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Unsustainable Development : A Look at Sweden and U.S.A. Foreign Aid to HaitiAxelson, Niklas January 2022 (has links)
Development on an international scale is important to fully grasp, as a globalized world means a combination of actors play a role. The discourse within international relations on development often discusses why, despite large and collective measures, very few nations see development through foreign aid. This thesis looks to understand how two actors—Sweden and the United States—effect the development of Haiti, a nation labeled by Euro-centric commentary as “the poorest nation in the west”. By conducting a Small N quantitative comparative research, understanding the foreign aid approaches by these two actors into Haiti is sought. Social constructivism, and the Lockean culture of analysis are applied to understand how the system of the world order affects these two actors’ foreign aid. The findings do not offer any conclusion as to how foreign aid affects development. However, it does apply insight into understanding why the actors behave the way they do, and how this is unsustainable in nature.
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"Jäkla tonårstid!" : En innehållsanalys av föräldrars föreställningar om tonåringar på hemsidan Familjeliv.se / "Those damn teenagers!" : A content analysis of parents' perceptions of teenagers on the website Familjeliv.seJans, Elin January 2022 (has links)
This thesis is based on a content analysis of the website Familjeliv.se. The aim of this essay is to examine parents' perceptions of teenagers, as well as to investigate whether there are any differences in the parents' perceptions of girls and boys. The reason this is being examined is to increase teachers' awareness of parents' perceptions of teenagers and thus increase their ability to adress to these in their interactions with parents'. The result showed several perceptions thar parents at Familjeliv.se had about teenagers. These perceptions were; that teenagers are spoiled, they fight a lot and are defiant, they are self-centered and that they are school-fatigue and do not behave the way they are expected in school. The differences that could be discerned in the perceptions of girls and boys were differences in how they are expected to behave, the expectation of housework and performance and behaviour in school. In the final part of the thesis, the result is discussed and conclusions are presented in relation to previous research about the subjekt and the theoretical approach of the thesis, wich is social constructivism and labeling theory. A conclusion that is presented and discussed concerns the negativity that characterizes parents' percpetions of teenagers. Several different thematically presented perceptions were presented in the thesis result, all of which were of a negative nature. In the final part of the thesis, it is discussed whether this conslusion affects the teenagers. According to the theoratical approach, these negative perceptions may result in teenagers acting on these perceptions and expectations that parents of Familjeliv.se have about teenagers.
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Socio-cultural contexts in trauma recovery and post trauma growth in women who experienced intimate partner violence: A social constructivist lensSharma, Jyotsana 18 July 2019 (has links)
Trauma recovery and post trauma growth are two desirable outcomes of a traumatic event. Meaning-making and narrative development are two processes that support both trauma recovery and post trauma growth. The way in which we make meaning or develop stories about the events in our lives however, are governed by socio-cultural contexts. Social constructivism emphasizes that the way in which individuals think, feel, and act are engrained in her being early on by the social and cultural networks that surround her. Therefore, even though an individual may think that she is generating a thought or making a choice, these processes have already been influenced by socio-cultural contexts long before she learned how to speak or formulate a worldview. This study aimed to examine the lived experiences of women who have been through intimate partner violence, tracing their journey towards trauma recovery and post trauma growth, and trying to find how and the extent to which their journeys were affected by socio-cultural contexts. This study takes a social constructivist lens that emphasizes the effects of our socio-cultural environment on individual meaning-making, narrative development, and decision making post trauma. The results of the study indicate that socio-cultural contexts play a significant role in individual responses to trauma like intimate partner violence, and there are socio-cultural components that can facilitate trauma recovery and post trauma growth. / Doctor of Philosophy / When human beings experience adverse events in life, they can develop a traumatic response to the event. Traumatic response however, is just one possibility. Sometimes individuals who have been through events that have led to a trauma response can also experience resilience, recovery, and even growth. The way in which human beings respond is not only in their power but is also influenced by their environment. Socio-cultural contexts that surround us influence the way in which we make meaning of life events and develop stories or narratives regarding those events. This purpose of this study was to find whether socio-cultural contexts affected women who had experienced intimate partner violence in their meaning-making and narrative development, and how these influences played out in their decision making process post trauma. The study intended to find to what extent trauma recovery and post trauma growth could be influenced by socio-cultural contexts. Additionally, the study wanted to explore how professional counselors may contribute to survivor’s journeys. The results indicate that socio-cultural contexts deeply influence the process of meaning-making and narrative development, thereby affecting trauma recovery and post trauma growth. Additionally, results indicate that professional counselors can play an essential role in facilitating processes that lead to recovery and growth post trauma.
