This thesis considers exhibitions in natural history museums as a process of negotiation between three parties: the museum as an institution, the museum staff, and the visitors. These represent different interests that shape exhibitions relating to nature. The thesis asks the following main question: In what way do discourses play a role in the staff’s work within natural history museums? The empirical sources are based on interviews conducted with staffmembers from eight different natural history museums: six in Austria and two in Norway. The interviews are analysed based on the principles of discourse psychology and critical discourse analysis. The theoretical framework is based on postmodernism as a reaction and countermovement to modernism. Kant’s theory of knowledge, the concept of representation and discourse theory are considered in relation to one another and form an ontological departure for the epistemology. The methodology combines critical discourse analysis and discourse psychology as applied to conversational text. The discourse analysis reveals different discourses concerning the museum as institution, professional museum staff, and the visitors. The thesis concludes that the museum as institution is characterised by a knowledge culture/tradition that was particularly substantiated during the Enlightenment. In turn, the knowledge tradition is characterised by discourse that places expectations regarding the procedures of the employee, but also through the visitors’ expectations as to what a museumis and what the exhibitions provide them with. The employees meet the museum understood as discourse through mainly three different strategies for how exhibitions should function. I call these strategies ‘action promotion’, ‘communication focus’ and ‘political context’. In this way, the identities and actions of the employees depend considerably on their personal relationship to the museum as a concept and discourse, as well as to the visitors’ presumptions, expectations and experiences concerning museums. / Diese Master-Arbeit betrachtet die Ausstellung eines naturgeschichtlichen Museums als Ergebnis eines Verhandlungsprozesses zwischen drei Parteien mit unterschiedlichen Interessen: dem Museumspersonal, dem Museum als Institution sowie dem Publikum. Die Hauptfragestellung der Arbeit lautet: In welcher Weise spielen Diskurse in der Arbeit derwissenschaftlichen Angestellten naturgeschichtlicher Museen eine Rolle? Der theoretische Rahmen der Arbeit basiert auf dem Postmodernismus als einer Reaktion auf und Gegenbewegung zum Modernismus. Kants Erkenntnistheorie, das Konzept der Repräsentation sowie die Diskurstheorie bilden zusammen die ontologische Grundlage der Epistemologie. Die Methodologie kombiniert gesprächsbezogene kritische Diskursanalyse und Diskurspsychologie. Das empirische Material besteht aus Interviews mit wissenschaftlichen Angestellten acht naturgeschichtlicher Museen, davon sechs in Österreich und zwei in Norwegen. Die Diskursanalyse deckt unterschiedliche Diskurse hinsichtlich des Museums als Institution, der wissenschaftlichen Angestellten sowie des Publikums auf. Die Arbeit schlussfolgert, dass das Museum als Institution von einer Wissenskultur gekennzeichnet ist, die insbesondere in der Zeit der Aufklärung begründet ist. Diese Kultur ist insofern diskursgeprägt, als dass sie bestimmte Erwartungen an die Arbeit des Museumspersonals beinhaltet, aber auch durch die Erwartungen des Publikums an ein Museum und seine Ausstellungen. Die Angestellten nähern sich dem Museum als Diskurs, in dem sie hauptsächlich drei verschiedene Strategien im Hinblick auf die Funktion von Ausstellungen verfolgen: Inspiration zu eigenständigem Handeln (”Handlungspromotion”),auf das Publikum zugeschnittene Kommunikation (”Kommunikationsfokus”) sowie Einbeziehung politischen Kontexts. Insofern hängen Identität und Handeln der Angestellten stark von ihrer persönlichen Beziehung zum Museum als Konzept und Diskurs ab, ebenso wie von ihren Annahmen bezüglich der Erwartungen des Publikums und dessen Erfahrungen mit Museen.

