Bakgrund: Obesitas är ett komplext tillstånd som sedan år 1997 klassificeras som en folksjukdom av Världshälsoorganisationen (WHO). Omkring en tiondel av den svenska befolkningen har obesitas och siffran väntas stiga kommande år. Hälso- och sjukvården förefaller ha begränsad kunskap om obesitas, vilket speglar sig i mötet med patienten med obesitas. Svårigheten med sjukdomen ligger i att hälso- och sjukvårdspersonalen anser att den är inom patientens kontroll och är således självförvållad. Genom att undersöka patienter med obesitas upplevelser inom hälso- och sjukvård kan möjligheten till att ge en jämlik och personcentrerad vård förbättras. Vidare är det väsentligt för den grundutbildade sjuksköterskan att få ökade kunskaper kring upplevelserna för att vid behov kunna förändra sitt bemötande och därför förbättra förutsättningarna för att patienter med obesitas ska få god omvårdnad. Syfte: Litteraturstudiens syfte var att belysa hur patienter med obesitas upplever mötet med hälso- och sjukvården. Metod: En litteraturstudie med kvalitativ ansats där resultatet utgjordes av tolv vetenskapliga empiriska studier. Resultat: Vid analys identifierades tre kategorier: Bemötande, Kommunikation och Förutsättningar. Konklusion: Patienter med obesitas hade blandade upplevelser av mötet med hälso- och sjukvården. Patienter värdesatte en god relation till hälso- och sjukvårdspersonalen, där de kände sig hörda, respekterade och sedda i sin helhet. Patienterna som upplevde mötet som bristfälligt med hälso- och sjukvården grundade sig i ett fördomsfullt bemötande från personalen och redskap som inte var anpassat för personer i alla storlekar. Därför behöver hälso- och sjukvårdspersonalen få ökad kunskap om sjukdomen obesitas för att kunna tillgodose patienterna den vård de behöver. / Background: Obesity is a complex condition and has since 1997 been classified as an endemic disease by the World Health Organization (WHO). Approximately a tenth of the Swedish population have got obesity and the number is expected to increase in the years to come. Healthcare appears to have a limited knowledge regarding obesity which becomes apparent when they encounter obese patients. Healthcare professionals believe that obesity is a self-inflicted disease and therefore within the patient’s control. By looking into the experiences of patients with obesity within the healthcare context, it may be possible to identify an equitable and person-centered care. For undergraduate nurses, it is important to increase their awareness and knowledge about the experiences of patients with obesity, thus to improve preconditions to give useful care. Aim: The aim with this literature review was to highlight the experiences of patients with obesity within the context of healthcare. Method: The study was conducted as a literature review with a qualitative approach Results: Three categories were identified from the analysis of the data material; The Meeting, Communication and Preconditions. Conclusion: Patients with obesity had mixed experiences within the healthcare context. Patients valued a good relationship with the healthcare professionals, whom made the patients feel heard of, respected and perceived as a whole person. Patients who experienced a poor encounter with healthcare was based upon stigmatic behaviour from the professionals and equipment who did not suit all sizes. Consequently, healthcare professionals need to gain more knowledge about obesity to be able to provide the care the patients need.

