This thesis draws on previous engagements between art and Geography in experimental geographies to explore relationships between artists and different forms of institutions. It focuses on experimental artists and associated experimental artist-led collectives, which I term ‘artist-led groups’, to explore how these artists and groups have experimented with different forms of institutions’ as part of their work around science and technology. These experimental artists and groups draw on successive waves of institutional critique in the art world, alongside forms of social practice, to ask key spatial and social questions of institutions. This thesis explores the approaches these experimental artist-led groups and two other key artists have used to experiment with key facets of institutions, allowing them to ask critical questions of science and technology. In doing so, this thesis demonstrates creative approaches to engaging publics around science and technology which offer potential for expanding inter- and cross-disciplinary conversations in geographical discourse. This thesis uses an experimental methodology combining a form of artistic practice as research method on the one hand and ethnographic methods on the other. It combines these methods as part of an ethnography to explore how these artist-led groups associate with one another in a social network. The thesis then focuses on two experimental artists in this social network whose works are becoming increasingly heard within geographical discourse. These experimental artist-led groups and artists are shown to operate different creative approaches when engaging with institutions. I show these in three ways, showing how 1) artist-led groups experiment with different modes of institutions to bring contemporary science and technology issues into the public realm; 2) experimental artist Neal White uses artistic experiments to critique science and technology; and 3) experimental artist Richard Pell uses his Center for PostNatural History to experiment with ways of prompting public discussions around science and technology. Accordingly, this thesis argues that these experimental engagements highlight the benefit of inter- and cross-disciplinary conversations in better understanding and shaping institutions. For geographers, this experimental approach can create novel forms of knowledge to help better understand the social nature and implications of institutions.

Malign hjärntumör är en vanlig sjukdom som ger olika former av symtom beroende på var tumören är lokaliserad och behandlingsformerna kan ge olika komplikationer. Det finns inga tydliga riktlinjer för hur omvårdnaden kring patienten med malign hjärntumör ska bedrivas. Syftet med denna studie var därför att sammanställa ett kunskapsunderlag angående omvårdnadsåtgärder för patienter med malign hjärntumör. Metoden som användes var en litteraturstudie i form av en granskning av vetenskapliga artiklar, vårdprogram, kandidat- och magisteruppsatser och böcker. Resultatet visade vem, hur, var, vad och när information ska ges till patienten. Det visade också vilka åtgärder sjuksköterskan ska beakta i samband med läkemedelshantering vid cytostatikabehandling, kortisonbehandling och epileptiskt anfall. Sjuksköterskan ska ha kunskap om hur observationer/övervakningar ska genomföras samt hur den speciella omvårdnaden bör genomföras vid strålbehandling, illamående, malnutrition, trötthet/depression och febertillstånd. Även kontaktsjuksköterskans roll i stöd och samordning behandlas. Kunskapsunderlaget visade vilka omvårdnadsåtgärder patienter med malign hjärntumör är i behov av. Implementeringen av kunskapsunderlaget medför en evidensbaserad grund för omvårdnadsarbetet och en ökad patientsäkerhet. Studien visar att det behövs mer omvårdnadsforskning inriktad på patienter med hjärntumör för att kunna ge en evidensbaserad omvårdnad till dessa patienter. / Malign brain tumor is a common illness which gives different kinds of symptoms depending upon where the tumor is located. The treatment can give complications with many different symptoms. There are no clear guidelines how to practice nursing of the patient with a malign brain tumor. The aim of the study was therefore to compile knowledge about nursing interventions for patients with malign brain tumor. The study´s method was a review of literature of scientific articles, care programs, bachelor- and master´s thesis and books. Findings showed whom, how, where, what and when information should be given and how to manage the medication when patient was given chemotherapy, cortisone and epileptic seizures. Nurses must have knowledge of how observation/monitoring must be carried out. How nursing should be carried out at radiotherapy, nausea, malnutrition, fatigue/depression and at fever. One specific nurse is responsible for contacts and her role is to support and coordinate for the patient. The knowledge shows which nursing interventions the patient with a malign brain tumor needs. Implementation of the knowledge-based guidelines involves an evidence-based foundation for the nursing practice and an increased patient safety. More nursing research is needed in the future of patients with brain tumor.

