Yes / Physically active learning (PAL) - integration of movement within delivery of academic content - is a core component of many whole-of-school physical activity approaches. Yet, PAL intervention methods and strategies vary and frequently are not sustained beyond formal programmes. To improve PAL training, a more comprehensive understanding of the behavioural and psychological processes that influence teachers' adoption and implementation of PAL is required. To address this, we conducted a meta-synthesis to synthesise key stakeholders' knowledge of facilitators and barriers to teachers' implementing PAL in schools to improve teacher-focussed PAL interventions in primary (elementary) schools. We conducted a meta-synthesis using a five-stage thematic synthesis approach to; develop a research purpose and aim, identify relevant articles, appraise studies for quality, develop descriptive themes and interpret and synthesise the literature. In the final stage, 14 domains from the Theoretical Domain Framework (TDF) were then aligned to the final analytical themes and subthemes. We identified seven themes and 31 sub-themes from 25 eligible papers. Four themes summarised teacher-level factors: PAL benefits, teachers' beliefs about own capabilities, PAL teacher training, PAL delivery. One theme encompassed teacher and school-level factors: resources. Two themes reflected school and external factors that influence teachers' PAL behaviour: whole-school approach, external factors. Ten (of 14) TDF domains aligned with main themes and sub-themes: Knowledge, Skills, Social/Professional Role and Identity, Beliefs about Capabilities, Beliefs about Consequences, Reinforcement, Goals, Environmental Context and Resources, Social influences and Emotion. Our synthesis illustrates the inherent complexity required to change and sustain teachers' PAL behaviours. Initially, teachers must receive the training, resources and support to develop the capability to implement and adapt PAL. The PAL training programme should progress as teachers' build their experience and capability; content should be 'refreshed' and become more challenging over time. Subsequently, it is imperative to engage all levels of the school community for PAL to be fully integrated into a broader school system. Adequate resources, strong leadership and governance, an engaged activated community and political will are necessary to achieve this, and may not currently exist in most schools. / European Union ERASMUS+ Strategic Partnership Fund as part of the Activating Classroom Teachers (ACTivate)- teachers on the move project (NO: 2019–1-NO01-KA203–060324)

Detta är en kvalitativ studie med syftet att undersöka föräldrars upplevelser och erfarenheter av sitt föräldraskap, sin parrelation, sin intimitet och sitt sexliv när man har barn med autism och ADHD. Syftet är även att undersöka om det finns något samband mellan föräldraskapet, parrelationen, intimiteten och sexlivet hos dessa föräldrar. Om det finns något sådant samband så är syftet även att försöka förstå detta samband. Empirin bygger på semi-strukturerade intervjuer av 10 föräldrar, 7 kvinnor och 3 män, som har levt eller lever med en partner och som är föräldrar till barn 4–20 år med autismdiagnos eller barn med autismdiagnos och ADHD. Analysen bygger på systemteori (Johnsen & Torsteinsson, 2015, Lundsbye, 2010 med flera), den interpersonella metoden för intimitet (Reis och Shaver, 1988) samt begreppet intimitet (Moss & Schwebel, 1993). Analysen visar, tolkat med hjälp av systemteorin, att föräldrarna sitter fast i samma omvårdnadsbehov som föräldrar har till små barn samt har svårt att vara i partnerrollen då de tvingas vara i föräldrarollen hela tiden. Analysen visar även, tolkat med hjälp av den interpersonella modellen för intimitet (IPM) samt begreppet intimitet, att föräldrarna har svårt att få till en intimitet i sin parrelation, känna sexlust samt få till ett aktivt sexliv. / This qualitative study aims to investigate parents' experiences with parenting, marital relationships, intimacy and sex life when they have children with autism and children with autism and ADHD. The study also aims to investigate whether there is any connection between parenthood, the marital relationship, intimacy and the sex life of these parents. If there is any such connection, the purpose is also to try to understand this connection. The empirical data is based on semi-structured interviews of ten parents, seven women and three men, who live with or have  lived with a partner and who are parents of children 4-20 years old who have autism or children with an autism diagnosis and ADHD. The analysis is based on systems theory (Johnsen & Torsteinsson, 2015, Lundsbye, 2010 et al.), the interpersonal method of intimacy (Reis and Shaver, 1988) and the concept of intimacy (Moss & Schwebel, 1993). The analysis shows, interpreted with the help of systems theory, that the parents are stuck in the same care needs as parents have for young children and have difficulty being in the partner role as they are forced to be in the parental role all the time. The analysis also shows, interpreted with the help of the interpersonal model of intimacy (IPM) and the concept of intimacy, that the parents have difficulty achieving intimacy in their relationship, feeling sex drive and achieving an active sex life.

