Our purpose is to understand how learnings are drawn from previous experiences of cross-border acquisition integration, to later be utilized for integration of subsequent acquisitions. Elaborately, we intend to empirically study how learnings from previous endeavors are captured and built upon. Thus, there are two research questions given the sequence: learnings are first captured, then utilized. The study aims to extend current body of literature and deepening the understanding on deliberate learning through case study aspects. To answer this, we have constructed two research questions:    (1)  How can learnings be captured from previous experience in integration after cross-border acquisition?    (2)  How can learnings from previous experience of cross-border acquisition integration be utilized in subsequent deals?   The founding pillars of our literature review are perspectives on M&A and perspectives on learning. More specifically, the first perspective focuses on cross-border aspects and post-merger integration phases. Regarding the perspective on learning, our study particularly focuses on deliberate learning theory. Beyond named focus is dynamic capabilities, serial acquirers and previous experience discussed due to its connection to deliberate learning theory and our study. The literature review concludes in a theoretical tool, which summarizes the literature and is portrayed through a model.   The case study method was constructed with a qualitative and interpretive approach, which we found appropriate to reach a deeper in-depth understanding regarding the purpose and to answer our research questions. Six semi-structured interviews with managers were conducted to understand how they operated. We collected primary data by using snowball sampling and received secondary data of documentation from the studied firm. Further, this was qualitatively analyzed from a coding procedure of categories.    Our findings disclose how previous experience of post-merger integrations in cross-border acquisition is deliberately captured by our case company through learning mechanisms discussed in deliberate learning theory. The mechanisms are accordingly articulation, codification, sharing and internalizing. However, the findings disclosed a discrepancy between the literature and our empirical case due to the rotation of integration team members, which caused a disruption in sharing and internalizing of previous experience.    The contributions are both theoretical and managerial. First, the theoretical contribution is given through our revised theoretical tool, in which the findings regarding the different mechanisms are discussed and elaborated. The managerial findings provide recommendations in the assembling of an M&A integration team to preserve experience from previous endeavors and disseminate to new members.

A presente pesquisa teve por objetivo investigar perspectivas de deliberação na prática pianística em função dos níveis de expertise, uma vez que a literatura consultada sustenta a temática num viés de polarização em níveis extremos e deixa em aberto à discussão acerca da prática de níveis intermediários dentre aqueles propostos na literatura de psicologia cognitiva, a saber: novato, iniciante avançado, competente, proficiente e o expert. Fundamentando-se nos princípios fenomenológicos de E. Husserl (1900-1970), o delineamento metodológico envolveu etapas de mapeamento preliminar da amostra, na qual 18 participantes (em níveis de extensão, graduação, pós-graduação universitária e profissional) gravaram em áudio e vídeo uma sessão de prática de duas peças de seus repertórios e participaram de duas entrevistas semiestruturadas. Quatro casos representativos em níveis distintos de expertise foram selecionados e analisados em profundidade por procedimentos qualitativos (perspectiva fenomenológica) e quantitativos (por estatística descritiva e inferencial). Para a descrição do fenômeno da prática, unidades de prática foram delimitadas, e nessas, as essências do fenômeno investigado denominadas categorias psicossensoriais (testar, repetir, isolar, ajustar, alternar, parar, explorar, dispersão e lapso). Essas categorias formaram o arcabouço no qual as incidências (em termos de ações, desvios e procedimentos) foram compiladas e organizadas, resultando maneiras de praticar tanto comuns a todos, como outras peculiares a cada participante investigado. As perspectivas de deliberação foram identificadas e refinadas numa dimensão mais pontual para o fenômeno da prática pianística como um indício de empenho na e para a situação de prática com relação à intencionalidade frente ao fenômeno estudado. Tais perspectivas resultaram na proposição de um modelo, que considera os limites do foco de atenção, as ações da prática sobre a natureza e a mobilidade dinâmica das categorias psicossensoriais, e possíveis fatores resultantes em função de uma dada intensificação de ações empreendidas. O argumento da presente tese é que a deliberação na prática pianística não é uma constante, e sim uma perspectiva dinâmica que ocorre a cada unidade de prática a partir da intencionalidade dos sujeitos para com as obras praticadas. / The present research aimed at investigating perspectives of deliberation in piano practice according to the levels of expertise, since the consulted literature supports this subject in polarized at extreme levels and leaves a gap in the discussion about the practice of intermediate levels among those proposed in the literature of cognitive psychology, namely: novice, advanced beginner, competent, proficient and the expert. Based on the phenomenological principles of E. Husserl (1900-1970), the methodological designed involved preliminary sample mapping, in which 18 participants (at university extension, undergraduate, graduate and professional levels) recorded in audio and video one practice session of two musical works from their repertoire and participated in two semi-structured interviews. Four representative cases at different levels of expertise were selected and analyzed in depth by qualitative procedures (phenomenological perspective) and quantitative ones (by descriptive and inferential statistics). For the description of the phenomenon of practice, units of practice were delimited, and in these, the essences of the phenomenon investigated denominated psychosensorial categories (testing, repeating, isolating, adjusting, alternating, stopping, exploring, dispersing and lapsing). These categories made up the framework in which the incidences (in terms of actions, deviations and procedures) were compiled and organized, resulting in ways of practicing both common to all participants and others peculiar to each investigated one. The perspectives of deliberation were identified and refined in a more specific dimension to the phenomenon of piano practice as an indication of commitment in and for the practice situation regarding intentionality at the studied phenomenon. Such perspectives resulted in the proposition of a model, which considers the limits of the focus of attention, the actions of the practice on the nature and the dynamic mobility of psychosensorial categories, and possible resulting factors from a given intensification of undertaken actions. The argument of the present thesis is that deliberation in piano practice is not a constant, but it is a dynamic perspective that occurs to each unit of practice from the intentionality of subjects towards the musical works practiced.

