Det övergripande syftet med denna studie är att undersöka hur musikundervisningen i El Sistema fungerar som ett socialt verktyg med utgångspunkt från en nyetablerad El Sistema-skola i en förort till Stockholm. Min utgångspunkt har varit att undersöka El  Sistemas arbetssätt som ett verktyg för social utveckling i samhället. För att kunna göra detta har jag försökt sätta mig in i de bakomliggande idéerna till El Sistema och förutsättningarna för undervisningen. Studien bygger på en kvalitativ forskningsmetod där observationer med låg struktur, deltagande observationer och en semistrukturerad intervju har används.  Undersökningen är gjord på en nyetablerad så kallad växtplats inom El Sistema, Sverige,  i en mångkulturell förort till Stockholm. De metoder jag har använt mig av har varit deltagande observationer av musiklärare i den dagliga musikundervisningen på en nyetablerad El Sistema-skola samt av så kallades VänsDays, musikträffar med fika för El Sistema-familjer på onsdagar samt en semi-strukturerad intervju med en El Sistema-pedagog. Litteraturgenomgången innehåller en historisk översikt om El Sistema, musik i skolan och musikpedagogisk idéhistoria. Vidare ingår också litteratur om didaktik, musikundervisning och interkulturell kompetens. El Sistema påtalar vikten av tid, kontinuitet och kontakt som tre nyckelfaktorer för framgångsrik undervisning. Musikundervisning i grupp, samspel och körsång samt att bygga upp en god föräldrakontakt är av stor betydelse för både den sociala och musikaliska utvecklingen i ett integrationssyfte.  Några faktorer som skiljer El Sistema från den traditionella kommunala Musik- och Kulturskolan har också berörts.   Resultatet av studien visar vid en analys med Varköys syfteskategorier att musikundervisning inom El Sistema framför allt fokuserar på  idén om musikens fostrande funktion. I undervisningen finns även idén om musik som medel för bildning och idén om musik som skapande individ tydligt representerad i studiens empiri. Musikundervisning i El Sistema ses som ett medel till något snarare än som ett mål i sig självt samtidigt som det finns en tydlig målsättning att nå en hög musikalisk nivå. / The overall aim of this study is to investigate how music education in El Sistema works as a social tool, based on a newly established El Sistema -school in a suburb of Stockholm. My starting point was to investigate the El Sistema approach as a tool for social development in the community. To do this I have tried to put myself in the underlying ideas to El Sistema and conditions for teaching. The study is based on a qualitative research method in which observations with low structure, participant observation and a semi-structured interview has been used. The survey was conducted on a newly established so-called nucléo, (center of education) within El Sistema, Sweden, in a multicultural suburb of Stockholm. The methods I have used have been participating observations of music teachers in their daily music instruction at a newly established El Sistema-school and so-called VänsDays, music meetings and refreshments for El Sistema-families on Wednesdays and a semi-structured qualitative interview with an El Sistema-teacher. The literature review provides a historical overview of El Sistema, music in schools and music educational history of ideas. Furthermore, it also includes literature on didactics, music education and intercultural competence. El Sistema comments on the importance of time, continuity and contact as three key factors for successful teaching. Music education in group interaction and choral singing and to build a good parental contact is of great importance for both social and musical development of an integration order. What separates El Sistema from the traditional communal Music and Arts School has also been affected. The result of analysis performed by Varköy´s purpose categories to music education within El Sistema mainly focuses on ​​the idea of ​​music's educational function. In teaching, there is also the idea of ​​music as means of formation and the idea of ​​music as a creative individual clearly represented in the study's empirical data. Music education in El Sistema is seen as a mean to something rather than as an aim in itself. At the same time there is a clear objective to achieve a high musical level.

