My diploma thesis deals with the unexplored topic, which is modular architecture. The work is devided in two main parts. At the first I explain the issue of the definition this part of architecture, the main principles and the term modular architecture. The first part focus on the historical kontext and mentions the important milestones in its development. The most important areas, which are mainly prefabrication, standardization, mobile and container architecture and architecture of the space age are explained in the following chapter. In the second part I focus on the 1960s and the 1970s years and I choose and select examples of the realized and unrealized projects and try to give overview their development. In the end I mention the tmportance and the specific of the modular architecture.

京都大学 / 0048 / 新制・課程博士 / 博士(医学) / 甲第21339号 / 医博第4397号 / 新制||医||1031(附属図書館) / 京都大学大学院医学研究科医学専攻 / (主査)教授 井上 治久, 教授 宮本 享, 教授 林 康紀 / 学位規則第4条第1項該当 / Doctor of Medical Science / Kyoto University / DFAM

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The key aspects of this essay highlight changes in the Swedish curriculum from 1970-2011, and how the practice of assessment has developed subsequently. The question we asked was ‘how the assessment practice has changed through the curriculum from 1970-2011 for Swedish teachers in upper secondary school, on the subject of social science?’ The study of change might help us to foresee the future and give us new insights about changes to come and what or whom might create the need for it. The result is based on a thurough reading of the Swedish curriculums Lgy 70, Lpf 94 and Gy 11, Swedish and international literature, research and articles that touch upon the subject assessment. The results provided show a clear tendency towards a more formative practice and towards assessment for learning rather than of learning. This result is then compared to international tendencies where we try to analyze some of the changes in Sweden and compare them to changes in other western countries that contribute to our research. A wide range of perspectives is used to interpret the effects of the given changes during the timespan. We use different perspectives that, on one hand, focus on the changes in the classroom and on the concept of knowledge, and on the other hand, on the societal changes that ripples all the way down to the teachers’ everyday work. The theories used to analyze the results come from prominent Swedish scholars that have done considerable research on the subjects’ assessment, education and learning. Theories such as frame factors and sociocultural concepts of learning helped us to focus our result to strictly top-down factors of changes in the assessment practice.

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Yes / This chapter evaluates the consistency of the United Kingdom (UK) regulatory framework on shale gas with Commission Recommendation 2014/70/EU on minimum principles for the exploration and production of unconventional oil and gas. In the absence of European-wide legislation, European Union (EU) Member States have the right to determine the conditions for exploiting their unconventional energy sources. However, due to the environmental and human health risks associated with hydraulic fracturing, the EU has expressed its interest in ensuring adequate protection of the environment and to creating clear and transparent common standards for the benefit of operators, investors and the public while promoting the interests of those Member States which are currently exploring unconventional energy. It can be argued that the UK regime has been designed to address the environmental risks arising from hydraulic fracturing operations and as such it sets a high environmental threshold for operations. In fact, the UK legislation appears to be more comprehensive than in many other jurisdictions commercially exploiting shale gas, and therefore it has a potential to inform the content of any future harmonising measures on the exploration and extraction of such resources at the EU level.