Studiens syfte är att beskriva hur lärare i undervisningssammanhang arbetar med konstnärliga uttryck. Mitt mål med detta har varit att få ökad förståelse för hur läraren kan uppmuntra elever till att ta eget ansvar över sitt musicerande för att på så sätt se till att fler elever fortsätter spela även efter att de gått ur musikskolan. Jag har tagit del av vad två framstående flöjtister anser om ämnet, vad styrdokumenten (GY 11) lägger vikt vid samt vad av mig utvalda instrumentalpedagoger har kommit fram till angående ämnet.   Jag har valt att använda mig av ett hermeneutiskt perspektiv i min studie eftersom jag vill göra en djupare analys och tolkning av den intervjuades livsvärld. Jag använde mig av så kallad halvstrukturerad intervju vilken liknar ett vardagssamtal, men har syftet att ta reda på någonting. I mitt fall ta reda på vad flöjtlärare anser att det innebär att spela med ett personligt uttryck och även vilka metoder de använder i undervisningssituationen för hjälpa sina elever att nå det personliga i musiken. Resultatet visar att informanterna tycker det är viktigt att integrera den musikaliska delen av undervisningen med de andra byggstenarna så som teknik och tonbildning. De använder sig av många olika undervisningssätt, vissa av informanterna använder sig av ungefär samma, andra är mer inriktade på enstaka metoder. Det har framkommit att ett centralt begrepp är att problematisera undervisningen, vad är det som ska läras ut till vem och på vilket sätt. / The study aims to describe how teachers in the classroom work with artistic expression. My goal has been to gain an understanding of how teachers can encourage students to assume responsibility in their music in order to ensure that more students will continue playing even after their completed studies at music schools. I examined the views of two prominent flutists, what the governing documents (GY 11) emphasize, in addition to selected instrumental teachers.   I have chosen to use a hermeneutical perspective in my study, due to a desire for a deeper analysis and interpretation of the informant’s professional situation. I chose the so-called half-structured interview that resembles an everyday conversation, yet has a decided purpose: in my case, to discern what flute teachers refer to in regard to playing with a personal touch, and also the methods used to help their students achieve a personal style of playing. The results demonstrate that the respondents consider it important to integrate other aspects such as technique and tone. They use various teaching methods: some informants use almost identical methods, while others are more focused on individual methods. A key concept emerges, one that problematizes teaching, what is to be taught to whom, and in what way.

This thesis seeks to understand how and if the popular claims that hockey is an integral part of the culture in Toronto and Montreal are referenced, oriented to, and/or negotiated in everyday life. Taking the cases of the moves of the Toronto Maple Leafs and the Montreal Canadiens from Maple Leaf Gardens and the Montreal Forum, respectively, the thesis asks: What can these similar cases tell us about the culture of the cities in which they occurred and, if it is possible, in what ways can the culture of the cities (as a shaping force) be made recognizable in the discourse generated in, around, and by the moves? The perspective taken is a 'radical interpretive' approach, involving a critical blend of interpretive theories and methodologies - including semiology, phenomenology, hermeneutics, and dialectical analysis - that aim to reflexively question the themes that the cases themselves bring to light. The thesis thus concerns itself with issues of cosmopolitanism, globalization, and modernity as well as the concomitant questions of identify, commitment to place, and practical social action in the modern city.

