Ao longo das primeiras décadas do século XX, os juristas argentinos e brasileiros se empenharam em estreitar os seus laços, enquanto repensavam o papel que deveriam cumprir na sociedade e reconstruíam certos pressupostos do seu saber. Mobilizaram, ao longo desse processo, mecanismos que iam da realização de conferências à publicação de livros comemorativos, passando pelo rádio. Mesmo que de forma descontínua e enfrentando tensões de distintas naturezas, esses intercâmbios se sustentaram no tempo e contaram com ressonâncias para além do universo jurídico. Adotando uma perspectiva transnacional e procurando inserir tais diálogos em cenários mais ampliados tanto do ponto de vista geográfico quanto do temporal, esta tese argumenta que as interações entre bacharéis em direito dos dois países desempenharam um papel fundamental em meio a sua busca por intervir na vida pública, em especial quando se tratava de legitimar projetos de reformas legislativas. Para tanto, dois âmbitos de análise foram privilegiados: a circulação de impressos e as ações de organizações profissionais, em especial o Instituto dos Advogados Brasileiros e o Colegio de Abogados de Buenos Aires. As duas dimensões estiveram diretamente articuladas, uma vez que tais associações mantiveram periódicos e bibliotecas, ao mesmo tempo em que diversas atividades que promoveram foram, posteriormente, consolidadas em publicações. Ao explorar os múltiplos sentidos dos dois verbos que se escondem em seu título, deslocar e deslocalizar, o trabalho lança um olhar crítico para a recorrente narrativa de que brasileiros e hispano-americanos se ignoram, bem como interpela os usos da técnica como discurso de legitimação. / During the first decades of the twentieth century, Argentinian and Brazilian lawyers attempted to strengthen their bonds, simultaneously reconceiving their role in society and rebuilding certain presuppositions of their field of expertise. Throughout that process, they mobilized mechanisms that spanned from conferences to commemorative books to the radio. Even though they were discontinuous and faced tensions of different natures, those exchanges were sustained over time and had resonances that went beyond the legal realm. Adopting a transnational perspective and seeking to place those dialogues in broader geographic and temporal perspectives, this dissertation argues that the interactions between law graduates in both countries played a key role in their interventions in public life, especially when it came to advancing projects for legal reforms. Two separate scopes of analysis were considered: the circulation of printed matter and the actions of professional associations, especially the Instituto dos Advogados Brasileiros and the Colegio de Abogados de Buenos Aires. The two dimensions were closely linked, since those associations published journals and sponsored libraries, and concomitantly several activities they promoted were later consolidated in print. By exploiting the multiple meanings of the verb to displace, this work proposes a critical approach to the recurring narrative according to which Brazilians and Hispanic Americans ignore one another, simultaneously questioning the uses of technics as a legitimizing discourse.

This thesis tells the tale of a special group of healthcare 'customer service' workers called the Patient Advice Liaison Service (PALS). It looks at how their job is designed and explores the impact this has, on their wellbeing by using a mixed-method research design which includes one quantitative and one qualitative study. The starting occupational level study is based on quantitative data from 138 participants using a questionnaire that measures global wellbeing, job satisfaction and psychosocial work conditions. A high incidence of strain is reported, statistically higher than that of other customer service employees and more comparable to social workers. Psychosocial conditions at work are revealed to be dire and in need of urgent action; and yet, the same group of workers report satisfaction with their job. To further unwrap the complex lived experience of PALS workers, an individual level study was conducted. Interpretative phenomenological analysis was undertaken with nine participants. Four emergent themes affirm that when it comes to their job, others just don't really get it, especially the extent of their emotion work. Changing the NHS is compared to changing a super tanker's direction and participants confess to having had a breaking point. Nevertheless, PALS staff declare that this is a vocation and I wanna do it. Reflexive interpretations suggest that some customer service employees actually engage in rather complex work that is not easily captured by the broad 'customer service' label. For individuals engaged in this type of relational work emotion work was found to be both a source of distress and motivation. Comparisons between these healthcare workers and other public sector relational workers are made and the new discourse of expertise services is proposed. Theoretical and policy implications are discussed.

