Thesis (Ph.D. (Educational Studies)) -- University of Limpopo, 2021 / Ongoing professional teacher development programmes have been found to be the most important strategy to empower the in-service teachers in the public and private i schools in South Africa. The purpose of this study was to investigate the effect of on-going professional teacher development programmes on reading in the Foundation Phase, and to design an intervention strategy on reading on the teaching of reading in the Foundation Phase. The study followed a qualitative research approach, where, a case study design was adopted. For the purpose of this study, eight Foundation Phase teachers were purposively selected to take part and two Curriculum Advisers from curriculum section in the Department of Education, Limpopo Province. Data was collected through the use of semi-structured interviews, observations and document analysis. Data was analysed through a thematic content analysis strategy, where five findings emerged. Foundation Phase teachers showed a clear understanding of a series of on-going professional development programmes on reading which were cries-crossing throughout the entire Province; Foundation Phase teachers were not satisfied with the amount of time allocated for the ongoing professional development programmes on reading; In addition, the teachers expressed their feeling on the content that was covered by this development programmes, and lastly, the availability of resources has been found have serious challenges for the programmes. The findings revealed the following implications, (a) The ongoing professional teacher development programmes on reading conducted are insufficient, as foundation phase teachers cannot find a leeway to remedy the problem. (b) The model of equipping foundation phase teachers with the relevant skills and knowledge required for the teaching of reading was not sufficient, therefore, new strategies need to be developed to empower the foundation phase teachers in a better way. Keywords: Reading, ongoing professional development, foundation phase, assessment, Literacy

Problem Statement Residency programs that emphasize clinical reasoning and manual therapy can provide a means to optimize the outcomes of physical therapy without the need for or access to expensive equipment. The residency format of continuing education could allow physical therapists in developing countries access to specialty training and ongoing mentorship. However, there are limited studies that investigate the influence of residency training on the progression of clinical reasoning, professional development, and career advancement. Purpose The purpose of this study was threefold. The first objective was to describe the outcome of a post-graduate orthopaedic manual therapy residency program on development of knowledge and clinical reasoning skills by physical therapists in Nairobi, Kenya. The second objective was to explore the influence of the residency program on the participants’ professional development and career advancement. The last objective was to explore the residency experience from participants’ perspectives. Methodology This mixed methods study utilized a sample of convenience that included residents in the third (n=14) and fourth (n=13) cohorts of the orthopaedic manual therapy residency program in Kenya. Data collection included an assessment of clinical reasoning through a live patient examination, a survey on professional and career development, and qualitative interviews. Results There was a significant improvement in clinical reasoning development as measured by an assessment of a live patient examination (p Discussion The residency program in Nairobi, Kenya may serve as a framework for the formation of post-graduate education programs in other developing countries. The development of residency programs that can influence the ability of physical therapists to provide treatment efficiently and effectively may ultimately assist in serving community physical therapy needs.

Introduktion: Specialistsjuksköterskor ska kunna kommunicera och samverka med andra aktörer för att främja en god och säker vård för patienterna. Prehospitalt möter personalen inom ambulansen utmanande situationer involverat våld och hot. En situation som ställer kommunikation och samverkan på prov är en händelse med pågående dödligt våld. I Sverige har det inte skett så många PDV händelser, men de blir vanligare och vanligare. Alla blåljusenheter har sitt ansvar på en skadeplats, men alla har ett gemensamt mål och det är att rädda liv. För att göra det behöver kommunikation och samverkan fungera. Syfte: att beskriva blåljuspersonalens upplevelser av kommunikation och samverkan vid en PDV händelse. Metod: En manifest kvalitativ intervjustudie med induktiv ansats. Totalt åtta individuella intervjuer utfördes, men endast sju är grunden till resultatet. Resultat: Kommunikation och samverkan behövs både före, under och efter en PDV händelse och att det finns utrymme för båda områdena att förbättras inför framtiden. De fem kategorier som identifierades under analysen var: Att det gemensamma kommunikationssystemet möjliggör god samverkan, att bristen på information leder till känslor av frustration, att gemenskap är en nyckelfaktor, att få möjlighet till tvärprofessionell reflektion och att säkerheten alltid prioriteras. Slutsats: För en god kommunikation och samverkan behöver samordning finnas, både före och efter en PDV händelse. Kliniska implikationer: Studiens resultat kan användas för att framåt planera, utföra och analysera utbildningen för personalens beredskap vid PDV händelser samt för att utveckla samverkan och kommunikation.

