The purpose of this study is to explore Black women’s experience of becoming and being entrepreneurs and accumulating wealth. Through interview questions that examine social capital, this study allows eight Black women to recall their ever-changing and evolving experience of entrepreneurship and economic mobility. This qualitative study goes beyond empirical data of the wealth gap and the numerical trends of Black women entrepreneurs. The study allowed for Black women to share their experience with wealth accumulation and the social factors, such as networks and relationships that attributed to starting and sustaining a business. Findings and implications will be discussed.

Qu’est-ce qu’une décision ? Comment se construit-elle dans la vraie vie ? La vision d’une décision située entre délibération et action correspond-elle à une réalité ? Est-elle l’acte qui crée une rupture dans le cours des évènements ?Pour explorer ces questions et secouer les cadres de la décision, ce travail s’est appuyé sur l’expérience humaine davantage que sur des analysesthéoriques. C’est à la lumière de la narration de parents ayant perdu leurnouveau-né en réanimation, trois ans auparavant suite à une décision depoursuivre ou non des traitements, que nous proposons de revoir la notion dedécision.Le regard et le discours rétrospectifs des parents entendus lors d’un entretiende recherche dévoilent tout un univers et les circonstances dramatiques dans les quelles ils ont été amenés à se déterminer. C’est pris dans des émotions très fortes envers leur nouveau-né et dépendants des attitudes des soignants qu’ils se sont approchés de leur enfant et qu’ils se sont décidés ; nous constatons les ressources qu’ils ont puisées à l’intérieur d’eux-mêmes pourrépondre à ces demandes des soignants. Dans ce contexte les actes delangage sont évoqués : par le seul fait de le dire, les parents réussissent à sedécider mais non à décider des actions des médecins.Les parents évoquent aussi leur présent, en tant qu’avenir d’un passé certes révolu mais qui se prolonge par la mémoire. Au présent, ils inscrivent leur narration dans la traversée du deuil et attribuent à l’enfant perdu et à peine connu, une puissance d’âme qui dépasse largement ce qui peut être imaginé.Les sentiments de responsabilité et de culpabilité qu’ils éprouvent face à eux mêmes et face au petit mort donnent du sens au passé et participent a posteriori à une inscription de soi en tant qu’un des acteurs dans cette histoire.La délibération semble possible après la mort de l’enfant ; elle vient après coup insérer une forme de liberté humaine et de raison dans cette histoire.Revenant dans l’univers des soignants, ce travail se termine par une réflexion sur les conditions nécessaires pour qu’une telle décision soit acceptable à10long terme pour des parents : c’est un choix non pas idéal mais raisonnable et suffisamment bon pour l’enfant, une décision partagée sous la forme d’une discussion, qui se construit dans le récit de leur vie. La possibilité de créer soi même quelque chose de personnel avec son enfant illumine cette histoire.La question que nous traitons est éthique en elle-même car elle participe à un questionnement philosophique de l’action. Elle est d’ordre éthique et philosophique, mais aussi pratique. Les parents vivent cette histoire sous le regard des soignants qui révèlent dans l’interaction la considération qu’ils ont pour eux et la prise en compte de leur vulnérabilité. Le discours des parents,ici accompagné d’une réflexion rationnelle, pourrait favoriser l’émergence chez les soignants d’émotions empathiques et du sentiment d’appartenir à une humanité commune. Sous cette forme, il peut aussi constituer un moyen didactique fort pour remettre en question des représentations un peu stéréotypées et plus généralement le modèle de la décision vécue en médecine. / What is a decision ? How is a decision constructed, processed in real life ? Is a decision always temporally situated between deliberation and action ? Is it the action that ruptures reality at that point ? To explore these questions and question the limits of decision-making, this work has been created from an experience rather than theoretical analysis. Parental narration about the loss of their newborn in the NICU, three years before, in the aftermath of e decision to forgo life saving treatment, enlightens our analysis about what decision making actually is. Parental retrospective view and discourse gathered during a research interview unveil a unknown world of emotions and dramatic circumstances. In this context parents have to decide. It is with contradictory feelings towards their newborn and dependancy on caregivers that parents have come closer to their child and decided themselves. We enlighten the resource they have found insight themselves to reach from these requests from the carers.In this context, speech acts are brought up : by the fact of saying their decision, parents succeed in making their mind up but they do not decide what physician’s actions will be. Parents also speak about their present life and feelings ; the present time is seen as the future of a past bygone but that goes on in the memory. Today, they describe their crossing of the mourning. The lost child’s, scarcely known, appears now as a soul, with a power that exceeds largely what could be imagined. Feelings of guilt and responsibility experienced towards oneself and towards their dead child give sense to the past. These feelings retrospectively participate in creating a view of oneself as an actor in what happened. Deliberation seems possible even after the child’s death. Il puts in the aftermath, a form of human freedom ad rationality. Finally, we return to the world of the caregivers and end with an analysis of the conditions of a “sufficiently” good decision, acceptable in the long term for the parents.

