Försvarsmaktens definitioner av olika förmågor är inte tillräckligt preciserade. Förmågorna beskrivs i dagsläget av Försvarsmakten på ett otydligt sätt där missförstånd kan uppstå. En analysmodell har tidigare utvecklats för att lösa detta problem. Analysmodellen är uppbyggd för att kringgå det problemet då faktorerna som vävs in har en direkt anknytning till verkligheten och de scenarion förbanden kan ställas inför. Faktorerna miljö, motståndaren och effekt utkristalliseras utefter förmågan och scenarion bildas. Eftersom modellen är relativt ny kommer det i denna uppsats behandla och kritisera denna. Modellen byggs upp och testas genom en analys av Amfibiebataljon 2014. Syftet med uppsatsen är att undersöka styrkor och svagheter med en analysmodell för att bättre bedöma marina förmågor. Resultatet är att analysmodellen ger en bra inblick i hur väl förmågor hanteras av förband. Nackdelen är främst det stora utfallet av scenarier vilken medför att modellen lätt blir svårhanterlig. Åtgärden mot detta är att generalisera de ingående faktorerna. / The Swedish Armed Forces definitions of various abilities are not sufficiently precise. In the current situation, the abilities are described in a vague way in which misunderstandings can occur. An analytical model was previously developed in a previous essay. The model is structured to circumvent the problem of the factors that are interwoven with a direct connection to the realities and scenarios troops may face. Environmental factors, the adversary and effects emerge along ability and the formation of scenarios. Because the model is relatively new, this paper will criticize it. The model is built and tested by an analysis of the Amphibious Battalion 2014. The purpose of this paper is to examine the strengths and weaknesses with an analytical model to better assess marine abilities. The result is that the analytical model gives a good insight into how well the abilities of units handled. The disadvantages are primarily the major outcomes of the scenarios which means that the model can easily become unmanageable. The measure against this is to generalize the input factors.

The objectives of this research are, first to comprehend how the training system influences the job abilities improvement, organizational commitment and job involvement after training, secondly to comprehend how the perception of training influences the job abilities improvement, organizational commitment and job involvement after training. In this study, a questionnaire is conducted on 140 employees who were trained in one year. The data is used to analyze the influence of training system and the influence of perception of training over the job abilities improvement, organizational commitment and job involvement by regression analysis. The findings of this study include the following five aspects. First, employees who have decision-making power will contribute to the job abilities improvement. Companies evaluate the effects of training will contribute to the job abilities improvement. Second, the period of training has positive effect on organizational commitment. Companies evaluate the effects of training will also contribute to organizational commitment. Third, the training systems do not affect the employee¡¦s job involvement. Fourth, the perception of training is employee benefit that has positive effect on job abilities improvement and organizational commitment. Fifth, the perception of training is the investment of human capital that has positive effect on job involvement.

This study focuses on persuasive design concerning the household users&rsquo / energy saving behavior while using electrical household appliances for the housework. Household users form a balance at home determined by the household resources they have, and they do not want to change this fragile balance because it is established as a result of household users&rsquo / habitual behavior. It is crucial to persuade household users to save energy at home without disturbing the balance among resources. Persuasion becomes an effective tool at this stage. The study provides an efficient reallocation of the resources for energy saving behavior, which is supported by household resource reallocation and persuasion literature, and an empirical study.

