The aim of this bachelor thesis is to examine the collaboration between school librarians and teachers in primary school, in order to illustrate how the two professions can work together, how they see their own roles and how they look at the other professionals´ roles. We also discuss earlier studies in LIS concerning collaboration between teachers and librarians. The method of investigation is qualitative interviews with practicing school librarians and teachers, we interviewed three school librarians and three teachers from three different schools in the same county.  As a basis of the discussion and analysis Andrew Abbott's theory of professions is used. The thesis shows that collaboration differs between the schools. The difference in itself depends on the schools principal views of the school library. The professions need to develop their understanding for each other´s roles and competences in order to develop the best possible collaboration.

M.Com. (Taxation) / South African sportsmen and women (from now on collectively referred to as sportsmen) are currently facing new and exciting opportunities that were previously not available during the years of international sanctions. Opportunities such as international competition, meetings and extensive overseas tours have become the order of the day. However, to be able to compete at international level, means that sportsmen have to employ an ever increasing amount of resources to their sport, which results in the sport being transformed from a hobby or leisure time activity to a semi-profession. Due to this transformation, sportsmen are demanding compensation for the effort put into their sport. Despite strict amateur rules ample compensation is received by the sportsmen, which brings us to the question of what would the taxation implications be of such compensation received by amateur sportsman as a result of their participation in their respective sports. This study is aimed at answering this question, with specific reference to the two major so-called amateur sports, namely athletics and rugby. The Income Tax Act of 1962 makes no mention of income received by a sportsman specifically from the participation in any sport. To be able to answer the question reference has to be made to law reports and the general interpretation of the Act, and with the application of the same principles to the compensation received by a sportsman. The first important factor to determine is at what stage the sportsman crosses the proverbial Rubicon, in other words at what stage does the sport change from a leisure time activity to a profession. Various criteria relating to the income received have to be considered, amongst which are the following: - An amount in cash or otherwise - Received by, or accrued to a person - During the year or period of assessment - Excluding receipts and accruals of a capital nature - From a source within or deemed to be within the Republic of South Africa. Should the sportsman receive any compensation which complies to all the above mentioned criteria, then this compensation would be considered to be 'gross income' as specified in the Income Tax Act (Act 58 of 1962)(hereafter refered to as 'the Act'), and is the sportsman obliged to declare this compensation as gross income. As a result of the strict amateur rules, sportsmen are continuously looking for ways to obtain a commensurate compensation which is related to the amount of time, money and effort put in by them in the participation of their sport. One such an instrument is the use of trusts. This can be an effective way of earning a commensurate income from sport but it is important for the sportsman to keep track of the taxation implications of these instruments, especially as it is expected from the sportsman to declare all income received or accrued to him during the year of assessment.

This thesis outlines a study into institutional change analysing how certain senior individuals, called opinion leaders, were able to achieve change within the strongly institutionalized environment of medical education. It is situated in the complex and contested context of the English National Health Service, which for more than 60 years has seen numerous managerial, organizational, political and professional changes, which have impacted upon the roles and relationships of medical professionals, managers and government. Adopting a retrospective case study approach, the research centres on the specific case of the Enhancing Engagement in Medical Leadership (EEML) project, which had national-level sponsorship and status, directly involving a multitude of senior NHS bodies, representatives and individuals, to embed leadership and management training into medical curricula. Medical curricula are a mediated result of cultural, social, political and economic forces (Kuper and D’Eon, 2011) rooted in the construction of professional identity and transformation from lay person to professional. Prior to this project, there had been limited attempts to engage the medical profession in leadership and management conspicuously through the curriculum, because of the difficulty of including new content into already crowded specialty curricula, given the constraints of time and resources for medical training. Using conceptual insights into agency in institutional theory, such as institutional work (Lawrence and Suddaby, 2006) and institutional entrepreneurship (DiMaggio, 1988); practice theory (Feldman and Orlikowski, 2011; Nicolini, 2012); social position (Battilana, 2011) and capital (Lockett et al., 2014; Bourdieu, 1986), this study explores how project members enacted change within medical education. It analyses the processes involved in their actions and practices and establishes how this case furthers understanding of strongly institutionalized environments. Interviews were conducted with members of the EEML project team and steering group, many of whom had positions of influence and status in other relevant organizations in this field. In addition, a review of documentary data encompassing published and non-published project materials was undertaken. An open coding and thematic analysis approach was taken to gain deeper insight into the interview data, whilst the documentary evidence was used to confirm and support the interview analysis. This case study research reveals that contextual and environmental conditions, as well as exogenous shocks and endogenous motivation led to this change initiative occurring. Routine and recognised ‘practices’ resulted in significant change through embedding the Medical Leadership Competency Framework (MLCF) into contested medical curricula space. Opinion leaders were able, with other project members, to adopt an approach to change, understanding the prevailing conditions, identifying the project’s purpose and committing to an emerging form of practice known as ‘mirroring’. Moreover, this study explores how opinion leaders achieved change through making use of theirs’ and others’ capital resources to form a cross-field collective capital, known as system capital. Using this, they adopted a disposition in their practice beyond professions known as system centrism.

