Sammanfattning Studiens fokus var dels vilka kategorier av innehåll som framkom i lärarnas kommunikation dels vilka förändringar i innehållet som uttolkades i matematiklärares kommunikation i början och i slutet av ett kompetensutvecklingsprojekt. Kontexten i kompetensutvecklingsprojektet var i form av modellen learning study, där sju lärarlag, sammanlagt 20 lärare deltagit. Ramverket i studien var tematisk analys, analys av matematiska kompetenser samt funktionell textanalys. Studiens resultat visar på flera förändringar, till exempel att de fem uttolkade huvudkategorierna innefattade fler underkategorier i slutet av kompetensutvecklingsprojektet. När det gäller matematiskt innehåll så visar analysen att lärarna kommunicerade matematika kompetenser på ett mer mångfacetterat sätt i slutet av kompetensutvecklingsprojektet. Då lärarna kommunicerade matematikundervisning använde de sig till viss del av ett annat sätt att uttrycka sig i slutet än i början av kompetensutvecklingsprojektet. I början talade de till exempel om att höra vad eleverna uttrycker till att i slutet använda sig av ordet lyssna. Resultatet visade även förändringar avseende hur lärarna samtalade om laborativt material. Fokus har flyttats från det laborativa materialet till att lärarna funderade över vilken matematik som eleverna uttryckte med hjälp av det laborativa materialet. / The focus of this study was to find out which categories of content emerged from the teachers' communication as well as which content changes could be seen in the communication of mathematics teachers in the early and final stages of a skills development project. The context of the project was in the form of a learning study in which a total of 20 teachers, divided into seven teams, participated. The theoretical framework of this study was thematic analysis, mathematical competencies as well as mathematical content, and functional text analysis. The results of the study identified five main categories and found several communication changes. Near the end of the project several subcategories emerged. In terms of mathematical content, the analysis shows that the teachers communicated more aspects of mathematical competencies emerged later in the project rather than in the beginning. While communicating their mathematics teaching, the teachers changed their way of expressing themselves over the course of the project. In the beginning, for example, they talked about hearing what their students said while, by the end, they talked about listening. This study also identified changes regarding how the teachers conversed about common tools and educational materials. Focus shifted from the common tools and educational materials to a consideration of the mathematics the students expressed with the help of said common tools and educational materials

Although advancements have been made in facilitating counselor awareness and knowledge in working with the LGBQ population, counselors identify skills as the competency they are most lacking. This leaves counselor educators with the task of improving skills-training for future counselors. Presenters will discuss and demonstrate techniques for working with the LGBQ population that may be infused into the counselor education curriculum. Delivery methods include brief didactic presentation, experiential exercises, and resources describing skill development activities.

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The purpose of this study was to gather information about professional musicians’ development and use of functional piano skills in their careers. An online questionnaire was distributed to (N = 393) faculty members, professional performers, and private music instructors from different regions and institutions. The survey gathered information about their careers, piano training, use of functional piano skills, and proposals for the piano training of undergraduate music majors in their field. In total, 109 musicians completed the study: faculty members (n = 43), performers (n = 38), and teachers (n = 28). The results of this study showed that faculty members, performers and teachers generally performed similar musical activities, had comparable piano training, used similar piano skills, and agreed with each other about their suggestions for undergraduate piano training. There were, however, subtle differences among the three groups in the frequency with which they used functional piano skills. Professional musicians regularly transposed melodies, sight-read accompaniments, and played scales. They never improvised accompaniments, practiced and memorized piano solos, devised modulations, composed, and accompanied groups. In addition to the three skills that all professional musicians used, faculty members also played by ear, played chord progressions, and accompanied soloists regularly, performers regularly transposed accompaniments, harmonized melodies, and accompanied soloists, and teachers read open scores and transposed accompaniments frequently. Generally, professional musicians thought that piano skills were important to their careers, and many would have liked additional training on accompanying. Although most piano skills were learned outside of collegiate piano classes, participants in this study, regardless of the frequency with which they used these skills, thought that music majors should receive piano training on five skills: playing chord progressions, playing scales, sight-reading, harmonizing melodies, and reading open scores. Many participants indicated that practicing and memorizing piano solos were skills that should receive little training in collegiate piano classes. It is suggested that creating a group piano curriculum that effectively develops the functional piano skills valued and used by professional musicians becomes a priority for group piano teachers and researchers working on the preparation of professional musicians. / text

