The ever-changing landscape of social media coupled with today’s competitive political environment, means that small parties need to use all the tools at their disposal to distinguish themselves from the crowd. The Christian Democrats, a conservative party in the Swedish parliament, has been trying to do exactly that. In recent years, they have changed their party leader and their logo in an effort to move in a more modern direction and set themselves apart. That raises the question how this change has been reflected in what they post on social media. The overall purpose of this study is to compare Facebook posts published by the Christian Democrats at two different points in time, the Swedish general elections in 2014 and in 2022. It seeks to identify how the portrayal of two different party leaders differ, respectively Göran Hägglund in 2014 and Ebba Busch in 2022. We formulate research questions targeting if and how any potential differences in the presentation of the party leader manifest. To do so, we gather six posts from each year (from the month before the election) and analyse them with a multimodal semiotic method. We employ the theories of personalisation and personal branding, drawing conclusions within the framework of social semiotics (a sub-branch of semiotics). Finally, we answer the research questions by drawing several conclusions about key differences in presentation. We find that: personalisation has increased from 2014 to 2022, that the priorities for the desired form of personal branding has changed from 2014 to 2022, and that the professionalisation of the marketing material has increased from 2014 to 2022. We argue that the study expands the research within the realm of Swedish political communication, and contributes to filling a void of longitudinal and comparative studies within that same realm.

The Media High Council (MHC) was put in place by the 2003 constitution of the Republic of Rwanda as amended to today. As article 34 clarifies, the MHC is an independent institution which aims to address issues of media and press freedom. In the same spirit, the law number 30 /2009 of 16/9/2009 determines its mission, organisation and functioning. According to article 2 of this law, the Media High Council is responsible for protection, control and promotion of media and media professionals. Based on normative theories, qualitative methods and thematic analysis, this study has explored the policy formation of the Media High Council and how it has been balancing the seeming contradictory responsibilities of protecting and controlling media from 2007 to 2010. / Communication Science / M.A. (Communication)

Illich, a critic of the medical profession in industrial societies, researched the "damage done" by the medical establishment on three levels. This study presents an application of Illich's three-level theory of iatrogenesis to a sample of elderly people in old-age homes in and around Pretoria. Fifty in-depth interviews were conducted with old-age home residents. In the focus on clinical iatrogenesis, the aspect of defenceless patients was investigated. With regard to social iatrogenesis, focus was on the interpretation of attitudes revealing an increased medical dependency. Cultural iatrogenesis, which involves the influence of values and norms on thinking patterns, is investigated in terms of the impact of institutionalisation on the autonomy, independence and personal responsibility of residents. Illich's solution to the problem of medicalisation is to be found in the de-bureaucratisation and de-industrialisation of society. Based on the assumptions of critical theory, the emancipation of the individual is suggested as a basis of Illich's proposed structural societal changes / M.A. (Sociology)

