Alla människor har en vardag, med rutiner, vanor och förpliktelser som upptar vår tid. I denna uppsats undersöker jag hur fyra personers vardag formas och påverkas av psykisk ohälsa. Den vardag de beskriver handlar i första hand om att bemästra den psykiska ohälsan och ta kontrollen över hur de mår. För att lyckas med detta använder de sig av olika hjälpmedel, där mediciner är det viktigaste. Medicinerna är en stor del i att informanterna kan hantera sin vardag, men den psykiska ohälsan ger även verkningar i andra aspekter av vardagen, såsom arbetsliv, ekonomi, hur de ser på sig själva och hur de uppfattas av andra. / All people have their own routines, habits, and commitments to deal with on a daily basis. In this essay, I examine how four individuals’ everyday lives are shaped and influenced by their mental illnesses. They describe how the primary tasks of their everyday struggles are to master their mental health by controlling their mood and their feelings. To succeed with this, they use different aiding methods, where medications are the most important ones. The medications are essential in helping the informants to handle their everyday lives, but the mental illnesses also affect other aspects such as work, finance, self-image, and how they are perceived by others.

国立情報学研究所で電子化したコンテンツを使用している。

国立情報学研究所で電子化したコンテンツを使用している。

This thesis is an investigation into the university-level teaching of Buddhism in New Zealand, which has developed as part of the international spread of education about Buddhism for both Buddhists and non-Buddhists. The study was based on Interpretivism and accordingly sought to understand and interpret university teachers’ perceptions and experiences about their teaching of Buddhism; as they engage with the students' learning in this field. Semi-structured in-depth interviews were employed as the primary research method. All seven university teachers who teach Buddhism in New Zealand were invited to be the participants. Six university teachers participated in this research-study. Five of them were academic teachers, respectively teaching at Religious Studies of Massey, Victoria and Otago. Another one was a New Zealand-born Zen teacher who had been teaching a Zen meditation workshop at Auckland University of Technology for several years, and taught two Buddhism-related courses at the University of Auckland. These participants were chosen according to the information provided on official websites of New Zealand universities. The findings from the study showed that the university-level teaching of Buddhism in New Zealand, though growing, had been limited by the number of teachers and students. As fewer students were primarily interested in Buddhism, outward funding support appeared to be a very important factor for its future development. In terms of teachers’ role, objective-outsider remained the main position for scholars and scholar-practitioners in teaching Buddhism in university classroom. In addition to the pursuit of knowledge, there were also alternative educational opportunities, such as Zen workshop, for university staffs and students to learn Buddhism, outside university classroom. This thesis is significant in that it provided a bibliography and a set of data for the university-level teaching of Buddhism in the West, particularly New Zealand It established a space for future educational research into for the university-level teaching of Buddhism in the West, as part of the field of’ Buddhism and Education.’ In future studies, the limited approaches to teaching Buddhism in universities could be investigated on the basis of the literatures and findings of this study.

Voluntary and community organisations are fundamental to society because they are major stakeholders in building the social capital that underpins healthy and well-functioning communities. Yet many of these organisations are small and possess limited resources when measured against the challenges and needs that they address. This raises the issue of the capacity of organisations within the sector to operate effectively. Within the range of capacity issues, governance is consistently rated as an area requiring development. This research seeks to contribute to a better understanding of issues impacting on the governance capacity of voluntary and community sector organisations within the overall context of capacity building. A focused study in the Taranaki region examines the factors impacting on the governance of community organisations providing social services. The research identifies the level of governance capacity demonstrated within the organisations studied and also explores the level of awareness around the need to enhance governance capacity. The research examines a range of frameworks and models used to build governance capacity to see if they could be adapted for the Taranaki region. The study suggests that, although a number of frameworks and models are useful, every situation is different, and models must be responsive to the social and cultural context and the particular history and mission of each organisation. As a result, the study concludes that further work should be undertaken to develop a model of governance for the voluntary and community sector.

This thesis is an investigation into the university-level teaching of Buddhism in New Zealand, which has developed as part of the international spread of education about Buddhism for both Buddhists and non-Buddhists. The study was based on Interpretivism and accordingly sought to understand and interpret university teachers’ perceptions and experiences about their teaching of Buddhism; as they engage with the students' learning in this field. Semi-structured in-depth interviews were employed as the primary research method. All seven university teachers who teach Buddhism in New Zealand were invited to be the participants. Six university teachers participated in this research-study. Five of them were academic teachers, respectively teaching at Religious Studies of Massey, Victoria and Otago. Another one was a New Zealand-born Zen teacher who had been teaching a Zen meditation workshop at Auckland University of Technology for several years, and taught two Buddhism-related courses at the University of Auckland. These participants were chosen according to the information provided on official websites of New Zealand universities. The findings from the study showed that the university-level teaching of Buddhism in New Zealand, though growing, had been limited by the number of teachers and students. As fewer students were primarily interested in Buddhism, outward funding support appeared to be a very important factor for its future development. In terms of teachers’ role, objective-outsider remained the main position for scholars and scholar-practitioners in teaching Buddhism in university classroom. In addition to the pursuit of knowledge, there were also alternative educational opportunities, such as Zen workshop, for university staffs and students to learn Buddhism, outside university classroom. This thesis is significant in that it provided a bibliography and a set of data for the university-level teaching of Buddhism in the West, particularly New Zealand It established a space for future educational research into for the university-level teaching of Buddhism in the West, as part of the field of’ Buddhism and Education.’ In future studies, the limited approaches to teaching Buddhism in universities could be investigated on the basis of the literatures and findings of this study.