Background Within trauma teams, effective communication is necessary to ensure safe and secure care of the patient. Deficiencies in communication are one of the most important factors leading to patient harm. Time is an essential factor for rapid and efficient disposal of trauma teams to increase patients’ survival and prevent morbidity. Trauma team training plays an important role in improving the team’s performance, while the leader of the trauma team faces the challenge of coordinating and optimizing this performance. Aim The overall aim of this thesis was to analyse how members of trauma teams communicated verbally and non-verbally during trauma team training in emergency settings, and how the leaders were positioned or positioned themselves in relation to other team members. The aim was also to investigate the use of a communication tool, closed-loop communication, and the time taken to make a decision to go to surgery in relation to specific factors in the team as well as the leader’s position. Methods Eighteen trauma teams were audio and video recorded and analysed during regular in situ training in the emergency room at a hospital in northern Sweden. Each team consisted of six participants: two physicians, two nurses, and two enrolled nurses, giving a total of 108 participants. In Study I, the communication between the team members was analysed using a method inspired by discourse psychology and Strauss’ concept of “negotiated orders”. In Study II, the communication in the teams was categorized and quantified into “call-outs” and “closed-loop communication”. The analysis included the team members’ background data and results from Study I concerning the leader’s position in the team. Poisson regression analyses were performed to assess closed-loop communication (outcome variable) in relation to background data and leadership style (independent exploratory variables). In Study III, quantitative content analysis was used to categorize and organize the team members’ positions and the leaders’ non-verbal communication in the video-recorded material. Time sequences of leaders’ non-verbal communications in terms of gaze direction, speech time, and gestures were identified separately to the level of seconds and presented as proportions (%) of the total training time. The leaders’ vocal nuances were also categorized. The analysis in Study IV was based on the team members’ background data, the results from Study I concerning the leader’s position in the team, and the categorization and quantification of team communication from Study II. Cox proportional hazard regression was performed to assess the time taken to make a decision to go to surgery (outcome variable) in relation to background data, the leader’s position, and closed-loop communication (independent variables). Results The findings in Study I showed that team leaders used coercive, educational, discussing, and negotiating repertoires to convey knowledge and create common goals of priorities in work. The repertoires were used flexibly and changed depending on the urgency of the situation and the interaction between the team members. When using these repertoires, the team leaders were positioned or positioned themselves in either an authoritarian or an egalitarian position. Study II showed that closed-loop communication was used to a limited extent during the trauma team training. Call-out was more frequently used by team members with eleven or more years in the profession and experience of trauma within the past year, compared with team members with no such experience. Scandinavian origin, an egalitarian team leader and previous experience of two or more structured trauma courses were associated with more frequent use of closed-loop communication compared to those with no such origin, leader style, or experience. Study III showed that team leaders who gained control over the “inner circle” used gaze direction, vocal nuances, verbal commands, and gestures to solidify their verbal messages. Leaders who spoke in a hesitant voice or were silent expressed ambiguity in their non-verbal communication, and other team members took over the leader's tasks. Study IV showed that the team leader’s closed-loop communication was important for making the decision to go to surgery. In 8 of 16 teams, decisions on surgery were taken within the timeframe of the trauma team training. Call-outs and closed-loop communication initiated by the team members were significantly associated with a lack of decision to go to surgery. Conclusions The leaders used different repertoires to convey and gain knowledge in order to create common goal in the teams. These repertoires were both verbal and non-verbal, and flexible. They shifted depending on the urgency of the situation and the interaction within the team. Depending on the chosen repertoire, the leaders were positioned or positioned themselves as egalitarian and/or authoritarian leaders. In urgent situations, the leaders used closed-loop communication as part of a coercive repertoire, and called out commands and directed requests to specific team members. This repertoire was important for making the decision to go to surgery; the more closed-loop communication initiated by the leader, the more likely that the team would make a decision to go to surgery. Problems arose if the leaders were positioned or positioned themselves as either an authoritarian or an egalitarian leader. The leaders needed to be flexible and use different repertories in order to move the teamwork forward. It was notable that higher numbers of call-outs and closed-loop communication initiated by the team members decreased the probability of making the decision to go to surgery.

