This research aims to understand how environmental sustainability in areas of rural settlements can be made possible on the basis of ethics that seeks respect for sociobiodiversity. Therefore, we intend to anchor our study in theoretical reflections on ethics, sustainability and environment, with special attention to the philosophical thought of Albert Schweitzer, which prioritizes the ethics of reverence for life turned not only to humans but to all forms of existing life including Nature - an Ethics of Respect. We aim to prove that there is an ethic of implicit respect of the settlers in land of agrarian reform projects linked to Movimento dos Trabalhadores Rurais Sem Terra (MST), as an alternative to environmental sustainability in all its surroundings, keeping legally protected areas, such as: legal reserve environment, conserving legally protected areas, such as: Legal Reserve, Conservation Unit and Permanent Preservation Areas. The study was philosophical theoretical character, and the empirical field research conducted in fifteen settlements in the South Central region of the State of Sergipe, in the municipalities of Tobias Barreto, Poço Verde, Simão Dias, Pinhão and Macambira. Settlers underwent semistructured interviews concerning environmental activities in the settlement, whose answers led us to consider that there is an innate respect Ethics thus demonstrating its viability to environmental sustainability site. We find in each setting an ethic of respect internalized, fostered by the correlation of reverence and direct dependence on nature, since they perceive the importance of the ecosystem in their surroundings, helping them to survive collectively when mediated by the formation of self-awareness process leading to the ethical way of mutual respect in promoting sociobiodiversity / Esta pesquisa objetivou compreender de que forma a sustentabilidade ambiental em áreas de assentamentos rurais pode ser viabilizada com base numa ética que vise o respeito à sociobiodiversidade. Nesta perspectiva nos ancoramos em reflexões teóricas sobre ética, sustentabilidade e ambiente, conferindo especial atenção ao pensamento filosófico de Albert Schweitzer, o qual prioriza a ética de reverência pela vida voltada não apenas para o ser humano, mas a toda forma de vida existente na Natureza baseado numa Ética do respeito. Almejamos comprovar que há uma ética do respeito implícita em assentados nos projetos de reforma agrária vinculados ao Movimento dos Trabalhadores Rurais Sem Terra (MST), enquanto uma alternativa para a sustentabilidade ambiental em todo o seu entorno, conservando áreas legalmente protegidas, como por exemplo: Reserva Legal, Unidade de Conservação e Áreas de Preservação Permanente. O referido estudo teve caráter teórico filosófico, sendo o campo empírico realizado em quinze assentamentos da Região Centro Sul do Estado de Sergipe, localizados nos municípios de Lagarto, Tobias Barreto, Poço Verde, Simão Dias, Pinhão e Macambira. Os assentados foram submetidos a entrevistas semiestruturadas relativas às atividades ambientais desenvolvidas no assentamento, cujas respostas levou-nos a considerar que há uma Ética do respeito inata evidenciando, portanto, sua viabilidade para uma sustentabilidade ambiental local. Encontramos em cada assentado uma ética do respeito internalizada, fomentada pela correlação de reverência e dependência direta com a natureza, uma vez que os mesmos apreendem a importância do ecossistema no seu entorno, auxiliando-os a sobreviverem coletivamente quando mediados pelo processo formativo de autoconsciência que os conduzem pela via ética do respeito mútuo na promoção da sociobiodiversidade.

