Made available in DSpace on 2016-04-29T14:23:33Z (GMT). No. of bitstreams: 1 Tania Filomena Knittel.pdf: 1725855 bytes, checksum: 44e3af055fef450588e4a448a3e063f1 (MD5) Previous issue date: 2014-11-03 / In the field of Education today, we must take into consideration the fact that our students were born in the age of the internet and technologic boom. Video games and computers, faster and more advanced than ever, are part of their routine. According to Marc Prensky (2010), who specialized in technology and education at Yale University, children today are born in a world characterized by technology and digital media, and thus would have their cognitive profile altered. The present study, titled The Use of Mobile Devices as Teaching and Learning Tools in Classrooms, has the goal of identifying possible applications of the use of mobile devices as learning artifacts, as well as analyzing challenges, perspectives and possibilities for both learners and educators. The theoretical framework used as foundation for the argumentation is the Activity Theory, which emphasizes the importance of student action during the learning process (MATTAR, 2013), has as main contributors Vygotsky, Luria, Leontiev and Engeström and as main concept the unity of human consciousness and activity. The methodology used was the study of multiple cases with both a qualitative and quantitative approach, with descriptive and interpretative investigation based on an exploratory perspective that allowed a diversified set of data collection tools: interviews, questionnaires and investigation of the different issues in the focus group. The research analyzed mobile devices as mediation devices for the development of skills and abilities in order to face future challenges such as: critical thinking, problem solving, collaboration, communication, creativity, and innovation skills in classroom activities. The participating subjects were students and teachers in a private school located in the Southern Zone (Zona Sul) of the city of São Paulo. Final considerations of the study evidence mobile devices as a reality in students day-to-day lives, furthermore, in order for them to be used in the classroom, planning is required to allow for resignification by students and teachers, who play a fundamental role as mediators. Research findings show limiting factors, among them distraction and reduced screen size. However, the wide variety of functionalities present in such devices, such as applications, games, books and films, in addition to facilitating real time data and information access, make the use of smartphones and tablets for educational purposes ever more appealing / Atualmente na Educação, deve-se levar em consideração que os alunos já nasceram sob o advento da Internet e do boom tecnológico. Videogames e computadores cada vez mais velozes e avanços tecnológicos fazem parte do cotidiano desses aprendizes. Para Marc Prensky (2010), especialista em Tecnologia e Educação pela Universidade de Yale, as crianças de hoje já nascem em um mundo caracterizado pelas tecnologias e mídias digitais e esse novo contexto veio a interferir no perfil cognitivo deles, modificando-o significativamente. O presente trabalho, intitulado A utilização de dispositivos móveis como ferramenta de ensino-aprendizagem em sala de aula , tem por objetivo não só identificar as possíveis aplicações do uso de tais artefatos como instrumentos de aprendizagem, mas também analisar os desafios e as perspectivas que se abrem a alternativas inovadoras tanto para os educandos quanto para os educadores. A sustentação da argumentação dar-se-á a partir da Teoria da Atividade, que enfatiza a importância da ação por parte do aluno durante o processo de aprendizagem (MATTAR, 2013), consoante propostas de Vygotsky, Luria, Leontiev e Engeström no que concerne ao conceito da unidade entre a consciência humana e a atividade. A metodologia utilizada na pesquisa privilegiou a abordagem qualitativa, de investigação exploratória, pelo estudo múltiplo de casos que tornou possível a recolha diversificada de dados: observações diretas e indiretas, entrevistas, questionários e discussões de diferentes questões oportunizadas no grupo focal, cujos participantes foram alunos e professores de uma escola particular, localizada na Zona Sul da cidade de São Paulo. As análises dos dispositivos móveis como artefatos de mediação para o desenvolvimento de habilidades e competências para enfrentar desafios futuros objetivaram a exploração de aspectos tais que pensamento crítico, solução de problemas, colaboração, comunicação, criatividade e inovação em atividades de sala de aula. Levando em conta que os dispositivos móveis são uma realidade e estão presentes no dia a dia, sugere-se a utilização desses recursos com planejamento, que venha a tornar possível a ressignificação do papel dos alunos e professores, que passam a mediadores. Os resultados da pesquisa apontam para fatores limitantes, dentre eles a distração e o tamanho reduzido da tela e, igualmente, destacam a grande variedade de funcionalidades presentes nos aparelhos - aplicativos, jogos, livros e filmes - recursos que proporcionam respostas em tempo real mediante a facilidade de acesso a dados e informações. Isso torna o uso de smartphones e tablets cada vez mais atraente para uso na Educação

Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2018-03-14T12:18:08Z No. of bitstreams: 1 2017 - Gisele Lopes dos Santos.pdf: 3827549 bytes, checksum: bb5ae05f3998cf1fc3f662ddc86731d0 (MD5) / Made available in DSpace on 2018-03-14T12:18:08Z (GMT). No. of bitstreams: 1 2017 - Gisele Lopes dos Santos.pdf: 3827549 bytes, checksum: bb5ae05f3998cf1fc3f662ddc86731d0 (MD5) Previous issue date: 2017-06-01 / This work has as objective reflect on the emergence and implementation of the Minimum Curriculum (CM) in the State Education Network, specifically in the Biology discipline, in 2012, presented by the State Department of Education of the State of Rio de Janeiro (SEEDUC). From the socio-historical studies of the curriculum, it is sought to understand the elements that supported the emergence and implantation of the CM and how this proposal refines the external evaluations in the state, ENEM (National High School Exam) and SAERJ (Evaluation of Education in the State of Rio de Janeiro). This work constitutes a qualitative research, based on theoretical and methodological, based on the curricular studies dialoguing with the empirical sources constituted by the documents related to the emergence and implantation of the curriculum (information of the SEEDUC website, Resolution 4.866 of February 14, 2013, Minimum Curriculum of Biology, Earnings by Results SEEDUC) and by published articles on the subject. The initial objective is that through the interbreeding of these written sources one can construct a narrative about the minimal curriculum of the biology curricular component. From the analysis of the official documents regarding the CM, with regard to the concept of skills and competences, it is possible to note its proximity to the external evaluations, since the curriculum and other strategies created by SEEDUC aim to corroborate with the increase of the index Of State education in external evaluations such as IDEB (Indicator and Development of Basic Education). The CM of Biology presents skills and competences, which SEEDUC claims to be organized progressively in the official document - from the simplest or most concrete, towards a more complex or abstract one. However, analyzing this document, the two-month course distributed in the CM of biology, it is possible to sustain that this progression of contents does not always happen, it presents in a sparse and irregular form. In this sense, it was possible to perceive when analyzing the document of the CM of Biology that the teaching continues to be presented in a fragmented way; Hindering the student to associate what he / she learns in school with his daily life. After analyzing the CM of Biology, the idea that the meanings of the concepts of competences and abilities, although approaching the cognitive-constructivist side of Perrenoud, is also moved towards Tyler's compartamentalism, when he centralizes his questions in External evaluations, the accountability curriculum and performativity / Este trabalho tem como objetivo refletir sobre o surgimento e implanta??o do Curr?culo M?nimo (CM) na rede Estadual de Educa??o, especificamente na disciplina Biologia, em 2012, apresentado pela Secretaria de Estado de Educa??o do Estado do Rio de Janeiro (SEEDUC). A partir dos estudos s?cio-hist?ricos do curr?culo, busca-se compreender os elementos que sustentaram o surgimento e implanta??o do CM e como esta proposta se afina as avalia??es externas presentes no estado, ENEM (Exame Nacional do Ensino M?dio) e SAERJ (Sistema de Avalia??o da Educa??o do Estado do Rio de Janeiro). Este trabalho constitui uma pesquisa qualitativa, a base te?rico-metodol?gica, apoiou-se nos estudos curriculares dialogando com as fontes emp?ricas constitu?das pelos documentos relativos ao surgimento e implanta??o do curr?culo (informa??es do site da SEEDUC, Resolu??o 4.866 de 14 de fevereiro de 2013, Curr?culo M?nimo de Biologia, Bonifica??o por Resultados SEEDUC) e por artigos publicados a respeito do tema. O objetivo inicial ? que se possa atrav?s do intercruzamento destas fontes escritas construir uma narrativa a respeito do curr?culo m?nimo da componente curricular biologia. A partir da an?lise dos documentos oficiais a respeito do CM, no que se refere ao conceito de habilidades e compet?ncias, nota-se sua proximidade com as avalia??es externas, visto que o curr?culo e outras estrat?gias criadas pela SEEDUC almejam corroborar com a eleva??o do ?ndice da educa??o do Estado em avalia??es externas como o IDEB (Indicador e Desenvolvimento da Educa??o B?sica). O CM de Biologia apresenta habilidades e compet?ncias, as quais a SEEDUC argumenta estar organizada de forma progressiva no documento oficial ? da mais simples ou concreta, em dire??o a uma mais complexa ou abstrata. Todavia, analisando este documento, os bimestres letivos distribu?dos no CM de biologia, ? poss?vel sustentar que esta progress?o de conte?dos nem sempre acontece, apresenta-se de forma esparsa e irregular. Neste sentido, foi poss?vel perceber ao analisar o documento do CM de Biologia que o ensino continua a ser apresentado de forma fragmentada; obstaculizando o estudante associar o que aprende na escola com seu cotidiano. Ap?s an?lise do CM de Biologia, sustenta-se a ideia de que os sentidos dos conceitos de compet?ncias e habilidades embora se aproximem da vertente cognitivoconstrutivista, de Perrenoud, tamb?m se movimenta em dire??o ao compartamentalismo de Tyler, quando centraliza suas quest?es em avalia??es externas, no curr?culo do accountability e na performatividade.

