No description available.

Based on the reflections of frontline workers, this paper explores restorative justice programming in Winnipeg, Manitoba and critically raises questions around settler colonialism, the justice process, and the “participant” “worker” relationship. Within settler colonial theory, the criminal justice system is seen as a colonial project that continues to disproportionately control and confine Indigenous Peoples. Exploring how workers understand settler colonialism and the restorative justice difference in their work and in their relationship with participants, this thesis argues that, to its detriment, restorative justice theory has not adequately considered settler colonialism. Grounded in a critical constructivist research paradigm, data was collected through one-on-one interviews and focus groups with ten frontline workers who are program coordinators, victim offender mediators, and community workers. Framed by the writer’s own experience as a frontline worker, the collected narratives offer critical, yet hopeful insight into restorative justice theory and practice, particularly within settler colonial contexts. / February 2017

Thesis advisor: Vincent Cho / The purpose of this study was to understand the role of school leaders in supporting teachers as they build relationships with and between students in the classroom. These two important aspects of creating a positive classroom learning environment are necessary for Social Emotional Learning to be successful. This qualitative case study drew upon data from interviews with school leaders, teacher focus group interviews, and redacted teacher evaluations in one school district in Massachusetts. While the role of school leaders in the academic success of students has been explored in the literature, there is less research on the specific actions school leaders take to support teachers struggling with classroom environment issues. This study will explore the actions of school leaders through the lens of three leadership practices: setting direction, developing people, and redesigning the organization (Leithwood, Louis, Anderson, & Wahlstrom, 2004). The findings highlighted the difference in school leaders’ perception of the capacity of adults versus students to learn relationship building skills. In some cases school leaders were not confident that building these skills was possible and consequently they struggled to provide clear and specific strategies to teachers. The findings also reflect the reactive versus proactive nature of the support teachers received for building relationships with and between students. Recommendations include re-organizing resources to allow for more teacher collaboration, targeted professional development in relationship building and exploration regarding the difference in how student peer relationships were viewed compared to teacher student relationships. / Thesis (EdD) — Boston College, 2018. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

There has been scarce research into the topic of B2B in the context of social media. Due to this, the aim of this study was to explore how social media is used within B2B in the initial phase of building relationships. The research questions regarded; attracting new customers, which channels that were used and potential drawbacks of using social media. An analytical framework was presented with the factors reputation, familiarity, similarity and knowledge of alternatives from literature within attraction. In order to collect the empirical data, semi-structured interviews were conducted with consultancy agencies. The results showed that social media was used to increase familiarity through third party sources, which was enabled by companies networks. Channels used for this were LinkedIn, Twitter, and Facebook. Regarding similarity, companies used social media to promote its personality that could attract customers both in a business and personal manner. The channels used for this were LinkedIn and Facebook. Furthermore, it was important that the type of information that was shared represented the company, and companies worked to improve this type of information. Further on, companies encouraged people in their network to share content in order to enhance reputation by third party sources. Channels used for this were LinkedIn, Twitter and Facebook. Concerning knowledge of alternatives, social media were used as search-friendly channels, which enabled companies to remain on top in the search list, and make them a potential choice for customers. Channels used for this were LinkedIn and blogs. Furthermore, the major social media drawbacks for B2B companies were lack of resources in terms of time and lack of control over the information once it was posted online.