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At the Margins of Modern Science: Leviathan and the Air-Pump as a Case Study for Meta-analysis of Contemporary Science and Technology StudiesGold, Anna Keller 05 June 1999 (has links)
In this thesis I will offer an extended discussion and critique of an important social constructivist book, Steven Shapin and Simon Schaffer's Leviathan and the Air-Pump (1985), focusing on its reception and its standing in science and technology studies in the fifteen years since its publication. This work claims to be an "origins" story for the modern form of life that we now call the scientific community, and this claim has not itself been contested strongly by other scholars. Central to Shapin and Schaffer's argument for the socially constructed nature of scientific knowledge, is the contrast they find between the community orientation of Robert Boyle and the anti-community stance of Thomas Hobbes. In the course of this thesis, I question the validity not only of this contrast, but of the origins story itself. I suggest that while experimental, communally-practiced science and modernity did emerge together around the end of the seventeenth-century, the qualities of science that Shapin and Schaffer suggest are distinctive of modern science might more accurately be represented as distinctive of modern science. In other words, I suggest that the story of Leviathan and the Air-Pump is not so much an origins story for science as it is emblematic of the early influence of widespread European modernist culture on scientific practices. Leviathan and the Air-Pump is an important case to study in order to unravel the strands of science and modernity because it occupies simultaneously both the early and late margins of the modern period: first, by taking the contested but emergent modernism represented by Robert Boyle as its subject and, second, as a work of scholarship that sits on the far margins of the modern period. My method is to treat Shapin and Schaffer's work as a central primary source for understanding how contemporary science and technology studies scholarship deals with early modern science. A side product of this analysis is to suggest strongly that Shapin and Schaffer's account of the social construction of scientific knowledge is itself socially constructed: that is, it is highly selective in its presentation and interpretation of historical evidence. I also consider what the implications may be for separating modernity from science, and for thinking about how science might be practiced in the age that will follow -- perhaps is already following -- the modern period. / Master of Science
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Behind training : differentiation of self of a psychotherapy traineeVan der Merwe, Sasja 02 October 2013 (has links)
Psychotherapy is an interpersonal encounter where a therapist collaborates with
clients to facilitate a healing process. Due to the personal nature of the therapeutic encounter,
the therapist requires the necessary skills and knowledge, as well as a differentiated sense of
self. The importance of supporting the psychotherapy trainee’s own differentiation process
seemed to have been neglected in research in recent years. In South Africa there has recently
been increasing pressure to select larger groups of trainees which has the risk that the tending
to differentiation would further be neglected. The purpose of this research study is to reemphasise
the importance of differentiation of self of the psychotherapy trainee by examining
my own process of differentiation during my psychotherapy training. This study introduces
the reader to these concepts and explores psychotherapy training in general and the Unisa
training method specifically. The research design of this study is autoethnography which falls
in the realm of social constructionism and the coding method is Thematic Data Analysis. The
research findings as reflected in the two global themes namely individuation; and gaining
and strengthening authentic relationships, seem to accurately reflect the process of
differentiation. The specific training method of the Unisa training team in combination with
the way in which I engaged with this process seemed important for the facilitation of this
process of differentiation. / Psychology / M.A. (Clinical Psychology)
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Behind training : differentiation of self of a psychotherapy traineeVan der Merwe, Sasja 06 1900 (has links)
Psychotherapy is an interpersonal encounter where a therapist collaborates with
clients to facilitate a healing process. Due to the personal nature of the therapeutic encounter,
the therapist requires the necessary skills and knowledge, as well as a differentiated sense of
self. The importance of supporting the psychotherapy trainee’s own differentiation process
seemed to have been neglected in research in recent years. In South Africa there has recently
been increasing pressure to select larger groups of trainees which has the risk that the tending
to differentiation would further be neglected. The purpose of this research study is to reemphasise
the importance of differentiation of self of the psychotherapy trainee by examining
my own process of differentiation during my psychotherapy training. This study introduces
the reader to these concepts and explores psychotherapy training in general and the Unisa
