En god arbetsmiljö är avgörande för god hälsa. Sjukfrånvaron inom vårdrelaterade yrken blir allt högre samtidigt som antalet äldre personer i behov av hemtjänst förväntas öka med 76 procent till 2040 och antalet personer i yrkesverksam ålder förväntas öka med 9,4 procent. Därmed kan vi se att vård- och omsorgsorganisationer har en ökad risk för under bemanning och ökad personalomsättning på grund av den ökade belastningen inom yrkesgruppen. Utifrån detta ser vi att det är av vikt att studera första linjens chefer inom hemtjänsten och deras upplevelser kring den psykosociala arbetsmiljön. Syftet med denna studie är att undersöka hur första linjens chefer inom hemtjänsten handskas med den psykosociala arbetsmiljön genom att titta på chefernas förutsättningar för att arbeta med den psykosociala arbetsmiljön, studera deras upplevelser kring det stöd som de åtnjuter i arbetet med den psykosociala arbetsmiljön samt hur arbetet mot den ökande sjukfrånvaron ser ut. Datainsamling skedde via kvalitativ intervjustudie med induktiv ansats och data analyserades via tematisk analys. Resultatet visade att arbetet med den psykosociala arbetsmiljön i hemtjänsten är komplex och utmanande där första linjens chefer har stora personalgrupper som en försvårande faktor. Framgångsfaktorer som identifierades var närvarande ledarskap, låta medarbetare vara delaktiga i att planera tid för besök hos brukare, anpassning av arbetsuppgifter och fungerande stöd till chefer och medarbetare. Studiens resultat visar att första linjens chefer inom hemtjänsten har ett utmanande arbete med stora personalgrupper och höga krav på att hålla budget samtidigt som de ansvarar för arbetsmiljön och att det behövs omfattande arbete för att förbättra chefers förutsättningar och stöd. Studien bekräftar även tidigare forskning inom området och indikerar att det behövs ytterligare forskning inom området. / A good working environment is crucial for good health. The sick leave rate in healt care-related professions is increasing, while the number of elderly individuals in need of home care services is expected to increase by 76 percent, alongside a projected 9,4 percent increase in the working-age population. Consequently, we can observe that the healthcare organizations face an increased risk of understaffing and high turnover due to the growing demands in the profession. Based on this, it is important to study first-line managers in home care and their experiences with the psychosocial work environment. The aim of this study is to examine how first-line managers in home care manage the psychosocial work environment, by examining their prerequisites for addressing the psychosocial work environment, assessing how they experience the support they receive in this regard, and exploring the efforts made to combat increasing sick leave rates. Data collection was conducted through qualitative interviews using an inductive approach, and the data was analyzed using thematic analysis. The results revealed that the work concerning the psychosocial work in home care is complex and challenging, with the large size of the staff groups being a complicating factor. Success factors identified included present leadership, involving employees in planning time for client visits, task customization, and effective support for managers and employees. The result of the study shows that first-line managers in home care face challenging work with large staff groups and high demands to maintain the budget, while also being responsible for the work environment. There is a need for extensive efforts to improve managers conditions and support. The findings of the study also confirm previous research in the field and suggest the need for further research in this area.

Contexte : Les interventions de promotion de la santé (IPS) en milieu scolaire visent à soutenir le développement des jeunes et promouvoir l'adoption de modes de vie sains. Une culture scolaire promotrice de santé a été identifiée comme un facteur facilitant l’adoption, la mise en œuvre et l’efficacité des interventions. Toutefois, la culture scolaire peut varier d'une école à l'autre, particulièrement dans celles accueillant des élèves issus de milieux défavorisés, et des inégalités dans l’offre d’IPS risqueraient d’exacerber les inégalités de santé existantes. Un écart de connaissances persiste sur les inégalités sociales dans la culture scolaire et l’offre d’IPS dans les écoles desservant des élèves de statut socio-économique différent. Objectifs : L'objectif était d'étudier les associations entre le niveau de défavorisation de l’école, la culture scolaire et la disponibilité d’IPS. Nous avons cherché à: (1) quantifier l'association entre la défavorisation de l’école, l'importance de problématiques de santé et la disponibilité d’IPS; (2) quantifier l'association entre la défavorisation de l’école et la culture scolaire promotrice de santé. Les résultats de l'objectif 1 ayant montré un gradient social dans la disponibilité d’IPS en matière de santé mentale, nous avons approfondi pour: (3) quantifier l'association entre des variables du contexte scolaire et la présence d’IPS de santé mentale; (4) les caractériser par rapport aux meilleures pratiques (ex. approche globale, optimisation de la culture scolaire). Méthodes : Les données sont tirées de PromeSS, une étude transversale comprenant 171 écoles primaires du Québec, Canada (2017-2019). Quatre mesures d'une culture scolaire promotrice de santé ont été développées à partir du modèle théorique «Health Promoting Schools». Des modèles de régression logistique, ANOVA unidirectionnelle et tests de Tukey ont servi à estimer les associations entre les variables d’intérêt. Des données approfondies sur un échantillon de 25 IPS de santé mentale ont été analysées dans le cadre d'une analyse de cas croisés. Résultats : Les écoles défavorisées ont signalé plus de problématiques de santé que les écoles favorisées. Les proportions d’IPS disponibles étaient similaires, sauf pour les IPS de santé mentale offertes en plus grande proportion dans les écoles favorisées. Les écoles favorisées avaient une culture scolaire plus promotrice de la santé que les écoles défavorisées, principalement en termes d'engagement avec les familles et la