Voluntary and community organisations are fundamental to society because they are major stakeholders in building the social capital that underpins healthy and well-functioning communities. Yet many of these organisations are small and possess limited resources when measured against the challenges and needs that they address. This raises the issue of the capacity of organisations within the sector to operate effectively. Within the range of capacity issues, governance is consistently rated as an area requiring development. This research seeks to contribute to a better understanding of issues impacting on the governance capacity of voluntary and community sector organisations within the overall context of capacity building. A focused study in the Taranaki region examines the factors impacting on the governance of community organisations providing social services. The research identifies the level of governance capacity demonstrated within the organisations studied and also explores the level of awareness around the need to enhance governance capacity. The research examines a range of frameworks and models used to build governance capacity to see if they could be adapted for the Taranaki region. The study suggests that, although a number of frameworks and models are useful, every situation is different, and models must be responsive to the social and cultural context and the particular history and mission of each organisation. As a result, the study concludes that further work should be undertaken to develop a model of governance for the voluntary and community sector.

Magister Artium - MA (Psychology) / Honours students in Psychology typically form larger cohorts with numbers ranging from 20 to 40 students in comparison to other disciplines that have fewer than 10 students in a cohort. The National Qualifications Framework (NQF) requires Honours students to complete a thesis that is equivalent to 300 notional hours or 30 credits. The learning outcome is that students conduct low level research that prepares them for conceptualizing, executing and writing up a research project. The thesis requirement should also prepare them for future studies. The larger cohorts and revised NQF thesis requirement places increased pressure on the staff compliment of Psychology departments. Some of the ways in which departments have attempted to cope with this increased demand include conducting group-based research projects, and secondary research projects. One of the concerns raised is whether these particular types of methodology prepared students adequately for reactive research in further studies. This study aimed to explore students' subjective perceptions about the extent to which group-based systematic review methodology in the Honours year adequately prepared students for conducting research during their masters-level studies. An explorative study was conducted to explore the experiences of purposively selected recent graduates from two identified Honours programmes that have progressed to Masters level studies. Participants were invited on the basis of being graduates or alumni rather than their registration status as Masters students at particular universities.

Research on military health indicates that some members of the Canadian Armed Forces (CAF) experience challenges during their military-to-civilian (MTC) transition(s). This novel study explored the Canadian public’s perceptions of the issues facing CAF members during their transition back into civilian society. Its significance is in its unique results and contribution to a previously unexplored topic within research on MTC transitions. A cross-sectional survey was administered via structured in-person interviews with 100 Canadian civilians not affiliated with the military. Results included civilian participants’ accurate as well as inaccurate perceptions about MTC transition issues compared to existing literature on veterans’ transition experiences. Participants underestimated issues regarding transitioning CAF members’ social networks and overestimated PTSD as the biggest struggle facing CAF members during their MTC transitions. Though participants accurately perceived that CAF members experience struggles during their transition, they overestimated the level of transition difficulty as reported by CAF members (Black & Papile, 2010; Life After Service Survey, 2014). Further research is recommended to examine the public’s perceptions of MTC transition issues and to better understand the potential implications of civilians’ perceptions on transitioning CAF members. / Graduate

Technological advancements and digital tools have radically changed the professional profile of public librarians and yet little has been researched about the practical influence these changes have had on the digital competences that the professionals need in their daily work. The goal of the present paper is to examine which digital competences are required of the modern public librarian. A mixed-method research approach was adopted, based on content analysis of job advertisements retrieved from a Swedish context and semi-structured interviews with five currently employed librarians. A conceptual model was developed to allow a triangulation of results based on such different datasets. Results showed that the concept of digital competences is still defined in diffuse terms, often subjective to individual interpretations and strongly affected by the library’s size and user population. In spite of this, the professionals working in the public library sector clearly demand a minimum standard of digital skills and knowledge in all digital competences to be established. Such standard is needed both to perform daily responsibilities linked to the professional role of the public librarian and to the vital task of catering to the users’ needs.