Inledning Ungefär en tredjedel av all mat som produceras i världen, med syfte att konsumeras av människor, slängs eller går förlorad. Detta innebär att enorma resurser, som går till produktionen av livsmedel, går åt till ingen nytta. Om matsvinnet minskar skulle det innebära minskade utsläpp, lägre energi- och råvaruförbrukning och en minskad miljöpåverkan. Matsvinn är inte ett nytt forskningsområde, men det finns ett behov av fler studier som berör åtgärder för att minska det. En stor del av allt matsvinn i Sverige uppkommer i storkök och då framförallt i skolor, vilket leder till syftet med denna studie.   Syfte Syftet är att undersöka vilka metoder för minskat matsvinn som några utvalda gymnasieskolor använder sig av, personalens upplevelse av dessa metoder och deras tankar om förbättringsåtgärder.   Material och metod Intervjuer och observationer genomfördes i form av ett fokuserat fältarbete på fyra gymnasieskolor i Helsingborg. Det insamlade materialet bearbetades med hjälp av tematisk analys. Litteraturen i bakgrunden användes som ett analytiskt verktyg.    Resultat De metoder som skolorna använde sig av var: serveringssätt, tillvaratagande, utformning av sopkärl, kommunikation, tävling samt vägning och statistik. De förbättringsförslag som uppkom var bättre schemaläggning, förbättrad kommunikation mellan måltidspersonal och skolans personal samt undervisning om matsvinn.   Slutsats De metoder som upplevdes vara mest effektiva var mindre storlek på serveringsredskapen, tillvaratagande av mat, mindre sopkärl och vägning, medan smakskedar tycktes fungera sämre. Kommunikationen mellan måltidspersonal och skolans personal behöver förbättras för att underlätta matsvinnsarbetet. Undervisning om matsvinn kan vara ett sätt att involvera eleverna i arbetet. / Introduction About one-third of all food produced for human consumption in the world is either wasted or lost. This means that large amounts of resources, which are used in the production of food, are used in vain. If the food waste would decrease it would reduce the carbon dioxide emissions, lower the energy- and raw material consumption and reduce the environmental impact. Food waste is not a new area of research, however, there is a need for more studies that address methods for reducing it. A big part of the food waste in Sweden comes from large-scale catering establishments, especially from schools, which leads to the aim of this study.   Aim The aim is to study which methods a couple of upper secondary schools are using for reducing their food waste, the employees experience of the methods and their thoughts on measures of improvement.     Method Interviews and observations were carried out using focused ethnography in four upper secondary schools in Helsingborg. The collected data was reviewed using thematic analysis. The literature in the study was used as an analytical tool.   Results The methods used by the schools consisted of different ways of serving, re-using food, smaller garbage cans, communication, competition, and measuring and keeping track of the food waste.    Conclusion The methods perceived as most efficient were smaller sized serving tools, utilizing and re-using food, smaller garbage cans and measuring the food waste, while spoons used to taste the food before serving yourself was not considered as useful. The communication between the school and the kitchen staff needs to improve to facilitate the task of reducing food waste. Lectures about food waste could be a way to involve the students in the task.

本研究旨在探討學校職員工作價值觀與組織公民行為的現況與相關情形，採問卷調查法，以國立臺灣大學職員為對象，蒐集有效問卷共達420份，所得資料以SPSS for Windows 16.0視窗版套裝軟體統計分析，統計方法有描述性統計、獨立樣本t檢定、單因子變異數分析、皮爾森積差相關分析及多元逐步迴歸分析。研究結果如下： （一）學校職員的工作價值觀現況，以道德價值得分最高，其次依序為能力價值、自我成就價值、儒家文化價值、社會價值，得分最低為外在酬賞價值。職員的組織公民行為現況，以樂群最高，其次依序為敬業、熱忱、忠誠，得分最低為運動家精神。 （二）學校職員的工作價值觀與組織公民行為隨著個人背景變項之不同而有顯著差異。 （三）工作價值觀與組織公民行為及其構面間，有顯著的中低程度相關存在，個人內在的各種價值取向對於組織公民行為有正向的關聯性。 （四）工作價值觀對組織公民行為有互動影響，並具預測力。能力價值對熱忱、敬業、運動家精神、組織公民行為有較高預測力；道德價值對樂群有較高預測力；社會價值對忠誠有較高預測力。 / This thesis aims to explore the current status and correlation between working values and organizational citizenship behavior for school staff. A questionnaire survey was applied in this study, with 420 valid questionnaires collected from National Taiwan University. The SPSS 16.0 for Windows software package was employed for statistical analyses. The involved statistical methods include descriptive statistic analysis, t-test, one-way ANOVA, Pearson product-moment correlation analysis, and multiple stepwise regression analysis. The results of this study are as follows: 1. Among the working values of the school staff, moral gets the highest score, followed in descending order of score by capability, self-achievement, Confucianism, social values and external reward. While among organizational citizenship behavior of the school staff, gregariousness gets the highest score followed in descending order of score by professional dedication, zeal, loyalty and sportsmanship. 2. Working values and organizational citizenship behavior of the school staff vary significantly with their personal backgrounds. 3. There exists low-to-mid level correlation between working values and organizational citizenship behavior. There also exists positive correlation between personal value orientation and organizational citizenship behavior. 4. Interaction and predictability are observed between working values and organizational citizenship behavior. capability is more predictive to zeal, professional dedication, sportsmanship and organizational citizenship behavior; moral is more predictive to gregariousness; Social values are more predictive to loyalty.

