A intervenção Módulo Ambientes Seguros (Ortiz, 2009, 2010) foi avaliada no seu processo, ao desenvolvê-la com 16 famílias participantes residentes na cidade de Bogotá. Este processo de avaliação foi parte de um estudo maior. A avaliação do processo visou melhorar o processo da intervenção e a qualidade dos dados obtidos para uma posterior avaliação de efeitos. A partir dos resultados obtidos neste estudo foi estabelecido que ambos, os instrumentos e os procedimentos selecionados para a coleta de dados (observação naturalística), foram adequados e estão em consonância com a realidade das famílias bogotanas de baixo nível socioeconômico. Concluiu-se que existe a necessidade de fortalecer tanto o processo de coleta de informações, como o processo de aplicação da intervenção em si mesmo. Sugere-se a realização de uma nova formação de profissionais. O estudo fornece evidências sobre como promover a tomada de decisões e o desenvolvimento de intervenções baseadas em evidências nos governos locais. / The Intervention Módulo Ambientes Seguros (Ortiz, 2009; 2010) was evaluated in their process, and was implemented with 16 families residents in Bogota city. This process evaluation was part of a larger study. Process evaluation wanted to improve the process and the quality of the data for the future evaluation of effects. The results of this evaluation process, established that both, instruments and the procedure selected for the data collection (naturalistic observation), are appropriate to the reality of the families and their socioeconomic status. Also was concluded that is necessary to strengthen the process of data collection and the process of the intervention itself. It is suggested develop a new training program. The study provides evidence about how to promote decisions and evidence-based interventions, like a real option for local governments. / La intervención Módulo Ambientes Seguros (Ortiz, 2009;2010) fue evaluada em su proceso, al ser implementada con 16 familias participantes habitantes em la ciudad de Bogotá. Esta evaluación de proceso hijo parte de um estudio mayor. La evaluación de procesos estabeleció que tanto los instrumentos como el procedimiento seleccionado para realizar la recolección de La información (observación naturalista), fueron pertinentes y se ajustan a la realidad de las familias bogotanas de bajo nivel socioeconômico. Se concluye que es necesario fortalecer tanto el proceso de recolección de la información, como el proceso de implementación de la intervención propriamente dicho, a través de uma nueva capacitación a los profesionales. El estudio brinda evidencia sobre cómo promover que decisiones e intervenciones basadas em la evidencia para los gobiernos locales.

A intervenção Módulo Ambientes Seguros (Ortiz, 2009, 2010) foi avaliada no seu processo, ao desenvolvê-la com 16 famílias participantes residentes na cidade de Bogotá. Este processo de avaliação foi parte de um estudo maior. A avaliação do processo visou melhorar o processo da intervenção e a qualidade dos dados obtidos para uma posterior avaliação de efeitos. A partir dos resultados obtidos neste estudo foi estabelecido que ambos, os instrumentos e os procedimentos selecionados para a coleta de dados (observação naturalística), foram adequados e estão em consonância com a realidade das famílias bogotanas de baixo nível socioeconômico. Concluiu-se que existe a necessidade de fortalecer tanto o processo de coleta de informações, como o processo de aplicação da intervenção em si mesmo. Sugere-se a realização de uma nova formação de profissionais. O estudo fornece evidências sobre como promover a tomada de decisões e o desenvolvimento de intervenções baseadas em evidências nos governos locais. / The Intervention Módulo Ambientes Seguros (Ortiz, 2009; 2010) was evaluated in their process, and was implemented with 16 families residents in Bogota city. This process evaluation was part of a larger study. Process evaluation wanted to improve the process and the quality of the data for the future evaluation of effects. The results of this evaluation process, established that both, instruments and the procedure selected for the data collection (naturalistic observation), are appropriate to the reality of the families and their socioeconomic status. Also was concluded that is necessary to strengthen the process of data collection and the process of the intervention itself. It is suggested develop a new training program. The study provides evidence about how to promote decisions and evidence-based interventions, like a real option for local governments. / La intervención Módulo Ambientes Seguros (Ortiz, 2009;2010) fue evaluada em su proceso, al ser implementada con 16 familias participantes habitantes em la ciudad de Bogotá. Esta evaluación de proceso hijo parte de um estudio mayor. La evaluación de procesos estabeleció que tanto los instrumentos como el procedimiento seleccionado para realizar la recolección de La información (observación naturalista), fueron pertinentes y se ajustan a la realidad de las familias bogotanas de bajo nivel socioeconômico. Se concluye que es necesario fortalecer tanto el proceso de recolección de la información, como el proceso de implementación de la intervención propriamente dicho, a través de uma nueva capacitación a los profesionales. El estudio brinda evidencia sobre cómo promover que decisiones e intervenciones basadas em la evidencia para los gobiernos locales.

