The aim of this thesis is to obtain a deeper understanding of students’ approaches to musical knowledge as it is distributed through one-to-one tuition in higher music education (HME). With a cultural-psychological perspective according to Bruner, the project was designed as a longitudinal, qualitative study of eight students in the performance program that concludes with a Bachelor of Arts degree in music. Two main musical genres were represented: Western classical music, and jazz and contemporary music. The students had one-to-one tuition on violin, classical guitar, saxophone and electric guitar, and were observed at three consecutive lessons per semester during one academic year. Many-sided data were collected: video recordings of instrumental lessons, semi-structured interviews with students and teachers, and the participants’ diary notes in connection with the observed lessons. In the analysis, the students’ approaches to knowledge of music cultural tools were focused. The results show that the students use three main approaches in relation to one-to-one tuition: adaptation, reflected navigation and indifference. These approaches vary and overlap, and are connected to the local cultural situations that are being studied, as well as to differences by instrument and genre. The different strategies used by the students are discussed in relation to apprenticeship in higher music education, and in relation to the consequences for students’ musical learning and knowledge development. The results are also connected to the Bologna process and the development of research-based teaching in HME. Methodological considerations and suggestions for further research are put forward. / Genom projektet, Instrumenatlisters musikaliska kunskapsutveckling. Finansierat av Vetenskapsrådet / Genom projektet, Vem äger lärandet? Finansierat av Myndigheten för nätverk och samarbete inom högre utbildning

The aim of this thesis is to obtain a deeper understanding of students’ approaches to musical knowledge as it is distributed through one-to-one tuition in higher music education (HME). With a cultural-psychological perspective according to Bruner, the project was designed as a longitudinal, qualitative study of eight students in the performance program that concludes with a Bachelor of Arts degree in music. Two main musical genres were represented: Western classical music, and jazz and contemporary music. The students had one-to-one tuition on violin, classical guitar, saxophone and electric guitar, and were observed at three consecutive lessons per semester during one academic year. Many-sided data were collected: video recordings of instrumental lessons, semi-structured interviews with students and teachers, and the participants’ diary notes in connection with the observed lessons. In the analysis, the students’ approaches to knowledge of music cultural tools were focused. The results show that the students use three main approaches in relation to one-to-one tuition: adaptation, reflected navigation and indifference. These approaches vary and overlap, and are connected to the local cultural situations that are being studied, as well as to differences by instrument and genre. The different strategies used by the students are discussed in relation to apprenticeship in higher music education, and in relation to the consequences for students’ musical learning and knowledge development. The results are also connected to the Bologna process and the development of research-based teaching in HME. Methodological considerations and suggestions for further research are put forward. / Genom projektet, Instrumenatlisters musikaliska kunskapsutveckling. Finansierat av Vetenskapsrådet / Genom projektet, Vem äger lärandet? Finansierat av Myndigheten för nätverk och samarbete inom högre utbildning