The diagnostic radiography curriculum and the process of its enactment are under researched in the United Kingdom. To date, there have been no published studies which have investigated the curriculum and the role of radiography educators from the multiple perspectives of radiography students, university radiography educators and clinical radiography educators, that is, a radiography education community. Accordingly, this study describes the perceptions and experiences of a radiography education community in relation to three research questions: 1. How does a radiography education community conceptualise the radiography knowledge and skills required of a diagnostic radiographer? 2. How does a radiography education community conceptualise the role played by university based and clinically based radiography educators in helping the radiography student acquire radiography knowledge and skills? 3. How does the community in this study compare with Lave and Wenger’s theoretical constructs of a situated learning, legitimate peripheral participation and Communities of Practice (CoP)? The epistemological foundation of the study is constructivism and the overarching methodology is a case study conducted within a single higher education institution and three of its associated clinical practice partner settings. The primary data collecting method comprised semi-structured interviews, supplemented by a critical review of germane literatures, government policy and the curriculum guidance provided by the relevant professional and statutory bodies. The theoretical framework in which the study is situated is based upon Lave and Wenger’s theories of situated learning, legitimate peripheral participation and communities of practice. The findings of the study reveal a radiography education community which is lacking any unifying pedagogic discourse. In particular, there is an absence of opportunities for cross-community working, especially in collaborative curriculum development and the process of its enactment. This is further compounded by the community’s narrow interpretation of what a curriculum should comprise. Currently there is a clear focus on knowledge content and curriculum as a product which fails to take into account praxis and the social context in which learning takes place. These findings have been summarised by a representation of the enacted curriculum as compared with the ‘ideological’ function of a radiography curriculum. Specific developments required of the curriculum include: (i) placing a greater emphasise on the vocational relevance of radiography knowledge; (ii) gaining a better understanding of tacit radiography knowledge; (iii) ensuring greater familiarity with the curriculum and (iv) enhancing the standard of clinical supervision. The radiography education community in this study evidences both convergence and divergence with Lave and Wenger’s theoretical constructs of situated learning, legitimate peripheral participation and community of practice. Within the context of radiography education the study also highlights the consequence of power relationships, the complexity of learning in and across multiple communities of practice and the importance of individual learner biographies, all of which are underdeveloped in Lave and Wenger’s theoretical discourse. These findings have been summarised in a proposed theoretical model for a radiography education community of practice. Three specific pedagogic and managerial inferences may be drawn from this study which will require staff development and consideration of how the diagnostic radiography programme is managed across the community. Firstly, context, process and praxis need to be carefully considered in the collaborative development, design and implementation of the curriculum. Secondly, the university and clinical educators need to reflect on their own learning and teaching skills by engaging more fully with pedagogy. Thirdly, communication across the radiography education community of practice must be improved.

Ao longo das primeiras décadas do século XX, os juristas argentinos e brasileiros se empenharam em estreitar os seus laços, enquanto repensavam o papel que deveriam cumprir na sociedade e reconstruíam certos pressupostos do seu saber. Mobilizaram, ao longo desse processo, mecanismos que iam da realização de conferências à publicação de livros comemorativos, passando pelo rádio. Mesmo que de forma descontínua e enfrentando tensões de distintas naturezas, esses intercâmbios se sustentaram no tempo e contaram com ressonâncias para além do universo jurídico. Adotando uma perspectiva transnacional e procurando inserir tais diálogos em cenários mais ampliados tanto do ponto de vista geográfico quanto do temporal, esta tese argumenta que as interações entre bacharéis em direito dos dois países desempenharam um papel fundamental em meio a sua busca por intervir na vida pública, em especial quando se tratava de legitimar projetos de reformas legislativas. Para tanto, dois âmbitos de análise foram privilegiados: a circulação de impressos e as ações de organizações profissionais, em especial o Instituto dos Advogados Brasileiros e o Colegio de Abogados de Buenos Aires. As duas dimensões estiveram diretamente articuladas, uma vez que tais associações mantiveram periódicos e bibliotecas, ao mesmo tempo em que diversas atividades que promoveram foram, posteriormente, consolidadas em publicações. Ao explorar os múltiplos sentidos dos dois verbos que se escondem em seu título, deslocar e deslocalizar, o trabalho lança um olhar crítico para a recorrente narrativa de que brasileiros e hispano-americanos se ignoram, bem como interpela os usos da técnica como discurso de legitimação. / During the first decades of the twentieth century, Argentinian and Brazilian lawyers attempted to strengthen their bonds, simultaneously reconceiving their role in society and rebuilding certain presuppositions of their field of expertise. Throughout that process, they mobilized mechanisms that spanned from conferences to commemorative books to the radio. Even though they were discontinuous and faced tensions of different natures, those exchanges were sustained over time and had resonances that went beyond the legal realm. Adopting a transnational perspective and seeking to place those dialogues in broader geographic and temporal perspectives, this dissertation argues that the interactions between law graduates in both countries played a key role in their interventions in public life, especially when it came to advancing projects for legal reforms. Two separate scopes of analysis were considered: the circulation of printed matter and the actions of professional associations, especially the Instituto dos Advogados Brasileiros and the Colegio de Abogados de Buenos Aires. The two dimensions were closely linked, since those associations published journals and sponsored libraries, and concomitantly several activities they promoted were later consolidated in print. By exploiting the multiple meanings of the verb to displace, this work proposes a critical approach to the recurring narrative according to which Brazilians and Hispanic Americans ignore one another, simultaneously questioning the uses of technics as a legitimizing discourse.