Doctor of Philosophy / Aim and significance: The aim of this research was to explore the phenomenon of Australian nursing home care from the perspective of those who provide and receive it. Its focus is on the processes of ‘quality care’ provision and the meanings and evaluations that care providers attach to their work. In other words, its purpose was to shed light on the practices based on a conceptualisation of care that is entwined with the mechanisms of ‘care’ production and identity creation, or what actually happens in the daily life of the complex social phenomenon that is a nursing home. A related aim was to add to understandings of clinical nursing competence and develop tools that will assist nurses to conceptualise and implement positive change in this setting. Background: The provision of care to our elderly has become a major concern with the ageing of the world population. This is occurring in the context of decline in the capacity of families to take on the responsibility of elder care, and of increasing commercialisation of medical care. Governments have responded by shifting their responsibilities from direct care provision to become auditors of the business of care provision that is supported by public funding. However poor care delivery has largely been hidden from the public gaze. Governments present themselves as having systems in place, creating the illusion of rational control; in reality, like the market economy, there is a ‘black box’ of unknown factors driven by human impulse. The aim of this study was to open up the black box of ‘quality care’ to direct observation, drawing insights from the literature on organisational culture and with a focus on the frontline worker and the construct of quality assurance. Specific research objectives were to: • Document the beliefs and attitudes of care providers towards elderly people in general and the needs of nursing home residents in particular • Elicit the range of meanings and evaluations that care providers attach to their work • Describe their constructions of ‘care’ and ‘quality of care’ and the organisational factors they believe to impact (positively and negatively) on their ability to provide it. • Through in-depth understanding of a particular setting, generate grounded theoretical insights into the phenomenon of quality of residential care that are more widely applicable Method: The study adopted a paradigmatic bricoleur approach, seeking to develop connections between a diverse range of methodologies. These included combinative ethnography, phenomenology, hermeneutics and traditional grounded theory. Conceptual insights were drawn from organisational studies, psychosocial nursing and coping theory. The research site was an Australian for-profit suburban nursing home. The student investigator conducted more than 500 hours of participant observation, recording extensive field notes which were analysed through the perspective of a hermeneutic middle way horizon that directed an augmented constant comparison traditional grounded theory approach. Additional data were collected through formal indepth interviews with six key stakeholders. Interviews were tape recorded, transcribed in full and analysed to reveal themes that were brought within a hermeneutic circle that spiralled recursively from the whole to the part and back to the whole. Findings: Eight key interrelated factors in the production of care within the nursing home were identified: internal and external accountability (the accreditation system); economic considerations; management and training; advocacy; characteristic of residents; care providers’ working conditions and environmental stressors; organisational culture; and the work/care styles of individual care providers. I have categorised the latter into two main types: ‘tortoises’ and ‘hares’. This typology is then used to generate a process-driven schematic diagram that tracks a hypothetical novice care provider through the process of learning how to produce ‘care’. Specifically, I found that nursing home ‘care’ is the outcome of a complex social process involving the interplay between resident, relative, care provider, proprietor, quality assessors and government within the phenomenon of the nursing home. Such care, indeed the phenomenon of the nursing home itself, is not a stable, controllable entity but is in a constant state of flux – what I refer to as a moral ecology. In their everyday practice, care providers devise a construction of ‘quality care’ that is more clearly grounded in their own worldviews and the development of the own identity than in the formal quality assurance system of standards, guidelines and evaluations. Conclusion: Understanding the ‘black box’ of processes that produce care is the key to identifying courses of action that will improve care outcomes. The study findings also question the validity, assumptions and significance of the accreditation system, which only identifies some of the component variables, disregarding both the complexity within the ‘black box’ and failing to acknowledge that the quality of care outcomes is overwhelmingly dependent on individual care providers.

