Abstract
This study investigates the individual and collective dynamics of students activity through a long term creative process in physical education. Thirty students aged 11-12 participated in the creation of a collective dance show during the school year. An explorative multi-level analysis was led in reference to situated learning theory. Learning was investigated as a dynamical process construct in relation with social, historical and cultural realities and connected to participation in communities of practice. It questioned the links which exist between local micro events and their sequential organization on more extended activity scales (Lemke, 2000). The study was carried out referring to Theureaus ?course of action? theoretical and methodological framework (2006). Data were collected every week during 23 lessons through audio-video recordings, ethnographic observations, students journals, group and individual self-confrontation interviews. The N focal level was a work group composed of five boys throughout a creative unit. During 50 minutes they constructed together a dance sequence that was to be shown at the end of the lesson. The results present three interconnected levels: (a) the N focal level describes the dynamics of this collective construction during 50 minutes and individuals trajectories of participation (b) the N-1 level presents local interactions during relevant micro-events in the collective process, (c) the N+1 level investigates the inscription of this unit in the global year process and in the whole class. These results interrogate (a) the interest to develop multi-level analyses and to construct trajectories in order to characterize the dynamics of collective activity during long time processes, (b) the conception of curriculums providing students participation in authentic experiences through communities of practice.

Abstract
In a rapidly changing world, with looming climate change, free trade agreements, strong global agricultural corporations and genetically engineered seeds farmers project themselves into the future by growing a crop and putting a seed into the earth. With the type of seeds farmers and peasants put into the earth they link up with global intellectual property regimes and market structures and permanently affect the natural environment in which they operate. As Tim Ingold pointed out, farmers dont produce a crop they grow it. The plant as a living organism has its own agency to which the farmers and peasants have to relate. Observing agriculturists in Canada growing a crop is to observe an interaction between the crop that grows and the human tending to it. Whats more, the plant that grows has a history in relation to the humans who selected and nowadays also transformed it and to the natural environment to which it adapted and which it transformed. Plants may have been developed by a public plant research institution or belong to a multinational corporation. Agricultural plants may be part of what Callon would call ?a socio-technical configuration? that has a coordinate, composed and contingent character. All the efforts of modern industrial agriculture have been geared towards making the growing of a plant more predictable, reducing the impact of the natural elements and of other living organisms that are part of the configuration and of reducing the sensorial capacities of the peasants and farmers ? what Callon would call a work of centralised reconfiguration. The question I would like to answer is to what extent can farmers and peasants have a strategic behaviour with respect to agro-chemical corporations, grain companies and the state while their seeds are invaded by external mechanisms of control?

Abstract
This study is specifically designed to better understand how STEM experiences in informal settings influence the ways in which young women perceive STEM and how the contexts of home, family, and community influence this perception. Of special importance are efforts to understand why and how girls become involved in STEM learning in the first place and how participation in a freechoice/ informal STEM program influences their identity and future participation in STEM practice. This set of questions and the fact that the Community of Practice (CoP) framework posits that identity and community are interconnected, makes CoP an ideal theoretical framework for this study (Lave and Wenger, 1991). The CoP approach considers a domain of knowledge (in this case, STEM learning); the community of people engaged in its practice (i.e., girl and adult participants, as well as professional and amateur scientists and other facilitators of girls STEM learning in the programs in which young women participated); and the shared activities in which they are involved (e.g., hands-on STEM activities, kits, museum experiences, summer camps, STEM research, mentoring opportunities and other program components). Utilizing the CoP lens, the study explores how participation within a free-choice STEM CoP leads to learning, broadly defined to include interest, engagement, and participation in STEM communities, hobbies, and careers, and how this learning relates to an individuals perspective about herself, her relationship to STEM, and issues related to gender. Importance This study is an effort to investigate the usefulness of the Community of Practice (CoP) framework for documenting the broad, long-term and strategic impact of free-choice STEM experiences on girls and thus represents one approach to this years conference theme. It is hoped that this framework proves useful since by better understanding the processes and strategies that enhance opportunities for girls and women to meaningfully participate and achieve in STEM education, careers, and hobbies, this research has the potential to demonstrate the role that informal STEM contexts and free-choice experiences play in supporting girls long-term STEM learning and achievement.

Abstract
A simulated patient (SP) has been increasingly used in health care education in Japan. However, a systematic training program for SPs is rarely available. We have been delivering SP training courses since 2003. We described the content of the program in 2007 and reported the results of the questionnaire administered to the participants. Summary of work: The training program consists of seven 2.5-hour sessions, and it is delivered separately. There were 28 participants and half of them attended all the sessions. They were asked to answer the questionnaire after each session. Summary of results: All the participants answered the question ?How do you rate this session? as ?somewhat good? and ?good? in a 4 point scale. What the participants thought was good about this program was realizing the importance as well as necessity of interpersonal communication for SP, learning to play a role as a SP, and so on. This program also made some participants anxious about whether they can be a real SP because they regarded playing a role and giving feedback too difficult for them. Conclusion: This training program made participants understand a SPs role. It also suggested that this program is a basic step to becoming a SP.

Abstract
This paper discusses the strategic approaches from the established parties towards radical right-wing populist parties (RRP-parties). The discussion is essential since RRP-parties are seen as challenging the central principles of liberal democracy, such as pluralism and tolerance, and their presence creates a democratic dilemma. A discussion concerning the strategic responses from the established parties is therefore of the upmost importance. The paper focuses on the Swedish context and the strategic approaches used by both the Social Democratic Party and the Conservative Party towards the Swedish RRP-party, Sweden Democrats. The empirical results from the Swedish context are analyzed and discussed using the PSO-theory (Position, Salience and Owner-ship theory) as the point of departure. The results show that the strategic approaches from established parties towards the Sweden Democrats have changed since the election in 2006, but more importantly, the paper discusses why the specific issue politicized by the Sweden Democrats, i.e. the immigration and refugee issue, has become central in the formation of the strategic approaches used by the two established parties.