Current studies in the field of occupational sociology often present the deficiency of regarding workplace and work community as a backdrop, in front of which workers perform their duties. The two elements have not been receiving the attention they deserve. In light of this, this thesis argues that instead of merely setting the scene for investigation, workplace and work community are crucial and deciding factors in the construction of work identity. During the process, the influence of clients, including supervisors, peers and customers also comes in and participates in portraying this identity. Employing data collected through personal work experience, participant observation and in-depth interviews in commercial kitchens, this thesis advocates a conceptual model to explain the impact of these elements during the construction of work identity, and the dynamics among them therein. In terms of research method, this is also a demonstration of the importance of "going back to the workplace" when conducting similar researches under the auspice of occupational sociology. / Fung Yat-chung. / "December 2004." / Adviser: Lui Tai-lok. / Source: Dissertation Abstracts International, Volume: 67-01, Section: A, page: 0356. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2004. / Includes bibliographical references (p. 200-202). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract in English and Chinese. / School code: 1307.

Parenting capacity assessments (PCA) have been used in the child intervention system in Canada since at least the 1970s. They are used in other Western jurisdictions including the United Kingdom, Australia, New Zealand and the United States. There is a relatively large literature that considers the ways in which these assessments might be conducted. This thesis, drawing upon the prior work of the candidate, seeks to show that, despite widespread use, the PCA is a colonial methodology that should not be used with Indigenous peoples of Canada. The PCA draws upon Eurocentric understandings of parenting, definitions of minimal or good enough parenting, definitions of family and community as well as the use of methods that have neither been developed nor normed with Indigenous peoples. Using critical theory, particularly "Red Pedagogy" which is rooted in an Indigenous lens, the PCA is deconstructed to examine applicability to Indigenous populations of Canada, and potentially other populations that do not fit a Eurocentric understanding of family and parenting. Implications for clinical practice with Indigenous peoples are drawn which may have relevance for other populations.