The present study aims at investigating some aspects involved in teaching English reading through authentic texts, in a public high school, based on my experience as a teacher in such context. The paper, of ethnographic basis, will also consider theoretical postulates in relation to the authenticity of English texts, as well as in relation to the reading theories and to the English for Specific Purposes approach. The authenticity issue in the language classroom is a complex theme, even more so if we discuss the concept of "authentic". This paper, a selfanalysis, aims at carefully studying this concept and the use of such material in reading development in language learning. The research instruments include recordings of classes in video tape, the teacher-researcher s field notes, learners notes, interviews with learners and questionnaires. Data analysis, as it was triangulated, suggests that, according to students as well as teacher-researcher s reactions, the use of authentic texts in the English reading class, considering some aspects of a need for choosing the theme and negotiating meanings at the time of the reading, may contribute to a more meaningful and realistic learning, in this more specific context. Therefore, considering that the teaching and learning process is also based on elements other than just classroom material itself, there are other essential factors to this process, such as critical and reflexive teacher education and his or her conceptions of reading, learners contributions, as well as the content of the proposed activities. / Esta pesquisa, de base etnográfica, visa a investigar alguns aspectos que envolvem o ensino de leitura em língua inglesa por meio de textos autênticos, na rede pública, partindo de minha experiência como docente neste contexto. Embasando o trabalho serão considerados postulados teóricos referentes à questão da autenticidade de textos em língua inglesa, bem como concepções teóricas de leitura e aspectos relacionados à abordagem instrumental no ensino de línguas. A autenticidade na sala de aula de línguas é um tema complexo, sobre tudo no que diz respeito à própria conceituação do termo "autêntico". Esta pesquisa, de autoanálise, objetiva, portanto, problematizar o conceito e analisar a utilização desse tipo de material no desenvolvimento da leitura no campo da aprendizagem de línguas. Os instrumentos de pesquisa do presente estudo compreendem gravações de aulas em vídeo, notas de campo da professora-pesquisadora, depoimentos dos aprendizes-participantes, questionários e entrevistas. A análise dos dados, triangulados, sugere, por meio das reações manifestadas pelos alunos e pela professora-pesquisadora, que a exploração de textos autênticos em aulas de leitura em língua inglesa, observados alguns aspectos como a análise de necessidades na escolha do tema e também a negociação de significados no momento da leitura, pode contribuir para um ensino mais significativo e coerente com a realidade dos aprendizes, nesse contexto específico. Assim, considerando que o processo de ensino e aprendizagem constitui-se de elementos outros que não apenas o material didático em si, fatores cruciais nesse processo são pressupostos, como a formação crítica e reflexiva do professor e suas concepções de leitura, as contribuições dos aprendizes, bem como o teor das atividades propostas. / Mestre em Lingüística

The course of endstage renal disease (ESRD) and receiving hemodialysis (HD) treatment is complex and filled with uncertainty. Part of this illness experience includes making end-of-life (EOL) care decisions. Many families are unprepared to make such decisions. Advance care planning (ACP) creates an excellent context for laying the groundwork for these emotionally charged conversations. Hemodialysis patients, their families and healthcare providers (HCPs) are in a unique position to begin the ACP process early in the illness trajectory, revisiting it when the patient’s health status, prognosis and treatment modality changes. To date, little research has focused directly on how families experience ACP conversations in the context of ESRD or HD. The purpose of this study was to explore family members’ experiences of participating in a facilitated ACP conversation with the HD patient. This approach recognizes and privileges the family’s role in the illness trajectory of ESRD and validates that they too are HCPs’ clients. Five families, consisting of the HD patient and one family member, who went through the ACP process were interviewed along with an ACP facilitator from the nephrology program. This focused ethnographic study applied the theoretical perspective of postmodernist critical theory to derive and analyze data from in-depth semi-structured interviews. Findings revealed a detailed description of the ACP process that included timing, readiness to acknowledge the potentiality of death, facing mortality, and finding meaning in the illness experience. As families started to deconstruct their experiences, they shared stories of communication breakdown, highlighting the complexities of their relationships with HCPs. Understanding the factors that potentially contribute to HD patients’, their families’ and the renal staff’s discomfort with death were analyzed. The study findings provide important direction for HCPs about how families make ACP decisions, how they perceive the ACP process, and what they identify as their EOL care needs and wishes. Failure to implement ACP as part of an EOL care program means that death will continue to be denied and clients’ EOL care needs will remain un-addressed. In order for ACP to be effective on HD units, sustainable resources are essential for patients, their families and HCPs. / Applied Science, Faculty of / Nursing, School of / Graduate

This thesis argued that the Jain community in the diasporic context of the USA has invented a new form of Jainism. Sectarian negotiations are the distinguishing marks of the diaspora Jain community and their invented form of Jainism. Based on ethnographic study that is, interviews and observations conducted at four different sites (Jain temples/communities) from June-August 2016, the thesis examined the sectarian negotiations among the diaspora Jain community in the USA and the invented Jain tradition that is resulting from these negotiations. The central questions of the research on which this thesis is based were: 1) what are the levels, processes and results of sectarian negotiations within the Jain diaspora community in the USA, and 2) what is the nature and characteristic of the new form of Jainism, the invented tradition; and how do Jains in the USA experience and use it.

