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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
241

Ondskan går klädd i klänning eller kostym : En narrativ och semiotisk analys av Disneys kvinnliga och manliga skurkar ur ett genusperspektiv / Evil wears a dress or a suit : A narrative and semiotic analysis of female and male villains in Disney movies form a gender perspective

Nordstrand, Jenny, Gustafsson, Johanna January 2014 (has links)
Today there are several generations who have grown up watching Disney’s films. Disney has become a central storyteller in our society with children and their families as their main audience. Disney's storytelling is often with the children from an early age and they get to learn about right and wrong, good and evil through the films. A picture of how the world looks and how you should and should not behave is presented in Disney's films. Our aim with this study is to analyze the villains in Disney's animated films, how the female and male villains are presented in relation to each other from a gender perspective. The study's goal is to understand if the gender roles and stereotypes are enhanced or weakened by how male and female villains communicates through Disney’s films. With support from the theories of Giddens, Foucault and Jung, as well as theories of gender and stereotypes we have through a qualitative narrative and semiotic analysis studied twelve animated Disney-films. This has led to the discovery that female and male villains are produced in a gender-stereotypical way, the female villains are presented as more passive, emotional and nurturing, and that the male villains are presented as more active, ambitious and confident. We also found that there were similarities between the two genders, especially when it comes to how the antagonists exert his or her power and the atmosphere that is presented around the antagonists.
242

Exploring adolescents' experiences of aggression in a secondary school context / Quintin Ludick

Ludick, Quintin January 2006 (has links)
This article offers a perspective on adolescents' experiences of aggression in a secondary school, with a focus on the manifestation, contributing factors, consequences, and learners' opinions on aggression. An inductive qualitative research approach was chosen, where learners wrote about their experiences and participated in focused semi-structured interviews. Central themes were derived by means of thematic content analysis. The results revealed that a substantial number of learners experienced negative feelings about aggression at school and that aggression was related to individual characteristics, the adolescent's developmental stage, socialisation, status, competition, home environment, prior experiences, learnt behaviour and the effect of the media and music. Aggression was present among all genders. ages and cultures in school. It seemed to have a higher prevalence among boys, but was also significantly present among girls. Physical and emotional bullying had a high prevalence. which showed that bullying is problematic at schools. Passive aggression was mostly present in the form of oppositional behaviour towards authorities at school and educators are often verbally abused and ignored by learners, but their classrooms are also damaged. Individual characteristics, interpersonal relationships, multicultural interaction and a lack of sufficient social skills contributed towards many acts of aggression. Aggression was prominent in the reciprocal relationships between adolescents and their social environment. Being part of a group and forming a social identity are very important. Confiding in groups may expose learners to peer pressure, which may lead to activities and behaviour that are aggressive in nature. There were reports of discrimination and it seemed that learners get along better with others who share an equal status. This may possibly explain why aggression seemed less between white English-speaking and black English-learners, while it was more common between white Afrikaans and white/black English-speaking learners. Increased social contact between members of different social groups could reduce prejudice if these persons have an equal status. Exposure to aggression had emotional consequences, and some learners were prone to feelings of anger, fear, depression, being controlled and a loss of self-content. Behavioural responses included retaliation, pacifism, vandalism and suicide. Exposure to aggression (directly and indirectly) provoked several responses. These responses may be emotional or behavioural in nature. Emotions such as fear and anger and feeling overwhelmed, depressed and helpless may be elicited in response to aggression. Some learners may retaliate towards an aggressive incident through physical or verbal behaviour; others may withdraw and avoid social interactions. Learners may direct their aggression towards others (people and objects) or themselves. In the case of the latter, it may lead to depression, self-harm or even suicide. No single factor propels an adolescent to act aggressively. Instead, the causes of such behaviour are complex and multifaceted. Most participants in this research experienced aggression at school as unhealthy. Aggression may have emotional and behavioural consequences such as disruption, discomfort and disturbance of normal functioning. Although aggression seemed relatively under control at this particular school, there are signs of an increase in aggression and in the severity of some of the incidents, and of the possibility of desensitisation towards aggression, with the agonising possibility that aggression is serving as a form of entertainment for some learners. The need for learner involvement, school guidance programmes and life-skill training was prominent, accompanied by the need for school counsellors to assist in the management of aggression. Teachers must have better knowledge of the adolescent developmental phase so that they could understand and identify behavioural problems among learners. / Thesis (M.Sc. (Clinical Psychology))--North-West University, Potchefstroom Campus, 2007
243

