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Reg. No. MK ČR E 24275 The first (published) mention of Indian classical music in Western discourse takes us to William Jones’ On the Musical Modes of the Hindus (1784), which ignited a scholarly interest for the Orient in the Western world. Since then, over the years, several researchers in music have been swept along and consumed by the currents of lost, found, translated, (mis-)inter - preted, transliterated and transformed literature on Indian classical music 2. This work delves neither into the labyrinth of the allusive character of Raga, nor the theory, transliteration, and treatises on Indian classical music. Instead, with supporting literature from many diligent scholars, it utilises all the extremely elaborate theories and explanations from the past to initiate a different sort of analysis in this field, one that explores musical material directly in compositions which incorporate both Indian and Western music, using socio-cultural, media studies theories and music analysis theories. The primary intent of this work is to comprehend the creation of a cultural third space brought about by the hybridisation of contemporary Western music and Indian classical music, taking two composers as case studies for this purpose: Param Vir and Shankar Tucker. The parameters of this study centre, in Vir’s case, on Indian classical- and 20 th century Western classical music theories; and, in Tucker’s case, the appropriation of Indian music, using contemporary media studies and popular music the- ories of a globalised world. Such an analysis is customised and therefore is to be considered as an observation of the current scenario within these two systems of music, within these parameters.

Background Multimorbidity is increasingly prevalent but, aside from epidemiological work, the impact on associated provision of healthcare and/or education is little understood. For example, it is unclear how or why healthcare interventions meet (or do not meet) people’s multiple needs. Professionals working in primary care training sites must reconcile two goals: provision of appropriate individualised healthcare and provision of constructive workplace-based learning for future professionals. Given that professionals, learners and patients may have differing priorities and conceptualisations of success and failure in the absence of cure, achievement of both goals depends on social and cultural mechanisms. This review aims to make sense of how healthcare delivery for, and education about, multimorbidity can be concurrently delivered in primary care through identification of relevant theoretical frameworks. Methods/design Realist synthesis identifies and makes sense of variable outcomes caused by interaction between mechanisms and contexts. This review will produce a synthesis of social science, education and primary care literature. Our objective is to understand interactivity between models of workplace-based education and models of patient-centred/integrated care with a focus on perceptions of 'success’ and 'failure’ in multimorbidity. We intend to build a conceptual map and a realist programme theory, populated with evidence from the literature, as the first step towards answering our review question: what is known about how and why concurrent health service delivery and professional medical education interact together to generate outcomes valued by professionals, learners and patients for patients with multimorbidity in primary care? To answer this we are focusing on relationship-based negotiation of needs-based learning and needs-based care as our primary outcome of interest. In this protocol we outline our search strategy and proposed methods of analysis and synthesis of credible and trustworthy data judged to be relevant to our research question. Discussion Findings will be submitted for peer-reviewed publication. Identification of how mechanisms of social learning and workplace practices could be optimised to improve quality and utility of patient care in multimorbidity is important. This can inform the future research regarding interventions that will produce a sustainable medical workforce equipped to provide healthcare, when the possibility of cure is absent.

This short paper presents the initial steps in the establishment of Fabriken (theFactory) which is an open maker-space, and lab space for creating and experimentingwith technologies. The space also provides a platform for peer-to-peer learning, andnetworked learning that goes on beyond the physical walls of the lab space. From a researchperspective the development of Fabriken is a research intervention exploring howplatforms for learning and innovation can be co-designed, and established in collaborationwith the users. The aim of this paper is to present strategies behind this co-designprocess. To position Fabriken in a societal and cultural context some words are also saidabout the theoretical assumptions guiding this work, that is, socio-cultural theories onhuman action and learning.

According to former brain surgeon, Nils Simonson, Swedish schools are wasting their students’ time by using teaching methods that lead to poor memorization, namely reading and listening as separate activities. He instead suggests that the students use methods that lead to better memorization. The study described in this rendering focuses on two of Simonson’s suggestions – discussion and peer teaching. This work accounts for a study, in which Swedish 8 thgrade English students were working in asymmetrical pairs, i.e. pairs composed by students on different levels of achievement. The study was aimed at finding an answer to the thesis question of whether working in asymmetrical pairs led to a larger or smaller improvement, on a final grammar test, than the improvement of the rest of the students in the class, who were working individually, and thus formed a control group for the study. The result was that the students in three out of four asymmetrical pairs improved their results more than the control group. Since one of the students in the fourth asymmetrical pair had been absent, they had only been working together during half the period of the study. This probably explains why their improvement was only on the same level as the improvement of the students in the control group. The answer to the thesis question is therefore that working in asymmetrical pairs led to better results on the final grammar test, than working individually. If the results of the participating students are divided into different groups, we also find that the students with the lowest results on the initial grammar test were those who improved their results the most, which could possibly be explained by a better room for improvement. Due to the short time range of the study, it was limited to one class, and the generalizability of the study is hence very low. However, it could potentially serve as a pilot study for larger research projects. My main idea of future research is thus to expand the study to a larger number of students. It would also be interesting to incorporate students on all levels of achievement into a similar research project. This work incorporates predominant teaching science theory, such as socio-cultural theories, and influential second language acquisition theory, such as the input hypothesis, the output hypothesis and focus on form instruction.