A presente pesquisa teve por objetivo investigar perspectivas de deliberação na prática pianística em função dos níveis de expertise, uma vez que a literatura consultada sustenta a temática num viés de polarização em níveis extremos e deixa em aberto à discussão acerca da prática de níveis intermediários dentre aqueles propostos na literatura de psicologia cognitiva, a saber: novato, iniciante avançado, competente, proficiente e o expert. Fundamentando-se nos princípios fenomenológicos de E. Husserl (1900-1970), o delineamento metodológico envolveu etapas de mapeamento preliminar da amostra, na qual 18 participantes (em níveis de extensão, graduação, pós-graduação universitária e profissional) gravaram em áudio e vídeo uma sessão de prática de duas peças de seus repertórios e participaram de duas entrevistas semiestruturadas. Quatro casos representativos em níveis distintos de expertise foram selecionados e analisados em profundidade por procedimentos qualitativos (perspectiva fenomenológica) e quantitativos (por estatística descritiva e inferencial). Para a descrição do fenômeno da prática, unidades de prática foram delimitadas, e nessas, as essências do fenômeno investigado denominadas categorias psicossensoriais (testar, repetir, isolar, ajustar, alternar, parar, explorar, dispersão e lapso). Essas categorias formaram o arcabouço no qual as incidências (em termos de ações, desvios e procedimentos) foram compiladas e organizadas, resultando maneiras de praticar tanto comuns a todos, como outras peculiares a cada participante investigado. As perspectivas de deliberação foram identificadas e refinadas numa dimensão mais pontual para o fenômeno da prática pianística como um indício de empenho na e para a situação de prática com relação à intencionalidade frente ao fenômeno estudado. Tais perspectivas resultaram na proposição de um modelo, que considera os limites do foco de atenção, as ações da prática sobre a natureza e a mobilidade dinâmica das categorias psicossensoriais, e possíveis fatores resultantes em função de uma dada intensificação de ações empreendidas. O argumento da presente tese é que a deliberação na prática pianística não é uma constante, e sim uma perspectiva dinâmica que ocorre a cada unidade de prática a partir da intencionalidade dos sujeitos para com as obras praticadas. / The present research aimed at investigating perspectives of deliberation in piano practice according to the levels of expertise, since the consulted literature supports this subject in polarized at extreme levels and leaves a gap in the discussion about the practice of intermediate levels among those proposed in the literature of cognitive psychology, namely: novice, advanced beginner, competent, proficient and the expert. Based on the phenomenological principles of E. Husserl (1900-1970), the methodological designed involved preliminary sample mapping, in which 18 participants (at university extension, undergraduate, graduate and professional levels) recorded in audio and video one practice session of two musical works from their repertoire and participated in two semi-structured interviews. Four representative cases at different levels of expertise were selected and analyzed in depth by qualitative procedures (phenomenological perspective) and quantitative ones (by descriptive and inferential statistics). For the description of the phenomenon of practice, units of practice were delimited, and in these, the essences of the phenomenon investigated denominated psychosensorial categories (testing, repeating, isolating, adjusting, alternating, stopping, exploring, dispersing and lapsing). These categories made up the framework in which the incidences (in terms of actions, deviations and procedures) were compiled and organized, resulting in ways of practicing both common to all participants and others peculiar to each investigated one. The perspectives of deliberation were identified and refined in a more specific dimension to the phenomenon of piano practice as an indication of commitment in and for the practice situation regarding intentionality at the studied phenomenon. Such perspectives resulted in the proposition of a model, which considers the limits of the focus of attention, the actions of the practice on the nature and the dynamic mobility of psychosensorial categories, and possible resulting factors from a given intensification of undertaken actions. The argument of the present thesis is that deliberation in piano practice is not a constant, but it is a dynamic perspective that occurs to each unit of practice from the intentionality of subjects towards the musical works practiced.

