The aim of this study is to create an increased intercultural understanding by studying how the Gambian teachers interpret and handle situations that from a Swedish perspective could be called bullying. A qualitative method have been used were the materials have been gathered through unstructed observations and interviewes with teachers in the Gambia as well as formalized conversations with other school staff. The data has been collected in different schools in the Gambia during the winter of 2013. Four different theories are used to analyse the result. These are the sociocultural perspective, cultural framework, the postcolonial perspective and the frame factor theory. The result shows that the Gambian teachers have a hard time to describe and define the term bullying. They interpret the concept bullying as corporal punishment and that it is a question about abusive behaviour from an adult towards a child. There is also one teacher that speaks about bullying as something that can occur between pupils as well, but this is a rare opinion. It is obvious that the overloaded classrooms are a big obstacle for the Gambian teachers when it comes to create a positive learning experience were the pupils show mutal respect for each other. There is a risk that teachers are missing a lot of things that are going on behind their backs. There are no written documents on how to work with or prevent bullying. There is one document about corporal punishment and it does only exist in governmental schools.

One of our interests, as future teachers, is which role different educational strategies and methods have in the everyday teaching and how that contributes to pupil’s social and cognitive development. Every pedagogical system and culture is time bound. Pedagogical ideas used in prevailing schools are changing continuously because of social and economic changes and are always influenced by the actual social, political and economic ideology in respective country. The purpose of this qualitative study is to find out how education is taking part and how it is outlined in three schools in Kenya. We are interested in teachers’ and pupils’ opinion and reflections about the existing education, everyday teaching and the role school plays in the Kenyan society. Based on our interviews and observation we have made we can state that the education in Kenya is more behaviouristic and collectivistic focusing on fact knowledge and because of the widespread use of rewards and punishments and the role of the teacher as a model, a mediator of knowledge and an authority for the pupils. Besides the dominant behaviouristic pedagogy, we have even seen some elements of cognitive and interaction pedagogy.

<p>One of our interests, as future teachers, is which role different educational strategies and</p><p>methods have in the everyday teaching and how that contributes to pupil’s social and</p><p>cognitive development. Every pedagogical system and culture is time bound. Pedagogical</p><p>ideas used in prevailing schools are changing continuously because of social and economic</p><p>changes and are always influenced by the actual social, political and economic ideology in</p><p>respective country.</p><p>The purpose of this qualitative study is to find out how education is taking part and how it is</p><p>outlined in three schools in Kenya. We are interested in teachers’ and pupils’ opinion and</p><p>reflections about the existing education, everyday teaching and the role school plays in the</p><p>Kenyan society.</p><p>Based on our interviews and observation we have made we can state that the education in</p><p>Kenya is more behaviouristic and collectivistic focusing on fact knowledge and because of</p><p>the widespread use of rewards and punishments and the role of the teacher as a model, a</p><p>mediator of knowledge and an authority for the pupils. Besides the dominant behaviouristic</p><p>pedagogy, we have even seen some elements of cognitive and interaction pedagogy.</p>

The traditional approach to the study of consumer behaviour is to regard them as isolated islands of preferences, needs, motives, and goals; however, this approach neglects the impact of others on consumers judgments and preferences. For this reason, the theme of this thesis is the connected customer. Chapter 2 and 3 provides a theoretical and empirical treatment of a situation often encountered in households: how do an individuals private risk preferences translate into preferences over risk when making decisions on behalf of a group of people in which the decision-maker is a member? It is hypothesized that the decision-makers degree of altruism and perception of the group members risk preferences are the driving forces in the relation between private and social risk preferences. The results suggest that social preferences can be characterized as a mixture of individuals private risk preferences and the beliefs-private risk differential. Chapter 4 looks at individuals information processing strategy under conditions of low and high cultural salience. Recent findings suggest that consumers in both individualist and collectivist cultures use a dual processing approacha heuristic versus a systematic processing strategywhen assessing product alternatives. However, collectivist members tend to rely more on consensus information than attribute. This chapter examines whether priming individuals on their cultural identity will make them to switch processing strategy toward consensus information and hence become more similar to collectivist members. The results largely support this prediction. / Marketing

Uppsatsen handlar om den lokala föreningen i Västerås av SPRF, Sveriges Pensionärers Riksförbund. En utblick görs till det socialpolitiska förvärvet från tidigmodern tid. Under femtiotalet fanns en social och ekonomisk gemenskap. Den har genom Socialförsäkringsbalken 2010 förbytts i individualism när pensionen direkt och entydigt tillhandahålls av staten. / How Sweden's elderly fared after the war. Focus is on public officials in Västerås, a provincial capital one hour's drive west of Stockholm. Arriving from the collective spirit of the fifties, the individual can no longer elicit any economic incentive from any entity positioned between him and the state.

