The purpose of this BA-thesis was to study how three daily Swedish newspapers use a specific type of exemplars, which are recognized by a number of attributes. A photograph of the person that is interviewed always illustrates this type of exemplars and at least two persons are asked the same question.    The three newspapers that have been compared in this study each represent one of the major types of Swedish newspapers: morning press, tabloids and local press. By using a quantitative content analysis, one month was examined in all three newspapers in the year of 1997 and 2007.  Two of the theories that have been central in the thesis are Colin Sparks model of tabloidization, which demonstrates the process of tabloidization and McQuail′s description of commercialization.  The results of the study indicate that there are many similarities between the three newspapers use of exemplars. However, there are some differences when it comes to frequency and function. Noteworthy is that the newspaper “Dagens Nyheter” did not publish a single exemplar the first year of the study, 1997. Ten years later the very same paper published 15 exemplars during the month of examination.

Educational Psychology / In the field of moral psychology, cognitive functioning has long been the main focus of studies. Many researchers have been interested in moral reasoning ability, its developmental paths, and the process of moral judgment or decision making. Relatively recently, some moral psychologists started questioning whether people who are not theorists, researchers, or educators in morality also put as much emphasis on the cognitive functions as the core of morality. According to the literature, laypeople found to include cognitive aspects as one component of morality, and they also emphasize moral characters and virtues as other elements. In addition, laypeople frequently consider characteristics of ‘a moral person’ when they are asked to think about morality. These findings have activated research on naturalistic conceptions of morality and moral exemplars. However, few studies have examined how laypeople from different cultures other than the United States and Canada conceptualize morality. The purpose of this study was to explore naturalistic conceptions of ‘a moral person’ and to develop a theoretical model of moral exemplars for Koreans based on the gathered conceptions. Twenty two Koreans participated in in-depth, semi-structured, open-ended interviews. A grounded theory approach was used to conduct interviews, analyze data, and achieve the research goals. Korean laypeople’s conceptions included behaviors, personality traits, and psychological functions of ‘a moral person’ for them. In those behaviors and personality traits, both interpersonal (e.g., helping others or caring) and intrapersonal (e.g., living with integrity or being principled) characteristics were found together. Koreans conceptualize a person as moral when he or she tends to behave morally as an outer revelation of inner morality, personality traits. Using psychological functions (e.g., perspective taking, being compassionate, or keeping social face) appeared to promote the emergence of a moral behavior or make the behavior extraordinary. Finally, Koreans found to think of a person as moral who does moral behaviors even in challenging situations, assuming that his or her moral personality traits are strongly associated with the behaviors. In addition, Koreans tend to more emphasize interpersonal (i.e., other-oriented or community-based) aspects of morality than intrapersonal (i.e., self-centered or individual-based) components. These findings were summarized that ‘a moral person’ for Koreans is a person who has ‘moral heart’ and lives ‘in harmony with others.’ / text

This study surveyed Teachers of the Deaf in New Zealand who worked with a year 4 or year 8 student in 2006. The aim was to establish which assessments these teachers used and the extent to which the assessments influenced the IEP process and the teacher’s daily practice. The question was raised as to which assessments might provide reliable valid data to track the development of deaf and hearing-impaired students in New Zealand. The key findings from the study included that Teachers of the Deaf use assessments commonly used in deaf education more often than classroom assessments, but do make significant use of running records as well. There were differences between the two Deaf Education Centres use of assessment, and also disparity in the ways teachers arrive at assessment decisions such as allocating a curriculum level to a learning area. There was variance between the assessments used by a Teacher of the Deaf working in a satellite classroom, and the assessments completed by itinerant Resource Teachers of the Deaf. There appeared to be deaf students on Resource Teacher of the Deaf caseloads who were not assessed in mathematics by either the class teacher or the Teacher of the Deaf and the level of support by Teachers of the Deaf in mathematics is low. From within the complex picture of the assessment landscape for deaf students there are a number of signposts for future direction suggested by this study. These are: the need for a national assessment policy for deaf students; the need for data to be gathered nationally about the achievement of deaf students; sustained professional development around Teacher of the Deaf, common classroom assessments and national assessment tools; a closer look at the marking guidelines for Formal Retells and the need for student self-assessment practices to be further encouraged.