The Swedish pharmacies have gone through a period of many changes during the last decade, due to the deregulation of the pharmacy market in 2009. Beside the traditional mission to provide medicine and qualified advice to the citizens, a commercial mission with profitability demands has been added. The purpose of this study was to contribute to a new understanding of the leadership processes at pharmacies. The point of departure was a broadened perspective of leadership, where leadership is seen as the effects of social processes in organizing and understanding of the goals and aims of the work. The theoretical framework included theories of organizing, sensemaking and professionalism. The design of the study consisted of a case study based on participant observations and semi-structed interviews at two pharmacies. The findings showed that there were four institutional logics that explained and guided the employees’ behaviours; efficiency, sales, quality and customer satisfaction. Each logic was connected to certain characteristics of the leadership processes; the sensemaking of the direction of work and the organizing in action nets. The direction of work was understood either from the employees’ organizational or professional identity and the organizing consisted either of dense or sparse action nets. It was also apparent that the leadership processes for the different institutional logics were opposing to one another in several situations, which challenged the identities and hindered the collective understanding of the work. These institutional logics were also reflected in the pharmacies’ dual missions, where the aim for efficiency and sales formed the prerequisites for the business and the aim for quality and customer satisfaction represented the legitimacy of the profession and the organization.

Denna examensuppsats ämnade att teoretiskt undersöka offentliga dokument bakom införandet av hälso-och sjukvårdskuratorslegitimationen. För att besvara syftet utgick studien från frågeställningarna: Hur motiveras införandet av hälso-och sjukvårdskuratorslegitimation? Hur skulle motiveringarna kunna inverka på kuratorer inom hälso-och sjukvården som profession? Datamaterialet bestod av Socialstyrelsens rapport från 2014, samt propositionen 2017/18:138, vilka låg till grund för riksdagsbeslut om införande av hälso-och sjukvårdskuratorslegitimation. Dokumenten analyserades med tematisk analys för att synliggöra mönster i motiveringarna bakom införandet. Resultatet analyserades utifrån de professionsteoretiska begreppen professionalism och legitimation. Analysen av resultatet visar att legitimation är ett sätt att stärka kuratorers auktoritet i en kontext som domineras av ett biomedicinskt perspektiv. Däremot är legitimationens främsta syfte att stärka patientsäkerheten genom statlig kontroll i form av specialiserad vidareutbildning och möjligheter till tillsyn av professionen. Eftersom legitimationen inte skyddar legitimerade hälso-och sjukvårdskuratorers arbetsuppgifter sker ingen stängning av yrket. Legitimationen får snarare en funktion som en eftersträvansvärd yrkesidentitet för professionen, denna strävan bidrar till att yrkesverksamma och arbetsgivare agerar utefter legitimationens riktlinjer. Därmed sker en indirekt styrning av professionen genom införande av legitimation, där rädslan för att förlora legitimationen kan ha en negativ inverkan på interaktionen mellan patienter och hälso-och sjukvårskuratorer. / The aim of this study was to do a theoretical analysis of official documents behind the introduction of licensure for healthcare counselors. To answer the purpose, the study was based on the following questions: How was the introduction of health care counselor’s licensure justified? How might the motivations affect counselors in health care as a profession?The selection of documents that were analysed consisted of the National Board of Health and Welfare's investigation into the introduction of identification from 2014, as well as the bill 2017/18:138 which was the basis for the actual decision the Swedish parliament made on the introduction of licensure. The documents were analysed using a thematic analysis to map the arguments for the inclusion of licensure for healthcare counselors. The empirical evidence was then analysed based on the professional theoretical concepts of professionalism and legitimation.The result was analysed based on the theoretical concepts of professionalism and legitimation. The analysis of the results shows that licensure is a way to strengthen healthcare counselors’ authority in a context that is dominated by a biomedical perspective. On the other hand, the main purpose of the licensure is to strengthen patient safety through governmental control by specialized tertiary education and supervision of the profession. Since the license does not protect the work tasks of healthcare counselors, no occupational closure of the profession has been made. Instead, the licensure functions as an aspirational professional identity for the profession, this aspiration contributes to professionals and employers acting according to the guidelines of the licensure. Thereby, an indirect control of the profession takes place through the introduction of licensure, where the fear of losing the licensure might have a negative impact on the interaction between patients and healthcare counselors.

