Simulerade skoldilemman : redskap för utveckling av reflektionsförmåga?

Syftet med avhandlingen är att studera lärarstuderandes samtal om simulerad skolverksamhet för att söka förstå möjligheter och begränsningar med simulerade dilemman som medierande redskap för reflektion över lärares arbete. Undersökningen är genomförd under seminarier i svensk och finländsk lärarutbildning. Forskningsprocessen består av tre faser; en konstruktionsfas, en prövningsfas och en undersökningsfas. Under konstruktionsfasen producerades simuleringar på basen av en narrativ analys av semistrukturerade intervjuer med nyutbildade lärare. Simuleringarna testades med lärare och lärarstuderande i prövningsfasen. I undersökningsfasen utarbetades reflektionsfrågor och studiens empiriska data samlades in genom videoobservation. Totalt femton samtal filmades vid fem seminarier och tre olika lärosäten, två i Sverige och ett i Svenskfinland. De studerande som förekommer i datamaterialet befann sig i början, mitten och i slutet av sin lärarutbildning. Analysen bygger på Schöns olika reflektionsbegrepp och ett sociokulturellt perspektiv som bygger på den ryska kulturhistoriska skolan. Resultaten visar att de studerande engagerade sig starkt i samtalen i de flesta fall och att engagemanget var relaterat till deras uppfattningar om simuleringens autenticitet. Simuleringarna och reflektionsfrågorna användes både som sekundära och tertiära artefakter. Bland simuleringarnas modaliteter framstod ljudet som den viktigaste för nyanser av förståelse och engagemang och reflektionsfrågorna fungerade som kommunikativt stöd och strukturell scaffolding. När de studerande använde simuleringen för dekontextualisering i en öppen dialog förekom en tertiär dialog, i vilken förhandling av ny mening ägde rum. Kreativ reflektion – att se dilemmat ur olika perspektiv och reciprok reflektion – öppen utmanande dialog förekom flitigt i vilka en didaktiskanalytisk praktikgemenskap skapades. Slutsatserna är att simulerade skoldilemman kan utgöra en potential för lärarstuderandes utveckling av reflektionsförmåga när de används i mindre samtalsgrupper och den didaktiska inramningen relateras till aktuellt kursinnehåll. Om simuleringens innehåll inte upplevs som autentiskt finns dock risk för att förutfattade meningar om lärares arbete förstärks om de inte utmanas av medstuderande eller lärarutbildare.

Effects of cytochrome P450 enzyme inhibitors and inducers on the metabolism of S-ketamine

The human body eliminates foreign compounds primarily by metabolizing them to hydrophilic forms to facilitate effective excretion through the kidneys. Cytochrome P450 (CYP) enzymes in the liver and intestine contribute to the metabolism of many drugs. Pharmacokinetic drugdrug interactions occur if the activity of CYPs are inhibited or induced by another drug. Prescribing multiple drugs to the improve effectiveness of therapy or to treat coexisting diseases is a common practice in clinical medicine. Polypharmacy predisposes patients to adverse effects because of the profound unpredictability in CYP enzymatic-mediated drug metabolism. S-ketamine is a phencyclidine derivative which functions as an antagonist of the N-methyl-Daspartate (NMDA) receptor in the central nervous system. It is a unique anaesthetic producing “dissociative anaesthesia” in high doses and analgesia in low doses. Studies with human liver microsomes suggest that ketamine is metabolized primarily via CYP3A4 and CYP2B6 enzymes. In this thesis, in healthy volunteers, randomized and controlled cross-over studies were conducted to investigate the effects of different CYP inducers and inhibitors on the pharmacokinetics and pharmacodynamics of oral and intravenous S-ketamine. The plasma concentrations of ketamine and its metabolite, norketamine, were determined at different timepoints over a 24 hour period. Other pharmacodynamic variables were examined for 12 hours. Results of these studies showed that the inhibition of the CYP3A4 pathway by clarithromycin or grapefruit juice increased the exposure to oral S-ketamine by 2.6- and 3.0-fold. Unexpectedly, CYP3A4 inhibition by itraconazole caused no significant alterations in the plasma concentrations of oral S-ketamine. CYP3A4 induction by St. John´s wort or rifampicin decreased profoundly the concentrations of oral S-ketamine. However, after rifampicin, there were no significant differences in the plasma concentrations of S-ketamine when it was administered intravenously. This demonstrated that rifampicin inhibited the metabolism of Sketamine at the intestinal level. When CYP2B6 was inhibited by ticlopidine, there was a 2.4- fold increase in the exposure of S-ketamine. These studies demonstrated that low dose oral Sketamine is metabolized both via CYP3A4 and CYP2B6 pathways. The concomitant use of drugs that affect CYP3A4 or CYP2B6, during oral S-ketamine treatment, may cause clinically significant drug-drug interactions.