Les adolescents immigrants récemment arrivés au Québec, bien qu’ils constituent un groupe hétérogène, vivent des changements, des pertes et des aventures liés à l’immigration. L’intégration socioscolaire des jeunes nouvellement immigrés a donc un impact dans leur processus migratoire, car ils doivent intégrer le réseau scolaire dès leur arrivée au pays tout en s’adaptant à de nouveaux référents culturels. L’école doit ainsi leur offrir une structure d’accueil pour les encourager à s’adapter aux modes de vie socioculturels québécois. Différents facteurs peuvent alors influencer positivement ou encore négativement le jeune immigrant dans son processus d’intégration. Cette recherche qualitative vise à identifier les facteurs qui favorisent et ceux qui nuisent à l’intégration socioscolaire des adolescents immigrants nouvellement arrivés à Sherbrooke, une ville qui vit depuis quelques années des transformations sur le plan de l’immigration, en tenant compte des expériences et des constats des intervenants scolaires. Les données ont été recueillies lors d’entrevues semi-structurées réalisées auprès de sept professionnels en milieu scolaire, aux statuts différents, qui oeuvrent auprès des jeunes immigrants dans les écoles secondaires publiques. Le cadre théorique lié à la perspective écologique et utilisé en complémentarité avec l’approche structurelle a été utilisé dans l’analyse qualitative des données collectées. Les résultats de cette recherche ont permis de mettre en lumière des facteurs qui facilitent et des facteurs qui nuisent à l’intégration socioscolaire de ces adolescents immigrants. Ces facteurs d’opportunité et de risque se rattachent notamment à l’individu même, à sa famille, à ses pairs et à son établissement scolaire. / Immigrant teenagers who just arrived in Quebec, even though they form a diverse group, live upheavals, losses and adventures related to their immigration. As they must integrate the school system upon their arrival while adapting to new cultural referents, the socio-educational integration of immigrant teens has an impact in their migration process. Schools must offer a structure of reception to encourage them to adapt to Quebec’s socio-cultural life. Various factors can influence positively or negatively immigrant teenagers in their integration process. This qualitative research aims to identify the factors that promote and those that negatively affect the socio-educational integration of immigrant teenagers newly arrived in Sherbrooke, a city that has been through transformations for several years in terms of immigration. It takes into account the experiences and the findings of the school staff. Data were collected through semi-structured interviews with seven professionals from the education system, with different status, who work with immigrant teenagers in the public high schools of Sherbrooke. The theoretical framework, related to the ecological perspective and used in tandem with the structural approach, was used in the qualitative analysis of the data collected. The results of this research shed light on the factors that facilitate and factors that negatively affect the socio-educational integration of immigrant teenagers. These factors of opportunity and risk are related to the individual himself, his family, his peers, his school as well as the structures at play in the process.

This study sought to determine the staff development knowledge and skill needs of school administrators as perceived by primary school principals in Thailand. This study posed the following questions for investigation: what specific knowledge and skills do primary school principals in Thailand perceive as necessary for them to perform the role of staff developer in their schools, and which competencies are perceived to be the most important?

