The purpose of this study was to examine the presence of Schön's concept of reflective conversation as a defining component in the applied studio music lesson. The research problems were (1) to determine the presence of complete and incomplete reflective conversations; (2) to determine the verbally exhibited knowledge base within complete conversations in relationship to conversation length; and (3) to establish an instructional profile of stable behaviors based on reflective conversation as a distinguishing characteristic among selected teachers. Videotapes of twenty-six applied studio music lessons of thirteen university teachers were analyzed according to problem solving, on-the-spot experimentation, and evaluation. An observation form was developed and was a reliable tool to collect information concerning number and type of reflective conversations, conversation length, and the teachers' verbally demonstrated knowledge base. Knowledge base was obtained by using the procedural model of Flanagan's critical incident technique. Reflective conversations existed and were a distinguishing characteristic of the teachers. With the exception of two teachers, a stable use of both number and length of reflective conversations, and knowledge base areas, was found. A discernible difference in the teachers' knowledge base within conversation length existed, and thus established instructional profiles for the teachers. Complete reflective conversations ranged from one-sixth to over half of total lesson time. Within instrument categories, teachers generally revealed a dissimilar knowledge usage. Some teachers exhibited fast-paced problem solving, in one minute or less, and named one or two knowledge areas. Others had longer conversations, up to five minutes, with more deliberate problem solving, and as many as twelve knowledge areas named. Results indicated that a practically significant situation can be examined by establishing teacher instructional profiles based upon reflective conversation. Methods employed in this study could be used to document teacher problem-solving and teacher knowledge in a variety of settings.

Mémoire numérisé par la Direction des bibliothèques de l'Université de Montréal.

Livros de divulgação nos permitem olhar de modo peculiar para a ciência de um período, e a percepção de padrões nessas obras pode dar indícios de como certa área de pesquisa era apresentada ao público não especializado. Nesta pesquisa investigamos textos introdutórios à química publicados na Inglaterra durante a primeira metade do século XIX, que para muitos autores representa o período de maior popularidade já experimentado por esta ciência. Sob a luz da contemporânea historiografia da ciência, valorizamos o acesso a registros originais e a reconstrução de contextos, buscando critérios contemporâneos que nos permitam analisar: Qual contexto motivava a produção e o consumo desses livros de divulgação? Quais obras tiveram maior relevância no período? Qual era a visão da química comunicada pela divulgação? No âmbito do ensino, buscamos viabilizar material historiográfico que explicite o caráter dinâmico da química, além dos seus vínculos com questões sociais, econômicas, políticas e religiosas, pontuando reflexões sobre aspectos da natureza da ciência com foco na formação de professores. Nossos resultados revelam um amplo contexto de valorização das ciências naturais como ferramentas do progresso social. Dentre as obras de destaque, resenhas e críticas dos periódicos locais apontam para The Chemical Catechism, de Samuel Parkes, e Conversations on Chemistry, de Jane Marcet. Ambas foram publicadas originalmente no ano de 1806 e receberam várias reedições e traduções, sendo também adaptadas e plagiadas por outros autores. Embora apresentem estilos bem diferentes, esses textos sugerem uma visão comum da química, tratada como uma ciência: de caráter utilitário e que se aplica diretamente na resolução de problemas de interesse econômico e social; que fundamenta a construção do seu entendimento sobre a matéria nos processos de síntese e decomposição; que desperta o interesse comum pelo forte apelo sensorial dos seus experimentos; e que desvela a sabedoria divina escondida nas leis que regem os fenômenos naturais. Esta última característica revela o convívio entre os discursos da ciência e da religião nos textos de divulgação do período. Esta tese busca um diálogo com a formação de professores de química na atualidade, pontuando como um olhar histórico sobre a ciência pode propiciar reflexões de interesse no âmbito do ensino. / Popularization books provide a particular way of accessing science within specific historical contexts by allowing one to glimpse how a certain field of knowledge was addressed to the lay public. The present research focus on early nineteenth-century introductory books on chemistry published in England as objects of study. For many authors, chemistry experienced its greatest popularity period at that time. Methodological framework was based on current historiography of science, taking into account a careful consideration of the historical context and the search for primary sources. Research questions included: What context motivated the production and the consumption of popular chemistry books? Which amongst these books achieved the greatest relevance? What was the image of chemistry communicated by popularization initiatives? Seeking a contribution for science teaching, this thesis provides historiographical material that makes explicit the dynamic character of chemistry as a science that deals with social, economic, political and religious issues. Such influences are highlighted in order to encourage reflections on aspects of the nature of science with a focus on teachers training. Results reveal a broader context connecting the development of natural philosophy with social progress. Contemporary periodical reviews point to the books entitled The Chemical Catechism, by Samuel Parkes, and Conversations on Chemistry, by Jane Marcet, among the most successful in their genre. Both were first published in 1806 with several further editions and reprints, also being translated into several languages and even plagiarized by other authors. Despite their very different styles, both texts suggest a common image of chemistry, which included: a practical appeal by its direct application in solving problems of economic and social interest; the processes of synthesis and decomposition as means for understanding matter in general; a strong sensory appeal provided by experiments; and the capacity to unveil divine wisdom hidden in the laws governing natural phenomena. This last feature reveals the interaction between the discourses of science and religion in popularization texts of the period. This thesis also proposes a dialogue with current training of chemistry teachers, by suggesting how a historical look at science may give rise to useful reflections for chemistry educators.

