Métodos ágeis são técnicas adequadas para o desenvolvimento de software sujeito a mudanças constantes. Essas mudanças não devem afetar o cronograma, orçamento do projeto e devem assegurar o atendimento às necessidades do cliente. Diversos valores, princípios e boas práticas de desenvolvimento e de condução de projeto são aplicados em projetos ágeis com esse objetivo. Algumas dessas práticas são relacionadas a atividade de teste de software. Este trabalho teve como objetivo caracterizar a atividade de teste de software aplicada dentro de métodos de desenvolvimento ágil, buscando eliminar aspectos de teste não produtivos, identificando boas práticas e, principalmente, criando formas de acompanhar e melhorar continuamente a condução da atividade de teste. A partir da caracterização da atividade foi proposta a adoção de um conjunto de métricas para facilitar o seu acompanhamento e melhoria constante da mesma. Algumas dessas métricas de acompanhamento de testes foram implementadas na ferramenta Agile Testing Metrics Management (ATMM). O objetivo principal da ferramenta é gerenciar as iterações de desenvolvimento do projeto ágil e, também, exibir a evolução das métricas relacionadas ao código que está sendo testado e aos casos de teste desenvolvidos utilizando a ferramenta JUnit. Para validar a ferramenta e as métricas foram conduzidos estudos de casos com dois projetos de software de domínios diferentes que utilizaram métodos ágeis e testes de unidade / Agile methods are appropriate techniques for software development subject to constant changes. These changes should not affect the project schedule, budget and must ensure meeting the clients needs. Several values, principles and practices of project development and driving are applied in agile projects with this goal. Some of these practices are related to software testing activity. This study aimed at characterizing the software testing activity applied to agile development methods, trying to eliminate unproductive testing aspects, identifying good practices and especially creating ways of tracking and continuously improve the test activity. From this activity characterization, it was proposed an adoption of metrics set to facilitate the monitoring and constant improvement of the activity. Some of these testing tracking metrics were implemented in the Agile Testing Metrics Management Tool (ATMM). The main goal of this tool is to manage the iterations of agile project development and, also show the metrics evolutions regarding the code that have been tested and the test cases developed using JUnit. The tool and metrics were validated by case studies that were conducted with two software projects of different domains which used agile methods and unit testing

Att elever har tilltro till sin språkliga förmåga är betydelsefullt både i och utanför skolan. Genom en god språklig förmåga kan eleven ta till sig viktig information och eleven tillgodogöra sig undervisning. Tilltro till språklig förmåga är av betydelse för att bli en aktiv demokratisk medborgare i samhället. Enligt grundskolans styrdokument utvecklar elever tilltro till språklig förmåga genom kommunikation och språkliga aktiviteter såsom att samtala, läsa och skriva. Kommunikativ undervisning kan bidra till att stärka elevens språkkunskaper, lärande och identitetsutveckling. Denna studie granskar tilltro till språklig förmåga och har som syfte att bidra med kunskap om hur fem lärare beskriver vilka kritiska moment som finns i arbetet med att främja elevers tilltro till den språkliga förmågan i skolämnet svenska.  För att besvara studiens syfte användes följande frågeställningar:  Hur beskriver lärarna elevernas tilltro till den språklig förmåga? Hur beskriver lärare att de arbetar för att främja elevernas tilltro till den språkliga förmågan? Studiens teoretiska inramning utgörs av sociokulturellt perspektiv. Begrepp som stöttning och den proximala utvecklingszonen är centrala och återkommande. Data har samlats in med hjälp av semistrukturerade intervjuer av fem lärare. Intervjusvaren har analyserats med inspiration av kvalitativ innehållsanalys. Sammanfattningsvis visar resultatet att lärarna kopplar ihop tilltro med att eleven har självförtroende, vågar lita på sin egen förmåga och känner sig trygg i det sammanhang eleven befinner sig i. Att eleverna har en god språklig förmåga beskriver lärarna som viktigt. Några av lärarna beskriver språklig förmåga kopplat till klassrumsundervisningen, andra beskriver dess betydelse ur ett samhällsperspektiv. De deltagande lärarna beskriver att de använder sig av olika metoder i sitt arbete för att främja elevernas tilltro och utveckling. Dessa är cirkelmodellen, kooperativt lärande och språkutvecklande arbetssätt. Metoder likt dessa, som möjliggör språkliga aktiviteter tillsammans med andra under stöttning av lärare, förstås i studien som kritiska för att främja elevers tilltro till språklig förmåga. / The fact that students have confidence in their language ability has many advantages both inside and outside school. Through good language ability, the person can absorb important information and the student assimilates teaching. Belief in linguistic ability is important for becoming an active democratic citizen in society. According to the compulsory school's governing document, students develop confidence in language ability through communication and language activities such as talking, reading and writing. Such teaching can help strengthen the student's language skills, learning and identity development. This study problematizes confidence in language ability and aims to contribute with knowledge of how five teachers describe the critical elements that exist in the work of promoting students' confidence in the language ability in the school subject Swedish. To answer the purpose of the study, the following questions were used: How do the teachers describe the students’ confidence in their language ability? How do teachers describe that they work to promote students' confidence in language skills? The theoretical framework of the study consists of a socio-cultural perspective. Concepts such as support and the proximal developmental zone are central and recurring. Data were collected using semi-structured interviews where five teachers were interviewed. The interview results have been analysed with inspiration from qualitative content analysis. In summary, the results show that the teachers link confidence with the student having self-confidence, daring to trust their own abilities and feeling secure in the context in which they find themselves. That the students have a good language ability, the teachers describe as important. Some of the teachers describe linguistic ability linked to classroom teaching, others describe its significance from a societal perspective. The participating teachers describe that they use different methods in their work to promote students' confidence and development. This is the circle model, cooperative learning and language development methods. Methods like these that enable language activities together with others under the support of teachers are understood in the study as critical to promote students' confidence in language ability.