In the late 1980s, references to postmodernism, post-structuralism, and Michel Foucault started to appear in nursing journals. Since that time, hundreds of journal articles and dozens of books in the discipline of nursing have cited these continental-philosophical ideas—in substantial or minor ways—in nurses’ analyses of topics in nursing practice, education, and research. Key postmodern and post-structural notions including power/knowledge, discourse, the clinical gaze, disciplinary power, de-centering of the human subject as the originator of “meaning,” and the challenge to grand narratives and binary thinking—all found their place on the pages of journals such as the Journal of Advanced Nursing, Nursing Inquiry, and Nursing Philosophy and in a predominantly American journal Advances in Nursing Science among a few other periodicals. In my dissertation, I assemble this voluminous body of publications into a “field of study.” Taking a comparative approach to this field, I argue that we can understand postmodern/post-structural scholarship in nursing as characterized by a marked difference between its non-American (in this case, Australian and New Zealand, British and Irish, and Canadian) and American domains. While each domain is heterogeneous, peculiar features distinguish American postmodern/post-structural nursing literature from its non-American counterparts. I build on a recent systematic critique of so-called American “unique nursing science” and (meta)theory by Mark Risjord (2010), who surfaced the unacknowledged legacy of the logical positivist philosophy of science on contemporary American nursing conceptions of science and theory. These influences, according to Risjord, have had profound and lasting intellectual impact on nursing theoretical work manifesting in the notions of “unique science,” a caution toward “borrowed theory,” a hierarchical model of theory, the language of metaparadigms, incommensurable paradigms, and so on. These ideas and related practices of theorizing have culminated in what I call the American disciplinary nursing matrices that shape the visibility and intelligibility of alternative practices of theorizing in the discipline of nursing. I show the ways in which these matrices are consequential for how postmodern and post-structural philosophical ideas are understood, discussed, and deployed (or not) in American nursing literature; indeed, I argue that these continental ideas, vital for nurses’ ability to critically reflect on the discipline and the profession—are unintelligible as a form of nursing knowledge within the American nursing theoretical matrices. / Graduate / 2017-09-29 / 0569 / 0344

Previous research has shown that teaching material reproduces ideology; and according to the professor in History of Ideas, Sven-Eric Lied man, ideology can be read out in all sorts of texts. This is in contrast with the Swedish curriculum, which claims that the teaching should be objective and comprehensive. The aim with this study is to investigate if there is any reproduction of ideology in social science textbooks. With this background I have examined four social science textbooks, by using qualitative research methodology and ideology analysis.  Results showed that all four textbooks are reproducing ideology. In the analysis I have been using the methodological framework, ideal types and for this purpose three ideologies; Liberalism, Revisionism and Conservatism were defined. The interpretation of the results was that the dominating reproductions in the textbooks exhibited liberalism and revisionism, but some conservative reproductions could be found in the schoolbooks as well. Many of the reproductions were read out latent in the books. The authors were also using evaluative written language and a lot of watchwords.  The results correspond with the majority of previous research. / <p>2017-01-20</p>