Bakgrund: Självskadebeteende är ett symtom på psykisk ohälsa som sedan millennieskiftet uppmärksammats i allt högre utsträckning. Den första kontakten med vården personer med självskadebeteende tar sker ofta via den somatiska akutsjukvården. Patienter vittnar om negativa upplevelser i mötet med dessa vårdinstanser. Det är därför av värde att öka kunskapen om hur sjuksköterskor upplever mötet med patienter med självskadebeteende. Syfte: Syftet med litteraturöversikten var att beskriva sjuksköterskors upplevelser av att möta patienter med självskadebeteende inom somatisk akutsjukvård. Metod: Studien genomfördes som en litteraturöversikt där 15 vetenskapliga artiklar söktes via databaserna PubMed, CINAHL, PsycINFO och Web of Science. Artiklarna kvalitetsgranskades, analyserades och sammanställdes till ett resultat. Resultat: Av resultatet har framgått tre huvudkategorier vilka var: Sjuksköterskans tankar och känslor; Kompetens och kunskap; Faktorer som påverkar mötet och vården. Slutsats: Resultatet visade att sjuksköterskor inom somatisk akutsjukvård erfor både positiva och negativa upplevelser i mötet med patienter med självskadebeteende vilka frammanade olika känslor och tankar hos sjuksköterskor. Gemensamt för studierna var att sjuksköterskor uppgav att de hade bristande kompetens och kunskap i samband med omvårdnaden av dessa patienter. / Background: Deliberate self-harm is a symptom of mental illness that ever since the turn of the millennium has been increasingly highlighted. The first contact with healthcare a person with deliberate self-harm often takes place via the somatic emergency medical care. Patients testify to negative experiences in the meeting with these care instances. Therefore, it may be useful to investigate how nurses perceive the meeting with patients with deliberate self-harm. Aim: The aim of the literature review was to describe nurses’ experiences of meeting patients with deliberate self-harm in somatic emergency medical care. Method: The study was conducted as a literature review where 15 scientific articles were sought via the databases PubMed, CINAHL, PsycINFO and Web of Science. The articles were quality-reviewed, analyzed and compiled into a result. Results: In the process of describing nurses’ experiences, three main categories emerged which were: The nurse's thoughts and feelings; Competence and knowledge; Factors that affect the meeting and care. Conclusion: The result showed that nurses in somatic emergency medical care had both positive and negative experiences in the meeting with patients with deliberate self-harm which evoked different feelings and thoughts among nurses. Common to the studies was that nurses stated that they had a lack of competence and knowledge about this patient group.

