charles Darwin. In his work “The Expression of the Emotions in Man and Animals” from 1872, Darwin also considered the question of what role emotions play and how they are created. Darwin (1872) proposed six potential methods to examine emotions in more detail (for an overview see Meyer, Schützwohl, & Reisenzein, 2008). Although Darwin mainly focused on the phylogenetic history and particularly dealt with the expression of mimicking as well as the congenital and inherited trigger conditions of emotional reactions, his findings and methods nevertheless were the role model for generations of emotion researchers and are still of great relevance (Izard, 1971, 1991, 1992; Lazarus, 1991a, 1991b, 1991c; Ortony, Clore, & Collins, 1988; Rudolph, Schulz, & Tscharaktschiew, 2013; Rudolph & Tscharaktschiew, 2014; Tomkins, 1963, 1962; Weiner, 2006). So far, Rudolph, Schulz and Tscharaktschiew (2013) have presented an empirically supported taxonomy of moral emotions and thereby have identified universally valid leading conditions of moral emotions. They are guided by attributional concepts as previously described by Heider (1958) in the context of his naïve analysis of action using forced-choice methods for selecting emotions with their subjects. Rudolph et al. (2013) divided moral emotions into emotions that assess one’s own actions (so-called actor emotions) or other people’s actions (so-called observer emotions). It becomes apparent that our moral identification of emotions depends on whether a) this action was considered as good or bad in terms of a moral standard, b) the goal of an action was or was not attained and c) the acting person made or did not make an effort in doing so. These dimensions are known as ought (a), goal-attainment (b) and effort (c). I am particularly interested in whether the dimensions discovered by Rudolph et al. (2013) will appear in autobiographical and free reports. Furthermore, I will examine more in depth the scenarios predicted by the theory and individual emotions in different test settings. All studies are conducted on an empirical basis using quantitative and qualitative methods that were previously applied by Darwin (1872) in modified form. First, I will examine whether the categories ought, goal-attainment and effort established by Rudolph et al. (2013) could be traced in recalled reports of emotional episodes using qualitative methods. Afterwards, extremely similar emotions will be distinguished in enhanced detail using a category system. Emotions such as anger, disgust and despite will be scrutinized in an experimental setting for the first time. It will be determined whether a sequential model of cognition emotion behavior already develops by the early stages using the complex emotions schadenfreude and sympathy with preschool children. For prisoners and people suffering from a personality disorder, the emotions of guilt and shame will be distinguished. In addition, the link to future behavior as well as neurological particularities of such groups of people will be taken into consideration. In my work, I will intensively scrutinize the category system assumed by Rudolph et al. (2013). Simultaneously, emotions that have been extremely similar or strongly connected thus far will be analyzed and described to a finer extent. Eventually, results will allow for a better understanding regarding the prediction of subsequent behavior. / Wieso empört es uns, wenn der Vorstandsvorsitzende einer deutschen Großbank trotz sprudelnder Kassen Mitarbeiter entlässt? Wieso empfinden wir Verachtung für Klaus Zumwinkel, einen prominenten Steuersünder? Warum bewundern wir Bill Gates für seine Milliardenschenkung an eine Stiftung? Die Antwort auf diese Fragen scheint denkbar einfach: Weil das eine falsch, das andere dagegen richtig erscheint. Genauer gesagt: Es ist moralisch richtig oder moralisch falsch. In meiner Arbeit geht es um eben jene Emotionen, die entstehen, wenn Handlungen von Personen bewertet werden. Solche Emotionen kann man als moralische Emotionen bezeichnen. Dabei interessieren mich einerseits die Entstehung, andererseits die Konsequenzen eines solchen Emotionsempfindens und damit die Funktion der moralischen Emotionen. Ich gehe dabei davon aus, dass diese Emotionen einen vermittelnden Charakter für nachfolgende Handlungen haben. Die entscheidenden Fragen sind also: Warum haben wir die Emotionen, die