Syftet med detta examensarbete är att undersöka hur fritidslärares och rektorers syn på rollen som rastaktivist speglas i hur rastverksamheten organiseras, särskilt i relation till elevers informella lärande. För att finna svar på detta innefattar examensarbetet totalt nio stycken semistrukturerade intervjuer med pedagoger och rektorer. Ur intervjupersonernas svar har det gått att urskilja totalt fem stycken huvudteman och två underteman: personal (med rektorer och pedagoger som underteman), effekter, eleven, arbetsprocesser samt miljö. Intervjuerna har sedan transkriberats och analyserats tematiskt. Det sociokulturella perspektivet, med sitt fokus på språk och samverkan har legat till grund för vidare analys och diskussion. Intervjupersonerna har förmedlat vikten av att rastverksamheten är prioriterad och välorganiserad, såväl miljömässigt som arbetsmässigt. I och med det finns möjlighet till positiva effekter för elevernas välmående och utveckling enligt intervjupersonerna. De förmedlade vikten av att ha ledningens stöd i arbetet, som annars ter sig i stort sett omöjligt. Examensarbetet pekar på slutsatser som att arbetet med rastverksamhet kan leda till förbättringar av klassrumsklimat samt förbättringar av inlärning. Det pekar även på att arbetet kan leda till ett högre välmående hos eleverna. Arbetets slutsatser kan även peka på att intervjupersonerna upplever att arbetet med rastverksamhet bör falla under fritidshemmets uppdrag. Vi hoppas i förlängningen att rastverksamheten får en chans att vidareutvecklas på bästa möjliga sätt.

I min uppsatsskrivning har jag utgått ur en explorativ ansats där fokusgruppsintervjuer har använts som en metod för materialinsamling. Med hjälp av fokusgrupper vill jag lyfta fram och se hur yrkesetiska principerna i yrkesrådet syns i praktiken enligt professionella lärare. Jag vill också ta reda på hur de beskriver olika situationer och framför allt hur de resonerar kring detta. Det finns totalt elva professionella högstadielärare som har intervjuats i tre grupper. Efter intervjuerna slutfördes transkriberades de. Sedan delade jag upp materialet utifrån de fyra olika yrkesetiska principerna. Detta gjorde det lättare för läsaren att se vilken av principerna som är i fokus.  Resultatet visar att det finns en avsaknad av de yrkesetiska principerna både i teori och praktik för de intervjuade lärarna. Det finns en stor kunskapslucka hos dem kring dessa och de upplever att det är något som man sällan eller aldrig diskuterar.  Efter avslutat arbete och utifrån vad informanterna diskuterat kan man ställa sig frågan om vem som är ansvarig när det kommer till yrkesetiken och dess upprätthållande. Läraren är ju såklart en av de ansvariga parterna, men finns det fler? Utifrån svårigheter som informanterna lyft, är det rimligt att peka ut andra som har ett särskilt ansvar för yrkesetiken (ex ledning, kommuner, utbildare, skolverk etc.) och på vilket sätt och varför i så fall?

<p>The purpose of this case study is to see how all the involved parties; students, custodians and teachers look upon ”A meeting of learning – personal development dialogue that is led by children and young people”, on a school south of Stockholm. Our questions at issue were to see what the students had learned from their personal development dialogue, if the custodians had received all the information they expected to get from a personal development dialogue, and last but not least if all the involved parties; students, custodians and teachers, wanted to continue with this model? We used interviews and paper questionnaires to collect answers to our case study and the questions at issue. In both the interviews and paper questionnaires we could see that an overwhelming majority had a positive opinion about students leading and “owning” their personal development dialogue, especially the students themselves. In their own comments they express that this experience has been fun, instructive, exciting and that they have developed their skills in; taking their own responsibility, planning, becoming aware of their knowledge and proficiency and what they need to improve, and making presentations about themselves. </p><p>A few custodians expressed that they hadn’t got all the information they expected from a personal development dialogue, things like more contact and more feedback from the teacher.</p><p>Over all 87% wanted to continue with this type of personal development dialogue that is led by children and young people.</p>

Thesis (Ph.D. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2009.