Tennessee's registered nurse vacancy rate is the highest in five years and the nursing shortage has dramatically impacted all portions of the state. The purpose of this study was to describe organizational attributes of exemplar Tennessee hospitals, as perceived by Chief Nurse Executives, which may influence the recruitment and retention of registered nurses. In this study, 52 Tennessee hospitals were identified as exemplars of quality patient care, organizational policy, and administration. Their Chief Nurse Executive's were surveyed utilizing a Hospital Characteristics Questionnaire and the Organizational Support Subscale from the Nursing Workforce Index Revised (NWI-R). The hospital characteristics and organizational attributes were then compared with those found in American Nurses Credentialing Center (ANCC) magnet hospitals, which have a reputation for retaining and recruiting nurses. The study demonstrated that the exemplar Tennessee hospitals were not comparable with the ANCC magnet hospitals and the findings suggest that Tennessee hospitals must develop strategies related to staffing, professional autonomy, respect for nursing, and positive work environments in order to recruit and retain nurses to preserve a nursing workforce now, and in the future.

This research aimed to test the effectiveness of a new social-psychological intervention aimedat conflict resolution and intergroup reconciliation. It was set in a relevant post-conflictcontext exploring intergroup attitudes and relationships between Serbs and Albanians.Existing empirical evidence shows that intergroup conflict affects perceptions of groups ́morality which in turn, are important for peace-building efforts. Recent research has providedevidence demonstrating that learning about outgroup moral exemplars, a novel interventionaimed at challenging social beliefs about a relevant outgroup, can improve intergroupattitudes such as increased contact intentions, reconciliation beliefs and perceptions ofoutgroup morality. Nonetheless, it remains to be explored whether this intervention (learningabout outgroup moral exemplars) would be effective in contexts marked by prolongedintergroup animosities and what processes could explain the expected positive effects. Thisstudy (N=373) presents experimental data demonstrating that learning about outgroup moral(vs. neutral) exemplars induces moral elevation regarded as a positive emotion promotingmoral affiliate behaviour which in turn, is related to positive intergroup outcomes (such asprejudice reduction and approach behaviour). The present research confirms the effectivenessof the moral exemplar approach in regards to intergroup reconciliation processes. Moreover,in this paper we extend the current literature by demonstrating that moral elevation could be apsychological mechanism relevant for facilitation of positive intergroup outcomes in conflictsettings.

The manner in which socioeconomic forces direct environmentally unsustainable behaviour is largely unseen and unappreciated. North American cultural beliefs, norms and values reinforce the economic system and constitute significant barriers to large-scale societal ecological behaviour change. Overlooked in the degrowth literature, even by researchers who have examined the importance of socioeconomic barriers (materialism and consumption), is the role occupation plays in dictating the ecological footprint and forming our socioeconomic identities. We have gained some understanding of the motivation of those individuals who have chosen to pursue a low-carbon lifestyle, but are lacking information about those who go one step further and adopt a low-carbon livelihood. Fifteen individuals who successfully adopted low-carbon livelihoods were interviewed to examine socioeconomic barriers they may have experienced and learn how those challenges were met. To assume a low-carbon livelihood at present is likely to require forming a new social status identity, adopting new metrics for judging oneself, and creating a new social network supportive of that identity and its values. A four-quadrant framework was used to examine the systemic nature of emergent themes regarding socioeconomic barriers and how those were overcome. Themes that emerged revealed many similarities to individuals committed to a low-carbon lifestyle with some critical differences in terms of both inhibiting and enabling factors. A core finding was that motivational and personality characteristics of the low-carbon livelihood individuals mimic the attributes of moral exemplars that drive a deep sense of ethical obligation to create a pro- social occupation that can function in a low-carbon manner. Clear values, coupled with a strong sense of personal responsibility, overpowered the socioeconomic barriers participants encountered. Implications regarding interventions for fostering the adoption of low-carbon livelihoods and fortifying the Degrowth movement are examined. / Graduate