本研究以復元觀點探討思覺失調症青少年的生活適應，將適應區分初發病、生病後及現況三階段，分析其(1)身、心、社會功能的轉變，以及與環境系統之互動情形；(2)影響生活適應之因素；(3)促進復元之因素；(4)復元結果。本研究採半結構訪談之方式，訪談十位思覺失調症青少年，研究結果如下： 一、思覺失調症青少年之生活適應 疾病初發階段，就罹病青少年而言，疾病因應策略分為五種：「轉移注意力」、「問題解決」、「情緒導向」、「調適」與「無法處理」，並因疾病而從學校撤退，此外，青少年對發病原因傾向自我歸因與內省。家庭系統，在缺少疾病衛教的情形下，家屬與罹病青少年一同經歷混亂與無助，但仍展現出多重求助行為。醫院系統，醫生著重病理症狀控制，缺少疾病衛教與情緒支持，然而，住院經驗並非完全負向，亦具正向影響。 生病後，就罹病青少年而言，疾病對其身、心、社會功能的影響相當廣泛，但也帶給其覺醒與成長的契機。家庭系統，家屬對青少年的互動關係與教養方式會產生正向變化，但家屬之疾病態度與因應策略卻包含正、負向。學校系統，青少年與同儕交往的深淺，易受疾病汙名影響；老師對疾病的態度與因應方式亦可區分為正、負向。復健系統，參與復健可提供罹病青少年場域的轉換，協助其疾病穩定與調適。 青少年與疾病共生的過程，會嘗試運用資源與優勢，與環境達到良好的適配；在疾病因應上發展出更多正向力量，學會使用「問題解決」策略，也從單一因應策略，發展到多重策略。此時青少年仍對未來充滿希望，並展現出他們渴望獨立自主，不讓家人擔心的成熟。 二、影響生活適應之因素 1.個人層面：人格特質與疾病因應策略。 2.家庭及非正式網絡：家人言論、支持、態度與疾病因應策略，以及同 儕互動方式。 3.正式網絡：老師關懷、給予彈性與連結輔導資源、醫護人員互動方式 與疾病衛教、精神復健機構之處遇模式、住院過程。 4.社會汙名：經驗到來自雇主或同學的歧視，影響青少年的自我評價與 疾病接納度。 三、促進復元之因素 1.正式支持：經濟因素、處境改變、參與復健、專業人員協助、穩定就 業。 2.非正式支持：網友支持、休閒娛樂。 3.復元三大基石：症狀減緩、信念與態度、家庭支持。 四、生活適應歷程中的復元 依據復元統合模式之復元指標達成的數量，本研究有五位思覺失調症青少年目前為完全復元型、四位半復元型和一位初學型，分別展現不同的內在力量，呈現出「優遊自在」、「學習與調適」與「挫折與探索」的人生，而激發其改變與成長的轉捩點為「自我覺醒」與「參與復健」。思覺失調症青少年具復元的可能性，不僅是為了克服障礙而發展因應策略，更是超越障礙與追求自主性的展現。 最後，研究者結合上述研究結果，嘗試繪製出思覺失調症青少年之復元統合模式，並提出本研究限制與建議，提供學校、心理衛生醫護人員、服務提供者、青少年病患之家屬與未來研究者參考。 / This study aimed to use perspective of recovery to explore the life adjustment of adolescents with schizophrenia and distinguish the process of life adjustment into the initial, stable and current three stages, discussed (a) the respondents’ bio-psycho-social function changes and the interaction with the environment system；(b) the related factors of life adjustment；(c) the facilitating factors of recovery, and(d)the respondents’ result of recovery. This research adopted a semi-structured interview to interview ten adolescents with schizophrenia. The study results are as follows： 一、The life adjustment of adolescents with schizophrenia In the initial stage, for the respondents, their illness coping strategies can be divided into five types：distraction, problem-focused, emotion-focused, accommodation and unable to handle, and they drop-out of school because of illness. Besides, respondents tend to self-attribution and introspection of the cause of the illness. In the family system, because of the lack of patient education situation, the family experience chaos and helplessness with the respondents either, but also show multiple help-seeking behavior. In the hospital system, doctors focus on the control of symptoms, lack of patient education and emotional support；however, the experience of hospitalization is not completely negative and it also has positive influence. In the stable stage, for the respondents, the illness has a wide range of effects on their bio-psycho-social function, but it also provided them an opportunity to awaken and grow. In the family system, the parenting style and relationship between respondents and their family have a positive change, but the attitudes toward illness and coping strategies of the family included positive and negative types.In the school system, the depth of relationship between respondents and peers are easily influenced by illness stigma, and teachers’ attitudes toward illness and coping strategies also include positive and negative types. Participate in rehabilitation can provide the respondents the conversion of the field to help them stabilize and accommodate illness. For respondents, it is a symbiotic process with illness, respondents will try to use resources and advantages to achieve a good fit with the environment and develop more strength to cope illness. They also learned to use " problem-focused " strategy and from using single strategy changed to use multi-strategies. At this moment, respondents are still hopeful for the future and long for independence, they are mature enough to not let their families worry. 