This thesis explores the legitimacy of national libraries, by analysing the media's portrayal of the British Library during a major cyber attack by the Rhysida group in October 2023. Using diverse media sources, the research examines how media narratives reflect institutional pressures during prolonged disruption. The research employs a mixed-method approach, combining quantitative media coverage mapping with qualitative thematic analysis. The mapping categorises news articles based on content type, publication section, and perspectives represented. Thematic analysis identifies key themes such as the disruption of library services, cybersecurity concerns, and critiques of digital fragility. The findings reveal a complex interplay between the library's historical role as a national institution and its modern digital vulnerabilities. Additionally, the study discusses the broader implications of digital practices for the institutional identity of libraries, and the perceived responsibilities of national libraries in safeguarding cultural and intellectual heritage against cyber threats.

Local education agency (LEA) administrators often require elementary teachers of standardized tested subjects English Language Arts, math, science, and social studies to use pre-published pacing guides and scripted lesson plans. These administrators do not require the same of music educators. As such, elementary general music educators often create and use their own lesson plans with the same cohort of students over multiple years. They are responsible for the liberating yet daunting task of helping students meet local or state standards with few to no mandates for short- or long-term planning.Elementary music teachers may draw from published music curriculums or create their own based on established music pedagogical frameworks (Bresler, 1995; Bugos, 2011; Hernandez, 2022; Mynatt, 2018). As an elementary general music teacher, I have drawn heavily from Gordon’s (2012) Music Learning Theory (MLT) as my pedagogical basis for music instruction. MLT-based materials I have used for kindergarten through 4th grade include Jump Right In: The Music Curriculum, Revised Edition (Taggart et al., 2000, 2001, 2004, 2006, 2010). However, I have found that I need to supplement Jump Right In with contemporary materials to craft a modern curriculum fitting my unique teaching context and students. When I looked to the literature to understand how other MLT elementary general music teachers have written their own curriculum, my searches yielded no results. To improve instruction in elementary general music, the purpose of this qualitative research was to understand the experiences of elementary general music educators who created and used LEA-wide elementary MLT-based curriculums. The single question guiding my study was, how do MLT-based, elementary general music teachers describe their experiences writing and implementing a formal curriculum in their LEA? I selected a qualitative, interview-based design for my study. I used purposeful sampling to recruit three elementary general music teachers who had worked with colleagues in their LEA to write and implement an MLT-based curriculum. Using Seidman’s (2006) three-interview design, I gathered information from the participants. Because of my personal connection to the study, I used Braun and Clarke’s (2013, 2022) six-phase iterative approach to conduct reflective thematic analysis: familiarizing myself with the data; coding; generating initial themes; developing and reviewing themes; refining, defining, and naming themes; and writing up. While analyzing the data, I developed codes from which sixteen subthemes emerged. I assigned each of these subthemes to one of three emergent themes: (a) teachers were steadfast and determined, (b) teachers were advocates, and (c) LEA policies helped and hurt. Participants’ data became organized by one overarching theme, instigators of and obstacles to change. For these three teachers, the experience of creating and using LEA-wide elementary MLT-based curriculums was hard to earn and easy to lose. I present implications for music educators and their LEA administrators who aim to undertake similar projects. I discuss personal implications, and I make recommendations for future research. Keywords: Music Learning Theory, elementary general music, teacher-created curriculum, reflexive thematic analysis, critical qualitative approach / Music Education