This study investigates principals’ perceptions about the importance and degree of building relationships with Hispanic/Latino families in highly diverse schools in an Atlanta area school district. Over the past ten years, the school district’s Hispanic/Latino student population increased by more than 12,000 students. The school district’s current Hispanic/Latino enrollment is almost 15,000 students, which is 14.4% of the total student body. Six principals from different elementary and middle schools with growing Hispanic/Latino student populations participated in this qualitative study involving in-depth, one-on-one interviews, informal observations, and artifact collection. The data analysis process involved transcribing the interview tapes verbatim, analyzing the narratives for theme categories, and identifying the common theme patterns. Critical theorists Giroux, Apple, and Freire provided the framework to examine the principals’ responses and experiences. Hegemony, patriarchy, and reciprocity are critical theory concepts used to criticize and critique the data to glean meaning and understanding of the principals’ perceptions about relationship building with Hispanic/Latino parents and families. There is a disequilibrium between what the principals say is occurring at their schools and the hidden and taken-for-granted structures that exist at their schools. Based on their actions, it seems principals perceive that in order to build relationships with Hispanic/Latino families, the school leaders need to take on a patriarchal role and explain the necessary knowledge, skills, and practices to the parents. This hegemonic behavior perpetuates the dominant group’s power and control over the non-dominant, oppressed groups. In addition, there was no indication that the principals gain an understanding of the Hispanic/Latino culture and language before attempting to help the families with parenting and schooling. The findings suggest that the principals are operating on the assumption that they know what is best for the Hispanic/Latino population without prior inquiry. There is little evidence that the principals believe they have something to learn from the Hispanic/Latino parents and families, thus, a reciprocal learning relationship is non-existent. These underlying beliefs and assumptions will hinder the principals from building a true relationship with the students, parents, and families who they serve in the school community.

This qualitative case study explored the response of four practicing non-Aboriginal teachers related to preservice training and effectiveness. Each of the participants involved in this research project was an experienced teacher with a minimum of five years of teaching experience. This case study is framed within the conceptual context of cultural responsivity. The research questions were: What do four non-Aboriginal teachers with over five years experience working with Aboriginal students describe as qualities of effective teaching in this context? What are some of the major social justice issues that teachers need to address in order to be both successful and effective when working with Aboriginal students? Methods for data collection included semi-structured interviews during which the participants shared their stories. These conversations were audio taped and the audio tape recordings were transcribed. The transcriptions were analyzed to determine insights from the stories. Those teachers who are interested in learning about being an effective teacher of Aboriginal students will find the stories insightful. While the researcher and participants were non-Aboriginal the stories may be helpful for all teachers, regardless of their ethnic or cultural background, as they work with both Aboriginal and non-Aboriginal students. The implications of this study are that further research is needed in the areas of Teacher Education, Culturally Responsive Pedagogy, and Teacher Effectiveness.

Background: The nurse is responsible for all care concerning the patient. The care must be person-centered with a focus on the creation of interpersonal relationships. With sympathy for the patient, the relationship can become more meaningful and humor is allowed to be introduced. Can humor be a contributing factor to a more beneficial care? Aim: The purpose was to describe how humor can be used in nursing in the relationship between nurse and patient. Method: A literature review where we examined 13 qualitative and quantitative research articles published between the years of 2000-2021. These were analyzed with thematic analysis. Results: Five main themes were identified for the results, which were: relationship building, humor as a tool, individuality, humor as a management strategy and a feeling of context. The main themes were divided into eight subthemes. All of these themes were based on the use of humor. The results showed that the use of humor facilitated the lives of patients, reduced their anxiety and gave them a sense of maintained quality of life despite the circumstances they faced. Conclusion: Humor has proven helpful for most purposes in a caring situation, for both patients and nursing staff. Given individual factors and how they affect how humor is received, the phenomenon would be valuable to be able to take part of already in the basic education for nurses.