Repetitive self-mutilation (RSM) has become increasingly prevalent among adolescents. Empirical research has pinpointed several correlates of this behavior, but the initiation and maintenance of RSM among adolescents are not well understood. The experiential avoidance model (EAM) proposes that self-mutilation is a behavior that allows for the avoidance or alteration of unwanted internal experiences, and that it is negatively reinforced with repetition. The current study explored the usefulness of the EAM as an explanatory theory for adolescent RSM, with the additional incorporation of issues of social context. Adolescents (N = 211) from three school-based samples completed self-report questionnaires. One-third of students reported at least one incident of purposeful, non-suicidal self-mutilation and 16% had engaged in self-mutilation repeatedly within the past 6 months. Both regression and group analyses indicated that adolescents who engage in RSM report greater psychological distress, a greater incidence of functionally equivalent behaviors, and greater exposure to self-mutilation among peers and/or in the media, when compared to their counterparts who have not engaged in RSM. Suicidal ideation/behaviors were consistently the strongest predictors of current self-mutilation behaviors. Clinical implications, limitations, and suggestions for future research are discussed.

The current study is motivated by the relative lack of research on the contagion of deliberate self-harm, research on self-harm among adolescents in children's homes, as well as South African research on self-harm. In this study, I explore three aspects concerning deliberate self-harm in the South African context: The perceptions of adolescents in children's homes concerning the possible contagion of self-harm; the frequency, methods, duration and severity of self-harm among adolescents in children's homes; and lastly, the motivations of adolescent self-harm in children's homes. I make use of both quantitative measures, being the Deliberate Self-Harm Inventory (DSHI) developed by Gratz (2001) and the Functional Assessment of Self-Mutilation (FASM) developed by Lloyd (1997), and qualitative measures, being the logbooks completed by participants and three semi-structured interviews conducted, to address these questions. The current study uses both the functional approach to deliberate self-harm, that classifies self-harm according to the four functions that produce and maintain such behaviour, and the environmental model that emphasises the situational influences on the contagion of deliberate self-harm. The findings of the study indicate that 10 of the 12 adolescent participants have experienced either the acquisition or episodes of co-occurrence of self-harm through contagion, both outside the children's homes and within the children's homes. The contagion of self-harm is influenced by the desensitisation and growing prevalence of self-harm, frequent observations of self-harm, close personal relationships between individuals who selfharm, and the influence of the visual media. With regard to the findings of the DSHI, the methods most commonly employed for self-harm in the study include cutting, carving words into the skin, as well as the breaking of bones; the majority of the methods had been employed by the participants within the last year; and the emotions present immediately prior to the episode of self-harm include anger, depression, sadness, frustration, anxiety and disappointment. Findings from the FASM indicate that the motivation for the majority of the adolescent participants' self-harm is 'to stop bad feelings'. Furthermore, the findings of the study indicate that psychological intervention may be available to adolescents in several situations; that the personal histories of the adolescent participants include experiences of physical, emotional and sexual abuse, parental unavailability, the observation of parental alcoholism, as well as the experience of human trafficking; and suicide attempts have been made by the participants following instances of perceived ineffectiveness of self-harm. From the findings, it is evident that the contagion of self-harm is no longer a hypothetical phenomenon. Further implications of the study include the need for continued research on the methods reported by South African individuals who engage in self-harm that are not as prevalent in other research; and the influence of the study on the development and implementation of interventions to address self-harm in children's homes. Copyright / Dissertation (MA)--University of Pretoria, 2012. / Psychology / unrestricted

