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Nombre d’étudiants en soins infirmiers, lorsqu’ils font référence au déroulement de leurs études, exprime un sentiment de difficulté qui fait débat. En définitive, comment ces étudiants abordent-ils leur cursus pour devenir opérants ? C’est pour répondre à cette question que nous nous sommes immergés au sein d’un I.F.S.I. de la Loire, de 2007 à 2009. L’enquête a été complétée d’une série de vingt-sept entretiens biographiques d’étudiants infirmiers. Le compte-rendu ethnographique constitue les deux premières parties de la thèse, la troisième, intitulée « Regards croisés », porte sur les résultats d’une analyse pluridisciplinaire. En premier lieu, la notion de carrière identifie un processus en trois étapes, à savoir, l’affiliation, l’agir sous contrôle et l’agir émancipé. Ensuite, en nous centrant plus particulièrement sur l’analyse de neuf récits de vie d’étudiants de troisième année, nous avons décrit quatre mondes socioprofessionnels auxquels se rattachent les univers de croyances correspondants. Enfin, en rapport avec la spécificité des métiers dits « impossibles », selon l’expression de Freud, une étude comparée avec la formation en I.U.F.M. et avec l’enseignement technique agricole relève une spécificité propre au domaine infirmier, à savoir le rôle thérapeutique tenu et son enjeu éthique inscrits au sein de la relation soignante. En synthèse, nous proposons un schéma récapitulatif qui reprend le fil conducteur des éléments conceptuels répertoriés, ceux-ci s’établissant à partir de la distinction, travail prescrit / travail réel et du débat de normes qui en découle, jusqu’à l’« usage thérapeutique de soi ». / Number of students in nursing, when referring to the conduct of their studies, expresses a feeling of difficulty which raises questions. How do these students consider and feel their studies to become operative? To answer this question, I conducted the fieldwork immersed in an IFSI of France, between 2007 and 2009. A series of twenty-seven biographical interviews of student-nurses amends this survey. The first two parts of the thesis is composed of the ethnographic report. The third part, entitled "Viewpoints" focuses on the results of a multidisciplinary analysis. First, the concept of career identifies a three-step process: affiliation, acting under control and emancipated act. Then, by focusing on the analysis of nine life stories of third-year students, I described four different socioprofessional worlds whom each of them relates to its own universe of beliefs. Lastly, with respect to the specific business called "impossible" according to the Freud’s words, a comparative study with IUFM training and technical agricultural education show a special feature of nursing, namely the therapeutic role held and ethical issue associated with the caring relationship. To conclude, we propose a scheme that uses the summary of design elements listed, they are from establishing the distinction prescribed work / actual work standards and debate that follows, until "therapeutic use of self".