Syftet med studien är att undersöka hur musiklärare inom musikskola, gymnasiet och högskola ser på och arbetar med nervositet och scenskräck i undervisning. Studiens teoretiska grund utgörs av diskurspsykologi. Fokusgrupper har tillämpats som datainsamlingsmetod vilket inneburit två olika gruppsamtal där lärare diskuterat om ämnet scenskräck och nervositet. Samtalen spelades in, transkriberades och analyserades utifrån en diskurspsykologisk synvinkel i ett sökande efter tolkningsrepertoarer. Resultatet presenteras utifrån tolkningsrepertoarer om hur lärarna formulerade sin syn på nervositet. Två motstridiga repertoarer framkom i resultatet: nervositet som plötsligt angripande och nervositet som kan bemästras där nervositet konstruerades som både ett störningsmoment och som något önskvärt. Ålder, mognad och musikalisk utveckling formulerades påverka nervositet genom tolkningsrepertoaren nervositet ur ett mognadsperspektiv. Vidare formulerade respondenterna sitt arbete med nervositet och scenskräck i undervisning vilket synliggjorde tolkningsrepertoaren genre och arbete med nervositet. I denna tolkningsrepertoar lyftes genre som påverkande för arbetet med nervositet. I repertoaren läraren som terapeut konstruerade lärarna sig som inkännande utifrån samtal som metod. Repertoaren mental träning som fenomen formulerade ett förebyggande arbete som något värdefullt men tidskrävande, vilket kan ställas emot repertoaren nervositet som tidskrävande arbete där lärarna formulerade en tidsbrist och en känsla av otillräcklighet i arbetet med nervositet. Diskussionen lyfter resultatet i förhållande till tidigare forskning och litteratur där fyra områden diskuteras: Lärares syn på nervositet och elevpåverkan, hantera nervositet genom samtal, arbetet med nervositet i förhållande till tidsamt syn på nervositet och genrers påverkan. / The purpose of this study is to investigate how music teachers in music school, upper secondary school and music college view and work with nervousness and stage fright in teaching. The theoretical framework of the study is discourse psychology. Focus groups have been used as a data collection method, which has involved two different group discussions where teachers discussed the topic of stage fright and nervousness. The conversations were recorded, transcribed and analyzed from a discourse psychological point of view, in search of interpretative repertoires or small discourses. The result is presented through different interpretive repertoires on how teachers formulated their views on nervousness and stage fright. There, two contradictory repertoires emerged: nervousness as suddenly attacking and nervousness that can be mastered, where nervousness was constructed as both a disturbing moment and as something desirable. Age, maturity and musical development were formulated to influence nervousness through the interpretative repertoire nervousness from a maturity perspective. Furthermore, the respondents formulated their work with nervousness and stage fright in teaching, which made visible the interpretation repertoire genre and work with nervousness. There, the genre was emphasized as influencing the work on nervousness. In the repertoire teacher as a therapist, teachers constructed themselves as empathetic through conversation as a method. The repertoire mental training as a phenomenon formulated a preventive work as something valuable but time-consuming, which can be put opposite the repertoire nervousness as time-consuming work, where the teachers formulated a lack of time and a feeling of insufficiency. The discussion lifts the result in relation to previous research and literature where four areas are discussed: Teacher’s view on nervousness and student influence, dealing with nervousness through conversations, work with nervousness in relation to time and views on nervousness and the influence of genres.

