The purpose of this master’s thesis is to gain knowledge and understand of contemporary lockrop(Swedish herding calls) practices from the perspectives of those who engage with it. It aims to dothis by paying close attention to the nuanced phenomenological aspects that may shape experiencewithin the moment in which practice occurs. Main research questions include: how do practitionersdescribe their experience of lockrop practice? How do they shape the practice aesthetically? Whattypes of benefits do they claim arise from engaging with lockrop, and what limitations do they face?Which factors hold the potential to alter and shape their practice experience? In order to achieve this,I have conducted multi-sited fieldwork in Sweden in the form of auto-ethnography, interview andparticipant observation with a strong focus on turning attention toward embodied perception of themoment. Eight participants were interviewed in a one-on-one setting, with a further fourinterviewed in a group setting. Participants ranged from established, performing practitioners tocomplete beginners. As a practitioner myself, I also kept a log of my own experiences of lockropunder the course of fieldwork in order to help build an empathetic understanding with participantanswers and bring the reader closer to the moment of experience. A cross analysis of qualitativefieldwork data revealed a nuanced and multi-layered range of participant experience that istransformative depending upon the individual, setting and circumstance. Despite this, severalidentifiable themes emerged. These include how lockrop practice is shaped aesthetically andexperientially when performed for an audience, how embodied perception of the practice shiftswhen it is engaged with for personal, recreational and/or enjoyment, how communicational aspectsof lockrop practice have been transformed when practice occurs outside of the pastoral andtraditional environment, the use of lockrop as a tool for individual well-being, and the impact thatperformance anxiety can have on practitioners. This study broadens current dialogues held aroundcontemporary lockrop practice in previous research. It emphasises the importance of turning to themoment of practice itself. Such discussions may prove fruitful in considering future potentialitiesand considerations connected to the teaching and usage of lockrop.

No description available.

Missile Combat Crew members are officers in the United States Air Force responsible for operating nuclear-tipped intercontinental ballistic missiles. They undergo on-the-job training as part of the curriculum necessary to progress in their careers and achieve higher levels of job responsibility. The curriculum they use is created and maintained by 20th Air Force Test and Training Section. This product is known as the Missile Combat Crew Commander Upgrade program, and it has received criticisms from stakeholders who use it for being out of date and failing to capture the necessary topics for ensuring adequate on the job training is being conducted. This project seeks to examine these critiques, break down the curriculum produced by 20th AF into stages (creation, implementation, and feedback) for evaluation, uses principles of user-oriented design drawing on design anthropology to suggest alternative methods for curriculum creation, and utilizes the results of a diagnostic survey to provide data-driven recommendations to 20th AF for future rewrites of their product based on feedback from the crew members who use their product in the field.

Text in Afrikaans / Loosit is a pastoral care model which may be applied to primary school children in South Africa and the use thereof is explored in this research project. Loosit consists of a series of plays as well as a discipleship program. These plays, humoristic yet contextually relevant to children, are done on a set resembling school toilets. Children are encouraged to write to the leading character, Uncle Jani Tor, and to post the letters in the `toilet` post box. Themes focused on in this project are problems with friends, social pressure, problems in the family and death. There is a specific focus on the ethics of Loosit as a model of pastoral care applicable to children. / Practical Theology / M. Th. (Practical Theology)

Parent-teacher conferences are an important component of parent involvement practice in any school. However, parent-teacher conferences often come short of the expectations of both parents and teachers and fail to lead to lasting solutions to learners' problems. This study focuses on the implementation of parent-teacher conferences in primary schools. The problem was investigated by means of a literature study and an empirical investigation. The literature identified approaches to and models of parent involvement, common barriers to parent-teacher communication and the characteristics of effective conferences. A qualitative investigation explored the process of a small sample of parent-teacher conferences in a selected primary school in Mamelodi, Gauteng Province. Data was gathered by participant observation. Findings showed that teacher talk predominated during conferences; the importance of mutual trust and teachers' listening to parents; guiding parents to improve learning at home and barriers to communication. Recommendations based on the findings were made. / Educational Studies / M.Ed. (Education management)

