abstract: Despite a quickly growing repertoire list for the brass quintet, the music of the early Argentine tango has remained relatively neglected by brass quintet arrangers and performers. With the goal of bringing a neglected art form to the brass quintet repertoire, three arrangements based on early twentieth century Argentine tango songs are presented here: "Elegante Papirusa" by Tito Roccatagliata, "A La Gran Muñeca" by Jesús Ventura, and "La Cotorrita" by Samuel Castriota. The arrangements follow the style of three early recordings produced by The Victor Talking Machine in 1920 and 1922, as performed by two authentic Argentine orquesta típicas: Orquesta Típica Select and Orquesta Típica Fresedo. A brief history of the style and instrumental evolution of tango music from its influences and origins up until 1920 is discussed, followed by a detailed account of the musicians and circumstances involved in the three early recordings. An explanation of the issues encountered by the author in adapting the early tango style to the brass quintet setting is discussed, along with the solutions realized in order to make the project successful and practical for a moderately advanced brass quintet. The full brass quintet scores are provided as part of the Appendix. / Dissertation/Thesis / D.M.A. Music 2011

Syftet med det här arbetet var att undersöka om och i sådana fall hur tre pedagoger använde sig av högläsning i sina barngrupper. Jag ville även titta lite närmre på om högläsning kan hjälpa barnen att få bättre språkförståelse samt om miljön spelar in på något sätt för att läsro ska uppnås. Mitt resultat visade att alla tre pedagogerna arbetar ganska mycket med högläsning i verksamheten men att de jobbar på olika sätt med det. Samtliga anser dock att högläsning är oerhört viktigt för barnens språkliga utveckling, eftersom man i samband med att man läser pratar om ord samt händelser i boken. En annan sak som framkom i undersökningen var att pedagogerna ansåg att det var viktigt att det skulle finnas en speciell plats i rummet som barnen kunde förknippa med berättande och läsning. Det här var tyvärr något som inte uppfylldes riktigt i allas dagliga verksamhet, men det visar ändå på hur betydelsefullt de ansåg att det var. Beträffande miljön så ansågs den spela en ganska stor roll men det som framförallt framhölls var vikten av att den som läser högt för barnen verkligen ger sig hän sitt uppdrag så att barnen blir intresserade av att lyssna på det som läses. Nyckelord: Högläsning, språkutveckling, läsmiljö / The purpose with this work was to investigate if and in that case how three pedagogs use reading aloud in their work with the children. I also wanted to look a little closer if reading aloud can help children to improve their language proficiency and I also wanted to see if the environment plays a role in any way to achieve reading peace. My results showed that all three teachers are working quite a lot with reading aloud in their activities but they work in different ways with it. All of them, however, believe that reading aloud is extremely important for children's linguistic development, since when reading aloud they talk with the children about words and events in the book. Another thing that emerged from the survey was that the teachers felt it was important that there would be a special place in the room that the children could associate with storytelling and reading. This, unfortunately, was something that was not met really in everyone's daily activities, but nevertheless it shows how important they felt it was. Regarding the environment, so it was considered to play a fairly important role but what was especially emphasized was the importance of that when reading aloud to children you really need to devote yourself to the mission so that the children will be interested to listen to what is read. Keywords: Reading aloud, language, environment

Det finns idag brister kring hur barn görs delaktiga i sitt eget ärende i kontakt med socialtjänsten. Syftet med denna studie var därför att undersöka hur socialsekreterare beskriver hur de arbetar med barns delaktighet i praktiken. Detta gjordes genom kvalitativa intervjuer med sex socialsekreterare. Barnens röster kring hur de kan uppleva kontakten med socialtjänsten har i denna studie gjorts hörda genom citat från tidigare publicerad litteratur. För studiens analys har Shiers delaktighetsmodell använts.Det studien visar är att barn görs delaktiga kring delar av ärendeprocessen, men det förefaller som att delaktigheten är bristfällig när det rör beslut om insats och dess innehåll. Det informanterna lyfter som en negativ påverkande faktor i arbetet med att göra barn delaktiga är framförallt tidsbristen. I studien framkommer även att det i organisationernas riktlinjer finns en otydlighet kring hur och i vilken omfattning barn ska göras delaktiga. Dessutom saknas det en klar definition av vad barns delaktighet innebär. / Today there are deficiencies about how children are involved in their own case in contact with the social services. The purpose of this study was therefore to investigate how social workers describe how they work with childrenʼs participation in practice. This was done through qualitative interviews with six social workers in Skane. In this study, the childrenʼs voices on how they can experience the contact with the social services have been heard through quotations from previously published literature. For the studyʼs analysis, Shierʼs pathways to participation has been used. What the study shows is that children are involved in parts of the case process, but it seems that participation is deficient when it comes to decisions on treatment and its content. What the informants highlight as a negative influencing factor in the work of involving children is, above all, the lack of time. The study also shows that there is an ambiguity in how and to what extent children should be involved in the organizationsʼ policies. In addition, there isnʼt a clear definition of what childrenʼs participation entails.

