Syftet med studien är att undersöka hur programmering för matematisk problemlösning kan integreras i matematikundervisning i årskurs 7-9. Skolverket har nyligen ändrat kursplanen för matematik så att programmering för matematisk problemlösning inkluderas i det centrala innehållet. För att undersöka syftet genomfördes studien i två delar. Lärare med programmeringskompetens intervjuades om hur de anser att programmering för matematisk problemlösning kan integreras i matematikundervisning. Två programmeringsverktyg undersöktes för att få svar på vilka möjligheter till arbete med matematisk problemlösning programmeringsverktyg erbjuder. Resultaten analyserades utifrån Bernsteins teori om klassifikation och inramning och visar att det finns många olika sätt att integrera programmering i matematikundervisning. Stora möjligheter finns för integrering av programmering för matematisk problemlösning med det centrala innehållet i kursplanen för matematik. Olika verktyg, uppgifter och arbetssätt erbjuder olika pedagogiska möjligheter.

Under de senaste 400 åren har röstorganet inte genomgått någon utmärkande fysiologisk förändring, men under samma tidsspann har musikaliska förgreningar lett till en ständigt ökande mängd nya genreuttryck. Som genrebred sångerska har jag ofta uppmuntrats att välja inriktning. Det har helt gått emot min nyfikenhet och intuition. Jag har bedrivit studier i populärmusikalisk sång vid Berklee College of Music i Boston, USA, och klassisk sång vid Kungl. Musikhögskolan (KMH) i Stockholm. Jag har noterat att rösten ofta blir uppdelad i antingen en klassisk röst eller en populärmusikalisk röst. Syftet med detta konstnärliga examensarbete var att undersöka genreoberoende sångteknik och därigenom skapa djupare förståelse för samverkan mellan olika genreuttryck inom instrumentet sång. Jag ville undersöka om en och samma röst kan implementera olika genrer och till och med gynnas av det. På min examenskonsert framfördes en varierad repertoar, med musik av Bernstein, Mozart och Offenbach samt sånger ur Kristina från Duvemåla och egenkomponerat material. Studien genomfördes metodiskt genom litteraturstudier samt kvalitativa intervjuer med tre sakkunniga informanter; en sångpedagog, en röstforskare och en logoped. Vidare har jag utfört undersökningar med min egen röst. Studien har resulterat i en förstärkt övertygelse om den genreoberoende sångteknikens fördelar. Sångare kan ha god nytta av den flexibilitet som en sådan teknik innebär, för att bygga en hälsosam och gedigen röst. Min utgångspunkt var att undersöka rösten som ett instrument eller ett idiom. Studiens resultat påvisar att rösten bör ses som det förstnämnda. / Throughout the last four centuries, the vocal organ has not undergone any significant physiological evolution. Yet during the same time span, the musical diaspora has led to an increasing amount of new genre expressions. As a genre-bending singer, I have often been encouraged to choose musical orientation. That has been contradictory to my curiosity and intuition. I have studied contemporary singing at the Berklee College of Music in Boston, USA, and classical singing at the Royal College of Music in Stockholm, Sweden. I have noted that contemporary singing and classical singing are often viewed as two different doctrines. The purpose of this artistic research study was to explore genre-neutral and genre-bending vocal techniques in order to enhance my understanding of the relationship between different genre expressions, within the vocal instrument. I wanted to examine if one voice could implement different genres, or even benefit from it. At my graduation concert, I performed a varied repertoire consisting of music by Bernstein, Mozart and Offenbach as well as songs from Kristina from Duvemåla and self-composed pieces. The study was conducted methodically through academic literature and qualitative interviews with three experts; a vocal coach, a voice researcher, and a speech therapist. Furthermore, I have conducted research on my own voice. This study has resulted in a reinforced belief in the benefits of the genre-neutral and genre-bending vocal technique. Singers can benefit from the flexibility that such a technique amounts to, in order to build a healthy and solid voice. My objective was to analyze the voice as an instrument or an idiom. This study concludes that it should be viewed as the former.