Syftet med studien är att undersöka hur socialtjänsten och skolan upplever att samverkansprocessen fungerar mellan verksamheterna när det kommer till ungdomar i högstadiet med drogrelaterad problematik. Studien är kvalitativ i sin form och grundar sig på ett abduktivt synsätt och en hermeneutisk tolkningslära. Studiens empiri har insamlats genom åtta semistrukturerade intervjuer. Intervjuerna har genomförts med fyra stycken socialsekreterare på Barn- och Ungdomsenheten på socialtjänsten, två stycken lärare samt två skolkuratorer. Ett målstyrt bekvämlighetsurval har använts i studien och en tematisk analysmetod har använts för att analysera empirin. Empirin har även analyserat med hjälp av två teoretiska ansatser: systemteori och Bourdieus teori om maktens fält samt kunskapsöversikten. Resultatet visar att det finns ett flertal faktorer som påverkar samverkansprocessen mellan socialtjänsten och skolan, faktorer som handlingsutrymme, makt, sekretess, okunskap och resurser. Det finns en önskan hos båda parterna om mer samverkan mellan verksamheterna för att ungdomar med drogproblematik skall kunna upptäckas i ett tidigt skede och få de insatser som de behöver. Konsekvenserna av en icke fungerande samverkan kan leda till att ungdomar med drogproblematik missas och faller mellan stolarna vilket leder till att de inte får den hjälp och stöd som de behöver. / The aim of this study is investigate how social services and school experience how the collaboration process works between them when it comes to youth in high school with drug- related problems. The study is qualitative in its form and is based on an abductive approach and a hermeneutic interpretive theory. The empirical material includes semi-structured interviews collected through a goal oriented convenience sample. The interviews include four social workers in the child and youth unit on social services, two teachers and two school counsellors. A thematic analysis method has been used to synthesize data. Two theoretical approaches were used in the analysis of the results; systems theory and Bourdieus field theory of power, as well as previous research. The results show that there are many factors that affect the collaboration process between the social service and the school, factors like scope of actions, authority, secrecy, lack of knowledge and resources. There is a desire among both parts to create more collaboration between them so that the young people with drug-related issues could be detected at an early stage and get the interventions they need. The consequences of a non-functioning collaboration can lead to young people with drug-related problems being missed and falling between the cracks, which leads to them not receiving the help and support they need.

The subject of the diploma thesis entitled Development of pedagogical staff in relation to trends in the management of secondary schools is the analysis of approaches in terms of national strategy, but also in terms of secondary schools themselves. The theoretical part presents the educational policy and educational system in the Czech Republic, the legislative concept and definition of education and a description of the control body, which is the Czech School Inspectorate. The work also contains a theoretical basis and theoretical background of the issues focused on the strategic management of human resources in general, but also in the concept of secondary education. The starting point of the research is the approach to strategic management of human resources in the field of education of teachers at secondary schools according to conceptual documents focusing on the quality of education and development of teachers in the Czech Republic and the use of funds offered by the Ministry of Education, Youth and Sports. Documents and approaches related to the strategy of educational policy for the following period had examined, as well as the set quality criteria of secondary schools and grammar schools. Based on the findings from the above strategic and conceptual documents concerning secondary schools...

