The seismic reflection method has been used extensively in mineral exploration and for imaging crustal structures within hardrock environments. In this research the seismic reflection method has been used and studied to address problems associated with hardrock settings. Papers I and II, address delineating and imaging a sulfide ore body and its surrounding rocks and structures in Garpenberg, central Sweden, at an active mine. 3D ray-tracing and finite-difference modeling were performed and the results suggest that although the detection of the ore body by the seismic reflection method is possible in the area, the presence of backfilled stopes in the mine makes seismic imaging of it difficult. In paper III the deeper structures of the Pärvie fault system in northern Sweden were revealed down to about 8 km through 2D seismic reflection profiling. The resulting images were interpreted using microearthquake data as a constraint. Based on the interpretation, some locations were suggested for future scientific deep drilling into the fault system. In paper IV, the seismic signature of complex geological structures of the Cue-Weld Range area in Western Australia was studied using a portion of a deep 2D seismic reflection profile. The pronounced reflections on the seismic images were correlated to their corresponding rock units on an available surface geological map of the study area. 3D constant velocity ray-tracing was performed to constrain the interpretation. Furthermore, the proposed structural model was tested using a 2D acoustic finite-difference seismic modeling method. Based on this study, a new 3D structural model was proposed for the subsurface of the area. These studies have investigated the capability of the seismic reflection method for imaging crustal structures within challenging hardrock and complex geological settings and show some its potential, but also its limitations.

One of the important goals in petroleum exploration and production is to make quantitative estimates of a reservoir’s properties from all available but indirectly related surface data, which constitutes an inverse problem. Due to the inherent non-uniqueness of most inverse procedures, a deterministic solution may be impossible, and it makes more sense to formulate the inverse problem in a statistical Bayesian framework and to fully solve it by constructing the Posterior Probability Density (PPD) function using Markov Chain Monte Carlo (MCMC) algorithms. The derived PPD is the complete solution of an inverse problem and describes all the consistent models for the given data. Therefore, the estimated PPD not only leads to the most likely model or solution but also provides a theoretically correct way to quantify corresponding uncertainty. However, for many realistic applications, MCMC can be computationally expensive due to the strong nonlinearity and high dimensionality of the problem. In this research, to address the fundamental issues of efficiency and accuracy in parameter estimation and uncertainty quantification, I have incorporated some new developments and designed a new multiscale MCMC algorithm. The new algorithm is justified using an analytical example, and its performance is evaluated using a nonlinear pre-stack seismic waveform inversion application. I also find that the new technique of multi-scaling is particularly attractive in addressing model parameterization issues especially for the seismic waveform inversion. To derive an accurate reservoir model and therefore to obtain a reliable reservoir performance prediction with as little uncertainty as possible, I propose a workflow to integrate 4D seismic and well production data in a Bayesian framework. This challenging 4D seismic history matching problem is solved using the new multi-scale MCMC algorithm for reasonably accurate reservoir characterization and uncertainty analysis within an acceptable time period. To take advantage of the benefits from both the fine scale and the coarse scale, a 3D reservoir model is parameterized into two different scales. It is demonstrated that the coarse-scale model works like a regularization operator to make the derived fine-scale reservoir model smooth and more realistic. The derived best-fitting static petrophysical model is further used to image the evolution of a reservoir’s dynamic features such as pore pressure and fluid saturation, which provide a direct indication of the internal dynamic fluid flow. / text

A faculty community is a type of learning community where faculty learning and development is the focus. Previous research suggests that formally structured faculty communities promoted faculty engagement, improved teaching, thwarted career burnout, increased retention of experienced faculty, and fostered organizational change. Researchers have not examined faculty communities embedded in the workplace and the longitudinal effects these communities have on mid-career and senior faculty learning. In this study, I examined how an experienced interprofessional faculty community of medical and biomedical professionals managed the implementation of a novel graduate curriculum in translational sciences. Translational sciences education aims to enhance the collaborations between scientists and clinicians for the advancement of patient treatment and care. I focused on how faculty advanced their individual and collective understanding of the curriculum implementation using collaborative reflection during weekly community interactions. The study began at the start of the curriculum implementation and lasted fifteen months. It was a qualitative, ethnographic case study including three sources of data: naturalistic observation of teaching and faculty meetings, faculty interviews, and community artifacts. Two theoretical frameworks undergirded the design of the study: community of practice and distributed cognition. The results of the study suggest that collaborative reflection in the faculty community promoted faculty learning over time in several areas: teaching and instruction, assessment and evaluation, individual knowledge, student learning, and organizational and leadership skills. Collaborative reflection occurred in response to multiple episodes that occurred during curriculum implementation, but was focused primarily on facets of instruction, which was the dominant work of the community. Collaborative reflection enabled decision-making on instructional content and process, pedagogical content and process, and curricular content. A cyclical process of instructional development emerged in the community including: session planning, implementation, collective teaching observation, and collective instructional evaluation. Attributes of the community that emerged to support collaborative reflection included: shared goals, domain knowledge, and mutual trust. The community provided a shared social context for systematic collaborative reflection and scaffolding in instructional development. The study findings represent a specific set of experiences that may inform a model of instructional development for use with interprofessional faculty communities in academic health centers. / text