Theodor Adorno verkündete, das Model von Kurt Weill lasse sich nicht wiederholen. Seine Bühnenwerke wurden trotzdem zum unvermeidlichen Präzedenzfall für Komponisten auf beiden Seiten des Atlantiks. Diese Promotionsarbeit erkundet insbesondere die Rolle seiner formalen Innovationen im Musiktheater von Marc Blitzstein und Leonard Bernstein. Dabei haben die Komponisten seinem ästhetischen Beitrag zur amerikanischen Tradition entweder wiederstanden oder ihn heruntergespielt. Komparative Analysen aufgrund von Harold Blooms „Anxiety of Influence“ und anderen intertextuellen Methoden decken auf, dass die Grundsätze von Weills Opernreform eine einheimische Bewegung von anspruchsvollem, sozial-engagierten Musiktheater katalysierten. Die folgende Studie richtet den Fokus auf Werke, die verschiedene Phasen seiner Mission vertreten, die Gattung der Oper zu erneuern, eine Entwicklung, die sich von der Urform in Die Dreigroschenoper bis zum Musical Play (Lady in the Dark) und zur Broadway Opera (Street Scene) erstreckt. Blitzstein und Bernstein wiederum überwanden die formalen Grenzen zwischen Oper und Musical mit The Cradle Will Rock, Regina, Trouble in Tahiti, Candide und West Side Story, teil einer kurzlebigen Bewegung in Amerika des zwanzigsten Jahrhunderts. Dieselbe überschnitt sich mit einer Renaissance für Weills deutschsprachige Werke im Anschluss an die Premiere von Blitzsteins Übersetzung The Threepenny Opera unter Bernsteins Leitung. Das unveröffentlichte A Pray by Blecht, für welches Bernstein sich an Stephen Sondheim und Jerome Robbins, seine Kooperationspartner in West Side Story, wieder angeschlossen hat, vertieft den Bezug von Bernsteins Musiktheater-Ästhetik auf Weill. / Theodor Adorno famously proclaimed that the model of Kurt Weill could not be repeated. His stage works nevertheless set an inescapable precedent for composers on both sides of the Atlantic. My dissertation explores how Weill’s formal innovations in particular laid the groundwork for the music theater of Marc Blitzstein and Leonard Bernstein although they either resisted or downplayed his aesthetic contribution to American tradition. Comparative analysis based on Harold Bloom’s Anxiety of Influence and other modes of intertextuality reveal that the principles of Weill’s opera reform would catalyze an indigenous movement in sophisticated, socially engaged music theatre. The following study focuses on works that represent different phases of his mission to renew the genre of opera, evolving from the Urform (original or primitive form) in Die Dreigroschenoper to the musical play (Lady in the Dark) and Broadway Opera (Street Scene). Blitzstein and Bernstein in turn defied the formal boundaries between opera and musical theater with The Cradle Will Rock, Regina, Trouble in Tahiti, Candide and West Side Story, part of a short-lived movement in mid-twentieth century America that coincided with a renaissance for Weill’s German-period works following the premiere of Blitzstein’s translation, The Threepenny Opera, under Bernstein’s baton. The unpublished A Pray by Blecht, – for which Bernstein rejoined Stephen Sondheim and Jerome Robbins, his collaborators on West Side Story, – deepens the connection of Bernstein’s music theater aesthetic to Weill.

Dans la première partie de cette thèse, nous avons proposé des tests non paramétriques d'indépendance entre des variables aléatoires continues. Les tests proposés sont basés sur la fonction de copule empirique de Bernstein et la fonction de densité de copule de Bernstein. La deuxième partie, nous avons abordé le problème de l’estimation non paramétrique de la fonction de densité de probabilité conditionnelle et la fonction de répartition conditionnelle basée sur une représentation polynomiale de Bernstein. Les estimateurs proposés ont été utilisés pour estimer la fonction de régression et la fonction de quantile conditionnelle. Les propriétés asymptotiques de ces estimateurs ont été établies. Finalement, une étude de simulation est menée pour montrer la performance de nos estimateurs, soit sur des exemples simulés ou bien des données réelles.