Nationella styrdokument poängterar vikten av att kartläggningar genomförs vid behov. Dessa kartläggningar bör ge en heltäckande bild av eleven och dennes skolsituation. Specialläraren förutses ha kunskap om denna process. Syftet med denna studie är att, med en diskurspsykologisk ansats, analysera och reflektera över hur bilden av eleven framställs i pedagogiska kartläggningar. Utgångspunkten för analysen tas i de begrepp inom diskurspsykologin som behandlar vilka mönster och positioner individer skapar och befinner sig i. Som metod har en kvalitativ dokumentanalys valts. Fokus ligger på hur bilden av eleven framställs. Denna bild har sedan tolkats genom vår uppfattning av de diskurspsykologiska begreppen: nodalpunkt, mästersignifikant, myter och tolkningsrepertoar. Materialet består av 10 kartläggningar från två skolor i Skåne. Dokumenten bearbetades i tre steg: ett första steg för att få en bild av dokumentens utformning och struktur, ett andra steg där innehållet kodas för att skönja mönster, och slutligen ett tredje steg där fokus ligger på att tolka innehållet utifrån de diskurspsykologiska begreppen. Resultatet redovisas genom att ett antal innehållsfrågor besvaras och sätts i relation till vår tolkning av de teoretiska begreppen och tidigare forskning. Slutsatsen blir att skolpersonalens diskurs blir den som skapar bilden av eleven. Vårdnadshavare och elev får en mer passiv roll i kartläggningarna. / National governing documents emphasize the importance of pedagogical documentation when necessary. These documents should provide a comprehensive picture of the student and his or her school situation. The special needs teacher is expected to have knowledge of this process. The purpose of this study is to, with a discourse psychological approach, analyze and reflect on how the image of the student is presented in pedagogical documents. The starting point for the analysis is in the concepts in discourse psychology that deal with the patterns and positions individuals create and find themselves in. The method chosen is a qualitative document analysis. The focalpoint of the analysis is how the image of the student is presented. This image has been interpreted through our perception of the discourse psychological concepts: nodal point, master significant, myths and interpretation repertoire. The analyzed material consists of 10 pedagogical documents collected from two schools in Skåne. The documents were processed in three steps: a first step to get an idea of the documents' design and structure, a second step where the content is coded to discern patterns, and finally a third step where the focalpoint is interpreting the content based on the discourse psychological concepts. The results are reported by answering a number of content questions and placing the answers in relation to our interpretation of the theoretical concepts and previous research. The conclusion is that the school staff's discourse becomes the one that creates the image of the student. Guardians and students are given a more passive role in the pedagogical documentation.

Studiens syfte är att undersöka vad stråkpedagoger har för attityd och syn på begreppet genrebredd samt hur detta kan relateras till undervisning på musik- och kulturskola. Studiens teoretiska ramverk utgörs av diskurspsykologi. För att undersöka detta har fokusgrupper använts som metod där stråkpedagoger inom musik- och kulturskolor har fått diskutera sina synsätt på genrebredd. Gruppsamtalen spelades in med både ljud och bild för att sedan transkriberas. Transkriptionerna analyserades med diskursanalys för att urskilja vilka tolkningsrepertoarer som framträder i samtalen. I resultatdelen beskrivs de olika tolkningsrepertoarerna som framträtt. Stråkpedagogerna ger utlopp för en variation av tolkningsrepertoarer som presenteras genom två huvudteman: Genrebredd som beroende av flera faktorer samt Genrebredd i undervisningen. Vissa av tolkningsrepertoarerna är kontrasterande mot varandra och vissa innefattar variationer inom dem själva. De mest förekommande synsätten hos lärarna är enligt resultatet, att genrebredd beror mycket på deras egen bakgrund, samt att genrebredd ses som ett verktyg för att möta eleven. Samtliga lärare ger dock uttryck för en tolkningsrepertoar där genrebredd ses som ett viktigt arbete. I diskussionen lyfts resultatets mest framträdande tolkningsrepertoarer för att diskuteras i relation med tidigare presenterad litteratur och forskning samt till det teoretiska perspektivet. / The purpose of this study is to examine string teachers’ attitudes and views towards the term genre width and how this could be related to string education in Swedish community school of music. The theoretical framework of the study is discourse psychology. To examine this, focus groups were used as method where string teachers within Swedish Community Schools of music has discussed their point of views on genre width. The conversations were recorded by video and audio to later be transcribed. The transcriptions were analyzed with discourse analysis to distinguish the various interpretative repertoires. The string teachers provide an outlet for a variety of interpretative repertoires, which is presented in two main themes: Genre as dependent of several factors and genre in teaching context. Some of the interpretative repertoires are contrasting to one another and some includes variations within themselves. The most occurring of the teachers’ views seems to be that to broadening the genre, are dependent on their own background, and that it is looked upon as a tool for meeting the student. All teachers express an interpretative repertoire where genre width, is looked upon as an important work. In the discussion, the most highlighted interpretative repertoires of the results are being related to previous research and presented literature and to the theoretical perspective.