I den här studien så utvecklades en app som kan räkna ut och visa sannolikhetsfördelningen av skada som enheter gör i Warhammer 40k. Syftet var att appen skulle fungera som ett hjälpmedel för spelare där den ger information som är viktig för många av valen man gör i spelet. Appen är designad för att kunna användas under en pågående match. Sedan evaluerades appen genom att utföra tester där Warhammer 40k spelare fick använda appen under en match där de sedan blev intervjuade om deras upplevelse. Resultaten i studien visade på att spelare visade intresse för appen men huruvida att använda appen under en match var önskvärd funktionalitet hade en blandad uppfattning. / In this study an app was developed that can calculate and show the damage distribution of units in Warhammer 40k. The app's purpose was to work as a tool for players that supplied them with information that is relevant for many of the decisions that are made during a match. The app is designed to also be usable during an ongoing match. The app was evaluated by having tests where players played a match with the app and they were then interviewed about their experience with the app after the conclusion of the match. The result showed that players had an interest in the app and its functionalities but that the use case of utilising it during a match had mixed reception.

In South Africa today, the challenge is to redress past inequalities and to transform the higher education system. This transformation of the higher education system is necessary in order to serve a new social order. The introduction of outcomes-based education and training requires a new approach to education, including the process of assessment. An outcomes-based approach to education and training focuses on continuous assessment through the use of a range of assessment methods. The Ministry of Education tasked the National Department of Education to embark on a review of their academic programmes. This review has been in response to register programmes on the National Qualifications Framework. This review has also been part of an attempt to improve the quality of qualifications. In most learning organisations, assessment and learning have always been closely related. If assessment has not simply been seen as the end point in learning but has been an important component in the design of the learning process itself, this statement will be severely tested by the movement towards an outcomes model for education and training. The primary aim of the study was to develop a conceptual model for the management of the impleme tation of a continuous assessment plan in a university of technology by means of aliterature study and an empirical investigation. Currently, information regarding the conceptualisation of this topic is inadequate and vague. If the nature of the complexities involved in the management and implementation of CASS at universities of technology are known, a conceptualised model can be developed for the effective management of the implementation thereof. The implementation of an integrated model of assessment requires the creation of an enabling environment in which the model can be implemented. This study has found that this is not true for many universities of technology, as: • programme design still rests on subjects that are not aimed at outcome-based models; • administrative systems are not designed to accommodate the recording of continuous assessments; • students, lecturers and other stakeholders have not undergone the necessary training regarding the change in paradigm from content-based to outcomebased education; and • policy regarding modularisation and continuous assessment has not yet been defined and implemented. The study serves to present a useable model for the management of the implementation of continuous assessment at universities of technology. The study is based on a balanced opinion as the experiences of both lecturers and students were investigated by means of structured questionnaires. The findings were verified by means of a focus group interview with administrative staff involved with continuous assessment. The model that was developed is a usable model as it was subjected to a number of verification tests. / Thesis (Ph.D. (Teaching and Learning))--North-West University, Vaal Triangle Campus, 2008.