The purpose of this case study is to see how all the involved parties; students, custodians and teachers look upon ”A meeting of learning – personal development dialogue that is led by children and young people”, on a school south of Stockholm. Our questions at issue were to see what the students had learned from their personal development dialogue, if the custodians had received all the information they expected to get from a personal development dialogue, and last but not least if all the involved parties; students, custodians and teachers, wanted to continue with this model? We used interviews and paper questionnaires to collect answers to our case study and the questions at issue. In both the interviews and paper questionnaires we could see that an overwhelming majority had a positive opinion about students leading and “owning” their personal development dialogue, especially the students themselves. In their own comments they express that this experience has been fun, instructive, exciting and that they have developed their skills in; taking their own responsibility, planning, becoming aware of their knowledge and proficiency and what they need to improve, and making presentations about themselves. A few custodians expressed that they hadn’t got all the information they expected from a personal development dialogue, things like more contact and more feedback from the teacher. Over all 87% wanted to continue with this type of personal development dialogue that is led by children and young people.

This research is focus on how store image affects perceived risks and purchase intention in different private label brand (PLB) products. Because of 7-Eleven¡¦s positive store image and diverse product categories, this research takes 7-Eleven as the example to explore the difference among its PLB products. The conclusions as follow¡G 1. Positive store image is a necessary condition to develop PLBs. 2. Product category is a success factor to PLBs. 3. Consumers perceive different perceived risks when facing different products. According to the conclusion, suggestions are as bellow¡G 1. Keep maintaining and improving store image. 2. Focus on the products which are highly-related to the store image. 3. Managing perceived risk as a marketing strategy in diverse PLB product categories.

Since the conspicuously broad and vague definition of terrorism in the USA PATRIOT Act, signed into legislation on October 26, 2001 to increase governmental power in domestic security procedures, legal doctrine and normative practices of free speech have become sites of struggle over the meaning of both terrorism and freedom of expression. In 2005, twelve cartoonists drew the Prophet Muhammad for the Danish newspaper Jyllands-Posten. The subsequent reprints and republications led to boycotts, protests, and riots in over 27 countries culminating in at least 139 deaths. Now known as the Danish cartoons controversy, news and entertainment sources alike narrate a story about protecting a fundamental characteristic of American identity—free speech—in the face of a terrorist threat. In American universities, David Horowitz’s proposed legislation, the Academic Bill of Rights, targets Left academics, who, according to Horowitz, “influence, in a negative way, America’s war on terror.” In August 2008, protesters at the Republican National Convention were formally charged with conspiracy to riot in furtherance of terrorism. In this dissertation, I explore how the rhetoric of free speech is a naturalizing and legitimating ideology employed to organize people around particular interests and mobilize them toward particular political ends. My research is guided by the question: How has the ideological terrain of the First Amendment—specifically, the right to free speech—changed since September 11, 2001, and why? I argue that rhetoricians should approach the traditional free speech narrative as part of an instrumental political act, as opposed to a universal principle. Cast as a discursive tool in a hegemonic struggle, the traditional free speech narrative offers the potential to open up spaces of protest and infuse ordinary citizens with political agency. Using the method of ideology critique, I develop and test these arguments through three case studies of free speech since the terrorist attacks of September 11, 2001: the Danish cartoons controversy, David Horowitz’s Academic Freedom Campaign, and protests during the 2008 Republican National Convention. / text

