This degree project is a systematic literature review. The aim of this study is to find out what the consequences can be for teachers who are being exposed to student-related violence in their workplace. This is because previous research has shown that there are knowledge gaps regarding this. Furthermore, the aim of this study is to find out whether the consequences for the teachers can vary depending on whether they are exposed to physical or psychological violence by students. The focus will be on teachers in the teaching grade between 1st grade in primary school and the last year of high school. In this systematic literature study, violence between students’ parents and teachers have been excluded. Both qualitative and quantitative studies have been included as a basis. Result showed that consequences for the teachers, which can follow from student-related violence against teachers, include emotional impact, impact on job performance, teacher turnover and reduced confidence in school management. Result also showed that teachers experience similar consequences regardless of whether they are exposed to physical or psychological violence. Future research should focus on the health economic impact in society regarding different consequences experienced by teachers who are exposed to student-related violence, and on both physical and psychological violence when developing better preventive measures.

This article discusses early childhood trauma and the negative long-term consequences that can cause life-long medical and psychological deficiencies. Early childhood trauma, especially complex trauma, can cause neurobiological changes that impact human development and cause significant changes in brain function. These changes in brain structures are responsible for cognitive and physical functioning. Empirical evidence suggests that childhood trauma is associated with physical, mental, and emotional symptoms that can persist into adulthood. This article examines the impact of trauma exposure; neurologically, physiologically, and psychologically. The long-term consequences of trauma exposure, such as substance abuse, incarceration, and co-occurring psychiatric problems are discussed along with the importance of recognizing protective factors, examining resiliency, and identifying empirically based treatment modalities to help alleviate symptoms of trauma survivors.

The main goal with this essay has been to study how previous research and media report on the discussion around homelessness and how this impacts society’s view on homelessness. We chose to review previous research and media reporting to see how the phenomenon is discussed and portrayed, both historically and in the present. Throughout the essay, we have tried to explain how this affects the view of homelessness, both for the person who is homeless and also for the population in general, as well as what the consequences of this will be. The essay contains international research but has a predominantly Swedish perspective because it is in our interest to examine the subject in the country we live in. The method we worked on was a so-called literature study where we compiled the literature we dealt with in order to get answers to our main questions. We have used social constructivism and agenda setting as theoretical starting points. Our results show that the discussion around homelessness is constantly ongoing and that there are many aspects that influence the phenomenon and the view of it.

No description available.

This study examined the morale of fifteen teachers in a Mid Atlantic State Public School System after the implementation of restructuring per the corrective action continuum mandated by the No Child Left Behind federal legislation. Per the legislation, schools which fail to meet Adequate Yearly Progress (AYP) for six consecutive years were required to select one of the suggested school restructuring options. These options were: replace most of the school personnel, including the principal; convert the school in to a charter school; release the control of the school to the state department of education; or contract the services of an outside agency to operate the school. The participants in this case study consisted of fifteen faculty members; five faculty members who remained at the study school, five faculty members who were displaced from the study school and five turnaround teachers who were newly assigned to the study school. As qualitative studies focus on `How' and `Why' questions, it was appropriate to utilize this type of framework as the researcher identified and explored how the morale of the faculty changed after the implementation of the restructuring process. The results of this study show only one of 15 of the study participants expressed that the implementation of the restructuring at the two study schools yielded a positive change in faculty morale. On the contrary, 14 of 15 study participants felt the restructuring process, as carried out in both study schools, had a negative impact on employee morale. Additionally, study participants indicted both study schools as having more of a positive climate prior to the implementation of restructuring as all of the interviewed subjects reported the restructuring process negatively impacted the student body, their parents and the entire school community. / Educational Administration

No / Although the proximate cause of Africa¿s AIDS crisis is HIV, the underlining societal causes are much broader and familiar. Across the continent, poverty structures not only the contours of the pandemic but also the outcome once an individual is infected with HIV. Thus, until poverty is reduced there will be little progress with either reducing transmission of the virus or creating an enhanced capacity to cope with its socioeconomic consequences. It follows that sustained human development is an essential precondition for any effective response to the pandemic in Africa.

