The purpose of this thesis is to examine how teachers in the swedish language subject perceive and experience summative assesment of students’ essays. A second purpose is to investigate how teachers go about doing summative assessments of students’ texts. This qualitative study used semi-structured interviews, ranging from 18 to 48 minutes in length, with a total of six teachers of the swedish language subject in upper and secondary school.. The results indicates that the teachers’ found it difficult and complex to make summative assesments of students’ essays for a variety of reasons. For exampel teachers must take into consideration numerous factors when converting their assessment into a grade. The teachers also replied that summative assessment of students’ texts is a very time-consuming and not so inspiring part of their professional practice. The teachers answered that they largely assessed the students texts on their own, but if they felt uncertain they could request help from a colleague. Most teachers agreed that it would be beneficial if all assessments of writing were done collaboratively, but that there is no time to co-evaluate. Several teachers also meant that the national exams function as help in their own assessment, as it became something to relate to.

This thesis is motivated by the need to explore the relationships between technology and volunteerism. Despite the fact that information and communication technologies (ICTs) proliferate within voluntary organisations and have an obvious effect on volunteering practice, the literature on the relationships between such technologies and voluntary contexts is scant. This is particularly in terms of its insights with regard to the actual processes of production and consumption of these technologies within the sector. This interdisciplinary research project was carried out to answer a central research problem: how do information technologies interrelate with human activities in voluntary settings? In throwing light on this problem, an ethnographic case-oriented study was conducted in a Scottish community-based sports organisation over the course of two years. This research has utilised insights from the Sociology of Technology, Information Systems Research and Organisational Sociology to find out how human actors’ interactions with technology play out in the context of volunteer-involving organisations, and to conceptualise the complexity of the unfolding of technology in relation to the specific characteristics of volunteering activities. To unpack the core research question, three types of sociotechnical interactions were identified as the most relevant: these were ‘service’, ‘identity’ and ‘ecological’. My analysis of the empirical data suggests that there are different domains within which these critical interactions are assembled. In my research, three different domains (drifting, conditioning and imbricating) have thematically emerged when sociotechnical interactions were being mapped out in (a) shadowing a technology project, (b) analysing technological non-use and (c) rethinking organisational persistence in the selected observed case. This thesis argues for an ‘infrastructural’ approach when studying technology so as to extend our understanding about technology-initiated improvement projects in the sector. This research argues that accomplishing volunteer work requires complicated mixture of sociomaterial assemblages, including ICTs, which are embedded in the everyday life of volunteers, paid staff and their community. Furthermore, this study discusses that existing analytical infrastructural approaches developed in relation to artefact-oriented, large-scale sociotechnical networks need some modification to be satisfyingly applied in low-tech, mundane settings such as volunteer work in amateur sports.