Predicated on the literature, parenting practices are subject to change following high-impact events. This understandably applies to the COVID-19 pandemic, a calamity of sheer magnitude. Despite the presence of maladaptive parenting behaviors in the pandemic, upsides (e.g., compassionate parenting practices, strengthened child-parent bond) did transpire as well. The present study is focused on whether and how parental betterment occurred and unfolded during the pandemic. The explicit research goal is to elucidate what positive parental responses and changes were and what drove those responses and changes. The study employed the phenomenological study to make a fine-grained inquiry into the researched phenomenon. Fourteen parents of varying demographic characteristics constituted the sample. One-on-one semi-structured interviews were conducted over Zoom for data collection. Thematic analysis was performed to code the data. I eventually constructed four themes: (1) targeted parental responses and changes, (2) refined parenting skills and practices, (3) heightened understanding of children and parenting, and (4) unsettled parenting styles. Each theme reflects a critical facet of the parenting experiences during the pandemic. In the discussion, effort is invested in parsing out what could elevate the quality of parental responses and what may contribute to the positive parental changes, as well as in pointing out implications for parents, community stakeholders, and family science scholars. It is of centrality to validate and invigorate parents to hold onto the gains from the COVID-19 pandemic to face the growing precarity in today's economic and sociopolitical milieus.

[pt] Este estudo explora a evolução histórica da presença feminina nas diretorias das baterias das Escolas de Samba do Grupo Especial do Rio de Janeiro, assim como as dinâmicas de gênero relacionadas à liderança feminina. Embora as mulheres tenham desempenhado papéis fundamentais na formação do samba, sua presença em cargos de liderança nas baterias tem sido historicamente invisibilizada. A base teórica foi fundamentada nas teorias da divisão sexual do trabalho, na interseccionalidade, no conceito de teto de vidro, e o feminismo negro. Essas teorias permitiram a análise das barreiras de gênero, raça e classe que limitam a ascensão das mulheres nesse espaço. O objetivo principal foi compreender a evolução histórica da presença feminina na diretoria das baterias das Escolas de Samba do Grupo Especial do Rio de Janeiro e os principais desafios e oportunidades, relatados pelas mulheres, para ocuparem posições de liderança nas baterias das Escolas de Samba do Grupo Especial do Rio de Janeiro. Trata-se de uma pesquisa qualitativa, desenvolvida em três etapas: pesquisa documental, pesquisa audiovisual e análise temática. A triangulação de informações entre as etapas permitiu identificar padrões de exclusão e inclusão. Os resultados mostraram um aumento na visibilidade das mulheres nas baterias, especialmente na última década, com mais mulheres assumindo cargos de diretoria. No entanto, as barreiras estruturais persistem, como o preconceito de gênero e o apagamento histórico de suas contribuições. O estudo destaca que a promoção de um ambiente mais inclusivo, com políticas de equidade de gênero, é essencial para aumentar a participação feminina nas lideranças das baterias. A pesquisa revelou que, apesar da competência feminina, as barreiras estruturais, como o preconceito de gênero e a falta de reconhecimento, ainda limitam o acesso das mulheres a cargos de destaque, especialmente o de Mestra de Bateria, que permanece majoritariamente masculino. O estudo também destacou as dinâmicas de gênero que moldam a participação feminina, muitas vezes relegando as mulheres a funções de suporte ou instrumentos vistos como menores. As propostas de medidas práticas, como cotas de gênero e campanhas de combate ao assédio, podem transformar o Carnaval em um espaço mais justo e equitativo. Por fim, a pesquisa alcançou seus objetivos através da compreensão, tanto dos desafios quanto das oportunidades para as mulheres nas baterias. Estudos futuros podem explorar a inclusão de Escolas de Samba de outras divisões e o aprofundamento de questões de performance de gênero, contribuindo para uma maior equidade no Carnaval. / [en] This study explores the historical evolution of female presence in the leadership of drum sections of the Special Group Samba Schools in Rio de Janeiro, as well as the gender dynamics related to female leadership. Although women have played fundamental roles in the development of samba, their presence in leadership positions within the drum sections has historically been overlooked. The theoretical framework is based on the theories of sexual division of labor, intersectionality, the concept of the glass ceiling, and Black feminism. These theories allowed for the analysis of the gender, race, and class barriers that limit women s advancement in this space. The main objective was to understand the challenges and opportunities for women to assume leadership positions in the drum sections. This is a qualitative research developed in three stages: documental research, audiovisual research, and thematic analysis. The triangulation of information between the stages allowed the identification of patterns of exclusion and inclusion. The results showed an increase in the visibility of women in the drum sections, especially in the last decade, with more women assuming leadership positions. However, structural barriers persist, such as gender prejudice and the historical erasure of their contributions. The study emphasizes that promoting a more inclusive environment with gender equity policies is essential to increasing female participation in leadership positions in the drum sections. The research revealed that despite women s competence, structural barriers such as gender prejudice and lack of recognition still limit their access to prominent roles, particularly the position of drum section leader, which remains predominantly male. The study also highlighted the gender dynamics that shape female participation, often relegating women to support roles or instruments deemed as less important. Practical measures, such as gender quotas and antiharassment campaigns, could transform carnival into a more just and equitable space. Finally, the research achieved its objectives by understanding both the challenges and opportunities for women in the drum sections. Future studies may explore the inclusion of Samba Schools from other divisions and further investigate gender performance issues, contributing to greater equity in carnival.

