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Syftet med denna studie var att undersöka huruvida det finns skillnader i förskolepersonalens lunchmåltid beroende på om de äter pedagogisk lunch, det vill säga samma mat som barnen, eller medhavd matlåda. Studiedesignen är av beskrivande och jämförande karaktär, och undersökningen skedde i en medelstor svensk stad där tre förskolors kvinnliga personal deltog. Tolv individuella halvstrukturerade telefonintervjuer genomfördes. Sex pedagoger åt samma mat som barnen och övriga medförd matlåda. Resultatet visade att respondenterna som åt medhavd matlåda hade ett högre totalt energiintag i form av protein, fett, men även en högre konsumtion av c-vitamin och järn. Dock hade de med matlåda ett lägre intag av kolhydrater. Övervägande del av respondenterna åt inte en tillfredsställande mängd energi för att täcka en tredje del av dagsbehovet. Alla respondenter utom en drack vatten till måltiden och nästan alla ansåg att de borde ha ätit mer grönsaker, oberoende av om de åt samma som barnen eller medhavd matlåda. Samtliga hade en klar uppfattning om att de är förebilder för barnen under måltiderna och de hade förhållandevis likartade utgångspunkter i sitt arbetssätt gällande en pedagogisk måltid. Slutsatsen blev att personalen hade ett lägre intag av energigivande näringsämnen om de åt samma som barnen. Deltagarna var eniga om att den pedagogiska måltiden innebär att vara en förebild, inte bara näringstillförsel, även om det kan vara svårt att leva som de lär. / Objectives: The aim of this study was to examine whether there are differences in the preschool staff meals depending on whether they eat pedagogic meals (lunch), i.e. the same food as the children, or bring their own lunch box. Methods: The study design was descriptive and comparative in nature, and was both quantitative and qualitative. The survey took place in a medium-sized Swedish town where the staff in three preschools participated. Twelve semi-structured telephone interviews were conducted, with six women eating the same food as the children and six women who brought their own lunch box. Results: The results showed that those who brought their own lunch boxes had a higher energy content in their lunch meal, and also a higher consumption of all nutrients except carbohydrates. The major part of the respondents did not eat an adequate amount of energy to cover one third of the daily requirement. All participants had a clear understanding that they are role models for the children during the meals, and they behaved rather similar in relation to the pedagogic meal. Conclusions: The conclusion was that the staff had a lower intake of energy yielding nutrients if they ate the same food as the children did. Participants agreed that the pedagogic meal implies being a role model, not merely nutrition. However, they did not live the way they teach the children to do.

I have done a study to see what perceptions held by two principals and four teachers, if adult behavior and attitudes towards each other will affect the climate between the students and put it in relation to the fundamental values of work and policy documents. I have also examined how they describe their work environment in their daily work and how they work to combat bullying. I have used qualitative interviews as a method to get answers to my questions. The interviews took place at two different schools, in which I interviewed a headmaster and two teachers at both schools. What emerged during the interviews were compiled and processed with aid based on previous research and theories which focus is in a social constructionist approach. The results as it shows in my study highlights a consensus among the interviewees that the personnel group working atmosphere affects the climate between the students and that there is a good understanding of the impact they have. The study also shows that the experience of their work climate affects by how the communication between management and staff looks likes and how many resources there are in the form of personnel. With regard to anti-bullying work in schools also reveals that the availability of resources affects how viable work against bullying can be, but also how the experience of the working atmosphere within the staff group influence. The study also shows that the interaction between staff and management have an important role in creating a positive climate.

This dissertation explores the adaptation of traditionally objectified women's spaces, into an arena for leadership development, research which incorporates the development of culturally relevant mechanisms of leadership training within Indigenous societies. Cultural pageants offer a place for young women to become spokespersons on social justice issues, without the sexual objectification of entering beauty pageants. Such pageants also provide a glimpse of how cultural groups wish their national identity to be portrayed to the general public. Fifty years in the making, today's Native Nations cultural pageants have been decolonized to present images of young leaders, confident in their heritage, introducing themselves in their Native language, and committed to cultural continuity and sustainable Nations. This research examines a state-wide Alaska Native pageant, Miss World Eskimo Indian Olympics, from three perspectives: 1) The young women who develop culturally based leadership skills; 2) The community, who gains language and cultural, revitalization and maintenance role models; 3) And the general public, who gains a much needed positive representation of a contemporary Indigenous women. This study draws from interdisciplinary theories and research methodologies (including observation, in-depth interviews, questionnaires, surveys, and archival research) and follows the young women through to the contest at the national level, Miss Indian World, run annually in Albuquerque, through Gathering of Nations. The underlying hypothesis is that women use cultural pageants as a stepping stone to advance their cultural leadership. In doing so, they promote factors of community well-being affecting Indigenous communities, such as suicide prevention, substance abuse, and language and cultural revitalization.