The study aimed at obtaining perspectives of social workers in working with the incarcerated population. Being that the incarcerated population may carry a stigma due to the crimes that they allegedly committed or have been convicted of committing, it comes to question if workers in the helping professions, such as social workers, that may be involved in the inmate’s rehabilitation process have any biases in working with this population. Participants in the study included members from the National Association of Social Workers California chapter (NASW CA). NASW CA was chosen as the most appropriate entity through which to gather perspectives of social workers with varying demographics. The study was comprised of a survey emailed out to NASW CA members from a list generated by NASW CA, and the data was collected on the Qualtrics application. The eight main survey questions consisted of statements that are rated using a 5-point Likert scale from strongly disagree to strongly agree. The data was analyzed in the IBM SPSS v25 program. Participant demographics, including gender, ethnicity, age, years in field, and area of social work practice were also captured. The data was analyzed using descriptive and bivariate comparisons between specific participant demographics -such as gender (male/female) and ethnicity (white/non-white)- regarding their perspectives toward inmates. The survey was completed anonymously; termination was completed during the debriefing statement. There were 45 participants in the study. Participant demographics include: 1) 82% female and 18% male; 2) 42% identified as non-white and 58% as white; 3) 40% have worked in the social work field for 0-10 years and 60% have been in the field for more than 10 years; 4) 56% were between the ages of 18-45 and 44% were above 45 years old; 5) 40% have experience working in Child Welfare while the other 60% do not; and 6) 47% have direct experience working with inmates while 53% do not. Bivariate analyses revealed four statistically significant differences between specific demographic groups, including: 1) participants who do not have experience working in child welfare are more likely than those who do have experience to feel like they are putting themselves in danger by working with inmates; 2) participants who have 0-10 years’ experience in the field are more likely than those with more than 10 years’ experience to feel like they are putting themselves in danger by working with inmates; 3) participants who indicated an age above 45 years old are more likely than those under 45 years old to think that inmates have rights and should have access to services; and 4) participants who indicated having direct experience working with inmates were more likely to feel comfortable working with inmates than participants who do not have direct experience. There are implications for micro and macro social work practice, which include exposure to this population while in a social work program and further training in cultural competency to reduce bias toward this population and ensure full and equal access to social work services.

Thesis (MA.(Afrikaans))-University of Pretoria, 2007. / Includes bibliographical references. Available on the Internet via the World Wide Web.

The dissertation explores the relationship between gender and professions with a historical sociological analysis of the sociology profession in Sweden, Britain and the US. The theoretical framework draws upon three conceptual terrains: professions, organizations and gender. A variety of sources are utilized, such as published and unpublished material, interviews, available statistics, auto/biographies and archival material. The aim of the dissertation is twofold. First, it seeks to add to theorizing about the relationship between gender and professions by exploring the ways in which the emergence, organization of and knowledge production in an academic profession interrelates with gender. Second, the dissertation considers how gender is interrelated with the historical development of sociology as a profession. A revised concept of the “professional project” - which involves historically specific strategies of occupational closure - is used as an analytical tool to examine gendered processes of exclusion and demarcation that occurred in the three national histories of sociology. The dissertation considers three dimensions that are central to that framework of analysis - professional associations, academic departments and sociological canon – to explore how the restructuring of gender relations varied in different organizational spheres and over time. Although both women and men were involved in the sociological movement that preceded the emergence of the sociology profession, men came to dominate the institutional arenas such as sociology departments and professional associations. The conception of sociology as a field excluded the previous work of women, and some men, whose work did not fit the new agenda of objective science. Despite the fact that sociology as a profession institutionalised in different periods in Sweden, Britain and the US, until the late 1960s women were largely absent from higher posts in professional associations, sociology departments and the sociological canon. Also in all three sociology fields, there were social movements and women’s professional organizations that sought to bring women into the sociology profession and to put gender research on sociological agenda. Of the three arenas linked to the professional project, i. e. professional associations, academic departments and sociological canon, my analysis shows that women have made the greatest inroads in professional associations in terms of broadening the associations’ membership and representation as well as institutionalising gender caucuses and programs into the associations. Academic departments, where the production of future professionals and most knowledge takes place, have been slower to change. Finally, despite notable achievements in gendering sociological theory and research, gender has not yet become fully integrated into sociological canon.

The purpose of this study is to stress what experiences men working in the earlier school years share about being a minority group and what thoughts they have about why other men tend to avoid this profession. In this survey I have interviewed four male teachers in the earlier school years. In previous research it is claimed that men choose not to get a teacher training for the earlier school years partly because this profession is known to be dominated by women where it is difficult for men to feel at home. It is also claimed that teachers in training choose the later school years in order to focus more on teaching than looking after the children. None of the interviewed men sees it as a problem being a minority group, neither during training nor in teaching. What the men in this survey state as the main reasons for why other men do not choose to become teachers are the low levels of status and salary. They also believe that the schools need more men but most of all qualified teachers who have chosen this profession because they take an interest in it.