training method specifically. The research design of this study is autoethnography which falls
in the realm of social constructionism and the coding method is Thematic Data Analysis. The
research findings as reflected in the two global themes namely individuation; and gaining
and strengthening authentic relationships, seem to accurately reflect the process of
differentiation. The specific training method of the Unisa training team in combination with
the way in which I engaged with this process seemed important for the facilitation of this
process of differentiation. / Psychology / M.A. (Clinical Psychology)
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"Kvinnorna påstås ha blivit mer våldsamma och mer tjuvaktiga" : en kvalitativ studie gällande medias konstruktion av kvinnlig brottslighetHallén, Emelie, Karlsson, Linda January 2015 (has links)
The purpose of this study was to examine the structures of female crime in the media. The main issues were the constructions made by the media regarding female crime and how these structures can be understood from a gender perspective. Thesis empirical material consists of a selection of ten articles from the newspaper Dagens Nyheter from the period September to November 2015. The study can not be said to give an overall picture of the Swedish media, instead it is the researcher's interpretation outlined, which is one of the interpretations can be made. Thesis theoretical approach has been from a social gender perspective meaning that gender can be seen as something socially constructed and that the notion of female crime is attributed to a certain meaning. While theories about media and its power to construct female crime is also used as a theoretical basis. Overall, the paper deals with two different areas; constructions of women as criminal and constructions of women as victims. The results showed that there is a construction of female crime in the media. This design is very fragmented, that means that female crime is produced from a stereotypical image or antisocial image. The results have shown that the construction is done by the woman's crime in the media that is the basis of the media who has the power to choose what to publish and how it is described with words and phrases.
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(De)constructing the heterosexual/homosexual binary : the identity construction of gay male academics and students in South African tertiary education / Jacques RothmannRothmann, Jacques January 2014 (has links)
Considered as the ―...central organizing method‖ (Fuss, 1991:1) in terms of gender and sexual orientation particularly in the Western world, the heterosexual/homosexual binary, emphasises the centrality of ―compulsory heterosexuality‖ (Rich, 1993:227) in the everyday lives of social and sexual actors. In doing this, homosexuality is not only differentiated from heterosexuality, but may rather be ‗banished‘ to a lower and subordinate stratum of so-called sexual ―respectability‖ (Rubin, 1993:13). Using it as a point of departure, this particular sociological inquiry sought to critically explore the influence of a binary logic on the identity construction of gay male academics and students in South African tertiary education. This study provides an in-depth qualitative discussion of the lived experiences of these men on university campuses in order to redress the limited focus on the subject matter in South African sociology. Informed by the metatheoretical principles of phenomenology and central features of a symbolic interactionist methodology, three specific subthemes guided the research. These included the rationalisation of sexual orientation, self-reflexivity and, as my inductive contribution, a consideration of the deprofessionalisation and/or professionalisation of the gay male academic identity in South African higher education. In adopting Jackson and Scott‘s (2010) conceptualisation of the rationalisation of sexuality, the study sought to explore its role in the identity construction of gay men through, amongst others, ―sexual scripting‖ (Gagnon & Simon, 1973), ―doing gender‖ (West & Zimmerman, 2002), ―using gender‖ (Johnson, 2009) as well as ―doing gay‖ (Dowsett et al., 2008), to (de)construct a ―gay sensibility‖ (cf. Seidman, 2002a) within and between their private and professional contexts. Secondly, such negotiation of their homosexual ―performativity‖ (Butler, 1990) presupposed an undeniable degree of ―reflexiveness‖ (cf. Mead, 1962) on the part of the gay male, to adhere to the expectations of other individuals in a specific social context. Given the findings from a thematic analysis of fifteen (15) in-depth interviews with academics and seven (7) with students, as well as two (2) self-administered questionnaires completed by academics and seventeen (17) by students, the influence of heteronormativity, heterosexism and homophobia, was again reiterated. The participants mostly opted to professionalise their gay male identities (thus differentiate between their private and academic gay male identity), regardless of the fact that their narratives reflected an internal diversity, plurality and potentially non-subordinate otherness, akin to Plummer‘s (1998b) reference to ―homosexualities‖ rather than only one homogenised version of ‗homosexuality‘. Their choice to do so was attributed to a conscious effort to either ‗pass‘ as heterosexual, assimilate into the dominant sexual and gendered culture of the
