<p>In this thesis the theoretical framework student ownership of learning (SOL) is developed both theoretically and with qualitative research, based on studies of small-group work in physics with miniprojects and context rich problems. Ownership is finally defined as actions of choice and control, i.e. the realised opportunities to own organisation of the work. The dimension group ownership of learning refers to the groups’ actions of choice and control of the management of the task: how the task is determined, performed and finally reported. The other dimension, the individual student ownership of learning, refers to the individual student's own question/idea that comes from own experiences, interests, or anomalies of understanding; an idea/question that recurs several times and leads to new insights. From literature and from own data, categories are constructed for group and individual student ownership of learning, which have been iteratively sharpened in order to identify ownership in these two dimensions. As a consequence, the use of the framework student ownership of learning is a way to identify an optimal level of ownership for better learning and higher motivation in physics teaching.</p><p>The first part of the thesis gives an overview of the theoretical background to the studies made, and summarises the findings. The second part consists of six articles that report case studies with analyses of audio/video-recorded student cooperative work, and student group discussions, from three collections of data: 1) students working with miniprojects in teacher education, 2) upper secondary school students taking a physics course that includes both context rich problems with group discussions and miniprojects, and 3), aeronautical engineering students working with context rich problems in an introductory physics course at university.</p><p>The thesis describes in a fine-grained analysis the conversation in the groups based on Barnes discourse moves, and finds that ownership and communication are related. Group discussions are found to be an indicator for group ownership of learning and exploratory talks often promotes individual student ownership of learning.</p>

In this thesis the theoretical framework student ownership of learning (SOL) is developed both theoretically and with qualitative research, based on studies of small-group work in physics with miniprojects and context rich problems. Ownership is finally defined as actions of choice and control, i.e. the realised opportunities to own organisation of the work. The dimension group ownership of learning refers to the groups’ actions of choice and control of the management of the task: how the task is determined, performed and finally reported. The other dimension, the individual student ownership of learning, refers to the individual student's own question/idea that comes from own experiences, interests, or anomalies of understanding; an idea/question that recurs several times and leads to new insights. From literature and from own data, categories are constructed for group and individual student ownership of learning, which have been iteratively sharpened in order to identify ownership in these two dimensions. As a consequence, the use of the framework student ownership of learning is a way to identify an optimal level of ownership for better learning and higher motivation in physics teaching. The first part of the thesis gives an overview of the theoretical background to the studies made, and summarises the findings. The second part consists of six articles that report case studies with analyses of audio/video-recorded student cooperative work, and student group discussions, from three collections of data: 1) students working with miniprojects in teacher education, 2) upper secondary school students taking a physics course that includes both context rich problems with group discussions and miniprojects, and 3), aeronautical engineering students working with context rich problems in an introductory physics course at university. The thesis describes in a fine-grained analysis the conversation in the groups based on Barnes discourse moves, and finds that ownership and communication are related. Group discussions are found to be an indicator for group ownership of learning and exploratory talks often promotes individual student ownership of learning.

U.S. led Western Democracies have imposed comprehensive sanctions on the PRC government by ceasing high-level exchanges politically and canceling bilateral cooperative agreements economically in response to the PRC¡¦s 1989 crackdown on Tiananmen Square demonstrators. At that time, former paramount leader Deng Xiaoping brought up a ¡§24 character¡¨ strategy for China¡¦s foreign and security policy: ¡§observe calmly; secure our position; cope with affairs calmly; hide our capacities and bide our time; be good at maintaining a low profile; and never claim leadership.¡¨ PRC did not gradually disengage from the U.S. led isolation until the U.S. government resumed high-level exchanges in 1993. The end of the Cold War meant that China was the major beneficiary of greatly reduced superpower penetration, and this strengthened the interregional dynamics of the Northeast and Southeast Asia. After PRC disengaged from diplomatic isolation made by U.S. - led Western Democracies and began to have the power to influence regional security affairs, a China-centered East Asian regional security complex was born. From lack of confidence in constructing in East Asian regional security complex in the mid 1990s, China became active and could rule the RSC after late 1990s. The goal of PRC¡¦s security strategy is to form an anti-U.S.-led East Asia military alliance to protect its national security interest. In the existing regional security complexes, the framework of ASEAN Regional Forum was separated into ¡§ASEAN-China Strategic Partnership¡¨ and ¡§non ASEAN-China Strategic Partnership¡¨ camps in 2003. China established the Shanghai Cooperation Organization in 2001 and allowed one of the axis of evil states- Iran to participate in the Organization in 2005. The Shanghai Cooperation Organization will develop into an anti-U.S.-led military alliance under China¡¦s manipulation. In 2003, the U.S. government urged China to play a responsible stakeholder role in the Six-Party Talks instead of being a draft- making secretary. The PRC¡¦s participation in constructing East Asia regional security complexes is analogous to a state that clothed neo-realism but harangued regional security interdependence. On the one hand it reprehends the U.S. East Asia military alliance as an out-of-date cold war thinking. On the other hand, PRC¡¦s military expenditure from 1996 to 2006 shows an annual growth of more than 10 percent. The mutual security in East Asian regional security complexes are still being constructed. China participates in The Six-Party Talks and ASEAN Regional Forum while sometimes it will depend on particular circumstances to make certain contributions, but rules the Shanghai Cooperation Organization with its full strength to keep it operate as China¡¦s political will. The aim of this thesis is to examine the changing characteristics of the regional security complexes in East Asia. The thesis focuses on the foreign policies and strategies of PRC¡¦s participation in those security complexes from mid 1990s. Finally, this thesis will to explore what will impact on the East Asian regional security complex when China participates in and try to construct it, and who will construct whom.