Syfte Studien handlar om att undersöka ifall tatueringar påverkar uppfattningen om professionalism hos tandläkarstudenter och personal på tandvårdshögskolan i Malmö. Syftet är att lyfta fram vad olika grupper anser om dessa kroppsmodifikationer men också bidra till ökad insikt inom och bland dessa grupper. Material och metod En enkätundersökning granskade deltagarnas förhållning till professionalism gällande tatueringsmotiv, storlek, kompetens, ansvarsfullhet, hygien, etik, pålitlighet, anställningsbarhet och klinikens/yrkesgruppens rykte. Resultat 196 deltagare deltog i studien, 132 studenter och 64 personal. Mellan dessa grupper påvisades ingen statistisk signifikans förutom gällande yrkesgruppens och klinikens rykte. Datan visade att män var mer negativa än kvinnor, yngre kvinnor var mer positiva än övriga deltagare och tatuerade var mer accepterande. Ett stötande motiv eller stor tatuering hade en negativ påverkan på professionalismen. Slutsats Inga skillnader kunde påvisas mellan studenter och personalen gällande synen på professionalism och tatueringar. Variabler som påverkade synen på professionalismen var deltagarnas ålder, kön och om hen var tatuerad eller ej. / Purpose The aim of this study is to investigate whether tattoos affect the perception of professionalism among dental students and staff at the School of Dentistry in Malmö. The purpose is to highlight what different groups think about these body modifications but also contribute to increased insight within and among these groups. Material and method A survey was used to examine participants' attitudes towards professionalism regarding tattoo motifs, size, competence, responsibility, hygiene, ethics, reliability, employability and the clinic / occupational group's reputation. Results 196 participants participated in the study, 132 students and 64 staff. No statistical significance was demonstrated between these groups other than the reputation of the clinic and the occupational group. The data showed that men were more negative than women, younger women were more positive than other participants and tattooed were more accepting. An offensive motive or large tattoo had a negative impact on professionalism. Conclusion No differences could be demonstrated between students and staff regarding the view of professionalism and tattoos. Variables that affected the view of professionalism were the participants' age, gender and whether they were tattooed or not.

The ways of reaching out to the people to supply news are substantially increasing after the emerge of the Internet. Because of the Internet anyone can make their message heard. The Young Turks claims to be the largest online news show in the world and they have over 650 000 subscribers on Youtube. Therefore it is important to study how alternative media differs from more traditional media.  This study focuses on alternative journalism on Youtube. The aim of this study is to identify the difference between the Youtube channel The Young Turks and CNN. The weight in the study lays in the ways the news is being presented. This study uses qualitative content from four news videos made by The Young Turks and four news videos made by CNN. This study focuses on the specific content in a few news videos rather than the overall content in several news videos. A dramatic analysis method is used to determine how the two media channels differ.  The result shows that the news videos made by CNN used objectivity as a means to claim their professionalism more often than The Young Turks. CNN’s news reporting was also clearer in presenting sources, compared to The Young Turks.