Despite increased usage of online dating platforms, perceptions of meeting partners online remain generally stigmatized. When people internalize stigmatized online dating narratives as self-stigma, there are implications for psychological wellbeing and relational health. In the current study, through an open-ended online survey, I explored online dating narratives and perceptions of stigma in the experiences of 110 participants who met their partners online. I used thematic analysis (Braun and Clark, 2006) to identify and illustrate resulting themes, which revealed that (a) a general stigma about meeting partners online persists; (b) individuals are more likely to share that they met their partner online if they perceive their audience to be trustworthy; (c) intersections of race, ethnicity, gender, and sexual orientation influence how people share their online dating narratives; (d) a hierarchy of legitimacy exists amongst online dating platforms; and (e) the benefits of meeting online often outweigh the stigma. I used both symbolic interactionist and narrative therapy frameworks to explore the implications of these findings and make suggestions for marriage and family therapists (MFT) working with clients who met their partners online. As well, I proposed competencies in online relationships for MFT education. / Ph. D. / Despite widespread usage and popularity of online dating platforms, general perceptions of online dating remain largely stigmatized. In the current study, perceptions of stigma were explored in the narratives of 110 participants who met their partners online. The resulting themes revealed that: (a) a general stigma about online dating persists; (b) online dating narratives are shared more honestly and completely with a trustworthy audience; (c) intersections of race, ethnicity, gender, and sexual orientation markedly influence how online dating narratives are shared; (d) a perceived hierarchy of legitimacy exists amongst platforms; and (e) the benefits of meeting online often outweigh the stigma of online dating. Using narrative therapy as a theoretical framework, clinical suggestions for therapists working with clients who date online were made. Suggestions for competency training in online relationship culture were also made for marriage and family therapy training programs.

Bakgrund Våld i nära relation beskrivs som en våldshandling där förövare och offer är i en partnerrelation. Globalt har 35% av alla kvinnor varit eller är utsatta för våld i en nära relation. Dessa kvinnors första kontakt i hälso-sjukvården är oftast sjuksköterskor, vilket innebär att sjuksköterskor måste ha kompetens nog för att kunna identifiera och vårda de patienter som är utsatta för våld i nära relation. Syfte Att beskriva sjuksköterskors erfarenheter av att möta kvinnliga patienter utsatta för våld i nära relationer. Metod Denna studie är baserad på en strukturerad litteraturöversikt med inslag av den metodologi som används vid systematiska översikter. Databaser som använts är CINAHL och Pubmed. Resultatet grundar sig på 11 relevanta artiklar. Resultat De huvudkategorier som identifierats var Utmaningen i mötet som har underkategorierna Våga fråga och Känslomässiga reaktioner. Andra huvudkategorin redogör för Förutsättningar för ett bättre möte och har underkategorierna Hinder och Behov och förbättringsarbete. Slutsats Genom översikten framkom det att sjuksköterskorna påverkas känslomässigt av mötet och kan känna frustration över att inte kunna ge kvinnliga patienter allt stöd de behöver. Sjuksköterskorna behöver hanteringsstrategier för att hantera den personliga påverkan av mötet med våldsutsatta kvinnliga patienter och stöd från arbetsplatsen underlättade. Det finns också en bristande utbildning inom området som gör det svårt för sjuksköterskor att agera adekvat vid dessa möten. / Background Intimate partner violence is described as a violent act where the perpetrator and the victim are in a partner relationship. 35% of all women globally have been or are subjected to intimate partner violence. These women's first contact in health care is often nurses, which means that nurses must have the competence to be able to identify and care for patients who are subjected to intimate partner violence. Aim To describe nurses’ experiences of meeting female patients exposed to intimate partner violence. Method This study is based on a structured literature review incorporating the methodology used in systematic reviews. The databases used are CINAHL and PubMed. The result was based on 11 relevant articles. Results The main categories identified were the challenge of the meeting, which has the subcategories dare to ask and emotional reactions. The second main category describes the prerequisites for a better encounter and has the subcategories obstacles and needs and improvement work. Conclusions The overview revealed that nurses are emotionally affected by the encounter and may feel frustrated about not being able to provide female patients with all the support they need. Nurses need coping strategies when encountering female patients who have experienced violence, and support from the workplace facilitates this. There is also a lack of education in this area, making it difficult for nurses to respond appropriately in these situations.

