yes / Background: With the expected increase in the numbers of persons with dementia, providing timely, adequate, and affordable care and support is challenging. Assistive and health technologies may be a valuable contribution in dementia care, but new challenges may emerge. Objective: The aim of our study was to review the state of the art of technologies for persons with dementia regarding issues on development, usability, effectiveness and cost-effectiveness, deployment, and ethics in 3 fields of application of technologies: (1) support with managing everyday life, (2) support with participating in pleasurable and meaningful activities, and (3) support with dementia health and social care provision. The study also aimed to identify gaps in the evidence and challenges for future research. Methods: Reviews of literature and expert opinions were used in our study. Literature searches were conducted on usability, effectiveness and cost-effectiveness, and ethics using PubMed, Embase, CINAHL, and PsycINFO databases with no time limit. Selection criteria in our selected technology fields were reviews in English for community-dwelling persons with dementia. Regarding deployment issues, searches were done in Health Technology Assessment databases. Results: According to our results, persons with dementia want to be included in the development of technologies; there is little research on the usability of assistive technologies; various benefits are reported but are mainly based on low-quality studies; barriers to deployment of technologies in dementia care were identified, and ethical issues were raised by researchers but often not studied. Many challenges remain such as including the target group more often in development, performing more high-quality studies on usability and effectiveness and cost-effectiveness, creating and having access to high-quality datasets on existing technologies to enable adequate deployment of technologies in dementia care, and ensuring that ethical issues are considered an important topic for researchers to include in their evaluation of assistive technologies. Conclusions: Based on these findings, various actions are recommended for development, usability, effectiveness and cost-effectiveness, deployment, and ethics of assistive and health technologies across Europe. These include avoiding replication of technology development that is unhelpful or ineffective and focusing on how technologies succeed in addressing individual needs of persons with dementia. Furthermore, it is suggested to include these recommendations in national and international calls for funding and assistive technology research programs. Finally, practitioners, policy makers, care insurers, and care providers should work together with technology enterprises and researchers to prepare strategies for the implementation of assistive technologies in different care settings. This may help future generations of persons with dementia to utilize available and affordable technologies and, ultimately, to benefit from them.

Yes / In the context of offenders who have learning difficulties, autism and/or social, emotional and mental health problems, their families, and professionals who work with them, I explore caring and ethical research processes via fieldnotes I wrote while carrying out lifestory interviews. Life-story interviews and recording fieldnotes within qualitative criminological, education and sociological research have long since been used to document and analyse communities, institutions and everyday life in the private and public spheres. They richly tell us about specific contexts, research relationships and emotional responses to data collection that interview transcripts alone overlook. It is in the process of recording and reflecting upon research relationships that we can see and understand ‘care-full’ research. But caring and ethical research works in an interdependent and relational way. Therefore, the participant and the researcher are at times vulnerable, and recognition of such is critical in considering meaningful and healthy research practices. However, the acknowledgment that particular types of data collection can be messy, chaotic and emotional is necessary in understanding caring research. / The Leverhulme Trust (RF-2016-613\8).

In today’s education context, not all young people are able to complete their high school education. In fact, in 2016, the number of low-income young people ages 16 to 24 years who did not complete high school or were not enrolled in high school was 3.7 times higher than those of high-income families (McFarland et al., 2018). This may be due to discipline policies, conflicts with teachers and administrators, and other factors creating a poor school climate. The COVID-19 pandemic further created a sense of isolation amongst many students, causing disengagement from traditional approaches and revealing a need for an increased focus on community building. Sense of belonging is an important factor impacting school climate, academic outcomes, and well-being for students. However, research regarding the practices which foster belonging is limited. This qualitative study investigated teacher perceptions of sense of belonging in their context, as well as the classroom and school-wide practices that influence and foster a sense of belonging with their students. Findings suggest that student belonging is observable, impacted by previous schooling experiences, and fostered through caring, relational practices. Findings reveal effective classroom and school-wide practices linked to elements of critical hope that teachers used in order to build a sense of belonging with their students. Findings culminate in a graphic displaying these practices which could serve as a framework for implementation. In order to create classroom environments that empower students, the findings suggest the need for teachers to apply practices such as setting community agreements; embracing student-centered, collaborative instruction; and having hard conversations instead of removing students from class. This research indicates the need for school site leaders to review existing school policies and practices to be more inclusive of high-need students. The findings also suggest that policy makers allocate increased funding for schools to become community centers, allowing them to better foster social interaction and recreational activities.