Ständig steigende Anforderungen an industrielle Anlagen, wie zum Beispiel ein höherer Durchsatz oder mehr Flexibilität, führen zu einer gesteigerten Komplexität dieser Systeme. Zusätzlich verlagert sich immer mehr Funktionalität aus dem Hardware- in den Softwarebereich, so dass dessen Bedeutung stetig zunimmt. Diesem Wandel mit wettbewerbsfähiger Entwicklungszeit zu begegnen, ist eine der wichtigsten Herausforderungen im Automatisierungssektor. Einen Ansatz hierzu stellt die Verwendung modellbasierter Entwicklungsmethoden dar. Während in den frühen Phasen des Entwicklungsprozesses modellbasierte Methoden zunehmend häufiger eingesetzt werden, besteht vor allem in den späteren Entwicklungsphasen sowie in der Phase des Betriebs erheblicher Nachholbedarf. In diesem Beitrag werden zunächst die bereits heute in der Praxis verwendeten Methoden am Beispiel einer komplexen Roboterkinematik vorgestellt. Anschließend wird im Wesentlichen die Phase des Betriebs betrachtet und dargestellt, welche Mehrwerte sich durch die Verwendung so genannter Smart Services auf Basis der bereits vorhandenen physikalischen Simulationsmodelle ergeben.

Software development projects took an important turn after the emergence of agilesoftware development methods. Indeed, this kind of projects has always been managed in atraditional way that requires an elaborate effort of planning. A way considered as inflexibleand that goes against the constantly changing and hardly predictable nature of softwaredevelopment projects. Agility offers more flexibility as far as requirements and changemanagement are concerned. In this study, the focus is placed on one of the most popularagile software development methods, namely Scrum. It investigates the challenges relatedto the adoption of Scrum, and for this the case of a company operating in the financial ITsector and that has been using Scrum for 5 years is examined. This case displays that thenature of Scrum makes that there is not a single way of adopting it. Adopting Scrum ismore a process of continuous adaptation and improvement, therefore facing challenges isan inseparable part of this process.

This thesis offers an overview of Personal Employee Development Planning focusing on its objectives and perspectives in current practice. Attention is paid to the employees' personal development in organization, relation between work performance management and personal development planning, main trends in the preparation of plans and the tools and methods used in the creation and realization of development plans. The thesis explores the benefits of personal employee development planning for the organization, and for professional and personal life of employee. The work is focused on defining the areas of the organization's approach to personal employee development, competencies and learning. It analyzes the process of creating personal development plans. The work contains a qualitative analysis of the results of survey conducted in eighteen organizations in the Czech Republic, focused on the use of personal development plans in practice. Future prospects and recommendations are proposed based on the results of the analysis. Powered by TCPDF (www.tcpdf.org)