Aborder sous l’angle sociologique la criminalité financière conduit à relever les incomplétudes d’un traitement juridique, élaboré à partir d’un cadre répressif comme réponse aux crimes et délits commis, et économique, construit sur le rapport coût-bénéfice – risque. L’approche sociologique, permettant au contraire le développement d’une démarche syncrétique, oriente la compréhension de la nature des interactions entre l’acteur criminel -agent -et son environnement socio-économique. Cette thèse repose sur quatre hypothèses fondamentales. La criminalité financière est la résultante de déviances individuelles. Elle est le stade ultime du capitalisme financier. Elle se développe à partir de la manipulation de l’information financière. La lutte contre ce fléau constitue un enjeu de civilisation. La démonstration de ces hypothèses repose sur une double approche, empirique et pratique. L’approche empirique vise à étudier les principaux acteurs criminogènes. Les enquêtes de terrain auprès de magistrats, syndicalistes, agents des impôts, experts-comptables,commissaires aux comptes, universitaires permettent la validation des hypothèses de base et la perception des difficultés pérennes pour lutter efficacement contre cette criminalité de type intellectuel. La première partie de la thèse demeure consacrée à une approche socio-normative de la criminalité financière dans le but d’élaborer une réflexion théorique sur les moyens à mettre en oeuvre pour comprendre la portée des atteintes subies par la collectivité. En conséquence, le premier axe se construit autour d’une « démarche épistémologique en matière de criminalité financière » (Chapitre 1). Le second développe les principales atteintes à l’intégrité de l’économie de la confiance (Chapitre 2). La deuxième partie de la thèse se poursuit par une connaissance des agents et acteurs impliqués dans la construction d’opérations de criminalité financière. La criminalité financière ne saurait se concevoir sans l’action d’agents intimement convaincus de la justification d’un enrichissement absolu et sans cause (chapitre 3). Aborder ces acteurs, au sens juridique du terme, facilite la compréhension avec laquelle sont commis ces délits particuliers. Ces personnes physiques sont-elles des déviants économiques isolés ? L’analyse de leurs caractéristiques et parcours propres conduit à mettre en évidence la spécificité de ces grandes figures de la criminalité financière (chapitre 4). Cette approche permet d’explorer les raisons pour lesquelles ces agents criminogènes ne sont pas isolés lorsqu’ils s’insèrent dans des groupements de personnes à vocation criminelle (chapitre 5). Bénéficiant de complicité d’acteurs institutionnels contribuant indirectement à l’émergence de la criminalité financière (chapitre 6), ils donnent aux crimes financiers une dimension dépassant largement la responsabilité individuelle de leurs auteurs. Enfin, la troisième partie de la thèse développe concrètement des pistes pour résoudre le dilemme qu’une économie criminogène fait subir à une collectivité donnée. Utilisant à la fois des techniques d’enquêtes classiques et des raisonnements sociologiques s’inspirant de plusieurs courants de pensée en sciences sociales, l’analyse des actes de criminalité financière (chapitre 7) conduit à souligner l’importance du rôle des acteurs en charge de la lutte contre ce fléau (chapitre 8). Leurs témoignages débouchent sur la mise en perspective de propositions de lutte contre la criminalité financière dont on examinera les conditions de possibilité (chapitre 9). / The sociological perspective of financial crime not only reveals the inherent shortcomings of basing its legal treatment on a repressive framework and its economic treatment on a cost/benefit ratio, but by favouring a more syncretic approach, also helps clarify the nature of interactions between criminal actors and their socioeconomic environment. This thesis is based on four fundamental hypotheses. Financial crime is the result of individual deviant behaviour. It is the last stage of financial capitalism. It arises from the manipulation of financial information. The struggle against this scourge represents achallenge to civilisation. The demonstration of these hypotheses is based on a dual empirical and practical approach.The empirical approach aims to study the key criminal actors. Fieldwork interviews with magistrates, union members, tax officers, expert accountants, auditors and academics validate both the fundamental hypotheses and long-term difficulties involved in waging an effective battle against this type of intellectual crime. The first part of the thesis takes a socio-normative approach to financial crime with a view to developing a theoretical reflection on the means to be implemented to gauge the extent of damage to the community. Thus, the first area of research builds on an “epistemological approach to financial crime” (Chapter 1). The second studies the implications of the damaged integrity of the trust economy (Chapter 2).The second part of the thesis seeks to gain an insight into agents and actors involved in organising financial criminal activities. Such crime is only conceivable when agents firmly believe that they are entitled to absolute and unjust enrichment (Chapter 3). Taking a legal approach to these actors helps understand how these particular crimes are committed. Arethey isolated economic deviants? By analysing their characteristics and history, the specificity of major financial criminals is highlighted (Chapter 4). This approach identifies the reasons why these criminal agents are not isolated when they collude with criminally-minded groups (Chapter 5). They benefit from the complicity of institutional actors, who indirectly contributeto the emergence of financial crime, (Chapter 6), and give financial crime a dimension which goes far beyond the individual responsibility of the perpetrators. Finally, the third part of the thesis develops concrete proposals to resolve the dilemma inflicted by the criminal economy on a given community. Using both traditional fieldwork techniques and sociological reasoning drawn from various bodies of thought in social sciences, acts of financial crime are analysed, (Chapter 7) revealing the important role played by those leading the fight against this scourge (Chapter 8). Their testimonies lead to anevaluation of proposals for combating financial crime and their conditions of possibility (Chapter 9).