The aim of the study was to investigate classroom discourse among high school natural science students in Swaziland. The research problem was: Can student interactions tell us something about the negotiation of understanding during natural science teaching? A qualitative approach was used, specifically, the observational case study style. The population comprised three Form 4 students and their natural science teacher, purposely selected. Data was collected using the non-participant observation and the standardised open-ended interview methods. The collected data was analysed using the discourse analysis approach. The analysed data indicated that prevailing discourse patterns were teacher and student talk, as well as written work. A conclusion was that student classroom discourse in the natural sciences should be encouraged among all students for improved understanding and meaning making. / Science and Technology Education / M. Ed. (Natural Science Education)

The aim of the study is to investigate how young men constructing identities in talk about their own use of violence. The study is based on a fieldwork at a youth detention home in Sweden. The data consists of individual interviews and video recordings of the treatment programme Aggression Replacement Training (ART). Detailed analyses have been made of conversations between the young men, between the young men and the trainers, and of the narratives generated in the individual interviews. The study has a social constructionist approach to identity, which is seen as constructed in a joint achievement in social interaction. An important analytical perspective in the study is how social categories and subcategories are constructed. The study has a particular focus on gender, primarily masculinity, but age and ethnicity are also being emphasised. The analysis draws on four empirical studies. It is shown how the young men construct a preferred self-presentation when talking about violent events. The narratives on violence are either based on experiences or talked about as a hypothetical use of violence. Violence based on personal experience is problematized and legitimized in terms of self-defence, defending friends, restraint and justified violence. Narratives of violence are shown to be interactional resources available to the young men. When talking about violence, the young men can be seen to regulate social relations, and to position themselves in relation to particular discourses of masculinity. The specific understanding of what it entails to be a man enables the use of violence with respect to social categorizations such as age, ethnicity or criminal identity. It is also argued that the treatment programme ART may, at times, facilitate maintaining a criminal identity. / Avhandlingens övergripande syfte är att undersöka hur unga män konstruerar identiteter kring berättelser om eget våldsutövande. Den bygger på en studie gjord vid ett särskilt ungdomshem i Sverige. Såväl enskilda intervjuer som videoinspelningar av behandlingsprogrammet Aggression Replacement Training (ART) har utgjort analysmaterialet. Ingående analyser har gjorts av samtalen mellan de unga männen, mellan de unga männen och behandlingspersonalen, och berättelserna i de enskilda intervjuerna. Avhandlingen bygger på en socialkonstruktionistisk ansats där identitet analyseras i social interaktion med andra. Ett viktigt analytiskt perspektiv i studien är hur sociala kategorier och underkategorier skapas. Ett särskilt fokus ligger på genus och då främst maskulinitet, men även ålder och etnicitet lyfts fram som viktiga perspektiv. Avhandlingen omfattar fyra delstudier. Studien visar hur de unga männen konstruerar en positiv självpresentation när de talar om våldshändelser. Våldsberättelserna är antingen erfarenhetsbaserade eller utgår ifrån tal om hypotetiskt våld. Det erfarenhetsbaserade våldet problematiseras och legitimeras genom att talas om som självförsvar, försvar av kompisar, återhållsamt eller rättmätigt. Studien visar att våldsberättelser är interaktionella resurser för de unga männen. Genom att tala om våld reglerar de sociala relationer och positionerar sig i relation till vissa maskulinitetsdiskurser. Den specifika förståelsen av vad det innebär att vara en man, möjliggör användandet av våld avhängigt andra sociala kategorier, så som ålder, etnicitet och kriminell identitet. Studien indikerar också att behandlingsprogrammet ART ger möjlighet att underlätta upprätthållandet av en kriminell identitet. / <p>Due to copyright matters, have the articles, published in chapter 4, 5, 6 and 7, been removed.</p>