Elever syns på nätet : multimodala texter och autentiska mottagare

This study is based on the notion that all students are likely to have a computer of some kind as their primary tool at school within a few years. The overall aim is to contribute to the knowledge of what this development of computer-assisted multimodal text production and communication on and over the net may entail in a school context. The study has an abductive approach drawing on theory from Media and Communication studies and from Pedagogy - particularly on media peda-gogy, multimodality, storytelling, conversation research and deliberative democracy – and is based on a DBR project in three schools. The empirical data are retrieved from four school classes, school years 4 and 5, with good access to computers and digital cameras. The classes have used the class blogs to tell the blog visitors about their school work and Skype to communicate with other classes in Sweden and Tanzania. A variety of research methods was employed: content analysis of texts, observations with field notes and camera documentation, interviews with individual students, group interviews with teachers and students, and a small survey. The study is essentially qualitative, focusing on students’ different perceptions. A small quantitative study was conducted to determine if any factors and variables could be linked to each other and to enable comparisons of the surveyed group with other research results. The results suggest that more computers at school offer more opportunities for real-life assignments and the chance to secure an authentic audience to the students’ production; primarily the students’ parents and relatives, students in the same class and at other schools. A theoretical analysis model to determine the degree of reality and authenticity in various school assignments was developed. The results also indicate that having access to cameras for documenting various events in the classes and to an authentic audience can create new opportunities for storytelling that have not been practiced previously at school. The documentary photo invites a viewer into the present tense of the image and the location where the picture was taken, whoever took the picture. It is used by the students and here too, a model has been developed to describe this relationship. The study also focuses on the freedom of expression and democracy. One of the more unexpected findings is that the students in the study did not see that they can influence other people’s perceptions or change various power structures through communication on the web, neither in nor outside of school.

La traduzione della letteratura per l’infanzia dal finlandese all’italiano: l’esempio degli albi illustrati di Mauri Kunnas

Despite the increasing number of research on translating for children, no study has so far taken into consideration the translations of children’s literature from Finnish into Italian. This dissertation sets out to fill this gap with a comparative study of Finnish picturebooks and their translations into Italian. Besides being the first research in the field analysing the shifts between these two systems, the study thoroughly investigates the characteristics of the translation process of picturebooks. The works chosen as case study are the Finnish picturebooks by Mauri Kunnas and their Italian translations from the period 1979-2009 because they are characterized by a high number of linguistic and cultural complexities which challenge translators’ skills and knowledge. The dissertation establishes whether and how culture-specific elements (anthroponyms, toponyms, food and allusions) and the word-image interaction have a significant impact on the quality and the nature of the target works, and also whether these aspects are still consistent after the translation and the adaptation process to the target system. Since picturebooks are multimodal texts whose message is produced by both the verbal and the visual, it has been necessary to use a multimodal comparative analysis. Such a descriptive comparative study has allowed me to describe the textual and cultural manipulations undergone by Kunnas’s picturebooks translated into Italian. Indeed, it has helped to identify what kind of shifts occur when cultural specific elements are transferred from the source system to the target one, to determine the most frequent translation strategies used to ensure a higher degree of readability, and to establish whether particular translation choices have contributed to modify the word-image interaction. The results of the multimodal comparative analysis have shown that Italian translators have been deeply influenced by the preponderance of the illustrations and for this reason they have often verbalised the visual and added information not originally contained in the source written text. Moreover, the findings of the analysis together with the interviews to the Italian translator and publishing house have also demonstrated that the latter aimed at producing works “good for the child” – and at the same time “good for the adult” – and at minimizing Finnish cultural specificity, even to the detriment of the aesthetic nature of the original picturebooks.