communauté. Les écoles plus susceptibles de mettre en œuvre des IPS de santé mentale étaient les écoles favorisées, ayant une culture scolaire plus promotrice de santé et où les problématiques de santé mentale étaient considérées comme importantes. Bien que généralement bien adaptées à leur contexte, peu d’IPS de santé mentale étaient alignées avec les meilleures pratiques. Conclusions : Cette thèse illustre l’importance du contexte dans lequel les IPS sont mis en œuvre, incluant la culture scolaire comme caractéristique essentielle pour des IPS efficaces et les conditions socioéconomiques des élèves. La capacité des écoles à établir une culture scolaire promotrice de santé et à mettre en œuvre des interventions fondées sur les données probantes devrait être renforcée, en particulier pour les écoles défavorisées, afin d'améliorer la santé des élèves et de réduire les inégalités. / Background: School-based health-promoting interventions (HPIs) are key components of public health strategies that aim to support youth development and promote the adoption of healthy lifestyles. A health-promoting school culture, which represents the school’s context for HPI implementation, has been identified as a facilitator of HPI adoption, implementation, and effectiveness. However, school culture may vary across schools and in particular, schools serving students from disadvantaged backgrounds which face known challenges for HPI implementation. Inequalities in school culture and HPI programming may exacerbate existing health inequalities across disadvantaged versus advantaged settings. Yet little is known about social inequalities in school culture or HPI availability across schools serving student populations of varying socio- economic status. Objectives: The aim of this dissertation was to investigate the associations among school deprivation, school culture and HPI availability. Specifically we aimed: (1) to quantify the association between school deprivation and each of perceived importance of health issues and HPI availability; (2) to quantify the association between school deprivation and health-promoting school culture. Because results from objective 1 showed a social gradient in the availability of mental health HPIs, we delved deeper: (3) to quantify the association between school context variables and the availability of mental health HPIs; and (4) to characterize them according to their alignment with best practices for effective school-based mental health promotion. Methods: Data were drawn from the PromeSS study, a cross-sectional survey of school principals including 171 elementary schools across Québec, Canada (2017-2019). Four measures of a health- promoting school culture were developed drawing from the Health Promoting Schools theoretical model. Logistic regression models, one-way ANOVA and post-hoc Tukey tests were used to estimate associations between school deprivation, health-promoting school culture, importance of health issues, and HPI availability. In-depth data on a sample of 25 mental health HPIs implemented in study schools were analyzed in cross-case analysis. Results: The three articles that comprise this thesis show that: (1) disadvantaged schools reported more health issues as important than advantaged schools, but similar proportions of HPIs, except for mental health HPIs (a higher proportion of advantaged schools reported offering one in the past year); (2) advantaged schools had a more health-promoting school culture than disadvantaged schools, primarily in terms of engagement with families and the wider school community; (3) in the case of mental health promotion, advantaged schools, schools with a more health-promoting school culture, and schools where mental health issues were seen as important were more likely to implement mental health HPIs; and (4) although schools generally implemented interventions that were highly tailored to their context, few mental health HPIs were aligned with best practices for effective mental health promotion (e.g., whole-school approach, optimization of school culture). Conclusion: This thesis suggests that the context in which school-based HPIs are implemented matters, including student socioeconomic conditions. It strengthens empirical support for health- promoting school culture as a crucial feature for effective HPIs. School capacity for establishing a health-promoting school culture and implementing evidence-based interventions should be reinforced, especially for disadvantaged schools to improve student health and reduce inequalities.estimate associations between school deprivation, health-promoting school culture, importance of health issues, and HPI availability. In-depth data on a sample of 25 mental health HPIs implemented in study schools were analyzed in cross-case analysis. Results: The three articles that comprise this thesis show that: (1) disadvantaged schools reported more health issues as important than advantaged schools, but similar proportions of HPIs, except for mental health HPIs (a higher proportion of advantaged schools reported offering one in the past year); (2) advantaged schools had a more health-promoting school culture than disadvantaged schools, primarily in terms of engagement with families and the wider school community; (3) in the case of mental health promotion, advantaged schools, schools with a more health-promoting school culture, and schools where mental health issues were seen as important were more likely to implement mental health HPIs; and (4) although schools generally implemented interventions that were highly tailored to their context, few mental health HPIs were aligned with best practices for effective mental health promotion (e.g., whole-school approach, optimization of school culture). Conclusion: This thesis suggests that the context in which school-based HPIs are implemented matters, including student socioeconomic conditions. It strengthens empirical support for health- promoting school culture as a crucial feature for effective HPIs. School capacity for establishing a health-promoting school culture and implementing evidence-based interventions should be reinforced, especially for disadvantaged schools to improve student health and reduce inequalities.