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Novice teachers experience a unique set of challenges as they enter the field of professional teaching. While extensive research regarding the reflective practice of expert teachers exists, there has been a shortage regarding the relationship between reflective practice and novice teachers. This study investigated this relationship and how reflective practice in novice teachers is specifically affected by the novice teachers' perception of the audience to their reflective dialogues.This qualitative study employed three case studies of novice teachers in their first year of professional teaching. Each case was constructed using data gathered through extensive field notes, in-depth interviews, and collection of written artifacts produced by the subjects. In addition, secondary subjects were observed and interviewed regarding their perceptions of the reflective process of the novice teachers. This data was analyzed in an iterative process and coded for themes to create individual cases as well as expedite cross-case comparisons. The novice teachers in this study exhibited important commonalities in the sources they chose for reflective dialogues and their attitudes regarding those sources. Important themes emerged regarding their perception of audience that affected the topics they chose to discuss in their dialogues. In addition, the nature of the authenticity of their dialogues was investigated and findings emerged indicating various layers of authenticity including: truthfulness, relevance, timeliness, and accuracy. Findings in this study assist in understanding the process of acclimation for beginning teachers and their progression from novice towards the tacit knowledge and practice of an expert teacher. The investigation also drew conclusions regarding the role of administrators, mentors, peers, induction programs, and non-professional support as they related to the assistance of novice teachers.

De senaste årens strukturella förändringar i svensk hälso- och sjukvård har påverkat vårdpersonalen i det sjukvårdande arbetet såväl fysiskt och psykiskt. Kontinuerlig återkoppling genom reflektion kan vara ett verktyg för avdelningschefen att leda utveckling, lärande och förnyelse i omvårdnadsarbetet. Studiens syfte var att genom fenomenografisk ansats beskriva avdelningschefers uppfattningar av reflektion i omvårdnadsarbete.Analysen av 15 intervjuer resulterade i fem beskrivningskategorier av reflektion: kunskapsintegrerande, bearbetande, utvecklande, arbetsledande och patientinriktad. Den kunskapsintegrerande reflektionen fångar studenternas utbildning som kan användas i omvårdnadsarbetet. Genom bearbetande reflektion skapas en fortlöpande tankeprocess av omvårdnadsarbetet. I utvecklande reflektion stärktes medarbetare genom att samtala med varandra. Arbetsledande reflektion beskrevs som ett eget forum för att bearbeta chefsrollen. Patientinriktad reflektion lyfte fram patientens delaktighet. Slutsatsen var att avdelningscheferna använde reflektion på olika nivåer och i olika sammanhang. Reflektionen visade sig betydelsefull för omvårdnadsarbetet. Studiens resultat kan bidra till ökad kunskap för att utveckla ledarskapet i riktning mot bättre arbetsmiljö och patientsäkerhet. Fortsatt forskning borde inriktas på interventionsstudier med reflektion i fokus. / Continuous feedback through reflection can be used as a tool by the department head for leading the development, learning and innovation in nursing work. The aim of the study was to describe the department heads´perceptions of reflection in nursing care by a phenomenographical approach. The analysis of 15 interviews resulted in five description categories of reflection. Knowledge integral reflection captures students´training that can be used in nursing work. Processing creates a continuous thought process in nursing work. Reflection development was reinforced among employees when talking to each orther. Managerial reflection was described as a separate forum in the process manager role. Patient-oriented reflection highlighted the patient´s participation. The conclusion was that department heads used reflection on different levels and in different contexts. Reflection proved important in nursing care. Study findings may help to increase knowledge in order to develop leadership whick leads to beter quality of care and patient safety. Continued research should focus on intervention studies with an emphasis on reflection.

The degree project aims to gain a deeper understanding of how pedagogues are working with pedagogical documentation, as well as the significance of reflection in the educational work with children.The survey was implemented on two Reggio Emilia-inspired preschools and is based on a qualitative study using semi-structured interviews with open questions, where six pedagogues shared how they view the pedagogical documentation.The study is seen from an epistemological perspective. The results show that pedagogues place great emphasis on reflection as a tool for a visibility of children´s learning and development. Pedagogues respond to children´s questions with a question at issue to challenge the children to develop their own hypotheses for problem solving.Keywords, pedagogical documentation, reflection, learning process. / Examensarbetets syfte är att få en djupare förståelse hur pedagoger arbetar med pedagogisk dokumentation, samt vilken betydelse reflektionen har i det pedagogiska arbetet med barnen. Undersökningen har genomförts på två Reggio Emilia inspirerade förskolor. Studien byggs på en kvalitativ studie med semistrukturerade interjuver med öppna frågor, där sex pedagoger delgett hur de ser på pedagogisk dokumentation. Studien är sett utifrån ett kunskapsteoretiskt perspektiv. Resultatet visar att pedagogerna sätter stor vikt på reflektion som ett arbetsverktyg i dokumentationsarbetet. Pedagogerna svarar på barnens frågor med en frågeställning, för att utmana barnen till att utveckla egna hypoteser för problemlösning.