Syftet med denna studie är att identifiera sociala konstruktioner av 1-3 åringars ålder och kompetens, genom att analysera hur pedagoger porträtterar de yngsta barnen. Detta görs genom diskurspsykologisk analys av pedagogers uttalanden i samtal om omsorg och undervisning, utifrån studiens tre frågeställningar; Hur talar förskollärare och barnskötare om 1-3 åringars kompetens? Vad framställs som sanningar om 1-3 åringars kompetens? Vilja subjektspositioner tillskrivs 1-3 åringar? Diskurspsykologi har agerat som både epistemologisk och metodologisk utgångspunkt i denna studie. I resultatet framträdde totalt fem tolkningsrepertoarer. Tre av dessa framträdde genom samtal om barns kompetens i omsorg; fysisk omsorg, praktisk omsorg och intellektuell omsorg. De andra två trädde fram i samtal om barns kompetens i undervisning; pedagogers självmedvetenhet och erfarenhet som förutsättning. Vi kunde sedan sammanställa fyra av dessa till en, vad vi kallar, bristdiskurs. Vi diskuterar sedan kring hur dessa tolkningsrepertoarer försätter barnen i olika subjektspositioner och vad barnen därigenom ges för handlingsutrymme.

Syftet med studien är att med intresse för könssegregering undersöka diskurser om bibliotek, bibliotekarier ochkvinnors roll inom arbetslivet. Empirin för studien är dokument publicerade inom tidsperioden 1850-talet till 1910-talet och som berör uppsatsens teman. Dessa analyseras utifrån en diskurspsykologisk samt en kompletterandeidéanalytisk ansats för att synliggöra tolkningsrepertoarer och maktrelationer. Studiens resultat visar på två förhållningssätt till och tolkningsrepertoarer baserat på traditionella normer inom de empiriska dokumenten. Dels den upprätthållande tolkningsrepertoaren, dels den utmanande tolkningsrepertoaren. Vidare synliggjordes genussystemets och det ostabila genuskontraktets inverkan på bibliotekarieyrkets status. / The aim of the study is to, with an interest in gender segregation, examine discourses about libraries, librarians and the role of women in working life. The empirical material for the study is documents published within the time period from the 1850s to the 1910s that touch on the themes of the essay. These are analyzed based on a discourse-psychological and a complementary idea-analytical approach to make interpretation repertoires and power relations visible. The results of the study show two approaches to, and interpretation repertoires based on traditional norms within the empirical documents. Partly the maintaining interpretation repertoire, partly the challenging interpretation repertoire. Furthermore, the impact of the gender system and the unstable gender contract on the status of librarianship was made visible

”You can scroll but you can’t hide - a qualitive study of three age groups critique and resistance against sponsored posts on Instagram” Author: Sofia PetterssonCourse: Applied strategic communications The aim of this study is to investigate and try to make sense of the critical thinking and following resistance by three age groups against sponsored posts on Instagram. The theoretical background of the study includes Stuart Halls model of encoding/decoding, and Michel Foucaults abstract theories of power/knowledge. The investigative method through which the empirical materials have been gathered is three focus group interviews with three different age groups — 12-16 years old, 19-29 years old and 30-55 years old. To analyze the statements gathered in the focus group interviews, the method of discourse psychology have been applied to the material. The aim of this was to bring forth the repertoars which the groups use to construct reality according to them, and to try and understand how they construct their own identities, both within the group but also the individual.The results were somewhat inconclusive. The study shows that though the older the more consequential the groups think, the method for resistance varied a lot. The youngest group showed some critical thinking and shows tendencies to avoid the advertisements by leaving Instagram. The problem with this group is that they don’t really know why they do this. And they don’t display any deeper understanding as to why they think the way they do. The group 19-29 years showed a more complex understanding of consequences and their critical thinking is more well rounded. In spite of this, this group doesn't show much resisting behavior. The oldest group was the most critical, and talked about more consequential subjects and problems with this kind of advertising. Furthermore, the oldest group had the most knowledge about the technical structures that the sponsored posts are made of and therefore has the best position for resisting the marketing techniques in place. The study is 42 pages long.