Made available in DSpace on 2016-04-28T18:22:19Z (GMT). No. of bitstreams: 1 Carla Cristina Goncalves Gallego Lima.pdf: 1855540 bytes, checksum: 8d2c1bcfd52f182a58a34809656d9f4e (MD5) Previous issue date: 2011-07-18 / The objective of this study is to describe and interpret the phenomenon the experience of attending pedagogical meetings for coordinators in presential and virtual environments, as an effort to understand how the participant coordinators have built that experience. The theoretical foundations of this research were grounded on some studies which investigate the role of the pedagogical coordinator in language schools, such as Liberali (1994), Gervai (1996), Romero (1998), Polifemi (1998, 2007) and Ortale (2003), followed by some other studies such as Gonçalves (1999) and Fogaça (2010), which deal with the pedagogical meeting itself. This research lies in the concepts of learning according to the sociointeractionist theory by Vygostsky (1984/2007, 1987/2008), undersanding that learning happens through and in interaction, that is why the creation of learning opportunities (Allwright, 2005) are discussed and so are the concepts of community of practice (Lave and Wenger, 1991). In addition, understanding that, besides the presential moment, the meeting takes place in the virtual environment, I discuss what virtual is, according to Levy and the role of the teacher in the modern society, considering Ramal (2000, 2002) and Sacristán (2000)´s view point. This research, therefore, tries to understand better how the coordinators experience their attendance to the pedagogical meetings in both contexts and for this reason, reflexive issues based on Schon (1983) and the relationship experience and learning proposed by Dewey (1938/1963) are also part of this study. The texts were registered throughout the pedagogical meeting with the coordinators, which took place in both presential and virtual environments. This process has made possible the investigation about the phenomenon the experience of attending pedagogical meeting for coordinator in presential and virtual environments, considering that, in order to develop this study, I have chosen the Hermeneutic-Phenomenological Approach as the methodology, based on the systematization process proposed by Freire (2010), having its starting point from van Manen (1990). This study has shown throughout the investigation process, that the experience of taking part of the pedagogical meeting goes through a break of paradigm, in the sense that it is no longer considered by the coordinators as a participation of a formal and obligatory event, to become a relevant moment in which the participants built knowledge together, having as component elements of this participation: the meeting among them, the learning built together, the relevance of the subjects discussed, the opening to participation, the group interaction and ultimately the reflective process / O objetivo deste trabalho é descrever e interpretar o fenômeno a experiência de participar de reuniões pedagógicas para coordenadores nos ambientes presenciais e digitais, buscando compreender como se constituiu essa vivência para os coordenadores participantes do estudo. A fundamentação teórica desta pesquisa parte de estudos que investigaram o papel do coordenador pedagógico no contexto de escolas de idiomas, como Liberali (1994), Gervai (1996), Romero (1998), Polifemi (1998, 2007) e Ortale (2003), seguidos por outros estudos que abordam a reunião pedagógica em si, como Gonçalves (2007) e Fogaça (2010), e está respaldada nos conceitos de aprendizagem da teoria sociointeracionista de Vygostsky (1984/2007, 1987/2008), entendendo que esta acontece pela e na interação. Por essa razão, a criação de oportunidades de aprendizagem (Allwright, 2005) são aqui exploradas, bem como os conceitos de comunidade de prática (Lave e Wenger, 1991). Na sequência, entendendo que além do momento presencial as reuniões se realizam no ambiente digital, discuto o que é o virtual com base em Levy (1996, 1999) e o papel do professor na sociedade moderna conforme Ramal (2000) e Sacristán (2002, 2007). Em síntese, esta pesquisa busca entender melhor como se constituiu a experiência vivenciada pelos coordenadores de participar das reuniões pedagógicas nos dois ambientes e, por essa razão as questões reflexivas apoiadas em Schön (1983) e a relação experiência e aprendizagem, propostas por Dewey (1938/1963), também são contempladas neste trabalho. Os registros textuais foram produzidos durante as reuniões pedagógicas com os coordenadores, as quais aconteceram nos ambientes presenciais e digitais. Esse processo possibilitou a investigação do fenômeno a experiência de participar de reuniões pedagógicas para coordenadores nos ambientes presenciais e digitais, sendo que para o desenvolvimento do trabalho adotei a Abordagem Hermenêutico-Fenomenológica como linha metodológica, apoiando-me no processo de sistematização proposto por Freire (2010), a partir de van Manen (1990). Este estudo revelou, ao longo do processo de investigação que a experiência de participar das reuniões pedagógicas passa por uma ruptura de paradigmas, na medida em que elas deixam de ser caracterizadas como momentos formais e obrigatórios, para assumirem-se como momentos nos quais os participantes promovem a construção conjunta do conhecimento, tendo como aspectos constituintes desta experiência: o encontro entre os participantes, a aprendizagem construída, a pertinência dos assuntos, a abertura para participação, a interação do grupo, e por fim, a reflexão