L’intégration des TIC a connu un essor considérable dans les dernières années et des chercheurs à travers le monde y accordent une importance sans cesse croissante ; le sujet des TIC en éducation est ainsi répandu au sein des écrits depuis maintenant plusieurs années (Istance & Kools, 2013; Storz & Hoffman, 2013). Dans un monde où les technologies sont omniprésentes dans la plupart des sphères d’activités, il ne s’agit plus de savoir si les technologies doivent être intégrées dans les activités d’enseignement et d’apprentissage, mais bien de quelle façon elles doivent l’être. Comme les TIC présentent de nombreux avantages, notamment en ce qui concerne la motivation scolaire et la réduction du fossé numérique, les différents intervenants du monde de l’éducation sont généralement conscients de l’importance de bien utiliser les technologies de l’information et de la communication (TIC) en éducation, mais ne savent pas toujours par où commencer. La présente recherche s’intéresse à une forme particulière d’intégration des TIC en éducation, soit les projets portables. Les projets portables se différencient par le fait que l’enseignant et chaque élève disposent de leur propre ordinateur portable dans le but d’une utilisation pédagogique. Cette thèse de doctorat tente de détailler, à travers un langage clair et accessible, les défis qu’il est possible de rencontrer à l’intérieur de tels projets, de même que ce qui peut être fait pour en limiter les impacts. En vue de déterminer les conditions pouvant favoriser le succès global des projets portables au Québec, voire ailleurs, une recension des écrits exhaustive a permis de relever quatre catégories de facteurs principales dans lesquelles l’ensemble des défis identifiés semblent pouvoir être classés : les facteurs relatifs à la gestion du projet, les facteurs internes à l’enseignant, les facteurs relatifs au cadre de travail de même que les facteurs relatifs à l’infrastructure et au matériel. Ces diverses catégories de facteurs sont abordées en détails à l’intérieur du cadre théorique de cette thèse de doctorat. En vue d’atteindre les objectifs, un questionnaire a été mis au point et plus de 300 enseignants d’une commission scolaire où a lieu un projet portable à grand déploiement y ont répondu. Les données de nature mixte (données quantitatives et qualitatives) ont été analysées à l’aide de logiciels spécialisés et ceci a permis de vérifier la pertinence des éléments rencontrés dans la recension des écrits, de même que d’en découvrir de nouveaux. Il a été trouvé que de nombreux défis sont susceptibles d’être rencontrés. Les plus importants ont trait à la qualité du matériel utilisé, à l’importance de la formation des enseignants relativement aux TIC, et à l’importance de mettre au point une vision claire assurant la pleine adhésion des enseignants. Il a aussi été déterminé que l’enseignant doit pouvoir accéder à un soutien pédagogique ainsi qu’à un soutien technique facilement. Enfin, il a été découvert que la nature des projets à grand déploiement fait en sorte qu’il importe de porter une attention particulière aux besoins locaux des enseignants, qui peuvent varier selon le contexte de travail de ceux-ci. / ICT integration in education has grown considerably in the recent years, and researchers around the world have devoted it an increasing interest; the subject of ICT in education has now been prevalent within the literature for many years (Istance & Kools, 2013; Storz & Hoffman, 2013). In a world where technologies are ubiquitous in most spheres of activity, it is no longer whether technology should be integrated in education, but rather how it should be. As ICT have proven to offer many advantages, especially regarding student motivation and engagement, and also in reducing the digital divide, the various stakeholders in education are generally aware of the importance of using information and communication technologies (ICT) in education, but do not always know where to start. This thesis focuses on a particular form of integration of ICT in education, mainly referred to as “one-to-one computing projects” or “1:1 projects”. Those projects differ in that the teacher and each student have their own laptop for use in an educational context. This thesis attempts to show, through a clear and accessible language, the challenges that may be encountered in such projects, as well as what can be done to limit their negative impacts. In order to determine the conditions that promote the overall success of one-to-one computing projects in Quebec, or even elsewhere, a comprehensive literature review has identified four main categories of factors in which the identified challenges may be classified: factors related to the project management, factors that are internal to the teacher, factors related to their work environment as well as factors related to the infrastructure and equipment. Those diverse categories of factors are discussed in detail within the theoretical framework of this thesis. In order to achieve the objectives, a questionnaire was developed and more than 300 teachers of a school board currently involved in a large-scale one-to-one computing project have responded. The mixed data (quantitative as well as qualitative) that came out of the questionnaire was analyzed using specialized software and this has allowed to verify the relevance of the challenges found in the literature review, and it allowed the finding of new additional elements. It has been found that many challenges are likely to be encountered. The most significant ones are the quality of the equipment used, the importance of teacher training in relation to ICT and the importance of developing a clear vision to ensure the full support of teachers. It was also determined that the teachers should have access to pedagogical support as well as technical support easily. Finally, it was found that the nature of large-scale one-to-one computing projects is such that it is important to take into account the local needs of teachers, which may vary depending on the context in which they work.

Nowadays when users navigate in internet they find lots of types of communication scattered across diverse sites. Due to the lack of users’ interests in advertisements, primarily caused by not matching their preferences, today’s advertisements have a low rate of success. Recently, owing to semantic web generation, some companies started to use personalized marketing in communication as a way to turn the conversions around and thus increase customer retention and loyalty. As a matter of fact, the retention and loyalty stages on the internet are, on average, the least crafted of the whole cycle. The customers’ conception of one-to-one marketing is quite ambiguous as they conceive that they need to be more efficient while shopping online but at the same time they feel stalked due to privacy concerns, and oversaturated with non-valuable information. The purpose of this paper is to explore from a holistic view online personalized communication strategies and how they can be implemented in order to increase customer satisfaction thus retaining customers and, in the long-term, gaining their loyalty. The main communication areas the study treats ranges from onsite the online store, where the company wants to sell the product, to offsite advertisements in websites, social media platforms and via email. In the empirical section, the study carried out a quantitative online survey to investigate customers’ perception and complete it with the literature. To answer the research questions, the study identified 19 hypotheses comprising of all primary aspects that define the exploration. The result could be gold dust for e-shop managers to help them maximize the marketing communication factor using personalization. The authors identified potential improvements to motivate customers to register in the online shop, whether communication channels are suited to implementing the strategy or not, and possible aspects to adapt in order to obtain maximal benefits. There were some limitations in terms of an analysis of the companies’ point of view and the necessity to analyze every communication channel more in depth as the study is an initial step.