二、There are four types of factors that influenced the life adjustment： 1.Personal factors：characteristics and illness coping strategies. 2.Family and informal network：speech, support, attitude and illness coping strategies from family and peer interaction. 3.Formal network：Teachers provide care, flexibility and connect counseling resources. Interaction with mental health practitioners and patient education. Treatment modes from psychiatric rehabilitation agencies. Hospitalization process/experience. 4.Social stigma：Discrimination from employers or classmates influenced respondents’ self-evaluation and acceptance for illness. 三、There are three types of factors that facilitate recovery： 1.Formal support：financial issue, change for status, participate in rehabilitation, assistance from professionals, employment. 2.Informal support：net-pals support and entertainment. 3.Three cornerstones of recovery：symptom remission, faith /attitude and family support. 四、The recovery from life adjustment of adolescents with schizophrenia According to the recovery target of the unity model of recovery which adolescents with schizophrenia achieved, they were divided into three recovery stages：five are full-recovery, four are semi-recovery, one is novitiate recovery, and they also show different mental strengths respectively which presented " comfort and leisure", "learning and accommodation" and "frustration and exploration" of life. Besides, the turning points which inspired respondents to change and grow are "self-awareness" and "participation in rehabilitation". Adolescents with schizophrenia have the potential for recovery, they not only developed coping strategies to overcome obstacles, but also presented how they transcended obstacles and pursued autonomy. Finally, according to the results, the investigator came up a recovery unity model suited for the adolescents with schizophrenia, and discussed the limitations of this study and the advices for school system, mental health practitioners, service providers, the family and future researchers.

This simulator study aims to investigate if there is a relationship between self-awareness of driving ability and traffic safety behaviour. Self-awareness in this study is accurate self-evaluation of one’s abilities. By letting 97 participants (55-75 years old) drive the simulator and answering the Driver Skill Inventory (DSI; Warner et al., 2013) as well as the Multidimensional locus of control (T-loc; Özkan & Lajunen, 2005). A measure of self-awareness was computed using the residuals from regression line. Furthermore, this measure could show if a participant over-estimated or under-estimated their ability. Four self-awareness measures were made. The self-awareness measures were compared to traffic safety behaviour. Three different traffic safety measures were computed using specific events in the simulator scenario. The self-awareness measures were grouped into three groups; under-estimators, good self-awareness and over-estimators. These groups were then compared to each other with respect to traffic safety. A multivariate ANOVA was made to test for differences between the self-awareness groups but no significant main difference was found. The results showed no difference in traffic safety behaviour given the different levels of self-awareness. Furthermore, this could be a result of the old age of the sample group as self-awareness may only be relevant in a learning context. The conclusion of the study is that the analysis shows that there is no difference between over-estimators and under-estimators of driving ability, at least not in experienced older drivers.