L'activité de notre cerveau est intrinsèquement rythmique : des oscillations sont observées à tous les niveaux de son organisation. Cette rythmicité de l'activité cérébrale influence notre perception. En effet, au lieu de superviser continuellement notre environnement, notre cerveau effectue de brèves " clichés " du monde extérieur (entre 5 et 15 par seconde). Cela crée des cycles perpétuels : notre perception visuelle fluctue en fonction de la phase de l'oscillation sous- jacente. De nombreuses données témoignent du fait que les oscillations cérébrales à différentes fréquences sont fondamentales à la formation de notre perception visuelle. Lors de cette thèse, nous avons utilisé le Paradigme de Bruit Blanc comme outil pour comprendre l'influence des oscillations sur la perception visuelle et qui par extension pourra être utilisé pour contrôler cette perception. Le paradigme de bruit blanc visuel utilise des séquences de flashs dont la luminance varie aléatoirement (créant ainsi du " bruit blanc "), comme stimuli, qui contraignent l'activité cérébrale de manière prédictible. Les réponses impulsionnelles à ces séquences de bruit blanc sont caractérisées par une composante oscillatoire forte dans la bande alpha (~10Hz), similaire à un écho perceptuel. Puisque les réponses impulsionnelles sont un modèle de la réponse de notre cerveau à un flash dans la séquence de bruit blanc, elles peuvent être utilisées pour reconstruire (plutôt qu'enregistrer) l'activité cérébrale en réponse à de nouvelles séquences de stimulation. Par ailleurs, des cibles ont été introduites au sein des séquences de bruit blanc à un niveau proche du seuil de perception, et le décours temporel de cette activité reconstruite autour de la présentation des cibles a été extrait. Ainsi, l'EEG reconstruit peut être utilisé pour étudier l'influence de ces oscillations contraintes sur la perception visuelle, indépendamment des autres types de signaux généralement enregistrés dans l'EEG. Dans un premier temps, nous avons validé le paradigme de bruit blanc en montrant que : 1) les séquences de bruits blancs influencent bien la détection des cibles, 2) les échos perceptuels évoqués par les séquences de bruit blancs sont stables dans le temps, 3) ces échos sont un bon modèle de l'activité cérébrale enregistrée par EEG, et 4) leurs bases neuronales se situent dans les aires visuelles primaires. Dans un second temps, nous avons étudié la relation entre ces oscillations cérébrales contrôlées par la séquence de bruit blanc et la détection des cibles. Ici, nous montrons que l'activité EEG reconstruite nous aide à déterminer la véritable latence à laquelle la phase de l'oscillation (thêta) influence la perception. De plus, nous avons aussi montré que l'amplitude de l'oscillation (alpha) influence la détection des cibles et ce, indépendamment des fluctuations des facteurs endogènes (tel que l'attention). Enfin, tirant parti de ce lien entre oscillation et perception, nous construisons deux algorithmes qui permettent de contrôler la perception des sujets. Tout d'abord, nous mettons au point un modèle " universel " de la perception qui permet de prédire, pour n'importe quel observateur, si une cible dans une séquence de bruit blanc sera vue ou non. Ensuite, nous construisons un modèle individuel qui utilise l'écho perceptuel de chaque sujet comme clé de cryptage et nous permet de présenter des cibles à des moments où la cible sera détectée par un sujet seulement au détriment de tous les autres sujets, créant ainsi une sorte de système de cryptage neuronal (" Neuro-Encryption "). / Our brain activity is inherently rhythmic: oscillations can be found at all levels of organization. This rhythmicity in brain activity gives a rhythm to what we see: instead of continuously monitoring the environment, our brains take "snapshots" of the external world from 5 to 15 times a second. This creates perceptual cycles: depending on the phase of the underlying oscillation, our perceptual abilities fluctuate. Accumulating evidence shows that brains oscillations at various frequencies are instrumental in shaping visual perception. At the heart of this thesis lies the White Noise Paradigm, which we designed as a tool to better understand the influence of oscillations on visual perception and which ultimately could be used to control visual perception. The White Noise Paradigm uses streams of flashes with random luminance (i.e. white noise) as stimuli, which have been shown to constrain brain oscillations in a predictable manner. The impulse response to WN sequences has a strong (subject specific) oscillatory component at ~10Hz akin to a perceptual echo. Since the impulse response is a model of how our brains respond to one single flash in the sequence, they can be used to reconstruct (rather than record) the brain activity to new stimulation sequences. We then present near-perceptual threshold targets embedded within the WN sequences and extract the time course of these predicted/reconstructed background oscillations around target presentation. Thus, the reconstructed EEG