Entrepreneurship is considered as a critical factor for the development of transition economies and currently attracts a growing body of research. Following a qualitative case-study research strategy, this paper is occupied with the emergence of Sofia, the capital of Bulgaria, as a location of high-tech entrepreneurship in the country. While the legacy of the socialist past is part of Sofia reality, the entrepreneurs in the capital appear to make considerable efforts to overcome these barriers. Applying a social capital perspective I articulate the link between entrepreneurship growth and entrepreneurs’ social context. Internationalization from early stage of start-up development is perceived as the main growth path, which requires the entrepreneurs to accumulate new social relations. Adopting a process oriented analysis, I observe the shift in the social capital content and how start-ups can benefit from their pre-existing and emerging social relations. I contend that the acquisition of social capital by studied entrepreneurs has a specific added value for the studied companies as in this process they are required to adopt new norms and practices that are distinctive from those generally observed domestically. This process, however, poses certain concerns for start-ups’ survival prospects due to its high costs.

In the 21st century, cosmopolitanism has become an ever emerging concept, as scholars turn to this worldview with the hope to address the unavoidable impacts of globalization. Simultaneously, the new educational trends in Europe in combination with the ongoing socio-political changes create new needs that demand a more cosmopolitan interference. With this in mind, the present research attempts to examine whether and how cosmopolitan ideals are promoted through education policies in Europe and to what extent these cosmopolitan ideals succeed to reach national policies and school practice in a country as Greece. To this end, the author conducts a qualitative multilevel study between Europe and Greece and bases her study on two research methods: interviews and document analysis.     The interview and document analysis that follows leads to a comparison not only between the European and the Greek context but also between the policy and practice level that spawns a better and deeper understanding of how education promotes and can promote cosmopolitanism. The findings of the research highlight that the dilemma of whether to employ an ethnocentric or cosmopolitan educational approach can be acute. Parallel to that, the conflicting conceptions of cosmopolitanism between Greece and the European Union tend to render the moral aspects of education quite numb. Finally, the research closes with some recommendations for the future and suggestions for further studies.

Background Midwifery units (MUs) provide midwife-led care for women at low risk of complications. They may be located on the same site as an obstetric unit (OU), in a hospital without obstetric services or separate from any hospital. In MUs, if unforeseen complications arise, transfer to an OU may be necessary. Aim To provide evidence to contribute to the improvement of the transfer process, help make transfer safer and less distressing for women, thereby improving the care and experience of women planning to give birth in MUs. Methods A structured literature review of existing evidence was followed by three integrated component studies using different methods. The content and quality of local NHS transfer guidelines were evaluated. Data from the Birthplace national prospective cohort study were analysed to estimate transfer rates, describe the transfer process and identify factors associated with transfer. The experiences of women transferred were explored in qualitative interviews. Findings Transfer is a common event, affecting around 25% of women planning birth in MUs, although rates in different units vary. Primiparous women are more likely to be transferred than women having a second or subsequent baby. The risk of transfer for primiparous women increases with increasing age; around 50% of women having their first baby aged 40 years or over are transferred. Local NHS transfer guidelines are generally of poor quality and pay little attention to women’s experience. Women interviewed after transfer report feeling unprepared for transfer. Sensitive care and clear communication from midwives during labour facilitate feelings of control in women and help women accept transfer as the right decision and not a 'negative' event. Transfer that is perceived by women as “too late” can have potentially serious and long-lasting negative effects. Women’s experience of the transfer journey could be improved by the offer of choice in a number of areas which would help women feel 'cared for' rather than 'transported'. Having the MU midwife continue to care for the woman after transfer should be considered 'best practice'; where this is not possible a good handover is essential. Women who have experienced transfer should be offered the opportunity to talk to a midwife about their experience.