The diploma thesis is focused on the problem of homelessness, social work with homeless people, the ethics of care and its usefulness within social work with the homeless. Every particular topic has been described and evaluated from the point of view of various authors, both Czech and foreign. The main part of this diploma thesis is the interconnection of the ethics of care in social work, specifically in social work with the homeless. The ethics of care is then applied into social services which are provided to the homeless. The ethics of care has been also talked about in the context of the organisations which provide help for the homeless. The substantial part of the diploma thesis is a question whether or not the ethics of care in social work with the homeless can be used under the conditions we have in the Czech Republic. Not only the state of social work in the Czech Republic, but also Czech legislation and work of the organisations providing help for the homeless are very important matters to think of. Evaluation is based on the use of all the resources and the aim is to interconnect all the parts of this diploma thesis.

Syftet med denna studie är att söka kunskap om omsorg genom att prata med förskollärare om lämningssituationer. Vi kartlägger, utforskar och fördjupar deras omsorgskunskap, var den kommer ifrån och var de placerar den i förskollärarprofessionen. Genom att ha fenomenologi som teoretisk utgångspunkt, söker vi essensen av deras kunskap genom att ta del av hela deras livsvärld. Vi använder oss också av Aristoteles kunskapsbegrepp fronesis, för att analysera vårt material. Syftet med det är att vidga normer för kunskap och professionalitet. Vårt resultat visar att essensen i förskollärares kunskaper vid lämningssituationer består av inkännande och lyhördhet eftersom varje situation och barn kräver olika bemötanden utifrån de behov som uppstår. Vi har upptäckt att dethär är en kunskapsform som har en inneboende logik som baseras på ett omsorgsetiskt förhållningssätt. Detta ser vi som vårt viktigaste resultat. Vår slutsats blir därför att omsorg är en kunskapsform som tillhör förskollärarprofessionen som bör inkluderas i förskolans kunskapsbank. Förskolans pedagogik består av omsorg, lärande och fostran och ska samtidigt vila på vetenskaplig grund och därför blir det viktigt att alla dessa delar undersöks och formuleras på ett vetenskapligt vis. / The purpose of this study is to seek knowledge about care by interviewing preschool teachers regarding daily drop-offs. We have explored what this knowledge consists of, where it comes from and how they apply it in their profession at large. By using phenomenology as our theoretical approach, we seek the essence of their knowledge by including their whole lived experience. We also use Aristotle’s concept fronesis, to analyze our material. By doing this we aim to broaden standards of knowledge and professionality. Our results show that the essence of the preschool teachers´ knowledge in the situation of daily drop-offs, comes down to the their empathetic and responsive ability, since every child and situation requires a different approach, depending on the childs different needs. We discovered that this is a form of knowledge owning its’ own logic, based on ethics of care, which we see as our most important result. Our conclusion is therefore, that caring is a form of knowledge that is a part of the preschool teacher profession and should also be included as one. Pedagogy in Swedish preschools integrates an educational and caregiving practice and should also be based on scientific methods and evidence-based practices. It is important that the educational aswell as the caregiving element become subjects of scientific research.