Fysisk aktivitet är en grundläggande faktor för god hälsa och att redan i tidig ålder vara fysiskt aktiv har visat sig medföra många positiva effekter för hälsan. För att få fler barn och unga fysiskt aktiva har Riksidrottsförbundet (RF-SISU) fått i uppdrag av regeringen att genomföra en rörelsesatsning på skolor runt om i Sverige.  Syftet med denna studie är att undersöka uppfattningar hos skolpersonal gällande förutsättningar för, och effekter av Riksidrottsförbundets rörelsesatsning i Sörmland. För att besvara studiens syfte har en kvalitativ ansats använts där data samlats in genom semistrukturerade intervjuer. Informanterna valdes genom ett målinriktat urval och fem personal från olika skolor i Sörmland deltog i studien. Insamlade data analyserades genom en manifest kvalitativ innehållsanalys.  Resultatet visade att förutsättningarna för att bedriva satsningen i samverkan med RF-SISU beskrivs som goda och att RF-SISU utgör ett viktigt stöd. Engagemanget till satsningen från ledningen och övrig skolpersonal varierar och ett lågt engagemang riskerar att försvåra arbetet. Att permanenta satsningen och att utbilda personal och vårdnadshavare i rörelseförståelse framkommer som faktorer som skulle underlätta arbetet. Satsningen uppfattas ha bidragit med positiva effekter för både elever och skolpersonal. Vidare är slutsatserna att skolpersonals uppfattningar gällande förutsättningarna för, och effekterna av satsningen är goda. / Physical activity is a fundamental factor for good health and being physically active at an early age has been shown to have many positive effects on health. To engage more children and young people in physical activity, the Swedish Sports Confederation (RF-SISU) has been commissioned by the government to implement a movement initiative in schools around Sweden.  The purpose of this study is to investigate perceptions among school staff regarding the conditions for, and effects of, the Swedish Sports Confederation's movement initiative in Sörmland.  To answer the purpose of the study, a qualitative approach has been used where data has been collected through semi-structured interviews. The informants were selected through a targeted selection and five staff members from different schools in Sörmland participated in the study. Five members of the school staff from different schools in Sörmland participated in the study. Collected data were analyzed through a manifest qualitative content analysis.  The results showed that the conditions for conducting the initiative in collaboration with RFSISU are described as good and that RF-SISU is an important support for getting both students and staff more active. The commitment to the initiative from the management and other school staff varies and a low commitment risks complicating the work. To make the initiative permanent and to train all staff and guardians in business understanding emerge as factors that could facilitate future work with the initiative. Furthermore, the investment is perceived to have contributed to many positive effects for both students and school staff. Furthermore, the conclusions are that school staff's perceptions regarding the conditions for, and the effects of, the investment are good.

The aim of this study was to investigate the after-school staff's perspectives on their strategies for promoting peer relationships for students with autism. Previous research has shown that children and young people with autism have difficulties linked to the diagnosis, which make social interaction and the maintenance of peer relationships difficult. The study used qualitative semi-structured interviews with eight after-school professionals. The interviews were analyzed using interpretive phenomenology to make the respondents' individual experiences visible. To interpret and discuss the results this study used the sociocultural theory, the four levels of relational perspective and Nilholm's perspective on inclusion. The phenomenological analysis of the data resulted in four different themes; The after-school staff's view of relationships for all students in the after-school center, the after-school staff's view of relationships for students with autism, the after-school staff's view of strategies to promote relationships for students with autism and the after-school staff's view of difficulties in building relationships within the after-school center. In the results, the after-school staff describe the importance of having peer relationships and be given the opportunity to participate in activities for all students within the after-school center and the activities need to be adapted to everyone. However, there were two respondents who problematized the idea of inclusion in that the group's needs can be overlooked when an activity needs to be adapted. In the results the respondents discussed that there were different difficulties among students with autism and, these difficulties had an impact on the social interaction and peer relationships. They also lifted differences between the sexes. The strategies that the after-school staff highlighted to support peer relationships for students with autism were about providing adult support in activities and individual solutions depending on which student they met. The results also show that there are aggravating circumstances regarding the work with relationships within the after-school center, some of the respondents described staff shortages, large student groups, the lack of planning time and lack of competence to meet students with autism. Overall, this study contributes with knowledge about peer relationships in relation to students with autism and which working methods may be suitable to support these students in the after-school center, as previous research in relationships connected to autism and after-school centers is limited. / I den här studien har syftet varit att undersöka fritidspersonalens perspektiv på deras strategier för att främja kamratrelationer för elever med autism. Tidigare forskning har visat att barn och unga med autism har olika svårigheter kopplat till diagnosen vilket försvårar det sociala samspelet och upprätthållandet av kamratrelationer. Studien genomfördes med kvalitativa semistrukturerade intervjuer med åtta fritidspersonal. Intervjuerna analyserats sedan med hjälp av en tolkande fenomenologi för att synliggöra respondenternas individuella upplevelser. För att tolka och diskutera resultatet användes den sociokulturella teorin, de tre nivåerna av relationellt perspektiv och Nilholms perspektiv på inkludering. Den fenomenologiska analysen av data resulterade i fyra olika teman; Fritidspersonalens syn på relationer för alla elever inom fritidshemmet, fritidspersonalens syn på relationer för elever med autism, fritidspersonalens syn på strategier för att gynna relationer för elever med autism och fritidspersonalens syn av svårigheter i relationsbyggandet inom fritidshemmet. I resultatet beskriver fritidspersonalen vikten av att ha kamratrelationer och få delta i aktiviteter för alla elever inom fritidshemmet och att aktiviteter behöver anpassas till alla. Dock problematiseras inkluderingstanken av två respondenter genom att gruppens behov kan bli åsidosatt när en aktivitet behöver anpassas efter en elev. I resultatet diskuterades att det fanns olika svårigheter bland elever med autism, vilket försvårande det sociala samspelet och deras kamratrelationer. Svårigheterna kunde skilja sig mellan könen. De strategier som fritidspersonalen lyfte fram för att stötta kamratrelationerna för elever med autism handlade om att ge vuxenstöd i aktiviteter och individuella lösningar beroende på vilken elev de mötte. I resultatet framkommer också att det finns försvårande omständigheter vad gäller arbetet med relationer inom fritidshemmet, vissa av respondenterna beskrev personalbrist på grund av hög sjukfrånvaro, stora elevgrupper, bristen på planeringstid och avsaknad av kompetens att möta elever med autism. Sammantaget bidrar denna studie med kunskap om kamratrelationer i förhållande till elever med autism och vilka arbetssätt som kan vara lämpliga för att stötta dessa elever inom fritidshemmet då tidigare forskning inom relationer kopplat till autism och fritidshem är begränsade.