Bakgrund: Palliativ vård kallas förhållningssättet man arbetar efter när botande behandling inte längre har en positiv verkan utan vården övergår till att lindra symtom. Sjuksköterskors grundläggande ansvar är att främja hälsa, förebygga sjukdom, återställa hälsa och lindra lidande. Existentiella frågor kan handla om meningen med livet, döden, tiden man har kvar på jorden och liknande grundläggande villkor för mänskligt liv. Syfte: Att beskriva sjuksköterskors upplevelser av existentiella samtal med palliativa patienter. Metod: En litteraturöversikt utfördes. Datainsamling skedde i databaserna CINAHL och PubMed och en sekundärsökning utfördes. Artiklar granskades kritiskt av båda författarna och kvalitetsgranskades. Datainsamlingen resulterade i 16 artiklar av kvalitativ, kvantitativ och mixad metod som sedan utgjorde resultatet. Resultat: Resultatet redovisas i fem teman: Sjuksköterskors upplevda positiva känslor, sjuksköterskors upplevda negativa känslor och otillräcklighet, sjuksköterskors strävan att upprätthålla existentiell vård, sjuksköterskors upplevda brist på utbildning och erfarenhet samt sjuksköterskors behov av bearbetning och återhämtning. Undertema: upplevda hinder för upprätthållande av existentiell vård. De tydligaste resultaten visar att sjuksköterskor kände att de i sin yrkesroll i den palliativa vården var priviligierade, trots att känslomässiga påfrestningar ingick i arbetet. För att delta i existentiella samtal var utbildning och yrkeserfarenhet förutsättningar för sjuksköterskorna. Diskussion och reflektion med arbetskollegor var essentiellt för att bearbeta egna känslor och intryck från samtalen. En förutsättning för att bearbeta egna upplevelser i mötet med patienter i livets slut var återhämtning på fritiden. Slutsats: Sjuksköterskor upplevde sig ha en privilegierad roll då de fick äran att höra patienternas innersta tankar och livshistorier. Att vara den som patienterna anförtror sig till kan dock vara emotionellt krävande och det var av vikt att sjuksköterskorna fick reflektera med kollegor och återhämta sig för att orka med. Sjuksköterskornas osäkerhet och upplevda kunskapsbrist resulterade i att de önskade mer utbildning i existentiella samtal. Osäkerheten hos sjuksköterskorna, tidsbrist och personalbrist beskrevs vara faktorer som kunde göra att samtalen uteblev. Sjuksköterskorna upplevde att existentiella samtal var viktigt och att det hörde till deras yrke och den holistiska filosofin. / Background: Palliative care is when curing treatment no longer has a positive efficacy, instead the care merges into relieving symptoms. Nurses fundamental responsibility is to facilitate health, prevent disease, restore health and ease suffering. Existential questions could be about the meaning of life, death, time left on earth and similar fundamental terms for human life. Aim: To describe nurses experiences of existential conversations with palliative patients. Method: A literature review was performed. Data collection took place in the databases CINAHL and PubMed and a secondary search was performed. The articles were critically reviewed by both authors and quality assessed. The data collection resulted in 16 articles with qualitative, quantitative and mixed method that then produced the result. Results: The result is reported in five themes: Nurses’ experiences of positive emotions, nurses’ experiences of negative emotions and inadequacy, nurses’ endeavor of maintaining existential care, nurses’ experiences of lack of education and experience, and also nurses may need processing and recovery. Subtheme: Perceived obstacles to the maintenance of existential care. The most distinct results show that nurses felt that they were privileged in their professional role in palliative care, although emotional stresses were part of the work. To participate in existential conversations, education and professional experience are prerequisites for the nurses. Discussing and reflecting with work colleagues was essential for processing their own feelings and impressions from the conversations. A prerequisite for processing of own experiences in meeting with patients in the end of life was through recreation in leisure time. Conclusion: Nurses experienced themselves to have a privileged role as they had the honor of hearing patients' inner thoughts and life stories. To be the person patients entrusted to can be emotionally demanding and it was important that the nurses got to reflect with colleagues and recover to be able to cope. Nurses insecurity and perceived lack of knowledge made them want more education in existential conversations. The insecurity of the nurses, lack of time and lack of staff described to be factors that could default the conversations. The nurses experienced nonetheless that existential conversations were important and that it was a part of their work and the holistic philosophy.