The purpose of this study was to understand the relationships between multiple intelligences, thinking styles, and critical-thinking abilities of the fifth- and sixth-grade students. Investigation method was employed in the study. 578 fifth- and sixth-grade students in the suburban and urban areas of Tainan and Kaohsiung participated in this study. The employed instruments included Multiple Intelligences Appraisal, Thinking Styles Appraisal for the Primary Students, and the Test of Critical-thinking Skills for Primary and Secondary School Students. The applied analysis methods were Descriptive Statistics, Hotelling¡¦s , Multivariate Analysis of Variance, Canonical Correlation Analysis, and Discriminant Analysis. The main findings of this study were as follows: 1. There were no significant gender differences in critical-thinking abilities. 2.The students¡¦ critical-thinking abilities in urban areas were better than those in suburban areas. 3. The students¡¦ logical-mathematical intelligence and linguistic intelligence were positively correlated with their abilities of making deductions and evaluating arguments. 4. There were no significant differences in critical-thinking abilities for students with different level of executive thinking style. 5. There were significant differences in critical-thinking abilities for students with different level of legislative thinking style. 6. There were significant differences in critical-thinking abilities for students with different level of judicial thinking style. 7. The students¡¦ living areas, logical-mathematical intelligence, linguistic intelligence, and judicial thinking style were positively correlated with their abilities in recognizing assumptions, making deductions, and evaluating arguments. Finally, the researcher proposed some suggestions for the educational organizations, the primary school teachers, and future studies.

The purpose of this study is to see how some teachers in primary school creates and adapts their mathematics teaching for students with special mathematical abilities. It also aims to identify opportunities and challenges that teachers see in creating a teaching adapted to these students. In this study, qualitative interviews has been done to collect data. The interviews were conducted with five teachers who all are active in the primary school. The study results show that there is great variation in how the interviewed teachers create their mathematics teaching for students with special mathematical abilities. The use of mathematics book proved to be significant for how this adaptation took place. The result also shows that the teachers’ explanations for the choice of the adaptations that they make in teaching vary. Some of the teachers stressed that the teaching they were carrying made it possible for adaptation in the normal teaching while others stressed that they made adjustments to fit the current student best. The result showed two challenges that many of the teachers saw in the creation of a teaching adapted for students with special mathematical abilities. These challenges were time and group.

This study investigated cultural bias in the 46 Verbal items of the McCarthy Scales of Children's Abilities (MSCA). Two separate approaches to the examination of item bias were utilized. The first approach examined item bias empirically by comparing performance differences in terms of correct item responses given by examinees from Anglo and Mexican-American cultures. The second approach addressed the issue of face validity by obtaining the opinion of Anglo-American (AA) and Mexican-American (MA) judges regarding their perception of item bias for AA and MA examinees. The two criteria used to judge item bias were examinee opportunity to learn item content and examinee familiarity with the language used in the items. The Verbal items of the McCarthy Scales were administered to 59 Anglo-American and 59 Mexican-American examinees matched for age and sex. Ability differences were controlled by generating common ability intervals for both groups based on overall Verbal scale score. The obtained data was tested utilizing procedures for the analysis of contingency tables. Two statistical analyses applied to the data were Scheuneman's modified chi-square and the log-linear technique using the likelihood ratio chi-square statistic. Statistically significant performance differences between the two groups, identified by both analyses, were found for only two items of the Word Knowledge II subtest which measures vocabulary comprehension. The differences in perception of the two groups of judges in terms of opportunity to learn item content and familiarity with item language across AA and MA examinees was examined. The obtained ratings of item bias were tested with the chi-square statistic. Significant differences in ratings of two groups of judges on the opportunity to learn dimension were found for 16 items. It was revealed that more AA judges perceived 14 of these items to be fair for both groups of examinees in terms of opportunity to learn, while more MA judges perceived the AA child as having more opportunity to learn the content of these items. However for two of the 16 items the statistically significant difference between the two groups reflected the perception of MA judges that bias favored the MA examinees. There was a high degree of agreement between the two groups of judges in their rating on the familiarity dimension, with both groups indicating more familiarity with item language for AA subjects for most items. Significant differences in the ratings of the two groups were identified for four items. These items were from the Word Knowledge and Verbal Memory subtests. For three of these items the obtained data indicated that the greater number of MA judges perceived these items as favoring AA subjects. For the remaining item the results pointed out that more MA judges perceived that MA subjects seemed to have greater familiarity with the item language as compared with their Anglo counterpart. There was no discernible pattern of judgment in terms of item difficulty, with easier items perceived as more biased than more difficult ones in some cases. Judge responses appear more related to specific item content than level of difficulty or verbal complexity. The findings from both studies led to the conclusion that the majority of the verbal items in the McCarthy Scales seemed to be fair for Anglo and Mexican-American subjects. Implications of these findings were discussed and recommendations were made for future studies intended to examine item bias.