Barnens framtida utveckling formas till stor del av skolan och påverkas av dess omgivningsfaktorer. Om eleven inte kommer till skolan och deltar i undervisningen kan det leda till konsekvenser. Syftet med studien var att undersöka upplevelser av problematisk skolfrånvaro bland skolpersonal och elever samt att diskutera kring arbetsterapeutisk kompetens för denna problematik. Urvalet resulterade i nio artiklar med kvalitativ ansats där skolpersonals- och/eller elevers upplevelser presenterades. Artiklarna analyserades med inspiration av kvalitativ innehållsanalys där resultatet delades in underkategorier som sedan fick tre huvudkategorier – 1) Orsaker till skolfrånvaro, 2) Resurstillgångar i skolmiljö vid skolfrånvaro, 3) Brister i skolmiljön. Resultatet visade att skolfrånvaroproblemen orsakades av att elever kände sig otrygga, rädda och pressade i skolmiljön. Skolpersonal och elever hade olika uppfattningar om huruvida tillgångar och resurser tillhandahållits. I diskussionen sammankopplas den inhämtade forskningen med arbetsterapi och hur kompetensen att se människan ur ett aktivitetsperspektiv kan användas i skolmiljön för att främja delaktighet. Slutsatsen indikerar att forskning och implementering av arbetsterapeutisk kompetens i skolmiljön kan vara av vikt för skolpersonal och elever kopplat till problematisk skolfrånvaro.

The aim of this study was to investigate how school staff work to counteract sexual harassment and abuse of children, 6 to 16 years of age, online and in real life. The aim of this study was also to investigate the role of norms and norm-creating processes regarding sexual harassment and abuse in school staff’s stories. This study is based on nine semi-structured interviews, conducted with school staff such as teachers, social educators and counselors, who work in primary school. The study's theoretical starting points are norm- critical analysis, professional theory and the masculinity theory. Results showed that school staff mainly use norm-critical conversations. These conversations aim to involve students to reflect on their role in the establishment of norms. Through discussions, lessons and value exercises, school staff question destructive norm systems, students' behaviors and attitudes, what is okay and what is not. The staff lacks routines for how to deal with sexual harassment and abuse that takes place online. The results of the study indicate that the preventive work needs to include more knowledge about social media and that the school's core values also needs to include attitudes, norms and behaviors on social media. A solution, according to school staff, is for students to leave their mobile phones with the staff before each lesson so that they are not affected by them during this time. School staff believe that the preventive work around sexual harassment and abuse, that takes place online, is about questioning behaviors and enabling students to have the courage tell adults about what happens among students. It emerges that norm- setting processes are a central part of school staff’s work to counteract sexual harassment and abuse. School staff experience some organizational difficulties, such as resources and time, to be able to work with norm-critic analyses. A challenge they face is to involve other professional groups, to prioritize this together and work more preventively. Another challenge is also found among the collegial work, where certain professional groups feel that this kind of analyses needs to apply to the entire organization and not only to individuals within the school. In addition to the organizational challenge, school staff experience that a major challenge is found among students' attitudes, behaviors and values, especially among boys.