No description available.

Workplace ostracism is a ubiquitous phenomenon that can have negative implications for both individuals and organizations. Despite evidence indicating that ostracism is a painful experience associated with detrimental health and work-related outcomes, very little research has investigated the potential role of personal resources and workplace interventions in mitigating the prevalence and harmful impact of ostracism on employees. Mindfulness--due to its implications for enhanced attention in personal interactions, heightened awareness of others' needs, and acceptance of stressful situations--is one such resource that could prove beneficial in this regard. The current research examined the role of both trait and state mindfulness in reducing the propensity to commit ostracizing behaviors and attenuating perceptions of being "out of the loop" due to one's own lack of attention. Additionally, mindfulness was expected to buffer the harmful impact of workplace ostracism on need satisfaction, and thus have relevance for more distal health-related (i.e., psychological well-being) and work-related (i.e., job satisfaction and organizational citizenship behaviors) outcomes. Three studies investigated these relationships through cross-sectional (Study 1), experimental laboratory-based (Study 2), and quasi-experimental intervention-based (Study 3) designs. Evidence of the benefits of mindfulness in decreasing exclusionary behaviors and protecting targets of ostracism was apparent in each study. The current studies yield support for the relevance of mindfulness in addressing the substantial problem of ostracism within workplaces and other organizations.

The purpose of this study is to explore how music teachers in grades seven to nine work with adjustments in their teaching practices to include students with special needs. This has been done from a sociocultural perspective where inclusion, special adjustments and a school for everyone were the overall themes. The study has been conducted via qualitative interviews, which has been analysed and the results split threefold; teacher’s perspectives on student’s needs, teacher’s opportunities and limitations, and schools opportunities and limitations.    The results found in this study indicate that group size together with resources and the music classroom are limiting factors for the quality of music education and to which degree teachers are able to work with inclusion. Working for inclusion was found a must in music education, where playing together was perceived as a vital part of the education. In most of the cases students always being in the classroom were preferred, but there were exceptions where students leaving the classroom were found to be more beneficial for the students in question. Furthermore, letting all students take advantage from adjustments made for special needs students proved to be beneficial for the group as a whole. The study also shows that teachers need to have adequate education with elements of special education to enable them to properly include students with special needs.

This study undertook to present and evaluate the ways in which the social needs of the first-grade child are being met by teachers in North Texas. Based on the data presented in the study, eleven definite conclusions have been drawn.

No description available.

A research report submitted in partial fulfilment of the requirement for the degree of Master of Education by Creative Writing to the Faculty of Humanities, University of the Witwatersrand, 2019 / In the South African education landscape, an apprenticeship/learnership model of teacher education is gaining traction, particularly in the private education sector. There is a general perception that student teachers who are immersed in a school context daily will gain a better understanding of the process of learning to teach. However, this assumption has not been empirically tested. The purpose of this qualitative research was to understand how mentors of student teachers in a learnership programme in a private school in South Africa, understand and support the process of learning to teach, both theoretically and in practice. The mentors’ criteria for good teaching and what is important in the mentoring interactions determines the kind of Zone of Proximal Development they are able to create in the mentoring interactions, specifically in the provision of feedback to student teachers on the lessons they teach. The research was conducted with three mentor teachers, each responsible for mentoring a student teacher in their subject area, mathematics. The research employed consisted of audio-recorded interviews with the mentors, as well as audio-recorded feedback sessions between the mentors and their respective student teachers after the mentor observed the student teaching two lessons. The results show that there is a variation in the forms of knowledge and support provided to the student teachers. The mentors’ support of the student teachers mostly focused on general pedagogical support in the form of tips and general classroom management advice. The more substantive mentorship, which focuses on the explicit communication of instructional design and pedagogical reasoning, was limited in some instances or not evident at all in other instances. A formal cognitive mentorship programme is recommended to effectively support student teachers in the process of learning to teach and to develop them into professional teachers. Such a programme should interrogate the mentors’ own assumptions about teaching, help them to understand the processes and complexities of learning to teach and guide them on how to design opportunities for making the pedagogical reasoning behind teaching choices explicit to student teachers. / NG (2020)