The intention with my study is to examine how teachers in school relate to the concept of learning styles and how they define an individualized education that focus on students’ different learning abilities. My intention is also to raise their thoughts about what they think the benefits and the deficits may be with an individualized education that focuses on students’ individual ways to learn. My study is based on the empiric material I have collected from interviews with five teachers, whom all worked in grade three. To analyze and discuss the interview answers I have had to my help Dunn-, Kolbs- and Gardners theories about peoples different learning abilities and learning styles.    The conclusions I have made from the results of the study is that almost all the respondents reason all the same about students different learning styles. They all agree about that every student has the right to get an education that matches their learning abilities. Despite that I can see some differences in how they define an education that suits individual learning styles and how they teach in their classrooms. Every person has individual ways to take in information, individual ways how they learn and respond to different learning situations and it is important that all teachers see, notice and guide every student to make the schoolwork and learning situations meaningful.

The aim of this study is to investigate into the use of discussions in the classroom to help the pupils develop a deeper understanding of mathematical concepts and operations. The empirical data contain interviews with two teachers and observations from their lessons. The purpose of the interviews was to find out what importance the teachers ascribed to the ability of their pupils to talk about mathematics, and how they organised their classes to encourage mathematical discussions. With the observations, I was able to see the interaction in the classroom and hear discussions between the teacher and the pupils, as well as between the pupils themselves. The interviewed teachers proved to share my own belief in the results of researchers like Malmer (1999) and Löwing (2006) about the importance of verbal discussion, argumentation and reflection during mathematics classes. But convictions derived from the research of others are one thing, the practical application of the wisdom in the classroom another. My study showed that it is a very complex problem for the teacher to create a classroom that allows and enables mathematical discussions between the pupils themselves. The teachers have to plan their classes well and form smaller groups with the mathematical conversation in mind, if the pupils are to use, discuss and reflect upon mathematical concepts and talk about different strategies for solving a problem. There is also a need for individualisation. The teachers have to use many different methods and allow a variety of materials for the pupils to work with, if they are all to be involved in the mathematical conversation in the classroom.

Today, education is arguably one of the most important facets used to prepare and train students for the future. Society expects that students will acquire the requisite knowledge and competence in their respective fields to prepare them to successfully navigate the demands of today's competitive markets. This expectation has consequences on teachers at all levels of education across many domains. Teachers have a significant role: to prepare students for the future. Competent teachers spend a great deal of time reflecting on their own practices and beliefs, reviewing their teaching goals and evaluating if students have met these goals effectively. The process of reflection in teaching is vital in the preparation and training of students. / The purpose of this dissertation therefore was to investigate how statistics professors reflect on their practice. The research questions were designed to access what statistics teachers thought about before giving their courses and before giving two of their classes (hypothesis testing, t-tests). Post class evaluation interviews were conducted to determine where professors thought they were effective and whether they considered a need for change based on student understanding. More specifically, the questions asked: 1) What are the main themes in teacher reflection? 2) How is the content of reflection similar or different between statistics teachers? 3) How is the content of teacher reflection defined in statistics? / The design was based on a grounded theory approach whereby data collection consisted solely of interviews conducted throughout the semester: one pre-course interview and two sets of pre-class and post-class interviews. There were 13 participants in total. Participants were either statistics teachers from Quebec Cegeps or university professors. Participants were from the following departments: anthropology, economics, psychology, sociology, education, math, and biology. The analyses dealt with three data sources: pre class reflection, in class reflection, and post class reflection. / Data analysis focused on defining the main themes of teacher reflection that emerged from the data, identifying the content of reflection between and within participants in terms of similarities or differences. The pre course interview revealed five main themes: the course (logistics), the teacher as 'self, teaching approaches (what do they say they do in the classroom?), teaching and learning influences, and evaluation of teaching. / The pre and post class interviews addressed class planning. What did the professors foresee as any issues students might have in understanding hypothesis testing and t-tests? What changes would they make the next time they taught these concepts? Results showed that the focus of professor reflection centered around three main categories: the class, the student, and the teacher. For the main category, class, some professors reviewed lecture notes, added examples that emphasized authentic statistical problems, and others did no preparation. Student related themes addressed issues students had with understanding statistical content, learning associated difficulties, and student affect. The last category, the teacher, looked at self evaluation, their in-class strategies, methods of promoting and gauging student understanding, and decisions made in class and for future classes. Recommendations for future research include examining the role of experience in professor's level of reflection as well as defining the process of decision making and its role in reflection.