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No description available.

In 1929, the Scientific Crime Detection Laboratory was established in Chicago–the first of its kind in the United States. The purpose was to engage in practical use of scientific methods in the detection of crime. In 1930, the institute published its own periodical called The American Journal of Police Science. Applying the theory of boundary-work, this essay analyses how the novelty institute argued its legitimacy as a scientific establishment through the expansion of Police Science as a collective field of knowledge. The boundaries of Police Science expanded through certain patterns: the need for, and success of, science in solving crimes; its connection to the Northwestern University, engaging in education and research; by relating contested fields of knowledge to established sciences; through technological artefacts; by language demarcating “pseudo-science” from “real science”; and as an activity based on structure. Through professionalization, higher education and official accreditation the expert became science-by-proxy representing his field of knowledge in the court of law. Exclusion of pseudo-scientists was imperative to maintain and establish epistemological and scientific authority. Influenced by the “Progressives”, Police Science included reforms such as basic education for police officers; the removal of illegal and unscientific, but institutionalised, practices such as “third-degree” to regain the public‟s trust. In the conflict between the old-school and the new generation, Sherlock Holmes became a symbol used by both sides to discredit the opponent.

No description available.

No description available.

The purpose of this degree project has been to examine the implications of the provision of certain methodological support mechanisms, what has often been referred to as "instructional scaffolding" in literary didactics, to assist students in the ESL/EFL classroom in their interaction with the various literary texts into which they come into contact during their English language education at the upper secondary level in Sweden. My primary interest has been to gauge the response of the students involved in this study to the particular types of literary didactic methods utilized, for example, regarding their effectiveness in aiding the learning process as well as their impact on the literary, or aesthetic, experience itself. An analysis of student responses to a literature instruction module based on a reading of Joseph Conrad's Heart of Darkness will demonstrate that certain forms of literary didactic methods in general, and significantly, particular forms of what can be conceptualized as instructional scaffolding, play a crucial role for both the learning process and the student's aesthetic experience of literature.

Detta arbete är en självstudie i att utveckla improvisation på saxofon. Syftet är att utforska hur det är möjligt att uppnå en nivå av frihet i det improviserade spelet. En grundtanke som presenteras i inledningen är att all musik egentligen kommer ur improvisation. För att improvisation i nuet skall vara en reell komposition krävs en utvecklad förmåga att spela utifrån en inre musikalisk intuition, snarare än att enbart utgå från vad som är teoretiskt korrekt. Metoderna som används är dagliga anteckningar om den egna utvecklingen i en loggbok samt videoinspelning av mitt eget improviserande vid några tillfällen. Det teoretiska utgångsläget är fenomenologiskt. I fenomenologisk tradition ställs frågan vad som visar sig vara väl fungerande metoder eller redskap i att utveckla improvisation, för att uppnå ett ”flow” av komponerande i nuet. Dessa metoder och redskap har praktiserats och dokumenterats under några månader. Arbetets resultat utgår från loggbok och videoinspelningar. Där presenteras och utvärderas olika metoder för att öva improvisation. Vidare granskas improvisation utifrån enklare musikaliska ramar till att ta svårare utmaningar och utvecklas mer. Uppmuntrande för den som vill improvisera, är att resultatet visar att det går att få flow i sitt improviserade spel utifrån den kunnighet som finns etablerad, men att det sedan behövs träning för att improvisera utifrån mer och mer avancerade musikaliska förutsättningar. Viktigt för utvecklingen är att improvisera med andra och gärna inför publik. För att våga göra detta krävs mod. Till sist diskuteras resultatet tillsammans med de metoder som använts för att utveckla improviserat spel, liksom begreppet ”flow”. / This is a self-study in how to become a skilled improviser on saxophone, with the purpose of researching how to develop a higher level of freedom in improvising. A view introduced in the introduction of the study, is that all music basically generates from improvisation. For an improvisation to be a real composition in the now, it demands a highly developed skill, with the ability to play out from an inner creative intuition, rather than only from what might be theoretically correct. The methods used for the research are daily notes about the process in a journal and video-recordings of me improvising. The theoretic eyeglasses that are used are phenomenological. What kind of methods or tools will appear beneficial in developing improvisation skill to a level of reaching a ”flow” of composing music here and now? This is the question asked according to a phenomenological tradition. These methods and tools have been practiced and documented in about four months. The final result is based on the notes in the journal and the video-recordings. Different methods in how to develop improvisation is presented and evaluated. The result shows a development of improvising from musical frames more easy to manage, as well as taking challenges and train for more advanced skills. Encouraging for everyone, who wants to improvise, is that the result shows that it is possible to find a flow in improvising on the base of skill already established. To be able to improvise in a more and more advanced way, practice is of course necessary. Important for developing improvisation skills is to play together with others and preferably with an audience. To be able to do that courage must be added. Finally the result is discussed together with the methods used to develop improvisation, as well as the meaning of flow.