Summaries in English and Afrikaans / Daar is gepoog om 'n omvattende, algemeen geldige maatstaf te vind waarmee enige opvoeding vir outentisiteit geevalueer kan word. Die moontlikheid dat die "essensiestruktuur van behoorlike volwassenewees en van opvoedingsdoel" (ES) hieraan voldoen, is ondersoek. Die genoemde essensiestruktuur (ES) is in 'n modeldiagram CESM) saamgevat. Dit bevat die volgende essensies: 'religiositeit', die 'etiese', 'affektiwiteit', 'liggaamlikheid'. 'nasionaliteit' (insluitende 'kulturaliteit'. 'historisiteit' en die 'politiese'), die 'estetiese'. 'individualiteit'. 'sosialiteit'. die 'ekonomiese'. 'vryheid'. 'gesag'. 'taal' en 'redelikheid'. asook die sewe normbeelde wat 'n substruktuur van die 'etiese' is. 'Religiositeit' is hierargies die mees belangrikste essensie. gevolg deur die 'etiese'. Aldie ander essensies verkeer op 'n derde niveau van belangrikheid. Om outentiek te wees behoort 'n opvoedingseksemplaar aan boge noemde hierargie te voldoen. Elk van die genoemde essensies is verduidelik, asook hulle samehangende verbandhoudendheid binne die ESM. Die harmonie binne hierdie gestruktureerdheid is van deurslaggewende belang vir die begryping van outentisiteit by opvoeding. 'n Evalueringsmetode. bekend as ''essensiestruktuur-analise" (ES-analise). is uit bogenoemde deur die navorser ontwikkel. 'n Uiteensetting van mikro-. meso- en makro ES-analise is oak verstrek. Beskrywings van eksemplare van opvoeding en van aanverwante opvoedingsaangeleenthede word in die lig van die ESM geanaliseer. Hoe meer 'n opvoedingseksemplaar ooreenstem met die ESM hoe nader beweeg dit aan outentisiteit. en omgekeerd. Ter illustrasie van die toepassingsmoontlikhede van ES-analise is die mensbeskouing van C.K. Oberholzer. die kindbeskouing van J.C. Coetzee. die Christelike lewensopvatting, die wereldbeskouing van Albert Schweitzer en die opvoedingsleer van die Klassisisme aan ES-analises onderwerp. Die Christelike lewensopvatting kon as outentiek geevalueer word, terwyl die mensbeskouing van Oberholzer. die kindbeskouing van Coetzee en die wereld beskouing van Schweitzer naby aan outentisiteit beweeg. Die opvoedingsleer van die Klassisisme vertoon heelparty essensie-diskrepansies. Die hipotese, dat ES-analise 'n betroubare evalueringsmaatstaf vir outentieke opvoeding kan wees, is bevestig. Derhalwe kon die aanwending vanESanalise oar 'n wye spektrum aanbeveel word. byvoorbeeld by histories opvoedkundige eksemplare, godsdienslere. skoolstelsels en meegaande kurrikula en by die ontwikkeling van opvoedingsprogramme. Die huidige opvoeding en kon temporere leefwyse kan in die toekoms verbeter word indien ES-analise daadwerklik toegepas sou word. / An effort was made to find a universally valid criterion to evaluate any education for authenticity. The "essence-structure of proper adulthood and of education-aim" (ES) was investigated in this regard. This essence-structure (ES) was condensed in a model diagram (ESM). It includes the fo 11 owing essences: · re 1 i gi ousness · , the · ethi ca 1 ' , · affec tiveness'. 'bodiliness'. 'nationality' ('culturality'. 'historicity' and the 'political'), the 'aesthetical'. 'individuality', 'sociality·. the 'economical'. 'freedom·. 'authority'. 'language' and 'rationality'. as well as the seven norm images - a substructure of the 'ethical'. Hierarchically 'religiousness· is the most important essence. followed by the 'ethical·. All other essences exist on a third 1 eve 1 of importance. To qualify as authentic an exemplar of education ought to comply with the above-mentioned hierarchy. Each of the essences and their interrelatedness within the ESM were discussed. The harmonious co-existence within this structuredness is of paramount importance in understanding educational authenticity. Emanating from the above-mentioned an evaluation method. known as "essence structure-analysis" (ES analysis). was developed. Micro. meso and macro-ESanalysis were also explained. Descriptions of exemplars of education and of educationally related matters are analysed using the ESM as the criterion. The more an exemplar corresponds with the ESM. the more it re sembles authenticity, and vice versa. To demonstrate the application potential of ES analysis C.K. Oberholzer's view of man. J.C. Coetzee's view on childhood. the Christian life-view. Albert Schweitzer's world-view and the educational doctrine of the Classicism were subjected toES analyses. The Christian life-view could be evaluated as authentic. while Oberholzer's view of man. Coetzee's view on childhood and Schweitzer's world-view are resembling authenticity closely. The educational doctrine of the Classicism revealed several essence discre pancies. (viii) The hypothesis. that ES analysis can be a reliable evaluation criterion for authentic education. was confirmed. It could thus be recommended that ESanalysis be implemented over a broad spectrum. for example when studying historico-educational exemplars. doctrines of religion. school systems and curricula and assisting in developing educational programs. The contemporary education and way of life can be ameliorated in the future if ES analysis is applied actively. / Educational Studies / D.Ed. (Philosophy of Education)

