This thesis aims to examine how individual teachers in the upper secondary school manage to comply with the requirements from three different agents within the schoolsystem; the requirements of the The national agency for education in Sweden regarding formative assessment and standardisation of grading, the requirement of the students regarding ”backward-pedagogy”, and requirement of the society regarding developing the student’s independence and creative ability. Semi-structured interviews with three teachers teaching Business Administration at one upper secondary school in Malmo was conducted. These interviews focused on how the informants manage to embrace the creative ability in their preparation and teaching of the Business Administration-course, as well as examination and assessment of the students creative ability. This thesis concluded that there is a confusion in how to define creative ability which automatically makes it hard for teachers to know how to incorporate this ability in their teaching. This thesis also makes a point that The national agency for educations obsession with assuring standardized grading, has formalised the learning process to the extent that it has made teachers focus more on gathering assessment material that is legally certain than helping the students learn to better face the compexity of the future. This development has come to disengaged the teachers as well as the students. This thesis wants to make point that learning is something personal, and should be treated in that respect.

This paper explores graph grammar and constructive solutions for settlement generation in Minecraft. It uses graph grammar to flatten parts of the surface in order to increase the space for the buildings. Buildings are then generated with a constructive solution that follows a step-by-step model where different parts of the building are created in a certain order. Different parts include the shape of the foundation itself, the walls, the roof and the furniture. The algorithm picks which blocks to use on different parts of the house through an object called district palette. The buildings are divided up into areas called districts, where all the houses within the district follow a similar aesthetic style. The goal is to compare our solution with existing solutions from the Generative Design in Minecraft (GDMC) competition to see how it holds up against the other submissions. To evaluate, a user study was performed where each jury has to score four criteria: adaptivity, functionality, evocative narrative, and aesthetics. The results show that the solution had a strong aesthetics but fell behind in adaptivity, functionality, and evocative narrative. Most of it was due to not being able to generate different structures, and not cleaning up the trees around the buildings and the roads.

This project deals with the modelling and the simulation, its basic characteristics as well as its respective branches. The majority of the project is aimed at modelling and simulation in military environment with a description of the asset in this area while considering different uses of these simulations. I also introduce the development of modelling and simulation in the army of Czech Republic. The project also deals with the constructive simulation and tries to bring out the OneSAF Testbed Baseline simulation system. At last, I propose some concepts of models for this particular simulation system - the model of psychological effects and the model of generating the rubble during the operations of the artillery.

Im Beitrag wird ein Lehr-Lern-Projekt vorgestellt, dessen maßgebliches Ziel in der Stärkung der Selbsteinschätzung der Studierenden liegt. Hierbei werden die Randbedingungen und Besonderheiten bei der Durchführung mit Hilfe von Multiple-Choice-Tests sehr detailliert erläutert. Auch die erzielten Ergebnisse sowie die Evaluation werden dargestellt.

No description available.

No description available.

Anger is a significant human emotion, the management of which has far reaching implications for individual and relationship well-being. Yet there is a deficit in the clinical literature regarding the best ways to conceptualize and respond to anger (Saini, 2009). We offer a model of anger which therapists can use to help discriminate healing from harmful manifestations of anger, and which therapists can use in developing interventions for reshaping destructive anger toward constructive anger. We are specifically addressing anger in response to offense, or transactional anger which arises at points of friction in the interface between two people in a relational system. Persons perceiving a self-concept or attachment threat respond to the psychic or relational threat with physiological and emotional arousal. These reactions represent a biological signaling system informing our relationship experience. When offended, our experience of offense interacts with our view of self in relation to other. We propose that a person's view of self in relation to other is how one compares their own self-worth to other; it may be inflated, inadequate, or balanced. Either inflated or inadequate views of self in relation to other produce distinct manifestations of destructive anger. An inflated view of self in relation to other is seen as producing destructive-externalizing anger or anger turned outwards, and an inadequate view of self in relation to other is seen as producing destructive-internalizing anger, or anger turned inward. Both externalizing and internalizing anger are harmful to self (offended), other (perpetrator), and relationship well-being and healing. However, a balanced view of self in relation to other produces constructive anger, which is a healing and helpful indignation that promotes and even catalyzes self, other, and relationship healing and well-being. Use of the model in clinical settings is considered.