<p>This report is based on a field study that was carried out in India. The aim of this field study is to find out how the religious education is carried out at Jiva Public School in Faridabad. The questions that are tried to be answered are if the teachers at this school integrate religious education in some of their subjects, if they see any problems performing this kind of education and what attitudes teachers’ have towards religious education.</p><p>In the presentation of previous research, opinions of several international researchers regarding religious education and their thoughts about how a good religious education can be designed will be made.</p><p>The empirical material has been assembled by doing qualitative semi-structured interviews with teachers at the school mentioned above. This kind of method suits well the aim and questions since the focus will be on trying to understand these teachers way to reason and act. When describing the methods, other problems that can occur during a field study are presented.</p><p>The results are presented in text but also in diagrams, so that the reader can get a good overview. In the analysis and discussion the results will refer to the previous research.</p><p>While analysing the empirical material a result was that a majority of the teachers did not integrate religious education in some of their subjects. They did not see it as their task and they meant that it is less important to get absorbed about people’s different beliefs since India is a secular state. You should not give any religion preference so why should you discuss about religions in your teaching? The focus should instead be on acceptance and to teach the pupils to respect each other no matter what. The teachers that did integrate religion in their subjects did this by celebrating religious festivals within the school. Only two teachers practised “ordinary” lessons when teaching about religions.</p> / <p>Denna uppsats baseras på en fältstudie som har utförts i Indien. Syftet med fältstudien är att undersöka hur religionsundervisningen ser ut på Jiva Public School i Faridabad. Frågeställningarna som ska försöka besvaras är hur lärare på denna skola integrerar religionsundervisning i något av sina ämnen, om de kan se några problem med att utföra denna typ av undervisning och hur lärarnas inställning till religionsundervisning ser ut.</p><p>I avsnittet Tidigare forskning redovisas flera internationella forskares syn på just religionsundervisning och hur de tycker att bra religionsundervisning kan vara utformad.</p><p>Det empiriska materialet har samlats in genom kvalitativa semistrukturerade intervjuer med lärare på ovannämnda skola. Denna metod passar syftet och frågeställningarna bäst eftersom fokus kommer att ligga på att försöka förstå dessa lärares sätt att diskutera och agera. I metodavsnittet kommer också andra relevanta problem man som forskare kan ställas inför då en fältstudie skall utföras att tas upp.</p><p>Resultatet presenteras i löpande text, men också med diagram för att göra det hela mer överskådligt samt lättförståeligt. I analys- och diskussionsavsnittet kommer resultatet att knytas till den tidigare forskningen.</p><p>Vid analysen av det empiriska materialet visade det sig att de flesta lärare inte integrerar religion i något av sina ämnen. Detta på grund av att de ansåg att det inte var deras uppgift. De menade också att det var mindre viktigt att fördjupa sig i vad andra människor har för trosuppfattning eftersom Indien är en sekulär stat. Ingen religion skall ha företräde och varför skall man då diskutera religion i sin undervisning? Istället borde fokus ligga på acceptans och att lära eleverna att bara respektera varandra utan vidare. De lärare som däremot integrerade religion i sina ämnen gjorde detta genom att fira olika religiösa högtider på skolan. Endast två lärare använde sig av ”traditionella” lektioner då de undervisade om religion.</p>