Min tanke bakom undersökningen är att betygsättning och olika former av bedömningssätt är frågor lärare måste ta ställning till i utövandet av sin yrkesroll, från ett makt- och elevperspektiv. Som lärare har man makten att öppna respektive stänga dörrar för elever, då betyg blir avgörande för elevernas vidare utbildning. Mina frågeställningar är: Vad berättar medieelever om sina upplevelser av att bli betygsatta i media- estetiska ämnen? Hur beskriver medieelever att betygsättning inverkar på deras självbild? Mina informanter går i årskurs 3 på en medieinriktning, på ett estetiskt gymnasieprogram. Med dem gör jag intervjuer där de reflekterar kring att få betyg i media-estetiska ämnen. Denna uppsats använder sig av etnografiska metoder grundat på intervjuer och diskurs som analysverktyg och teori. Min strävan är att förstå hur betygssättning inverkar på mina informanters liv och hur den tillslut fungerar i en större samhällskontext. Studien visade att lärarna har en inflytelserik roll när det kommer till hur eleverna känner sig efter bedömningssituationen. Resultatet i undersökningen visar att det är svårt att definiera vad "rättvisa bedömningar" verkligen innebär och att det är individuellt hur eleven uppfattar kommunikationen med läraren. Man kan se att kommunikationen mellan lärare och elev är grundkärnan i hur bedömningen framförs och tas emot. Det krävs yrkeskompetenta lärare som är tydliga med kunskapskraven och att samtal med elever förs på ett konstruktivt vis. Sammanfattningsvis så behövs forskning inom detta område och resurser på ett politiskt plan. Min gestaltning är en förlängning av min etnografiska undersökning. Där samtalar elever som går olika estetinriktningar - musik, media, florist, musikal och teater, med varandra om vad de tycker om att bli betygsatta i ett estetiskt ämne och vad de tycker generellt om betyg. Detta resulterade i porträttfotografier som sedan ställdes ut på Vårutställningen på Konstfack 2014. / My thought behind the investigation is that grading and different forms of grading are questions that teachers have to deal with in their profession, from a power and pupil perspective. As a teacher you have the power to open respectively close doors for pupils, and then grades becomes decisive for the pupils further education. My issues are: What do media pupils tell about their experiences of being graded? How do media pupils describe the impact of the grading on their self image? My informants are studying at 3rd grade at a media orientation on an esthetical program. With them I do interviews where they reflect on being graded in media esthetical subjects. This essay uses ethnographical methods based on interviews and discourse as an analytical tool and theory. My aim is to understand how grading impacts on my informants’ life and how it finally works in a bigger social context. The study showed that the teachers have an influential role when it comes to how the pupils feel after the grading situation. The result in the investigation shows that it is difficult to define what a "fair grading" really implies and that it is individual how the pupil understands the communication with the teacher. In that way you can see that the communication between the teacher and the pupil is the core in how the grading is being brought up. It demands professionally skilled teachers that are clear with the requirements of knowledge and that conversations with the pupils are being held in a constructive way. To sum up, this calls for research within this subject and resources on a political level. My interpretation is a prolongation of my ethnographical investigation. There the pupils studying on different esthetical orientations – music, media, florist, musical and theatre, are discussing with each other about what they think about being graded in an esthetical subject and generally what they think about grading. This resulted in a number of portrait photographs later being exhibited on the spring exhibition at Konstfack in 2014.

This study tried to counter the stigmatized narratives in Molenbeek and nuance the stigma bybringing to the forefront the experiences and views of the local inhabitants through storytellingand an ethnographic approach. I have interviewed both inhabitants of Molenbeek and a plannerfrom the municipality of Molenbeek to understand both the discourse of the inhabitants andthat of the planners at the municipal level about current urban development projects in andaround Molenbeek. With the empirical tale, I was able to present both discourses as if theywere discussing together to see where they differ or agree. I used the theory of territorial stigmaof Wacquant et al. (2014) to analyze to what extent the situation in Molenbeek can be explainedwith the theory of territorial stigma. I found that territorial stigma seems to fit the currentsituation of Molenbeek and its stigmatized inhabitants to a certain extent but underestimatesthe feeling of community between inhabitants. This study has shown that the urban and socialsituation in Molenbeek is much more complex than the stigma and stereotypes narrated. Futureresearch should look into the discourse of developers and their relation to territorial stigma.Finally, I hope this study will inspire urban planners to engage in storytelling and to be criticalof their own story realm. By listening to other stories and including them in their planningprocess they will be able to create more inclusive and richer spaces, which should be the goalof every urban development project.