Research indicates that parental sources of knowledge (i.e., child disclosure, parental solicitation, and parental control) play a role in the occurrence of antisocial and other problem behaviors in childhood and adolescence. Because sources of knowledge have not been examined regarding the extent to which they are specifically related to change in disruptive behavior disorder (DBD) symptoms and no research has examined the influence of child symptom clusters of DBD on parental sources of knowledge, the current study longitudinally examined reciprocal relations between child disclosure, parental solicitation, and the DBD symptom clusters of Attention Deficit/Hyperactivity Disorder (ADHD), Conduct Disorder (CD), and Oppositional Defiant Disorder (ODD). Participants were 89 children (56% males) recruited from a mid-sized southeastern community with ages ranging from 9-12 years (M = 10.4 years, SD = 1.1 years) at baseline. Results indicated that disclosure was negatively associated with both ODD and CD symptoms and solicitation was positively predictive of CD symptoms within time. However, associations were not maintained across time. Furthermore, disclosure and solicitation were unrelated to ADHD symptoms at baseline and across time. In turn, ODD symptoms were negatively related to child disclosure within as well as across time; however this association was only marginally statistically significant within time. ADHD and CD symptoms were unrelated to disclosure at both time points. Finally, only ODD symptoms were marginally statistically negatively related to parental solicitation within time, but no symptom clusters were associated with solicitation across time. Implications and future directions are discussed.

No description available.

No / In two experiments, we investigated whether having prior experience of objects influenced young children's ability to solve a metacognitive search task, based on the objects' perceptual properties. In Experiment 1, 100 children (mean age 77months) chose whether to look or feel to locate one of two hidden balls (identifiable by sight or touch). Before choosing, children were told about the balls' perceptual properties (i.e. their colour and feel'), and/or saw and touched them, or had no pre-trial experience of them at all. Children who only had self-directed contact with the balls performed best, but children who heard the objects described by an adult performed relatively poorly. In Experiment 2, 116 children (mean age 72months) either heard only relevant, relevant and irrelevant, or no information about the objects before completing the task. Verbal descriptions of the balls (whether or not they contained irrelevant information) caused children difficulties.

This thesis discusses the interaction between the concepts of ”justice” (ma‛at) and ”law” (hpw) in ancient Egypt. Ma‛at, one of the earliest abstract terms in human speech, was a central principle and, although no codex of Egyptian law has been found, there is abundant evidence of written law, designed to realise ma‛at on earth. The king, as the highest legal authority, was the nexus between ma‛at and the law. Egyptologists have few sources of knowledge about law and justice in ancient Egypt because the ancient Egyptians used commonplace language in legal documents and they only had a few imprecise technical terms relating to law. For Egyptology to advance, therefore, we need to reappraise its sources. The Tale of the Eloquent Peasant has a strong legal background and should be treated as an additional source of information about how law and justice were perceived and carried out in ancient Egypt. / Classics and Modern European Languages / M.A. (Ancient Languages and Cultures)

This thesis discusses the interaction between the concepts of ”justice” (ma‛at) and ”law” (hpw) in ancient Egypt. Ma‛at, one of the earliest abstract terms in human speech, was a central principle and, although no codex of Egyptian law has been found, there is abundant evidence of written law, designed to realise ma‛at on earth. The king, as the highest legal authority, was the nexus between ma‛at and the law. Egyptologists have few sources of knowledge about law and justice in ancient Egypt because the ancient Egyptians used commonplace language in legal documents and they only had a few imprecise technical terms relating to law. For Egyptology to advance, therefore, we need to reappraise its sources. The Tale of the Eloquent Peasant has a strong legal background and should be treated as an additional source of information about how law and justice were perceived and carried out in ancient Egypt. / Classics and Modern European Languages / M.A. (Ancient Languages and Cultures)

Syftet med studien är att få en ökad förståelse för hur skolkuratorer tänker kring användningen av metoder i det skolkurativa arbetet. Utifrån studiens syfte ville jag ta reda på vilka metoder använder de intervjuade skolkuratorerna i sitt arbete, hur de ser på kunskapskällor vid val av metod samt hur de ser på behovet av fortbildning kring metoder. Studien har en kvalitativ ansats som bygger på fem intervjuer med fyra skolkuratorer i grundskolan och en skolkurator på en gymnasieskola från tre städer i Sverige. Huvudresultaten i studien visar att skolkuratorer använder olika typer av metoder som används med syfte att driva deras skolkurativa arbete framåt, dessa är; samtalsmetoder såsom MI, behandlande metoder såsom KBT och olika metodprogram såsom ABC som används vid konflikthantering. Dock framgår det även att man som skolkurator har ett tankesätt som gör att man tillämpar dessa metoder på ett oreflekterat sätt genom att man går på magkänsla, blandar metoder samt provar sig fram utan att ha koll på metodernas effekter. Resultatet av studien visar även att man tycker att forskning som kunskapskälla vid val av metod är viktig och man uppger att man arbetar i en evidensbaserad praktik som enligt dem är eftersträvansvärt men enligt deras berättelser framgår det inte i praktiken. Dels beror det på bristen av reflektion över metoders effekter samt att man väljer att inte ta sig tid till fortbildning kring metoder, vilket en evidensbaserad praktik kräver då man ska ha en medvetenhet kring vilka metoder man använder och vilka effekter de har. Detta tankesätt kan utgöra en risk för utvecklingen hos den berörde eleven. Slutligen visar resultatet av studien att arbetsgivare inte uppmuntrar till fortbildning kring metoder såsom skolkuratorerna önskar, men samtidigt uppger skolkuratorerna att det handlar om en prioriteringsfråga där man tänker att eleven går före behovet av kunskap kring de metoder som man använder i det skolkurativa arbetet. / The aim of the study is to gain an increased understanding of how school counselors think about the use of methods in the school-based work. Based on the purpose of the study, I wanted to find out what methods the interviewed school counselors use in their work, how they look at sources of knowledge in the choice of methods and how they look at the need for further training on methods. The study has a qualitative approach based on five interviews with four school counselors in elementary school and a school counselor at a secondary school from three cities in Sweden. The main results of the study show that school counselors use different types of methods used to drive their school-based work forward, these are; Call methods such as MI, treatment methods such as KBT and various methodologies such as ABC used in conflict management. However, it is also apparent that, as a school counselor, you have a mindset that allows you to apply these methods in an unexplored way by feeling in the mood, mixing methods and trying out without looking at the effects of the methods. The result of the study also shows that research as a source of knowledge in choosing a method is important and it is stated that one works in evidence-based practice which, according to them, is desirable, but according to their stories, it does not appear in practice. This is partly because of the lack of reflection on the effects of methods, and that one chooses not to take time for further training on methods, which an evidence-based practice requires when you have an awareness of the methods used and the effects they have. This approach may pose a risk to the development of the pupil concerned. Finally, the results of the study show that employers do not encourage further education on methods that the school counselors had desired, but at the same time, the school counselors state that it is a priority issue, thinking that the student goes before the need for knowledge about the methods used in school-based work.