Livros de divulgação nos permitem olhar de modo peculiar para a ciência de um período, e a percepção de padrões nessas obras pode dar indícios de como certa área de pesquisa era apresentada ao público não especializado. Nesta pesquisa investigamos textos introdutórios à química publicados na Inglaterra durante a primeira metade do século XIX, que para muitos autores representa o período de maior popularidade já experimentado por esta ciência. Sob a luz da contemporânea historiografia da ciência, valorizamos o acesso a registros originais e a reconstrução de contextos, buscando critérios contemporâneos que nos permitam analisar: Qual contexto motivava a produção e o consumo desses livros de divulgação? Quais obras tiveram maior relevância no período? Qual era a visão da química comunicada pela divulgação? No âmbito do ensino, buscamos viabilizar material historiográfico que explicite o caráter dinâmico da química, além dos seus vínculos com questões sociais, econômicas, políticas e religiosas, pontuando reflexões sobre aspectos da natureza da ciência com foco na formação de professores. Nossos resultados revelam um amplo contexto de valorização das ciências naturais como ferramentas do progresso social. Dentre as obras de destaque, resenhas e críticas dos periódicos locais apontam para The Chemical Catechism, de Samuel Parkes, e Conversations on Chemistry, de Jane Marcet. Ambas foram publicadas originalmente no ano de 1806 e receberam várias reedições e traduções, sendo também adaptadas e plagiadas por outros autores. Embora apresentem estilos bem diferentes, esses textos sugerem uma visão comum da química, tratada como uma ciência: de caráter utilitário e que se aplica diretamente na resolução de problemas de interesse econômico e social; que fundamenta a construção do seu entendimento sobre a matéria nos processos de síntese e decomposição; que desperta o interesse comum pelo forte apelo sensorial dos seus experimentos; e que desvela a sabedoria divina escondida nas leis que regem os fenômenos naturais. Esta última característica revela o convívio entre os discursos da ciência e da religião nos textos de divulgação do período. Esta tese busca um diálogo com a formação de professores de química na atualidade, pontuando como um olhar histórico sobre a ciência pode propiciar reflexões de interesse no âmbito do ensino. / Popularization books provide a particular way of accessing science within specific historical contexts by allowing one to glimpse how a certain field of knowledge was addressed to the lay public. The present research focus on early nineteenth-century introductory books on chemistry published in England as objects of study. For many authors, chemistry experienced its greatest popularity period at that time. Methodological framework was based on current historiography of science, taking into account a careful consideration of the historical context and the search for primary sources. Research questions included: What context motivated the production and the consumption of popular chemistry books? Which amongst these books achieved the greatest relevance? What was the image of chemistry communicated by popularization initiatives? Seeking a contribution for science teaching, this thesis provides historiographical material that makes explicit the dynamic character of chemistry as a science that deals with social, economic, political and religious issues. Such influences are highlighted in order to encourage reflections on aspects of the nature of science with a focus on teachers training. Results reveal a broader context connecting the development of natural philosophy with social progress. Contemporary periodical reviews point to the books entitled The Chemical Catechism, by Samuel Parkes, and Conversations on Chemistry, by Jane Marcet, among the most successful in their genre. Both were first published in 1806 with several further editions and reprints, also being translated into several languages and even plagiarized by other authors. Despite their very different styles, both texts suggest a common image of chemistry, which included: a practical appeal by its direct application in solving problems of economic and social interest; the processes of synthesis and decomposition as means for understanding matter in general; a strong sensory appeal provided by experiments; and the capacity to unveil divine wisdom hidden in the laws governing natural phenomena. This last feature reveals the interaction between the discourses of science and religion in popularization texts of the period. This thesis also proposes a dialogue with current training of chemistry teachers, by suggesting how a historical look at science may give rise to useful reflections for chemistry educators.

