The main objective of this thesis is to investigate the intrinsic optical signals (IOSs) with an ultra-high resolution optical coherence tomography system (UHROCT). In order to study the retinal IOSs evoked by visible light, an UHROCT and an Electroretinogram (ERG) system was combined. An animal model (chicken retina) based on its retinal avascularity and cone dominance, was selected. Imaging the chicken retina with OCT resulted in high contrast, high resolution (~3μm axial and ~5 μm lateral resolution) 2D and 3D volumetric tomograms, in which all retina layers were clearly distinguishable. Using the combined UHROCT and ERG system to image IOSs from the chicken retina exposed to visible light (7ms green flash) resulted in highly reproducible IOS recordings from all retinal layers for the first time. All inner retinal layers showed an initial increase and subsequently a decrease in the intensity of the backreflected imaging light within the first 100 ms after the onset of the stimulus. Outer segments of the photoreceptors also showed a decrease in the backreflected imaging light within 100 ms after the onset of the flash. All retinal layers showed a strong decrease in the backreflected light within 150 to 175 ms after the onset of the flash. Imaging the pupil dynamics of the chicken with a modified combined UHROCT and ERG system showed that part of the strong negative IOSs observed in all retinal layers resulted from the vignetting of the imaging beam due to the light induced pupil constriction. Thorough analysis of the pupil dynamics acquired with UHROCT showed a time dependent effect of the anesthesia agent on pupil constriction. Further experiments to investigate an anesthesia effects on retinal function showed significant changes in ERG components. Statistical analysis showed that Isoflurane anesthesia severely affects the inner retinal response. In conclusion, it was hypothesized that the fast IOSs within ~50-100 ms after the onset of the visual stimulus originated from the neuronal tissue in the retina and are related to tissue optical property changes as a result of the electrical signal propagation in the light activated retina. Longer term decreases in backreflected light are likely due to pupil changes.

<p> </p><p>Arbetets art: Examensarbete i lärarutbildningen, Avancerad nivå, 15hp</p><p>Högskolan i Skövde</p><p>Titel: Interaktionen i klassrummet – En kvalitativ observationsstudie om</p><p>pedagogens interaktion med eleven i undervisningen.</p><p>Sidantal: 38</p><p>Författare: Linn-Marita Johansen</p><p>Eva Söhrman</p><p>Handledare: Eva Dahlgren</p><p>Datum: Januari 2009</p><p>Nyckelord: interaktion, kommunikation, pedagog, elev.</p><p>Pedagogens interaktion med sina elever har stor betydelse för elevernas möjlighet till</p><p>genuina lärandetillfällen och utveckling. Läroplaner och styrdokument betonar att samtliga</p><p>individer har rätt till en jämlik utbildning. Studien har sin utgångspunkt i interaktionen</p><p>mellan pedagog och elev, med fokus på dess kvalitet. Studien har en didaktisk inriktning</p><p>och genomfördes som en observationsstudie i en årskurs tre med två verksamma</p><p>pedagoger. Genom studien framkom att kvaliteten på interaktionen mellan pedagog och</p><p>elev varierade. Vissa elever hade god kvalitet och andra hade sämre, även kvantiteten på</p><p>interaktionen varierade mellan pedagogerna och eleverna. Förfarandet ledde till att vissa</p><p>elever hamnade utanför undervisningen, andra blev passiva, medan en liten grupp</p><p>dominerade och tog för sig av interaktionsutrymmet. Vi anser att studien är relevant för vår</p><p>yrkesprofession då det är viktigt att som yrkesverksam pedagog ha en kvalitativ interaktion</p><p>med sina elever. Medvetenheten om variationen i interaktionen mellan pedagog och elever</p><p>är viktig att uppmärksamma, så att pedagoger utvecklas i sitt uppdrag att nå samtliga</p><p>elever.</p><p> </p> / <p>Study: Degree project in teacher education, Advanced level, 15 hp</p><p>University of Skövde</p><p>Title: Interaction in classroom settings - A qualitative observation study</p><p>of teachers interaction with pupils in learning environment.</p><p>Number of pages: 38</p><p>Author: Linn-Marita Johansen</p><p>Eva Söhrman</p><p>Tutor: Eva Dahlgren</p><p>Date: Januari 2009</p><p>Keywords: Interaction, communication, teacher, pupil</p><p>The teacher´s interaction with his students is of great significance for pupils' prospects for</p><p>genuine learning and development. Curriculums and policies emphasize the individual's</p><p>right to an equal education. This study covers the quality of the interaction between the</p><p>teacher and the pupil. It has a didactical focus and was carried out in a third grade class</p><p>with two teachers. The study showed that the quality of the interaction between the</p><p>teachers and the pupils varied. Some pupils received good quality while others received</p><p>poorer quality. The quantity of the interaction also varied between the teachers and the</p><p>pupils. This led to some pupils being left out of the tutoring, some becoming passive, and a</p><p>small group dominating the interaction. We consider the study as relevant to our profession</p><p>because it is important for teachers to have a qualitative interaction with their pupils.</p><p>Awareness of this variation in interaction is important, so that teachers can develop in their</p><p>mission to reach all pupils.</p>

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It is estimated that as many as 20% of children and young people experience psychological problems at any one time (The Mental Health Foundation, 1999), and research suggests that young people have many concerns that may go unnoticed by the adults around them (Cheminais, 2008). Pupils’ interest in direct access to psychological services in the form of ‘drop-in’ opportunities has previously been highlighted (Nichtern, 1978; Woolfson and Harker, 2002; Woolfson et al., 2008; Weerasinghe, 2009). Wider evidence suggests that ‘drop-in’ services may be an age-appropriate method for older adolescents to seek emotional health support. There is some research evidence to support the use of Educational Psychology ‘drop-in’ services for parents, however, there is little evidence to date regarding the use of such services with pupils, and no evidence to support the use of Educational Psychology drop-in services for a post-16 population. This thesis describes an Action Research project that was run in one secondary school in North Wales. A Trainee Educational Psychologist worked alongside a stakeholder group of school staff and other agencies in an effort to make Educational Psychologists (EPs) more accessible to post-16 pupils. The Research and Development in Organisations (RADIO) framework was applied to support the joint design and implementation of a psychological drop-in service for Year 12 and 13 pupils. Data was collected through focus groups, on-going discussion with stakeholders, and the maintenance of a research diary, each audio recorded. Data was analysed qualitatively using thematic analysis, with the key themes being fed back to the stakeholder group at pertinent stages of the RADIO model to help guide the direction of the action research project. The project did not take the anticipated course, as no pupils made use of the drop-in service during the pilot period. However, the critical realism stance adopted allowed for consideration of the underlying generative mechanisms that gave way to the outcomes achieved. Pupil’s perceptions of stigma and their negative constructions regarding the role of EPs were identified as particular barriers to direct access and participation with the service offered. The findings are discussed in relation to existing literature and the potential implications for secondary school pastoral care staff and Educational Psychology Services.