O objetivo deste estudo foi o de verificar a adequação do uso do Consentimento Informado em participantes de projetos de pesquisa na área da saúde, através da avaliação integrada de seus componentes de informação e consentimento. Foram realizados três estudos. Os dois primeiros envolveram aspectos da avaliação da capacidade das pessoas e do repasse de informações, sendo preparatórios ao terceiro. A amostra do terceiro estudo foi constituída por 59 participantes de seis projetos de pesquisa. Os dados foram analisados estatisticamente utilizando testes paramétricas, não-paramétricas e Análise de Correspondência. A avaliação do componente de informação incluiu a análise da dificuldade de leitura dos Termos de Consentimento Informado. Dois destes documentos apresentaram estrutura de texto considerada difícil e os outros quatro, estrutura muito difícil, utilizando-se os Índices de Legibilidade. Todos os 59 indivíduos foram considerados capazes de tomarem decisões para participarem de uma pesquisa. A maioria dos participantes afirmou ter recebido explicações prévias (52,8%), ter compreendido as informações (55,9%), não ter recebido resposta às suas dúvidas (76,3%) e achado inacessível o Termo de Consentimento Informado (74,6%). Os participantes não lembraram, seletivamente, dos riscos do projeto. As conclusões foram: que os Termos de Consentimento Informado tinham textos compatíveis com escolaridade mais elevada que a da maioria dos participantes; que os riscos não foram relembrados pela maioria dos participantes; que 44,1% das pessoas convidadas autorizaram a sua participação nos projetos de pesquisa sem terem compreendido o que lhes estava sendo proposto em termos de procedimentos, riscos ou benefícios. / The objective of this dissertation is to examine the adequacy of informed consent instruments used in health research projects involving human subjects, through an integrated analysis of the information and consent components which are part of informed consent. The project was divided into three studies. The first two studies were related to the evaluation of people' s capabilities and of how information was given. These were carried out in preparation for the third study. The sample for this third study was constituted of 59 people who had participated in six different research projects carried out at Hospital de Clínicas de Porto Alegre (HCPA). The data were statistically analyzed using parametric and non-parametric tests, as well as correspondence analysis. The evaluation of the information component included an analysis of the degree of difficulty involved in reading and understanding the six different lnformed Consent Forms analyzed. For that, the Flesch-Kincaid Grade Levei was used. The textual structure of two of these documents was considered difficult, whereas the structure of the remaining four documents was considered very difficult. Ali of the 59 participants were considered capable of deciding whether or not to participate in a research project. The majority of the participants reported that they had received explanations prior to signing the consent form (52.8%), that they had understood the information (55.9%), that they had not received answers to questions raised (76.3% ), and that they were unable to understand the lnformed Consent form (74.6%). The participants did not selectively remember the risks involved in the particular research projects they had participated in. Based on the results, it is possible to conclude that the lnformed Consent Forms had been written for readers with more schooling than most of the participants; that most participants were not able to remember the risks involved in the research projects they had participated in; that 44.1 °/Ó of those invited to participate in a project had consented to do so without understanding what was being proposed in terms of procedures, risks, or benefits.

The beliefs that teachers have about teaching and learning have an influence on the practices that teachers implement. This is particularly relevant, although not exclusively, to teaching practices that meet the needs of Māori students in our bicultural learning environments of New Zealand. There is a growing amount of research to support the use of student voice data, the benefits of which can be seen at a school level, at the classroom teacher level as well as for the individual students themselves. This research project focused on exploring the impact of students sharing their thoughts and opinions about their learning, (i.e.: student voice data) on influencing teachers’ beliefs about teaching and learning. In doing so it explores effective facilitation of this process in a bicultural learning environment. In particular it investigates the potential of a combination of specific tools, notably student focus groups and coaching conversations with teachers to influence teachers’ beliefs. This study took place in two low decile schools in Christchurch. It involved focus groups of Māori and non-Māori primary-aged students, alongside teacher reflective interviews being conducted on repeated visits. Its findings identified approaches for accessing authentic student voice in a bicultural learning environment. The thoughts and opinions shared by Māori students highlighted a focus on their own learning as well as celebrating their culture. Teachers reacted to student voice by making connections to their classroom programmes, and by accepting or dismissing more provocative statements. These reactions by teachers helped emphasize the most helpful methods for reflecting on this data. Their reflections, used alongside a specially designed ‘Teacher Belief Gathering Tool’, ascertained that teachers’ beliefs were both reaffirmed and changed through guided reflection and coaching conversations on student voice data. Teachers’ knowledge of effective teaching and learning, their motivation for changing their teaching practices, as well as witnessing success were all considerable factors in teachers changing their beliefs.