A intervenção Módulo Ambientes Seguros (Ortiz, 2009, 2010) foi avaliada no seu processo, ao desenvolvê-la com 16 famílias participantes residentes na cidade de Bogotá. Este processo de avaliação foi parte de um estudo maior. A avaliação do processo visou melhorar o processo da intervenção e a qualidade dos dados obtidos para uma posterior avaliação de efeitos. A partir dos resultados obtidos neste estudo foi estabelecido que ambos, os instrumentos e os procedimentos selecionados para a coleta de dados (observação naturalística), foram adequados e estão em consonância com a realidade das famílias bogotanas de baixo nível socioeconômico. Concluiu-se que existe a necessidade de fortalecer tanto o processo de coleta de informações, como o processo de aplicação da intervenção em si mesmo. Sugere-se a realização de uma nova formação de profissionais. O estudo fornece evidências sobre como promover a tomada de decisões e o desenvolvimento de intervenções baseadas em evidências nos governos locais. / The Intervention Módulo Ambientes Seguros (Ortiz, 2009; 2010) was evaluated in their process, and was implemented with 16 families residents in Bogota city. This process evaluation was part of a larger study. Process evaluation wanted to improve the process and the quality of the data for the future evaluation of effects. The results of this evaluation process, established that both, instruments and the procedure selected for the data collection (naturalistic observation), are appropriate to the reality of the families and their socioeconomic status. Also was concluded that is necessary to strengthen the process of data collection and the process of the intervention itself. It is suggested develop a new training program. The study provides evidence about how to promote decisions and evidence-based interventions, like a real option for local governments. / La intervención Módulo Ambientes Seguros (Ortiz, 2009;2010) fue evaluada em su proceso, al ser implementada con 16 familias participantes habitantes em la ciudad de Bogotá. Esta evaluación de proceso hijo parte de um estudio mayor. La evaluación de procesos estabeleció que tanto los instrumentos como el procedimiento seleccionado para realizar la recolección de La información (observación naturalista), fueron pertinentes y se ajustan a la realidad de las familias bogotanas de bajo nivel socioeconômico. Se concluye que es necesario fortalecer tanto el proceso de recolección de la información, como el proceso de implementación de la intervención propriamente dicho, a través de uma nueva capacitación a los profesionales. El estudio brinda evidencia sobre cómo promover que decisiones e intervenciones basadas em la evidencia para los gobiernos locales.

I studien undersöks användningen av digital portfolio i bildämnet och hur den digitala portfolion ingår i att synliggöra lärandeprocessen, samt hur den kan skapa en pågående dialog mellan elev och lärare. Vidare undersöks den digitala portfolions roll i elevers delaktighet i bedömningsprocessen. Metoden är kvalitativ och stödjer sig på halvstrukturerade intervjuer med pedogog och elever från högstadiet som använder sig av digital portfolio i bildämnet. Resultatet visar att både pedagog och elever ser möjligheterna med den digitala portfolion vad det gäller synliggörande av elevernas lärprocess i bild. Ett multimodalt arbetssätt är en framgångsfaktor som bidrar både till synligheteten av lärprocess och bedömningsprocess, samt främjar alternativa kommunikationsformer. Hinder i att uppnå en synlighet och delaktighet i lärandeprocessen och bedömningsprocessen kan dels bero på att den digitala portfolion kan betraktas av eleverna som för abstrakt och därmed också negligeras, eller att eleverna inte ser eller har förstått värdet i att dokumentera. Ytterligare en faktor som är nödvändig för att eleverna ska känna sig delaktiga i, bland annat bedömningsprocessen, är att pedagogens feedback måste vara kontinuerlig och effektiv. Ur ett socialkulturellt perspektiv, med fokus på design för lärande, visar sig den digitala portfolion ha stor potential för synlighet och delaktighet i både lär- och bedömningsprocessen. / The study examines the usage of digital portfolio in the art subject and how the digital portfolio is a part of making the learning process visible. It also investigates how it facilitates an ongoing dialogue between student and teacher. In addition, the study aims to investigate the digital portfolio’s roll in making students involved in the assessment proceqss. The method used in the study is qualitative and relies on half structured interviews with a teacher and students from a Swedish högstadie (8th and 9th grade) who use digital portfolio in the art subject. The result indicate that both the teacher and students alike see the possibilities with the digital portfolio concerning visibility of the students’ learning process in the art subject. A factor for success is a multimodal working practice which contributes both to the visibility of the learning process and assessment process, while also encouraging alternative communication channels. Obstacles in accomplishing visibility in the learning and assessment process can be attributed to the students’ perceiving the digital portfolio as too abstract, consequently neglecting it, or that the students do not see the value in documenting. Yet another factor necessary for students to feel involved, especially in the assessment process, is that the teacher’s feedback needs to be continuous and effective. From a sociocultural perspective, with a focus on design for learning, the digital portfolio has proved to have great potential for visibility and participation in both the learning and assessment process.