Over the past decades socio-emotional programmes have been implemented in schools worldwide. Depression in Swedish Adolescents (DISA) and Social and Emotional Training (SET) are two socio-emotional programmes being practised in Swedish schools. The aim of the present dissertation is to explore students’ perspectives on DISA and SET, as well as the programmes’ intentions and strategies. The empirical material consists of interviews with students taking part in DISA and SET, participant observations conducted in an elementary school practising SET, participant observations of DISA and SET instructor courses, and a broad range of textual material concerning the programmes. Article I reports on an inherent contradiction in DISA, where techniques designed as treatment are practised as universal prevention for girls as a group. The girls’ accounts of DISA demonstrate why this contradiction is problematic – it was not up to the girls as course participants to define what problems they were having, but the problems were instead defined for them by the course. Taking part in DISA and SET involves exercises in which the students are expected to selfdisclose in front of their classmates. Article II reports on how this task of self-disclosure had a potential for strengthening students’ peer relations, while it at the same time entailed a risk of triggering already on-going destructive interactions, such as bullying and harassment. Article III demonstrates that the potential of self-disclosure is not equally distributed across the students, but depends on their social status within their peer group. Article III also shows that the norm conveyed by the SET programme – that showing anger is an inappropriate behaviour –functioned locally as a way to justify exclusion and negative positioning of peers who showed anger in response to ill treatment. Article IV provides an in-depth analysis of exchanges in a SET lesson concerning how students should deal with exposure to the negative actions of peers. It demonstrates how the types of questions a teacher is instructed to pose to maintain a neutral attitude in practice involve using more implicit forms of authority to construct ideals concerning desirable behaviours. These ideals were formed by discussing fictive examples, which meant stripping students’ actions of meaning and detaching them from the social and cultural context to which they belong. The present dissertation concludes by giving recommendations for policy practice. / Sedan millenniumskiftet har socio-emotionella program kommit att bli allt vanligare i skolor runtom i världen. Depression in Swedish Adolescents (DISA) och Social och Emotionell Träning (SET) utgör två socio-emotionella program som används i svenska skolan. Syftet med denna avhandling är att studera elevers perspektiv på DISA och SET, samt att studera programmens målsättning och design. Analysmaterialet består av intervjuer, deltagande observationer, programmanualer och dokument som beskriver och förklarar programmens utgångspunkter. Avhandlingen innefattar fyra artiklar. Artikel I belyser en konflikt i DISA programmet. DISA programmet lär ut tekniker som har utformats för att behandla depression. Programmet riktas dock till flickor generellt med syftet att förebygga att de utvecklar depression. Flickornas beskrivningar av DISA visar varför denna konflikt i programmet är problematisk. De fick inte själva definiera vilka problem de upplevde, istället var de tvungna att jobba med de problem som programmets övningar tillskrev dem. Övningarna som ingår i DISA och SET innebär moment där eleverna förväntas öppna sig inför varandra. Artikel II och III belyser hur detta fenomen hade potential att stärka elevernas sociala relationer, samtidigt som det också riskerade att leda till mobbning. I SET programmet tränas elever på att kontrollera sin ilska. Artikel III belyser hur normen – att visa ilska är ett olämpligt beteende – användes av eleverna för att rättfärdiga uteslutning av elever som visade ilska. Artikel IV består av en djupanalys av lektionen ’Vad kan du göra’ som handlar om hur elever bör agera om de utsätts för negativa handlingar från kamrater. Artikeln tar utgångspunkt i det dilemma som lärare ställs inför i SET programmet: att å ena sidan träna barnen i att anta socialt accepterade beteenden, och å andra  sidan följa programmets krav på neutralitet. Analysen visar att de frågor som SET lärare använder för att åstadkomma en neutral hållning i praktiken medför mer implicita former av styrning där programmets ideal om önskvärda beteenden reproduceras.  Önskvärda beteenden konstrueras genom att diskutera fiktiva fall utan att relatera dem till den sociala och kulturella kontext där barnen agerar och hanterar aktuella problem. Avhandlingen avslutas med en diskussion om hur ’barns psykiska hälsa’ och ’barns behov’ förstås och bemöts genom dessa program och vilka slutsatser som kan dras för utformandet av framtida insatser i skolan.