We have completed our investigation on a LSS organization located in Västra Götalandsregionen. This organization has four leaders who has responsibility for multiple devices but do not have any physical contact daily. We have seen that organizations constantly living in some kind of change, which means that organizations are becoming more decentralized. This decentralization affects leaders' way of working in the organization, because the employees are geographically dispersed in the municipality. Our survey shows that the physical meetings between managers and employees are an important factor in creating a motivated team. This study aims to explore how the interaction between managers and employees in a decentralization organization may look to create a congenial working atmosphere. We will also present which ingredients that’s important in this organization to create a good working atmosphere. The questions are: How can the relationship between leaders and employees take place into this type of organization? What factors are important for the interaction? How is worker's perception of importance of interaction in the working atmosphere? To answer these questions we used a qualitative approach with focus group interviews. We had two different professions, leaders and employers which meant we created two interview guide, specially adapted for the focus groups. The content was the same, but adapted for the different groups. The content of the interview guides were divided into three categories, leadership, employeeship and teamwork. The study clearly shows how important the interactions between leaders and employees in a decentralized organization have for the work climate. The study also shows that social relationships are created through physical meetings, but maintained remotely by good communication / Vi har genomfört vår undersökning på en LSS verksamhet som ligger i Västra Götalandsregionen. Denna verksamhet har fyra ledare som har ansvar för flera enheter men de har inte någon fysisk kontakt dagligen. Sedan institutionsvård bytts ut mot mindre enheter menar vi att de arbetar i en decentraliserad organisation efter det att institutionsvård bytts ut mot gruppboende. Med decentraliserad menas att organisationen är uppdelad i flera enheter och den fysiska kontakten mellan ledare och medarbetare är begränsad. Vår undran är vad det innebär för samspelet mellan ledare och medarbetare i en verksamhet som är geografiskt spridd i kommunen. Vår undersökning visar att de fysiska mötena mellan ledare och medarbetare är en viktig faktor för att skapa ett motiverat arbetslag. Studiens syfte är att studera hur ett samspel mellan ledare och medarbetare i en decentraliserad organisation kan se ut för att skapa ett trivsamt arbetsklimat. Vidare presenteras vilka ingredienser som är viktiga i denna organisation för att skapa ett trivsamt arbetsklimat. Frågeställningarna är: Hur kan relationen mellan ledare och medarbetare se ut i denna typ av organisation? Vilka faktorer är betydelsefulla för samspelet? Hur är arbetstagares uppfattning av samspelets betydelse för arbetsklimatet? För att få svar på frågorna användes en kvalitativ ansats med fokusgruppsintervjuer. Vi hade två olika yrkeskategorier vilket gjorde att vi skapade två intervjuguider, speciellt anpassade för fokusgruppen. Innehållet var samma, men anpassat för de olika grupperna. Innehållet i intervjuguiderna var uppdelat i tre kategorier, ledarskap, medarbetarskap och samspel. Studien visar tydligt hur stor betydelse samspelet mellan ledare och medarbetare har för arbetsklimatet. Studien visar även att sociala relationer skapas via fysiska möten, men upprätthålls på distans genom god kommunikation så som mail och telefon

As Tsìnlhqút’ín one’s connectedness comes through the ancient stories, influencing one’s interactions with others in the community, respect for ancestors, and sustainable interaction with environment. The most powerful of these stories is the “the Bear Who Married a Woman” and the concept of nímính is central to its theme. Told by one Tsìnlhqút’ín elder, the story is full of the richness of ancient words, terms from the bear’s language, and vivid illustrations of ancient ways. This period, set out originally by mammals and fish to ensure that people continue to prosper and maintain respect for all life forms, is preserved in the term súwh-t@’éghèdúdính. This documentation sets out to partially shed light on the Tsìnlhqút’ín concept of an energy called nímính which manifests within individuals at the onset of a life transition (namely at birth, puberty, and death) lingering for varying durations from one week to an entire lifetime, and influencing subsistence items, places, and vegetation. Maintaining balance amidst a web of other lifeforms is an ancient lifeway which now seems a complex undertaking.

