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With the so called Second internet era and the creation of Web 2.0, the amount of the internet users, who participate in creating its contect, has rapidly expanded. Open communication between the recipients and the producers of the media messages, and the wider possibilities to give a feedback as an online media reader are typical for this ongoing period. One of the ways, how to give a feedback, are the discussion forums below the articles. These discussion forums has changed in recent years and most of the Czech online media have started to moderate them or control them. The discussion forums are also not any longer anonymous. In this thesis, I am describing the discussion forums of the three most read Czech news websites - Novinky.cz, iDNES.cz and Aktuálně.cz. On the base of the analysis of the rules of a discussion and the interviews with the discussion administrators, I am describing, how many people in these media organizations work as the discussion administrators and how they moderate and control the posts. I am also dealing with the rules for the people, who want to také part in the discussion forums, whether they can be anonymous and if there are any specified rules, how to behave.

Cette thèse travaille sur l'agir collectif des encadrantes de la petite enfance dans les établissements d'accueil collectif du jeune enfant. Elle élabore une intelligibilité du processus du "travailler ensemble, à partir des conditions du surgissement et de sa mise en visibilité. L'enjeu de notre recherche est d'établir un dialogue entre l'éducation et le travail questionnant la créativité du travail collectif par le jeu des Sciences de l’Éducation et des concepts de l'approche ergologique et de la psychodynamique du travail. L'accent est mis sur la création de nouvelles manières de faire en situation d'activités festives. A partir de questionnaires et d'entretiens, il a été montré que lors de ces activités, les encadrantes nouent des liens de coopération avec l'équipe et avec d'autres acteurs. Dans ces moments-là, les nouvelles manières deviennent visibles et se traduisent entre autre, par un changement de regard sur l'autorité. Ces encadrantes reçoivent divers signes de reconnaissance. La convocation du concept d'"entité collective relativement pertinente" nous permet de mieux appréhender le passage de l'équipe à des collectifs à géométrie variable. Cette recherche met l'accent sur le rôle joué par l'encadrement intermédiaire et questionne la construction d'une nouvelle identité professionnelle qui pourrait être celle d'"accueillante éducative". / This thesis works on collective action framing early chilldhood in institutions care of young children.It develops an intelligible process of "working together", from the conditions of the emergence and development of its visibility.The aim of our research is to establish a dialogue between educatin and workby questioning the creativity of the collective work by the play of Educational Sciences and concepts of the approach ergologic and the psychodynamics of work.The emphasis is on creating new ways of doing in a situation of festive activities.From questionnaires and interwiews, it was shown that during these activities, flanking establish ties of cooperation with the team and with other actors.in these times, new ways to besome visible and result in another, for a change of outlook on authority.These boxes are various signs of recognition.The convening of the concept of "collective entity relatively relevant" allows us to better understand the transition team to collective variable geometry.This research focuses on the role played by middle management and questions the construction of a new professional identity to be that of "welcoming educational".

Syftet med studien är att undersöka vad tidigare forskning säger om hur lärare kan organisera fysikundervisningen för att stödja elever, i årskurs 4 – 9, till meningsskapande samtal om fysikens begrepp. I denna systematiska litteraturstudie presenteras resultat utifrån litteratur som noggrant valts ut genom en systematisk sökningsprocess i databaserna Summon, ERIC, Nordina och avhandlingar.se där all litteratur har genomgått peer review. Studiens resultat visar att elever tillsammans bidrar till meningsskapande samtal genom att tillföra egna erfarenheter och förkunskaper om fysikens begrepp. Studien visar hur eleverna kan diskutera fritt så länge de har något att diskutera utifrån, exempelvis praktiska experiment, bilder, artefakter eller texter. Lärarens roll är sedan att stödja eleverna till att använda och förstå de korrekta vetenskapliga begreppen. Studien visar att läraren kan göra detta genom att koppla till vardagliga objekt och företeelser, ställa utmanande frågor, synliggöra nyckelbegrepp och elevers förförståelse samt återkoppla till elevers lärande. Med dessa olika metoder agerar läraren som en riktningsgivare som guidar eleven i en kunskapsutvecklande riktning. Genom att utgå från samt synliggöra elevernas förförståelse får både elever och lärare kunskap om eventuella missuppfattningar. Detta bidrar i sin tur till meningsskapande samtal då eleverna börjar ifrågasätta samt förändra och utveckla sin förståelse för fysiken begrepp.