The thesis analyses the child's perspective in the literary works of the holocaust literature - the novel The Painted Bird by Jerzy Kosinski, the short story Děti (Children) by Arnošt Lustig and the piece Noc (Night) by Elie Wiesel. We assume that the child's perspective is significant and totally different from the perspective of the adult narrator. The goal of the thesis is to define the characteristic elements in the narrative. First and foremost we seek to analyze the elements in the language, style and motifs of the texts. We also want to define what kinds of literary works are suitable to be denominated as literature written through the child's eyes. We divide the works into several groups according to the fact if the book is a fiction or a memoir. The main differences in using the child's perspective are between these two groups of literary works. In the thesis we first describe the holocaust as a historical event and then we go on with the description of the holocaust literature. In the other parts of the thesis we analyze the literary works mentioned above.

Os retratos fotográficos são uma forma consolidada de se representar. Refletir a partir da visão do retratado no momento em que esta se direciona no sentido oposto ao nosso olhar propõe a existência de um espaço contíguo ao corte que atravessa a quarta parede. Tal compreensão tensiona o contexto que circunda fisicamente o espaço da obtenção dos retratos. Neste trabalho, propõe-se a ampliação do espectro das análises em direção a um espaço definido pela formulação da noção de contraperspectiva: um espaço perspectivo inverso ao tradicional que se instaura no direcionamento do olhar para a câmera, e que se projeta sobre quem observa a imagem, incluindo-o, concebendo que o sentido é, também por isso, ampliado. Este espaço foi complexificado pela prática da selfie, promotora da sobreposição dos papéis do fotógrafo e do fotografado. Para tanto, propôs-se uma investigação qualitativa através de entrevistas com fotógrafos profissionais, buscando entender suas concepções e conflitos acerca dos perfis e retratos dos outros (ou de si próprios). Além da proposição teórica da contraperspectiva, este estudo propõe as noções de espacialidade constitutiva e figurativa, as quais, respectivamente, conceituam as possibilidades físicas da circunstância de obtenção e, no segundo caso, a materialização de uma escolha dentre as possibilidades. Outra percepção advinda do estudo sustenta que a presença de duas forças - que se entrecruzam no plano da imagem – atuam como vetores de entrada e saída da imagem em relação à quarta parede, estabelecendo-se em conflito constante, desperta principalmente pela posição do olhar direto. Acrescenta-se ainda, neste trabalho, a compreensão da ideia dos espaços perpendicular e paralelo, no qual o primeiro estabelece relação entre o retratado e o espaço que ele ocupa, que lhe circunda e do qual ele faz parte, e o segundo posiciona-se sobre o eixo retratado/câmera, efetuando-se na ligação estabelecida entre os olhares do sujeito retratado/visto em relação à posição da lente/observador/vidente. Neste sentido, propõe-se o entendimento que o olhar direto estabelece, mesmo que por breve instante, uma sensação de compartilhamento de espaços entre o observador e o observado. Assim, foi possível compreender em maior profundidade o espaço que permeia a obtenção e como este se relaciona, enquanto dinâmica, com as noções inclusivas nos processos de observação destes retratos. / The photographic portraits are, for human beings, a consolidated way to represent. Reflecting from the viewer's perspective, at the moment it is directed in the opposite direction to our normally projective look (at the moment the subject is looking at the lens), it suggests the existence of a space adjoining the cut, translucent, which breaks through the fourth wall. Such an understanding aims to reflect about the whole context that physically surrounds the space of obtaining the portraits, understanding it as everything that involves the production of photographs. In this paper, it is aimed the amplification of the spectrum of the analysis that comprise a movement, inflated by the practice of selfies, that brings up the theoretical frame of the counter-perspective: a perspective space inverse to the traditional one that establishes in the direction of the look for the camera, And that is projected onto the one who observes the image, including that person, conceiving that the meaning is, therefore, also enlarged. In addition, the practice of selfie, which promotes the overlapping of the roles of photographer and photographed, also stresses spatiality insofar as it subverts the role of the observer to the observed. In addition to the theoretical proposition of contraperspective, this study proposes the notions of constitutive and figurative spatiality, which, respectively, conceptualize the physical possibilities of the circumstance of obtaining and, in the second case, the materialization of a choice among the possibilities. Another perception from the study maintains that the presence of two forces act as vectors of entrance and exit of the image in relation to the fourth wall, establishing itself in constant conflict, aroused mainly by the position of the direct look . It is also added in this work the understanding of the idea of perpendicular and parallel spaces, in which the former establishes a relation between the portrayed person and the space he occupies, which surrounds him and of which he is a part, and the second position On the retracted axis / camera, effecting the established connection between the glances of the subject portrayed / seen in relation to the position of the lens / observer / sighted. In this sense, it is proposed the understanding that the direct look establishes, even for a brief moment, a sense of space sharing between the observer and the observed. Thus, it was possible to understand in greater depth the space that permeates the obtaining and how this relates, while dynamic, with the inclusive notions in the processes of observation of these portraits.

