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Denna studie söker förståelse för studie- och yrkesvägledares upplevelser av arbetet med att vidga perspektiv och att ge arbetsmarknadsinformation till elever på gymnasiala yrkesprogram samt vilka effekter detta arbete upplevs ha. Detta görs genom kvalitativa semistrukturerade intervjuer med åtta studie- och yrkesvägledare i Sverige. Studie- och yrkesvägledarna upplever att perspektivvidgande vägledning är viktigt för eleverna. Detta då eleverna får möjlighet att se andra vägar. Möjligheten att välja och välja bort utbildnings- och yrkesmöjligheter upplever respondenterna leder till mer välgrundade val. Det finns en upplevd oro hos ett antal respondenter kring att låta nedvärderande till elevernas tilltänkta bransch som följd av perspektivvidgande vägledning. Detta påverkar i viss mån hur studie- och yrkesvägledarna arbetar med perspektivvidgning och uttrycker sig till eleverna. Arbetet med arbetsmarknadsinformation varierar mellan respondenterna men upplevs som viktigt för elevernas kontakt med arbetslivet och kunskap om arbetsmarknadens förändringar. Arbetsförlagt lärande (APL) samt yrkeslärarnas kunskaper inom elevernas tilltänkta branscher upplevs betydelsefulla. Studie- och yrkesvägledarna ger framför allt arbetsmarknadsinformation mot andra branscher och yrken om intresset finns för detta. / This study seeks a deeper understanding of how guidance counselors experience the work with perspective broadening, giving information about the labor market and what effects those might have on students in upper secondary vocational education. This will be achieved through qualitative interviews with eight guidance counselors in Sweden. The guidance counselors experience that perspective-broadening counseling is important for the students. It opens up alternative routes. The ability to choose a path within studies and jobs leads to better career choices. There was a concern among the respondents about sounding derogatory to the students' chosen industry as a result of perspective-broadening guidance. To some extent, this affects how the guidance counselors work with broadening perspectives and express themselves to students. The work with labor market information varies between the respondents but is perceived as important for students' contact with working life and knowledge of changes in the labor market. Work-based learning (practice) and the vocational teachers' knowledge of the students' intended industries are perceived as significant. The guidance counselors primarily provide labor market information on other industries if there is interest in this.

Att utforma en framgångsrik och vinstgivande restaurangmeny kräver såväl kunskap som erfarenhet inom restaurangbranschen. Språkbruket utgör en viktig del i skapandet av en meny. Denna studie undersöker hur 60 restauranger använder sig av formord och innehållsord med hjälp av data från ett egenhändligt sammanställt s.k. korpus. Resultaten visar att restauranger använder sig av formord främst för att länka ihop ingredienser och att de mest frekvent förekommande innehållsorden presenterar dyra och lyxiga råvaror. Tydliga skillnader kan återfinnas i hur restauranger använder sig av innehållsord: Å ena sidan kan innehållsorden användas för att skapa en meny som anspelar på klassiska rätter och tillagningsmetoder, å andra sidan kan de användas för att få en meny att framstå som innovativ och nytänkande. Det är viktigt att restaurangelever besitter kunskap om skillnader mellan olika typer av restauranger och hur detta avspeglas i deras respektive menyer, något som denna studie kan bidra till ökad förståelse av.