Heritage through Fiction: Dracula Tourism in Romania

Heritage and tourism have become inextricably linked. This link can be seen as producing inauthentic and falsified tradition, and it can therefore be seen as a threat to cultural heritage. On the other hand the link can be seen as a positive thing, as something which helps to preserve herit-age, culture and folklore in a changing and globalising world. This dissertation investigates heritage in the context of Dracula Tourism in Romania. Dracula tourism is tourism where tourists visit places connected with either the fictional vampire Dracula or the historical Dracula, a Romanian historical ruler Vlad the Impaler. The main research question of this study is how can Romanian heritage and culture be shown and promoted through a seemingly superficial Dracula tourism which is based on Western popular cul-ture? And is it possible to find Romanian heritage through popular fiction in Dracula tourism? The main sources for this work are based on the fieldwork done by the author in 2010 and 2011 and the web pages of ten Romanian travel agencies that offer Dracula tourism. The stories and images found on the web pages and used by the tour guides form the bulk of the research material. The emphasis and perspective of this research is folkloristic. Critical discourse analysis and multimodal discourse analysis form the main theoretical approach of this dissertation. In addition the research material is approached through intertextuality, folklore process, hybridisation, authenticity and social constructionism. This dissertation aims to offer new perspectives on the research literature concerning tourism and heritage and to offer a folkloristic view of tourism research. It also aims to offer new perspectives to folkloristics in terms of the research on the use of folklore and tradition and offer new perspectives on the use and definition of the concept of authenticity. Although the research subject of this thesis is Dracula tourism in Romania, the findings can be utilised and applied in a larger context and field of research. The key research findings show that heritage can be found within Dracula Tourism in three forms: as defined from above (UNESCO World Heritage Sites), as local heritage and as a form of opposition. The Romanian travel agencies researched in this dissertation use Dracula tourism as a gateway into Romanian history, culture, tradition and heritage. Kulttuuriperintö ja turismi yhdistyvät toisiinsa erottamattomasti. Toisaalta tämän yhteyden on nähty tuottavan epäautenttista ja väärennettyä perinnettä, ja tällöin sen on koettu muodostavan uhan kulttuuriperinnölle. Toisaalta yhteys on mielletty myös positiivisena asiana, sillä sen on nähty toimivan globalisoituvassa maailmassa kulttuuriperintöä, kulttuuria ja kansanperinnettä säilyttävänä tekijänä. Väitöskirjassa tutkitaan sitä, miten kulttuuriperintö ilmenee Dracula-turismissa Romaniassa. Dracula- turismi on turismia, joka liittyy joko fiktiiviseen vampyyrikreivi Draculaan tai historiallisena Draculana tunnettuun romanialaiseen hallitsijaan Vlad Seivästäjään. Väitöskirjan päätutkimuskysymyksenä on, miten romanialaista kulttuuriperintöä ja kulttuuria voidaan tuoda esiin näennäisesti pinnallisen ja länsimaiseen populaarikulttuuriin pohjautuvan Dracula-turismin kautta. Työn päälähteet pohjautuvat tutkijan vuosina 2010 ja 2011 tekemiin kenttätöihin sekä kymmenen Dracula-turismia tarjoavan romanialaisen matkatoimiston WWW-sivustoihin. Internet-sivuilta löytyvät tarinat ja kuvat sekä matkaoppaiden käyttämät tarinat muodostavat tutkimuksen tutkimusaineiston. Tutkimuksen painotus ja näkökulma ovat folkloristisia. Tutkimuksen teoreettinen viitekehys muodostuu kriittisestä diskurssianalyysistä sekä multimodaalisesta diskurssianalyysistä. Näiden lisäksi tutkimusaineistoa analysoidaan intertekstuaalisuuden, folkloreprosessin, hybridisaation, autenttisuuden ja sosiaalisen konstruktion käsitteiden avulla. Väitöskirjatutkimus tarjoaa uusia näkökulmia turismia ja kulttuuriperintöä käsittelevään tutkimukseen sekä tarjoaa matkailun tutkimukseen folkloristisen lisänäkökulman. Folkloristisen tutkimuksen näkökulmasta työn keskiössä ovat perinteen ja folkloren hyödyntäminen sekä autenttisuuden käsitteen määrittely ja käyttö, joihin työssä otetaan kantaa. Vaikka tutkimus käsittelee Dracula-turismia Romaniassa, ovat tutkimustulokset käytettävissä ja sovellettavissa myös laajemmin. Työn keskeiset tutkimustulokset osoittavat, että kulttuuriperintö ilmenee Dracula-turismissa kolmella eri tavalla: ylätasolla kuten esimerkiksi UNESCO:n kohteissa, alatasolla paikallisten ihmisten tai ihmisryhmien määrittelemänä sekä vastustuksen muotona. Väitöskirjassa tutkitut matkatoimistot käyttävät Dracula-turismia ikään kuin porttina romanialaiseen historiaan, kulttuuriin, perinteeseen ja kulttuuriperinteeseen.