Tittle: Monitoring motorical skills and abilities for girls 8-10 years old in the course of children's recreational aerobics Objective: Method: In order to achieve the aim of the work, the measurement of partial motorical skills and abilities was used based on the Iowa Brace test, the Eurofit test and the Unifit test 6-60. The results were analyzed by using mathematical-statistical methods. Results: Despite the small research set, the result in one test of four, which is quantitatively evaluated, was determined to be statistically significant. The other test results improved or came close to average values relative to the rest of the research population. The results of test exercises evaluating motorical skills, which were evaluated in a qualitative manner, have been positive. All skills have shown an increase in probands who have mastered them. Testing testifies about improving motorical skills and abilities after completing a course of children's recreational aerobics. Keywords: Children's recreational aerobics; motorical abilities; motorical skills; testing; training unit.

Introdução: O ato de cozinhar para si e para a família vem se transformando nos contextos urbanos e ocidentais, especialmente após a Segunda Guerra Mundial, ante inúmeras mudanças sociais, econômicas e na maneira de se alimentar. Esse contexto tem provocado alterações nos hábitos alimentares das populações, incluindo frequência e habilidades culinárias, em particular nas cidades mais urbanizadas e industrializadas, com impactos na saúde. Objetivo: Adaptar instrumento específico para caracterização dos hábitos culinários da população urbana do Estado de São Paulo (SP). Material e Métodos: Foi realizada a adaptação de instrumento focado nos hábitos culinários da população urbana do Estado de SP. Esse instrumento teve suas questões originais traduzidas, foi submetido à análise de especialistas (n=6) e aplicado em pré-teste (n=6) com a população-alvo para testar sua compreensão. Após as contribuições dos especialistas e respondentes do pré-teste, o instrumento foi revisado e aplicado à amostra não-probabilística da população-alvo (n= 261). A coleta de dados foi realizada por meio eletrônico, via plataforma Survey Monkey, com convite para participação feito pela rede social Facebook. Os resultados obtidos foram analisados com o auxílio do software Excel. Resultados: A amostra que respondeu ao instrumento foi caracterizada quanto à frequência de hábitos culinários, à frequência com que cozinha determinados alimentos, às habilidades culinárias, às motivações para cozinhar e à responsabilidade de cozinhar. Em relação à frequência dos hábitos culinários, mais da metade da amostra de homens (57,15%) tem o hábito de cozinhar em casa de 1 vez a 3 vezes na semana, sendo que 35,71% dos homens cozinham 7 vezes ou mais na semana. Todos os homens cozinham ao menos 1 vez na semana. Para as mulheres, 2,29% declararam não cozinhar nunca, enquanto 38,86% delas declararam cozinhar 7 vezes ou mais na semana. O restante da amostra (49,71%), afirmou cozinhar de 1 a 6 vezes na semana. O tempo parece ser um determinante importante para a frequência: para 57,14% dos homens, ter mais tempo livre poderia fazer com que cozinhassem mais. O resultado foi similar para as mulheres: 60,57% concordam que cozinhariam mais se tivessem mais tempo. Quando questionados sobre se gostariam de cozinhar com mais frequência, 64,54% dos homens declararam que sim. Para as mulheres, o resultado foi ligeiramente menor, com 51,43% declarando que gostariam de cozinhar mais frequentemente. Conclusão: Esta pesquisa atingiu seu objetivo (adaptar um instrumento para a caracterização dos hábitos culinários da população brasileira urbana, em particular a do Estado de SP. Mesmo com a amostragem não-probabilística, com diferença grande no número de homens e mulheres respondentes, a pesquisa serviu para dar pistas de como a população urbana brasileira residente no Estado de São Paulo cozinha. / Introduction: The act of cooking at home has been changing in the urban and western contexts, especially after the Second World War, due to several changes in the social, economic and food scenarios. This context has caused