campus, or conform to a stereotypical gay performance in homosexually-segregated academic departments because of anxiety, fear or shame. As such, the potential of mastering an uncategorised ‗queer‘ inclination in tertiary education, becomes all the more difficult, if not improbable. / PhD (Sociology), North-West University, Potchefstroom Campus, 2014
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(De)constructing the heterosexual/homosexual binary : the identity construction of gay male academics and students in South African tertiary education / Jacques RothmannRothmann, Jacques January 2014 (has links)
Considered as the ―...central organizing method‖ (Fuss, 1991:1) in terms of gender and sexual orientation particularly in the Western world, the heterosexual/homosexual binary, emphasises the centrality of ―compulsory heterosexuality‖ (Rich, 1993:227) in the everyday lives of social and sexual actors. In doing this, homosexuality is not only differentiated from heterosexuality, but may rather be ‗banished‘ to a lower and subordinate stratum of so-called sexual ―respectability‖ (Rubin, 1993:13). Using it as a point of departure, this particular sociological inquiry sought to critically explore the influence of a binary logic on the identity construction of gay male academics and students in South African tertiary education. This study provides an in-depth qualitative discussion of the lived experiences of these men on university campuses in order to redress the limited focus on the subject matter in South African sociology. Informed by the metatheoretical principles of phenomenology and central features of a symbolic interactionist methodology, three specific subthemes guided the research. These included the rationalisation of sexual orientation, self-reflexivity and, as my inductive contribution, a consideration of the deprofessionalisation and/or professionalisation of the gay male academic identity in South African higher education. In adopting Jackson and Scott‘s (2010) conceptualisation of the rationalisation of sexuality, the study sought to explore its role in the identity construction of gay men through, amongst others, ―sexual scripting‖ (Gagnon & Simon, 1973), ―doing gender‖ (West & Zimmerman, 2002), ―using gender‖ (Johnson, 2009) as well as ―doing gay‖ (Dowsett et al., 2008), to (de)construct a ―gay sensibility‖ (cf. Seidman, 2002a) within and between their private and professional contexts. Secondly, such negotiation of their homosexual ―performativity‖ (Butler, 1990) presupposed an undeniable degree of ―reflexiveness‖ (cf. Mead, 1962) on the part of the gay male, to adhere to the expectations of other individuals in a specific social context. Given the findings from a thematic analysis of fifteen (15) in-depth interviews with academics and seven (7) with students, as well as two (2) self-administered questionnaires completed by academics and seventeen (17) by students, the influence of heteronormativity, heterosexism and homophobia, was again reiterated. The participants mostly opted to professionalise their gay male identities (thus differentiate between their private and academic gay male identity), regardless of the fact that their narratives reflected an internal diversity, plurality and potentially non-subordinate otherness, akin to Plummer‘s (1998b) reference to ―homosexualities‖ rather than only one homogenised version of ‗homosexuality‘. Their choice to do so was attributed to a conscious effort to either ‗pass‘ as heterosexual, assimilate into the dominant sexual and gendered culture of the
campus, or conform to a stereotypical gay performance in homosexually-segregated academic departments because of anxiety, fear or shame. As such, the potential of mastering an uncategorised ‗queer‘ inclination in tertiary education, becomes all the more difficult, if not improbable. / PhD (Sociology), North-West University, Potchefstroom Campus, 2014
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Employees' experiences of performance management appraisalsTsiu, Tshepo 09 1900 (has links)
The purpose of this research was to explore employees’ experiences of performance
management appraisals. There is an increasing need to ensure that performance
appraisals realise performance improvement and professional development goals
while safeguarding the dignity of employees. This study followed a qualitative
research design and was conducted in a South African banking organisation with five
participants at varying employment levels. Purposive, non-probability sampling was
used to select the participants and a semi-structured interview was conducted with
each participant. The interviews were transcribed and the data was analysed using
the discourse analysis method in keeping with social constructivism. Various insights
about the employees’ experiences of performance management appraisals can be
drawn from the overall research findings, which are likely to benefit the field of
industrial and organisational psychology and managers in various organisations in
conducting more effective performance appraisals by ensuring that they are fair and
ethical, and can facilitate professional growth. / Industrial & Organisational Psychology / M.A. (Industrial & Organisational Psychology)
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