Talking about sexuality -Medical staffs´ experiences of conversations about sexuality with patients at a cardiology unit The background of this essay is the taboo to talk about sexuality among people who suffer from some kind of illness. When a person gets ill and need medical attention, his or her life changes dramatically. The patients get treatment for their symptoms. The illness and treatment have often an influence on the patient’s sexuality. This study has taken place on a special medical unit for patients with cardiovascular diseases. The patients get treatment for eight weeks at the unit. It is very unusual that a patient is treated by a small team of medical staff during such a long time. This situation gives patients the opportunity to develop a trust and confidence that could lead to discussions about sexuality. But how do the doctors and nurses deal with patients regarding sexual problems? The purpose of this study was to examine the medical staffs´ experience of conversations about sexuality with patients at a cardiovascular unit. A total of 13 medical staff was interviewed about their experiences concerning sexual problems in patients with cardiac disorders. The data was analyzed using latent content analysis. A number of categories were identified. Some staff have conversations with the patients about sexuality and some staff mean they do not have enough knowledge in the matter. Sometimes the staff is well prepared and sometimes they feel there is a lack of knowledge in dealing with problems concerning sexuality among patients. The staff had a wish for guidelines and more in-depth knowledge about sexuality, in order to be better prepared to deal with patient questions concerning sexuality.

This thesis tests various hypotheses from a variety of research traditions that predict the likelihood for potential sex differences in "talking": a newly-emergent phase of romantic courtship. Data for this study was derived from a purposive sample of 566 students enrolled during the Fall 2011 semester generated using a self-administered survey available on the East Tennessee State University SONA system. Statistical analyses using chi-square, analysis of variance (ANOVA), and binary logistic regression reveal statistically significant differences for males and females on beliefs about sexual exclusivity and sexual activity during the "talking" phase. Significant behavioral differences exist in whether "talking" is viewed instrumentally as a means for information gathering. However, contrary to expectation, males and females did not reveal significant differences in how they defined "talking." It is suggested that future research further expand the types of variables included, and further efforts be made to combine quantitative and qualitative data sources.

Award winning composer Kevin Walczyk's describes himself as a "musical storyteller," using all musical elements of structure, melody, harmony, and counterpoint to convey programmatic content. A variety of subjects are conveyed that include historical events, people, physical objects or locations, and literary texts. Deeper matters, such as spiritual themes, are also often incorporated in his music that enhance the musical program. The technical procedures employed—pertaining particularly to the expression of programmatic content—has produced a unique musical language that stands out in the modern compositional landscape. What are these inherent idiomatic features, and how are they exhibited? The purpose of this dissertation is to provide a detailed examination of Walczyk's distinct musical language. A critical analysis of the technical procedures used to convey his programmatic content, as well as insights into his influences and writing process, illuminate the attributes of this a posteriori musical language. The two works selected for this study to demonstrate this are Symphony No. 2: Epitaphs Unwritten and Talking Winds, both written for wind band.

Yes / Bids for mutuality in sexual partnerships are key to AIDS campaigning slogans such as `negotiate¿, `know your partner¿ and `use condoms¿. This paper explores the contradiction between more mutuality in sexual relations and the gender power politics that render such mutuality difficult to achieve in Africa, as well as the caricatures of `African sexuality¿ that have pervaded some of the literature. It looks at the new discourses of sexuality delivered via NGOs and the state as well as the ways in which customary silences about sex are being broken by ordinary people. It asks whether, given the threat of HIV infection, people are talking in new ways about sexual relationships, and how this talk is gendered. It also addresses the challenge to African feminism of sexuality discourses and how these need to be rethought in the context of AIDS. It concludes that the prospect of death by sex is transforming discourses, challenging customary sexual practice and putting gendered inequalities in question.

There are differences today amongst psychoanalysts regarding if psychoanalysis should limit itself to being exclusively a hermeneutic discipline or if psychoanalysis should find points of contact with neurobiology. The purpose of this essay is to touch upon the larger issue that creates the different points of view: Can psychoanalysis become enriched by finding points of contact with neurobiology, and should psychoanalysis be regarded as belonging to a broader scientific field than being exclusively a human science? The question at issue is: Can modern neurobiology contribute to a development of the psychoanalytic concepts; compulsion to repeat, transference/countertransference and talking cure? The method used is a literature study. The result shows that: Freud’s theories regarding traumatic compulsion to repeat can be linked with LeDoux’s theory of "emotional memory". Freud’s theory of the death instinct as an explanation to the compulsion to repeat can be replaced by a modern neurobiological theory of "emotional memory". The part of the countertransference that is an emotion transferred from the patient to the analyst can happen with the assistance of mirror neurons through "embodied simulation". This suggests that the phenomenon of the analyst being able to experience the patients emotion in himself does not have to imply that projection or intersubjective pressure have played a part in it. To be able to include this phenomenon in the concepts of transference and countertransference these need to be broadened or revised. It is possible to link and develop Freud’s theory of the talking cure with Deacon’s theory about symbolic communication. The results clinical implications are: Understanding of the traumatic compulsion to repeat as an expression of "emotional memory" demands work with this as an expression of memory processes. Understanding of the transference of emotion in transference/countertransference as possible through reflexive simulation processes, implies that projection or interpersonal pressure should not be preconceived in an emotion transference situation. It also implies that the emotional activation in the analyst should not by necessity be seen as an activation of the analyst’s internal objects together with emotions towards these. Deacon’s theory of symbolic communication implies that the talking cure should be used with awareness of its negative tendencies, visual thinking should not necessarily be considered non-symbolic and focus should be put on multiple ways of communication in the clinical situation.