Science centres have been identified as an important resource in encouraging teenagers to choose higher education in science and technology. This is of interest to society, since there seems to be a problem in getting sufficient numbers to do so. And accomplishing this is sometimes described as a fatal question for a nation's future prosperity and development. Still, there is an international trend where teenagers fail to visit science centres. Through research, little is known about what is interesting or useful to the public, as well as how to reach those who are ‘unengaged'. Considering teenagers as exponents for what distinguishes today's society makes their apparent unwillingness to participate in science centres interesting to study with regards to what culture, history and ideology these centres were initially produced. Hence, from this point of view, what is missing in science centres that would make them interesting for the young people of today? Many studies of learning in science centres have come to focus on visitors who visit voluntarily and how well the embedded messages in the exhibits have been acknowledged by these visitors. This study focuses instead on teenagers who are reluctant to participate in science centres, with their perspective of science centres as the point of departure, specifically what kind of social activities are formed in their encounters with science centre exhibits. This encounter is regarded as an encounter between the two different practices of the science centre and the teenagers. The applied theoretical perspective is mainly assembled from socio-cultural theories of learning. This research is a microanalytic study of five teenagers who were equipped with video cameras and asked to film a visit to the local science centre, Teknikens Hus. The films were later discussed in a focus-group interview consisting of the teenagers and the researcher. Visual ethnography provided the theoretical framework for this research design. The results showed that the teenagers want to use exhibits to have the authority of interpretations and the possibilities to contribute to the meaning of the activity. At the same time, they want to use the exhibits in a way that the activities become places for developing social identity. To negotiate the meaning of the exhibits there is a need for an openness that may be constrained by too inflexible and limiting exhibit designs. This pattern is described as two different forms of participation in the exhibits; ignoring or extending the intended meaning of the exhibits. Meaningfulness also demands a closeness created by connections between the exhibit and the user's personal experiences. This pattern is described as two different ways in which the teenagers identified the exhibits; exhibits which they dissociated from or to which they had an ongoing relationship. Providing a space for negotiation seems crucial to inviting teenagers into opportunities of meaningful experiences, even more significant than any specific physical feature in the exhibit. The teenagers' agenda, in which forming practices where they can express themselves and contribute to the meaning seem to be very important, appears not to be greatly enabled by science centre exhibits. In this situation they learn to not participate. Science and technology represented in this matter show a ‘ready-made' world that they cannot change. The missing link in learning in science centres is here described as the part of the meaning making process where the teenagers get to re-negotiate the meaning of the activities in the centre and use the exhibits as tools to accomplish this. Godkänd; 2006; 20061201 (haneit)

Background People are increasingly living for longer with multimorbidity. Medical education and healthcare delivery must be re-orientated to meet the societal and individual patient needs that multimorbidity confers. The impact of multimorbidity on the educational needs of doctors is little understood. There has been little critique of how learning alongside healthcare provision is negotiated by patients, general practitioners and trainee doctors. This study asked ‘what is known about how and why concurrent healthcare delivery and professional experiential learning interact to generate outcomes, valued by patients, general practitioners and trainees, for patients with multimorbidity in primary care?’ Methods This realist synthesis is reported using RAMESES standards. Relationship-centred negotiation of needs-based learning and care was the primary outcome of interest. Healthcare, social science and educational literature were sought as evidence. Data extraction focused on context, mechanism and outcome configurations within studies and on data which might assist understanding and explain; i) these configurations; ii) the relationships between them and; iii) their role and place in evolving programme theories arising from data synthesis. Mind-mapping software and team meetings were used to aid interpretative analysis. Results The final synthesis included 141 papers of which 34 contained models for workplace-based experiential learning and/or patient care. Models of experiential learning for practitioners and for patient engagement were congruent, frequently referencing theories of transformation and socio-cultural processes as mechanisms for improving clinical care. Key issues included the perceived impossibility of reconciling personalised concepts of success with measurability of clinical markers or adherence to guidelines, and the need for greater recognition of social dynamics between patients, GPs and trainees including the complexities of shared responsibilities. A model for considering the implications of concurrency for learning and healthcare delivery in the context of multimorbidity in primary care is proposed and supporting evidence is presented. Conclusions This study is novel in considering empirical evidence from patients, GPs and trainees engaged in concurrent learning and healthcare delivery. The findings should inform future interventions designed to produce a medical workforce equipped to provide multimorbidity care. Trial registration PROSPERO International prospective register of systematic reviews CRD42013003862 Electronic supplementary material The online version of this article (doi:10.1186/s12875-015-0234-9) contains supplementary material, which is available to authorized users.