Cittaslow i Falköping

Cittaslow is an international organization founded in Italy in 1999 by a few towns in Northern Italy, in order to stop the trend of people moving to bigger cities. The aim was to show the advantages of small towns and to strengthen their identities. Falköping is, since the certification in the summer 2008, the first Cittaslow in Sweden. Cittaslow is an international organization founded in Italy in 1999 by a few towns in Northern Italy, in order to stop the trend of people moving to bigger cities. The aim was to show the advantages of small towns and to strengthen their identities. Falköping is, since the certification in the summer 2008, the first Cittaslow in Sweden. This thesis presents an analysis of the Cittaslow movement, how it works in practice and how Cittaslow has been used in Falköping. Additionally, the influence of Cittaslow on the identity of the town, is studied. It has been a long process for Falköping to become a member of Cittaslow, a process that started with the idea of coming up with a new trade mark for Falköping. The study is based on interviews with people at the municipality of Falköping concerning the process of becoming a member of Cittaslow. The analysis of Falköping's work with the Cittaslow concept is primarily based on two different theoretical perspectives: Cittaslow as an alternative urban development strategy and Cittaslow as place marketing. There are some difficulties in using the Cittaslow concept, since the criteria are not adjusted to Swedish conditions. The study of Falköping shows that the Cittaslow philosophy rather than the criteria makes a solid ground for the town's work for positive development. This thesis presents an analysis of the Cittaslow movement, how it works in practice and how Cittaslow has been used in Falköping. Additionally, the influence of Cittaslow on the identity of the town, is studied. It has been a long process for Falköping to become a member of Cittaslow, a process that started with the idea of coming up with a new trade mark for Falköping. The study is based on interviews with people at the municipality of Falköping concerning the process of becoming a member of Cittaslow. The analysis of Falköping's work with the Cittaslow concept is primarily based on two different theoretical perspectives: Cittaslow as an alternative urban development strategy and Cittaslow as place marketing. There are some difficulties in using the Cittaslow concept, since the criteria are not adjusted to Swedish conditions. The study of Falköping shows that the Cittaslow philosophy rather than the criteria makes a solid ground for the town's work for positive development.Cittaslow är en internationell organisation som grundades i Italien 1999 av några norditalienska städer, för att hindra den hotande avfolkningen genom att visa på den lilla stadens fördelar och stärka dess identitet. Falköping är Sveriges första Cittaslow och blev under sommaren 2008 medlem i nätverket. Detta examensarbete utgör en diskussion om hur Cittaslow kan tolkas, vad det kan innebära i praktiken samt hur det har fungerat i Falköping. Arbetet behandlar även hur Cittaslow påverkar en stads identitet. Falköpings arbete för medlemskap i Cittaslow har varit en lång process och började med idén om att ta fram ett nytt varumärke för kommunen. Denna uppsats bygger till stor del på intervjuer med tjänstemän på Falköpings kommun gällande i första hand ansökningsprocessen och kommunens arbete för att bli en Cittaslow. En analys av Falköpings arbete har gjorts utifrån två teoretiska utgångspunkter: Cittaslow som en stadsutvecklingsmetod och Cittaslow som platsmarknadsföring. Det finns vissa svårigheter med att använda sig av konceptet Cittaslow i Sverige i och med att kriterierna inte är anpassade för svenska förhållanden. Studien av Falköping tyder på att Cittaslows grundläggande filosofi snarare än kriterierna ger kommunen en bra utgångspunkt i arbetet för att få en positiv utveckling i kommunen

The use of art work in art psychotherapy with people who are prone to psychotic states: an evidence-based clinical practice guideline

This Clinical Guideline addresses the evidence base for the theory and practice of Art Psychotherapy for clients who have severe and complex problems. It draws on different types of evidence – from users, experienced practitioners, local custom and practice, research and other related literature. It addresses both in-patient and community care, and situates the profession and its practices in the context of National Service Frameworks. The document begins with description of Art Psychotherapists’ long-standing history of work with this client population and, in so doing, outlines something of the development of the discipline’s theory and clinical practice. It describes the Guideline’s development, the aims and objectives of the project and the overall scope of the guideline. The processes of generating evidence through consultation with two expert panels – one comprising Art Psychotherapists experienced in this area of work and another comprising service users – are also described. The identification and critical appraisal of research and other texts relevant to the Guideline’s topic, and the development of evidence weightings appropriate to the discipline, are also explained. The Guideline then moves on to an extensive Evidence Review. This narrative describes the evidence the Guideline Development Group gleaned from all possible sources - textual, oral and practical. This includes research-based literature, other academically rigorous and descriptive literature and the opinions of expert practitioners, local practitioners and local expert users. The findings from the review process are described in the narrative and each is assigned to an evidence level. The evidence is reviewed thematically, for example regarding the contexts and settings of Art Psychotherapy practice, the referral process, assessment and clinical approaches. The theory that underpins clinical work is described first, followed by practice itself; the former (theory) derives almost entirely from the literature, but the latter (practice) is significantly informed by the opinions of our two expert panels and by the custom and practice of Art psychotherapists at Oxleas NHS Foundation Trust. In so doing, the Guideline addresses some of the gaps in the current Art Psychotherapy literature. The Evidence Review is followed by Recommendations. These distil the findings of the Review into General Principles and specific Recommendations for Art Psychotherapy practice with users who are prone to psychotic states. Each Principle and Recommendation is accompanied by a brief statement that refers to the evidence it has been derived from; like the evidence in the review, it too is assigned to a level. The highest level (1a and 1b) should be afforded the most significance. The document concludes with discussion of the implementation of the guideline and audit criteria

AI and music education : a qualitative study from the music teacher's perspective.