Today's society is changing and is becoming increasingly digital. When the Covid-19 pandemic broke out, the old patterns of society had to change in order to reduce the spread of infection. The pandemic made it possible to create change in working life as many had to work from home to avoid large crowds in the community. All meetings that used to be physical now became digital, and questions that could easily be asked to the colleague in the office now required a planned meeting. In this study, we have therefore chosen to study how teleworking has affected relationship building in working life. The study will focus on perceived obstacles that teleworkers have encountered when it comes to interacting through digital tools. We have chosen to limit our study to only those individuals who worked remotely and who only met their colleagues a few times physically. The results showed many advantages of working remotely, but many were skeptical of the concept at the beginning of the pandemic. Today, many believe that it is easier to combine work and private life when working remotely. On the other hand, the majority experience loneliness without social interaction and difficulties with communication through technology. It turned out, despite the disadvantages, that the majority wants to continue working remotely. Finally, the study showed that the physical contact between colleagues is significant for a personal relationship to exist at a distance. The participants in this study experienced that the physical workplace is the room for relationship building which means that today's technology is not enough. / Dagens samhälle genomgår en förändring där den blir allt mer digitaliserad. När Covid-19 pandemin bröt ut var samhället tvungen att bryta de gamla livsvanorna för att minska smittspridningen. Pandemin gjorde det möjligt att skapa förändring i arbetslivet då många blev tvungna att arbeta hemifrån för att undvika stora folkmassor ute i samhället. Alla träffar som brukade vara fysiska blev då digitala. Frågor som enkelt kunde ställas till kollegan på kontoret krävde nu en mötesbokning. Syftet med denna studie är att belysa hur distansarbetet har påverkat relationsskapandet i arbetslivet. Studien kommer att fokusera på upplevda hinder som distansarbetare stött på när det gäller att interagera genom digitala verktyg. Detta kommer att genomföras med hjälp av kvalitativa intervjuer. Vi har valt att avgränsa vår studie till enbart de individer som arbetat på distans och som endast träffat sina kollegor ett fåtal gånger fysiskt. Resultatet visade på många fördelar med att arbeta på distans men att många var skeptiska till konceptet i början av pandemin. Idag menar många att det är enklare att få ihop arbetslivet och privatlivet när arbetet sker på distans. Däremot upplever majoriteten av respondenterna en ensamhet utan den sociala interaktionen och svårigheter med kommunikationen digitalt. Det visade sig trots nackdelarna att majoriteten vill fortsätta arbeta på distans. Respondenterna i denna studie upplevde att den fysiska kontakten mellan kollegor är betydande för att en personlig relation ska existera på distans, alltså visade det sig att den fysiska arbetsplatsen är ett forum där relationsskapande utvecklas medans den digitala plattformen inte räcker till.

The purpose of this study was to describe how relationships between student teachers and pupils were constructed within the context of the middle school classroom. The questions guiding the study were: How do student teachers develop relationships with pupils in their classes? What factors in the teaching and learning environment influence the development of these relationships? How do these relationships influence the student teaching experience? This study was a qualitative case study. I observed and interviewed two middle school student teachers as they participated in their student teaching experience. Data include observations of student teachers as they worked with their pupils during typical school activities. In addition, interviews were conducted with the student teachers and the cooperating teachers of the two student teachers. All transcripts of interviews, observation notes and other field notes were analyzed for salient categories and subsequently major themes were developed (Patton, 1990). The findings of the data analysis indicated that the student teaching relationship building process could be explained within the five phases of relationship building (Levinger, 1982,1983). These five phases are: acquaintance, buildup of relationships, continuation and consolidation of relationships, deterioration and decline of relationships and the ending of relationships. Within this framework, relationship building between student teachers and pupils emerged as a multi-layered process, that includes such interactive factors as the educational history of the student teacher and their self-image as a teacher, knowledge of middle school pupils, tendency for self-disclosure, the demonstration of care and concern, extent of lesson planning and finally, classroom management. Suggestions for further research include such ideas as a study of relationship building with first year teachers and how relationship building would differ from a variety of student teaching experiences. Implications for the practice of teacher educators are that specific experiences need to be planned for student teachers that increase awareness of and strategies for building relationships with learners. / Ed. D.

<p>This thesis aims to describe how Swedish firms have established themselves on the Japanese market with help from their business network. This research has been conducted in the light of the economic recession and the complicated Japanese business networks. We have chosen to use a qualitative approach and by doing so we received the three respondents’ views of doing business on the Japanese market. We have focused this thesis on the importance of networks and relationships and have chosen to use new theories regarding business networks and business relationships for the base of our research and to link them with our empirical findings. The interviews conducted have been focused on three respondents who all have broad experience of the Japanese market. These three interviews have been compared to each other in our analysis and through this we have drawn our conclusions. We also give recommendations for Swedish firms who aim to establish themselves on this market.</p>