<p>Soundclash is a phenomenon where groups within the culture of reggae music “battle” against each other, through strategies including both music and rhetoric. The social interaction in the clash exemplifies the scene hierarchy, in which the participants aim to position themselves as number one. This study includes empirical material from a competition within the Swedish scene, also distributed digitally via Internet sites. The analysis is based on discursive psychology, focusing on rhetoric and the construction of meaning. The thesis emphasize how different truth claims are made, which relate to social positions as well as places within the international community.</p> / <p>Soundclash är ett fenomen där grupper inom reggaescenen tävlar mot varandra genom musik och retoriska strategier. I sina tal förs olika argument fram, vilka syftar att positionera grupper högst upp i scenens hierarki. Materialet utgörs av en svensk tävling inom detta fält, vilken även distribuerats i digital form genom Internet. Uppsatsen utgår från ett diskurspsykologiskt perspektiv, där språklig praktik och meningsskapande står i fokus. Uppsatsen visar hur olika anspråk görs, vilka relaterar till olika sociala positioneringar, likväl som till en plats inom en större internationell gemenskap.</p>

<p>In year 2000 the Swedish Public Service television started a new series of programmes named Mediemagasinet. The purpose was to expose the work of journalism through the eyes of a journalist. The programme showed different types of tasks and problems that have to do with journalistic reporting. The form of Mediemagasinet wasn’t anything new but the content was presented as the very first of its kind. </p><p>The interesting part of the program was that it was journalists themselves doing the media critisism. Is that actually possible? And what does it look like? By using discourse analysis this study try to answer these questions by analyses of the presentations of the television programmes. What is at stake and how does the website of the program interact with the program itself? As a complement to the study there is an interview with the editor and the manager of the project that show their point of view, which are also a part of the media critical discourse that this essay examins.</p> / <p>Hösten 2000 startade Sveriges Television sitt program Mediemagasinet. Syfet var att journalister skulle granska sin egen kår, sina egna kollegor. Programmet tog upp olika ämnen och problem som kan uppstå i och med journalistisk rapportering. Formen var välkänd för tv-tittarna, medan innehållet presenterades som det första i sitt slag. </p><p>Men vad händer när medlemmar av en yrkeskår granskar varandra? Är det överhuvudtaget möjligt? Genom ett diskursanalytiskt angreppssätt försöker denna uppsats svara på dessa frågor. Studien vilar på analyser av hur programmet presenteras av programledaren och vilka anspråk som görs i programmet. Även den hemsida som etablerades i samband med programmet integreras i analysen. Som komplement till studien gjordes även en deltagande observation vid ett inspelningstillfälle av Mediemagasinet. Då genomfördes även en intervju med redaktören och projektledaren för programmet. Deras åsikter och funderingar kring produktionen är även de en del av den mediekritiska diskurs som Mediemagasinet ingår i. Och det är denna diskurs och hur den skapas som undersöks i denna uppsats. </p>