This research is concerned with investigating the externalisation, sharing and making tangible of tacit knowledge in the context of organisational learning (OL). The externalisation, sharing and making tangible of tacit knowledge can provide “inputs” for Information Systems (IS) development. This process, in turn, can become a basis for the development of a system that is capable of promoting a learning environment within the organisation. However, the externalising, sharing and making tangible of tacit knowledge, a transparent and subjective form of knowledge, needs staff members’ self-confidence and willingness to undertake it. Therefore, elements that can motivate staff members to externalise, share and make tangible their tacit knowledge or skills are needed. To undertake this, the elements of meta-abilities, understanding organisational roles, internal strengths, formal and informal discussions and rational discourse are proposed. For this research, all these propositions are integrated into a framework. Therefore, the aim of this research is to study the elements that can encourage staff members to contribute inputs for learning-based systems development. The question to be used for the research is stated as follows: How do we include individuals in the learning-based systems development? Why use meta-abilities in order to include individuals in the learning-based systems development? By answering the question this research offers the following contributions. A novel topic in the IS area, meta-abilities is discussed within the context of the IS area. By considering these elements motivation and encouragement can be offered to staff members such that a contribution to inputs for learning-based systems development can occur. The research approach undertaken in this research involved the use of a pilot and an in-depth case study, as well as interviews, observation and reference to archival documents. From the undertaken research it was concluded that the future focus for the OL-based IS development should be towards individual development strategies that develop interpretive, creative staff members. Interpretive, creative staff members in turn, are capable of externalising, sharing and documenting their own tacit knowledge based on the situational contexts and orientation. Systems analysts can study the documented inputs provided by the staff members and can codify them. This whole process will enable continuous re-examination and modification processes of organisational IS, thereby making its content become more relevant for OL.

The large influx of international students to universities of the developed world, the increased use of Problem-Based method of teaching and learning in the field of Health Education and growing awareness of the need to accommodate varying learning styles in any classroom are the three factors that influenced this research. This study was designed to investigate the effect of learning styles and demographic differences on performance in Biology when taught using two different methods of teaching. One was the teacher-directed Traditional Teaching and Learning (TTL) and the other was the student-centred Problem-Based Learning (PBL). The preferred learning styles of all Foundation Studies (FS) Biology students over four academic years at RMIT were determined using the Paragon Learning Style Inventory (PLSI). These students were taught two selected topics in Biology by the researcher using the two different methods and their performance assessed by a written test at the end of each topic. Two instruments were developed to assess student participation in PBL. The first instrument Students' Participation in Group Discussions (SPGD) rating scale was designed for teacher evaluation of student participation in PBL group discussions while the second instrument the Student Self Evaluation (SSE) rating scale was for self-evaluation by stud ents. Individual interviews provided students' views and opinions about their learning styles and the two teaching methods. The analysis of data was predominantly conducted by quantitative methods, supported by qualitative analysis of the interview data. Effect size analyses were used to investigate differences in performance under the two teaching methods on the basis of demographic and learning style differences. Further probes were conducted to elicit any interactions among the demographic variables and the learning style traits in their effect on performance under the two teaching methods and a quantitative measure for interaction was derived using effect sizes. While results confirmed some of the trends displayed by learning style traits in other disciplines, a number of interactions among variables were found to affect performance in Biology as well as performance under the two teaching methods. Gender, age, prior qualification and the language of instruction of prior education had various levels of interactions with the introvert/extrovert, intuitive/sensing, thinking/feeling and perceiving/judging learning traits and affected performance in Biology to varying extents. However, it was found that international students from diverse backgrounds were able to cope with both methods of teaching though there was a definite preference expressed for the traditional teacher directed method. The conclusions from this study have resulted in a number of recommendations for Biology educators, FS administrators, authors and all practitioners of PBL. Several suggestions have opened new avenues for future research. These recommendations for pedagogy and suggestions for future research can improve the outcomes of Biology education as well as other disciplines in related fields. As a consequence of this study two new instruments have been developed to assess student participation in the group discussions of PBL. These could prove to be valuable assessment tools for practitioners of this methodology.