Studiens syfte var att undersöka om kontextuell intelligens är en möjlig lösning till dagensstora mängd ledarskapsrecept. Primärdata från en enkätundersökning med 389 giltiga svarsamlades in angående sex av beteendena som utgör Kutz (2016) teori för kontextuellintelligens, vilket utgjorde metoden för studien. Kontextuell intelligens visade sig vara ettmöjligt svar till de många och kritiserade ledarskapsstilar som har idealiserats.Signifikanstestet visade på signifikant skillnad mellan chefers och medarbetares bedömningarav svenska chefers beteenden och prestationer. Studiens resultat indikerade att forskningbaserad på självutvärdering präglas av allvarliga brister. Studien visade därmed att teorin förkontextuell intelligens inte enbart kan vila på chefers självbedömning, utan bör kompletterasmed observatörers bedömningar av chefer för att ge en mer sanningsenlig bild och förbättraledarskapet. Dessutom bör rekrytering förlita sig på forskning baserad på fler perspektiv änenbart självbedömningar för att undvika misslyckanden vilka kan minska organisatoriskeffektivitet. / The purpose of this study was to examine whether contextual intelligence is a possiblesolution to today's vast array of leadership concepts. Primary data from a questionnaire surveywith 389 valid answers were collected regarding six of the behaviors constituting Kutz (2016)theory of contextual intelligence which formed the method of the study. The findings showedthat contextual intelligence proved to be a possible response to the many and criticizedleadership styles that have been idealized. The significance test showed statisticallysignificant differences between managers and employees assessments of Swedish managers’behavior and performance. The results indicated that research based on self-evaluation ischaracterized by serious shortcomings. This study therefore shows that the theory ofcontextual intelligence can not only rely on managers’ self-assessment and should becomplemented by observers' assessments of managers to give a more truthful picture andimprove leadership. In addition, recruitment should rely on research based on moreperspectives than just self-assessments to avoid failures which could reduce organizationaleffectiveness.The thesis is written in Swedish.

This thesis explores the working lives of British Born South Asian Ethnic Minorities (BB SAEMs), critiquing the homogenous identities ascribed to them in previous research. Its methodology is life-story interviews analysed using Nvivo. This identified four hybrid categories emerging from two cultures. I fitted myself neatly into just one. However the reflexive analysis required in good qualitative research led me to realise that I fitted into not one, but all four categories, and into others not yet recognised. At this point, my thesis had to take a new turn. An auto-ethnographic, moment-by-moment study led to an ‘unhybrid categorisation of hybridities’ acknowledging ‘fuzziness and mélange, cut ‘n’ mix, and criss and crossover’ where identity is a complex-mix, always in flux. I conclude not only with this new theory of identity formation in the working lives of BB SAEMs, but also by arguing that by imposing the requirement to categorise, research methods lead to over-simplification and misunderstanding.

Across North America concerns have been raised about the social, emotional, and mental health of our youth. Many primary prevention programs have been proposed to address these issues, however, few have met the criteria for effective interventions, including being longitudinal, cross-curricular, emphasizing specific concepts and skills, and being within the skills and understandings of teachers and the school system at large (McCombs, 2004). The Respecting Diversity (RD) program is a social and emotional learning (SEL) intervention designed by teachers that uses a Multiple Intelligences (MI) framework to develop self-awareness, self-respect and respect for diverse others. It teaches skills such as goal setting, meta-cognition, and perspective taking that underlie SEL. The program is designed to develop, a safe, positive classroom climate to begin the school year, and facilitate social and academic learning. The study herein was intended to explore emotional and behavioral outcomes of the RD program. The study involved 218 intermediate (grades 4-7) students and their teachers, divided into intervention and control groups. Students were assessed pre and post intervention for the development of self-awareness, self-respect, awareness of others, and respect for others. Measures of classroom climate were also included. Students completed several measures of SEL, and a selected sample were interviewed to obtain detailed information about their experiences in inclusive diverse classrooms, and with the RD program itself. Data were analyzed using both qualitative and quantitative methods, including thematic content analysis procedures and repeated measures MANCOVA’s. Both students and teachers indicated that the RD program significantly increased students’ self-respect, awareness of others, and respect for others, while students in control classrooms decreased in these factors. Classroom climate also significantly improved for treatment classrooms, and, similarly, decreased in control classrooms. Results are discussed in terms of their educational implications, limitations, and suggestions for further research. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

Title: The Influence of Pelvic Clock lesson from the Feldenkrais Method® on the Proprioception and the Range of Pelvic Movement Objectives: The aim of this diploma thesis is to investigate the influence of Feldenkrais method (FM) on the lumbar spine and pelvic movement functions. Specifically, changes in the ability of pelvis reposition, changes in stabilize pelvic movements and postural changes were tested after completing one FM lesson Pelvic Clock. Method: It is theoretical empirical work where quantitative research with elements of controlled study was used. For the study, 30 probands aged 20 to 30 years were selected and divided into two groups. Both groups underwent a pelvic reposition test twice. The second measurement took place 40 minutes after the end of the previous measurement. At this time interval, 15 probands in the experimental group underwent an intervention in the form of the Pelvic Clock lesson of the Feldenkrais Method. The control group of 15 probands in this time period focused on physically undemanding activities, i.e. sitting, walking, etc. The following parameters were determined for all probands: accuracy of pelvic reposition, range of pelvis movement, pelvic stabilization movements, and pelvic tilt change. The results are processed into graphs and statistically evaluated....

