As with other forms of animal rights activism, animal foster care also appears to be dominated by women. In this paper I explore the role of animal foster care in, and its implications for, a Patriarchal society based on hierarchical dualisms. I argue that through their work as animal foster care workers and adoption facilitators these women do create positions of power for themselves, but that those positions remain subordinated to, and in some ways embrace, existing structural power relations--Patriarchy. More specifically, I argue that by constructing and assuming a social role that includes a culturally accepted power differential--the human-animal dichotomy--these women challenge individual level powerlessness, yet reinforce the very structural system that oppresses them and the animals in their care. I highlight how, by organizing around ideas about feral, abandoned, and surrendered animals as innocent and in need of human help and intervention and thus a social problem, these women simultaneously construct themselves as experts on human-animal relations, and the family. As adoption experts, these women exercise authority in deciding what constitutes a "good" match between animals and their adoptive human families. Constructing and maintaining "a" meaning of pets as family members, furthermore, enables women to maintain their traditional sphere of power--the private realm of home and family. I argue that through such constructions and practices animal foster care workers help alleviate the current "social problem" of animal homelessness,yet perpetuate hierarchical relations and the idea that animals need human help.

I denna undersökning är handledare under utbildning i fokus. Syftet är att se om det sker någon förändring under utbildningen och vad förändringen består av. Det är en kvalitativ studie med kvantitativa inslag. Materialet som använts är insamlat under två år av handledarkandidaterna i ett forskningsprojekt. Genom studier av hur handledarna förhöll sig till det narrativa materialet under en handledningstimme i början och slutet av utbildningen framträdde en bild som tydde på att handledarna förändrades. Bilden kompletterades med genomgång av intervjufrågor. I resultatet blev det tydligt att handledarna i sitt förhållningssätt och uppvisade individuella olikheter. De tydliga skillnaderna var att den ena blev mer aktiv och den andra mer tillbakahållen. Det framgår att handledarna kom in i utbildningen med erfarenhet som psykoterapeuter och med mycket erfarenhet av egen handledning. Det var också vad de lutade sig mot när de hämtade stoff till förebilder och rollmodeller som de försökte att efterlikna. Utbildningen hade inte den påverkan på handledarna att de efter genomgången utbildning kunde uppfattas som stöpta efter samma mall. Däremot antyder resultaten att faktorer som har med personlighet, bakgrund och kompetens att göra har avgörande betydelse för hur handledarstilen manifesteras i handledningssituationen.

Syftet med denna studie är att förklara och förstå hur lärare tänker kring med stort rörelsebehov i skolan och hur de tänker kring sitt agerande. Upplevs elevernas beteende som störande av lärarna? Vi har även försökt få förståelse om vad lärarna anser kan bidra till detta beteende hos eleverna, både i och utanför skolan. I första delen har vi tagit upp vad litteraturen säger om detta ämne och närliggande områden. I andra delen av vår bakgrund har vi behandlat lärarens roll, för att sedan lyfta fram betydelsen av skolmiljön. Metoden som använts vid studien är en kvalitativ metod med hermeneutisk inriktning. Vi har intervjuat fem lärare om deras tankar och erfarenheter kring elever med ett stort rörelsebehov. Lärarna i studien har vid ett flertal tillfällen tagit emot en klass där det förekommer en eller flera elever med ett större rörelsebehov än klasskamraterna. De har under sin yrkesverksamma tid arbetat fram olika arbetssätt för att hjälpa och stötta eleverna med stort rörelsebehov. I diskussionen framkom att lärarens elevsyn och förmåga att individanpassa är betydelsefull för bemötandet av elever med ett stort rörelsebehov. / In this study we have chosen to look at teachers attitude towards pupils with a great need of movement. Are those pupils with extra needs experienced as inconvenient by the teachers? Our aim was also to learn more about teachers views on some of the triggers which causes this behavior among children in school environments and other surroundings. The first part of the study contains previous research in this and similar topics. The second part concerns the teachers role and professionalism and the importance of the school environment. The method that was used in this study was a qualitative method with a hermeneutic aim. We interviewed five teachers about their experiences with pupils with a great need of movement. The teachers that participated in the study have experienced teaching those pupils which have a greater need of movement than their classmates at several occassions. During their career the teachers have found several different strategies to help and support these pupils. In the discussion of this study we discovered the importance of the teachers ability to approach and individualize teaching situations towards the pupils who have great needs of movement.