Swedish pre-school teachers are in the middle of a debate regarding a form of general school competence that today is criticized by mass media. The training and skill development that is used today is an important tool in the development of the organization as well as the people that work in them. This study aims to explain how this training actually is performed and the opinions of the pre-school teachers that actually finish the training. Previous research in this area has primarily been focused at the types of methods that exists from an executive standpoint. This study, instead, aims to shift that focus to the individual worker. As the theoretical background we both apply a general sociocultural perspective as defined by Leontiev, which is supplemented by a motivational and emotional perspective from Illeris three dimensions of learning. The study is based on semi-structured interviews from seven respondents in the public sector. The data that is presented is to be viewed as having qualitative potential, and should be read with that in mind. The results from the study points at several problematic areas where pre-school teachers claim the training to be of lackluster standards. One common theme that can be noticed from most respondents is that different workgroups experience different problems and different advantages. Despite this there are two main areas that heavily affects some situations - the leadership and the degree of individual adaptation. / Svenska förskollärare befinner sig mitt i en debatt kring skolkompetens som idag kritiseras av massmedier. Kompetensutvecklingen som bedrivs existerar idag som ett kraftfullt verktyg för att förbättra såväl organisationen som de människor som arbetar där. Studien ämnar belysa hur denna kompetensutveckling faktiskt går till och vilka åsikter förskollärare har kring den. Tidigare forskning i ämnet fokuserar främst på vilka typer av metoder för kompetensutveckling som existerar ur ett chefsperspektiv. Vi ämnar istället att skifta detta fokus till den individuella arbetstagaren. Som teoretisk bakgrund applicerar vi dels ett allmänt sociokulturellt perspektiv som definierat av Leontiev, vilket kompletteras med ett drivkrafts- och emotionsperspektiv från Illeris tre dimensioner av lärande. Studien är utförd via semistrukturerade intervjuer om sju respondenter i den offentliga sektorn. Den data som presenteras anser vi ha kvalitativ potential och bör därmed tolkas med det som bakgrund. Resultatet pekar på olika problemområden där förskollärare anser kompetensutvecklingen vara bristfällig, men ett gemensamt tema via samtliga respondenter är att olika arbetsgrupper upplever olika problem och olika fördelar. Trots detta existerar det två huvudsakliga faktorer som kraftigt påverkar samtliga situationer, ledarskapet och graden av individuell anpassning.

Phenytoin is well-known antiepileptic drug with high anticonvulsant effect but also with proven side effects on motor activities associated with its long-term use. This thesis summarizes side effects of phenytoin on motor skills and coordination of rats after acute phenytoin treatment. Theoretical part includes proven effects of phenytoin on human and animal model. Knowledge about motor skills development of rats and comparison with human motor skills development is also included in the thesis. Apart from locomotion development, swimming development is also described. We compared three groups of rats in the experiment. Each group consisted of ten rats. We compared group with dosage 60 mg/kg, 30 mg/kg, control group and vehicle group. Each group was tested before application for control. We tested animals on postnatal day 12, 18 and 25. Effects of phenytoin were evaluated by motor skills testing and swimming analyses. The results of this thesis have proved impaired motor skills and coordination after phenytoin treatment of 12 and 25 days old rats.

abstract: There is a growing necessity for learning opportunities that promote the development of soft skills among college students as they prepare to participate meaningfully in a global, knowledge-based world. Through conducting in-depth interviews with 9 peer-mentors with first, second, and third year levels of experience in Arizona State University’s LEAD mentoring program, this thesis seeks to understand the ways in which soft skill development is promoted through participation in a formal mentoring program. The LEAD mentoring program recruits mentors who have completed the LEAD program classes during their freshman year, are current ASU students in their sophomore year and above, and seek to support and guide other students. Findings reveal that peer-mentors gain a number of valuable soft skills through the mentoring experience: self-awareness, adaptability, teamwork and collaboration, and verbal communication. Additionally, students increased their self-efficacy and ability to seek support. Given these benefits, higher education institutions should seek to increase access to mentoring opportunities. Mentoring programs provide a powerful avenue by which to increase student success, improve inclusivity on campus, and advance justice and social transformation in an increasingly globalized world. / Dissertation/Thesis / Masters Thesis Social and Cultural Pedagogy 2020

This qualitative inquiry explores the outcomes that professionals, and their companies, experience when they participate in a student-professional reverse mentorship. Professional development is used across all trades and professions as a way to increase employee skills and improve product/service quality. Reverse mentoring, where a novice teaches the more experienced individual, is a relatively new approach in professional development. When the reverse mentoring scenario is between students and professionals, instead of professionals and their colleagues, we know that students benefit from the reverse mentoring process but little is known about what outcomes the professionals experience. This research reports that professionals experience similar benefits through student-professional reverse mentoring as they experience through colleague reverse mentoring.