There is a high demand for competent Information Systems (IS) / Information Technology (IT) graduates in a globalised knowledge-driven economy with rapidly evolving Information and Communication Technology (ICT). However, becoming a competent IS/IT graduate is not a once-off event because rapid technological changes require that IS/IT graduates continually strive to be up-to-date and relevant. Continuous updating of knowledge, keeping up-to-date, acquiring a diverse set of IS/IT/ICT competencies, and being competent is a problematic task globally, and requires building competencies comprising knowledge, skills, abilities and values. This thesis employs Classic Grounded Theory Methodology (CGTM) with a single case to identify the main concern of senior IS undergraduates during their learning process, and how they resolve the concern. Data were obtained from two diverse groups of senior IS undergraduate classes using multiple data collection methods, embedded in constant comparative analyses. Understanding what was going on in the substantive research area and explaining how the senior IS undergraduates' main concern was resolved was the focus of the data collection and conceptualisation. Through the single case exploratory CGTM study, the senior IS undergraduates' main concern emerged as a perceived lack of IS Competency, and the main concern was explored. A substantive theory of Competency Maturing conceptualises and explains how these students attempt to resolve their perceived lack of IS Competency. A substantive theory of Competency Maturing is a Basic Social Process (BSP) which involves engaging in learning by doing, and spontaneous learning within an organic learning environment. Three phases of the BSP of Competency Maturing are student engagement, self-awareness of competency, and self-development. This thesis recommends a Framework for a South African senior IS undergraduates' programme and offers a set of conceptual propositions developed from empirical data. The thesis makes theoretical and practical contributions to the IS education body of knowledge of student engagement, learning environment, senior IS undergraduates' curriculum development and competency development. A substantive theory of Competency Maturing is relevant to IS educators who wish to break away from traditional, teacher-centred approaches in higher education, and are willing to create learning environments where senior IS undergraduates are motivated to learn in rich, relevant and real-world contexts. The thesis contributes to IS educators who seek to understand how the learning environment and IS educational content influence and support student engagement and Competency Maturing. This thesis also offers IS educational practitioners an understanding of the educational content and a delivery style that can provide senior IS undergraduates with strong theoretical and practical foundations. The thesis's findings suggest that creating an organic learning environment can be a useful approach to developing more competent IS graduates.

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This study investigates the intercultural development with young learners from Sweden and New Zealand, when using written telecollaboration as a tool. Telecollaboration; is a tool used for online collaboration, it provides for a possibility of connecting students from across the globe and can function as a supplement to traditional teaching. The exchange, took place over a couple of months, connecting two remote and quite unknown corners of the world, from the students’ perspective. Students shared cultural topics with their peers through the course of two emails each, as well as, creating an overall multimodal presentation of their school. The telecollaborative exchange was done in the quest to develop the students social and self-awareness regarding culture through authentic meetings. The data collected is in the form of mind-maps, multi-choice surveys and unstructured observations. Visible themes, found during the project, is unpacked and analysed in accordance with Byram’s (1997) theoretical model of ICC. These themes are also compared with findings of previous research on telecollaboration in educational settings. The results of the study revealed that a development of the young learners’ intercultural understanding was partially achieved. Furthermore, implications met, was the limitation of time as well as the range of technology available.