<p>Sverige har många olika kliniker och institutioner som behandlar problem med ätstörningar och behandlingsformerna inom dessa är mycket varierande. Många av dem har lagt fokus på att ge sina patienter individanpassade resurser och ökad kunskap för att utifrån detta lära sig att ta eget ansvar för sitt tillfrisknande. Syftet med denna undersökning är att se på vilket sätt lärprocesser utvecklats och vilken ny personlig kunskap som påverkat tillfrisknandet till ett hälsosammare liv. Undersökningen har inspirerats av en narrativ ansats och metoden som använts är personlig intervju samt intervju via e-post och brev. Genom MHE Kliniken i Mora skickades brev till, sammanlagt, 20 personer som tidigare haft problem med ätstörningar men som nu anses friska efter professionella kriterier. Den personliga intervjun utfördes med en individ som haft kontakt med en behandlingsverksamhet i Gästrikland. För att stärka materialet användes även en publicerad fallstudie i undersökningen. Resultatet av undersökningen visar att deltagarna i studien ansåg att de genom behandlingen fått nya kunskaper och lärt sig nya sätt varpå de kan hantera problem, både genom teoretisk information men även genom att praktiskt prova. De utvecklades till självständiga individer som lärde sig att ta ansvar för sitt eget liv. Utifrån analysen visades att lärandeprocesser förutsätter en personlig anknytning och meningsfullhet för att ny kunskap ska genereras. Genom undersökningen kan slutsatsen dras att det krävs mycket arbete för att stegvis förändra ett ohälsosamt beteende. Genom högre självkänsla, större tillit till sina egna förmågor och en ökad livskompetens är detta dock fullt genomförbart.</p> / <p>In Sweden, there are great numbers of different clinics and institutions for treating eating disorders and the variation of the treatment differs alot. Many of these are focusing on giving their patients individually suited resources and increased knowledge how to get in charge of their own recovery. The aim of this study is to find out how learning is developed and what personal knowledge you need in the struggle of achieving a healthier life. This study was inspired from a narrative point of view and the methods used are face-to-face interview and interview by e-mail and original mail. Through the MHE Clinic, situated at Mora Sweden, mail were sent to 20 individuals who, in the past, had problems with eating disorders. The face-to-face interview was made with one person, who previously, was in contact with a treatment center in the district of Gästrikland. A published casestudy was also used to further strengthen the collected material. The results of the study shows that the participators gathered new knowledge and learned new ways of handling their everyday problems, both by getting theoretical information but also by actually trying it. These persons grew into indepentent individuals who learned to take responsibility of their own lives. According to the analysis, processes of learning requires personal relation and meaningfulness to be able to generate new knowledge. The conclusion of the study shows that it takes a lot of work to change an unhealthy behaviour, although it is possible by increasing your self-esteem, by trusting your own ability and by gaining a competence of life.</p>

Sverige har många olika kliniker och institutioner som behandlar problem med ätstörningar och behandlingsformerna inom dessa är mycket varierande. Många av dem har lagt fokus på att ge sina patienter individanpassade resurser och ökad kunskap för att utifrån detta lära sig att ta eget ansvar för sitt tillfrisknande. Syftet med denna undersökning är att se på vilket sätt lärprocesser utvecklats och vilken ny personlig kunskap som påverkat tillfrisknandet till ett hälsosammare liv. Undersökningen har inspirerats av en narrativ ansats och metoden som använts är personlig intervju samt intervju via e-post och brev. Genom MHE Kliniken i Mora skickades brev till, sammanlagt, 20 personer som tidigare haft problem med ätstörningar men som nu anses friska efter professionella kriterier. Den personliga intervjun utfördes med en individ som haft kontakt med en behandlingsverksamhet i Gästrikland. För att stärka materialet användes även en publicerad fallstudie i undersökningen. Resultatet av undersökningen visar att deltagarna i studien ansåg att de genom behandlingen fått nya kunskaper och lärt sig nya sätt varpå de kan hantera problem, både genom teoretisk information men även genom att praktiskt prova. De utvecklades till självständiga individer som lärde sig att ta ansvar för sitt eget liv. Utifrån analysen visades att lärandeprocesser förutsätter en personlig anknytning och meningsfullhet för att ny kunskap ska genereras. Genom undersökningen kan slutsatsen dras att det krävs mycket arbete för att stegvis förändra ett ohälsosamt beteende. Genom högre självkänsla, större tillit till sina egna förmågor och en ökad livskompetens är detta dock fullt genomförbart. / In Sweden, there are great numbers of different clinics and institutions for treating eating disorders and the variation of the treatment differs alot. Many of these are focusing on giving their patients individually suited resources and increased knowledge how to get in charge of their own recovery. The aim of this study is to find out how learning is developed and what personal knowledge you need in the struggle of achieving a healthier life. This study was inspired from a narrative point of view and the methods used are face-to-face interview and interview by e-mail and original mail. Through the MHE Clinic, situated at Mora Sweden, mail were sent to 20 individuals who, in the past, had problems with eating disorders. The face-to-face interview was made with one person, who previously, was in contact with a treatment center in the district of Gästrikland. A published casestudy was also used to further strengthen the collected material. The results of the study shows that the participators gathered new knowledge and learned new ways of handling their everyday problems, both by getting theoretical information but also by actually trying it. These persons grew into indepentent individuals who learned to take responsibility of their own lives. According to the analysis, processes of learning requires personal relation and meaningfulness to be able to generate new knowledge. The conclusion of the study shows that it takes a lot of work to change an unhealthy behaviour, although it is possible by increasing your self-esteem, by trusting your own ability and by gaining a competence of life.