Networking Postwar Lebanon: A System Analysis Model of Re-Building a Shared Knowledge Society

Salem, Ann-Margaret 09 August 2011 (has links)
This thesis examines the reconstruction of Lebanon following the war with Israel in the summer of 2006. Based on Stehr’s notion of the contemporary global economy (1994), the thesis offers a comprehensive account of how Lebanon used a global network to rebuild its infrastructure following the war and questions if the country is able to integrate fundamental elements of a knowledge-based society to participate in a worldwide economy and ensure future prosperity. Drawing on Luhmann’s social system’s theory (2002), the importance of shared objectives in collaborative projects and the recent importance of sustainable development theory in international relations, the thesis explores the communication practices used to organize this large-scale project. The study utilizes a qualitative research design with a macroscopic conceptual approach to offer a general understanding of the different systems that cooperate to aid in the reconstruction efforts. In-depth interviews are conducted with ten key informants, combined with the analysis of governmental reports, to identify significant investments offered by the international community and the different objectives of those involved in the project. A model illustrates the dynamics of these interactions, and helps to identify the areas most important to the country’s knowledge society. The protection of the country’s democratic system is identified as the overarching and shared objective of all those who contributed to the reconstruction of Lebanon, a value that is of great significance to a knowledge-based society.
244

The role of nurse leaders in the sustainability of change

Thiele, Tracy 04 January 2013 (has links)
There is limited research examining the experiences of nurse leaders in the sustainability of change. The current literature found that nurse leaders have focused on the role of creating/leading a change in practice, and the strategies and solutions necessary for the creation of the given change (Buonocore, 2004; Morjikian, Kimball, & Joynt, 2007). Scattered amongst the literature are insights and empirical research that looks into why there is not sustainability in a change/innovation. The purpose of this qualitative, descriptive study was to develop an understanding of nurse leaders’ roles, experiences, successes, and failures in the sustainability of change. Roger’s (2003) Diffusion of Innovation Theory provided the conceptual framework for the study. The experiences of eight nurse leaders, from a variety of roles representing positions of formal and informal power, were explored. The findings of this study revealed nurse leaders’ perceptions of strategies required to maintain changes in nursing practice; and provides valuable insight into the roles, experiences, and perspectives of nurse leaders in the sustainability of change.
245

Inner sustainability: exploring experiences of needs, satisfaction, and frustration in sustainable lifestyle practices

Melnik, Anna 29 August 2012 (has links)
Sustainable development and sustainable living, a key pursuit of our times, must be premised on human well-being in order to be truly sustainable. Although many have speculated on the possible interaction between sustainable lifestyle practices and the well-being, or satisfaction, of practitioners, there has been limited empirical study of this connection. The purpose of this study was to explore how people experience satisfaction and frustration in conjunction with the practice of a sustainable lifestyle. Semi-structured interviews were completed with six sustainable lifestyle practitioners associated with Transition Victoria, a community resilience initiative in Victoria, British Columbia, Canada. Interview transcripts were synthesized into explanatory narratives highlighting experienced outcomes of a sustainable lifestyle practice. A further thematic analysis was completed to identify themes to which participants attributed meaning and potential satisfaction. The results of this analysis were interpreted to draw conclusions about the sorts of satisfying and frustrating experiences that were related to sustainable lifestyle practices for these participants. Results of the study revealed twenty-six salient themes of important, potentially satisfying phenomena anticipated and experienced by participants. These included needs for food, shelter, transportation, money, health, well-being, relationships, connection, communication, support, recognition, legitimacy, effectiveness, autonomy, action, enjoyment, knowledge, interest, nature, meaning, and identity, and also needs to pursue certain values. Various actions, relationships, and contexts constituting sustainable lifestyles had implications for both satisfying and frustrating essential needs for security, belonging, esteem, competence, knowledge, creativity, leisure, and autonomy. In addition, the pursuit of a sustainable lifestyle was related to the need for and satisfaction of meaning. The results of this study suggest that, for this small group of participants, sustainable lifestyles hold multiple opportunities for satisfaction and frustration of various needs. Groups wanting to support sustainable lifestyle practitioners might consider ways to maximize opportunities for satisfaction and meaning, and minimize sources of frustration. It is recommended to conduct further research with a larger sample of participants, to extend these findings to more general conclusions about human experiences with sustainable living. / Graduate
246