Litteracitet i fem högstadieungdomars en-till-en-datorpraktiker

The study focuses on five lower secondary school pupils’ daily use of their one-toone computers, the overall aim being to investigate literacy in this form of computing. Theoretically, the study is rooted in the New Literacy tradition with an ecological perspective, in combination with socio-semiotic theory in a multimodal perspective. New Literacy in the ecological perspective focuses on literacy practices and place/space and on the links between them. Literacy is viewed as socially based, in specific situations and in recurring social practices. Socio-semiotic theory embodying the multimodal perspective is used for the text analysis. The methodology is known as socio-semiotic ethnography. The ethnographic methods encompass just over two years of fieldwork with participating observations of the five participants’ computing activities at home, at school and elsewhere. The participants, one boy and two girls from the Blue (Anemone) School and two girls from the White (Anemone) School, were chosen to reflect a broad spectrum in terms of sociocultural and socioeconomic background. The study shows the existence of a both broad and deep variation in the way digital literacy features in the participants’ one-to-one computing. These variations are associated with experience in relation to the home, the living environment, place, personal qualities and school. The more varied computer usage of the Blue School participants is connected with the interests they developed in their homes and living environments and in the computing practices undertaken in school. Their more varied usage of the computer is reflected in their broader digital literacy repertoires and their greater number and variety of digital literacy abilities. The Blue School participants’ text production is more multifaceted, covers a wider range of subjects and displays a broader palette of semiotic resources. It also combines more text types and the texts are generally longer than those of the White School participants. The Blue School girls have developed a text culture that is close to that of the school. In their case, there is clear linkage between school-initiated and self-initiated computing activities, while other participants do not have the same opportunities to link and integrate self-initiated computing activities into the school context. It also becomes clear that the Blue School girls can relate and adapt their texts to different communicative practices and recipients. In addition, the study shows that the Blue School girls have some degree of scope in their school practice as a result of incorporating into it certain communicative practices that they have developed in nonschool contexts. Quite contrary to the hopes expressed that one-to-one computing would reduce digital inequality, it has increased between these participants. Whether the same or similar results apply in a larger perspective, on a more structural level, is a question that this study cannot answer. It can only draw attention to the need to investigate the matter. The study shows in a variety of ways that the White School participants do not have the same opportunity to develop their digital literacy as the Blue School participants. In an equivalence perspective, schools have a compensational task to perform. It is abundantly clear from the study that investing in one-to-one projects is not enough to combat digital inequality and achieve the digitisation goals established for school education. Alongside their investments in technology, schools need to develop a didactic that legitimises and compensates for the different circumstances of different pupils. The compensational role of schools in this connection is important not only for the present participants but also for the community at large, in that it can help to secure a cohesive, open and democratic society.