can be used to study the influence of the oscillatory components on visual perception, independently of other types of signals usually recorded in the EEG. First, we validate the White Noise Paradigm by showing that: 1) the WN sequences do modulate behaviour, 2) the perceptual echoes evoked by these WN sequences are stable in time, 3) they are a (relatively) good model of the subject's recorded brain activity and 4) their neuronal basis can be found in the early visual areas. Second, we investigate the relationship between these constrained brain oscillations and visual perception. Specifically, we show that the reconstructed EEG can help us recover the true latency at which (theta) phase influences perception. Moreover, it can help us uncover a causal influence of (alpha) power on target detection, independently from any fluctuation in endogenous factors. Finally, capitalizing on the link between oscillations and perception, we build two algorithms used to control the perception of subjects. First, we build a "universal" forward model which can predict for any observer whether a particular target will be seen or not. Second, we build a subject-dependent model which can predict whether a particular subject (for whom EEG was recorded previously) will perceive a given target or not. Critically, this can be used to present targets optimized to be perceived by one subject only, to the detriment of all other subjects, creating a sort of "Neuro-Encryption" system.

Made available in DSpace on 2016-04-28T20:56:32Z (GMT). No. of bitstreams: 1 Beatriz Bontempi Gouveia.pdf: 1085578 bytes, checksum: c89f7e25cf120a5970793fb46a05fbfb (MD5) Previous issue date: 2012-09-25 / The objective of this study was to analyse the process for the creation of the training role of the educational coordinators working in the state primary schools network of the municipality of Boa Vista do Tupim, in Chapada Diamantina/BA. This municipality is part of Projeto Chapada, a program of Instituto Chapada de Educação e Pesquisa, a non-governmental organisation, which invests in the training of technical teams operating in the Municipal Education Departments, which in turn are responsible for training educational coordinators who work in schools. This study considers the training process for educational coordinators and their training requirements from the perspective of the coordinators and their trainers. The political efforts made by the municipality to implement an ongoing training structure, from the Department with its technical teams to the coordinator at schools, has achieved good results for the quality of learning of students and the professional development of teachers. An analysis of all the data collected (interviews, discussion group, observation of schools) revealed that the coordinators see training as their main function in schools. Thanks to political and technical support from the Municipal Education Department, they managed to create dedicated training spaces in the schools routines; and they recognise and value the presence of their trainers and the efforts to meet their training needs. The premise of the training network in the municipality of Boa Vista do Tupim is that it is not possible to improve the quality of state schools through isolated, external and individual training activities. On the contrary, the current system involves a series of interconnected actions, involving the different stakeholders in the educational sphere. The coordinators are responsible for teacher s training, but they cannot undertake this task alone. All parties involved in this training chain bear joint responsibility and offer training and technical support to the trainer within the network. The collaborative network is designed to serve as a foundation for training activities and as a space for democratic participation, horizontal relations and extensive partnerships. Understanding how the municipality of Boa Vista do Tupim managed to implement this process for successfully creating the training role of the coordinator will be a way in which this study can contribute to the area of educational coordination, the training of professionals and to education itself / O objetivo desta pesquisa foi analisar o processo de construção do papel formador dos coordenadores pedagógicos que atuam nas escolas do Ensino Fundamental I da rede pública no município de Boa Vista do Tupim, na Chapada Diamantina/BA. Esse município integra o Projeto Chapada, programa do Instituto Chapada de Educação e Pesquisa, organização não-governamental que investe na formação das equipes técnicas que atuam nas Secretarias Municipais de Educação, as quais, por sua vez, são responsáveis pela formação dos coordenadores pedagógicos que atuam nas escolas. Neste trabalho, pretendeu-se refletir sobre o processo formativo dos coordenadores pedagógicos e suas necessidades formativas, sob a ótica dos coordenadores e de suas formadoras. O esforço político do município de implementar uma estrutura de formação permanente, desde a Secretaria, com as equipes técnicas, até a