changes in the culinary habits of populations, including culinary skills and frequency, particularly in the most urbanized and industrialized cities, impacting the public health. Objectives: To adapt a specific questionnaire to trace the culinary habits of the urban population of the State of São Paulo, Brazil. Materials and Methods: The adaptation of a questionnaire focused on the culinary habits of the urban population of the State of São Paulo was carried out. This questionnaire had their original questions translated and was submitted to expert analysis (n = 6) and pre-tested (n = 6) with the target population to test the questionnaire\'s understanding. After the contributions of the specialists and respondents of the pre-test, the questionnaire was reviewed and applied to a non-probabilistic sample of the urban population of the State of São Paulo (n = 261). Data collection was performed by electronic means, like Survey Monkey platform. The invitation to participate was sent by the social network Facebook. As an inclusion criterion, respondent\'s age should be between 20 and 60 years old (adults and seniors, classified according to IBGE). The results were analyzed with the use of Excel software. Results: The target population that answered the questionnaire was characterized by their frequency of cooking habits, frequency of when they cook certain foods, cooking skills, cooking motivations and cooking responsibilities. In relation to the frequency of culinary habits, 57.15% of men cooked at home from 1 to 3 times a week; 35.71% of men cooked 7 times or more in a week. All the men declared to cook at least once a week. For women, 2.29% said they never cooked, while 38.86% said they cooked 7 or more times a week. The rest of the women (49.71%) said they cooked from 1 to 6 times a week. In addition, time seems to be an important determinant of the frequency of culinary habits: for most men (57.14%), \"having more free time\" could make them cook more. The result was similar for women: 60.57% agreed they would cook more if they had more time. When questioned about whether they \"would like to cook more often,\" 64.54% of the men stated they agreed with the statement. For women, the result was slightly lower, with 51.43% of women stating that they would like to cook more often. Conclusion: this research reached its objective of adapting a questionnaire to characterize the culinary habits of the Brazilian urban population, in particular the one that lives in the State of São Paulo. Even with a non-probabilistic sampling with a large difference in the number of men and women who answered the questionnaire, the present research revealed itself important to give clues of how Brazilians cook.

Public safety radio dispatchers incontrovertibly have to manage multiple tasks at any given time, from relaying lifesaving information to field units, to simultaneously overseeing several monitors and keeping up with the radio transmissions in a timely manner. Interestingly, however, the underlying cognitive abilities necessitated for performing such tasks have not been thoroughly investigated. To begin understanding the cognitive faculties that underlie dispatching tasks, we gauged cognitive ability measures relevant to dispatcher duties and introduced Working Memory Capacity (WMC) as underlying the differentiation on performance. The four general dispatcher cognitive factors identified by Peace Officer Standards and Training (POST) literature, were Reasoning, Perceptual, Memory, and Verbal. This study substantiated the relationship that higher WMC had on increased performance of the four factors; WMC was a strong predictor of overall cognitive task accuracy. This study also measured dispatcher abilities detached from any dispatcher-like duties, to better explore the cognitive underpinnings without the confound of dispatcher-like tasks within the measures. High and low WMC group comparisons also revealed accuracy differences in cognitive abilities, task switching costs, and dual-task interference. Overall, this study provides support for WMC’s executive functioning as a key underlying mechanism determining dispatcher cognitive ability level.