wir haben? Und: Was ist zu erwarten, wenn wir diese Emotionen verspüren? Dabei nehmen die moralischen Emotionen eine Schlüsselrolle auf dem Weg vom Denken zum Handeln ein. Bereits Weiner (2006) oder Rudolph, Roesch, Greitemeyer und Weiner (2004) haben emotionale Reaktionen als vermittelnde Größen zwischen kognitiven Prozessen (Attributionen) und nachfolgendem Verhalten beschrieben. Ähnlich diesem Sequenzmodell sollten moralische Emotionen wie die von Gigerenzer und Todd (1999) propagierten Heuristiken als schnelle und sparsame Entscheidungsgrundlage für das nachfolgende Verhalten dienen. Bei einer solchen Betrachtung fungieren die moralischen Emotionen als ‚heuristic cues’, die unser Verhalten bahnen können. Sogar moderne Theorien im Fachbereich Informatik zeichnen das Bild vom Menschen als „emotionale Maschine“, die gefühlsgesteuerte Programme benutzt, um zwischen dynamischen Input-Größen aus der Natur und adaptiven Output-Prozessen im Sinne von Verhaltensreaktionen zu vermitteln (Minsky, 2007) Meine Untersuchungen folgen in der Auswahl der Methoden einem großen Vorbild: Charles Darwin. In seinem Werk „Der Ausdruck der Gemütsbewegungen bei dem Menschen und den Tieren“ (im englischen Original: The Expression of the Emotions in Man and Animals) geht Darwin (1872) ebenfalls den grundlegenden Fragen nach, welche Funktion Emotionen haben und wie sie entstehen. Dabei legt Darwin sechs mögliche Methoden vor, um sich mit Emotionen genauer zu beschäftigen (für einen Überblick siehe Meyer et al., 2008).Zwar liegt Darwins Fokus dabei eher auf der Stammesgeschichte und er beschäftigt sich vor allem mit dem mimischen Ausdruck sowie den angeborenen und vererbten Auslösebedingungen emotionaler Reaktionen. Dennoch waren und sind seine Erkenntnisse und die von ihm verwendeten Methoden das Vorbild für Generationen von Emotionsforschern (Izard, 1971, 1991, 1992; Lazarus, 1991a, 1991b, 1991c; Ortony et al., 1988; Rudolph et al., 2013; Rudolph & Tscharaktschiew, 2014; Tomkins, 1963, 1962; Weiner, 2006) Bisher haben Rudolph, Schulz und Tscharaktschiew (2013) eine empirisch gestützte Taxonomie moralischer Emotionen vorgelegt und damit allgemeingültige vorauslaufende Bedingungen moralischer Emotionen identifiziert. Sie orientieren sich dabei an attributionalen Konzepten, wie sie bereits Heider (1958) mit seiner naiven Handlungsanalyse beschreibt und benutzen dabei vor allem hypothetische Szenarien und vorgegebene Emotionswörter zur Untersuchung der Emotionen ihrer Probanden. Moralische Emotionen unterscheiden Rudolph et al. (2013), in solche Emotionen welche eigene Handlungen (so genannte Actor Emotionen) oder die Handlungen anderer (so genannte Observer Emotionen) bewerten. Es zeigt sich, dass unser moralisches Emotionsempfinden davon abhängt, ob diese Handlung a) bezogen auf einen moralischen Standard als gut oder schlecht gilt, b) das Ziel der Handlung erreicht wurde oder nicht und c) sich der Handelnde dabei angestrengt hat oder nicht. Diese Dimensionen bezeichnen wir als ought (a), goal-attainment (b) und effort (c). Mich interessiert in dieser Arbeit vor allem, ob sich die von Rudolph et al. (2013) gefundenen Dimensionen auch in autobiografischen Schilderungen und in freien Berichten wiederfinden. Darüber hinaus nehme ich die Voraussagen der Theorie und einzelne Emotionen in verschiedenen Untersuchungssettings genauer unter die Lupe. Alle Untersuchungen sind empirischer Natur und orientieren sich an den quantitativen und qualitativen Methoden, die in abgewandelter Form bereits Darwin (1872) benutzte. Als erstes prüfe ich anhand qualitativer Methoden, ob sich die von Rudolph et al. (2013) gefundenen Kategorien von ought, goal-attainment und effort auch in erinnerten Schilderungen emotionaler Episoden nachzeichnen lassen. Stark ähnliche Emotionen werden anschließend mithilfe eines Kategoriensystems noch besser unterschieden. Die Emotionen Ärger, Empörung und Verachtung werden in einem experimentellen Setting erstmals genauer unterschieden. Die Frage, ob sich ein Sequenzmodell von Kognition  Emotion  Verhalten bereits in frühen Entwicklungsstadien ausbildet, wird anhand der komplexen Emotionen Schadenfreude und Mitleid mit Vorschulkindern untersucht. Bei Strafgefangenen und Personen mit Persönlichkeitsstörungen werden die Emotionen Scham und Schuld näher unterschieden. Außerdem werden hier Zusammenhänge mit zukünftigem Verhalten sowie neurologischen Besonderheiten solcher Personengruppen betrachtet. Meine Arbeiten unterziehen einerseits das postulierte Kategoriensystem von Rudolph et al. (2013) einem harten Test. Gleichzeitig werden bisher stark ähnliche oder zusammenhängende Emotionen feiner analysiert und beschrieben. Schließlich ermöglichen die Ergebnisse ein besseres Verständnis für die Vorhersage von nachfolgendem Verhalten.