The aim of the study is to examine whether and how the children who have difficulties with the language receive the help they need from the preschool teachers in order to improve their language development. Interview of semi-structured model with five preschool teachers at different kindergartens in the same municipality was conducted, where the pedagogues experiences were requested which methods/routines they work with to detect if children have language problems and what methods/ tools they use to help and stimulate language development, and how they have worked with that has given the best language enhancement in children with language difficulties. The theoretical starting points in my study are sociokulturellt perspektiv, what child can be achieve with help without help, as well as phonological awareness that is the doctrine of the sound and its function. TRAS – the schedule Early registration of language development is a tool to promote language difficulties. It is also important to keep in mind that each child has their own language development rate. TRAS – the schedule is a useful tool with extensive questions, to identify what the child is struggling with and shows what is reasonable to be able to be in a certain age. TRAS is also a useful tool for detecting minor language problems. Babblarna and FonoMix used to stimulate language development in the municipality. Some kindergartens also use character support and support for supporting language development. Engaging high-quality reading and games with language elements increase the interest in communicating. Rhymes and chants can also increase language development. But most important is a good approach and to do something together with the kids. / Syftet med studien är att undersöka om och hur de barn som har svårigheter med språket får den hjälp de behöver av förskollärarna för att deras språkutveckling ska förbättras. Intervju av semistrukturerad modell med fem förskollärare på olika förskolor inom samma kommun utfördes, där pedagogernas erfarenheter efterfrågades om vilka metoder/rutiner de arbetar med för att upptäcka om barn har språksvårigheter och vilka metoder/verktyg de använder för att hjälpa och stimulera språkutvecklingen, samt vilket sätt de har arbetat med som har givit bästa språkförbättringen hos barn med språksvårigheter. De teoretiska utgångspunkterna i min studie är sociokulturellt perspektiv, vad barnet kan uppnå med hjälp och vad det kan uppnå utan hjälp, samt fonologisk medvetenhet som är läran om ljudet och dess funktion. TRAS–schemat tidig registrering av språkutveckling är ett verktyg för att främja språksvårigheter. Det är även viktigt att tänka på att varje barn har sin egen språkutvecklingstakt. TRAS–schemat är ett användbart verktyg med omfattande frågor, för att ringa in vad barnet har svårt för och visar på vad som är rimligt att kunna i viss ålder. TRAS är även ett användbart verktyg för att upptäcka lättare språksvårigheter. Babblarna och FonoMix används för att stimulera språkutvecklingen i kommunen. Vissa förskolor använder även tecken som stöd och bildstöd för att stimulera språkutvecklingen. Engagerad högläsning med kvalitet och lekar med språkinslag ökar intresset att kommunicera. Rim och ramsor kan också öka språkutvecklingen. Men det viktigaste är ett bra förhållningssätt och att göra någonting tillsammans med barnen.

Objective: This thesis aimed to advance the study of sustainability through the exploratory use of a conceptual framework for the investigation of a collaborative project. Methods: A qualitative case study design, utilizing document analysis and key informant interviews, was used to conduct a three-year follow-up of a collaborative mental health project. The study design and directed content analysis were informed by the Scheirer and Dearing (2011) conceptual framework. Results: The sustained outcomes identified by the six participating agencies included: institutionalized project components, maintained client benefits, continued collaboration and sustained attention to the issue. The sustainability of project components was associated with complex interactions between the innovation, organization, and community factors investigated. Conclusions: The study illustrated the importance of evaluating multiple aspects of sustainability to fully capture a project’s long-term effect. Complex systems theory was proposed to describe the interactions observed and as a direction for further development of the conceptual framework.

Objective: This thesis aimed to advance the study of sustainability through the exploratory use of a conceptual framework for the investigation of a collaborative project. Methods: A qualitative case study design, utilizing document analysis and key informant interviews, was used to conduct a three-year follow-up of a collaborative mental health project. The study design and directed content analysis were informed by the Scheirer and Dearing (2011) conceptual framework. Results: The sustained outcomes identified by the six participating agencies included: institutionalized project components, maintained client benefits, continued collaboration and sustained attention to the issue. The sustainability of project components was associated with complex interactions between the innovation, organization, and community factors investigated. Conclusions: The study illustrated the importance of evaluating multiple aspects of sustainability to fully capture a project’s long-term effect. Complex systems theory was proposed to describe the interactions observed and as a direction for further development of the conceptual framework.

Everyone is talking about the software development methods but these methods are categorised into the different parts and the most important are two categories, one is agile software development methods and second is using the traditional software development methods. Agile software methods are relatively considered to be quick and for the small teams. Our main mission is to check which method is better from each other, so for that purpose we go out in the software development market to meet the professional to ask about their satisfaction on these software development methods. Our research is based on to see the suitable method for the professionals; see the challenges on the adoptability of methods and which method is quicker. To perform this study we have gone through a survey questionnaire, and results are analysed by using mixed method approach. Results shows that professionals from both types of methods are satisfied but professionals with traditional methods are more satisfy with their methods with respect to development of quality software, whereas agile professionals are more satisfied with their methods with respect of better communication with their customers. With agility point of view, our study says that both methods have characteristics which support agility but not fully support, so in such case we need to customize features from both types of methodologies.

The purpose of the survey was to identify which methods primary teachers are using and see as success factors in the language development. To study which factors came from a sociocultural approach to learning, in order to develop and create discussions and improvements so that second language learners reach their targets. The study is based on three teachers' teaching of second language students in the primary grades, using qualitative interviews and observations of their work. The results revealed that the organization and support resources are significant and can vary between schools in the same municipality. Furthermore it showed that two of the teachers interviewed, felt that it was difficult to teach second language students. They felt that they had insufficient knowledge, a heavy workload, a lack of time and they expressed both powerlessness and frustration. The conclusion of the study is that teachers, teaching second language students in the primary grades, did not believe in the use of just one method in their teaching, but used combined various methods. Several of these methods are based on a sociocultural approach, which reflected their vision and attitude to the learning process.