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The purpose of this study is to examine how young people with experience of running away and/or getting thrown out look upon and understand the phenomenon. Another purpose of thestudy is to examine how the youth evaluate the help and support they did or did not receive at the time of their experience, as well as to examine what the ultimate help and support would be according to them. The study was done in a qualitative approach with the use of focus groups and individual interviews. The results were analyzed through the perspective of the ‘sociology of childhood’. Results show, in accordance with earlier studies on the subject, that the youth run away or are thrown out from homes where constant conflicts as well as psychological, physical and sexual abuse are recurring factors. The youth expressed that social services do not listen to them and that their reports of abuse and neglect are not taken seriously. Results further show that the youth consider help finding a new home as well as emotional and economical support to be appropriate kinds of help in this situation. They stress that help and support efforts have to be individually adjusted.

Reality TV is a well-appreciated concept in the world of entertainment. The purpose of this study is to approach the viewing of reality television, with the intention to explore if men and women react to and interpret gender roles differently in a chosen reality TV show. Further social factors, such as nationality, age, sexuality and education will simultaneously play a crucial part in the analysis. The Swedish adaption of the well-known format The Bachelor was chosen for this case study to examine if the situations in the show would provoke different reactions and interpretations among the respondents. The thesis delivers two qualitative methodological approaches to capture the reactions and interpretations among the test persons. A focus group discussion with eight Finnish men and women was conducted along with eight individual interviews with Swedish men and women, with the intention of gaining insightful and valuable knowledge regarding how men and women interpret what they see. The study’s findings suggest that there are both differences and similarities among men and women in their reactions and interpretations of gender roles in the chosen show, and that further social factors aid and affect in constructing the different interpretations.

Syftet med den här studien var att undersöka hur samhällskunskapslärare på gymnasiet ämnesdidaktiskt motiverar stoffinnehåll i sin undervisning för hållbar utveckling. Undersökningsmetoden i studien är kvalitativ med en teoristyrd ansats och de två teorierna som ligger till grund för studien är frontlinjebyråkratteorin och Shulmans kunskapsteori. Datainsamlingen genomfördes med semistrukturerade enskilda intervjuer, därefter blev dataunderlaget föremål för tematisk analys. Datainsamlingen avgränsades till Norrbotten och Västerbotten. Totalt medverkade fem skolor och sju lärare. Studiens resultat visade att stoffet samhällskunskapslärare väljer är mångsidigt, exempelvis livsmedelspriser, omställningsbeslut som berör fordon eller gruvdriften i Sveriges nordligare delar. Nutida omvärldshändelser stod oftast i centrum av lärarnas stoffurval men historiska utvecklingar förekom. Lärarnas motiveringar av stoffurvalen uppvisade en varierande komplexitet men det valda undervisningsstoffet hade ofta anknytningar till olika kursmoment i samhällskunskapen, exempelvis privatekonomi eller globalisering. Lärarnas motiveringar för sina val av stoffinnehåll handlade exempelvis om att eleverna ska få förståelse för bakomliggande faktorer till samhällets hållbara omställning eller för att det som stoffinnehållet behandlar medför socioekonomiska och miljömässiga påverkningar för eleverna och samhället. Avslutningsvis, lärarnas undervisning införlivade vanligtvis samtliga tre dimensioner av hållbar utveckling, även om undantag förekom. Graden av de tre dimensionernas genomslag i undervisningen varierade beroende på hur lärarna hade tolkat styrdokumenten om hur de ska arbeta med hållbar utveckling i olika kurser. Oavsett kurs var det den sociala dimensionen av hållbar utveckling som fick mest genomslag. / The purpose of this study was to examine how civics teachers at upper secondary schools motivate educational content in a subject didactic manner within their teachings for sustainable development. The study used a qualitative research method with a theory-driven approach. The two theories in question are street-level bureaucracy theory and Shulman’s knowledge theory. The data collection method was conducted through semi-structured individual interviews, and the data was then subsequently subjected to a thematic analysis. The study limited its data collection to the counties of Norrbotten and Västerbotten, Sweden. In total, five schools and seven teachers participated. The results of the study showed that the educational content chosen by civics teachers was diverse, including but not limited to topics such as food prices and mining in the northern parts of Sweden or a decision related to a sustainable transition of transportation. Contemporary world events often were at the center of the teachers’ educational content selection, though historical events were also featured. The teachers’ reasoning for their choices of educational content exhibited varying degrees of complexity, but the selected content could often be connected to different course modules such as personal finance or globalisation. The teachers’ reasonings behind their choices of educational content included statements that it was to provide students with an understanding of the underlying factors for the sustainable transition of society. Furthermore, the teachers also explained that their choice of content addressed things that result in socio-economic and environmental impacts on the students’ quality of life within society. In conclusion, the teachers’ teachings typically incorporated all three dimensions of sustainable development, although exceptions did occur. The degree to which the three dimensions were integrated into the teachers’ classroom sessions varied depending on how teachers had interpreted the policy documents regarding how they were supposed to work with sustainable development in different courses. Regardless of the course, the social sustainability dimension predominated.

Made available in DSpace on 2018-08-01T23:40:37Z (GMT). No. of bitstreams: 1 tese_9076_Dissertacao José Osmar - Configuracoes Identitarias Autarquia Publica.pdf: 1760544 bytes, checksum: a278cecc0eccaaa733fed241ac5e938e (MD5) Previous issue date: 2015-06-30 / Esta dissertação tem por objetivo compreender como as transformações no contexto da defesa sanitária e inspeção agropecuária entre 1996 e 2014 se relacionam com as configurações identitárias do Idaf manifestadas por gestores nesse contexto. Trata-se de uma pesquisa qualitativa que descreve os processos identitários da organização por um olhar interpretativista, pelo entendimento das relações simbólicas que permeiam essa organização, observados em discursos dos sujeitos. Para coleta dos dados foram utilizadas pesquisa documental e entrevistas semiestruturadas individuais. As entrevistas foram realizadas com cinco sujeitos da organização nos meses de setembro e outubro de 2014. O método de análise foi a Análise de Conteúdo (KRIPPENDORFF, 1990) que busca investigar dados textuais através de técnicas que permitam compreendê-los com seus significados, referências, valorações e intenções. Pretendeu-se contribuir, com esse estudo, para a compreensão da identidade organizacional, em uma organização pública, no contexto da defesa sanitária e inspeção agropecuária. Os resultados permitiram identificar o Idaf como único e distinto de outras organizações e como essa identificação está relacionada às transformações do contexto agropecuário.