In this paper we consider sequences of best approximation. We first examine the rho best approximation function and its applications, through an example in approximation theory and two new examples in calculating n-widths. We then further discuss approximation theory by examining a modern proof of Weierstrass's Theorem using Dirac sequences, and providing a new proof of Chebyshev's Equioscillation Theorem, inspired by the de La Vallee Poussin Theorem. Finally, we examine the limits of approximation theorem by looking at Bernstein Lethargy theorem, and a modern generalization to infinite-dimensional subspaces. We all note that smooth functions are bounded by Jackson's Inequalities, but see a newer proof that a single non-differentiable point can make functions again susceptible to lethargic rates of convergence.

This study addresses the question: How do the structural conditions of university organisation modulate subject position, social relations and discourse and therefore shape individual consciousness and activity? The response is informed by an empirical pedagogical problem located at the tertiary level in Japan: What makes acquirers attain higher levels of language mastery in foreign language (Spanish) settings informed by communicative language teaching? The attempted answer is framed within cultural-historical activity theory, the cultural theory of Holland et al. (2001), and Basil Bernstein’s code theory. These theories have been combined using Marxian-Hegelian notions of culture and subject, which allow language development and mastery to be treated as the acquisition by an individual of a cultural tool (semiotic mediation) subject to both individual agency and historical forces. The organisational and pedagogical contexts of three institutions engaged in Spanish language education have been analysed using motive-action/educational task as the unit of analysis that situates the observation in between micro and macro levels of analysis, in combination with the methodologies for ascertaining subject position provided by Bernstein’s code theory and the cultural theory of Holland et al. This procedure made it possible to determine acquirers’ coding orientations (orientations to meaning) and to establish comparisons between organisation and learning settings. The findings indicate that acquirers who have a formal trajectory of language learning and who are able to recognise grammar instructional discourse – i.e., who possess a representational gaze – attain better levels of language mastery (active realisation) than those with informal trajectories (e.g. learning languages overseas in a conversational fashion without following a formal programme) and who do not recognise grammar instructional discourse. Evidence is provided to indicate that there is no way to avoid representational-function programmes. The bottom-up move within Vygotsky’s zone of proximal development is suggested as a feasible intervention without a drastic reshaping of the programmes.

While global human rights knowledge has become a central facet of curricula used to shape multicultural societies and develop cosmopolitan citizenry, such knowledge is shaped by sociopolitical context. Japan has a long history of incorporating human rights concepts into its citizenship curriculum; however, this curriculum is produced in a political context where there is resistance to extending rights to minorities and the disadvantaged, and where there are renewed attempts to emphasise traditional Japanese cultural values through education. Potential tensions have been recognised, yet little has been written about educational knowledge as end product, or its role in informing learner and teacher understanding of human rights. Intentions to promote inclusivity and new communal identities notwithstanding, this work establishes that the recontextualising discourse of human rights within Japan's school curriculum, as a discourse that regulates identity and citizenship, portrays the rights of marginalised and non-Japanese identities as privileges extending beyond the norm of society, while at the same time implicitly denying ethnic Japanese individuals full access to rights language. Thus, while learners regard human rights of value, many are less receptive and empathetic to rights claims made by non-like others, and are likely to consider society as incapable of embracing diversity. Human rights concepts possess symbolic value and weight; however, their symbolic importance can be easily embedded within particularistic notions of identity and nationality to ends contrary to multiculturalism and cosmopolitanism, which for this research was witnessed in their transformation into tools for cultural and political legitimacy by the Japanese State. This research arrives at these conclusions through a systemic, holistic analysis of human rights learning in Japan that ties official knowledge to instructional and learning outcomes. This research is first a mixed-method policy sociology utilising computer-based analytical techniques to examine the structure and content of human rights knowledge within upper-secondary social studies textbooks representing Japan's official curriculum. This is followed by a comparative case study of two upper-secondary institutional sites of human rights learning, an academic, public coeducational western Japan senior high school, and a private Tokyo girls' senior high school, the primary differentiation being that the western Japan school is an explicit site of human rights learning, applying its own content and pedagogic practice as part of a specialised human rights curriculum designed to supplement the official curriculum. This research not only has implications for Japan in yielding a greater understanding of how the curriculum engages and reproduces identities and to what end, but also potentially to understand how similar tensions and contradictions between universal and particular play out in other national, State-sponsored education contexts.