Care is socially constructed, shaped by expectations embedded within particular relationships and the culturally-specific understandings of what it means to work, love and suffer. In this dissertation, I conceptualize care as a fundamental component of everyday life in which individuals are oriented towards the needs of others. Drawing on ethnographic fieldwork in a rural Konkomba community in northern Ghana, I explore the geographies of care shaping the everyday experiences of women engaged in intergenerational relationships as they encounter emerging dependencies associated with ageing. Dependencies emerge when an individual requires support and care from another, and in turn the struggles for, and the provision of this support has material and emotional implications for those involved. I make three primary contributions. First, I examine the potential for a feminist ethics of care within livelihoods approaches in order to destabilize notions of independence and material outcomes, arguing that livelihood strategies are characterized by interdependencies within families and communities. Second, I contribute to an understanding of the politics of care by considering women's mobility in the face of competing demands on their labor and resources. Despite responsibilities to provide a 'good death', women experience social and material hurdles to negotiate their mobility in order to provide end of life care to a parent. Third, I explore the embodied emotional experiences of elderly women as they experience dependencies and struggle to engage in material exchange and caring relationships. As a result of these emergence of dependencies, women's everyday lives are deeply shaped by experiences of love and suffering. In northern Ghana, as in other rural agrarian communities in developing regions, the elderly population is growing and a weak formal care infrastructure is ill-prepared to face the pressures of an ageing population. Through this dissertation, I highlight the complex geographies of care shaping everyday life experiences and contribute to an understanding of the particular issues faced by communities where intergenerational relationships are key to lives lived with care.

This diploma thesis deals with ethical theories in social work. Evaluates the contribution of ethical theories for social work in general and after that also specifically by elaborating three chosen ethical theories- Kant?s rationalistic ethics, Hume?s empiristic ethics and ethics of care. This thesis points to the importace of ethically correct decision making, which is related to the knowledge of fundamental ethical values. Both are an essential part of professionalism of social worker. Ethical theories contribute to a better understanding of ethics and come with theoretical instructions how to apply ethical values in practice.

O presente texto tratará das intrincadas relações intersubjetivas que se desenvolvem no âmbito empresarial. Avaliará as questões implicadas nas estratégias de treinamento, desenvolvimento e aprendizagem que decorrem de novas abordagens no setor da administração, no interior das empresas, acerca da otimização e melhor desempenho funcional. A perspectiva da psicologia organizacional e as abordagens a partir de um viés da ética do cuidado e da ética da sensibilidade solidária nos ajudarão a avaliar modos e possibilidades de perceber problemáticas em torno das organizações como uma área voltada ao desenvolvimento humano e à saúde mental dos trabalhadores. Considerando que nenhum trabalho é isento de sofrimento, haja vista a necessidade premente de se trabalhar para sobreviver, e que para todos existem fatores e demandas que direcionam as pessoas a grandes investimentos psíquicos, em diferentes configurações e ocorrências, muitas pessoas são conduzidas a viverem experiências tensas e gratificantes no setor de trabalho administrativo. As emoções são parte integrante do ambiente organizacional- empresarial, elas perfazem o pano de fundo que conduzem pessoas e grupos, refletindo no pensar e no agir de cada um, a terem que lidar com certa inteligência emocional diante de configurações que remetem ao irracional e ao esgotamento psíquico. Como as equipes de trabalho lidam com as emoções, os relacionamentos interpessoais realmente irão delimitar a extensão do clima organizacional. Os valores que estabelecem o comportamento organizacional é que qualificam a atmosfera organizacional, e sobre estas relações é que a presente pesquisa fará alguns aportes, a fim de compreender as possibilidades que a psicologia, juntamente com os valores éticos contemporâneos, tem para colaborar na qualidade de relacionamento intersubjetivo e do clima organizacional. / This text discusses the intricate inter-subjective relations that develop in the companies. It assesses the issues involved in training strategies, development and learning that arise from new approaches in the sector of administration, within companies, on the optimization and better functional performance. The perspective of organizational psychology and approaches from a bias in the ethics of care and ethic of solidary sensibility will help us evaluate ways of perceiving problems and opportunities around the organization as an area dedicated to human development and mental health workers. Considering that no job is exempt from suffering, given the pressing need to work in order to survive, and that exist for all, factors and demands, which drive people to large psychic investments, in different settings and events, many people are led to tense experiences and living rewarding in the area of administrative work. Emotions are an integral part of the organizational environment- business; they make up the backdrop of leading individuals and groups, reflecting on thought and action of each one, having to deal with certain emotional intelligence on the settings that relate to the irrational and mental exhaustion. The way work teams negotiates with emotions and interrelationship is what will really determine the scale of organizational climate. The values that establish the organizational behavior are what qualify the work climate, and on these relationships is that this research will make some contributions, in order to understand the possibilities that psychology, along with contemporary ethical values, can collaborate with inter-subjective relationship and with the organizational climate.