The thesis deals with the evaluation of IT processes maturity. In the theoretical part, management of information technologies and methods of assessment in the organization are described. Four methods are selected and used for the maturity assessment of the Release Management process in Česká pojišťovna a.s. In the practical section, a questionnaire is evaluated and the Release Management process maturity level is set. The main objective of this thesis is to evaluate maturity of Release Management process and suggest possible improvements. The objective was achieved through the completed questionnaires of Česká pojišťovna a.s. employees and subsequent consultations with the process owner. The thesis consists of six parts. The first chapter deals with the management of information technology in an organization. The second chapter is devoted to the evaluation of process maturity and description of the selected methods of maturity evaluation. The third chapter maps processes according to ITIL, Cobit 4.1 Cobit 5 and provide their introduction. The fourth chapter introduce the organization of Česká pojišťovna a.s.. The fifth chapter describes the specific process Migrating applications in the Česká pojišťovna a.s.. The sixth chapter focuses on the actual comparison of individual methods of evaluating and interpretation of the results.

La prévention du suicide est une activité importante pour les professionnels de la santé et particulièrement pour les infirmières . Or, le processus d’évaluation du risque suicidaire n’est pas effectué de façon systématique d’un milieu de soins à un autre auprès d’une population adulte. De plus, il y a peu d’information sur ce processus d’évaluation du risque suicidaire auprès des enfants de moins de 12 ans. C’est un sujet difficile à aborder et à comprendre dans une société où l’accent est mis sur grandir en santé. Cette étude vise à décrire, comprendre et schématiser le processus d’évaluation du risque suicidaire auprès des enfants de moins de 12 ans selon une perspective infirmière en santé mentale. Le modèle humaniste des soins infirmiers-UdeM constitue la toile de fond de cette étude compte tenu de sa vision centrée sur la Personne , ses relations interpersonnelles significatives, son expérience de santé ainsi que les significations qu’elle lui accorde. Pour atteindre le but de notre étude, une approche par théorisation ancrée inspirée de Strauss et Corbin (1998) a été retenue. L’échantillon a été obtenu à l’aide d’entrevues semi-structurées avec des infirmières (n=11) provenant de cinq régions administratives différentes au Québec ainsi qu’à l’aide de questionnaires socio-démographiques, d’outil de collecte de données utilisées par les infirmières ainsi que de notes de terrain. Une analyse comparative continue à travers une triple codification a permis de proposer une schématisation spécifique au processus d’évaluation du risque suicidaire auprès des moins de 12 ans en santé mentale. Les principaux résultats indiquent qu’il y a deux phases à ce processus d’évaluation. La première phase est centrée sur comprendre le sens de la détresse chez l’enfant et la deuxième phase consiste à assurer la sécurité de l’enfant et de sa famille. Dans chacune des phases, nous avons remarqué l’importance de la relation interpersonnelle entre l’infirmière, d’un côté, et l’enfant et ses parents, de l’autre. Plus précisément, certaines caractéristiques de l’infirmière (tempérament, croyances et perceptions, expériences antérieures, formation) en relation avec celles de l’enfant et de sa famille (propos ou comportements suicidaires, conception de la mort, dynamique familiale ainsi qu’attitudes, perceptions et croyances des parents) s’inter-influencent de manière à produire des effets positifs ou négatifs sur l’ensemble du processus de cette évaluation. L’environnement, soit l’organisation des soins (fonction occupée par l’infirmière, acuité des soins, ressources humaines disponibles et collaboration interprofessionnelle), affecte également le processus. De plus, le processus d’évaluation du risque suicidaire chez l’enfant implique pour l’infirmière de prendre en compte le développement de l’enfant qu’elle rencontre, que ce soit lorsqu’elle tente de comprendre le sens de sa détresse ou lorsqu’elle cherche à assurer sa sécurité. Ainsi, l’infirmière doit être vigilante afin de maintenir une posture d’empathie et non se laisser envahir par les émotions qu’une telle évaluation peut engendrer. Cette étude permet d’approfondir la compréhension du processus d’évaluation du risque suicidaire auprès des moins de 12 ans afin d’aider les professionnels de la santé travaillant en prévention du suicide auprès des jeunes à comprendre ce qui est vécu pour mieux intervenir. / Suicide prevention is an important aspect of the work of any healthcare professional, especially for nurses working in mental healthcare settings. However, suicide risk assessment is not conducted systematically, varying from one setting to another. Furthermore, there is no information to our knowledge on this type of risk assessment process with children under 12 years old. This topic is particularly difficult to explore and to understand in a society where children are expected to grow to be healthy and happy. The aim of this study is to describe, understand and schematize nurses’ suicide risk assessment process with children under12 in a mental health setting. The background of this study is the humanistic model in nursing – UdeM. Centered on the Person, this model takes into account their significant interpersonal relationships, their subjective experience of care and its meaning. Strauss et Corbin’s (1998) approach in grounded theory was used to conduct this study. Using theoretical sampling, data was obtained through 11 semi-structed interviews with nurses working in five different administrative regions in the province of Quebec, nurses’ documents, socio-demographic questionnaires, and field notes. A constant comparative analysis of the data across triple coding allowed a better understanding and a schematization of the nurses’ suicide risk assessment process with children. The process includes two main phases relating to nurses’ actions. These two phases are: (1) Understanding the meaning of the child’s distress, and (2) Ensuring the child and their family’s safety. The different elements involved in each phase are not exclusive to one phase or the other. In fact, characteristics of nurses (temperament, beliefs and perceptions, past experiences) interact with those of the child and his or her family (suicidal ideations or behaviors, level of understanding of the concept of death, mental health state, family dynamics and attitudes, parents’ perceptions and beliefs ). This interaction can produce both positive and negative impacts. The environment (health and services organization) where this interaction occurs can also impact on the whole assessment process. Our findings reveal that for both phases of the assessment process with children, nurses have to take in account the developmental aspect of the child and must be careful to maintain their empathic posture, so they are not overwhelmed by emotions. Doing so will help lessen the level of emotional intensity for the nurse during the whole process. A better understanding of this process can help nurses and other professionals improve their interventions with children presenting a suicidal risk as well as their parents and in the long term, contribute to suicide prevention.