This report is based on a field study that was carried out in India. The aim of this field study is to find out how the religious education is carried out at Jiva Public School in Faridabad. The questions that are tried to be answered are if the teachers at this school integrate religious education in some of their subjects, if they see any problems performing this kind of education and what attitudes teachers’ have towards religious education. In the presentation of previous research, opinions of several international researchers regarding religious education and their thoughts about how a good religious education can be designed will be made. The empirical material has been assembled by doing qualitative semi-structured interviews with teachers at the school mentioned above. This kind of method suits well the aim and questions since the focus will be on trying to understand these teachers way to reason and act. When describing the methods, other problems that can occur during a field study are presented. The results are presented in text but also in diagrams, so that the reader can get a good overview. In the analysis and discussion the results will refer to the previous research. While analysing the empirical material a result was that a majority of the teachers did not integrate religious education in some of their subjects. They did not see it as their task and they meant that it is less important to get absorbed about people’s different beliefs since India is a secular state. You should not give any religion preference so why should you discuss about religions in your teaching? The focus should instead be on acceptance and to teach the pupils to respect each other no matter what. The teachers that did integrate religion in their subjects did this by celebrating religious festivals within the school. Only two teachers practised “ordinary” lessons when teaching about religions. / Denna uppsats baseras på en fältstudie som har utförts i Indien. Syftet med fältstudien är att undersöka hur religionsundervisningen ser ut på Jiva Public School i Faridabad. Frågeställningarna som ska försöka besvaras är hur lärare på denna skola integrerar religionsundervisning i något av sina ämnen, om de kan se några problem med att utföra denna typ av undervisning och hur lärarnas inställning till religionsundervisning ser ut. I avsnittet Tidigare forskning redovisas flera internationella forskares syn på just religionsundervisning och hur de tycker att bra religionsundervisning kan vara utformad. Det empiriska materialet har samlats in genom kvalitativa semistrukturerade intervjuer med lärare på ovannämnda skola. Denna metod passar syftet och frågeställningarna bäst eftersom fokus kommer att ligga på att försöka förstå dessa lärares sätt att diskutera och agera. I metodavsnittet kommer också andra relevanta problem man som forskare kan ställas inför då en fältstudie skall utföras att tas upp. Resultatet presenteras i löpande text, men också med diagram för att göra det hela mer överskådligt samt lättförståeligt. I analys- och diskussionsavsnittet kommer resultatet att knytas till den tidigare forskningen. Vid analysen av det empiriska materialet visade det sig att de flesta lärare inte integrerar religion i något av sina ämnen. Detta på grund av att de ansåg att det inte var deras uppgift. De menade också att det var mindre viktigt att fördjupa sig i vad andra människor har för trosuppfattning eftersom Indien är en sekulär stat. Ingen religion skall ha företräde och varför skall man då diskutera religion i sin undervisning? Istället borde fokus ligga på acceptans och att lära eleverna att bara respektera varandra utan vidare. De lärare som däremot integrerade religion i sina ämnen gjorde detta genom att fira olika religiösa högtider på skolan. Endast två lärare använde sig av ”traditionella” lektioner då de undervisade om religion.

On the road to success, companies need to fulfil their stakeholders’ expectations. On the road to business excellence, companies need to exceed these expectations. Oliver Wight Inc. has established a certification called Class A Business, which shows that a company is exceeding stakeholders’ expectations and that it performs in the upper quartile in its respective industry. The Class A Business certification is awarded, once a company fulfils a certification checklist with Class A Business criteria. To get to this point, a company can design their road to business excellence by following a specific set of nine Class A Behaviors. This study focuses on four of these behaviors, divided in three parts, and how they are implemented at a pharmaceutical packaging department at Roche in Kaiseraugst, Switzerland. In addition, through employee feedback potential areas of improvement are identified. For a company to understand how it is running, it has to understand its underlying processes. Once the processes are in place, a process-oriented way of thinking can change a company to make decisions based on process’ needs rather than on individual preferences. Business processes and their potential for continuous improvement were the first part of the study. The second part of the study investigated the communication of different functions in the packaging process and how the flow of information could be improved. In the third part, the usage of operational metrics in the packaging department is researched by a user feedback survey. An innovative way to visualize meeting conversations was developed in this study to make meetings more tangible for the reader. This is a newly developed and never before described method for business research colorfully showing interactions in meetings. The results are very intriguing. Simple thought business elements seem to pose larger hurdles than would be expected sometimes.