Title: A comparison of the level of physical abilities of older school age players in the sport games Objectives: This thesis is aiming to find out different levels of motor skills among childen of older school age in several sport disciplines. The goal of this project is to compare those skills amongst selected games and the norm of the test battery Methods: The reaserch was conducted by form of testing according to the test battery uniffited test 6-60, Which consisted of ones height and body weight and tests to find out the levels of motor skills. Results: While comparing the result of floorball ice hockey and basketball the players of ice hockey achieved the best performance values, which won in 3 of 4 measured categories. Comparing the results of the whole reaserch file with the uniffit normes probandi achieved avereged to above averege values, only 11 % were bellow average Keywords: physical abilities, unifittest 6-60, sport games, floorball, ice hockey, basketball

Many studies have investigated problems with the ability achievement discrepancy (AAD) method of diagnosing specific learning disabilities (SLDs). The definition of an SLD includes the presence of a deficit in one or more cognitive processing systems. Researchers in other studies found that the AAD method overdiagnoses English language learners and students from low socioeconomic backgrounds, and underdiagnoses students with cognitive processing deficits. Although SLD diagnostic methods have been widely researched, much less information is available regarding SLD diagnostic methods that predict important student outcomes, such as high school completion. The General Abilities Index (GAI) is an SLD diagnostic method that can identify cognitive processing deficits. This study examined the relationships between cognitive processing deficits and the GAI method, high school completion status, performance on state standards assessments, and SLD eligibility. Using a multivariate, nonexperimental design, this study analyzed 149 datasets from records of students tested for an SLD between 1996 to 2013. A GLM analysis found that several types of cognitive processing deficits predicted math and writing performance on the state standards assessment and predicted not being diagnosed with an SLD, while the GAI method failed to predict any relationship with the dependent variables. Positive social changes from this study may include improved SLD diagnostic practices and improved educational interventions that target the cognitive processing deficits. Improved educational outcomes for SLD persons may reduce the high rates of unemployment, substance abuse, and incarceration experienced by the adult SLD population.

<p>Na uzorku od 358 devojčica sa teritorije Vojvodine, uzrasta od 11,50 &ndash; 16 decimalnih godina, od kojih 186 odbojka&scaron;ica (najmanje tri godine u trenažnom procesu),<br />i 172 devojčice koje se ne bave organizovanom fizičkom aktivno&scaron;ću, sprovedeno je istraživanje morfolo&scaron;kih karakteristika, motoričkih i intelektualnih sposobnosti. Cilj istraživanja je bio da se utvrde specifičnosti mladih odbojka&scaron;ica u odnosu na devojčice koje se ne bave organizovanom fizičkom aktivno&scaron;ću, testiranjem kako kvantitativnih, tako i razlika u strukturi sposobnosti definisanih predmetom istraživanja. Uvidom u rezultate, možemo zaključiti da se devojčice koje se bave odbojkom odlikuju većim vrednostima telesne visine i telesne mase, obima grudi,<br />nadlaktice i podlaktice u odnosu na devojčice koje se ne bave organizovanom fizičkom aktivno&scaron;ću. Iako u varijablama za procenu potkožnog masnog tkiva nije<br />do&scaron;lo do statistički značajnih razlika, u dve od tri grupe vidimo da su kod odbojka&scaron;ica manje vrednosti varijabli kožnih nabora, ali ne i statistički značajno manje.<br />Navedene razlike grupa devojčica u prostoru morfolo&scaron;kih karakteristika su proiza&scaron;le na osnovu procesa selekcije i rasta i razvoja (telesna visina, volumen i masa tela), dok se manje vrednosti u potkožnom masnom tkivu odbojka&scaron;ica mogu pripisati<br />trenažnom tretmanu bavljenja odbojkom. Na osnovu rezultata primenjene kongruencije ekstrahovanih faktora, možemo zaključiti da se grupe devojčica ne<br />razlikuju u strukturi prvih izolovanih faktora &ndash; koji defini&scaron;u strukturu morfolo&scaron;kog prostora, ali da postoji razlika u strukturi drugih i trećih faktora koji defini&scaron;u<br />varijable za procenu motoričkih sposobnosti i inteligencije. Posebno je važno sagledati razliku u strukturi drugih faktora po uzrastu, odnosno važnost<br />pojedinih motoričkih varijabli gde se vidi da je na uzorku odbojka&scaron;ica motorički prostor mnogo homogeniji, jasnije definisan, sa dominacijom varijabli<br />za procenu intenziteta i trajanja ekscitacije i struktuiranja kretanja. Na osnovu sprovedenog istraživanja o specifičnostima antropolo&scaron;kog prostora<br />dve grupe devojčica starijeg &scaron;kolskog uzrasta, a u skladu sa postavljenim ciljevima i zadacima i u kome su proveravane definisane hipoteze, može se generalno<br />zaključiti da se devojčice koje su u trenažnom programu &ndash; odbojka&scaron;ice statistički značajno razlikuju u morfolo&scaron;kom i motoričkom prostoru od ispitanica koje<br />se ne bave organizovanom fizičkom aktivno&scaron;ću, dok u intelektualnom funkcionisanju dve grupe ispitanica nisu uočene statistički značajne razlike.