Made available in DSpace on 2016-04-28T18:23:47Z (GMT). No. of bitstreams: 1 A construcao das identidades sociais.pdf: 1731210 bytes, checksum: 029758c60b24ad8711ac10422f7496f6 (MD5) Previous issue date: 2005-05-23 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research aims at investigating the construction of social identities of the visually impaired students when they are talking about texts, focusing three fundamental interrelated aspects which are: 1. How the visually impaired students see themselves; 2. Their interpretation of the way the society sees them; 3. How the visually impaired students see the sighted individuals. To collect the data, a reading group using the verbal protocol method was organized. According to Zanotto (1997), this method is a social-cognitive practice in which the readers share and negotiate the various readings. When these protocols were used, different social identities came up and could be identified through the analysis of the participants´positionings during the discoursive interaction process. This analysis is based on the positioning theory developed by Harré and Langenhove (1999). The different social identities built up by the visually impaired students, which could be identified in this analysis, are anchored in positive and negative evaluation. When the visually impaired students talk about themselves they evaluate themselves positively emphasizing their potencialities such as the capacity, autonomy and independence to accomplish daily tasks. On the other hand, when the visually impaired students interpret the way the society sees them, the former positive evaluation changes into a negative image related to the social stereotypes which contribute to build up their identity. They understand that the society sees them as incompetent and unable to accomplish the social tasks. Moreover, when they talk about the sighted individuals they also have a negative evaluation, since they see them as individuals who discriminate and who do not know their reality. The research concluded that that the social identities of the visual impaired students are built up from the positive and negative evaluations which are emphasized mainly by the social stereotypes that turn into serious learning problems in the reading classes / Esta pesquisa pretende investigar a construção das identidades sociais do aluno deficiente visual, nas conversas sobre textos, partindo de três pontos fundamentais imbricados entre si: 1. como o deficiente visual vê a si próprio; 2. a interpretação que o deficiente visual faz a respeito de como a sociedade o vê; e 3. como o deficiente visual vê o vidente. Para que fosse possível a coleta dos dados, houve a necessidade de organizar um grupo de leitura em que foi empregado o método do protocolo verbal em grupo. De acordo com Zanotto (1997), esse método é uma prática sócio-cognitiva na qual os leitores partilham e negociam as várias leituras. Durante o emprego desses protocolos, diferentes identidades sociais surgiram e puderam ser identificadas por meio da análise dos posicionamentos assumidos pelos participantes durante o processo de interação discursiva. Essa análise encontrou respaldo, principalmente, na teoria dos posicionamentos desenvolvida por Harré e Langenhove (1999). Nessa análise, pôde-se identificar que as diferentes identidades sociais, construídas pelos deficientes visuais, estão ancoradas em valorações positivas e negativas. O deficiente quando fala de si mesmo trabalha com valorações positivas que ressaltam suas potencialidades representadas na sua capacidade, autonomia e independência para a execução de tarefas diárias. Quando interpreta a forma como a sociedade o vê, essa valoração positiva dá lugar a uma imagem construída negativamente onde os estereótipos sociais marcam sua identidade. Ele interpreta que a sociedade o vê como incompetente, e incapaz de realizar tarefas sociais. Ao se referir ao vidente, o faz também a partir de valorações negativas, pois ele vê o vidente como alguém que o descrimina, desconhecendo sua realidade. Chega-se assim à conclusão que as identidades sociais do deficiente visual são construídas a partir de valorações positivas e negativas, marcadas principalmente, pelos estereótipos sociais e esses estereótipos se tornam um grave problema de aprendizagem nas aulas de leitura

The aim for this study has been to research how talking space is distributed in an Englishspeaking classroom in Swedish schools. This aim has been answered by conducting a phenomenographic research method, as well as semi-qualitative interviews which have been analysed with regard to related literature and research. A second aim has been to establish whether teachers make use of pedagogical tools while trying to distribute talking space. Both literature and research, as well as the Swedish National Agency of Education, deem it essential that students utilize their talking space in order to optimise their English-speaking abilities, while additional research emphasizes the benefits of pedagogical tools as aids to achieve this. Experience suggests it is not unusual for learners to have difficulties in creating and recognising opportunities to speak in class. A major motivating factor for conducting this study has thus been to discover what teachers do to encourage less communicative students to contribute orally. The results show that teachers tend to be aware of the need to make their students speak as much as possible, although their methods trying to achieve this vary. The results also show that the interviewees display an overall negative attitude towards physical pedagogical tools, but that they instead view their students, general teaching methods, the setting of assignments etc, as pedagogical tools in their own right to achieve this purpose.