Abstract  The aim of the study is to gain an understanding of how two teachers in the lower level of compulsory school, through the way they organize the teaching of reading with a focus on reading aloud, give pupils a possibility to converse about texts in order to develop an understanding of the texts. The study builds on two observations that focus on the possibilities that teachers give the pupils for conversation and the activities that deepen their understanding of the text they have read. Supplementary material consists of interviews with the two teachers. The collected material has been analysed with two analytical tools, sequential reading elements and textual mobility. The theoretical premises for the study are the sociocultural perspective (Säljö, 2012), reception theory (Rosenblatt, 2002; Langer, 2005) and Christie’s (1998) view of the teaching process in terms of macro-genres. The teachers’ comments from the study show that both teachers have the intention to ask reflective questions which give the pupils a chance for conversation at both associative and interactive level, but the observations showed that most of the teachers’ questions gave the pupils a possibility to move within the text through text-based mobility.

This study is conducted due the fact that politicians has started to perform in more celebrated forms of politics. For instance, through Margaux Dietz YouTube-series Partitempen, where all the Swedish party leaders attended. The purpose of the study is to examine the phenomenon celebrity politics, personalization and gender on the social media platform YouTube and how it takes expression in Partitempen. A qualitative approach is applied to the study, and the method used to answer the research questions is a conversation analysis and partly a multimodal method. The result of the study shows that celebrity politics and personalization are visible in the programs of Partitempen. It is also clear that there are both similarities and differences in the questions asked to the female respectively to the male party leaders.

ABSTRACT Narrative conflict coaching is a counseling technique which focuses on separating clients from their problems and encouraging them to see their lives and futures from new perspectives. It has been used in a variety of arenas and is consistent with other practices within the field of narrative conflict resolution, such as narrative mediation. In this project I utilized qualitative research methods to analyze the immediate effectiveness of conflict coaching questioning techniques within the setting of a counseling conversation. The analysis focuses on the detail of the process of narrative conflict coaching more than on the final outcomes. The data was collected through two different conflict coaching conversations, one of which was about a conflict in a work context and one in a family context. The conversational data collected was compared with a set of detailed guidelines for narrative conflict coaching specified by Dr. John Winslade and the question that was asked was whether the conflict coaching process corresponded with these guidelines. The data confirmed that this was the case and also showed some indicators of the effectiveness of narrative conflict coaching techniques through documenting the participants’ responses to each of the steps in the process. Analysis of discursive positioning from statements early in each of the conversations and also from late in each conversation indicated positioning shifts in the direction of creating an alternative narrative into which the participants might live. Both participants were shown to reach a place of difference in perspective in relation to the conflict story. It is therefore argued that the guidelines for a conflict coaching process are adaptable in at least two different areas of life. It cannot yet be generalized to all areas of conflict but looks promising for multiple personal conflict situations.