In order to meet the instructional, accountability, and staffing requirements of No Child Left Behind legislation (NCLB, 2001) and the Individuals with Disabilities Education Improvement Act (IDEA) of 2004, elementary school principals are being challenged to include all students with disabilities into general education settings. The purpose of this study was to describe and analyze a sample of elementary school principals'experiences and views of the unintended consequences of implementing inclusion of students with disabilities in the Commonwealth of Virginia. Data were collected through a qualitative design, using focus group methodology and document analysis. Three focus groups were conducted consisting of elementary school principals from Virginia. Participants were asked to provide school and/or division level documents stating the philosophy or procedures regarding the inclusion of students with disabilities. The researcher also reviewed information and documents on the school and division websites of participants prior to focus group sessions. These documents were analyzed in regards to the role of the principal in relation to the inclusion of students with disabilities. Research questions and data collected were framed and analyzed using an educational system capacity framework developed by Florian, Hange, and Copeland (2000). The researcher interpreted and described how elementary school principals experience inclusion as affecting the role of the principal through the lens of human, organizational, structural, and resource capacities. Major findings that emerged included the following challenges that elementary school principals experience: (a) the inclusion/LRE debate; (b) their own lack of knowledge of special education and inclusion as well as the lack of knowledge of other key players; (c) limited staffing and scheduling options that offer the continuum of special education services in order to meet the unique needs of students with disabilities; (d) co-teaching conflicts; and (e) discipline concerns related to including students with disabilities in the general education setting. / Ed. D.

Att tvivla på sin kompetens och känna sig som en bluff är ett välstuderat psykologiskt fenomen och benämns som imposter syndrome. Syndromet tenderar att vara vanligare hos vissa grupper i samhället, däribland universitetsstudenter. Studiens syfte var därför att undersöka sistaårsstudenters upplevelse av fenomenet imposter syndrome, dess konsekvenser samt eventuella strategier som används för att hantera upplevelsen. Semistrukturerade intervjuer genomfördes med tio studenter, varav sju kvinnor och tre män. Intervjuerna bearbetades genom tematisk analysmetod. De teman som presenteras i resultatdelen var rädsla för att misslyckas, förnekande av förmåga, bedömd av omgivning, rädsla för att uppfattas som inkompetent, självtvivel, självpresentation, självsabotage och söka socialt stöd. Resultatet visade bland annat att studenter genomgående under studietiden upplevde en rädsla för att misslyckas vilket resulterade i ett självtvivel och oro för omgivningens åsikter. Avslutningsvis diskuterades att studenterna uppvisade varierande personlighetsdrag och tendenser, som genom stöd av tidigare forskning kan kopplas till upplevelser av imposter syndrome.

The exponential growth of the human population has contributed to the overuse and degradation of common pool resources. Using science as a tool for informed policy-making can improve the management of our common pool resources. Understanding the conditions that influence groups of individuals to make ethical self-controlled choices may help solve problems related to the overuse and degradation of common pool resources. Ethical self-control involves the conflict of choice between one that will benefit the individual versus one that will benefit the group. The cumulative effect of many individuals behaving in an ethically self-controlled manner with common resource use may offset some of the harm posed by overuse of common pool resources. Metacontingency arrangements involving ethical self-control may provide some insight as to if and how groups may cooperate to manage a common pool resource. This manuscript proposes an experimental preparation and methodology to evaluate the effects of competing magnitudes of cultural consequences on culturants and their cumulative effect on common pool resources; and provides an analysis and discussion of five trends that might result from such a line of research.

This paper aims to answer the following question "What does research say about positive versus negative consequences regarding the integration of drama in social studies class?". It is important to note that the paper is based on the Swedish word "SO", which includes four separate subjects: civic education, history education, geography education and education about religion. By performing systematic searches this paper is built on research from fifteen different scientific sources. It is presented that drama leads to many positive outcomes. For example the development of higher order skills, empathy, a positive and fun learning as well as group environment. The paper also illustrates negative aspects regarding teacher knowledge and support, as well as students`hesitant attitude to participate. The conclusion that is made is that drama can lead to a lot of positive outcomes, if the teacher is aware of its complexity. Otherwise, the implementation might not be as successful as desired.