On January 1, 2020, the Convention on the Rights of the Child became law in Sweden. Through both document analysis and interviews, this paper examines how the central principles of the Convention regarding the best interests of the child and the child's right to participation are reflected in the assessment process off LSS (the Act Concerning Support and Service for Persons with Certain Functional Impairments) services in several municipalities in Sweden. Guidelines from six municipalities and interviews with nine support administrators have been analyzed using thematic analysis. The results indicate that the guidelines contain references to the Convention, but they are too broadly written to offer support to administrators in their work. The guidelines more often urge compliance with the Convention rather than providing information on how to achieve it. Instead, colleagues are seen as the primary support for administrators. Additionally, administrators rely heavily on the parents of the children, who play a significant role in the investigative work. Administrators perceive that they have been working in line with the principles of the Convention for a long time and that its incorporation did not bring about changes in their work, as the best interests of the child and the child's participation were already inherent in LSS. However, there are still significant difficulties in assessing the best interests of the child, using the best interests as an approach, and involving children. Communication difficulties among children are the major limitation, along with the fact that the most common interventions for children also aim to meet the needs of the child's parents and siblings. / Den 1 januari 2020 blev barnkonventionen lag i Sverige. Genom både en dokumentstudie och en intervjustudie har denna uppsats undersökt hur barnkonventionens centrala principer om barnets bästa och barnets rätt till delaktighet framträder i några kommuners handläggning av LSS-insatser. Riktlinjer från sex kommuner och intervjuer med nio LSS-handläggare har analyseras med hjälp av tematisk analys. Resultatet visar på att riktlinjerna innehåller skrivningar om barnkonventionen, men är för generellt skrivna för att erbjuda handläggarna stöd i deras arbete. Riktlinjerna framför i större utsträckning uppmaningar till att följa barnkonventionen än information om hur detta ska göras. Istället är det kollegor som är det största stödet för handläggarna. Därtill tar de mycket stöd av föräldrarna till barnen som spelar en stor roll för utredningsarbetet. Handläggarna upplever sig ha arbetat utifrån barnkonventionens principer en längre tid och att inkorporeringen inte medförde betydande förändringar i deras arbete. Detta utifrån att barnets bästa och barns delaktighet redan fanns inskrivet i LSS. Samtidigt finns det fortsatt stora svårigheter i att bedöma barnets bästa, använda barnets bästa som ett tillvägagångsätt samt att få barnen delaktiga. Här är kommunikationssvårigheter hos barnen den största begräsningen, tillsammans med det faktum att de vanligaste insatserna till barn även syftar till att tillgodose behov hos föräldrar och syskon till barnet.