Aim: This paper is a report on a study that explored the professional development of intensive care unit nurses in journal clubs. Background: Evidence-based practice is important in nursing care (Krom, Batten, & Bautista, 2010). However few nurses feel comfortable using evidence to guide their practice (Pravikoff, Tanner, & Pierce, 2005). Journal clubs are a way to establish science as conversation (Wright, 2004) and foster knowledge translation for evidence-based nursing practice (Goodfellow, 2004). Methods: Monthly journal club meetings were held with the participation of a total of 71 healthcare professionals (65 nurses, 2 physicians, 2 pharmacists, 1 physiotherapist, and 1 respiratory therapist), who worked in two intensive care units of an Ontario hospital. After six months of meetings, 21 individual interviews were conducted with nurses, physicians, pharmacists, and nurse educators. Additional data collection included two focus groups, surveys, a review of staff meeting minutes, and researcher field notes. Findings: Journal clubs provided nurses with incentive to read research articles, improved nurses’ confidence in reading research, created a community of peers who worked collaboratively to improve clinical practice, provided a structure for nurses to reflect-on-practice, and led to reported changes in clinical practice. However, the data suggests that any gains in competence of nurses with the critical appraisal of research articles were probably modest. Barriers to participating in journal clubs and evidence-based practice are also identified. Conclusion: Journal clubs can foster knowledge translation and evidence-based practice through creating a community of practice and by providing nurses with motivation, structure, and confidence to read research articles. However, nurses reported a lack of critical appraisal skills and uncertainty about how to implement evidence into practice. Journal clubs may have a greater impact when implemented alongside other knowledge translation strategies such as working with clinical nurse specialists in order to enhance evidence-based practice.

The main objective of this thesis is to examine the specific place of the Freedom Party (H&uuml / rriyet Partisi) in Turkish political history. Founded by a group of Democratic Party (Demokrat Parti) members who were expelled from the party in December 1956, the Freedom Party (1956-1958) is crucial for a proper understanding of evolution of the idea and practice of democracy in Turkey. Although mostly neglected by students of Turkish politics and labeled as an insignificant political party, this thesis argues that the Freedom Party is critical for understanding the 1950s and socioeconomic and legal-constitutional developments of the following decade. The thesis also pays a considerable attention to the Forum journal, which began to be published in 1954 by a group of liberal intellectuals and which guided the Freedom Party in ideological and political terms. It is the main argument of this thesis that the Freedom Party and Forum journal introduced a new understanding of politics and this understanding had profound effects in the following decades. The ideological transformation of the Republican People&rsquo / s Party (Cumhuriyet Halk Partisi) after the second half of the 1950s and the role of HP in this process is another topic of the thesis.

Thèse (D. en études et pratiques des arts)--Université du Québec à Montréal, 2005. / En tête du titre: Université du Québec à Montréal. Bibliogr.: f. [390]-407. Publié aussi en version électronique.