The dissertation is comprised of two qualitative, exploratory studies with an overarching research goal to deepen understanding of Olympic level sport coaching expertise through the development of an in-depth case study. These studies take a constructivist view that emphasizes the active construction of knowledge with social boundaries in which meaning is constructed by the reasoning of the individuals who experience it (Rockmore, 2011). In this case, the individuals include an Olympic rowing coach and 18 of his athletes, from a particular period of his coaching career. With an emphasis on the context of Olympic level rowing, this dissertation followed ethnographic traditions in developing a case study of an Olympic level rowing coach within his coaching community in Canada during three Olympic quadrennials (from 2001 to 2012). Informed by the elements of the integrated definition of expert and effective coaching (Côté & Gilbert, 2009), the two distinct but interconnected studies in this dissertation contributed to a detailed examination of the Olympic coach and his philosophy, principles, knowledge and coaching practices and the impact of these elements on athlete outcomes within the specific context of Olympic level rowing. Outcomes from the two studies are indicative of the utility of the knowledge framework and the integrated definition of coaching effectiveness and expertise (Côté & Gilbert, 2009) to guide this study of expert coaching. The extensiveness of this research goes beyond the question of which criteria determine whether a coach is identified as an expert, to reveal the expert's coaching philosophy, his unique practices, and methods interwoven with clear linguistic and behavioural intentionality. The Olympic coach directed all of his efforts at striving for continued expertise for himself and his athletes. Mutuality of trust and respect was the basis of the athlete-coach effective and valued partnership, which supported their collective goal of achieving Olympic excellence. The findings identified that this productive relationship was supported by the integration of the Olympic coach’s professional, intrapersonal and interpersonal knowledge with a superior contextual understanding. In particular, the interpersonal knowledge of the Olympic coach was identified as essential to the commitment of the participant athletes to his training program and the shared goal of Olympic success. The Olympic coach’s expert practice was facilitated by his deliberate presence in the training venue, his transformative leadership and adaptive expertise, a form of expertise that provides clarity on specific features of the Olympic coach’s practice and accounts for his innovations in the sport of rowing. These explanatory constructs of deliberate presence, transformative leadership and adaptive expertise emerged from both studies. The findings also provide perspective on the lasting impact of his coaching on his athletes and the sport of rowing. / Graduate

By 2050, the Netherlands wants to reduce its use of natural gas for heating to zero. Currently, over 90%of houses are dependent on the fossil resource to warm their houses. As such, the phase-out of natural gas hasbecome an important policy project. The government delegated the formulation of the phase-out strategy andexecution to the 347 municipalities. This thesis examines how one municipality, Leiden, has formulated andimplemented this strategy. In doing so, the thesis addresses two matters in the literature on energy transitionswhich have received little attention: heating and deliberate decline. Traditionally, the focus within this field hasbeen on electricity and innovation. This thesis aims to find out to what extent the Transition Management (TM)framework by Derk Loorbach (2010) can be applied as a guide to a phase-out policy formulation process of theWarmtevisie of the Dutch municipality of Leiden. The thesis uses the process tracing methodology to combinedata generated from document analysis and two interviews with policy makers involved in the policy formulationprocess. By comparing the process followed in Leiden with the analytical framework of TM, the thesis shows thatthe TM framework could be used to guide to the phase-out policy formulation process to a large extent. However,the case study also shows that knowledge and expertise must increase substantially for a sound strategy to emerge.Additionally, it shows that even within phase-out strategies the focus remains on innovation practises.

Föreliggande uppsats är en fallstudie av tre gitarrstudenter på gymnasiets estetiska program. Uppsatsen handlar om elevernas utsagor av egen övning. Forskningsfrågorna ämnar ringa in hur eleverna lägger upp sin egen övning samt vilka element de anser är viktiga för att lyckas med sin övning. Studien utgår från kvalitativ metod där datainsamling skett genom kvalitativa intervjuer i halvstrukturerad form. Därefter har tematiskt analys skett ur ett hermeneutiskt perspektiv.  Resultatet i studien visar att eleverna använder sig av tydliga intentioner i relation till hur de lägger upp sin övning. Såväl likheter som skillnader uppdagades bland eleverna. Faktorer som strategier, struktur och tid visade sig vara viktiga. Vidare visar analysen att eleverna identifierar element som verktyg, motivation, utvärdering, lärarens roll och mål som viktiga för att lyckas med sin övning. Data från intervjuerna går i flera fall att knyta an till tidigare forskning.

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