Summaries in English and Afrikaans / Daar is gepoog om 'n omvattende, algemeen geldige maatstaf te vind waarmee enige opvoeding vir outentisiteit geevalueer kan word. Die moontlikheid dat die "essensiestruktuur van behoorlike volwassenewees en van opvoedingsdoel" (ES) hieraan voldoen, is ondersoek. Die genoemde essensiestruktuur (ES) is in 'n modeldiagram CESM) saamgevat. Dit bevat die volgende essensies: 'religiositeit', die 'etiese', 'affektiwiteit', 'liggaamlikheid'. 'nasionaliteit' (insluitende 'kulturaliteit'. 'historisiteit' en die 'politiese'), die 'estetiese'. 'individualiteit'. 'sosialiteit'. die 'ekonomiese'. 'vryheid'. 'gesag'. 'taal' en 'redelikheid'. asook die sewe normbeelde wat 'n substruktuur van die 'etiese' is. 'Religiositeit' is hierargies die mees belangrikste essensie. gevolg deur die 'etiese'. Aldie ander essensies verkeer op 'n derde niveau van belangrikheid. Om outentiek te wees behoort 'n opvoedingseksemplaar aan boge noemde hierargie te voldoen. Elk van die genoemde essensies is verduidelik, asook hulle samehangende verbandhoudendheid binne die ESM. Die harmonie binne hierdie gestruktureerdheid is van deurslaggewende belang vir die begryping van outentisiteit by opvoeding. 'n Evalueringsmetode. bekend as ''essensiestruktuur-analise" (ES-analise). is uit bogenoemde deur die navorser ontwikkel. 'n Uiteensetting van mikro-. meso- en makro ES-analise is oak verstrek. Beskrywings van eksemplare van opvoeding en van aanverwante opvoedingsaangeleenthede word in die lig van die ESM geanaliseer. Hoe meer 'n opvoedingseksemplaar ooreenstem met die ESM hoe nader beweeg dit aan outentisiteit. en omgekeerd. Ter illustrasie van die toepassingsmoontlikhede van ES-analise is die mensbeskouing van C.K. Oberholzer. die kindbeskouing van J.C. Coetzee. die Christelike lewensopvatting, die wereldbeskouing van Albert Schweitzer en die opvoedingsleer van die Klassisisme aan ES-analises onderwerp. Die Christelike lewensopvatting kon as outentiek geevalueer word, terwyl die mensbeskouing van Oberholzer. die kindbeskouing van Coetzee en die wereld beskouing van Schweitzer naby aan outentisiteit beweeg. Die opvoedingsleer van die Klassisisme vertoon heelparty essensie-diskrepansies. Die hipotese, dat ES-analise 'n betroubare evalueringsmaatstaf vir outentieke opvoeding kan wees, is bevestig. Derhalwe kon die aanwending vanESanalise oar 'n wye spektrum aanbeveel word. byvoorbeeld by histories opvoedkundige eksemplare, godsdienslere. skoolstelsels en meegaande kurrikula en by die ontwikkeling van opvoedingsprogramme. Die huidige opvoeding en kon temporere leefwyse kan in die toekoms verbeter word indien ES-analise daadwerklik toegepas sou word. / An effort was made to find a universally valid criterion to evaluate any education for authenticity. The "essence-structure of proper adulthood and of education-aim" (ES) was investigated in this regard. This essence-structure (ES) was condensed in a model diagram (ESM). It includes the fo 11 owing essences: · re 1 i gi ousness · , the · ethi ca 1 ' , · affec tiveness'. 'bodiliness'. 'nationality' ('culturality'. 'historicity' and the 'political'), the 'aesthetical'. 'individuality', 'sociality·. the 'economical'. 'freedom·. 'authority'. 'language' and 'rationality'. as well as the seven norm images - a substructure of the 'ethical'. Hierarchically 'religiousness· is the most important essence. followed by the 'ethical·. All other essences exist on a third 1 eve 1 of importance. To qualify as authentic an exemplar of education ought to comply with the above-mentioned hierarchy. Each of the essences and their interrelatedness within the ESM were discussed. The harmonious co-existence within this structuredness is of paramount importance in understanding educational authenticity. Emanating from the above-mentioned an evaluation method. known as "essence structure-analysis" (ES analysis). was developed. Micro. meso and macro-ESanalysis were also explained. Descriptions of exemplars of education and of educationally related matters are analysed using the ESM as the criterion. The more an exemplar corresponds with the ESM. the more it re sembles authenticity, and vice versa. To demonstrate the application potential of ES analysis C.K. Oberholzer's view of man. J.C. Coetzee's view on childhood. the Christian life-view. Albert Schweitzer's world-view and the educational doctrine of the Classicism were subjected toES analyses. The Christian life-view could be evaluated as authentic. while Oberholzer's view of man. Coetzee's view on childhood and Schweitzer's world-view are resembling authenticity closely. The educational doctrine of the Classicism revealed several essence discre pancies. (viii) The hypothesis. that ES analysis can be a reliable evaluation criterion for authentic education. was confirmed. It could thus be recommended that ESanalysis be implemented over a broad spectrum. for example when studying historico-educational exemplars. doctrines of religion. school systems and curricula and assisting in developing educational programs. The contemporary education and way of life can be ameliorated in the future if ES analysis is applied actively. / Educational Studies / D.Ed. (Philosophy of Education)