Inspired by an ongoing debate in the clinical sciences concerning the value of evil as a label for human behavior (Mowrer 1960, Staub 1999, Wellman 2000, Williams 2004 etc.), this thesis examines the semantic role of AGENT in the lexical items sick and evil. Williams makes the argument that the label evil removes responsibility from the doctor, whereas, the label sick empowers the doctor in bringing about a cure. While this view is not universally accepted in the field, it does bring to light an interesting question in applied linguistic semantics as to the assignment of agency with respect to sick and evil. Based on the close association of the meanings of sick and evil that stems from historical, psychological, and legal perspectives, this thesis assumes that the semantic feature [+/-RESPONSIBILITY] is assigned to either sick or evil at some point along a continuum. This continuum establishes EVIL at one pole and receives [+RESPONSIBILITY] while SICK is at the opposite pole and receives [-RESPONSIBILITY]. Using a variety of prompts to survey 106 respondents, the continuum model is shown to be only partially true. There is a correlation between NON-RESPONSIBILITY and SICK. Also, a continuum exists that allows the assignment of PARTIAL RESPONSIBILITY to both terms. However, there is no definitive significant correlation between RESPONSIBILITY and EVIL. Further conclusions include the indication of adherence to a legal model of guilt, innocence, and insanity in the general conceptions of SICK and EVIL. Also, demographic variation shows little predictive potential in how people perceive SICK and EVIL. This thesis concludes with a proposal for an alternative model using a Greimas Square to represent the conceptions of SICK and EVIL that more appropriately fits the trends found in the survey data.