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The purpose of this study was to examine the effect of cooperative learning on preservice elementary teachers’ interest in, and the application of music into, core academic subject lesson plans. Participants (N = 59) were preservice elementary teachers enrolled in four class sections of a music method course designed for elementary education majors at a large southern university. All members participating in the study were placed by section for eight weeks in one of two groups-an individualistic learning group or cooperative learning group. During the first 6 weeks of the study, participants worked on the Music Integration Project. The purpose of the project was to develop academic lesson plans with the integration of music. Each Music Integration Project consisted of a: (a) title page, (b) table of contents, (c) a rationale citing 2 primary sources, and (d) 10 lesson plans integrating music into core subject lesson plans. At the conclusion of the 6 weeks, participants turned in their projects, which were scored by the primary investigator using the Music Integration Project Rubrics developed by the researcher. The Integrated Music Project Rubrics consisted of three sub-rubrics: (a) Organization Rubric, (b) Rationale Rubric, and (c) Lesson Plan Rubric. During the last two weeks of the study, all of the participants were videotaped teaching an integrated music lesson. Tapes were analyzed post-hoc and the participants’ scores were recorded by using the Integration of Music Observation Map. This Map assessed each of the participant’s microteaching on ten different criteria: (a) teacher, (b) pupils, (c) process, (d) element, (e) atmosphere, (f) purpose, (g) authenticity, (h) expression, (i) degree, and (j) range. Participants also completed a pre and post-Integrated Music Project Interest Survey. The independent variable used in this study was learning environment, cooperative learning and individualistic learning. The dependent variables were the participants’ scores on the Integrated Music Project Rubrics (organization, rationale, and lesson plan), scores from the Integration Music Observation Map, and scores from the pre/post interest survey. Interjudge reliability consisted of 20% of the scores from each learning groups’ Integrated Music Project and microteaching. Interjudge reliability was calculated as a Pearson product-moment correlation and found to be high with a range of r= .82 to .96. An alpha level of .05 was set for all tests of significance. Results from the Music Integration Project showed cooperative learning participants scoring statistically significantly higher on the organization rubric, lesson plan rubric, and total scores than participants in the individualistic learning group. For the microteaching component, participants in the cooperative learning environment scored statistically significantly higher on the Integration Music Observation Map in the areas of: (a) pupils, (b) atmosphere, (c) purpose, (d) authenticity, and (e) degree. On the pre and post Integrated Music Project Interest Survey, participants in the cooperative learning group rated all areas (attention, relevance, confidence, and satisfaction) statistically significantly higher than participants in the individualistic learning environment.

Considerable conceptual confusion exists regarding the meaning of health promotion, yet nurses are called to be leaders in the movement. Pre-registration nursing curricula have been designed purporting to incorporate health promotion principles. In the United Kingdom this change in nursing education has been called Project 2000. Empirical evidence in the United Kingdom suggests that nurses perceive health promotion from an individualistic biomedical perspective. Chapters 1- 4 explore the philosophical and social origins of the concept. It is argued that this is evolutionary, rooted in health education, derived from ancient Greek philosophy. The development of health promotion theory and application to nursing is examined through the development of nursing theory in the United States. Critical comparisons are made by review of national and international literature relating to the focus of health promotion in nursing. Chapters 5-11 contain the main body of the thesis. Three longitudinal case studies investigate Project 2000 nursing student's perceptions of the concept. Three intentions aim to determine the students' health beliefs and values of health promotion on entry to nursing, to establish if any changes in their perceptions of health promotion could be attributed to the philosophical shift from intervention to prevention in nurse education and healthcare generally, and finally to develop an instrument to be used to measure changes in perception as part of curriculum evaluation. The results of the study are reported and contextualised by the influence of teachers, the curriculum and the climate of change in healthcare at that time. The properties of the instrument and the implications for its purpose are addressed. Weaknesses in the design of the strategy are examined. The thesis concludes with a review of the evidence presented. More recent conceptual development is examined. Final conclusions lead to recommendations for further refinement of the instrument, by development of psychometric properties.