</p> / <p>A research of morphological features, motor abilities and intelligence was carried out on the sample of 358 girls from the territory of Vojvodina, 11, 50 &ndash; 16 years old, out of which 186 female volleyball players (at least three years in training process) and 172 girls that do not practice organized physical activities. The aim of this study was to determine the specificity of young volleyball players compared to girls who are not involved in physical activity, testing of quantitative as well as differences in the structure of skills defined by the subject of research. After examining the results, we can conclude that girls engaged in volleyball are characterized by higher values of body height and body weight, chest circumference, upper arm and forearm girth in<br />relation to girls who are not involved in physical activity. Although there were no statistically significant differences in the variables for estimating body fat, on the basis of the differences in two of the three groups, we see lower skin fold values of volleyball players, but not significantly lower. These differences of girls in the area of morphological characteristics are derived on the basis of the selection process<br />and the growth and development (height, volume and mass of the body), while the lower values in the subcutaneous adipose tissue of volleyball players can be attributed to the training treatment practicing volleyball. Based on the results of applied congruence of factors extracted, it can be concluded that groups of<br />girls do not differ in the structure of the first isolated factors - that define the structure of the morphological space, but there is a difference in the structure of the second and third factors that define the variables of motor abilities and intelligence. It is particularly important to see the difference in the structure of other factors,<br />by age or importance of certain motor variables by which can be seen that the sample of volleyball players in the motor space is far more homogeneous, more clearly defined, with the domination of variables regarding the intensity and duration of excitation and structuring of movement. On the basis of the research on the<br />specificity of the anthropological area, two groups of girls of school age, in line with the set goals and tasks in which they checked defined hypotheses, a general conclusion is that girls who are in the training program - volleyball players differ significantly in morphology and motor area in respect of girls who are not<br />involved in physical activity, while in the intellectual functioning of two groups of<br />subjects were not observed statistically significant differences.</p>

The aim of this field study was to investigate the relationship between visual perceptual processes and drawing ability in Year 7 students in the Australian Capital Territory. A random sample of five classes from five High Schools, consisting of 113 year 7 students, was tested for their ability in representational and memory drawing, and a sample of good drawers was chosen by a panel of five Independent judges. The drawing ability of the "Good" Drawers Sample was tested by means of Field's Visual Information Transformation Test (VIT), and the visual perceptual processes were tested using MacGregor's Perceptual Index.(MPI) A statistical analysis of the ranked scores was made using the Kruskal Wallis Analysis of Variance, the Spearman Rho rank order correlation, and the Mann Whitney U Test.

<p>Det nya arbetslivet har blivit alltmer komplicerat och kravfyllt. Nya kunskapskrav har växt fram i takt med arbetsmarknadens strukturomvandling och samhällets individualisering (Allvin, 2006). Individer förväntas bli ’sin egen agent’ och ständigt sträva efter att hålla sig anställningsbara och ’anställningsbarhet’ har således blivit ett policybegrepp som används flitigt inom den politiska debatten kring utbildning och arbete (Berglund & Fejes, 2009). Som blivande karriärvägledare är det relevant att förstå vad det innebär att vara anställningsbar för att på bästa sätt se till individens behov. Utifrån detta resonemang är syftet med studien att få<em> en ökad förståelse för fenomenet anställningsbarhet utifrån unga vuxnas upplevelser av att vara anställningsbar</em>. Med en kvalitativ ansats och semistrukturerade intervjuer intervjuades fem unga yrkesverksamma kvinnor mellan 25 och 29 år. Resultatet visar på att anställningsbarhet förutom utbildning, också handlar om individens sociala och kognitiva förmågor. Slutsatsen är att individer idag är medvetna om arbetslivets nya kunskapskrav och att de har utvecklat förmågor, färdigheter och egenskaper som står i relation till arbetsmarknadens krav.</p> / <p>The new working life has become increasingly complex and demands filled. New proficiency has grown in pace with social change and social individuation (Allvin, 2006). Individuals are expected to be ‘their own agents’ and constantly strive to remain employable and 'employability' has become a policy concept that is widely used in the political debate about education and work (Berglund & Fejes, 2009). As a future career counselor, it is pertinent to understand what it means to be employable in order to best ensure the individual's needs. Based on this reasoning, the purpose of the study is to get a better understanding of the phenomenon on the basis of employability of young adults' experiences of being employable. With a qualitative approach and semi-structured interviews, we interviewed five young working women between 25 and 29. The result shows that employability, beyond education, is also about the individual's social and cognitive abilities. The conclusion is that individuals today are aware of the new knowledge requirements of working life and that they have developed abilities, skills and characteristics that are related to social demands.</p>