Background: Malaria continues to pose a complex public health problem amongst pregnant women in Africa (Schantz-Dunn & Nour 2009; Antwi 2010), accounting for over 90% of the global malaria burden (WHO 2002; Morel et al. 2005; Schantz-Dunn & Nour 2009). However, little is known about the impact of information, education and communication (IEC) strategies in malaria prevention and control among pregnant women in Africa. Aims and Objectives: The study sought to identify: evidence of impact of IEC strategies; feasibility, appropriateness, meaningfulness and effectiveness of the IEC strategies; challenges; best practices and key lessons to inform governments, policymakers, health partners, the academic community, directors, managers of health, frontline health professionals and health educators at institutional and community levels. Moreover, the study aimed to develop a theoretical framework to enhance the understanding of issues related to implementation of IEC strategies. Methods: A mixed method approach was adopted. This consisted of a systematic review of evidence within the African context and an evaluation methodology involving a contextually based survey of Ethiopia, Ghana, Nigeria and Tanzania. The systematic review involved a structured search of relevant databases and websites, and hand search strategies. Three sets of evidence were identified and aggregated using a narrative synthesis approach. A survey questionnaire reflecting the outcomes of the review was sent to health professionals and lay persons in the countries under study. Primary data were analysed using SPSS Version 15.0. Non-parametric tests and sensitivity analyses were conducted to assess the nature of opinions among respondents within and across countries. Findings: 3,440 studies were identified during the systematic review. Out of this number, 57 met the inclusion criteria. Following critical appraisal, 50 studies met the criteria for methodological quality. Ten IEC strategies were identified. These were: Staff training and orientation Advocacy Community mass education campaigns House-to-house sensitisation Health education in health units Visiting places of worship Women’s group meetings Integrated health education campaigns Symbolism versus message delivery Audience segmentation versus information delivery. The survey reveals a high level of awareness of IEC strategies among respondents in the African countries studied. The evidence of impact reported by respondents supported the findings of the systematic review. However, there were some differences, and some concerns still remain regarding the extent of impact. The study suggests that using an IEC strategy implementation equation could enhance the understanding of issues related to implementation of IEC strategies. Implications of the findings are outlined, including implications for professional practice in relation to IEC programme implementation, most especially among nurses and midwives. IEC roles and responsibilities of key actors are also proposed. Conclusions: Despite the challenges of adopting a mixed method approach, the study highlights an important relationship between evidence and practice. This approach also helped to ensure that a comprehensive multiperspective view of IEC strategies was achieved. In designing and implementing IEC programmes, clients must be involved in order to encourage community ownership and programme sustainability. Attitudinal change and commitment is required by all stakeholders in order to achieve and maintain impact on malaria in pregnancy. Finally, while recognising the essence of feasibility, appropriateness and meaningfulness of a given strategy, it is worth noting that the key message from this study is that no one single strategy on its own appears ideal. Therefore, there is the need to pay equal attention to both institutional and community-based strategies. Doing one thing alone will not work; more evidence of impact is required to know what works and in what context.