Children's language development is highly connected to the success of every school. Especially when it comes to the children learning reading and writing skills, regardless of what method the schools use in order to achieve this. An early intervention can facilitate the learning of reading comprehension. Reading aloud and playing with the language learning is the greatest gift we can give our children and students. Children learn how to use a book by turning the pages and see how the words and texts are structured. Together you create a moment of closeness and discover how you can share your thoughts and experiences using pictures and words in the book. The purpose of this study is to gain insight and understanding into how teachers motivates and leads the children towards the discovering their own joy of reading. These also include those children that would rather play than sitting still listening to children's literature. The survey is a series of interviews with six class teachers from pre-schools in a suburb south of Stockholm. The result shows that teachers believe that reading aloud and having follow up book talks are an important part of capturing children’s interest for reading, especially children who do not have their own motivation to be involved in learning to enjoy books. Reading aloud using intonation and different voices stimulates children's curiosity, and in turn this results in children themselves getting involved in the narration.

In this study the book talk is examined as a communicative act with a purpose to convince according to an under-lying intention to promote reading. I follow the book talk’s way from an idea of the book talker (and the library) to the reception of the audience, with the aim to understand how to talk about books in an engaging manner. More specifically, the rhetorical situation and the purpose of a book talk, the performance and the means to arouse and retain interest in the book talk as a speech and in the books themselves are examined and the impact of the book talk on the audience.The empirical material consists of observations of two different book talks (both directed to children) and interviews with the two different book talking librarians and a few of the children from the audiences to both book talks. The theoretical framework consists of rhetorical theories from both antique and modern times and I perform a rhetorical analysis of both book talks. As a complement to the rhetorical theories I use concepts from Readers’ Advisory such as ”book appeal” and ”reading appeal” to talk about what in the books themselves and in reading as an activity can be used as an argument.The results of the study show that in principle all children wanted to read one or more of the books presented in the book talk. To achieve this interest from the children the librarians know how to use the stories in the books and to draw on the arguments from the books themselves. This involves different appeal-elements from the books as plot summary, characters, genre, style and atmosphere. The book talking librarians also used different rhetorical techniques including evidentia, identification, pathos and ethos. Ethos especially in the form of the benevolence or goodwill the book talker shows the audience by including them in the book talk and trusting them to share what they think about the books. This study is a two years master’s thesis in Archive, Library and Museum studies.

Thesis (M.A.)--Carleton University, 1992. / Also available in electronic format on the Internet.