Objectives: The objectives of the study was to describe how people who face partner violence against women, either as volunteers or as professionals in their everyday work, explain violence against women in intimate relationships and their suggestions for preventive activities. Methods: Twenty men and twenty women were strategically selected for five focus-group discussions. The interviews were analysed following the procedure for qualitative thematic content analysis. Findings: The study shows that the participants acknowledged violence against women as a multifaceted phenomenon grounded in the interplay betweenindividual, family-related factors and local community and socio-cultural factors. Men’s level of education, ‘social evils’, women challenging gender role expectations and women’s extensive work load were discussed as factors at individual and family level. Poverty in the local community and ‘feudal ideologies’ were referred to as explanatory factors at structural level. The informants suggested two main ways of preventing violence against women; improved gender equality through information, education and communication, and enforcing policies and law. Examples pertaining to different levels of society were given. Conclusions: This study shows that behind all of the explanations to intimate partner violence laid the culturally constructed messages about the proper roles of men and women mirroring gender inequality and women’s power disadvantage. A hesitation to intervene was found among some of the informants, the medical doctors, while all the others were eager to discuss activities but mainly those they were already undertaking and it seems the local level require further support to better handle this problem. / <p>ISBN 91-7997-161-x</p>

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Background: For indeterminate reasons, there have been major variations in sick leave in Sweden, and many physicians have perceived sick leave assignments as burdensome. Aim: To gain more knowledge and understanding, from a perspective of primary health care, about factors in health care and patients that affect sick leave. Thereby help patients in the best way, facilitate the work of physicians and other health professionals involved in the rehabilitation process, and use the health care resources optimally. Methods: This thesis is based on a randomised controlled trial (RCT) in a primary health care centre with participants on short-term sick leave, due to pain and/or mental illness, who received a multidisciplinary assessment. Qualitative focus-group discussions with physicians in primary health care centres. A cohort of women on very long-term sick leave due to pain and/or mental illness, who lost sickness benefits due to a new time limit on sickness insurance, were randomised to multidisciplinary assessment and multimodal intervention (TEAM), or to Acceptance and Commitment Therapy (ACT). In an extended cohort, including some men on very long-term sick leave due to pain and/or mental illness, the importance of the motivation for return to work (RTW) was investigated. Results. Very early multidisciplinary assessment increased days on sick leave in the first three month period. Physicians at primary health care centres perceived sick leave assignments as burdensome, but clearer rules and cooperation with other professionals have made sick leave assignments less burdensome. TEAM intervention resulted in an increase in working hours per week as well as an increase in work-related engagements, compared to control in the RCT. Motivation for RTW was associated with RTW or increased employability in the rehabilitation of patients Conclusions: Continued studies are needed to find those who are at risk of long-term sick leave, the time when rehabilitation efforts should be started, and the content of rehabilitation. Collaboration in teams facilitates sick leave assignments for physicians at primary care health centres. Motivation for RTW might be a factor of importance for the effect of rehabilitation and needs to be studied further.

The aim of the study is to investigate how theories of close reading and literature conversations can be used in the practice of teaching. As a way to achieve insight into this, I have applied the method of action research to study different strategies for reading comprehension. Action research is a suitable method to acquire knowledge about one’s own work for purposes of development. The result indicates that a classroom where more than one voice can be heard and where different forms of conversation can be represented can further the pupils’ experience of and engagement in the teaching. The pupils’ evaluations allow me to draw the conclusion that the methods by which I worked – close reading, whole-class discussions and group discussions, and individual writing – appear to have had a positive effect on the development of the pupils’ reading comprehension.