In recent years the important of leadership in the organization has become an area of interest. Leadership has been noted to impact corporate culture, employee commitment and response and the overall performance of the organization. Given the fact that leadership is such an important part of organizational development and discourse, effective methods for developing effective leadership in the organization are needed. Without definitive methods for leadership development, organizations will not be able to optimize the outcomes of leadership in the organization. Thus, there is a clear impetus to delineate what works best in the context of leadership development. This study used concurrent qualitative and quantitative research to understand better the effect of cross-cultural influences on the leadership development programmes and leadership practices development in a study population consisting of managers and supervisors in the Kuwaiti banking industry. Although Kuwaiti organisations employ many international employees and operate foreign subsidiaries, they have not created leadership development programmes to improve cross-cultural leadership skills for managers. As a result, Kuwaiti managers often rely on traditional transactional methods and an authoritarian style of leadership that may be less effective with employees from different nations and cultural backgrounds. The qualitative phase of the research collected data from Kuwaiti bank managers through interviews while the quantitative phase of the research collected data with survey instrument. The quantitative phase of the study also tested the validity of a conceptual model and hypotheses using structural equation modelling and regression analysis. The research was guided by distributed leadership theory, which considers leadership as a series of interactions between leader and follower with the follower sometimes adopting an informal role as temporary leader. The theory also considers the context in which the leader operates as a critical factor for motivating leadership practise. The testing and validation of the theoretical model in the study led to the acceptance of a new 'Effective Cross Cultural Leadership' (ECL) model. This model describes the relationship between the exogenous or independent variables of cultural differences, training and development in traditional Kuwaiti leadership, cross cultural leadership development programmes and international leadership practises with the endogenous or dependent variables of leadership development programmes and leadership practises development. The testing of the hypotheses of the study showed a statistically significant relationship between the four independent variables and the two dependent variables with exception of the relationship between the independent variable of international leadership practises and the dependant variable of leadership programmes development. The quantitative findings also indicated that demographic variables do not have a moderating effect on the model. The qualitative findings of the study determined that cultural differences between employees and managers influence the managers' leadership behaviours and their understanding of the type of leadership development programmes to improve their cross-cultural leadership skills. Managers with greater experience or knowledge of foreign cultures adopt more flexible leadership practises when leading international teams. The qualitative findings also determined that front office managers are more willing to use participative leadership styles in leadership practises, while back office managers rely on authoritarian leadership styles focusing on tasks in their leadership practises, indicating that the context influences leadership styles and practise. The findings of the study including the development and validation of the Effective Cross-Cultural Leadership (ECL) model contribute to the theoretical and practical knowledge of cross-cultural leadership in Kuwait that can be extended to other Middle Eastern nations. In addition, the study finding extends cross-cultural theory by indicating that international influences both internal and external to the organisation affect leadership styles despite national norms and preferences. These findings implied that Kuwaiti organisations experience significant pressure to adopt some international leadership practises and styles to accommodate the expectations and needs of the many international workers employed in Kuwait. The practical implication of these findings showed that Kuwaiti managers would benefit from leadership training emphasising that no standard or correct approach to leadership exists and that it can be acceptable for leaders to use participative styles when warranted by the situation.