Bakgrund: Intensivvårdsavdelningen är en högteknologisk miljö där kritiskt sjuka patienter vårdas. Intensivvårdssjuksköterskor möts ständigt av situationer där de utsetts för stress. Det kan vara situationer, anhöriga eller identifiering med patienten som ger emotionell stress. Stress som inte hanteras kan ge följdsjukdomar, kvarvarande emotionell påverkan och leda till utbrändhet. Syfte: Att beskriva intensivvårdssjuksköterskors upplevelser av emotionell stress och copingstrategier efter kritiska incidenter. Metod: Intervjustudie med åtta informanter genomfördes. En kvalitativ innehållsanalys genomfördes av de transkriberade intervjuerna. Resultat: Anhörigas reaktioner uppfattades som en stor del av den emotionella stressen, även brister i vård och rutiner lämnar minnen kvar efter kritiska incidenter. Kollegialt samtal var det som upplevdes ha bäst copingstrategi mot den emotionella stressen. Avkoppling, distraktion och sociala miljöer var också ett stöd mot emotionella upplevelsen. En önskan om mer utrymme för kollegiala samtal framkom under intervjuerna. Slutsats: Att kunna få och ta utrymmet för att genomföra samtal mellan kollegor skulle vara stöd mot emotionell stressen framkom i föreliggande intervjustudie. Ledningen bör skapa utrymme för att kollegiala samtal kan genomföras då det har uppvisat vara bästa copingstrategin hos intensivvårdssjuksköterskor. Det uppdagades att vissa brister fanns i att ledningen inte fick information under obekväm arbetstid och rutiner samt informationskällor behöver förtydligas. Fortsatt forskning: Coping av emotionell stress ger styrkor hos personal att kunna hantera svåra situationer, och gå vidare i arbetet utan kvarvarande påverkan av stressen. Intresse skulle finnas att ta reda på hur andra yrkesgrupper resonerar om coping av emotionell stress i samverkan med intensivvårdssjuksköterskor. / Background: The intensive care unit is a high technology environment were critical ill is treated. Intensive care nurses comes in contact of situation where they may encounter stress. It can be situation, relatives or own identifications that gives emotional stress. Stress that is not cooped with can lead to sickness, persistent emotional effects and lead to burnout. Aim: To describe intensive care nurses experiences of emotional stress and coping strategies after a critical incident. Method: Interview study with eight informants was done. A qualitative content analysis was performed of the transcribed interviews. Results: Relatives reaction is a large part of the emotional stress that was experienced, even flaws in care and routines left memories after critical incidents. Peer to peer talks was the support that had best coping strategies against emotional stress. Relaxation, distraction and social context were also support against the emotional distress. Space, time and place, for peer to peer conversation is a desire among informants. Conclusion: To have and to take the time to perform peer to peer talks is a relief against emotional stress. Management should make it a possibility to conclude these talks as it is the preferred coping strategy. Some indication of flaws in information to management during unsocial hours and a need for routines of information need to be looked over and clarified. Further research: Coping of emotional stress gives resilience with the staff to handle difficult situation and to move forward without any lasting effect of the stress. An interest could be in the future to find out how other professionals reasoning about coping of emotional stress in cooperation with intensive care nurses.

Studiens syfte är att bidra med kunskap om bedömning som begrepp och som pedagogisk praktik i det förskolepedagogiska fältet. Studien bygger på en kvalitativ ansats där sex semistrukturerade intervjuer genomförts med förskollärare från sex olika förskolor i södra Sverige. Resultatet har analyserats utifrån didaktikens frågor; vad, hur och varför, begreppen formativ och summativ bedömning samt Piagets utvecklingspsykologiska teori. I studiens resultat framkommer att bedömningsbegreppet tolkas olika av olika personer samt att förskollärarna inte tydligt uttrycker att de gör bedömningar på de enskilda barnen. Samtidigt beskriver förskollärarna att de vid ett utvecklingssamtal lyfter barnets utveckling och lärande med fokus på målområden ur läroplanen, med hjälp av digitala mallar. I diskussionen motiveras varför begreppet bedömning behöver läggas till i läroplanen för förskolan. Bedömningsbegreppet behöver definieras för att skapa en samsyn kring begreppet och för att underlätta arbetet kring hur det individuella barnets utveckling och lärande synliggörs. / The purpose of the study is to contribute with knowledge about assessment as a concept and as a pedagogical practice in the preschool pedagogical field. The study is based on a qualitative approach where six semi-structured interviews were conducted with preschool teachers from six different preschools in southern Sweden. The results have been analyzed on the basis of didactics' questions; what, how and why, the concepts of formative and summative assessment and Piaget's developmental psychological theory. The results of the study show that the concept of assessment is interpreted differently by different people and that the preschool teachers do not clearly express that they make assessments of the individual children. At the same time, the preschool teachers describe that in a developmental conversation they highlight the child's development and learning with a focus on target areas from the curriculum, with the help of digital templates. The discussion justifies why the concept of assessment needs to be added to the preschool curriculum. The assessment concept needs to be defined in order to create a consensus around the concept and to facilitate the work on how the individual child's development and learning is made visible.