Objectives: The aim of this study was to investigate whether echocardiographic assessment of myocardial work is a predictor of outcome in advanced heart failure. Background: Global work index (GWI) and global constructive work (GCW) are calculated bymeans of speckle tracking, blood pressuremeasurement, and a normalized reference curve. Their prognostic value in advanced heart failure is unknown. Methods: Cardiopulmonary exercise testing and echocardiography with assessment of GWI and GCW was performed in patients with advanced heart failure caused by ischemic heart disease or dilated cardiomyopathy (n = 105). They were then followed up repeatedly. The combined endpoint was all-cause death, implantation of a left ventricular assist device, or heart transplantation. Results: The median patient age was 54 years (interquartile range [IQR]: 48–59.9). The mean left ventricular ejection fraction was 27.8 ± 8.2%, the median NT-proBNP was 1,210 pg/ml (IQR: 435–3,696). The mean GWI was 603 ± 329 mmHg% and the mean GCW was 742 ± 363 mmHg%. The correlation between peak oxygen uptake and GWI as well as GCW was strongest in patients with ischemic cardiomyopathy (r = 0.56, p = 0.001 and r = 0.53, p = 0.001, respectively). The median follow-up was 16 months (IQR: 12–18.5). Thirty one patients met the combined endpoint: Four patients died, eight underwent transplantation, and 19 underwent implantation of a left ventricular assist device. In themultivariate Cox regression analysis, only NYHA class, NT-proBNP and GWI (hazard ratio [HR] for every 50 mmHg%: 0.85; 95% CI: 0.77–0.94; p = 0.002) as well as GCW (HR for every 50 mmHg%: 0.86; 95% CI: 0.79–0.94; p = 0.001) were identified as independent predictors of the endpoint. The cut-off value for predicting the outcome was 455 mmHg% for GWI (AUC: 0.80; p < 0.0001; sensitivity 77.4%; specificity 71.6%) and 530 mmHg% for GCW (AUC: 0.80; p < 0.0001; sensitivity 74.2%; specificity 78.4%). Conclusions: GWI and GCW are powerful predictors of outcome in patients with advanced heart failure.

Detta examensarbete utgörs av två delar. Huvuddelen är en kurspresentation av Spanska steg 4 på gymnasiet som jag har utformat med utgångspunkt i aktuella styrdokument och med anpassningar till mina elevgrupper. Hänsyn har tagits till forskning om synligt lärande (John Hattie) och constructive alignment (John B. Biggs), varav den sistnämndes SOLO-taxonomi har används som modell för att visa hur långsiktiga mål kan brytas ned i delmål och hur förståelse kan ske i flera steg. Syftet med kurspresentationen är att förenkla och förtydliga ämnesplanen för moderna språk i allmänhet och kursplanen för spanska 4 i synnerhet, så att eleverna ska kunna ta till sig dess innehåll. Förhoppningen är att om de förstår kravbilden kommer de prestera jämnare över läsåret och bli mer delaktiga i kursen. Ytterligare en förhoppning är att en god förståelse för ämnesplanen kommer främja elevinflytandet. Examensarbetets andra del är föreliggande text som förklarar min tankegång och motiverar mina val vid utformandet av kurspresentationen. Här diskuterar jag bland annat vikten av att eleverna förstår ämnesplanerna på samma vis som de lärare som undervisar dem, och detta ställer jag i relation till en färsk svensk studie om skolungdomars syn på läroplanen. Jag redogör också för mina överväganden när jag i kurspresentationen försökt förtydliga kursens progression, relationen mellan kursplanens olika delar, samt hur lektionerna alltid planeras med ämnets syfte i åtanke.

The aim of this paper is to investigate students’ understanding of the learning requirements for grade E in English in year 9 at a secondary school in the south of Sweden. Additionally, the student’s teacher is also interviewed to provide a context and setting for the study. The student data was conducted using open-ended questionnaires while the teacher was interviewed using a semi-structured qualitative approach. In their responses to the questionnaire, the students showed different degrees of understanding of parts of the syllabus. Some students were able to answer all questions and were capable to express themselves, however some students did not answer all the questions. Furthermore, a majority of the students felt that the language in the syllabus was difficult to understand. The teacher believed that the language in Lgr11 makes it difficult for students to understand the text. Additionally, she believed that the language is difficult even for teachers.