This thesis aims to show how the secondary teacher in New Zealand was constituted in discourse through an examination of two major recontextualisations of education, the changes resulting from the Thomas Report (1944), and the Picot Report (1988), and of the collective identity of secondary teachers. Both reports redirected government education policy and regulation and had fundamental implications for teachers' work and the role they were expected to play in education. Secondary teachers resisted both reforms, and in doing so they revealed elements of their conservative, pragmatic and defensive collective identity, which changed in only one significant respect in the time period considered in this study. It took twenty years before the central tenets of the Thomas Report were even close to being universally accepted. Even then, the child-centred philosophy and practice propounded by the Thomas Report, supported by the Currie Report in 1962 and supervised by the gentle discipline of the Department of Education, was likely to have been more honoured in the breach than in the observance by many New Zealand secondary school teachers. In more recent times, the 'neo-liberal', market-driven view of education and teachers, as expressed in the reforms which followed the Picot Report, were stoutly resisted despite the much more rigorous disciplinary techniques employed by the Ministry of Education. This thesis will show that the dominant discourses which constituted the secondary teacher were those of the collective identity of secondary teachers and that these effectively frustrated attempts to impose change on New Zealand secondary teachers and on secondary education.

The context in which open space high schools were pioneered in the ACT is examined in the light of Basil Bernstein's (1971) theory of the reasons for changes in curricula and of the organisational conditions necessary for the changes which he considers to be taking place. The context which is examined is derived from analyses of the perspectives and views of the Australian Schools Commission, of the planners of the new design high schools in the ACT, of the Campbell Committee, which provided the rationale for the restructuring of the ACT secondary school system, and of the Principal and teachers of one of the original open space high schools in the ACT. From the analysis of the context of the establishment of a specific open space high school, "Windy Hill", a number of factors are seen to be significant in the process of educational change. In particular, it is claimed that any theoretical perspective on the reasons and conditions for educational change, if it is to have much influence on the change process, must take into account the perspectives of the practitioners in schools. It must also take into account the complexity of events which affect the process of educational change in systems and in schools. The relationship between imposed organisational structures and the curricular goals of schools is examined. It is claimed that changes to administrative structures must emerge from the existing aims of the system and the institution, rather than be imposed in order to effect curricular changes. Assumptions about the nature of educational change, made by the planners for the open space high schools in the ACT, are identified and related to the problems perceived by the Principal and teachers at "Windy Hill". From this analysis is derived a set of features of school settings which need to be considered when innovations in education are being contemplated. These features of the process of educational change are used to generate a number of recommendations which apply to the adoption and development of changes in education systems and schools.

<p>Denne studien har fokus på PP-rådgiverens perspektiv på arbeid med problematferd i skolen. Jeg valgte å vinkle min prosjektbeskrivelse og det videre arbeidet mot en studie av Pedagogisk - Psykologisk tjeneste (heretter PP-tjenesten). Nærmere bestemt rettes blikket mot PP-rådgiverens erfaringer med og perspektiv på arbeid med hjelpetrengende elever i skolen, deres foresatte og lærere. Å undersøke slike perspektiv kan ha interesse fordi PP-tjenesten har et særlig godt kjennskap til skolen og det som skjer der gjennom sin rolle som skolens hjelpetjeneste. Analysen bygger på intervju av 12 Pedagogisk-psykologiske rådgivere på 4 PP-kontor i Nord-Norge 1999 -2000 og på direkte observasjon i 30 møter av ulike typer som ble gjennomført på disse kontorene. ”Grounded Theory” er brukt som metodologi og metode. Jeg utviklet 5 substantive koder: 1) ”faglig usikkerhet”, 2) ”skjønn og fagkunnskap”, 3) ”å arbeide eklektisk” 4) ”respons på antatte forventninger” og 5) ”diagnosekommunikasjon”. På basis av de substantive kodene utviklet jeg følgende substantive kode: ”å jobbe eklektisk på basis av skjønn og fagkunnskap gir ulik grad av faglig usikkerhet”. I tillegg har jeg utviklet ulike ”typer” PP-rådgivere, ”eksperten”, ”brannslukkeren” og ”analytikeren”. De teoretiske hypotesene som ble utviklet i dette arbeidet har blitt relatert og drøftet i forhold til annen relevant forskning som for eksempel Bernsteins begrep ”den pedagogiske anordning”, der diskurser og makt er sentralt.</p>