escola, com o coordenador, revelou bons resultados na qualidade da aprendizagem dos alunos e no desenvolvimento profissional dos professores. Foi possível identificar, no conjunto de dados analisados (levantados através de entrevistas, grupo de discussão e observações nas escolas) que os coordenadores reconhecem a formação dos professores como sua principal função nas escolas; conseguem viabilizar na rotina, com o apoio político e técnico da Secretaria Municipal de Educação, diferentes espaços dedicados à formação; reconhecem e valorizam a presença de seus formadores e o esforço deles em atender às suas necessidades formativas. O pressuposto da rede de formação do município de Boa Vista do Tupim é de que a melhoria da qualidade da escola pública não é fruto de uma ação isolada, externa e pontual de formação. Ao contrário, pressupõe um conjunto de ações interligadas, envolvendo os diversos atores que compõem o cenário educativo. Os coordenadores são responsáveis pela formação dos professores, porém não podem assumir esta tarefa, sozinhos. Todos os sujeitos envolvidos nesta cadeia de formação se corresponsabilizam e oferecem o apoio técnico e formativo ao sujeito da formação que está interligado. A rede colaborativa é concebida como baliza para as ações formativas e como espaço de participação democrática, de relações horizontais e muita parceria. Compreender como o município de Boa Vista do Tupim conseguiu viabilizar esse processo de construção do papel formador do coordenador com êxito pode representar uma contribuição deste trabalho à área da coordenação pedagógica, à formação de professores e à própria educação

Made available in DSpace on 2016-04-28T20:56:33Z (GMT). No. of bitstreams: 1 Dayse Goncalves.pdf: 853212 bytes, checksum: cb70501a8b6af592d9289c8f1c40a0cc (MD5) Previous issue date: 2012-10-24 / This study analyzes the ongoing teacher education model offered to early childhood education professionals at the researched school. This model is organized in situations when the group of teachers collectively works in planning, evaluating, analyzing and reflecting about their practice. In this context, teacher education must deal with issues regarding classroom practice. Thus, this study investigates how this educational model has favored the development of professional and organizational processes. Moreover, this research s objective was to investigate the conditions offered by the school to foster innovative processes through collaborative work. Two discussion groups of five teachers were organized to evaluate formative actions regarding teaching how to read, to signal the more meaningful ones as well as indicate what kind of professional knowledge had been constructed from these actions and, lastly, to what extent their practice had been affected by these actions. Data analysis led to the creation of three categories: teacher education in context, collaborative work construction and the connection between a collaborative culture and an organizational mood as promoters of favorable contexts to professional and institutional development processes. The academic references are Canário (1998, 2000, 2001, 2007), Nóvoa (1999, 2007, 2009), Imbernón (1994, 2010), Marcelo (1999, 2009), Roldão (1998, 2005, 2007, 2009), Lerner (2002, 2007), Brunet (1999) and Fullan and Hargreaves (2000). The results reinforce the importance of the context in teacher education as well as the collaborative character of the teachers work in pedagogical meetings which are, at the same time, formative meetings and meetings to construct collective work projects. In this way, the importance of guaranteeing certain conditions regarding the organizational mood - in order to foster respectful and trusting relationships between all actors and to guarantee that the collective work actually happens and is valued - is evident. Furthermore, it is when teachers must be seen as lead characters not only in the changes they make, but also in the processes of constructing pedagogical and didactic knowledge / Neste estudo procurou-se analisar o modelo de formação continuada oferecido pela escola-campo a seus professores de Educação Infantil, orientado para a organização de situações coletivas de planejamento, de avaliação e de análise e reflexão sobre a prática. Partindo do pressuposto que a formação em contexto deve estar a serviço da resolução dos problemas relacionados à prática em sala de aula, neste estudo procurou-se investigar em que medida o modelo de formação desenvolvido favoreceu os processos de desenvolvimento profissional e organizacional. Portanto, o objetivo da pesquisa foi investigar as condições oferecidas pela escola-campo no sentido de levar os professores a processos de inovação através do trabalho colaborativo. Para tanto, foram organizados dois grupos de discussão com os professores, ambos compostos por cinco professores, nos quais eles avaliaram as ações formativas voltadas para o ensino da leitura no segmento em que atuam, apontaram aquelas que tinham sido mais significativas, bem como indicaram que tipo de conhecimento de