<p><strong><p>Purpose: The purpose of this thesis is to investigate if and how the presence of Fairtrade promotion can change the attitude towards the stores, ICA and Lidl. <strong></strong></p><p><strong>Background: People‟s attitude towards the brand Fairtrade is predominantly positive and by providing these socially beneficial products, stores wish to strengthen their brand image by communicating their social responsibility through the message of Fairtrade. Previous research has shown that the socially responsible actions of a company can result in an enhanced brand attitude, but also in some cases, the actions taken have had a diminished effect on the attitude towards a brand. It is therefore of interest to research which stores that can gain from Fairtrade promotions in terms of an improved attitude towards the brand. </strong></p><p><strong><strong>Method: To answer the purpose, a mixed method sequential explanatory design was applied, by collecting quantitative data from an experiment, and qualitative data from a follow-up interview. The emphasis was put on the quantitative phase, where four different experimental groups were manipulated with different internet advertisement; ICA and Lidl, with the presence and absence of Fairtrade promotion. </strong></strong></p><p><strong><strong><strong>Conclusion: The outcome of the study signified that the attitude towards Lidl was somewhat negative with the absence of Fairtrade and declined with the presence of Fairtrade promotion while the attitude towards ICA did not change regardless of promotion. The results indicate that Fairtrade can not be successfully used as a system of changing brand attitude of a store, if customers do not consider it to be congruent with the initial brand image. It is supported that consistency is the key to success for a brand to be believable and enhance the brand attitude. </strong></strong></strong></p></strong></p>

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal.

The need to incorporate interprofessional education (IPE) as part of any healthcare profession curricula is growing in an approach to prepare a collaborative practice-ready workforce. Pharmacy students should be equipped with the necessary competencies and skills needed for them to practise interprofessionally, commensurate with the expanding and evolving role of the pharmacist. Thus, the Qatar University College of Pharmacy has decided to incorporate IPE initiatives formally into the pharmacy curriculum in collaboration with other healthcare institutions in Qatar to meet the accreditation standards set by the Canadian Council for Accreditation of Pharmacy Programs (CCAPP) and fulfil the recommendations set in the World Health Organization (WHO) framework. To implement effective IPE strategies, it is important to consider the prior attitudes and expectations of various stakeholders in the process -- particularly students, faculty, and practising pharmacists. The overall aim of this PhD research is to explore the pharmacy perspectives of IPE and collaborative practice from a Middle Eastern context. The research started with a comprehensive systematic review of the literature focusing on the perspectives of pharmacy students, pharmacy faculty, and practising pharmacists on IPE and collaborative practice. Five themes have been identified from the systematic review: inconsistency in reporting IPE research, professional image of the pharmacist, lack of longitudinal follow-up, lack of IPE research on faculty, and lack of mixed method studies. This was followed by three sequential explanatory mixed method designs, to explore the perception of faculty, students, and practising pharmacists, individually. This was undertaken to gain an in depth understanding of the strengths and challenges of each group that can affect the implementation and perspectives toward IPE and collaborative practice. Two data collection methods were used: quantitative surveys and qualitative focus groups. Quantitative data were imported into SPSS® version 22 and analysed using both descriptive and inferential statistics. Qualitative data from the focus groups were analysed using thematic analysis. For the quantitative surveys, the overall response rate was 117 out of 334 (35%) for pharmacy faculty in the Middle East, 102/132 (77%) for pharmacy students in Qatar and 178/285 (63%) for practising pharmacists in Qatar. This was followed by seven focus groups with a total of 51 participants. Findings, from both the survey and focus groups, support that students, faculty and practising pharmacists are ready to engage in IPE and collaborative practice. The findings further identified positive attitudes that reinforce the need to incorporate IPE into healthcare curricula. They perceive anticipated benefits to them as professionals and to the patients. However, a large number of challenges have been highlighted, including the existence of a hierarchical culture, pharmacists’ role and image, a weak sense of professional identity among pharmacists, their marginalised contribution, resistance from the healthcare teams to the evolving role of the pharmacists, and the heterogeneous background of healthcare professionals. Promisingly, the education and healthcare system in Qatar is undergoing significant changes with some positive influences noted within education and practice settings. This is the first study investigating pharmacy perspectives of IPE in Qatar, the Middle East, and worldwide. The findings from this research generated a body of knowledge regarding the pharmacy perspectives of IPE and provided a better understanding of what shapes this perspective from a Middle Eastern context. The research presents a new model based on collective input, efforts, and readiness in five key stages: academic institution, faculty, student, practice, and environment. The model moves beyond focusing on the individual stages separately and expands to consider the complexity of linking and aligning the stages together. Coordinated efforts, between the stages, focused on a more comprehensive and holistic implementation, is essential for successful implementation of IPE and collaborative practice.