The concept duty of care is defined as heedful, careful guarding, supervision of a minor, and/or overseeing. An obligation rests on teachers to scrupulously see to the safety (and also the well-being) of all learners entrusted to them. Hence teachers are responsible for the physical safety of learners and for creating a safe haven for them. The Civil Technology workshop teacher has an increased caring duty towards his learners due to the potential life-threatening circumstances and conditions that can prevail in his workshop compared to, for instance, the ordinary classroom environment. Furthermore, a specific legal duty rests on a person when he is placed in control of dangerous objects or machinery, seeing that he has to see to it that he ensures the safety of others through positive action. Internationally, the circular saw is statistically speaking seen to be the most dangerous woodwork machine in the Civil Technology workshop. Circular saws are responsible for more accidents than any other machine, and the most claims for damages against teachers and school managements also arise from it. Due to the underlying dangers inherent to circular saws and the presence thereof in Civil Technology workshops, it increases the risks attached to the caring supervision duty of the Civil Technology teacher to a great extent. Civil Technology workshop teachers are therefore confronted by unique challenges in their workshops. Hence it is essential that they be equipped with sufficient knowledge pertaining to educational law so as to make head against these challenges. Civil Technology workshop teachers should therefore not only be aware of all common law principles, relevant legislation and case law as applicable to workshops, but also be able to apply it in practice in the workshop environment. This practical application furthermore requires workshop teachers to be knowledgeable to be able to maintain workshop machinery in a safe working condition through regular upkeep and maintenance. An empirical investigation (n=38) was launched, based on a questionnaire filled in by all Civil Technology teachers and their heads of department North West where Civil Technology is presented as a choice subject at high schools. The aim of the empirical investigation was to determine: * what the level of Civil Technology workshop teachers‘ expertise and knowledge is regarding legal key issues concerning their caring supervising duty, and * to what extent effective safety management of woodwork machinery in Civil Technology workshops is applied. The empirical investigation found, amongst others, that: * The respondents do not have sufficient knowledge of the principles pertaining to educational law to apply it in the Civil Technology workshops of the study population practically. * Civil Technology workshop teachers and heads of department should have a high degree of expertise with a view to execute their duty of care. Poor educational law training can possibly be proffered as reason why their level of expertise cannot be seen to be sufficient in a case where an increased level of duty of car is required in potentially dangerous workshops. Following on above-mentioned findings, specific recommendations were made to all role-players involved that are involved in learner safety in Civil Technology workshops. These recommendations may possibly contribute to increased and more effective caring supervision in promoting learner safety. / Thesis (MEd (Education Law))--North-West University, Potchefstroom Campus, 2012

The concept duty of care is defined as heedful, careful guarding, supervision of a minor, and/or overseeing. An obligation rests on teachers to scrupulously see to the safety (and also the well-being) of all learners entrusted to them. Hence teachers are responsible for the physical safety of learners and for creating a safe haven for them. The Civil Technology workshop teacher has an increased caring duty towards his learners due to the potential life-threatening circumstances and conditions that can prevail in his workshop compared to, for instance, the ordinary classroom environment. Furthermore, a specific legal duty rests on a person when he is placed in control of dangerous objects or machinery, seeing that he has to see to it that he ensures the safety of others through positive action. Internationally, the circular saw is statistically speaking seen to be the most dangerous woodwork machine in the Civil Technology workshop. Circular saws are responsible for more accidents than any other machine, and the most claims for damages against teachers and school managements also arise from it. Due to the underlying dangers inherent to circular saws and the presence thereof in Civil Technology workshops, it increases the risks attached to the caring supervision duty of the Civil Technology teacher to a great extent. Civil Technology workshop teachers are therefore confronted by unique challenges in their workshops. Hence it is essential that they be equipped with sufficient knowledge pertaining to educational law so as to make head against these challenges. Civil Technology workshop teachers should therefore not only be aware of all common law principles, relevant legislation and case law as applicable to workshops, but also be able to apply it in practice in the workshop environment. This practical application furthermore requires workshop teachers to be knowledgeable to be able to maintain workshop machinery in a safe working condition through regular upkeep and maintenance. An empirical investigation (n=38) was launched, based on a questionnaire filled in by all Civil Technology teachers and their heads of department North West where Civil Technology is presented as a choice subject at high schools. The aim of the empirical investigation was to determine: * what the level of Civil Technology workshop teachers‘ expertise and knowledge is regarding legal key issues concerning their caring supervising duty, and * to what extent effective safety management of woodwork machinery in Civil Technology workshops is applied. The empirical investigation found, amongst others, that: * The respondents do not have sufficient knowledge of the principles pertaining to educational law to apply it in the Civil Technology workshops of the study population practically. * Civil Technology workshop teachers and heads of department should have a high degree of expertise with a view to execute their duty of care. Poor educational law training can possibly be proffered as reason why their level of expertise cannot be seen to be sufficient in a case where an increased level of duty of car is required in potentially dangerous workshops. Following on above-mentioned findings, specific recommendations were made to all role-players involved that are involved in learner safety in Civil Technology workshops. These recommendations may possibly contribute to increased and more effective caring supervision in promoting learner safety. / Thesis (MEd (Education Law))--North-West University, Potchefstroom Campus, 2012