natureza profissional tinham construído a partir destas ações e, por último, em que medida sua prática tinha sido afetada por estas ações. A análise dos dados levou à criação de três categorias: formação em contexto; a construção do trabalho colaborativo e a relação entre cultura colaborativa e o clima organizacional como promotores de contextos favoráveis aos processos de desenvolvimento profissional e institucional. O referencial teórico se constituiu em Canário (1998, 2000, 2001, 2007), Nóvoa (1999, 2007, 2009), Imbernón (1994, 2010), Marcelo (1999, 2009), Roldão (1998, 2005, 2007, 2009), Lerner (2002, 2007), Brunet (1999) e Fullan e Hargreaves (2000). Os resultados reforçam a importância do contexto em práticas de formação continuada, bem como do caráter colaborativo do trabalho realizado pelos professores nos encontros de reunião pedagógica, que são, a um só tempo, encontros de formação e de construção de projetos coletivos de trabalho. Assim com evidenciam a importância de serem salvaguardadas determinadas condições no que diz respeito ao clima organizacional para que as relações entre todos os atores envolvidos no processo de formação e de inovação sejam de respeito e confiança, e também para que o trabalho coletivo aconteça e seja valorizado. E, ademais, onde os professores sejam vistos como protagonistas não só das mudanças que realizam, mas também dos processos de construção de conhecimento de natureza pedagógica e didática

Inserida na linha de pesquisa \"Racionalidade jurídica e direitos fundamentais na construção do Estado Democrático de Direito\", esta dissertação problematiza o flagrante de crime permanente como fundamento de restrição ao direito fundamental à inviolabilidade domiciliar. Predominante na jurisprudência, este parâmetro sofreu recente crítica e reformulação do STF no julgamento do RE 603.616/RO, que fixou o tema 280 da sistemática da repercussão geral. Trabalhando na fronteira entre a teoria do direito e a hermenêutica constitucional e buscando identificar pontos de convergência e de divergência entre ambas, este estudo revisa o tratamento doutrinário brasileiro atual referente à violação de domicílio e propõe, em seguida, outra perspectiva teórica a partir das categorias analíticas dos direitos fundamentais de Robert Alexy e de Virgílio Afonso da Silva. Após adotar o âmbito de proteção prima facie amplo dos direitos fundamentais e a teoria externa das restrições, admite expressamente a inviolabilidade domiciliar como princípio que admite restrição em casos concretos, o que não significa enfraquecimento, mas, ao contrário, fortalecimento da proteção, na medida em que exige maior racionalidade argumentativa e permite mais ampla participação e controle intersubjetivo dos fundamentos decisórios. Em seguida, o estudo avalia as repercussões dessa proposta teórica no processo penal de matriz acusatória, discute a questão da verdade no processo penal, os fundamentos ético políticos das proibições de prova e sugere categorias diversas do flagrante de crime permanente como justificativas plausíveis de restrição. Por fim, examina o acórdão que fixou o tema 280, explicitando a tensão criada com a jurisprudência ora dominante. / Within the \"Legal rationality and fundamental rights in the construction of the Democratic Rule of Law\" research line, this dissertation problematizes the flagrante delicto of ongoing crimes as a justification for constraining the fundamental right to domicile inviolability. Predominant in jurisprudence, this parameter was recently criticized and reformulated by Brazilian Supreme Court in the judgement of RE 603.616/RO, which stablished theme 280 of the general repercussion system. Working on the boundary between legal theory and constitutional hermeneutics and attempting to identify points of convergence and divergence between them, this study revises Brazilian current doctrinal approach to violation of domicile and then proposes another theoretical perspective based on Robert Alexy\'s and Virgílio Afonso da Silva\'s analytical categories of fundamental rights. After adopting the broad prima facie protection scope of fundamental rights and the external theory of constraints, it admits expressly the domicile inviolability as a principle that allows constraints in specific cases, which does not imply attenuation of the principle, but rather strengthening of the protection, in that it demands a broader argumentative rationality and permits wider participation and intersubjective control of decisions\' foundations. Afterwards, this study evaluates the repercussions of such proposed theoretical perspective in the accusatory system\'s criminal procedure, approaches the issue of the truth in the criminal procedure, the ethical and political foundations of the evidence prohibitions, and suggests other categories as plausible justifications for constraints, apart from the flagrante delicto of ongoing crimes. At last, this study examines the content of the judgment that stablished theme 280, demonstrating the tension created by the current dominant jurisprudence.