The purpose of this study was to investigate recommendations regarding professional standards for training and registration in pastoral work. The aim is to obtain professional recognition for Pastoral Counsellors/Therapists by accreditation and recognition from a relevant professional council. The goal is also to formulate these standards in line with the processes of the South African Qualification Authority (SAQA). The following four forms of pastoral work were distinguished and discussed: Mutual care, Pastoral care, Pastoral counselling, and Pastoral therapy. The Accreditation Committee proposed the following sub-fields: Human and Social Studies (Field 07): Religious and ethical foundation of society (sub-field). Health Sciences and Social Services (Field 09): Promotive health and developmental services, Preventative health, Curative health, Rehabilitative services (sub-fields). Proposals was adopted for the following Pastoral Counselling/Therapy The purpose of this study was to investigate recommendations regarding professional standards for training and registration in pastoral work. The aim is to obtain professional recognition for Pastoral Counsellors/Therapists by accreditation and recognition from a relevant professional council. The goal is also to formulate these standards in line with the processes of the South African Qualification Authority (SAQA). The following four forms of pastoral work were distinguished and discussed: Mutual care, Pastoral care, Pastoral counselling, and Pastoral therapy. The Accreditation Committee proposed the following sub-fields: Human and Social Studies (Field 07): Religious and ethical foundation of society (sub-field). Health Sciences and Social Services (Field 09): Promotive health and developmental services, Preventative health, Curative health, Rehabilitative services (sub-fields). Proposals was adopted for the following Pastoral Counselling!Therapy qualifications: Certificate in Pastoral Counselling (Basic) Certificate in Pastoral Counselling (Post Basic), Certificate in Pastoral Counselling (Intermediate), Diploma and post graduate degrees in Pastoral Counselling (Advanced), Masters and Doctorate Degrees in Pastoral Counselling (Specialist). After narrow consultation the level descriptors were discussed and accepted. As all proposals this will still be open for changes. The following roles were described using the format of a Qualification based on Unit Standards. Unit Standards are linked to the proposed six "roles" which are seen as generic to all Pastoral Counselling practices: Maintain effective relational and communication competence, Apply and maintain professional work ethics, Plan and facilitate pastoral counselling process, Engage in an effective personal development process, Design and conduct course of treatment, Conduct research, The roles and applied competencies for the pastoral counselling/therapy specialised field were defined. These roles may be used to re-shape current qualifications, as well as to research and design new qualifications. They are intended as initial guidelines for providers. The following registered categories for pastoral counsellors/therapists were proposed by the accreditation committee and accepted by SAAP: Category 1: Basic level pastoral counsellor (NQF Level 2) Category 2: Post basic level pastoral counsellor (NQF level 3) Category 3: Intermediate level pastoral counsellor (NQF Level 4) Category 4: Advanced level pastoral therapist (NQF Level 5/6) Category 5: Specialist level pastoral therapist (NQF Level 7 /8) The following outcomes (unit standards) for Pastoral Counsellors/Therapists were identified: UNIT 1: Applying work ethics UNIT 2: Understanding pastoral counselling theory UNIT 3: Facilitating pastoral counselling skills UNIT 4: Conducting research UNIT 5: Developing self-knowledge Some of the recommendations were: It became necessary to have some form of regulation and/or even "control" to prevent the abuse of people who ostensibly suffer from mental illness. To establish professional standards for training in pastoral counselling and to obtain professional recognition for pastoral counsellors/therapists through accreditation and recognition from a relevant professional council. In doing this we should also come to an agreement on a proper set of work ethics. It was recommend that the level descriptors should be further elaborated through a careful analysis of the standards proposed, but that the process of moving from general to specific descriptors should be adopted in the absence of meaningful generic level descriptors. It was recommend that the proposed standards and qualifications should only be adopted once processes is established where an SGB has been established and registered with SAQA, and these standards and qualifications have been accepted by providers, professional Pastoral Counsellors/Therapists, professional associations, etc. / Philosophy, Practical & Systematic Theology / M. Th. (Practical Theology (Pastoral Therapy))