The diploma thesis is focused on class meetings at the first level of primary school. It discusses how parents and teachers perceive these meetings, and what is needed to be prepared to organize the meeting. The theoretical part is based on literature and resources written about class meetings. Its aim was to map the current trends in the organization of class meetings with regard to effective cooperation between school and family. The empirical part presents the results of the questionnaire survey among teachers. Its aims to give inspiration and examples of good practice, to encourage particularly beginning teachers in organizing class meetings, to offer experience with this form of communication between school and family, and to gather ideas on how to manage class meetings. In the end, this diploma thesis brings and reflects a new experience with the class meeting held in electronic form.

Denna kvalitativa studie undersöker, utifrån ett fenomenografiskt perspektiv, fritidshemspedagogers uppfattningar av utvecklingssamtal. Studien undersöker de variationer som finns bland pedagogernas uppfattningar av meningsfullheten de tillskriver sitt deltagande. Verksamma pedagoger på fritidshem i Storstockholm intervjuades och det insamlade materialet kategoriserades och analyserades enligt den fenomenografiska analysmetoden. Resultatet visade att pedagogerna såg sitt deltagande i utvecklingssamtalet som meningsfullt framförallt för att få ge sin bild av elevers sociala utveckling. Detta beskrevs genomgående som fritidshemmets viktigaste uppdrag. Variationer framkom vid flertalet kategorier. Samverkan och samarbetet, eller frånvaro därav, med klassläraren i anslutning till utvecklingssamtalet lyftes även fram som viktigt för upplevelsen av meningsfullhet. I studien framträdde tydligt betydelsen av professionell legitimitet. Fenomenet utvecklingssamtal sågs i sin helhet som något viktigt och en arena där fritidshemspedagoger kan belysa vikten av sitt uppdrag och tilldelas en tydlig och betydelsefull roll i skolans organisation. / The aim of this qualitative study is to examine, from a phenomeographic perspective, the perception of leisure-time centre pedagogues in regards to participation in the parent-teacher appraisal meeting. The study examines variations among this perception based on the sense of purpose expressed by the pedagogues. Pedagogues working in the Stockholm region were interviewed, the data later categorized and analyzed in accordance with the methods of phenomenography. Results showed that the pedagogues viewed their participation as important primarily for the chance to present their appraisal of pupils´ social development. This was described in unison as the most important task of the leisure-time centre for school-children. Variations appeared in multiple descriptive categories. Collaboration, or the lack thereof, with the classroom-teacher at the time of the appraisal meeting was also seen as an important factor to render purpose. The study clearly showed the importance of professional legitimacy. The phenomenon parent-teacher appraisal meeting as a whole was seen as an important field for leisure-time pedagogues to present the importance of their work, one in which they can possess a clear and purposeful role in school organization.

There has been a high influx of unaccompanied refugee children who have come to Sweden, the number increased particularly in 2015 compared with previous years. It is the municipalities, and therefor the social services, responsibility to provide adequate care for this children. The purpose of the study is to gain an understanding of the social services work and opportunities to meet the needs of unaccompanied children in accordance with the child's best, in relation to the convention on the rights of the child. The study is based on a qualitative approach and the method is semi-structured interviews with three managers in the field and three social workers. According to the results, social services has faced a challenge in meeting the needs of unaccompanied children in both a lack of resources such as accommodations and lack of social workers. The results also show that there are some difficulties to consider the child's best in the work with the unaccompanied children, partly to the lack of resources wich inhibits the ability to meet the child's wishes and because of differences of opinion about what is best for the child. The organisation has faced a change in order to cope with the large influx of unaccompanied children and therefore organization theory is used in the analysis. Theoretical concepts that is used in the study is discretion and street level bureaucracy due the social workers is street level bureaucracies whose work with unaccompanied children is affected by their discretion given by the organization.