Bakgrund: Man räknar att mellan 20-25% av alla gravida kvinnor i Sverige upplever någon form av förlossningsrädsla. På de flesta sjukhus i Sverige finns Auroramottagningar och de har som syfte att hjälpa de kvinnor som har förlossningsrädsla. Syfte: Syftet var att beskriva förlösta kvinnors behov och upplevelse av kontakt med barnmorska på Auroramottagning. Metod: Studien var en kvalitativ intervjustudie. Datainsamlingen utgjordes av åtta semistrukturerade telefonintervjuer med kvinnor som valdes ut genom bekvämlighetsurval. En kvalitativ innehållsanalys utfördes, med induktivt förhållningssätt, vid analys av materialet. Resultat: Två kategorier analyserades fram vilka var Oro och rädsla samt Bemötande. Under kategorin Oro och rädsla utvecklades underkategorierna Tidigare erfarenheter, Påverkan av andras erfarenheter samt Psykisk ohälsa. Dessa innefattar bland annat att kvinnor som upplevt tidigare traumatiska graviditeter och/eller förlossningar var rädda att detta skulle upprepas under nästkommande. Under kategorin Bemötande utvecklades underkategorierna Ett respektfullt bemötande, Individanpassad vård samt Oprofessionellt bemötande. De flesta kvinnor i studien upplevde att de fick ett respektfullt bemötande även om det fanns de som upplevde mötet med barnmorskan på Auroramottagningen som negativt då de upplevde att de inte blev tagna på allvar. De som var positiva efter sina Aurorasamtal upplevde att de blev bemötta med respekt och sedda. Slutsats: Studien ger läsaren en inblick i vilka händelser som leder till att kvinnor går på Aurorasamtal, där bland tidigare förlossningserfarenheter samt psykisk ohälsa. Studien visar även på att merparten av kvinnorna upplevde att de fick ett gott stöd av barnmorskorna på Auroramottagningen, dock fanns det de som upplevde det motsatta. / Background: It is estimated that between 20-25% of all pregnant women in Sweden experience some kind of fear of childbirth. Most hospitals in Sweden have Aurora clinics and their purpose is to help women who are afraid of giving birth. Aim: The aim was to describe the needs and experience of delivered women with contact with a midwife at Aurora clinic. Method: The study was a qualitative interview study. The data collection consisted of eight semi-structured telephone interviews with women selected through convenience selection. A qualitative content analysis was performed, with an inductive approach, when analyzing the material. Results: Two categories were analyzed which were Worry and Fear and Treatment. Under the category Anxiety and fear, the subcategories Previous experiences, Impact of others' experiences and Mental illness were developed. Under the category Treatment, the subcategories A respectful treatment, Individualized care and Unprofessional treatment were developed. Conclusion: The study gives the reader an insight into the events that lead to women attending Aurora talks, including previous childbirth experiences and mental illness. The study also shows that the majority of the women felt that they received good support from the midwives at the Aurora clinic, however, there were those who experienced the opposite.

Metadiscourse, or discourse about discourse, manifests itself in both spoken and written genres. However, the focus of existing studies of spoken metadiscourse remains mainly on academic speaking (Hyland, 2017), whereas research on metadiscourse in spoken non-academic genres is much less common. The present study thus investigates, both qualitatively and quantitatively, the use of metadiscourse in TED (Technology, Entertainment, Design) talks, which are primarily monologic speeches aiming at knowledge dissemination among a lay audience. The corpus for this exploratory study comprises the top 20 most viewed speeches (49,000 tokens and 286 minutes of presentation time) presented in English at an official TED conference in 2019. This study attempts at shedding light on how TED speakers use metadiscourse from the perspective of the discourse functions by applying Ädel’s (2023) taxonomy of reflexive metadiscourse. The results reveal that TED speakers demonstrate a high level of audience orientation. The findings also indicate a strong focus on discourse organization, which underlines the importance of making this explicit in TED talks, thus providing guidance for the audience. One of the key observations of this study is that the audience in the genre of TED talks is complex, as talks are not only presented live when recorded, but also made available to a global, online audience. The thesis aims to contribute insights to TED talks as a genre, enhance the taxonomy development for metadiscourse, and suggest potential pedagogical implications for teaching public speaking.