The 1980s saw an increase in learning support assistants (LSAs’) in colleges for further education to support post-sixteen learners with learning difficulties and disabilities (LDD). LSAs’ were appointed on an ad hoc basis with little or no experience, or relevant qualifications to deliver support in ‘inclusive’ vocational classrooms. The Workforce Development Plan in 2004 acknowledged this phenomenon and advocated that occupational standards be developed. Two years later, in October 2006, the first National Occupational Standards (NOS) for college LSAs was launched but it did not include an official training framework for their professional learning and although there are some training structures in place, this still remains the case today. Learners with LDD are, therefore, still supported by untrained LSAs’ who are not professionally equipped to deal with the particular challenges they present. Educators like myself who work alongside LSAs’ in colleges, must seek to naturalistically explore professional learning opportunities to enhance their knowledge and skills. Such professional learning opportunities should reflect the creative and dynamic contribution college LSAs’ bring to inclusive classrooms and, thereby, not only improve the quality of the support LSAs’ give but the overall integrative, ethical and non-discriminative ethos of a college. With this knowledge, I developed and implemented an Enhanced Learning Support Assistant Programme (ELSAP) for the professional learning of volunteer LSA participants with the aim of improving their knowledge and skills to deliver a more meaningful education for postsixteen learners with LDD. For the acquisition of new knowledge and skills, professional learning for LSAs’ needs to occur systemically over time and be integrated within the multilayered context of a college to allow dynamic and reciprocal influences to make transformative connections. Critically, my action research study strengthens the connection between socio-political theory and practice within the sociology of disability education on moral, ethical and human rights grounds.

Bakgrund: HIV (Human Immunodeficiency Virus) är en sjukdom som påverkar människors immunförsvar. Ca 30–35 miljoner människor lever med HIV i världen. HIV är en sjukdom som påverkar de drabbade både psykiskt och fysiskt. Syfte: Att beskriva vuxna patienters upplevelser av att leva med HIV med fokus på psykiska och fysiska aspekter samt beskriva hur undersökningsgruppen ser ut i de valda artiklarna. Metod: En beskrivande litteraturstudie baserat på 10 vetenskapliga artiklar med kvalitativ ansats. Databasen Cinahl användes till litteratursökningen. Huvudresultat: Resultatet i denna litteraturstudie visade att människor som lever med HIV känner rädsla, depression, oro och stress över att leva med sjukdomen. Känslorna kopplas till upplevelser av stigmatisering och diskriminering från vården och samhället. Människorna som lever med HIV är ofta rädda för hur de blir bemötta av allmänheten. Fysiska symtom som till exempel trötthet påverkar människor som lever med HIV negativt, och förmågan att leva ett normalt liv blir förhindrat. I litteraturstudien presenteras undersökningsgruppen tydligt utifrån vad författarna till de granskade studierna beskrivit. Slutsats: HIV-positiva personer kan mötas i alla vårdinsatser. Känslor av bland annat skuld och skam förekommer ofta hos personer med HIV. Som sjuksköterska är bemötandet av människor med HIV väldigt viktigt. / Background: HIV (Human Immunodeficiency Virus) is a disease that affect the human immune system. Around 30–35 million people are living with HIV in the world. HIV affects people, both mentally and physically. Aim: To describe adults/adult patients experiences of living with HIV, focusing on mental and physical aspects, and to describe how the study group looks in the selected studies. Method: A descriptive literature study, based on 10 scientific articles with qualitative approach. The database that was used to find the articles was Cinahl. Main Results: The result of this literature study shows that people living with HIV daily feel emotions of fear, depression, anxiety and stress due to living with the disease. The emotions connect directly to experiences of stigmatization and discrimination within the healthcare and community. People living with HIV are often afraid how other people will react their disease. Physical symptoms like fatigue affect their everyday life negative, and the ability to live a normal life is prevented. The study group is clearly presented based on what the authors of the audited studies describes. Conclusion: HIV-positive people can be found in all healthcare facilities. Emotions of guilt and shame often occure with people who are living with HIV. As a nurse, the attitude towards people with HIV is very important.

Authenticity is a positive psychological construct often described as being true to oneself, and being authentic means displaying behaviour and expressing oneself in a manner that is consistent with the true self. The aim of this research was to explore managerial experiences of authenticity in the workplace. Purposive sampling was used to select five managers to participate in the study. Data was gathered using semi-structured interviews and data analysis revealed four main themes and related sub-themes. Key findings include that managers construct authenticity as being true to oneself, and that their authenticity is facilitated by contextually appropriate behaviour, the manifestation of multiple selves and open, structured work environments. Barriers to authenticity include interpersonal judgement, limitations on self-expression, leader power and authority, organisational culture and irregular work practices. Being authentic was found to have a positive impact on intrapersonal and interpersonal relations, whilst inauthentic behaviour had negative consequences at both levels. / Industrial and Organisational Psychology / M. A. (Industrial and Organisational Psychology)