<p>Syftet med denna studie är att förklara och förstå hur lärare tänker kring med stort rörelsebehov i skolan och hur de tänker kring sitt agerande. Upplevs elevernas beteende som störande av lärarna? Vi har även försökt få förståelse om vad lärarna anser kan bidra till detta beteende hos eleverna, både i och utanför skolan. I första delen har vi tagit upp vad litteraturen säger om detta ämne och närliggande områden. I andra delen av vår bakgrund har vi behandlat lärarens roll, för att sedan lyfta fram betydelsen av skolmiljön. Metoden som använts vid studien är en kvalitativ metod med hermeneutisk inriktning. Vi har intervjuat fem lärare om deras tankar och erfarenheter kring elever med ett stort rörelsebehov. Lärarna i studien har vid ett flertal tillfällen tagit emot en klass där det förekommer en eller flera elever med ett större rörelsebehov än klasskamraterna. De har under sin yrkesverksamma tid arbetat fram olika arbetssätt för att hjälpa och stötta eleverna med stort rörelsebehov. I diskussionen framkom att lärarens elevsyn och förmåga att individanpassa är betydelsefull för bemötandet av elever med ett stort rörelsebehov.</p> / <p>In this study we have chosen to look at teachers attitude towards pupils with a great need of movement. Are those pupils with extra needs experienced as inconvenient by the teachers? Our aim was also to learn more about teachers views on some of the triggers which causes this behavior among children in school environments and other surroundings. The first part of the study contains previous research in this and similar topics. The second part concerns the teachers role and professionalism and the importance of the school environment. The method that was used in this study was a qualitative method with a hermeneutic aim. We interviewed five teachers about their experiences with pupils with a great need of movement. The teachers that participated in the study have experienced teaching those pupils which have a greater need of movement than their classmates at several occassions. During their career the teachers have found several different strategies to help and support these pupils. In the discussion of this study we discovered the importance of the teachers ability to approach and individualize teaching situations towards the pupils who have great needs of movement.</p>

As a result of the proved correlation between gender inequality and armed conflict, the United Nations Security Council approved Resolution 1325 in the year 2000. In the implementation of resolution 1325 it is important to understand which levels and actors that can improve women’s role as decision makers in order to build sustainable peace. This thesis has analyzed the results that the YEPGSN between FENOCIN and SAL has had on the participants ability to improve women’s role as decision makers within FENOCIN and if the participants feels that FENOCIN empowered by the YEPGSN can be an important actor in the process to improve women’s roles in Ecuador from grass-root level. In order to understand the YEPGSN results, a field study was conducted in Ecuador and interviews were done with the participants in the YEPGSN. The empirical material was then tested against Lederachs theory on levels and actors in peace buildings processes in order to understand if the YEPGSN approach could be seen as an effective way to implement the resolution 1325 vision or not. The results showed that the view on women’s role as decision makers among the participants has changed from their experiences in Sweden and that they felt that the YEPGSN had empowered their role within FENOCIN. The participants also felt the they, through FENOCIN, can improve women’s role as decision makers in Ecuador from grass-root level. But that the results must be seen in a long term perspective and that more focus has to be put on implementation of the results. This result was closely linked with the theory on levels and actors in peace building processes. Therefore, the conclusion is that the model of YEPGSN can be seen as a approach to improve women’s role as decision makers on grass-root levels in line with Resolution 1325. / C-uppsats i Freds och Konfliktstudier

No description available.

Doctor of Education / Department of Counseling and Educational Psychology / Kenneth F. Hughey / Advocacy is an increasingly integral role for school counselors, and advocacy dispositions, knowledge, and skill competencies are critical for school counselors to function effectively in the contemporary school setting. This study assessed the perceptions of school counselor educators regarding the degree of importance of including advocacy dispositions, knowledge, and skill competencies (Trusty & Brown, 2005) in master’s degree school counseling programs; the extent to which the advocacy competencies are taught in the program; and the relative readiness of program graduates to apply the advocacy competencies. Additionally, this study also investigated whether there were significant differences between the responses of participants associated with CACREP-accredited and those with non-CACREP-accredited school counselor preparation programs. Stratified proportional sampling was used to identify study participants. A sample of 250 counselor educators teaching in master’s degree programs in school counseling was identified and a survey was sent to each participant. One-hundred thirty six surveys were returned (54.4%); this represented 69 CACREP-accredited programs and 67 non-CACREP-accredited programs involving respondents in each region of Association for Counselor Education and Supervision. Mean ratings for respondents indicated that counselor educators perceived inclusion of the 15 advocacy competencies in master’s programs in school counseling as moderately to very important, moderately taught in their programs, and their graduates to be moderately ready to apply the advocacy competencies. Using independent samples t-tests to compare the mean ratings, the results showed no statistically significant differences between CACREP-accredited and non-CACREP-accredited respondents. It was concluded that the advocacy disposition, knowledge, and skill competencies delineated by Trusty and Brown (2005) are appropriate for inclusion in master’s degree programs in school counseling, and that additional focus on advocacy competencies might be needed within programs to ensure that all school counseling graduates learn and are able to apply the competencies. It was also concluded that the perceptions of counselor educators in CACREP-accredited and non-CACREP-accredited programs are more similar than different relative to the importance of including the competencies in graduate programs, the extent to which they are taught, and the readiness of graduates to apply the competencies.

No description available.