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Personality inventories in South Africa are challenged with many factors restricting unbiased and fair measurement. The Employment Equity Act clearly stipulates that all psychometric measuring instruments should be proven bias free, equivalent, and fair. Most of the current inventories utilised in South Africa are imported from Europe and/or the United States of America, and these instruments are translated into either English or Afrikaans, which restricts the language proficiency factor of respondents from other language groups. There are 11 official language groups in South Africa; people also differ regarding race, culture, socioeconomic status, and educational backgrounds. All of these factors are not always properly accounted for in the standardisation of imported inventories - which limits their appropriate employment in the South African context. The objective of this study was to uncover the personality structure of each of the 11 language groups in South Africa, and to identify the shared and unique personality dimensions of the different language groups. From this structure, an instrument will be developed to measure personality in such a way that it will meet the Employment Equity Act. A qualitative research design was used in this study. Quasi-sampling («=1308j was implemented in order to identify participants from each of the 11 language groups, which differed from each other with regard to age, gender, and socioeconomic status. Following the lexical approach, structured interviews were conducted in the native language of the participants to gather information about personality-descriptive terms. The results of the interviews were transcribed and captured in Excel, and sent to language experts for language editing and translation into English. Ambiguous, superfluous and non-personality terms were removed from the data. Following this process, more than 50 000 personality-descriptive terms were identified. Content analysis was utilised in order to interpret the personality- descriptive terms to personality dimensions. Language and cultural experts were employed in order to validate the initial interpretations. The 50 000 descriptive terms were reduced to 190 personality dimensions through the use of cluster analysis. The analysis included the grouping of synonyms and antonyms, together with the use of dictionaries, literature and knowledge about content. The 190 dimensions were also divided into those that are common (shared by all 11 language groups), semi-common (shared by seven to ten of the language groups), semi-specific (shared by two to six of the language groups), and language-specific (unique to a particular language group). It was discovered that 78 dimensions were common, 69 semi-common, 32 semi-specific, and only 11 were language-specific. Most of the personality dimensions seem to be shared by the language groups, rather than to be unique. These 190 dimensions were clustered further in order to build the indigenous personality structure. Similar methods from the initial clustering phase were implemented. Clustering concluded 37 sub-clusters, which consisted of two to ten dimensions, and nine overall clusters consisting of two to six sub-clusters. These nine clusters are Extroversion, Soft-heartedness, Conscientiousness, Emotional stability, Intellect, Openness, Integrity, Relationship harmony, and Facilitating. Many indigenous aspects are evident, as well as universal aspects within the structure. / Thesis (Ph.D. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2009.

Personality inventories in South Africa are challenged with many factors restricting unbiased and fair measurement. The Employment Equity Act clearly stipulates that all psychometric measuring instruments should be proven bias free, equivalent, and fair. Most of the current inventories utilised in South Africa are imported from Europe and/or the United States of America, and these instruments are translated into either English or Afrikaans, which restricts the language proficiency factor of respondents from other language groups. There are 11 official language groups in South Africa; people also differ regarding race, culture, socioeconomic status, and educational backgrounds. All of these factors are not always properly accounted for in the standardisation of imported inventories - which limits their appropriate employment in the South African context. The objective of this study was to uncover the personality structure of each of the 11 language groups in South Africa, and to identify the shared and unique personality dimensions of the different language groups. From this structure, an instrument will be developed to measure personality in such a way that it will meet the Employment Equity Act. A qualitative research design was used in this study. Quasi-sampling («=1308j was implemented in order to identify participants from each of the 11 language groups, which differed from each other with regard to age, gender, and socioeconomic status. Following the lexical approach, structured interviews were conducted in the native language of the participants to gather information about personality-descriptive terms. The results of the interviews were transcribed and captured in Excel, and sent to language experts for language editing and translation into English. Ambiguous, superfluous and non-personality terms were removed from the data. Following this process, more than 50 000 personality-descriptive terms were identified. Content analysis was utilised in order to interpret the personality- descriptive terms to personality dimensions. Language and cultural experts were employed in order to validate the initial interpretations. The 50 000 descriptive terms were reduced to 190 personality dimensions through the use of cluster analysis. The analysis included the grouping of synonyms and antonyms, together with the use of dictionaries, literature and knowledge about content. The 190 dimensions were also divided into those that are common (shared by all 11 language groups), semi-common (shared by seven to ten of the language groups), semi-specific (shared by two to six of the language groups), and language-specific (unique to a particular language group). It was discovered that 78 dimensions were common, 69 semi-common, 32 semi-specific, and only 11 were language-specific. Most of the personality dimensions seem to be shared by the language groups, rather than to be unique. These 190 dimensions were clustered further in order to build the indigenous personality structure. Similar methods from the initial clustering phase were implemented. Clustering concluded 37 sub-clusters, which consisted of two to ten dimensions, and nine overall clusters consisting of two to six sub-clusters. These nine clusters are Extroversion, Soft-heartedness, Conscientiousness, Emotional stability, Intellect, Openness, Integrity, Relationship harmony, and Facilitating. Many indigenous aspects are evident, as well as universal aspects within the structure. / Thesis (Ph.D. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2009.