Det har varit många debatter i den svenska media om sockerintag och forskning som visar att barn i dag äter mer godis, läsk, snacks och mindre av frukt och grönt.  Syftet med uppsatsen är att undersöka några pedagogers syn på kosten och dess sockerhalt i synnerhet, och de pedagogiska måltiderna i allmänhet, vid en förskola. Vad har pedagoger för syn på hur en bra förebild ska vara vid de pedagogiska måltiderna?  Jag gjorde kvalitativa intervjuer med sex pedagoger. Kosten har förändrats mycket och sockerintaget har minskat på förskolan under de år de har arbetat, anser pedagogerna. Pedagogerna kan inte påverka kosten men kan välja att ta bort vissa livsmedel på avdelningen som de anser inte är nyttiga. Majoriteten av pedagogerna ansåg att det är viktigt att vara en bra förebild. Under de pedagogiska måltiderna är det viktigast att vara en bra förebild, som blir till ett pedagogiskt lärtillfälle. / There have been many debates in the Swedish media about our sugar consumption, and research shows that children today are eating more candy, soda, snacks and less fruit and vegetables.  The purpose of this paper is to examine some pedagogues’ views on diet and its sugar content, in particular, and the pedagogical meals in general, at a pre-school. What is pedagogues’ view of how a good role model should be at the pedagogical meals? I did qualitative interviews with six pedagogues. The pedagogues believed that the diet has changed a lot over the years and sugar consumption has decreased in pre-school during the years when they been working. The pedagogues can not affect the diet but can choose to remove some food at the department that they believe is not wholesome. The majority of pedagogues considered it important to be a good role model. During the pedagogical meals it is important to be a good role model; which becomes an educational learning opportunity.

Most men and women are employed in occupations largely dominated by people of their own sex. Since occupational aspirations have proven to predict future labor market behavior it is of importance to study young boys’ and girls’ occupational preferences. With the use of a survey based on Swedish 15-year-old children this study examines the association between the gender composition of parent’s occupation and the gender composition of children’s most preferred occupation. Drawing from the sex-role model that emphasizes the importance of the same-sex parents in forming children’s preferences, this study has investigated whether the gender composition of mothers’ (fathers’) occupations has an impact on the gender composition of girls’ (boys’) occupational aspirations. In line with previous research, the sex-role model received support for girls. But the observed association between fathers and sons disappear upon adding control variables. It was also hypothesized that the mothers’ generation entry into high status occupation would make children more likely to also regard their opposite sex parents as a role model. However, this hypothesis did not receive support. The result for girls can be interpreted as a sign that sex-role modeling some extent can be one reason behind the persistent sex segregation in the labor market.

The objective of this practical theological study was to explore to what extent a pastoral accentuation of Christian teachers as role models can result in a new perspective on the teacher-learner relationship in the South African school context. For this purpose, a research question was formulated with the eye on identifying elements of pastoral knowledge and skills to equip the Christian teacher to lead learners by means of a metaphorical deployment of his/her function as a role model towards spiritual maturity. Basic theoretical guidelines were formulated from Scripture to describe the metaphorical functions in the pastoral role of Christian teachers. The function of biblical metaphors such as shepherd, servant, comforter, priest, prophet and king were described. A literary investigation was conducted to explain the educational milieu in which teachers in the South African schooling system operate. In this section of the study, as a result of investigations into related sciences, the following aspects came to light: the question regarding the essence of education; the role and function of the teacher; the role of the learner and also the role of the school as an educational institution. An empirical study was done to gain further perspective on the realities, with which teachers in South African schools are faced with on daily basis, and how they visualise their role in this context. A qualitative research method was done by interviewing Christian teachers. The methodological model of Zerfass was used as a framework, to establish hermeneutical interaction between basic-theoretical, meta-theoretical and empirical aspects. Thereafter my own model was designed to provide guidelines to the Christian teacher to fulfil his/her role, as a role model for learners. Research findings indicate that a Christian teacher?s metaphorical deployment of his/her function as role model can indeed play a vital role in the education situation in the context of the current South African school system. However, there seems to be some uncertainty in the midst of teachers about what exactly the metaphorical functions comprise and the need for further equipment in this regard proved to be necessary. / Thesis (Ph.D. (Pastoral))--North-West University, Potchefstroom Campus, 2011.

The objective of this practical theological study was to explore to what extent a pastoral accentuation of Christian teachers as role models can result in a new perspective on the teacher-learner relationship in the South African school context. For this purpose, a research question was formulated with the eye on identifying elements of pastoral knowledge and skills to equip the Christian teacher to lead learners by means of a metaphorical deployment of his/her function as a role model towards spiritual maturity. Basic theoretical guidelines were formulated from Scripture to describe the metaphorical functions in the pastoral role of Christian teachers. The function of biblical metaphors such as shepherd, servant, comforter, priest, prophet and king were described. A literary investigation was conducted to explain the educational milieu in which teachers in the South African schooling system operate. In this section of the study, as a result of investigations into related sciences, the following aspects came to light: the question regarding the essence of education; the role and function of the teacher; the role of the learner and also the role of the school as an educational institution. An empirical study was done to gain further perspective on the realities, with which teachers in South African schools are faced with on daily basis, and how they visualise their role in this context. A qualitative research method was done by interviewing Christian teachers. The methodological model of Zerfass was used as a framework, to establish hermeneutical interaction between basic-theoretical, meta-theoretical and empirical aspects. Thereafter my own model was designed to provide guidelines to the Christian teacher to fulfil his/her role, as a role model for learners. Research findings indicate that a Christian teacher?s metaphorical deployment of his/her function as role model can indeed play a vital role in the education situation in the context of the current South African school system. However, there seems to be some uncertainty in the midst of teachers about what exactly the metaphorical functions comprise and the need for further equipment in this regard proved to be necessary. / Thesis (Ph.D. (Pastoral))--North-West University, Potchefstroom Campus, 2011.

The diploma thesis is based on interviews with participants of the Mentoring program for early career scientists. The paper presents an analysis of the ways in which interview participants relate to what they believe is science. The aim of the analysis is to find out whether their understanding of science is gender-related and what features carry the academic identity of people actively participating in the mentoring program. The theoretical frameworks are the epistemology of science, the theory of mentoring, the scientific environment in the Czech Republic and the work of Pat O'Connor, Clare O'Hagan and Julie Brannen which deal with the research of academic identities in the current neoliberal academic environment.

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