The aim of the study was to examine both 1) how aware teachers in a specific area are about ICT tools in teaching ; and 2) how likely teachers are to use ICT tools to reverse the trend of unmotivated students and low achievement scores . I will look for answers through the following questions: How extensive is the knowledge of the teachers on digital and social media in education? How have teachers in the past year used various social media in their teaching? In what grade does ICT-supported teaching lead to higher motivation, participation and achievement? Is there a difference between the sexes, different stages (1-3, 4-6, 7-9) and number of years in the profession in knowledge of and openness to the use of ICT in education? The method used is a questionnaire in which a number of respondents have answered a number of questions about ICT tools in teaching. Validity of the study can be said to be high when the survey has measured what it intended to measure, however, I need to be careful in draw full account of the result as the response rate is low with only 39%. In summary, the results show that there is low awareness among respondents about the methods and the digital and social tools I lift in the survey. Mainly the respondents use some of the methods and the digital and social tools in preparation for the lesson. There is significant difference between the grades and the perception of the method as well as digital and social media's importance to student motivation, participation and achievment. It is in grade 1-3 that there are essentially knowledge , propensity to use and as in fact using digital and social tools most The conclusion is that there will be no successful venture in schools if there is a loss of an overall perspective of the venture from the school itself, central schoolmanagement and the political level, and it is important that there will be an investment in equipment, infrastructure and last but not least skills to use ICT in teaching . These conclusions are supported by the research findings. Keywords: One-to- one , ICT, ICT, digital media, social media , motivation , 1-1 / Syftet med studien var att undersöka dels 1) hur pass medvetna lärare i ett specifikt område är om IKT-verktyg i undervisningen; samt 2) hur benägna lärare är att använda IKT-verktyg för att vända trenden med omotiverade elever och låg måluppfyllelse. Detta ska jag söka svar på genom följande frågeställningar: Hur stor är kunskapen hos lärarna om digitala och sociala medier i undervisningen? Hur har lärarna under det senaste året använt sig av olika sociala medier i sin undervisning? I vilken grad anser lärarna att digitala och sociala medier har betydelse för elevens motivation, delaktighet och måluppfyllelse? Är det skillnad mellan könen, olika stadier (1-3, 4-6, 7-9) samt antal år i yrket i kunskap om och öppenhet inför att använda IKT i undervisningen? Metoden som har använts är ett frågeformulär där ett antal respondenter har fått svara på ett antal frågor ang IKT-verktyg i undervsinignen. Undersökningens validitet kan sägas vara hög då enkäten har mätt det den har avsett att mäta, däremot behöver jag vara aktsam i att dra för stora växlar på resultatet då svarsfrekvensen är låg med enbart 39 %. Sammanfattningsvis visar resultatet att det finns låg kunskap hos respondenterna om metoderna samt de digitala och sociala verktygen som lyfts i undersökningen. Huvudsakligen använder respondenterna en del av metoderna samt de digitala och sociala verktygen i förberedelser inför lektion samt i lektionen som stöd för undervisningen samt för anpassningar av undervisningen. Det är signifikant skillnad mellan årskurserna och uppfattning om metodernas samt digitala och sociala mediers betydelse för elevens motivation, delaktighet och måluppfyllelse. Det är i åk 1-3 som det i huvudsak finns kunskap om, benägenhet att använda och som använder digitala och sociala verktygen mest. Slutsatsen är att det blir ingen lyckad satsning i skolan om det inte finns ett helhetsperspektiv på satsningen från den enskilda skolan, förvaltning och politik, på utrustning, infrastruktur och sist men inte minst kompetensutveckling. Där får slutsatserna från undersökningen stöd av forskningsgenomgången i ganska hög grad. Nyckelord: En-till-en, IKT, ICT, digitala medier, sociala medier, motivation, 1-1