The term care has been part of the CYC title since the University of Victoria School of Child and Youth Care (CYC) opened in the 1970’s, making care a central aspect of CYC’s public and professional identity. The purpose of this research is to explore how care is conceptualized in Foundations of Child and Youth Care Practice; a Canadian textbook widely used in CYC postsecondary education programs. This text introduces future CYC practitioners to important aspects of CYC praxis, such as care. In this research I use the Trace method developed by Selma Sevenhuijsen (2004) to analyze the text. In this analysis, feminist ethics of care acts both as a lens for analyzing care and as a framework for renewing ways of thinking about and doing care in CYC. Key findings show that conceptualizations of care in the text are deeply influenced by neoliberal ‘justice’ frameworks leading to care being framed as always ‘good’ and understood as apolitical, simple and instrumental. This reveals a lack of theorizing about care in the text and suggests that understandings of care are taken for granted and devalued. These conceptualizations of care cannot account for the complexities of the care relationship and do not adequately reflect the lived experience of young people and families. This research advocates for engagement with feminist ethics of care as a starting point for re-imagining care in CYC and offers suggestions for what this might look like. / Graduate

Resumo: A pesquisa pretende abordar o problema que se refere à perspectiva abordada pela Secretaria da Educação do Estado de São Paulo no que tange à escolha da temática ética para as oficinas de filosofia para crianças. Problema que nos leva a buscar um caminho que nos indique como pensar esse tema pelo viés do sujeito e não pelas finalidades estabelecidas pela educação escolarizada. O objetivo primeiro desta dissertação é analisar a Oficina de Enriquecimento Curricular Filosofia para o Ciclo I do Ensino Fundamental, na busca pelos elementos que dificultam a realização dessas oficinas nas escolas públicas do Estado de São Paulo. Para tanto, entendemos que nossa primeira preocupação é analisar a concepção de Educação à qual o projeto está vinculado, no sentido de compreendermos o que motiva a elaboração desse projeto. Nossa pesquisa se caracteriza metodologicamente pela análise documental, com base em autores da Filosofia da Educação. Escolhemos como objeto de pesquisa os documentos que propõem a oficina de filosofia para crianças. A partir da concepção de Ética explícita nos documentos, buscamos uma possibilidade da proposta dessa temática aliada ao conceito de Cuidado de si, perspectivado por Michel Foucault. Analisamos, também, a palavra experiência por meio de Jorge Larrosa, ao qual acreditamos ser possível uma possibilidade de abertura para pensarmos como o cuidado de si indicaria uma disposição ética do sujeito a si e aos outros / Abstract: The objective of the present dissertation is to approach the debatable perspective taken by São Paulo State Secretariat of Education when choosing the theme ethics for its Philosophy workshops for children. In order to do so, it seems necessary to encounter an approach that leads to the consideration of the topic in the light of the Subject instead of the purposes established by formal education. The main aim of the study is to analyze the Workshop of Curricular Enrichment - Philosophy in the first stage of Brazilian Fundamental Education (i.e. students aged 6 to 10 years), seeking elements that hinder the accomplishment of these workshops in public schools in São Paulo state. Firstly, the concept of Education to which the project is affiliated is analyzed in order to understand the motivation behind the project‟s elaboration. The research‟s methodology consists of document analysis based on authors who specialize in Philosophy of Education. The study‟s corpus comprises the documents utilized in the philosophy workshops for children. The study proposes the conflation of the conception of Ethics presented on the documents with the concept of Care of the Self, as devised by Michel Foucault. The word experience was also analyzed as per Jorge Larrosa, offering a possibility to consider how the Care of the Self may indicate an ethical disposition of the Subject toward itself and toward others / Orientador: Alonso Bezerra de Carvalho / Coorientador: Carlos da Fonseca Brandão / Banca: Pedro Ângelo Pagni / Banca: Marcelo Carbone Carneiro / Mestre