Cette recherche porte sur l’enseignement de la littérature dans un cursus universitaire de français langue étrangère. Elle questionne la notion de culture littéraire à travers les « canons littéraires », les littératures « mineures » selon la terminologie de G. Deleuze, et leur contextualisation d’une part, et, d’autre part, à travers la mise en place de pratiques enseignantes visant sa transmission / construction. Cette recherche étant ancrée dans les sciences humaines par ses champs d’étude – la littérature et la didactique – et étant, par conséquent, relativement subjective, nous avons choisi d’étudier un cas particulier, celui dans lequel nos questions sont apparues, afin de mettre en évidence ses spécificités mais aussi des traits généralisables ou, du moins, ouvrant des pistes de réflexions transposables dans d’autres contextes. Pour effectuer cette étude, nous avons privilégié une approche inductive et compréhensive et nous avons opté pour une méthode mixte ou une triangulation permettant le croisement de différentes données dans le but d’avoir une vision globale de la situation en termes de pratiques, de potentiels et de limites. Les résultats obtenus dans ce contexte ouvrent un champ de possibles pour penser une didactique du FLE adaptée à un enseignement littéraire en milieu universitaire. / This research focuses on teaching literature at a university-level French language department. It questions the concept of literary culture through the concepts of “literary canon”, “minor” literature, following G. Deleuze’s terminology, and their contextualization on the one hand, and on the other, through the implementation of teaching practices aiming at transmitting / building it. This research, rooted in human sciences because of its fields of study – literature and didactics – and as a consequence, being relatively subjective, is focused on a specific case, the one where our questions first emerged from: the French department at Birzeit University in Palestine. This approach allows us to enhance the specificities of this context while drawing at the same time some features that could be generalized, or at least that could open some opportunities for transferable reflections on other contexts. In conducting this study an inductive and comprehensive approach has been favored. A mixed-method approach or triangulation was used, allowing us to cross-compare data in order to get a more global view of the situation in terms of practice, potential and limits. The results obtained in this context then open new horizons to think adapted French as a foreign language didactics to literary teaching/learning in an academic context.

Classification systems constitute important tools within the field of knowledge organisation. The following bachelor thesis addresses Dewey Decimal Classification (DDC) and discusses the potential of bias in the religion class. Prior to this essay, DDC has been criticised for its biased representations, and for conveying an ethnocentric conception of the world. In this era of globalization, there is a want of classification systems that reflect multicultural societies – in other words, classification systems that consist of pluralistic (world)views. This thesis focuses on the 200’s of DDC, with the purpose of illuminating the degree of religious pluralism therein; more specifically, the thesis answers the following questions: 1) what discourse(s) dominates the religion section of DDC 23?, and 2) which groups and perspectives are being marginalized as a consequence of the dominating discourse(s) within the religion section of DDC 23? In order to answer the questions stated above, the analysis is carried out by means of the theoretical framework by Ernesto Laclau and Chantal Mouffe regarding discourses. In addition to the discourse analysis, a quantitative content analysis is also performed. This mixed methods approach outlines the frequencies and discursive formations of terms occurring in the 200’s, and accordingly generates the following implications: 1) the religion section of DDC 23 is dominated by a Christian discourse, and 2) the groups and perspectives that are being marginalized consists of all religions other than Christianity. Hence, the degree of pluralism within the religion section of DDC 23 is considered to be low.

Thesis (Ph.D. (Psychology))--North-West University, Potchefstroom Campus, 2010.