We describe an outbreak of delta variant SARS-CoV-2 on a psychogeriatric ward of elderly patients. Retrospectively collected data was analysed using Fisher's exact test to assess the association between patients’ vaccination status and infection rates, severity of disease and mortality. Vaccination with two doses was shown to reduce severity of disease (5% vs. 75%, p < 0.001) and mortality (5% vs. 50%, p < 0.018) amongst an elderly inpatient population during an outbreak of delta variant SARS-CoV-2. Vaccination should be encouraged in elderly care institutions. Furthermore, adequate vaccination in elderly care institutions is an important consideration in current booster (third/fourth) dose schedules.

From a Scandinavian perspective, the current scenario for dance education practice and research appears quite challenging. One great challenge seems to be preserving the basic values of democracy, equity, and access of the Nordic educational system that is being contested by neoliberal policies, much like elsewhere in the Western world. I am echoing Sue Stinson about the concerns that accountability and standardization have generated in preparing future dance teachers. The restraints seem to creep in from all directions. From the European Union and the Bologna process, higher education is affected by directives that compel us to reformulate the program goals in terms derived from Bloom's taxonomy (Bloom 1956). On the national level, increasing governmental regulations regarding higher education have altered the criteria for allocating funds, and beginning in January 2010 the whole system will drastically change toward privatization. Another significant national development is more difficult to discern but is even more disturbing.

In this article, based on my dissertation, “A Dream Journey to the Unknown: Searching for Dialogue in Dance Education” (2003), I will describe several qualities, or themes, related to dialogue. These ideas may facilitate dialogue in dance education and bear significance for reflecting the nature of dialogical education more generally. In addition, my intent is to uncover the personal nature of my search for dialogue. Before describing the themes, I briefly outline the research process.

The process began in 1997 when I was invited to take part in an art education project that was situated in an elementary school in Helsinki, Finland. I was aware that I was about to turn back to something that I thought I had already left behind. I had recently completed another study concerning my own dance teaching practice (1996). I had joined the so-called teacher research movement with a desire to understand the dynamics of the teaching and learning situation in the context of dance from an experiential point of view.