This thesis argues for a more expansive historiography rooted in Indigenous peoples’ oral, social and land-based modes of sharing knowledge. Such an approach may help to decolonize the practices and narratives of history in British Columbia, which have too often excluded or undermined Indigenous peoples' perspectives. Over the past several centuries, Indigenous knowledge-keepers have used their languages to maintain their oral traditions and other modes of sharing, despite colonial policies in Canada aimed at destroying them. This thesis gives careful consideration to ethical approaches to cross-cultural engagement, including researcher’s position in discourse and colonial paradigms, as well as modes of listening that emphasize attitudes of respect, flexibility, responsibility and trust-building. I travelled to Syilx (Okanagan) territory in south central British Columbia to interview five knowledgeable Upper Nicola band members about their knowledge practices. Their views, combined with those of others (from Nlaka’pamux, to Coast Salish, to Maliseet peoples and more) pointed to the importance of a vibrant Indigenous historiography at the local community level. Interviewees discussed the ways speaker/listener relationships, as well as timing and life experience, shape knowledge passed on. They also explained the ways Indigenous knowledge practices are linked to particular territories, as knowledge may help to sustain or may be sustained by particular places. Lastly, all touched on how colonial policies have impacted their knowledge practices. This thesis proposes some decolonizing approaches for engaging with Indigenous knowledge and knowledge practices. By accounting for Indigenous knowledge 'institutions' that have long existed outside of colonial frameworks, we can move one step closer to decolonization. / Graduate

Magister Chirurgiae Dentium - MChD (Oral Medicine and Periodontics) / Traumatic dental injuries (TDI's) are an important public health problem in children and adolescents worldwide. The emergency center (EC) serves as the spearhead to the hospital as it has to deal with a broad spectrum of patients with different ailments and injuries. The level of knowledge and doctors' practice at emergency centers (EC's) regarding TDI's has a direct impact on patient outcomes. The current literature reports that EC doctors have insufficient knowledge of the management of TDI's.

No description available.

Agile methods for software development have become popular, especially since the agile manifesto was written in 2001. Many positive effects have been found in organizations using agile methods, but also several dangers. Communication and collaboration in teams is often mentioned as something that works well with the methods, but interactions between teams are often lacking. Since agile teams are cross-functional and focused on products rather than specializations, knowledge becomes spread out in the organization. Within teams, different members often have different deep knowledge, but instead have a lot of knowledge about their products in common. This allows them to discuss knowledge related to the product well, but limits their possibility to discuss advanced topics and experiences regarding their deep knowledge or specialization within their team. These issues are important to consider when applying agile methods in organizations, and the research about the issues is quite thin.   In this research, I have taken an interpretive approach and carried out a case study at the development department of a medium-sized IT company providing large software systems for the healthcare industry, for which I have used the pseudonym MedTech. Three different teams have been studied through interviews with all members as well as observations of agile practices like daily meetings. Further, I have studied three different knowledge practices that MedTech uses to complement the creation and sharing of knowledge that happens in teams. These three complementary knowledge practices had different forms and handled knowledge in different ways. One was closely related to what literature often calls communities of practice, which are groups where members share an interest and interact to deepen their knowledge. In this practice at MedTech, meetings were used to discuss experiences and knowledge about topics within specific areas. Another was more focused on one-way communication through presentations and reading tips, spreading more basic knowledge to a wider audience. The third complementary knowledge practice let employees use 12 work hours every sixth week to do whatever they wanted that related to their knowledge, allowing them to e.g. explore new technologies and be creative or simply read up on some interesting topic.   My results show that agile teams support some sharing and creation of knowledge, especially through having members work closely to each other and share experiences, and through practising their skills in daily work, with help from each other when necessary. Like other research has shown, there was however a lack of practices for interactions between teams in the agile methods. Such interactions were crucial since I found teams to be comparable to theories about communities of knowing, where teams create strong perspectives, the sharing of which is important for utilization and creation of knowledge. The complementary knowledge practice that related to communities of practice was shown to be good for connecting employees with similar specializations, who would normally be separated in different teams. This allowed for creation and sharing of knowledge as individuals needed to explain their experiences and could combine knowledge from different members of the community. The other two complementary knowledge practices were shown to be good for increasing motivation to create and share knowledge, and showing that the organization valued the knowledge of individuals.