In this study, Interpretivist epistemology and abductive research strategy were used to examine transcripts of sixteen two-hour focused interviews. The research sample was a group of technical experts who assumed managerial responsibilities within their organisations (transitional managers). The subjectively perceived experiences of the transition were examined as well as the respondents' intersubjective interpretations of the transition from the organisational perspective. The aim was to explore the perceived characteristics of the transitional experience. The main findings of this study could be summarised as follows: firstly, it was found that there were three main types of transitional managers: the unwilling, the pragmatic and the eager managers. Secondly, the key motivations to take the manager role for all three categories were higher remuneration, technical peer respect and the respondent's new role as an organisational decision-maker. The third finding of this study was that there were two types of transitions, the complete transition which the majority of the eager managers went through and the technical transition which was experienced by the unwilling and the pragmatic managers. Related to that finding was the link between the type of organisation, its culture and the leadership skills required in that organisation. The fourth finding was that, irrespective of the amount of time in the manager role (six months to eleven years) or the type of transition (complete or technical), all respondents in this study continued to identify themselves as technical experts with the respondents who underwent a complete transition also seeing themselves as managers. Related to this finding was the respondents' continued identification as technical experts being largely due to their need to identify with their peers (other technical experts). The fifth major finding of this study related to a lack of career planning by the respondents and little or no succession and management development planning by the respondents' organisations. In a contribution to the theory of leadership studies, this study examined leadership as a social process, building on the existing leadership concepts and theories and putting them in a social context of subjective efforts by the researcher to interpret the respondents' transitional experiences through typification of the leadership characteristics into seven themes. The need to apply an individual contextualisation was seen as essential to understanding the transitional managers' response to their own transition. In doing so, the study has contributed towards narrowing the existing empirical literature gap on the transition processes. The contributions of this study need to be seen in the context that explorative research such as the one carried out here is not considered generalisable, as its aim was to explore and describe particular phenomena. Nevertheless, insights from this study were eight

As Tsìnlhqút’ín one’s connectedness comes through the ancient stories, influencing one’s interactions with others in the community, respect for ancestors, and sustainable interaction with environment. The most powerful of these stories is the “the Bear Who Married a Woman” and the concept of nímính is central to its theme. Told by one Tsìnlhqút’ín elder, the story is full of the richness of ancient words, terms from the bear’s language, and vivid illustrations of ancient ways. This period, set out originally by mammals and fish to ensure that people continue to prosper and maintain respect for all life forms, is preserved in the term súwh-t@’éghèdúdính. This documentation sets out to partially shed light on the Tsìnlhqút’ín concept of an energy called nímính which manifests within individuals at the onset of a life transition (namely at birth, puberty, and death) lingering for varying durations from one week to an entire lifetime, and influencing subsistence items, places, and vegetation. Maintaining balance amidst a web of other lifeforms is an ancient lifeway which now seems a complex undertaking.

O presente trabalho investigou concepções de respeito de professores dos anos iniciais do Ensino Fundamental e suas relações com a construção de relações de respeito mútuo na sala de aula e com o desenvolvimento da autonomia moral infantil. O principal referencial teórico foi a Epistemologia Genética, especialmente o Desenvolvimento Moral na obra de Jean Piaget. A coleta de dados foi realizada com treze professores de diferentes instituições escolares e foi organizada em duas etapas, sendo a primeira o registro escrito a respeito de uma situação narrada em terceira pessoa, que serviu de base para a realização de uma entrevista semiestruturada, orientada pelo método clínico piagetiano. Os dados coletados permitiram a análise a partir de duas categorias principais: a relação entre o professor e o aluno e a construção de um ambiente sociomoral. Em cada uma destas instâncias foram verificadas concepções de respeito relacionadas às dimensões do respeito unilateral e do respeito mútuo e refletiu-se sobre suas interferências para o cotidiano escolar. / This thesis has investigated primary teachers' respect conceptions and how these concepts relate to building relations of mutual respect in the classroom and the development of child moral autonomy. Genetic Epistemology is the theoretical basis of this research, particularly Moral Development in the work of Jean Piaget. Data collection was conducted with thirteen teachers from diverse educational institutions and organized in two steps: first, written records about a situation narrated in the third person were made; second, a semi-structured interview, based on previously collected data and guided by Piagetian clinical method, was conducted. This collected data allowed the analysis from two main categories: the relations among teachers and students and the construction of a cooperative environment. In each of these categories, conceptions of respect related to the dimensions of unilateral and mutual respect were noted as well as their interference on the school routine was observed.

The master's theses focuses primarily on creating and a form of teacher's authority. It presents individual types, tries to describe what influences the authority and how easy it is to lose the authority. The master's theses also deals with teacher as a holder of authority and also deals with the issues of autority as a co-creator of discipline in the class. The goal of the practical part is to analyse the issues of authority and discipline in a class in high school. The research has two phases. The first one is a record of observation of 10 lessons taught by beggining teacher in a class that was marked as undisciplined by other teachers. The research is in the next phase completed by questionnaire survey "Evaluation of teacher by the student" (according to Holeček, 2014: p. 203, 204). Thee result of the research says that the the teacher is perceived by the students as a positive authority which makes students interested in his subject and the teacher is also perceived as a responsive person.