Problem solving has been a core theme in education for several decades. Educators and policy makers agree on the importance of the role of problem solving skills for school and real life success. A primary purpose of this study was to investigate the influence of cognitive abilities on mathematical problem solving performance of students. The author investigated this relationship by separating performance in open-ended and closed situations. The second purpose of this study was to explore how these relationships were different or similar in boys and girls. No significant difference was found between girls and boys in cognitive abilities including general intelligence, general creativity, working memory, mathematical knowledge, reading ability, mathematical problem solving performance, verbal ability, quantitative ability, and spatial ability. After controlling for the influence of gender, the cognitive abilities explained 51.3% (ITBS) and 53.3% (CTBS) of the variance in MPSP in closed problems as a whole. Mathematical knowledge and general intelligence were found to be the only variables that contributed significant variance to MPSP in closed problems. Similarly, after controlling for the influence of gender, the cognitive abilities explained 51.3% (ITBS) and 46.3% (CTBS) of the variance in mathematical problem solving performance in open-ended problems. General creativity and verbal ability were found to be the only variables that contributed significant variance to MPSP in open problems. The author concluded that closed and open-ended problems require different cognitive abilities for reaching correct solutions. In addition, when combining all of these findings the author proposed that the relationship between cognitive abilities and problem solving performance may vary depending on the structure (type) and content of a problem. The author suggested that the content of problems that are used in instruments should be analyzed carefully before using them as a measure of problem solving performance.

Följande studie har till syfte att undersöka hur lärarrekryteringsarbetet på kommunala och fristående gymnasieskolor i en mellanstor kommun i södra Sverige går till. Skillnader och likheter vid rekrytering av lärare mellan de olika skolorna har undersökts. De psykologiska aspekterna (intelligens/begåvning, personlighet och kompetens) knutna till urval har behandlats i denna uppsats för att undersöka om dessa aspekter väger in i beslutet om anställning. Sex rektorer från sex olika gymnasieskolor (tre kommunala och tre fristående skolor) i en mellanstor kommun i södra Sverige har intervjuats. Resultatet av intervjuerna har sammanfattats, diskuterats och analyserats utifrån tidigare forskning och teorier. De aspekter som diskuterats i studien är rekryteringsarbetet på de olika skolorna, felrekryteringar, anställningsförlopp, lärarkompetens och egenskaper, användandet av personlighets- och intelligenstest samt lärarbehörighet. De slutsatser författarna kommit fram till är att det råder likhet mellan de olika skolorna när det handlar om hur rekryteringsarbetet ser ut. Dock finns vissa skillnader i vilka som är med vid anställningsintervjun på skolorna och vilka sökande som har företräde till en ledig lärartjänst. Alla skolor strävar efter att ha behöriga lärare i de undervisande ämnena. Inga av skolorna använder sig av begåvningstest eller personlighetstestning vid rekryteringsarbete, istället används intervjuer frekvent. / The purpose of this study is to examine the recruitment procedure of teachers on municipal and independent comprehensive upper secondary schools in a medium-sized municipality in southern Sweden. The problems that compose the foundation of the study are how recruitment of upper secondary schools teachers is being carried out. Differences and resemblances in the recruitment process between the different type of schools was studied. The psychological aspects (intelligence/aptitude, personality and competence) tied to selections has been treated in this essay in order to examine if these aspects are important for the decision about employment. Six headmasters from six different comprehensive upper secondary schools (three municipal and three independent schools) in a medium-sized municipality in southern Sweden was interviewed. The result of the interviews has been summarized, discussed and analyzed from earlier research and theories. The aspects that have been discussed are recruitment procedures on the different schools, wrong recruitments, employment course, teacher competences and other competences, the use of personality - and intelligence tests and teacher qualifications. The analysis and discussion of this study point out that there is resemblance between the different schools concerning the recruitment procedure. Differences between the schools are: who is present during the employment interview at the schools and which applicants have precedence to a vacant teaching position. All schools strive to have authorized teachers in the teaching subjects. None of the schools used intelligence/aptitude- or personality tests during the recruitment procedure. Instead they used interviews frequently.