Caring for foreign-born persons with psychosis and their families : Perceptions of psychosis care

Hultsjö, Sally January 2009 (has links)
The aim of this thesis was to describe and analyse perceptions of psychosis care among those involved in care, foreign‐born persons with psychoses, their families and health care staff, and further to reach agreement about core components in psychosis care. This was in order to find out whether current psychosis care in Sweden is suitable for foreign‐born persons and theirfamilies. The study design was explorative and descriptive. Health care staff (n=35), persons with psychosis (n=22) and families (n=26) of persons with psychosis were chosen from different regions in Southern Sweden. To capture health care staff’s experiences and to explore whether specific needs occurred within psychiatric care, nine focus group interviews were held. The perspectives of psychosis care among persons with psychoses and their families were captured through individual interviews. Finally, a study was accomplished all over Sweden in which staff, foreign‐born persons with psychosis and foreign-born families of persons with psychoses answered a questionnaire to identifycore components in psychosis care of foreign‐born persons and their families. There was agreement that the core components in psychosis care concern general psychiatric caring, even though varying perceptions were identified. Asking about foreign‐born persons’ religious and ethnic background or having the possibility to decide whether care should be provided by male or female staff were agreed to be less important. No agreement could be reached concerning the importance of considering different perceptions of psychosis care, treatments and different ways of managing the psychosis. Nor could agreement be reached as to whether staff should have specific cultural knowledge and whether interpreters should be unknown to the family but speak the right dialect. Perceptions among staff in somatic and psychiatric care as well as perceptions among foreign‐and Swedish‐born persons with psychosis and their families were more similar than different. General psychiatric care is important for Swedish‐born as well as foreign‐born persons with psychosis and their families, indicating the importance of not letting culturally determined perceptions dictate the care and take away energy from health care staff and make them lose their focus on the basic elements in general psychiatric care. However, within the general care there were individual perceptions on whose importance those involved in care did not agree. Further development suggested is to illuminate the importance of identifying individual perceptions which may differ between different persons and could be related to cultural background. Staff need to acquire strategies so they can easily manage to encounter and offer general care to foreign‐born persons. Development must be achieved on both an organizational level and an individual level. / Disseration
247

80HD : ADHD an explorative research

van Doremalen, Lisa January 2015 (has links)
ADHD, attention deficit hyperactive disorder was first described as such in the diagnostic and statistical manual of mental disorders, the DSM in 1987. Since then the disorder has had great interest from research but also from society. The amount of ADHD diagnoses has increased every year since the disorder has been established by the American Psychiatric Association and is in recent years the most established mental illness among children and adults. The goal of this paper is to explore how people diagnosed with ADHD subjectively define and experience the abstract object of ADHD. Previous research focuses on mapping the problems and impairments resulting from this “illness”, to gain more insight into the differences between people diagnosed with ADHD, and people who do not possess the described symptoms, often focused on the problems people experience. Social constructionists look upon ADHD as socially constructed; a socially valued dysfunction, a deviant pattern of behaviour was once observed and categorised into what we now call symptoms. The word symptom demonstrates indication or evidence, and the abstract object takes on disease like properties. The object becomes reified, which means as much as become real. The result is that ADHD is seen as the cause of problems, instead of a group of problems that was once labelled ADHD. The informants used for this research seem to have problems with controlling their impulses, which besides negatively influencing executive functioning, causes problems with social interaction. The informants often express feeling misunderstood by their environment, they feel different. They feel discriminated against by the structures of school, work and society as a whole which, they feel, impairs their abilities and missuses their talents. They express to feel at ease when they are fully occupied with something interesting and seem to call for understanding for their inabilities and space to develop their talents.
248