Cette thèse analyse la confrontation entre les réformes postales inspirées du nouveau management public, cristallisées dans la politique de rationalisation de l’activité de travail, et les pratiques professionnelles des salariés. Elle étudie les enjeux, les modalités et les limites de la définition normative du travail des conseillers financiers. Désignés par l’organisation comme des acteurs du changement, ces derniers doivent gérer la tension entre logique de marché et mission de service public, qui persiste à travers un double langage de La Poste. Sont ainsi mis en évidence des positionnements professionnels qui se construisent en décalage par rapport à la norme de référence du conseiller idéal portée par l’entreprise. Cette dernière mise donc sur ses jeunes recrues, supposées réceptives aux nouvelles logiques managériales. L’étude du processus de socialisation professionnelle de ces conseillers potentiels, inscrit dans les parcours individuels, permet d’interroger l’homogénéisation des pratiques et la persistance du modèle social postal. L’approche repose sur une comparaison territoriale (Méditerranée/Île-de-France) et générationnelle. La combinaison de plusieurs techniques d’investigation (observation participante au sein de la DRH de La Banque Postale, enquête longitudinale prospective par panel menée auprès d’apprentis conseillers financiers, monographie de bureaux de poste et exploitation de données statistiques) permet de croiser les parcours biographiques et les éléments structurels d’analyse des politiques d’emploi, de travail et de formation de La Poste. / This thesis analyses the confrontation between postal reforms inspired by the new public management, fulfilled in the rationalisation politics of the working activity, and employee professional practices. It studies the stakes, the modalities and the limits of the financial advisers normative work definition. Designated as change agents by the organisation, they must manage the dynamics between market logic and the public services mission which persists through a double language at La Poste. This puts into evidence the professional positioning that is constructed based on the referential norm of the ideal adviser portrayed by the organisation. The latest therefore counts on its young recruits, excepted to be receptive to the new managerial logics. The study of the socialisation process of its potential advisers, registered on individual career paths, allows questioning the homogenisation in the practices and persistence of the social postal model. The approach is based on a territorial comparison (Mediterranean/Parisian region) as well as generational. The combination of several investigation techniques (participative observation within the HR Direction at La Banque Postale, longitudinal panel survey conducted on financial adviser apprentices, monograph of post offices and exploitation of statistic data) allows crossing of biographical paths (personal and career) and the structural elements of employment politics analysis, work, and training at La Poste.

Since 1984, public service occupations in New Zealand have been subordinated to the over-determined bureaucratic structures of contemporary managerialism. The reactions of front-line public servants to New Management’s unfamiliar ‘market-place’ imperatives and the concomitant loss of occupational autonomy have received very little rigorous qualitative analysis. This study addresses that shortfall, taking as its cue a key question in the sociology of ‘profession’—what arouses or subdues the inclination of bureaucratised occupations to professionalise as a means of reclaiming autonomy? It explains the nature and meaning of strategies adopted by front-line practitioners in New Zealand’s Department of Conservation (DOC) to defend their marginalised work conventions and collegial culture. Symbolic interactionist analysis shows that profoundly personal values and beliefs connect vocationally motivated practitioners with their ‘mission’ (to conserve natural and cultural heritage). These powerful intuitive connections play a crucial role in subduing interest in resistance and organised strategic action, principally by converting conservation labour into the pursuit of personal fulfilment. Practitioners respond to managerial intrusions on their core work (the source of their fulfilment) by defending these personal connections rather than group interests. As a result of this introversion, perceptions of ‘community’ and occupational identity are disorganised and become a further reason for inaction. Practitioners resolve the conflict between self-interested pursuit of fulfilment and the altruistic goals of conservation by negotiating an unspoken bargain with DOC’s authority structures. The ‘pay-offs’ for deferral to managerial authority win the space to pursue fulfilment through immersion and conspicuous achievement in work, obviating the need for more concerted defensive action. Accordingly, managerialism has not acted as a professionalising catalyst for this group. NB: The abstract has been revised by the author in the electronic version of this thesis, since the print edition was published.