The aim of this study is to explore how different music teachers perceive and approach the use of AI in music education in primary schools. Previous research on AI has shown that AI has potential and opportunities in education, but also discusses the risks related to policy, ethics and responsibility in its use. Previous research also indicates that teachers' attitudes and perceptions of AI are influenced by their views on the technology's reliability, ease of use and their competence. The study is based on phenomenography as a theoretical framework. Data collection was conducted through semi-structured interviews with six active music teachers in Kronoberg County. The result shows the variation of music teachers' perceptions and approaches. The music teachers have an open attitude towards AI, while there is caution when using it. Some see AI as complicated to understand, while others see it as a useful tool for both teachers and students in education. The knowledge about AI varied and comes from the internet, news, articles and conversations. Some of the teachers have tested or started to introduce AI in music teaching to a limited extent. Among the teachers' perceptions, there was agreement that the biggest risk is that students use AI to generate texts and state that they have written them themselves. The results also show variation in the perceptions of the possibility that AI can be a support in music teaching. The music teachers also experienced a need for education about and in AI, which can lead to a good use of the tool

Myten : det sekulariserade samhället ur ett mytiskt perspektiv

I dagens sekulariserade Sverige har de religiösa ledarnas auktoritära ställning kommit att ersättas av de politiska ledarnas makt som grundläggande samhällsfaktor. Hur framträder den underliggande ideologin i denna kontext? Vilka bilder av värderande karaktär spelar dagens ledare upp för oss? Utifrån synsättet där myten står som symbol för företeelser i verkligheten, ställer jag mig undrande över: Vad lyfts fram och vad hålls undan i det politiska talet

AI and music education : a qualitative study from the music teacher's perspective.

The aim of this study is to explore how different music teachers perceive and approach the use of AI in music education in primary schools. Previous research on AI has shown that AI has potential and opportunities in education, but also discusses the risks related to policy, ethics and responsibility in its use. Previous research also indicates that teachers' attitudes and perceptions of AI are influenced by their views on the technology's reliability, ease of use and their competence. The study is based on phenomenography as a theoretical framework. Data collection was conducted through semi-structured interviews with six active music teachers in Kronoberg County. The result shows the variation of music teachers' perceptions and approaches. The music teachers have an open attitude towards AI, while there is caution when using it. Some see AI as complicated to understand, while others see it as a useful tool for both teachers and students in education. The knowledge about AI varied and comes from the internet, news, articles and conversations. Some of the teachers have tested or started to introduce AI in music teaching to a limited extent. Among the teachers' perceptions, there was agreement that the biggest risk is that students use AI to generate texts and state that they have written them themselves. The results also show variation in the perceptions of the possibility that AI can be a support in music teaching. The music teachers also experienced a need for education about and in AI, which can lead to a good use of the tool

Fifteen Years Gone By

Diana Holmes and Robert Ingram _Francois Truffaut_ Manchester: Manchester University Press, 1998 ISBN 0-7190-4553-3 hbk; 0-7190-4554-1 pbk 225 pp

Emergency Distance Teaching during the first year of the Covid-19 pandemic : Narratives from upper secondary school teachers in Sweden

Background: In March 2020, because of the Covid-19 pandemic, suddenly and completely unexpected, governments worldwide replaced face-to-face education with emergency distance teaching. Studies showed that students and teachers, in general, had been negatively affected by the strategy. Upper secondary school teachers and students in Sweden were affected and have now worked and studied from home for more than one year. Problem: Teachers were now asked to do extraordinary things regarding course delivery and learning. However, school curricula have not changed, and it has been up to the teachers to adapt their teaching to fulfil the curricula. Few studies provided teachers’ perspectives on this extraordinary situation and why it was essential to enter the teacher’s world and determine how this affected them and their work. Aim: The purpose of this study was to explore the Swedish upper secondary school teachers' experiences of Emergency Distance Teaching during the first year of the Covid-19 pandemic. Three research questions were considered sufficient to answer this aim. Method: A qualitative narrative design captured the lived experiences of Swedish upper secondary school teachers. Stories from two teachers that worked in two different school contexts were collected. Result: The stories were personal, emotional, and revealing and answered the research questions. The Qualitative content analysis identified three themes: (1) Distant and Remote Communication, (2) Key are to be Present, Kind, and Innovative, and (3) Trials. Both teachers' most decisive change and challenges were the difficulties they experienced with maintaining connectedness and the interrupted teacher-student relationship, which was especially difficult in vocational programs. The result surprisingly showed that some students had benefitted from EDT and showed higher attendance than before. The stories showed how the teachers struggled to be creative to fulfil students' vital needs and often used outside-box strategies to manage. The teachers also showed how they felt lonely and how this had affected their job satisfaction and well-being. Significant, was that the result showed that the teachers had gained new skills and knowledge of how to handle the best teaching during school closure, even if it were not the teaching that they would prefer. Conclusion: Remote and distance teaching will become increasingly important in the future, considering Anthropogenic Climate Change. There is a strong call for a holistic transdisciplinary approach to identify and manage the organizational and psychological impacts of EDT on Swedish upper secondary school teachers. Strategies specifically targeting teachers working with vocational programs and students from low socioeconomic backgrounds are needed to avoid exacerbating existing disparities. Teachers required close contact with their students to have job satisfaction and they needed to be included and receive clear support, trust, and guidelines from school management