O objetivo deste estudo foi o de verificar a adequação do uso do Consentimento Informado em participantes de projetos de pesquisa na área da saúde, através da avaliação integrada de seus componentes de informação e consentimento. Foram realizados três estudos. Os dois primeiros envolveram aspectos da avaliação da capacidade das pessoas e do repasse de informações, sendo preparatórios ao terceiro. A amostra do terceiro estudo foi constituída por 59 participantes de seis projetos de pesquisa. Os dados foram analisados estatisticamente utilizando testes paramétricas, não-paramétricas e Análise de Correspondência. A avaliação do componente de informação incluiu a análise da dificuldade de leitura dos Termos de Consentimento Informado. Dois destes documentos apresentaram estrutura de texto considerada difícil e os outros quatro, estrutura muito difícil, utilizando-se os Índices de Legibilidade. Todos os 59 indivíduos foram considerados capazes de tomarem decisões para participarem de uma pesquisa. A maioria dos participantes afirmou ter recebido explicações prévias (52,8%), ter compreendido as informações (55,9%), não ter recebido resposta às suas dúvidas (76,3%) e achado inacessível o Termo de Consentimento Informado (74,6%). Os participantes não lembraram, seletivamente, dos riscos do projeto. As conclusões foram: que os Termos de Consentimento Informado tinham textos compatíveis com escolaridade mais elevada que a da maioria dos participantes; que os riscos não foram relembrados pela maioria dos participantes; que 44,1% das pessoas convidadas autorizaram a sua participação nos projetos de pesquisa sem terem compreendido o que lhes estava sendo proposto em termos de procedimentos, riscos ou benefícios. / The objective of this dissertation is to examine the adequacy of informed consent instruments used in health research projects involving human subjects, through an integrated analysis of the information and consent components which are part of informed consent. The project was divided into three studies. The first two studies were related to the evaluation of people' s capabilities and of how information was given. These were carried out in preparation for the third study. The sample for this third study was constituted of 59 people who had participated in six different research projects carried out at Hospital de Clínicas de Porto Alegre (HCPA). The data were statistically analyzed using parametric and non-parametric tests, as well as correspondence analysis. The evaluation of the information component included an analysis of the degree of difficulty involved in reading and understanding the six different lnformed Consent Forms analyzed. For that, the Flesch-Kincaid Grade Levei was used. The textual structure of two of these documents was considered difficult, whereas the structure of the remaining four documents was considered very difficult. Ali of the 59 participants were considered capable of deciding whether or not to participate in a research project. The majority of the participants reported that they had received explanations prior to signing the consent form (52.8%), that they had understood the information (55.9%), that they had not received answers to questions raised (76.3% ), and that they were unable to understand the lnformed Consent form (74.6%). The participants did not selectively remember the risks involved in the particular research projects they had participated in. Based on the results, it is possible to conclude that the lnformed Consent Forms had been written for readers with more schooling than most of the participants; that most participants were not able to remember the risks involved in the research projects they had participated in; that 44.1 °/Ó of those invited to participate in a project had consented to do so without understanding what was being proposed in terms of procedures, risks, or benefits.

O presente trabalho investigou concepções de respeito de professores dos anos iniciais do Ensino Fundamental e suas relações com a construção de relações de respeito mútuo na sala de aula e com o desenvolvimento da autonomia moral infantil. O principal referencial teórico foi a Epistemologia Genética, especialmente o Desenvolvimento Moral na obra de Jean Piaget. A coleta de dados foi realizada com treze professores de diferentes instituições escolares e foi organizada em duas etapas, sendo a primeira o registro escrito a respeito de uma situação narrada em terceira pessoa, que serviu de base para a realização de uma entrevista semiestruturada, orientada pelo método clínico piagetiano. Os dados coletados permitiram a análise a partir de duas categorias principais: a relação entre o professor e o aluno e a construção de um ambiente sociomoral. Em cada uma destas instâncias foram verificadas concepções de respeito relacionadas às dimensões do respeito unilateral e do respeito mútuo e refletiu-se sobre suas interferências para o cotidiano escolar. / This thesis has investigated primary teachers' respect conceptions and how these concepts relate to building relations of mutual respect in the classroom and the development of child moral autonomy. Genetic Epistemology is the theoretical basis of this research, particularly Moral Development in the work of Jean Piaget. Data collection was conducted with thirteen teachers from diverse educational institutions and organized in two steps: first, written records about a situation narrated in the third person were made; second, a semi-structured interview, based on previously collected data and guided by Piagetian clinical method, was conducted. This collected data allowed the analysis from two main categories: the relations among teachers and students and the construction of a cooperative environment. In each of these categories, conceptions of respect related to the dimensions of unilateral and mutual respect were noted as well as their interference on the school routine was observed.