The question of the human biological body and technology has been of major concern within posthumanist theories emphasising the co-constituting relationship between materiality and social discourse for the productions of subjectivity. Online space cannot be thought of as liberating the mind from the materiality of the body, but instead seen as effected by the body and affecting the body in return. The philosophy of Gilles Deleuze and Félix Guattari has been used to argue that the body is implicated in online practices for the productions of subjectivity within posthumanist discourses. In this theoretical master thesis, the aim is to investigate the productions and transformations of the subjectivity of self harm between the biological body of the subject and practices of written text in an online message board forum for self harm support. Methodologically, a functional hermeneutics is constructed from Deleuze and Guattari’s concept of the assemblage in order to engage empirical material generated from observations of the message board. The empirical material is interwoven with a theoretical exposition of Deleuze’s philosophy. By the concepts of force and affect, it is concluded that texts on the forum are constituted as bodies. However, the practices leading up to such constitution of bodies would not be considered corporeal. This is further theorised in the concept of the assemblage with particular emphasis on a proposed distinction in Deleuze’s philosophy between bodies and language. These bodies of texts function to create new forms of expressions and enunciations on the forum, and may theoretically be said to transform the biological body of the subject. The concept of expression functions to form the ethical backdrop to transformations of the body in the online space of enunciation. By the relations between bodies in the assemblage of self harm support, expression envelops these bodies in a supportive world. It is through the relations with other bodies in the assemblage that words form the expressive world that envelops all bodies in that world, thereby transforming them. This is further deepened by considering Deleuze’s ontology of the actual and the virtual, where it is proposed that online space is actual in that enunciations are materialised in bodies of texts which in turn create virtual ideas and new possibilities for expression and enunciation. It is argued both with and against posthumanist readings of Deleuze in regards to information technology that bodies and materiality are constituting factors of subjectivity along with language, insofar as the body is theorised as transformed incorporeally.

My aim with the experience-based essay is that I want to explore the implications of mathematics on children's development. I also want to examine my approach in relation to the various mathematical tasks. Why do we think that mathematics is important for pre-school children? What does the research say about how the teacher is thinking about mathematics? Can the teacher combine playing and learning and create meaningful moments and activities related to mathematics? I also want to explore our policies and the objectives that the teacher should relate to. What is required of me as a teacher in order to meet those goals? My essay is about mine and my boss’s view of the mathematical tasks that I usually perform in the preschool. She thinks that they might create a pressure on the children. My reflection on this will help me to understand my mathematical activities in a deeper way. During my research trip I will examine how the teacher can combine mathematics, playing and learning to form pleasurable moments of them. I want to show how the interaction and storytelling can create a link between the teacher and child. My role as an educator is an important part of children’s development, because it is me who opens or restricts the child's ability to grow and learn.

Abstract All students in the Swedish elementary school that do not reach the educational objectives in mathematics have a legal right to receive support in order to reach these objectives. An action plan shall be created, where it should be visible what supportive measures the student is given to reach the objectives. The purpose of our final thesis is to investigate how the action plan can contribute to the work with students that experience difficulties within mathematics. The study is performed on 7-9th grade schools, and the empirical material is gathered through reading of hundreds of action plans, observations, and interviews of students, teachers, remedial teachers and headmasters. The theoretical frame used is hermeneutics, constructivism and perspective on special education. The result of the study is that action plans do play an important role in the work with students that experience difficulties within mathematics, but the quality of the programs seems to vary. Some action plans are clearly stated, contain tangible actions, both on individual as well as on a group level, that help the student in their learning, whereas other programs are unclear and aimed only at what the student himself should perform to reach the objectives, i.e. only on an individual level. The remedial teaching support is often categorical, they are assuming that the student is the owner of the problem, and the support is also given from that perspective. That means that the student is given support in the format of individual education by a remedial teacher or by education in a smaller group.

Thesis (M.S.)--North Carolina State University. / Includes vita. Includes bibliographical references (p. 33-39).

Originally presented as the author's Thesis (doctoral)--Århus universitet, 2003. / Includes bibliographical references.

Thesis (Ph. D.)--Ohio State University, 2003. / Title from first page of PDF file. Document formatted into pages; contains xiv, 131 p.; also includes graphics. Includes abstract and vita. Advisor: David L. Haury, College of Education. Includes bibliographical references (p. 97-104).

Thesis (Ph. D.)--Lehigh University, 2001. / Includes vita. Includes bibliographical references (leaves 342-345).

Thesis (Ph. D.)--Concordia Seminary, 1999. / Includes bibliographical references (leaves 166-183).