<p><strong>Syfte: </strong>Studiens syfte var att ta del av teamets samlade erfarenheter av deras uppfattningar om vilka känslor, existentiella tankar och reaktioner döende patienter kan ge uttryck för, hur team-medlemmarna bemöter dessa samt deras uppfattning om teamets betydelse. <strong>Urval:</strong> Tio deltagare ur vårdteamet på hospice, nio kvinnor och en man, deltog i studien.<strong> Metod: </strong>Data samlades in genom semistrukturerade kvalitativa intervjuer. <strong>Analysresultat: </strong>Analysarbetet resulterade i tre teman. Dessa teman var <em>Döende patienters existentiella tankar och reaktioner, Personalens bemötande </em>samt <em>Teamets betydelse</em>. <strong>Resultat:</strong> Döende människors tankar och reaktioner kan yttra sig på flera olika sätt. Detta beroende på exempelvis individens personlighet, var i sjukdoms- respektive anpassningsprocessen patienten befinner sig samt möjligheten till stöd från närstående. Informanterna beskrev ett gott bemötande som; att vara närvarande, ge fysisk beröring, prioritera, se individen, vara lyhörd, respektera individen, bekräfta, inge hopp, skapa trygghet samt skapa förtroende. De nämnde även teamets betydelse för patienten, de närstående samt team-medlemmarna själva. <strong>Slutsats: </strong>Grundläggande för ett gott bemötande är att patienten känner förtroende för personalen. Detta förtroende kan skapas genom att bland annat stanna upp och lyssna på patienten, se och bekräfta denne, ge fysisk beröring samt vara ärlig och uppriktig. Ett gott bemötande kräver också att personalen flyttar fokus från sig själv till patienten och möter individen där denne är.</p> / <p><strong>Aim:</strong> The aim of this study was to investigate the team members collected perception of the feelings, existential thoughts and reactions expressed by terminal patients, how the different team members respond to such feelings and their perception of the importance of the team. <strong>Sample:</strong> Ten members of the healthcare team at the hospice, consisting of nine women and one man, participated in the study. <strong>Method:</strong> Data was collected during the spring of 2009 through semi-structured qualitative interviews. <strong>Analysis Results:</strong> The analytical process resulted in three themes. These themes were: <em>Terminal patients’ thoughts and reactions to existential questions</em>, <em>Interaction with the personnel</em> and <em>The importance of the healthcare team</em>. <strong>Results:</strong> Terminal patients express their thoughts and reactions in different ways. Many factors contribute to the patient’s individual response: his/her personality, how long the patient has been ill, as well as support received from family and friends. The informants described a good response like; to be present, giving physical touch, prioritize, see the individual, listening, respecting individual, acknowledge, inspire hope, creating a haven and creating confidence. They also mentioned the team's importance to the patient, family and friends and the team members themselves. <strong>Conclusion:</strong> It is fundamental that the patient has confidence in the personnel. According to some of the participants, this confidence is earned by: listening to the patient, respecting and affirming the patient, answering his/her questions, physical contact, and by being honest and frank. Good care requires that the caregiver does not focus on himself but on the patient, meeting each patient as an individual.</p>

Syfte: Studiens syfte var att ta del av teamets samlade erfarenheter av deras uppfattningar om vilka känslor, existentiella tankar och reaktioner döende patienter kan ge uttryck för, hur team-medlemmarna bemöter dessa samt deras uppfattning om teamets betydelse. Urval: Tio deltagare ur vårdteamet på hospice, nio kvinnor och en man, deltog i studien. Metod: Data samlades in genom semistrukturerade kvalitativa intervjuer. Analysresultat: Analysarbetet resulterade i tre teman. Dessa teman var Döende patienters existentiella tankar och reaktioner, Personalens bemötande samt Teamets betydelse. Resultat: Döende människors tankar och reaktioner kan yttra sig på flera olika sätt. Detta beroende på exempelvis individens personlighet, var i sjukdoms- respektive anpassningsprocessen patienten befinner sig samt möjligheten till stöd från närstående. Informanterna beskrev ett gott bemötande som; att vara närvarande, ge fysisk beröring, prioritera, se individen, vara lyhörd, respektera individen, bekräfta, inge hopp, skapa trygghet samt skapa förtroende. De nämnde även teamets betydelse för patienten, de närstående samt team-medlemmarna själva. Slutsats: Grundläggande för ett gott bemötande är att patienten känner förtroende för personalen. Detta förtroende kan skapas genom att bland annat stanna upp och lyssna på patienten, se och bekräfta denne, ge fysisk beröring samt vara ärlig och uppriktig. Ett gott bemötande kräver också att personalen flyttar fokus från sig själv till patienten och möter individen där denne är. / Aim: The aim of this study was to investigate the team members collected perception of the feelings, existential thoughts and reactions expressed by terminal patients, how the different team members respond to such feelings and their perception of the importance of the team. Sample: Ten members of the healthcare team at the hospice, consisting of nine women and one man, participated in the study. Method: Data was collected during the spring of 2009 through semi-structured qualitative interviews. Analysis Results: The analytical process resulted in three themes. These themes were: Terminal patients’ thoughts and reactions to existential questions, Interaction with the personnel and The importance of the healthcare team. Results: Terminal patients express their thoughts and reactions in different ways. Many factors contribute to the patient’s individual response: his/her personality, how long the patient has been ill, as well as support received from family and friends. The informants described a good response like; to be present, giving physical touch, prioritize, see the individual, listening, respecting individual, acknowledge, inspire hope, creating a haven and creating confidence. They also mentioned the team's importance to the patient, family and friends and the team members themselves. Conclusion: It is fundamental that the patient has confidence in the personnel. According to some of the participants, this confidence is earned by: listening to the patient, respecting and affirming the patient, answering his/her questions, physical contact, and by being honest and frank. Good care requires that the caregiver does not focus on himself but on the patient, meeting each patient as an individual.