Intelligence émotionnelle et pratique pédagogique en contexte de professionnalisation de l'enseignant. Le débat actuel sur la qualité de l'éducation dans le monde occidental et l'importance donnée au professeur dans ce cadre, suscite un regain d'intérêt pour la professionnalisation de l'enseignant. Les réformes des systèmes éducatifs, qu'elles soient curriculaires ou pédagogiques, constituent un dénominateur commun aux politiques gouvernementales, tant en Europe qu'en Amérique Latine. Nous tentons de démonter dans quelle mesure, le modèle promu dans les textes politiques, peut être assimilé dans des contextes sociohistoriques aussi différents que ceux du Chili où le recueil de données s'est effectué et de la Communauté française de Belgique où ce travail est présenté. Loin de vouloir répondre à la question de savoir si l'enseignant est un professionnel ou de plaider en faveur de sa professionnalisation, il nous est apparu pertinent de poser le problème qui nous intéresse dans le contexte de la professionnalisation de l'enseignant. Celui-ci pourrait se résumer à la question de l'importance de compétences émotionnelles et affectives dans les pratiques pédagogiques, cela comme source de professionnalité de l'enseignant. On fait appel alors au construit d'intelligence émotionnelle pour justifier le traitement et la production de connaissance émotionnelle dans les pratiques pédagogiques. Le concept d'intelligence a eu une décennie pour établir des antécédents théoriques et empiriques qui appuient sa validité. Différents construits se disputent le pouvoir de rendre compte du traitement mental des émotions. Une revue de la littérature permet d'opter et de proposer un construit opérationnalisable aux pratiques pédagogiques. L'étude des représentations sociales d'acteurs pédagogiques a été choisie pour répondre à ces questions : · Comment définir l'intelligence émotionnelle des enseignants dans leurs pratiques pédagogiques ? · Quelle est son importance? A quelles dimensions des pratiques pédagogiques contribue-t-elle ? Comment y est-elle mobilisée ? · Quel serait l'apport de ce construit pour la professionnalisation de l'enseignant ? Les représentations sociales entretiennent un double rapport avec les pratiques : d'une part, elles les orientent. Cette fonction justifie l'intérêt de leur étude. D'autre part, elles se constituent à partir des pratiques quotidiennes et professionnelles qu'entretient une collectivité. En les étudiant, nous reconnaissons la légitimité des connaissances pratiques des acteurs pédagogiques. Enfin, l'étude des représentations sociales permet non seulement de rendre compte d'objets représentés mais également de poser la pertinence des questions de recherche. C'est en raison de leur valeur heuristique que nous nous sommes attachés à leur étude. De quelles pratiques pédagogiques parlons-nous ? Le modèle d'enseignant professionnel, s'avère être un modèle intégrateur de modèles antérieurs ; nous le décrivons sous trois aspects : un enseignant compétent, un enseignant réflexif, un enseignant spécialiste des apprentissages. Nous nous sommes efforcés de mettre en évidence les implications des phénomènes émotionnels dans les pratiques pédagogiques et comment pourrait être entrevue l'intelligence émotionnelle parmi les compétences de l'enseignant, en particulier dans ses pratiques pédagogiques et dans le processus de réflexion qui conditionne sa professionnalité. Pour répondre à ces questions deux études empiriques ont été programmées. Chacune d'elles reconstruit l'objet de la recherche et utilise des méthodes appropriées à cet objet. La première s'attarde sur les représentations sociales entendues comme contexte de sens pour comprendre les pratiques pédagogiques, le modèle d'enseignant valorisé et ses compétences. Elle cherche parmi ces compétences des indices d'intelligence émotionnelle telle que celle-ci est définie scientifiquement. Ensuite, elle explore la définition de l'intelligence émotionnelle véhiculée dans les représentations des acteurs. Elle se clôture par la proposition d'un construit d'intelligence émotionnelle enrichit des représentations sociales des acteurs. Ce dernier traduit dans le contexte des pratiques pédagogiques, les composantes d'intelligence émotionnelle. Sur cette base, la seconde étude a pour objectif de mettre à l'épreuve les résultats de la première et de les valider auprès d'un échantillon plus étendu. Son objet est la structure des représentations sociales d'intelligence émotionnelle et la question, de différencier les composantes plus centrales et périphériques. Chacune de ces études se termine par l'étude du consensus des représentations des trois groupes d'acteurs pédagogiques sollicités : enseignants en fonction, étudiant (futurs enseignants) et formateurs d'enseignants de l'enseignement primaire. Ces trois points de vue mettent en relief les conclusions des études respectives. Nous vous invitons à lire ce manuscrit pour découvrir ce que représente la mobilisation de l'intelligence émotionnelle dans les pratiques pédagogiques des enseignants…