This master’s thesis analyses such problem of teenagers, when in majority of situations, especially on the stage, they feel timid. Very often the result, reached during the lessons, is not seen on the stage: the pupils flounder, crouch, excite, do mistakes, cannot demonstrate the things they were taught during the lessons. When playing the accordion, due to specific features of the instrument, the expressive movements of the performer can be constricted, and the instrument itself can become the barrier, interfering with expression of emotions, as the pupil uses it as the shield. That’s why we need to look for ways, helping us to disclose the scenic abilities of the pupils. In adolescence, when the teenager forms his world – view and self realization and looks for possibilities of self – expression, when his performer’s image is created, this problem becomes especially topical. The goal of this paper is to examine the possibilities of education of scenic abilities of teenagers, playing the accordion. Examination object: scenic abilities of teenagers – accordionists. Examination tasks: to present the conception scenic abilities, to analyze the factors helping to educate scenic abilities and to highlight the differences of individual features of personality in education of scenic abilities. In this master’s thesis theoretic, empiric and statistic examination methods were used. The results of performed empiric examination confirmed the hypothesis, that scenic abilities can be... [to full text]

This thesis deals with desulfurization of hot metal using different agents. The aim of this study was to improve the understanding of commonly used desulfurization agents such as fluidized CaO, CaC2, commercial-CaO, Mg, and mixtures of commercial-CaO-Mg. The possibility to use ZnO for desulfurization of hot metal was also investigated. The desulfurization mechanisms and kinetics of these agents were studied. A broad comparison of the desulfurization abilities of the agents was performed under the same experimental conditions. The experimental studies were carried out in a high temperature resistance furnace at 1773 K with good quenching ability and precise control of the oxygen partial pressure. The influence of ZnO in blast furnace slag on the sulfur removal potential was studied. It was found that ZnO does not stay in blast furnace slag under relevant oxygen potentials and consequently has no influence on its sulfur removal capacity. The reaction mechanism of Mg was studied by adding pure Mg into hot metal. It was found that most Mg (about 90 %) escaped as gas in less than two seconds, only providing a little desulfurization. MgS is not formed by homogenous nucleation, but on MgO particles originating from the surface of the added Mg metal. The growth of CaS around CaC2, fluidized CaO and commercial-CaO were measured and compared. The parabolic rate constants were evaluated to be 2.4∙10-7 [cm s-1] for CaC2, and 5∙10-7 [cm s-1] for fluidized CaO particles. The bigger parabolic rate constant of fluidized CaO explains why fluidized CaO achieved a much better desulfurization of hot metal than CaC2 under the same experimental conditions. Commercial-CaO performed less satisfactory in comparison to fluidized CaO powder. This was due to both its less reactive surface and agglomeration of the particles. Agglomerates and large CaO particles lead to 2CaO.SiO2 formation which hindered further utilization of CaO for desulfurization. The 2CaO.SiO2 formation was favored by a high oxygen potential. Since the desulfurization reaction of CaO not only produced CaS but also oxygen, the local oxygen concentration around big CaO particles was higher than around small particles. When small CaO particles were added together with Mg they quickly transformed to CaS. The Mg-gas helped to distribute the CaO particles in the hot metal and improved the kinetic conditions. The desulfurization abilities of some commonly used agents, namely fluidized CaO, CaC2, commercial-CaO, Mg, mixtures of commercial-CaO-Mg, and ZnO were studied and compared under the same experimental conditions. While fluidized CaO showed the best performance, commercial-CaO mixed with 20 mass % Mg achieved the second best desulfurization. Mg-granules performed slightly better than CaC2 and commercial-CaO, but somewhat less satisfactory compared to fluidized CaO and commercial-CaO-Mg mixtures. ZnO does not influence the sulfur concentration of hot metal. / <p>QC 20140404</p>