A Group Of Students&amp / #8217 / And Teachers&amp / #8217 / Perceptions With Respect To Biology Education At High School Level

Ozcan, Nesrin 01 January 2003 (has links) (PDF)
This study aimed to explore students&amp / #8217 / and teachers&amp / #8217 / perceptions with respect to biology education at high school level in order to reveal the reasons of students&amp / #8217 / low achievement in biology as indicated by the university entrance examinations between the years 1996-2002. The study was conducted with a qualitative approach. Therefore two separate interview schedules were developed to be conducted with 45 high school biology teachers and 45 eleventh grade science students in 10 schools including private, Anatolian, and public high schools. All the interviews were audiotaped and transcribed verbatim by the researcher. Results revealed that there are serious problems in biology education such as biology curriculum covering high amounts of topics, unavailable time allocated to biology, insufficient economical conditions... The reasons of students&amp / #8217 / low achievement in biology can be summarized under the headings of students&amp / #8217 / perception of biology, the nature of biology lesson, questions asked in universityentrance examinations, students&amp / #8217 / perception of other science lessons, and biology education in Turkey.
249

Coming to terms with abusive childhood sexual experiences: A listening guide study of women's stories

Geib, Melissa 30 April 2012 (has links)
This dissertation presents a qualitative study of how women come to terms with abusive childhood sexual experiences. In in-depth interviews, five women described how they have come to terms and the ways in which their experiences of sexual abuse influenced their identities, their relationships with others, and their embodiment. The data were analyzed using the Voice-Centered Relational Method--more recently known as The Listening Guide--developed by Carol Gilligan and Lynn Brown (1992); following this method, the transcripts of the interviews were read through four times, listening for plot, identity ("I" voice), and two contrapuntal voices. The four listenings allowed for a multilayered approach to understanding how the women have come to terms. A multiplicity of voices emerged both within and across participants, with voices of guilt, innocence, betrayal, protection, avoidance, engagement, victim, agency, disembodiment, and empowerment identified. The ways in which the contrapuntal voices overlapped with one another and with the participants' identities were explored. Results suggest that coming to terms with childhood experiences of sexual abuse is a nuanced and ongoing process. Implications, including the importance of allowing women to label and describe their own unique experiences, were explored; the nebulousness of the phrase "sexual abuse" and the suggestions for a more subtle understanding of a continuum of experiences were also explored. Ideas for further research in this area of sexual abuse are suggested. / McAnulty College and Graduate School of Liberal Arts / Clinical Psychology / PhD / Dissertation
250

Stories of self-care: lessons learned and shared

Petker, Carla Jane 11 1900 (has links)
The purpose of this study was to deepen our understanding of effective counsellor self-care practices. Narrative Inquiry informed the study from participant selection to data analysis. Separate conversations were held with three female psychologists and from the analysis of their interviews several lessons emerged from their experiences that have fostered their journey of self-care in maintaining long and healthy careers. These lessons were: (1) Balance, (2) Boundaries, (3) Relationships, (4) Recreation, (5) Priorities, (6) Opportunities, (7) Self-Awareness and (8) Work as Self-Care. Each participant recognized the ethical importance of self-care and difficulties of and defining moments in self-care were also discussed. Researcher response outlines the self-care lessons shared and learned and the implications for clinical practice and future research. / Counselling Psychology

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