La formación en enfermería se vio afectada por la educación remota debido a la COVID-19 principalmente en la adquisición de habilidades de los estudiantes, al extenderse durante tres años el distanciamiento de la práctica clínica de los mismos. El objetivo formulado fue: comprender las percepciones de estudiantes y docentes de una escuela altoandina de enfermería, de una universidad nacional del interior del Perú, sobre las implicancias de la educación a distancia para la adquisición de habilidades, siguiendo los presupuestos de Patricia Benner. El método propuesto fue cualitativo – descriptivo. La muestra fue determinada de forma no probabilística, aplicando los criterios de saturación y redundancia. La técnica utilizada para la extracción de datos fue la entrevista semiestructurada, con preguntas abiertas a profundidad, validada por juicio de expertos. El procesamiento de los datos se realizó mediante análisis de contenido temático, cumpliendo con criterios de rigor ético y científico. La Educación de enfermería pasó de ser presencial a virtual, mediada por dispositivos electrónicos y la obligatoria distancia entre docente – estudiante – campo clínico, lo que condicionó la súbita implementación de estrategias didácticas y herramientas tecnológicas, generando resistencias, incertidumbre y deserción durante la pandemia. / Nursing training was affected by remote education due to COVID-19, mainly in the acquisition of students' skills, as the distance from their clinical practice was extended for three years. The objective was to understand the perceptions of students and teachers at a high Andean school of nursing, of a national university in the interior of Peru, on the implications of distance education for the acquisition of skills, following the assumptions of Patricia Benner. The proposed method was qualitative – descriptive. The sample was determined in a nonprobabilistic way, applying the criteria of saturation and redundancy. The technique used for data extraction was the semi-structured interview, with in-depth open questions, validated by expert judgment. Data processing was carried out through thematic content analysis, complying with criteria of ethical and scientific rigor. Nursing education went from being face-to-face to virtual, mediated by electronic devices and the mandatory distance between teacher –student–clinical field, which conditioned the sudden implementation of didactic strategies and technological tools, generating resistance, uncertainty, and desertion during the pandemic.

Barn och vuxna blir allt mindre fysiskt aktiva medborgare vilket i sin tur leder till att hälsan påverkas negativt. Genom att utveckla barn och ungas grovmotoriska förmåga ökas deras fysiska aktivitet vilket i sin tur leder till en bättre hälsa. Forskare visar att idrottslärare har en viktig roll då deras didaktiska kunskaper ger ökad chans till motorisk utveckling hos eleverna och att skolan är en optimal plattform för utvecklingen då många elever endast utövar fysiska aktiviteter i just skolan. Genom mina studier i ämnet idrott och hälsa har jag valt att skriva denna litteraturstudien i just ämnet idrott och hälsa. Litteraturstudien är indelad i tre frågeställningar där den första belyser hur grovmotorik påverkar barn och ungas fysiska förmåga/aktivitet, den andra hur grov motorisk träning/förmåga påverkar elevers skolprestationer och den sista hur den fysiska aktivitetens och motoriska förmågan påverkar elevers självbild. Studien är baserad på elva vetenskapliga artiklar som alla undersökt sambandet mellan grov motorisk förmåga och fysisk aktivitet och dess påverkan på elever på olika sätt. Resultaten visar att en förbättrad grov motorisk förmåga ökar mängden fysisk aktivitet hos barn och unga och att en god grovmotorik kan påverkaelevers skolprestationer positivt. Resultaten visar även att elever med god grovmotorik blir mer socialt accepterade av sina klasskamrater vilket ger en bättre självbild. Det främsta resultatet som framkommit av litteraturstudien är att barn och unga som besitter en god motorisk förmåga kommer tenderar att bli mer fysiskt aktiva än ett barn med sämre motorisk förmåga, barnet kommer även ha en större chans att få ett mer fysiskt aktivt liv.