Background: Managing credit risks is an integral part of the banking sector and is crucial for banks’ success. Effective risk management ensures stable and profitable operations, addressing challenges like information asymmetry between lenders and borrowers. To combat these challenges, banks are shifting from manual methods to automated processes in credit assessment and credit risk management.Purpose: The purpose of the study was to investigate how the use of AI has contributed to credit risk management and the handling of risk assessments within Swedish banks. Additionally, the study explored the factors driving the use of AI in this area.  Methodology: An abductive research approach was employed within the framework of a qualitative research method. Four banks were included in the study: two major banks and two niche banks. Semi structured interviews provided the primary data for the study, while secondary data, such as articles and literature, were used to support and explain the findings during the analysis and discussion.  Theory: The study was based on two models and the theory of information asymmetry. The first model focuses on the credit assessment process, while the second addresses critical success factors for the implementation of AI. The theory of information asymmetry consists of moral hazard and adverse selection. Conclusions: The study’s conclusion indicated that AI has contributed to increased efficiency and precision in credit risk management. Furthermore, AI supports addressing information asymmetry by automating data collection, analysis, and fraud detection. The study concludes that effective AI usage necessitates a balanced combination of management support, strategic vision, organizational culture, and structure.

Owing to past injustices, the South African higher education sector is characterised by inequalities of resource allocation and of learning opportunities. Through the National Qualification Framework (NQF), recognition of prior learning (RPL) was established to address the previous inequalities in higher education and training. RPL can be used as a mechanism to offer non-traditional learners such as workers, adult learners, and community workers access to learning programmes in Library and Information Science (LIS) schools. It can also be used for up-skilling within LIS sector, to enable staff to migrate from paraprofessional to professional roles. LIS schools could possibly use this approach to offer experienced but unqualified library workers opportunities for progressive professional development and career growth. Despite it being a national policy and its obvious benefits, very little is known about RPL implementation in LIS schools in South Africa. This study was conducted to investigate the nature of RPL implementation in LIS schools in South Africa and make recommendations for effective and efficient RPL practice in these schools. The study used the questionnaire as the main data collection tool. In addition, document analysis was used to validate the collected data. The results of the study indicated that there were islands of good RPL practice in LIS schools in South Africa specifically with regard to the aspect of RPL assessment process. However, certain weaknesses were identified in other aspects of RPL implementation in LIS schools including the policy environment, training of personnel conducting RPL assessment and the quality management systems. Among other things, the study recommends that RPL quality management system (QMS) should ideally be driven by the head/chair of the school/department. Furthermore, an integrated student management system should be used to monitor the progression of RPL candidates through the formal academic system post RPL. / Information Science / D. Litt et. Phil. (Information Science)

Owing to past injustices, the South African higher education sector is characterised by inequalities of resource allocation and of learning opportunities. Through the National Qualification Framework (NQF), recognition of prior learning (RPL) was established to address the previous inequalities in higher education and training. RPL can be used as a mechanism to offer non-traditional learners such as workers, adult learners, and community workers access to learning programmes in Library and Information Science (LIS) schools. It can also be used for up-skilling within LIS sector, to enable staff to migrate from paraprofessional to professional roles. LIS schools could possibly use this approach to offer experienced but unqualified library workers opportunities for progressive professional development and career growth. Despite it being a national policy and its obvious benefits, very little is known about RPL implementation in LIS schools in South Africa. This study was conducted to investigate the nature of RPL implementation in LIS schools in South Africa and make recommendations for effective and efficient RPL practice in these schools. The study used the questionnaire as the main data collection tool. In addition, document analysis was used to validate the collected data. The results of the study indicated that there were islands of good RPL practice in LIS schools in South Africa specifically with regard to the aspect of RPL assessment process. However, certain weaknesses were identified in other aspects of RPL implementation in LIS schools including the policy environment, training of personnel conducting RPL assessment and the quality management systems. Among other things, the study recommends that RPL quality management system (QMS) should ideally be driven by the head/chair of the school/department. Furthermore, an integrated student management system should be used to monitor the progression of RPL candidates through the formal academic system post RPL. / Information Science / D. Litt. et Phil. (Information Science)