O presente estudo se propôs a responder à questão de investigação: como a Modelagem Matemática pode contribuir como um meio do educando ser protagonista da sua aprendizagem, aspirando a sua autonomia? A pesquisa apresenta uma proposta de sequência de tarefas em um ambiente de aprendizagem de Modelagem Matemática, dividida em três partes, que são: o convite para realizar modelagem, uma experiência com a temática água e uma experiência com um tema de livre escolha. O estudo foi desenvolvido durante o segundo semestre de 2016, com uma turma de terceiro ano do Ensino Médio de uma escola municipal de Sapucaia do Sul, no horário regular de aula. Apoiada na teoria da Modelagem Matemática em uma perspectiva Sócio-crítica de Barbosa (2001), elaboração de perguntas em um ambiente de Modelagem Matemática de Sant’Ana e Sant’Ana (2009) e na Pedagogia da Autonomia de Paulo Freire (1996), e utilizando o estudo de caso como metodologia, o presente trabalho evidenciou que os estudantes podem ser ativos na construção dos seus conhecimentos. Além disso, percebeu-se, como resultados, que quando lhes é oportunizado um ambiente de liberdade e consideração, que respeita as suas escolhas, os alunos vão assumindo sua responsabilidade pela sua aprendizagem, construindo, aos poucos, suas preferências, suas opções e sua autonomia. / The present study aims to answer the research question: how can Mathematical Modeling contribute as a way for the learner to be the protagonist of their learning by aspiring to their autonomy? The research presents a task sequence proposal in a mathematical modeling-learning environment, divided into three parts. Such parts are the invitation to perform modeling, an experience with water theme, and an experiment with a theme of free student’s choice. The study was developed during the second semester of 2016, with a third year High School class from a municipal school in Sapucaia do Sul, at regular school hours. Based on the theory of Mathematical Modeling in a Socio-critical perspective of Barbosa (2001), elaboration of questions in an environment of Mathematical Modeling of Sant'Ana and Sant'Ana (2009) and in the pedagogy of autonomy of Paulo Freire (1996), and using the case study as a methodology, the present study showed that students can be active in the construction of their knowledge. In addition, it was noticed that, when it is offered an environment of freedom and consideration, respecting their choices, students will assume their responsibility for their learning, gradually building their preferences, their choices and their autonomy.

The purpose of this scientific study is to investigate how educators interpret their democratic mission to work with the children's influence on activities they do at the preschool. The study also aims to contribute to an increased knowledge about how educators can work with children's influence at preschool. The study asks two questions: What does influence mean according to teachers? and How does the teacher create opportunities for pupils to have an influence in the activities they do at pre-school? A qualitative research method is used with a phenomenological research effort. The theoretical framework for the essay is based on five concepts: influence, child perspective, listening and communication proximal development. The results show that, according to educators, influence means for educators that the children have the opportunity to do what they want and what they are interested in. The results also shows that educators create opportunities for children to have influence by responding to them as individuals whose opinions and thoughts are taken seriously. The children may speak, be listened to and regarded as competent individuals. The children themselves can choose activities in the classroom and they take their own initiative. Teachers talks with the children and gives them space to express their thoughts and opinions.