Syftet med föreliggande studie är att undersöka hur musikstudenter med individuell undervisning upplever fenomenet relationen till sina lärare, på och utanför lektionstid. För att kunna uppnå detta syfte utgår studien från följande forskningsfrågor: Vilken relation erfar musikstudenter med individuell undervisning att de har till sina lärare?, Hur erfar studenterna den kommunikation som sker utanför undervisningens ramar? och Hur ser en önskad relation till en lärare ut enligt studenterna? Studien är en kvalitativ fallstudie på en svensk högskola med fyra musikstudenter och tar ett avstamp i det teoretiska perspektivet fenomenologi. Forskningsmetoden för studien är semistrukturerade intervjuer, som sedan transkriberats och analyserats med tematisk analys. Resultatet presenteras i tre övergripande teman, en för varje forskningsfråga. Dessa tre temana är relationen till lärare, kommunikation utanför undervisningens ramar och en önskad relation. Det första, fenomenet relationen till lärare, präglas av en variation av upplevelser och beskrivs i ett spektrum från nära privata relationer till opersonliga relationer. Den sammantagna slutsatsen gällande relationen till lärare är att upplevelserna varierar beroende på vilken lärare och vilken student relationen gäller. Det andra temat rör kommunikationen mellan lärare och studenter. Här erfar studenterna det som praktiskt med kommunikation via sms, Facebook Messenger och tal. Däremot är studenterna kritiska till lärare som pratar skitsnack om andra studenter. I det tredje temat beskrivs fenomenet en önskad relation. Slutsatsen kring detta är att en önskad relation ska vara ett samarbete och att studieresultatet är viktigare än relationen till läraren. I det påföljande diskussionskapitlet sätts resultatet i förhållande till tidigare litteratur och forskning samt det teoretiska perspektivet fenomenologi. / The purpose of this study is to examine how music students with one-to-one tuition experience the phenomenon of the relationship with their teachers, on and off lesson. In order to achieve this purpose, the study is based on the following research questions: What relationship do students with individual education experience with their teachers?, How do the students experience the communication that goes beyond the framework of the teaching? and What does a desired relationship with a teacher look like according to the students? The study is a qualitative case study at a Swedish university with four music students and takes its starting point in the theoretical perspective phenomenology. The research method for the study is semi structured interviews, which were subsequently transcribed and analysed with thematic analysis. The result is presented in three overall themes, one for each research question. These three themes are the relation to teachers, communication outside the framework of the teaching and a desired relationship. The first theme, the relationship to teachers, is characterized by a variety of experiences and is described in a spectrum from close private relations to impersonal relationships. The overall conclusion regarding the student relationship to the teacher is that the experiences vary depending on which teacher and student the relation is between. The second theme concerns communication between teachers and students. The students experience it as practical with communication via SMS, Facebook Messenger and speech. On the other hand, the students are critical of teachers who speak in negative ways about other students. In the third theme, the phenomenon a desired relation is described. The conclusion about this is that a desired relationship should be a collaboration and that the student’s study result is more important than the relationship with the teacher. In the following discussion chapter, the result is put in relation to previous literature and research and the theoretical perspective phenomenology.

The aim of the study is to investigate some teachers´and students´perceptions of how the teaching of the subject Swedish is designed to motivate the development of students´ language, reading and writing when one to one is used. The study has a the communicative relationally oriented perspective on teaching. The method that has been used to answer the purpose of this study is qualitative and is based on semi structured interviews with some teachers´and students´. The result of the study shows that computers should be seen as an important part of the teaching design to increase students motivation to schoolwork when teachers are forming the teaching. The computer can be seen as a motivational boost for both teachers and students in teaching, but above all, the study shows it facilitates in students´ language-, reading- and writing development. The teachers´ perception is that the major benefits of one to one teaching with computers lies in the ability to adapt for students in need of support. The teachers have different perceptions on how computers can be used in teaching. Nevertheless, they are based essentially on the same motivational factors to increase students motivation for schoolwork, wich are the same as they always have used. Both teachers and students have an idea that other factors appear to be as important as the computer in order for them to be motivated; the importance of the teacher, the importance of the teaching to be structured, and that the teaching is based on the interest of the students, that it feels relevant and can be related to, are also important motivational factors in one to one teaching with computers. / Syftet med studien är att undersöka några lärares och elevers uppfattningar om hur svenskundervisningen är utformad för att motivera eleverna i deras språk-, läs- och skrivutveckling i en-till-en-undervisning med datorer. Studien har sin teoretiska utgångspunkt i det kommunikativa relationsinriktade perspektivet på lärande. Metoden som använts är kvalitativ och för att besvara studiens syfte har semistrukturerade intervjuer med några lärare och elever genomförts. Resultatet visar att datorn bör ses som en viktig del i lärares utformande av undervisning när det gäller att öka elevers motivation till skolarbete. Datorn kan ses som motivationshöjande för lärare och elever i undervisning, men framförallt visar studien att den underlättar i elevers språk-, läs- och skrivutveckling. Lärarnas uppfattning är att de stora fördelarna med en-till-enundervisning med datorer ligger i möjligheten att anpassa för de elever som är i behov av stöd på olika sätt. Lärarna har olika syn på hur datorn kan användas i undervisningen. Trots detta utgår de från i stort sett samma motivationshöjande faktorer för att öka elevernas motivation till skolarbetet, vilka är samma som de alltid har utgått från. Såväl lärarna som eleverna har en uppfattning om att andra faktorer framstår som minst lika viktiga som datorn för att de ska bli motiverade; lärarens betydelse, vikten av strukturerad undervisning, samt att det man arbetar med utgår från elevers intresse, att det känns relevant och går att relatera till är även de viktiga motivationshöjande faktorerna i en-till-en-undervisning med datorer.