Det inträffar omkring 17 000 självmordsförsök i Sverige per år och hälften av dessa leder till psykiatrisk vård. Suicidriskbedömningar görs i psykiatrisk öppenvård av bland annat psykologer. Genom fem intervjuer undersökte vi ett i stort sett outforskat område: hur psykologer inom psykiatrisk öppenvård upplevde sitt arbete med suicidnära patienter. Vi använde tematisk analys för att analysera materialet vilket resulterade i två huvudteman: Att jobba på gränsen – med undertemana Mellan liv och död, Mellan arbete och fritid och Mellan att vara psykolog och människa – respektive Att balansera mellan acceptans och intervention – med undertemana Förr eller senare så händer det samt Resurser och coping. En återkommande dimension i temana var Emotionella reaktioner. Resultatet ger en bild av att psykologerna känner oro för patienterna och att denna oro kan användas som en del i suicidriskbedömningen. Vår tolkning är att psykologernas arbete kan spilla över på deras fritid och att detta i förlängningen kan tänkas ge konsekvenser så som medkänsleutmattning. Vi har tolkat psykologernas berättelser som att de använder copingstrategier för att återhämta sig från sin arbetsbelastning. I vårt resultat framträder en bild av att arbetet med suicidnära patienter kan vara vardag för psykologer inom psykiatrin. Vidare kan arbetet utgöra en känslomässig belastning för psykologer som är annorlunda jämfört med den belastning som uppstår i arbetet med icke-suicidnära patienter. / About 17,000 suicide attempts occur in Sweden each year, half of which lead to psychiatric care. Psychologists are one of the professional groups that conduct suicide risk assessments in psychiatric outpatient care. In this study we examine an relatively unexplored area: how psychologists in outpatient psychiatric care experience their work with suicidal patients. A thematic analysis of five interviews was conducted. The analysis resulted in two main themes: Working at the boundary – with sub themes Between life and death, Between work and leisure time and Between being a psychologist and a human – and Balancing between acceptance and intervention – with sub themes Sooner or later it will happen and Resources and coping. A recurring dimension in all themes was Emotional reactions. The findings provide a picture that the psychologists worry about the patients and that this worry can be used as a part of the suicide risk assessment. Our analysis shows that the psychologists’ work can spill over into their leisure time. This may eventually have effects, such as compassion fatigue. Our interpretation of the narratives suggests that the psychologists use coping-strategies to recover from their workload. The results also show that working with suicidal patients can be part of the daily work of psychologists in psychiatric care. Further more, our analysis shows that working with suicidal patients can include an emotional exhaustion on psychologists that is different from the exhaustion that might arise in the work with non-suicidal patients.

The teaching and learning of Environmental Education as an integrated approach to education and training aims at a holistic modality. This requires a commitment by stakeholders to support formal and informal Environmental Education implementation. By means of descriptive qualitative and quantitative methods, I investigated local, national and global, past and present Environmental Education practices with a view to recommend criteria for a model for the integration of Environmental Education into the school curriculum of the Northern Province. The findings revealed that various countries have attempted to address the position and status of Environmental Education in the school curriculum. The one subject approach and a cross-curriculum approach emerge consistently as the options adopted. Neither of the two approaches are cited as completely successful. The integrated nature of Environmental Education issues are countered by country systemic constraints, for example the political climate, among other things. Other impediments to implementing Environmental Education are policy makers' lack of knowledge and negative attitudes, lack of resources, curriculum design deficiencies, inadequate pre-service and in-service teacher training and misconceptions about Environmental Education. The history, principles and the peculiarities of Environmental Education, the lessons learnt from other countries and the empirical investigation in the Northern Province give indicators that form the basis of the model recommended by this research. In view of the findings the recommendation is made that Environmental Education be integrated into the school curriculum of the Northern Province for General Education and Training and Further Education and Training for all school grades using a project approach, a discipline-specific thematic approach and as a discipline. / Educational Studies / D. Ed (Didactics)

In this qualitative study the researcher explores the experiences and locus of control orientation of five individuals who have been guided by diviners. It also determines whether any traits or demographic variables characterise individuals consulting with diviners. This study is underpinned by three assumptions, namely, that multiple accounts of reality exist (postmodern philosophy), that knowledge cannot be void of subjectivity (constructivist epistemology) and that ‘meaning’ is influenced by dominant discourses (social constructionist paradigm). Individuals’ experiences with diviners are documented using thematic network analysis. Comparative analysis of the participants’ global themes revealed that ‘control’ and ‘self insight’ and ’self expression’ were common themes. Levenson’s Locus of Control Questionnaire was applied and established that an internal locus of control orientation predominated amongst participants. This finding contradicted existing literature. Professionals in the field of humanities and lay persons interested in divination would appreciate this study. Focal areas for future research and clinical practice are highlighted. / Psychology / (M.A. (Clinical Psychology))