Bakgrund: Varannan student upplever psykisk ohälsa i relation till studietiden vilket innebär nya påfrestningar som kräver anpassning i den enskilda studentens levnadssätt. Stigmatisering påverkar individens livsvärld och medför att studenter med psykisk ohälsa inte söker vård. Studenthälsovården saknar resurser gällande identifiering av psykisk ohälsa i tidigt skeende varvid detta förorsakar lidande och försämring i den enskilde studentens fortsatta hälsotillstånd. Sjuksköterskor upplever bristande kunskap om psykisk ohälsa vilket medför svårigheter att bemöta och ge vård. Vid utebliven behandling av psykisk ohälsa ökar självmordsrisk. Syfte: Att belysa studenters upplevelser av psykisk ohälsa. Metod: Studien baseras på en allmän litteraturöversikt med en kvalitativ ansats, där 13 vetenskapliga artiklar granskades. En litteraturöversikt användes för att analysera datan. Resultat: Tre områden identifieras; Svårigheter att leva upp till förväntningar och krav, Att inte ha kontroll i sin vardag och Upplevelser av social stigmatisering. Slutsats: Det är väsentligt att uppmärksamma psykisk ohälsa för att reducera stigmatiseringen och nå fram till de utsatta studenterna. Både studenter och sjuksköterskor är i behov av stöd och vägledning. / Background: Every other student experience mental health problems in relation to the studies they are in involved in and this requires adjustment in lifestyle. Students avoid seeking help due to the stigmatization regarding mental illness. There is a lack of resources in student healthcare to identify mental health issues in early stages, which results infliction of suffering and deterioration of health, leaving conditions untreated and resulting in increased risk of suicide. There is a lack of knowledge on the topic and failure to correctly educate nurses which creates uncertainty in how they could and should respond. Aim: The purpose of this study illuminate students' experiences of mental illness. Method: There were thirteen scientific articles chosen and also examined. A literature review was used to analyse the data. Result: Three areas are identified, Difficulties living up to expectations and demands, not having control of their everyday lives. The experience of social stigma. Conclusion: The study highlights the importance of paying attention to mental illness as there is a need to reduce stigma and to reach out to students with mental illness. Students and nurses are in need of support and guidance.

Traditionally, whiteboards have been used to brainstorm, teach, and convey ideas with others. However distributing whiteboard content remotely can be challenging. To solve this problem, A multi-camera system was developed which can be scaled to broadcast an arbitrarily large writing surface while removing objects not related to the whiteboard content. Related research has been performed previously to combine multiple images together, identify and remove unrelated objects, also referred to as foreground, in a single image and correct for warping differences in camera frames. However, this is the first time anyone has attempted to solve this problem using a multi-camera system. The main components of this problem include stitching the input images together, identifying foreground material, and replacing the foreground information with the most recent background (desired) information. This problem can be subdivided into two main components: fusing multiple images into one cohesive frame, and detecting/removing foreground objects. for the first component, homographic transformations are used to create a mathematical mapping from the input image to the desired reference frame. Blending techniques are then applied to remove artifacts that remain after the perspective transform. For the second, statistical tests and modeling in conjunction with additional classification algorithms were used.

Increasingly, mentor programs are being developed in teacher education programs to assist novice teachers. The focus in most of the literature on mentoring is on the new teacher being mentored. While the mentor teacher appears to be the most crucial element in mentoring programs (Feinman-Nemser, 1992; Little, 1990; White, 1995), there is not much information about how a teacher experiences being a mentor or the perceived benefits to a mentor. The purpose of this present study was to examine the effects of mentoring on mentors in order to: (a) address the gap in the literature by exploring the effects of mentoring on the mentor, (b) inform the mentoring and mentor training process and (c) examine the effects of mentoring on mentors. To meet these purposes, six mentors in a southeastern county in Florida were interviewed using Seidman's, (1998) protocol. The analysis of the interview data revealed that the mentors felt strongly about the benefits derived from being a mentor. They believed they were a vital part of their school environment. The major theme throughout the data showed that the reason these teachers chose to become mentors was because they wanted to help. Their desire to help new teachers came from either not having a mentor themselves or having been inspired by other mentors. They saw mentoring as their opportunity to help new teachers be successful in their first year as teachers.