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Dresdner Universitätsjournal vom 14. Juli 2015

Denna självstudie handlar om min motivation kopplat till min övning på instrumentet tuba. Syftet med studien är att, ur ett fenomenologiskt perspektiv, belysa aspekter som är viktiga för mig själv när det kommer till vad som gör mig motiverad att öva tuba. Bakgrunden till studien är att jag själv ville få mer inblick i övningsteknik och möjliga orsaker till min egna motivation, och möjliga anledningar till brist på motivation. Som metod till studien har jag använt mig av loggboksskrivande. Loggboksinlägget har sedanlegat till grund för studien, och det är analyser av loggboksinläggen som ligger till grund för arbetets resultat samt diskussionen kring resultatet. / This self-study is about my motivation and its ties to my tuba practicing. The purpose of this study is to shine light on the aspects that makes me motivated to practice the tuba. This is done through a phenomenological perspective. The background to the study is that I wanted to get better insights in practice techniques and insights in my motivation, and possible reasons to why I am not motivated sometimes. The method of choice has been writing in a journal. The journal entries have then been the foundation for the study, and the analysis of the entries are what lies as a foundation for the result, and the discussion behind the result.

Seemingly unscrupulous entities, referred to as “predatory” journals, have appeared in scholarly publishing over the past decade. Predatory journals have been characterized as using questionable publishing practices and consequently, as publishing questionable research. At the outset of this thesis, such assertions were based on little evidence, making it difficult to understand how to identify a predatory journal and judge the extent of the potential problem they present. This thesis sought to: (1) determine how the apparent operations of predatory journals differ from their presumed legitimate counterparts; (2) to characterize the epidemiology and reporting of biomedical research published in predatory journals; and (3) to determine what, if any, guidance health research funders provide about selecting journals in which to publish funded research. Predatory journals appear to be distinct from presumed legitimate journals in several ways. For example, they lack descriptions of their editorial processes, ethical policies, and content preservation arrangements more often than presumed legitimate journals. Researchers, globally, have published clinical and preclinical studies reporting on millions of research subjects in predatory journals. Such content is poorly reported against established reporting guidelines; some of it originates from high profile institutions and is supported by well-known biomedical research funders. Most major funders propose journal publication as one way of achieving open access, yet few provide guidance on how to select a journal for this purpose. These thesis findings suggest that some features encountered on journals’ websites may signal potentially questionable journal practices. These features should be further evaluated to determine their accuracy in detecting predatory journals. Additionally, researchers may be sending research to predatory journals which may be of low quality, low priority, or unacceptable in legitimate journals. This is problematic because genuine research efforts/participant contributions may go undetected and never contribute to future knowledge generation. Future research ought to be done to determine why and how researchers, globally, choose where to publish. Research funders ought to agree on guidance and policies to ensure funded research can be found by others and is published in journals indicating basic standards for facilitating this.

This volume presents the diary of a Lutheran missionary sent by the Leipzig Mission to Mount Meru (northern Tanzania) in 1902, six years after the first two missionaries were killed there.

About 20 percent of school-aged children, 18 years and younger, struggle with mental health issues in America today. Mental health issues lead to greater rates of suicide, depression, loneliness, anxiety, and bullying that takes place in and out of schools. This exploratory multiple case study looks at how 10 fourth graders, five male and five female, use a weekly entry in a dialogue journal letter to their teacher to share their emotional lives. I explore how a dialogue journal can open up a space between students and teachers for emotional aspects of life and learning to be included in schools. This study specifically explores what children say about their lives and feelings in a dialogue journal across a period of a school year. I also inquire into changes in a period of crisis teaching when a worldwide pandemic closes down school and children are forced into distance learning in their homes. We find that 1) students can share feelings, ideas and parts of themselves with me in a dialogue journal that they don't share in class, 2) the journal provides a space for them to elaborate upon and become more aware of their feelings, 3) students seek to have a personal connection with their teacher, 4) students have comments and feedback about what is happening in the classroom, and 5) the student's entries affected my immediate practices as a teacher and added insights and ideas for future practices on how I could have been even more supportive to the students.

Einleitung: "Verhaltenstherapie" kommt in ihr zweites Jahr. Zum Start, vor einem Jahr, haben wir Aufgaben, Ziele und Erwartungen formuliert, die in bisher vier Heften der Realitätsprüfung unterzogen wurden. In unserer ersten Jahresbilanz stellt sich die Frage, welche Ziele 1991 schon erreicht wurden und welche 1992 voraussichtlich erreicht werden.

Jahresinhaltsverzeichnis

Background: Journal writing is often used to gauge student skills and knowledge. There is disagreement as to whether journals should be graded because students may embellish experiences or write what the instructor wants to read. If students are not engaged in honest reflection, the benefit of reflective practice is reduced. Purpose: The purpose of this correlational non-experimental study was to examine if a relationship exists between the grading of reflective journals and student honesty in reflective journal writing. Theoretical Framework: The theoretical framework for this study was based on Schӧn’s reflective practice theory. This theoretical framework is suitable as students participate in reflective journal writing learning from experience and response to the situation, scaffolding on previous knowledge with the application of new knowledge. Methods: The correlational, non-experimental study was conducted at five Midwestern U.S. pre-licensure nursing programs. Data were collected using an anonymous survey. The non-probability sampling technique was used to examine the existence of a relationship between the grading of reflective journals and student honesty in reflective journal writing. Results: Findings indicated that a significant relationship exists between the grading of reflective journals and student honesty. The relationship between reflective journal writing and embellishment was negative and non-significant. Conclusions: This study revealed that a relationship exists between graded reflective journals and study honesty in reflective journal writing. Nurse educators and policy makers need to assess the process of reflection which involves critical thinking and problem-solving instead of grading the written component; possibly, changing to a complete/incomplete grade.

Denna studie undersöker hur en övningsplanering kan designas och vilken påverkan en planering har på övningsmotivation. Motivationen till denna studie grundar sig i en försvunnen motivation för övning som jag eftersträvar att finna igen. Studien är baserad på det designteoretiska perspektivet. Materialet till analysen samlades in genom videoobservationer och en loggbok, och analyserades sedan i förhållande till frågeställningar baserade på det designteoretiska perspektivet. Resultatet av studien visade på att jag använder mig av många olika typer av semiotiska resurser i min övning. Den visar även på att en planering påverkar min övning positivt, då jag har en tydligare bild av vad jag ska öva på. / This study examines how planning can be designed and how planning of practice affects practice motivation. The motivation for the study is based on a lost motivation for practice that I strive to find again. The study is based on the design theory perspective. The material for the study was collected through video observations and a journal, and the material was analysed relative to questions based on the design theory perspective. The result of the study shows that I use many different kinds of semiotic resources in my practice. It also shows that planning of my practice affects my practice positively, as I have a clearer view of what I should practice.