Deutschlandweit nehmen die Schulen zahlenmäßig von Jahr zu Jahr zu, die ein bilinguales Angebot z.B. als Zweig oder als Modul in ihr Unterrichtsprogramm aufnehmen. Die meisten Angebote sind in englischer Sprache, aber auch andere – vor allem europäische Sprachen – spielen eine Rolle. Mittlerweile gibt es bilinguale Angebote in fast allen Fächern, wobei die gesellschaftswissenschaftlichen Fächer wie z.B. Geschichte und Geographie nach wie vor dominieren. Überraschenderweise spielt das Fach Darstellendes Spiel in der Diskussion um potenziell geeignete bilinguale Fächer weder in der Theorie noch in der Praxis eine nennenswerte Rolle. Mit der Wahl dieses Themas für die vorliegende Dissertationsschrift wird der bilinguale Sachfachunterricht Darstellendes Spiel erstmals in das Blickfeld der Forschung gerückt. Damit werden sowohl dem Sachfach als auch dem bilingualen Unterricht neue Perspektiven eröffnet. In der vorliegenden Dissertation wird folgenden übergeordneten Fragestellungen nachgegangen: Wie kann das bilinguale Sachfach Darstellendes Spiel für die Sekundarstufen I und II der allgemeinbildenden Schulen konzipiert werden? Worin liegt das besondere Potenzial des bilingualen Sachfachunterrichts Darstellendes Spiel? Welches sind seine spezifischen Merkmale? Dabei soll aufgezeigt werden, wo und in welchem Maße der Einsatz der Fremdsprache die sachfachliche Arbeit positiv oder negativ beeinflusst bzw. welche Auswirkungen der Unterricht im Sachfach auf den Fremdsprachenerwerb hat. Zur Beantwortung dieser Fragen wurde eine Auswahl existierender Ansätze zum szenischen Spiel im Fremdsprachunterricht unter Einbeziehung allgemeiner Überlegungen zur Funktion von Theaterspiel analysiert und zu den Besonderheiten des bilingualen Sachfachunterrichts in Beziehung gesetzt. Das auf dieser Basis erstellte Konzept wird in seinen vielfältigen Potenzialen analysiert und ausgelotet und mit Hilfe eines Praxisbeispiels in englischer Sprache veranschaulicht. / The number of schools in Germany which offer to teach one or more subjects in a foreign language (content and language integrated learning = CLIL) is still growing. The subjects often chosen for this type of instruction are Geography and History. Other subjects are less frequently taught in a foreign language. The courses vary in length (a number of school years or only some weeks). Drama is very rarely chosen as a CLIL-subject, and there are hardly any reports of successful teaching of or scientific literature about CLIL Drama. This thesis puts CLIL Drama for the first time in the centre of scientific research, thus opening new prospects for Drama and CLIL. The main questions this thesis attempts to answer are the following: What could a concept for CLIL Drama look like for pupils at state schools aged between 13 and 18? How can the potential value added of CLIL Drama be described? What are its key features? This thesis also points to the advantages and disadvantages of CLIL Drama. In the search for an answer to the above questions the author has analysed existing approaches to teaching a foreign language (mainly English, but also German and French) with the help of drama, including the current German discussion about bilingual teaching at state schools. Furthermore, the author presents an alternative look into what theatre is about in this context. On the basis of the results of her research the author draws up a broad concept for CLIL Drama at German secondary schools. The thesis concludes with an illustration of a CLIL Drama project (in English) launched among 14-year-olds at a German gymnasium.