<p>This thesis is a collection of seven papers reporting a research effort that started in January 1999. The theme of the thesis is interaction support for mobile CSCW (Computer Supported Cooperative Work). The interest in this theme is motivated by the trend towards a networked and nomadic society, the technical trends towards embedded, ubiquitous, and mobile technology, and the emergence of mobile CSCW settings. It is also motivated by current trends within the area of CSCW to focus on actual work practices, invisible and ubiquitous computer support, and mobile work settings where interaction with others is critical to get the work done.</p><p>For some time now mobile technology has been widely used to support dispersed mobile interaction, and recently the importance of co-located ”mobile meetings” to get the work done, has been recognized in the area of CSCW. However, current technology is not well suited when it comes to support interaction in mobile work settings across co-located and dispersed settings. Here, this problem is approached from an informatics perspective. Informatics can be described as a theory and design oriented study of information technology use. The scope of this thesis can be defined as understanding transformations of work practice through the use of mobile technology, and how it might be supported. The overall research question is: What are the specific needs of interaction support related to mobile meetings and dispersed interaction, how might these be supported, and what are the implications for current interaction models and support within CSCW? To answer this question several activities have been undertaken. This thesis contains empirical studies of mobile work among service technicians at Telia Nära, models of mobility and mobile meetings, and design and evaluations of a prototype system called RoamWare.</p><p>The overall conclusions related to the question stated in this thesis are that mobile interaction can be described as ongoing across mobile meetings, including both co-located face-to-face and dispersed interaction. Further, the interaction is maintained by the mobile workers through their efforts of re-establishing different threads of interaction across co-located and dispersed settings. Overall: There is a need to bridge co-located and dispersed meetings with sustained interaction support. Concerning the second part of the overall research question one conclusion is that sustained interaction across co-located and dispersed settings can be supported with mobile physical/virtual meetings support systems through the use of personal and public interaction histories. To illustrate and test this idea a prototype system called RoamWare was developed. However, evaluations of RoamWare revealed that synchronous support for sustained interaction divides users’ attention between co-located and dispersed interaction. As a consequence a second version of RoamWare was developed as an unobtrusive support for sustained interaction in between mobile meetings through seamless reestablishment of different threads of interaction, by offering support for converting interaction histories into project contexts. Finally, and according to the last part of the question stated above, this thesis concludes that current session management models need to be extended to handle sustained and dynamic sessions of interaction across co-located and dispersed mobile meetings and that, techniques for addressing groups need to be extended to enable dynamic addressing of participants in co-located mobile meeting. Finally, the exploration of how to support sustained interaction in between mobile meetings reveals important aspects to consider when trying to automatically frame spontaneous interaction with mobile technology.</p><p>Directions for future work include questions of how to design filters to support: maintenance, participation in, and negotiation about participation in between, different mobile meetings. Further, more work is needed related to how to capture spontaneous face-to-face interaction technically. Finally, new methods are needed to enable good evaluations of the impact of IT in mobile work settings.</p>