Bakgrund: Andliga behov är ett begrepp som delvis går in i existentiella och religiösa behov men kan också stå utanför dessa. Inom palliativ vård ska patientens andliga behov tillgodoses men andlighet uppfattas av många sjuksköterskor som svårt att samtala om. Syfte: Syftet med studien var att belysa upplevelser av andliga behov hos patienter som befinner sig i ett palliativt skede. Metod: Studien genomfördes som en kvalitativ litteraturöversikt med induktiv ansats. Artiklar söktes i databaserna CINAHL, PubMed och PsycINFO, samt manuellt vilket resulterade i att 15 artiklar kunde inkluderas. Artiklarna kvalitetsbedömdes utifrån Sophiahemmet Högskolas modifierade bedömningsunderlag och analyserades med tematisk analys enligt Bettany-Saltikov och McSherry. Resultat: Resultaten kom att dela in andliga behov i fyra teman: relationer; religion; livsmening; och transcendens. Goda och kärleksfulla relationer var betydelsefulla. Att känna närhet och omtanke från de närstående var ett andligt behov. Många upplevde det andliga behovet av att få bli förlåtna och få försonade relationer innan de dog. Religion kunde upplevas som en relation med Gud men för en del kunde den livshotande sjukdomen leda till känslor av övergivenhet och skuld vilket var ett andligt lidande. Att hitta en livsmening och att få tala med någon om detta var för många ett andligt behov. Ett annat andligt behov var att tro på en högre makt, transcendens och detta behöver inte vara kopplat till någon religion. Konklusion: Studien visade de individuella skillnaderna av andliga behov som patienter i palliativt skede kan uppleva. Dessa behov bör uppmärksammas och tillgodoses av vårdpersonal som vårdar patienter i ett palliativt skede. I detta kan specialistsjuksköterskan bidra med sin kompetens. / Background: Spiritual need is a term that is partly the same as existential and religious needs, but spiritual needs may also be something outside of these. Within palliative care, the patient's needs are to be met, but nurses find spiritual needs difficult to talk about. Aim: The aim of the study was to illustrate the spiritual needs of the patient at a palliative phase Method: This study was conducted as a literature review with an inductive approach. Articles were searched for in the databases CINAHL, PubMed and PsycINFO, and manual search. This resulted in 15 articles. The articles were then quality controlled according to Sophiahemmet Högskolas modified assessment basis. The writers used Bettany-Saltikov and McSherrys method for thematic analysis to analyse their findings. Results: The results came to divide spiritual needs into four themes, relations, religion, life purpose and transcendence. Loving and healthy relationships were important. To feel closeness and compassion from the near ones was a spiritual need. The experience of religion could be like having a relationship with God, but for some, the life-threatening disease could lead to feelings of abandonment and guilt which created a spiritual suffering. To find purpose in life, and be able to speak with someone about this, was for many a spiritual need. Another spiritual need was the belief of a higher power, transcendence that was not necessarily related to religion. Conclusion: Spiritual needs are described as something individual. Those needs could occur within the patient at a palliative phase, and needs to be discovered and met. For that, healthcare has a responsibility, and the specialist nurse could contribute with competence.

No description available.

Veterans in America are at 22% increased risk for suicide compared to the general population, perhaps due to military experiences (e.g., killing another person) that contribute to maladaptive cognitive-emotional functioning, including feelings of self-blame. A lack of self-forgiveness may maintain feelings of shame, conceptualized as humiliation or distress following perception of having behaved wrongly, which may, further, deleteriously impact interpersonal functioning, increasing suicide risk. Shame may lead an individual to withdraw from others, resulting in thwarted belongingness (i.e., a perception of a lack of membership with a group), and may contribute to feeling like a burden (i.e., a perception of being taxing or restrictive to others), both of which are known predictors of suicide. The ability to forgive the self, however, may reduce feelings of shame and, in turn, improve interpersonal functioning and suicide risk; yet, this model has not been previously tested. At the bivariate level, we hypothesized that shame, perceived burdensomeness, thwarted belongingness, and suicide risk would all be positively related, and that they would all be inversely related to self-forgiveness. At the multivariate level, we tested two serial mediation models, hypothesizing that the relation between self-forgiveness and suicide risk would be mediated by shame (1st order) and perceived burdensomeness/thwarted belongingness (2nd order), such that lower levels of self-forgiveness would be associated with greater perceptions of shame and, in turn, to greater perceptions of burdensomeness and thwarted belongingness, and consequent greater suicide risk. Participants (N=551; Mean Age=50.4, SD=16.6) were recruited via online invitations distributed to veteran social media groups and were predominantly male (n=382, 69.3%) and White (n=469, 85.1%). Participants completed Fetzer’s Brief Multidimensional Measure of Religiousness and Spirituality (BMMRS), the Differential Emotions Scale (DES-IV), the Interpersonal Needs Questionnaire (INQ), and the Suicide Behaviors Questionnaire – Revised (SBQR). Bivariate correlations and multivariate analyses were conducted via the SPSS PROCESS macro (Hayes, 2013), covarying age, race, and sex, and utilizing a 10,000 bootstrapping sample. All bivariate hypotheses were supported at the pβ=.102, p=.437) when shame and perceived burdensomeness were added to the model (β=.642, pβ=.048, p=.733) when shame and thwarted belongingness were added to the model (β=.630, p

There is a noticeable lack of production of indigenously engineered and manufactured products in Less Developed Countries (LDC's). Few products developed in these LDC's could be viable in competitive markets or even sold as components and supplies to other manufacturers of competitive goods. Assumintg that these less developed countries do not innovate and manufacture because they cannot, the next logical question to ask is why can they not? This thesis looks at the problems of manufacture and design in LDC's from the standpoint of Product Development. It begins by looking at development theories, namely top down and bottom up and assessing the difficulties encountered with either approach. It then looks at literature on product development, covering four areas: appropriate technolotgy, Product Development Cycle, QFD, and finally Design for X. These areas are analyzed for their usefulness in solving the development problem. The environment is considered and a linkage is developed between the Product Development Cycle and the environment. This is found to happen by way of Enterprise Needs which are needs that a product must fulfill to make it a viable option for manufacture. Finally, a process is outlined and demonstrated to form Enterprise Needs and take them into account within a traditional concept selection process. Environment was found to play a part in the Product Development Cycle. By clarifying Enterprise Needs as well as Customer Needs or Functional Needs, a more balanced approach can be taken to the concept selection process choosing the best concept, not only for the customer, but for the company as well.