I detta självständiga arbete utforskas en lärandeprocess i tonsättningen av ett kortare musikaliskt verk för sång och piano, vilket beskrivs utifrån ett designteoretiskt lärande- perspektiv. Studien baseras på videoinspelade självobservationer som pågått under 3 månaders tid. Analysen av lärandeprocessen sker med hjälp av designteoretiska be- grepp som lärandets resurser och transformationscykler. Resultatet är redovisat i tre olika teman, Tonsättningens begynnelse, Kompositionsprocessens andra fas och Proces- sens slutskede. I resultatet framkom det att ett flertal resurser används såsom leken, ge- höret, seendet, notskrivningsprogrammet etcetera för att nå en tillfredställande pro- gression. Avslutningsvis diskuteras resultatanalysen i relation till vald litteratur som utgår från tidigare forskning samt från det designteoretiska perspektivet. / In this independent work my learning process in the composing of a short music piece for soprano and piano is explored and described from a design theory perspective. The study is based on video recorded self-observations, which lasted 3 months. The result of the analysis shows how the learning process takes place with the help of concepts from the design theory perspective like resources of learning and two kinds of transformation cycles. The result is represented in three different themes, which are The beginning of the compositional process, Second faze of the compositional process and Ending of the compositional process. In the result it showed that a plural resources, for instance playing as a resource, listening, seeing, notation program etcetera were used to reach a satisfied progression. Finally I discuss my results in relation to chosen literature that proceeds from previous relevant research and the design theoretical perspective.

This research involved a mixed methods exploration of barriers encountered by adult learners in university, process-based learning courses, and strategies used to address these barriers. Multiple perspectives included the learners, their families, professors and administrators. Data enabled expansion of Cross' Chain-of-Response model and provided knowledge for university administrators to improve practice.

I detta självständiga arbete utforskar jag min egen lärandeprocess i en komposition för violin, flöjt och piano. Studien utgår utifrån ett designteoretiskt perspektiv och grundar sig även i litteratur och forskning inom ämnet komposition och musikskapande. Denna självstudie baserar sig på observationer från flera videofilmade, ljudinspelade och loggbokförda kompositionstillfällen under höstterminen 2017. Resultatet är indelat i tre olika faser av kompositionsprocessen: Kompositionens början, Utvecklingen av kompositionen ochSlutskedet av kompositionen. I resultatet presenteras svaret på mina frågeställningar om vilka resurser jag använder när jag skriver musik och hur själva kompositionsprocessen ser ut för mig. I diskussionen sätts dessa resultat i relation till vald litteratur, forskning och det designteoretiska perspektivet. / In this self-study, I explore my own learning process while writing a composition for violin, flute and piano. The study is based on the perspective of design theory and is also based on literature and research in the subject of composition and music-making. This self-study is also based on observations from several video, sound and log recorded compositional events during autumn 2017. The result chapter is divided into three different stages of the process of the composition: The beginning of the composition, The development of the compositionand The final phase of the composition. The result answers the two research questions and the purpose of this study: What resources do I use when writing music and how the actual process of my composition takes place. In the discussion, these results are set in relation to the selected literature, research and the design theory perspective.