Social work, as a profession, is critical for societies as it aims to promote social change and development, as well as social cohesion and the empowerment and liberation of people. Whereas the working conditions of social workers have been the focus of previous research, the topic of social workers’ personal safety challenges and the coping strategies employed during social work service delivery seems to be sparsely researched and documented in indigenous literature. In view of this, I designed a research project aimed at exploring the personal safety challenges that social workers encounter and the coping strategies they employ during social work service delivery from a qualitative research approach with a collective case study design, coupled with an explorative, descriptive, contextual and phenomenological research design, with a view to proffer suggestions for promoting social workers’ personal safety. From the conception of the research project, up until its finalisation which culminated in this research report, I observed the ethical principles of informed consent, anonymity, and confidentiality in the context of the management of information. I employed semi-structured interviews as a data collection method from a sample of 14 purposively selected social workers in the employ of one government Department and three non-profit organisations in the Tshwane region. Data was analysed using Tesch’s (1990) steps and data verification was done through Gibbs’ (2008) model. I utilised Schlossberg’s (1981) Transition Process Model as the theoretical lens in this study. Based on the findings presented in this research report, it is evident that social workers face various challenges in terms of their personal safety, ranging from being physically attacked and being at the receiving end of aggressive behaviour from distressed, frustrated, and hostile service users, to facing risks to their personal safety in the social work offices and whilst on the road during fieldwork or in the communities they serve. The various coping strategies that social workers employ as way of dealing with the incidents and situations in which their personal safety is compromised include speaking to a supervisor, colleagues, friends, or a therapist; using their personal faith; remaining calm and withdrawing from the unsafe situation; and enlisting the help of the police or ensuring that they are accompanied by colleagues when doing fieldwork. The research findings included the suggestions proffered by the research participants on how to promote the personal safety of social workers and these are directed at employer organisations and social workers themselves. In addition, recommendations are provided which are directed towards social work practice; social work education and training; and continuous professional development. There are also recommendations for areas of further research. / Social Work / M.A. (Social Work)

The thesis deals with the question about necessary conditions to achieve the objective of a high level of consumer protection in the context of the ongoing internal electricity market taking into account the grid-bound electricity supply, which is characterized by the natural monopoly of regulated networks as well as by competition for the homogeneous product electricity. It evaluates the relationship between effective competition and energy sector-specific consumer protection taking into account the energy-specific regulatory law and examines in detail the regulations of the Directive 2009/72/EC concerning consumer protection under the perspective of enabling the responsible and informed consumer to operate as a self-determined market participant and so shape the market actively towards its completion. After art. 114 TFEU as the existing central norm concerning the alignment of the internal energy market is distinguished from other possible competence rules like the new energy sector-specific competence title of art. 194 TFEU the requirements developed by the ECJ case law concerning art. 114 TFEU from the point of view of the energy sector-specific consumer protection are presented. The thesis clarifies both to what extent in Directive 2009/72/EC codified consumer rights are suitable to achieve...

L'activació sostinguda de Hog1 porta a una inhibició del creixement cel·lular. En aquest treball, hem observat que el fenotip de letalitat causat per l'activació sostinguda de Hog1 és parcialment inhibida per la mutació del complexe SCFCDC4. La inhibició de la mort causada per l'activació sostinguda de Hog1 depèn de la via d'extensió de la vida. Quan Hog1 s'activa de manera sostinguda, la mutació al complexe SCFCDC4 fa que augmenti l'expressió gènica depenent de Msn2 i Msn4 que condueix a una sobreexpressió del gen PNC1 i a una hiperactivació de la deacetilassa Sir2. La hiperactivació de Sir2 és capaç d'inhibir la mort causada per l'activació sostinguda de Hog1. També hem observat que la mort cel·lular causada per l'activació sostinguda de Hog1 és deguda a una inducció d'apoptosi. L'apoptosi induïda per Hog1 és inhibida per la mutació al complexe SCFCDC4. Per tant, la via d'extensió de la vida és capaç de prevenir l'apoptosi a través d'un mecanisme desconegut. / Sustained Hog1 activation leads to an inhibition of cell growth. In this work, we have observed that the lethal phenotype caused by sustained Hog1 activation is prevented by SCFCDC4 mutants. The prevention of Hog1-induced cell death by SCFCDC4 mutation depends on the lifespan extension pathway. Upon sustained Hog1 activation, SCFCDC4 mutation increases Msn2 and Msn4 dependent gene expression that leads to a PNC1 overexpression and a Sir2 deacetylase hyperactivation. Then, hyperactivation of Sir2 is able to prevent cell death caused by sustained Hog1 activation. We have also observed that cell death upon sustained Hog1 activation is due to an induction of apoptosis. The apoptosis induced by Hog1 is decreased by SCFCDC4 mutation. Therefore, lifespan extension pathway is able to prevent apoptosis by an unknown mechanism.