The diploma thesis deals with learning styles of learners in English language teaching namely in one-to-one courses. The theoretical part deals with the theory of learning styles which is contrasted with the theory of learning strategies. In the theoretical part it is described how learning styles and learning strategies are classified by different authors. How to identify learning styles of one particular student is explained. Apart from that the theoretical part deals with teaching styles in order to find the relationship between learning styles and teaching styles. One-to-one teaching is described as the research takes place in one-to-one teaching environment. The empirical part of the thesis is based on qualitative research of learning styles namely case studies of 7 students of different levels of English who acquire English in one-to-one courses. Students´ learning styles will be analysed through data obtained from an interview. The author of the thesis will use participant observation and will keep account of learning styles of every particular student. Results acquired from the interview will be compared with results from observation in one-to-one teaching. When students´ learning styles are analysed, appropriate teaching methods and exercises are proposed to satisfy students´ ascertained learning styles.

Orientador: Lucas Angioni / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciencias Humanas / Made available in DSpace on 2018-08-15T21:11:24Z (GMT). No. of bitstreams: 1 Almeida_WellingtonDamascenode_M.pdf: 1255869 bytes, checksum: 5f38aca62110ab8573d4639015f530b7 (MD5) Previous issue date: 2010 / Resumo: Nas páginas que se seguem, o leitor encontrará um estudo detalhado sobre aquele que é considerado por Aristóteles o mais difícil entre os impasses formulados em Metafísica III (Beta) e que é respondido no capítulo 2 do livro X (Iota): a Décima Primeira Aporia. Em tal aporia, Aristóteles rivaliza (i) a concepção que os antigos Physiologoi tinham do Um, em que tal princípio é concebido como uma natureza subjacente que extrapola os contornos demarcados pela noção de Um, e (ii) a perspectiva platônico-pitagórica, que prefere conceber o Um em si mesmo, segundo as suas próprias determinações internas e desprovido de qualquer articulação com alguma realidade que lhe seja exterior / Abstract: In the following pages, the reader will find a detailed study of what Aristotle considered the most difficult aporia formulated in Metaphysics III (Beta), which is answered in chapter 2 of Book X (Iota): the Eleventh Aporia. In such aporia, Aristotle rivals: (i) the conception assumed by the ancient Physiologoi, which takes the One to be an underlying nature whose being is not exhausted by being One, and (ii) the Platonic-Pythagorean view, which prefers to conceive the One in itself, according to its own determinations and apart from any connection with some reality outside it / Mestrado / Filosofia / Mestre em Filosofia

The European Union (EU) is a key trading partner for the People's Republic of China (PRC). Nearly one third of PRC's production is send to the EU and half of EU exports is directed to the PRC. Such huge trade volumes require an appropriate logistical connection, which is currently dominated by maritime transport. However, since 2007 railway transport has also been available. The aim of this dissertation is to evaluate the position of the railway transport of the PRC European route (with focus on the position of the Czech Republic) with regard to its development, obstacles and potential for the future. Firstly, the paper describes the background and reasons for the establishment of the New Silk Road (One Belt One Road initiative), followed by the trade and economic cooperation between the PRC and the Czech Republic. The practical part deals with individual aspects of railway connection. Neither in terms of trade volumes nor price can railway compete with the maritime solution, nevertheless it slowly but surely acquires its first regular customers.