The aim of this thesis is to describe and analyse the process of professionalisation of newly commissioned second lieutenants and newly qualified school teachers. The professionalisation of these two occupational categories is examined from a comparative perspective and concentrates on the communicative conditions and institutional arenas that affect the professionalisation process. The theoretical framework of the thesis is comprised of communication theory and concepts of sense making found in institutional theory models. The empirical data was collected during the first year after second lieutenants received their officer’s commissions and teachers received their teaching credentials. Four second lieutenants and four teachers were interviewed three times during their first year of professional service. Some observations are also included in the thesis. The dissertation’s main conclusions are connected, in part, to issues of transparency in communicative conditions and, in part, to incentives connected to supervision, support and control. On the one hand, the commissioned officers’ and one of the teacher’s process of sensemaking appeared visible and collective in character, where the rules of conduct and meaning emerge clearly without ambiguity. On the other hand, the majority of the certified teachers’ process of sense making appeared private, concealed, inaccessible and diverse in character. It was observed that incentives for supervision, support and control are strong among commissioned officers because they are directly dependent on each other’s work. The same incentives are weaker among certified teachers because they are not as dependent on each other’s work. One conclusion to draw from this difference is that the professionalisation of commissioned officers is collective-oriented while the professionalisation of certified teachers is less so.

This thesis describes the impact of the notion of a calling on the development of the nursing profession during the period 1850–1933. The focus of the study is on how perceptions andnotions of a calling were altered over time, and in which way this historically shaped conceptinfluenced the professionalisation of the female health care work. Some contexts of relevancefor the notion of a calling and which are emphasised in the thesis are the women’s rights movement, the expansion of the civil servants’ movement, the professionalisation and modernisationof the health care system as well as the general secularisation of society. The study consists of three parts. The first part constitutes a conceptual background tothe notion of a calling and here the Christian heritage of ideas is examined. The second partof the thesis describes three leading institutions of nursing education: the Ersta Institution ofdeaconesses (1851), the Red Cross education (1867), and the Sophia Home (1884). The study shows how Lutheran features influenced these educational institutions, mainly the educationof the deaconesses. The meaning of the calling differed between the deaconesses and thenurses of the Sophia Home. The deaconnesses’ notion of a calling emphasised the value ofhumbly serving fellow beings, whereas the Sophia Home attached more importance to theelevated and noble aspect of the calling. The third part of the thesis is the most comprehensive one. It is here analysed how the circlearound the Swedish Nursing Association (SNA), used and related to the notion of a calling during the period 1910–1933. The description is structured under four themes. The first describes how the notion of a calling expresses a particular professional ideal and an ethical attitude characterised by a Lutheran work ethics with strong altruistic features. Under the second theme, the gendered perception of the vocation is discussed. It is claimed that the nursingprofession was not unambiguously permeated by feminine gendered perceptions. Instead the nurses’ professional ideal espoused a mixture of masculine and feminine gendered metaphors.Under the third theme, it becomes clear that the nurses’ proclamation of a calling strengthened and increased the status of the profession. Under the fourth theme, the nurses’notion of a calling is related to two male professional groups, doctors and clergymen, and thepessimistic and sombre spirit of time at the turn of the century, 1900. The general secularisation of society, and the gradual modernisation of the health care sector seemed to have contributedto a need for a professional corps, marked by strong tradition, apparently considereda guarantee for a health care system that would still comprise Christian love. / Diss. Umeå : Univ., 2002

Illich, a critic of the medical profession in industrial societies, researched the "damage done" by the medical establishment on three levels. This study presents an application of Illich's three-level theory of iatrogenesis to a sample of elderly people in old-age homes in and around Pretoria. Fifty in-depth interviews were conducted with old-age home residents. In the focus on clinical iatrogenesis, the aspect of defenceless patients was investigated. With regard to social iatrogenesis, focus was on the interpretation of attitudes revealing an increased medical dependency. Cultural iatrogenesis, which involves the influence of values and norms on thinking patterns, is investigated in terms of the impact of institutionalisation on the autonomy, independence and personal responsibility of residents. Illich's solution to the problem of medicalisation is to be found in the de-bureaucratisation and de-industrialisation of society. Based on the assumptions of critical theory, the emancipation of the individual is suggested as a basis of Illich's proposed structural societal changes / M.A. (Sociology)