This thesis presents an exploration of the nature, extent and characteristics of a disciplinary Inclusion Room (IR), from the perspectives of students and staff in a South West secondary school. Over the past five years, this school has significantly reduced fixed term exclusions and improved school attainment against Local Authority averages. This research presents an organisational response to a socio-cultural problem and the paradoxical lenses of social inclusion and discipline. The research uses Cultural Historical Activity Theory (CHAT) as a theoretical and methodological framework. I explore inclusion and professionalism using the perspectives of nine students who entered disciplinary IR and nine staff who knew the students. Inclusion constructs explored include participation, equality and diversity. Professionalism is deliberated through a continuum of managerial control/discretionay judgement, individualistic models/collegial approaches and bureaucratic/continuous learning dimensions. Mixed methods used include document analysis, an on-line questionnaire, student and staff interviews, visual timelines and observations of the students in classrooms. The analysis of IR considers primary, secondary and tertiary contradictions along with disciplinary rules, community and division of labour/power constructs amongst participants to develop a rich understanding of the context. Exploratory data, in the form of a questionnaire, suggests that the students and staff broadly share understanding of inclusion policy, practice and culture in this school. Interviews, further informed by examination of documents, student timelines and observations, show how a disciplinary IR is integrated into, and complements, educational processes; participation (being there), equality and diversity, within the school. Professionalism is characterised by discretionary lenses, collegial working and continuous learning governed by problem solving to support that educational vision. Findings from this work are generalisable as the research develops experience of the school in a naturalistic manner and is illustrative of expectations rather than formal predictions. Nevertheless, schools can use the findings to consider how a disciplinary IR can complement educational processes through increasing participation, equality and diversity. Goals for inclusion can be enhanced through collaborative partnerships and active, ongoing engagement amongst students and staff to develop the educational experience.

Medical educators, clinical trainers, and professional organizations that have responded to the need to humanize medicine have not explored prospects for affective development in distance education. In this dissertation, the author explored narrative as an affective learning technique. Medical fiction, lay exposition, autobiography and other written forms of patient narratives, as well as multimedia presentations, movies, music, song, and visual arts were explored and analyzed for use in teaching medical professionalism to online health science students. A collection of narratives and learning activities for teaching medical professionalism in an online class were presented. Finally, a comparison study evaluated the use of narrative medicine to foster professional development in an online class. The use of narrative to introduce professionalism and help online students internalize the humanistic values of empathy and compassion was grounded in affective theories of moral development. Quantitative evaluation of medical professionalism was performed using the Jefferson Scale of Physician Empathy (JSPE), a psychometrically sound instrument designed to measure empathy in the context of patient care. Comparisons of mean changes in empathy suggest that the treatment group experienced significant changes in total empathy, reflected by increased scores in all elements of the JSPE. These results were validated by a qualitative review of student discussion posts, course evaluations, and instructor feedback. The goal was to explore affective development and the educational value that narrative brings to teaching medical professionalism in the online class. The study helped to clarify the role of narrative in transformative learning. The implication is that online students can benefit from exposure to narrative. The relationship between narrative and medical professionalism may have applications for educational theory, medical and allied health practice, public policy, and future research.

The focus of this study is the formation of legal professional identity and the manner and extent to which representations of legal professionals in classroom talk could feature in and be studied as part of this process. Eclipsed for many years by the need to teach students to ‘think like lawyers’, professional identify formation is increasingly acknowledged as a legitimate concern of legal educationalists. This entails expanding the sphere of legal education beyond the cognitive aspects of the discipline of law to encompass inculcation of the purposes and values of the profession but also, more broadly, an appreciation of the forms of power legal professionals exercise, the forms of work they undertake, the relationships they establish and maintain, and the social profile of the profession they advocate for or accept. The study assumes an understanding of legal professional identity formation as a pervasive and implicit process of socialization that occurs irrespective of whether professional identity has been posited as a particular pedagogical object or not. It puts forward the thesis that representations of legal professionals in classroom talk constitute part of the socialization process. It presents a theoretical model for understanding the significance of such representations in processes of identity formation, linking them to an understanding of ‘identity regulation’ that revolves around the concepts ‘role’ and ‘discourse’. It further invokes the resources of critical discourse analysis and, in particular, the work of Van Leeuwen, to develop a set of appropriate analytical codes modeled on key elements of social practice for analyzing representational meanings relating to legal professionals in classroom talk. The development of the codes is undertaken through an iterative process that engages with a complete, verbatim transcription of classroom talk in an introductory six-­‐month course on law at a tertiary institution. The study concludes that a discursive, analytical approach to studying representational meanings relating to legal professionals in classroom talk and, in particular, a micro-­‐discursive point of entry modeled on key elements of social practice, is useful and appropriate for apprehending the richness of the representational meanings. Such an approach allows for a grounded identification of themes that can then be compared to claims made in the literature on legal professionalism and the teaching of legal ethics. It also concludes that because the representation of legal professionals in classroom talk overlaps with the power relations of the classroom, they should be regarded as a significant source of identity regulation and thus used in a manner that is both reflective and constructive.