Sammanfattning Affärsmodeller utgår från att företag ska vinstmaximera, vilket kan göra att affärsmodeller inte passar de företag som inte har vinstmaximering som utgångspunkt eller fokus. Vinsten i dessa företag ses “bara” som något sekundärt som måste finnas för att företaget ska finnas kvar. Detta synsätt på vinst är ofta kopplat till småföretagares sätt att driva företag. Småföretagare har ofta en nära koppling till sitt företag och det kan närmast beskrivas som deras identitet. Det är därför viktigt för dem att verksamheten finns kvar trots ett högt pris i form av att de arbetar mycket och hårt, för relativt liten ekonomisk vinst. Det viktigaste för dessa individer är inte pengar, utan det är livet som småföretagare de vill ha. De värderar ett liv där de är fria och självständiga att bestämma hur de vill ha det. Detta är även en orsak till att de inte vill att deras verksamhet ska växa eller utvecklas i storlek. De vill behålla verksamheten liten eftersom de vill ha kvar kontrollen samt att de vill fortsätta verka i det lokala området på grund av deras personliga anknytning dit. Affärsmodellen skulle kunna omformuleras eller breddas i sitt fokus för att fånga upp och beskriva fler verksamheter än de som vinstmaximerar. I modellen skulle det kunna tas hänsyn till hur en individ, alltså företagaren, lever sitt liv och det är därför olika livsformer används i denna studie. Kopplingen mellan individ och företag är ofta stark när det handlar om småföretag och därför vore det önskvärt att fokuset flyttas från företaget till individen i affärsmodellen. När fokuset är bytt, eller åtminstone mer nyanserat, skulle en affärsmodell kunna användas för att på ett meningsfullt sätt beskriva en småföretagares verksamhet. Det största bidraget i denna studie är att ett perspektiv som utgår från individen istället för företaget används för att försöka förstå att en affärsmodell skulle kunna utvecklas till att omfatta fler fokusområden än vinstmaximering. Individen och dennes sätt att leva sitt liv påverkar hur företaget drivs och utifrån det vore det lämpligt att affärsmodeller anpassas för att beskriva verksamheten på ett mer användbart och rättvisande sätt. Nyckelord: småföretag, affärsmodell, livsstil, individualistisk, / Abstract Business models are based on that the company will maximize its profits, which may make the business models fit bad with companies who do not focus on profit maximization. The profit in these companies is seen as something secondary that needs to exist to make the company survive. This view on profit is connected to small business owners’ way to run a business. Small business owners often have a close connection to their company and it can almost be described as their identity. It is important for them that the business exists even if they need to pay a high price because they work hard and only get a small economic profit in return. The most important thing for these individuals is not money, but the life as a small business owner that they want to have. They value a life where they are free and independent to decide how they want to live their life. This is also a reason to why they do not want their business to develop or grow in size. They want to keep the business small because they want to keep their control and at the same time stay in the local area because of their personal connection to that place. The business model therefore could be reformulated or widened in its focus to describe more businesses than they who maximizes its profits. In the model it could be taken into account to how an individual, in this case the business owner, lives his/her life and that is why different life shapes are used in this study. The connection between the individual and the company is often strong when it comes to small businesses and that is why the focus could be moved away from the business itself to the individual itself in the business model. When the focus has been changed, or at least are more nuanced, a business model could be used to describe a small business owners business in a meaningful way. The biggest contribution with this study is that a perspective that originates from the individual instead of the business is used to try to understand that a business model could be developed to include more areas than profit maximization. The individual and its way to live life affect how the company is being run, and by that the business models could be adjusted to describe the business in a more useful and correct way. Keywords: small businesses, business model, lifestyle, individualistic.

In today’s globalized society with intense interaction between and among cultures, cross cultural understanding is becoming of crucial importance for successful communication. Whenever there is communication among people from different cultures, disagreement, argument and interpersonal conflict may occur. For this reason, the study of cultural differences in conflict resolution is of great value to society at large. Yet, the number of studies that have examined conflict resolution approaches across cultures is insufficient. This study sought to contribute to this area of research by investigating conflict resolution strategies employed by US and Taiwanese college students in academic contexts and the motives underlying participants’ preferences for certain strategies. The US and Taiwanese samples were chosen as representative of two different cultures, individualistic and collectivistic, respectively. Specifically, 15 US college students and 15 Taiwanese college students were selected from a US college campus. The Taiwanese group included students who have spent less than one year in the United States. The instrument consisted of a written questionnaire with four conflict scenarios and an audio-recorded interview with six randomly selected participants from both groups. The data were analyzed through descriptive statistics, Discriminant Function Analysis and content analysis. Both the descriptive and the Discriminant Function analyses showed that the US college students were significantly associated with the use of direct or avoidance conflict resolution approaches, while the Taiwanese college students showed a significantly higher inclination towards an indirect approach often involving a third party. The qualitative results revealed that the motives underlying the participants’ responses stemmed from both cultural and personal factors, such as individualistic and collectivistic values as well as family and religious background.