Novel The Fellow What is knowledge? Who should own it? Why is it used? Who can use it? Is knowledge power, or is it an illusion? These are some of the questions addressed in The Fellow. At the time of Australian federation, the year 1901, while a nation is being drawn into unity, one of its primary educational institutions is being drawn into disunity when an outsider challenges the secure world of The University of Melbourne. Arriving in Melbourne after spending much of his life travelling around Australia, an old Jack-of-all-trades bushman finds his way into the inner sanctum of The University of Melbourne. Not only a man of considerable and varied skill, he is also a man who is widely read and self-educated. However, he applies his knowledge in practical ways, based on what he has experienced in the

En réadaptation en déficience physique, les intervenantes psychosociales utilisent plusieurs types de savoirs, mais la relation entre ceux-ci est peu étudiée. Ce projet regarde quelle place ces intervenantes accordent à différents types de savoirs dans leurs pratiques. Nous distinguons savoirs théoriques, produits scientifiquement, savoirs pratiques, produits par l’action et l’expérience, et savoirs existentiels, englobant croyances et valeurs. Les données recueillies qualitativement par huit entrevues semi-dirigées auprès d’intervenantes psychosociales en réadaptation ont été codifiées et analysées horizontalement et verticalement. Ceci démontre que tous les savoirs ont une place dans l’intervention et qu’ils devraient être égaux et complémentaires. Ils remplissent des fonctions influençant divers aspects de l’intervention ou s’adressant à différents acteurs, à différents moments de l’intervention. Ce projet a permis de construire des savoirs pratiques et des savoirs théoriques qui ont des retombées sur la pratique et la recherche, mais laissent plusieurs points en suspens à reprendre ultérieurement. / Social workers practicing in the physical rehabilitation field work with different types of knowledge, but only a few studies looked into the relationship between them. The present research project aims at understanding the place these social workers allow different types of knowledge in their practice. We distinguish theoretical knowledge, produced scientifically, practice knowledge, built from action and experience, and existential knowledge, like beliefs and values. The information collected qualitatively from eight semi-directed interviews with these social workers was codified and analyzed horizontally and vertically. This demonstrates that all types of knowledge have a place in practice and are equal and complementary. They fulfill different functions either addressed to specific actors, and moments in intervention, or to many of them at once. This project produced both practical and theoretical knowledge that have an impact on practice and research, but that leave some unresolved questions to get back to in the future.

En réadaptation en déficience physique, les intervenantes psychosociales utilisent plusieurs types de savoirs, mais la relation entre ceux-ci est peu étudiée. Ce projet regarde quelle place ces intervenantes accordent à différents types de savoirs dans leurs pratiques. Nous distinguons savoirs théoriques, produits scientifiquement, savoirs pratiques, produits par l’action et l’expérience, et savoirs existentiels, englobant croyances et valeurs. Les données recueillies qualitativement par huit entrevues semi-dirigées auprès d’intervenantes psychosociales en réadaptation ont été codifiées et analysées horizontalement et verticalement. Ceci démontre que tous les savoirs ont une place dans l’intervention et qu’ils devraient être égaux et complémentaires. Ils remplissent des fonctions influençant divers aspects de l’intervention ou s’adressant à différents acteurs, à différents moments de l’intervention. Ce projet a permis de construire des savoirs pratiques et des savoirs théoriques qui ont des retombées sur la pratique et la recherche, mais laissent plusieurs points en suspens à reprendre ultérieurement. / Social workers practicing in the physical rehabilitation field work with different types of knowledge, but only a few studies looked into the relationship between them. The present research project aims at understanding the place these social workers allow different types of knowledge in their practice. We distinguish theoretical knowledge, produced scientifically, practice knowledge, built from action and experience, and existential knowledge, like beliefs and values. The information collected qualitatively from eight semi-directed interviews with these social workers was codified and analyzed horizontally and vertically. This demonstrates that all types of knowledge have a place in practice and are equal and complementary. They fulfill different functions either addressed to specific actors, and moments in intervention, or to many of them at once. This project produced both practical and theoretical knowledge that have an impact on practice and research, but that leave some unresolved questions to get back to in the future.