Many researchers have suggested positive patient-health provider relationships can positively impact patient outcomes. A few focused explicitly on bariatric weight loss surgery (BWLS) professional-patient interactions. This study is significant because BWLS is a recommended tool to combat obesity. The purpose of this study was to analyze the perceptions of BWLS education nurses regarding their patient encounters. This mixed methods research study used an online survey combining quantitative Likert scale questions and open-ended qualitative questions, with social cognitive theory as the theoretical foundation. These explored viewpoints relate to their patient relations expressed by a health professional. Health professional beliefs incorporated into patient interactions has merit within BWLS continuum from presurgery requirements, to the procedure, and post-surgery lifestyle. Many respondents are employed in obesity services programs and received 'snowballs' from other contacted health professionals. The analyzed written response word clouds favor patient-focused care. Participation reluctance by not answering or skipping short answer perspective questions was a quantitative trend. Data revealed survey specific noticeable qualitative tendencies favorable toward patient-centered care and patient health accountability. The anticipated positive social change is a better understanding of issues surrounding the choice for and against BWLS and improved healthcare and health professional-patient communications.

Sagebrush plant communities are among the most threatened in North America. This project had two goals: to test how increased temperature affects native and nonnative forb species common to the Western sagebrush region and to evaluate land manager beliefs about changes in their ecosystems, including those affecting forb species. Native forbs Sphaeralcea munroana, Crepis acuminata, Linum lewisii, Penstemon palmeri, and Oenothera pallida and non-natives Erodium cicutarium and Lactuca serriola were each subjected to two treatments: experimental warming using open-top chambers and a control. Knowing how forbs used in restoration might respond to future conditions is both practical and economical information for land managers. Responses to an open-top chamber treatment suggest that S. munroana, L. lewisii, and P. palmeri may be resilient to predicted increases in temperature, while C. acuminata and O. pallida should be used with caution. As expected, temperature did not affect E. cicutarium fitness but did lead to earlier germination. This result supports the concept that competitive interactions between non-natives and natives could be compounded by increased temperature. Transplanted L. serriola was negatively affected by warming. Semi-structured phone interviews of range managers in Utah, Idaho, Nevada, Wyoming, Oregon, and Montana addressed demographics, local climate and land changes, and forb knowledge. Additionally, local long-term climate data sets were compared to responses. Most states respondents were evenly split about beliefs of climate change in their area (half said there were no changes, and have said they thought there were some changes). Montana was the exception; Montana’s recent increases in climate-related events may explain most of the managers noting changes. Managers that had more years at their job gave more qualified, but also more accurate climate answers. Managers saying there was no change tended to base their answers on recent weather conditions, while managers that said they did notice changes tended to base their answers on long-term patterns. Forbs typically were not viewed as an important indicator of ecosystem health or resilience. This study indicates restoration organizations might benefit from more specified outreach to managers which focuses on local climate, forbs (especially those known to be used by Greater sage-grouse), and solutions.

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Extensive research has been done on leadership in the school system, but the nature of the concept's variations makes it difficult to grasp what good teacher leadership consists of. Teacher-student relationships are a fundamental part of teachers' professional practice and their significance for school practice cannot be neglected. A large part of the research on teachers' leadership is aimed at how leadership should be conducted through the organization of the classroom, towards an effective study environment. The question that arises in this study is instead how teachers' relational leadership is perceived and valued from the students' point of view. The purpose of the study is thus to investigate the importance of relational leadership from students' perspectives. This is done by interviewing six students from year two at a Swedish high school, and the empirical material is thereafter compared to a pre-constructed ideal type of relational leadership using PeRL. Through this approach, the study intends to contribute to the field of research on teacher leadership by examining and elucidating its relational dimension. Results suggest that teachers' relational leadership is highly important for students, and that students have a slightly different approach to relationships in school compared to research on the field. Furthermore, the study concludes that students must be involved in the discussion about the purpose of education to a greater extent, and that the conversation about teacher leadership should play a more prominent role at the school policy level.

This thesis was motivated by the widespread use of social media by children, and the lack of research on perceptions of their own use. It expands on previous research which, while sometimes including children’s voices, largely focuses on the negative impact that social media has on well-being. Instead, this thesis seeks insight into children’s views on their and their peers use of social media, what motivates their particular use, and how they describe the positive and negative experiences of it. Semi-structured interviews were conducted with children between 12 and 15 years old and thematic analysis was used to consider the data, along with an interpretivist and contextualist epistemological approach. The themes included, firstly; social media as a place for children to connect and to spend time, secondly; positive experiences that included, learning and inspiration, fun and happiness, and perspective taking, thirdly; negative experiences relating to privacy and anonymity, bullying and bad feelings, and a lack of social clues, and lastly; a particular peer culture which included gender differences as part of their experience of using social media. The study concludes that, though research on social media and children has been largely looked at in terms of risk, children see it as a normalized aspect of childhood where they socialize with friends, spend time playing and learning about different things, and hang out with their peers. Social media is described as a neutral tool by the children. With this notion of neutrality, by further understanding children’s experiences and perspectives, there could be more support in ensuring that this tool is shaped and used in a way that works more in their best interest. Social media is inevitably a big part of children’s leisure time today, and ‘moral panic’, being a persistent rhetoric around childhood, may not be helpful for children.

The firstly explicitly adopted Feminist Foreign Policy was developed in Sweden in 2014. Since then, seven countries have so far adopted a so-called Feminist Foreign Policy. Nevertheless, no common definition of Feminist Foreign Policy has been agreed upon, nor by the States neither by the scholars. Different States have therefore adopted Feminist Foreign policies with different understanding. Recently adopted Feminist Foreign policies in Europe, France (2018), Spain (2021) and Germany (2023) have been hardly analysed against feminist perspectives and Feminist International Relations theory. To contribute to fill in in this gap the research aims at responding to the following research question: What understanding of feminism and feminist International Relations theories underpin the different Feminist Foreign Policies? The findings demonstrate that FFPs are not a unified phenomenon, they are not grounded on a common understanding of feminism and feminist theories. These three Feminist Foreign policies differ in their gender transformative ambitions, understanding of gender equality, embracement of intersectionality or appetite for inclusion and listening to marginalized groups. Diverse perspectives of feminism and elements pertaining to Feminist International Relations theory have strongly influenced the Feminist Foreign policies of France, Spain and Germany in dissimilar ways.