The purpose of this research was to provide a better understanding of handbooks and to establish criteria guidelines for handbook selection and use. Content analysis utilizing the library as fieldwork identified 15 handbooks for MsWs meeting selection criteria for this study. Coding and diagramming of over 2000 pages resulted in identification of 15 themes which grouped into 3 types of relationships: personal (to self and God), familial (to husband and children), and congregational (to the church). Six of these themes were recognized as distinctive to the life of the MsW. Three time frames (1940 to 1960, 1960 to 1980, and 1980 to 1998) were established, and handbooks were found to be consistent with the social context of their respective era. An unfolding picture of the life of the MsW as portrayed by key informants revealed a shift in emphasis, with earlier handbooks portraying a lifeworld revolving around role fulfillment, and later handbooks emphasizing development as a person. A lack of learning opportunities for MsWs was noted throughout the eras. A 30+ page appendix of metaphors indicates that MsWs use their gift of reasoning through word pictures. The authors taught lived world truth as they perceived it. This study indicated clues as to appropriateness of content in handbooks and safeguards to be taken in reading them for self-directed learning or other training purposes. The implication is that handbooks are adult education by default. Two original products resulting from this research were a schemata of the process of using handbooks as a format for learning and selection criteria guidelines for choosing a handbook. The process may be utilized in self-directed learning (individual or guided) and within other educational settings, and the guidelines may be adapted to handbooks for other populations. This research should encourage related studies to broaden the knowledge base of understanding handbooks and recognizing their place in training, utilizing field research using literature sources, and assisting MsWs with learning how to effectively manage their myriad roles and relationships. / Ed. D.

<p>The aim with this master thesis is to analyze a scientific material concerning the context between learning and child/student development, and factors which controls process of learning, to create an image with quality account and teaching in mathematics, which then can raise the mathematical knowledge among students.</p><p>The phenomena which stand in focus for the investigation is: <em>why there is a negative tendency for development of knowledge in mathematics, among the Swedish students that TIMSSs investigations showed </em>in intercultural comparison within the years 1993, 1999, 2003 and 2007.</p><p>The method is the ethnographical method, which is based on: analyzing scientific theories about learning child/student development, factors which controls process of learning, and factors which controls process of learning the most and qualitative empiric investigation with qualitatively analyzes the questionnaires, which is about factors which are controlling the process of learning and factors which are controlling the process of learning the most.</p><p>Result of the theoretical and empiric analyzes shows that factors as school environment, attitude for subjects and teaching, controls and influence the learning. To end a unenthusiastic tendency as a negative development of mathematical knowledge among students that is shown in TIMSS investigation and to elevate the students' performance in mathematics, an elevated qualitative account and teaching in mathematics, by the factors named. Safe school environments as the intercultural meeting place, the teachers influence part to the students' subjects' attitude in mathematics and goal related grading criteria in teaching, is all required for e qualitative teaching in mathematics.</p>

<p>The intention of this study is to interview teachers in order to create a picture of how they look at their work with IUP (Plan of individual development). The main question formulated in my study is in what way IUP can become a contribution to the learner´s development. All teachers who participated in the interviews believe that the purpose of the document is to be proactive, developing and positive for the pupils. The teachers also believe that it is intended to serve as a clarification for pupils as well as teachers. It´s clear to see that the IUP generally is believed to be a supportive resource in education. The results of the interviews, however, show that the document does not in any significant way function as a support to the pupils and their learning during the term.  Most of the attention is put into the meeting between teacher, parents and pupil (“utvecklingssamtal”) held once per term, in which the individual plan also is set up.</p><p>A variety of reasons contribute to the fact that the majority of the responding teachers do not enable the pupils themselves to use the document on a regular basis in everyday work. Only one of the participating teachers stated that she actively encouraged pupils to use their IUP on a continual basis during their school day.</p><p>In the other cases the IUP was filed and often kept locked up while the pupil and the parents kept a copy at home. However, the pupils are involved in the establishing of the IUP and are given a good opportunity to take part in formulating its goals, based on their capacities. The pupil´s own wording is important to make him or her feel that the IUP is fit for them.</p><p>There were different statements about how much and how often the teachers participate in discussing the work of IUP with colleagues. One conclusion is that there was, in most of the cases, a will to create a common interpretation in order to get more out of the document.</p>