Depuis le décret 2009-378 visant à favoriser la coopération entre l’Education nationale et le secteur médico-social, l’Ecole ne peut plus être pensée comme un territoire qui s’arrêterait là où commence celui de la filière spécialisée, représentée en France par le secteur médicosocial.Derrière cette volonté, l’enjeu significatif est celui d’un rapprochement entre deux cultures, celle de l’enseignant d’une part, celle de l’éducateur spécialisé d’autre part. C’est dans ce contexte que s’inscrit notre thèse, coproduite par une éducatrice spécialisée et un enseignant.Les acteurs éducatifs étant amenés à coopérer pour répondre au droit à la scolarisation édicté par la loi du 11 février 2005 et aux décrets qui lui font suite, nous cherchons à identifier les fondements de ces cultures et ce qui façonne les pratiques actuelles. Ce travail se situe alors dans une perspective compréhensive et non dans une logique expérimentale guidée par une volonté d’administration de la preuve.Par une démarche ethnographique, combinant l’observation participante et les entretiens semi-dirigés, nous nous approchons au plus près des pratiques. Par l’analyse des données recueillies, nous qualifions chacune de ces cultures et tentons de mettre en lumière les éléments entravant ou facilitant leur coopération.In fine, nous envisageons une nouvelle forme de dialogue entre les enseignants et les professionnels du secteur médico-social. Désormais, ces acteurs doivent s’engager dans une logique d’actions où prévaut le projet de l’enfant, un projet sur lequel les capacités d’expertise des uns et des autres se combinent pour travailler dans la continuité. Nous interrogeons ainsi l’emprunt d’une nouvelle voie, celle qui mène à une culture en commun. / Since the 2009-378 decree which aimed at encouraging cooperation between the French National Educational system and the medico social sector, School hasn’t been considered as a territory that stops where special education starts. The real goal of this decree is to bring two different cultures together that of the teacher and that of special needs worker. This is why this thesis was written jointly by a special needs worker and a teacher.Educational practitioners are to cooperate to respond to the right to schooling determined by the February 11 2005 law, and the decrees that were issued onwards. Thus we aim to identify the basis of these cultures and what shapes school current practices.We did not follow an experimental method guided by the will to produce evidence but a comprehensive in-depth view. Using an ethnographic research approach combining participant observation and a semi-guided interviews enables us to get as close as possible to these practices. Thanks to the data gathered, we identify each of these cultures and attempt to highlight the elements hindering or facilitating the cooperation between teachers and special needs workers. Finally, we are considering a new form of dialogue between teachers and special needs workers.From now on, educational practitioners should adopt working methods in which the child’s project prevails, a project in which teachers and special needs workers’ expertise are combined so as to work together and ensure continuity in the progress of the project.We are thus looking at the possibility of a new approach borrowing elements and practices from the culture of both teachers and special needs workers.

Mit der Arbeit wird angestrebt, die komplexen Prozesse der Herstellung von an Tonträger gebundenen Klangkonfigurationen innerhalb des Tonstudios, die im Zuge feldspezifischer Prozesse als Popmusik funktionieren können, unter bestimmten Rahmenbedingungen durch Beobachtungen, Beschreibungen und Analysen bzw. Interpretationen zu erfassen. Die Funktion bzw. Funktionsweise dieser Institution des Feldes der populären Musikproduktion soll unter Verweis auf wahrgenommene Mechanismen und Strukturen jenes Feldes nachvollziehbar gemacht werden. Zur Auswertung der in Feldstudien erhobenen Daten werden Theorien von Pierre Bourdieu und Michel Foucault genutzt, da die Komplexität der untersuchten Prozesse mit Hilfe nur eines Ansatzes nicht hinreichend hätte interpretiert werden können. Im Gegensatz zur Intention Bourdieus wird jedoch auf einen allgemeinen, übergreifenden Gültigkeitsanspruch der Erkenntnisse auf gesellschaftliche Prozesse oder vermeintlich verwandte Felder verzichtet; die Arbeit orientiert sich vielmehr an der Herangehensweise einer auf den Untersuchungsgegenstand bezogenen Theorie der Grounded Theory. Die verwendeten Daten sind der Arbeit in transkribierter Form als Anhang beigefügt. / This dissertation attempts to adequately represent and explain the complex field-specific processes which take place in the recording studios of popular music production during the creation of configurations of sound. Using participant observation in Berlin-based recording studios for data collection, this data was analyzed by utilizing and modifying the works of Pierre Bourdieu and Michel Foucault. In contrast to Bourdieu’s claims that fields have an identical structure, the field of popular music production is quite unique in its workings and cannot be explained in such a manner. Based on these findings, a partially different model and terminology is being developed. Most of the used data is available as (German) transcription in the appendix.