Inom matematikdidaktik beskrivs matematisk modellering som en process bestående av olika delprocesser. Forskare inom området menar att ett holistiskt förhållningssätt behövs i undervisningen för att alla delprocesser i modelleringsprocessen ska kunna utvecklas. Syftet med denna studie är att undersöka kursplaners synliggörande (intended curriculum) av olika delprocesser vid matematisk modellering med differentialekvationer i svenska lärosätens ämneslärarprogram för gymnasiet med matematik som huvudämne. För att analysera kursplanerna används ett teoretiskt ramverk formulerat av Blomhøj & Jensen (2003). Resultatet visar stora skillnader i vilka delprocesser som synliggörs. Från nästan alla kursplaner som analyserades kunde man tydligt utläsa att i kursplanen synliggjordes delprocesser om matematisering av modelleringsproblem samt undersökning och lösning av uppkomna matematiska problem, medan andra delprocesser som speglar identifiering av ett verklighetsnära modelleringsproblem och tolkning av beräkningsresultatsynliggörs i mycket liten utsträckning. Delprocessen om analys av modellens giltighet synliggjordes i några enstaka kursplaner. En slutsats är att alla delprocesser inte synliggörs i kursplaner för matematikkurser i ämneslärarprogram för gymnasiet som behandlar modellering med differentialekvationer. Studien belyser behov av fortsatt forskning inom området, till exempel av det tillämpade genomförandet eller det uppnådda kursresultatet. / In mathematics education, mathematical modelling is described as a process consisting of different sub-processes. Researchers in the area believe that a holistic approach needs to be included in teaching where all sub-processes in the modelling process can be developed. The aim of this study is to investigate the visibility of different sub-processes in mathematical modelling in curricula (intended curriculum) with differential equations for Swedish teachers’programme with mathematics as core subject. To analyse the curricula, a theoretical framework formulated by Blomhøj & Jensen (2003) is used. The results show that there is a difference in the visibility of the sub-processes. From almost all curricula that were analysed, sub-processes on mathematization of modelling problems and investigation and solution of emerging mathematical problems could be clearly seen, while other sub-processes such as identification of a realistic modelling problem, interpretation and analysis of results could be seen to a lesser extent. The sub-process of analysing the validity of modelswas visible in a few curricula. Hence possible conclusions can be drawn, one is that curricula in modelling with differential equations for Swedish secondary education teacher programme in mathematics do not showcase all modellingsub-processes. The thesis highlights further need in studies of the implemented and attained curricula.

The main topic of the diploma thesis "Subjective wellbeing: approaches and evaluation in EU-15 and in the Czech Republic" is the subjective wellbeing and its conceptualization, especially the importance of this concept in the field of measurement and assessment of the progress and of the development of societies, which are sustainable. The thesis analyses the documents, which are published in the countries of EU-15 to cover the topic of the national strategies for sustainable development. The analysis considers the extent of the relevance of these documents from the perspective of including the concept of subjective wellbeing (with happiness, quality of life, satisfaction) in the texts and it also examines the wellbeig indicators, which are implemented in these texts and which are relative to the factors with certain influence on the level of personal or social wellbeing. The analysis is interested in the study of Czech documents relevant to this topic as well (The Czech Republic's Strategic Framework for Sustainable Development and Progress report). The aim of this particular study is to identify the expressed explicit and also implicit signs of the subjective wellbeing. The last part of the analysis tries to answer the question, whether the required data, which can be used for the construction of...

Lists of records in machine-printed documents contain much useful information. As one example, the thousands of family history books scanned, OCRed, and placed on-line by FamilySearch.org probably contain hundreds of millions of fact assertions about people, places, family relationships, and life events. Data like this cannot be fully utilized until a person or process locates the data in the document text, extracts it, and structures it with respect to an ontology or database schema. Yet, in the family history industry and other industries, data in lists goes largely unused because no known approach adequately addresses all of the costs, challenges, and requirements of a complete end-to-end solution to this task. The diverse information is costly to extract because many kinds of lists appear even within a single document, differing from each other in both structure and content. The lists' records and component data fields are usually not set apart explicitly from the rest of the text, especially in a corpus of OCRed historical documents. OCR errors and the lack of document structure (e.g. HMTL tags) make list content hard to recognize by a software tool developed without a substantial amount of highly specialized, hand-coded knowledge or machine learning supervision. Making an approach that is not only accurate but also sufficiently scalable in terms of time and space complexity to process a large corpus efficiently is especially challenging. In this dissertation, we introduce a novel family of scalable approaches to list discovery and ontology population. Its contributions include the following. We introduce the first general-purpose methods of which we are aware for both list detection and wrapper induction for lists in OCRed or other plain text. We formally outline a mapping between in-line labeled text and populated ontologies, effectively reducing the ontology population problem to a sequence labeling problem, opening the door to applying sequence labelers and other common text tools to the goal of populating a richly structured ontology from text. We provide a novel admissible heuristic for inducing regular expression wrappers using an A* search. We introduce two ways of modeling list-structured text with a hidden Markov model. We present two query strategies for active learning in a list-wrapper induction setting. Our primary contributions are two complete and scalable wrapper-induction-based solutions to the end-to-end challenge of finding lists, extracting data, and populating an ontology. The first has linear time and space complexity and extracts highly accurate information at a low cost in terms of user involvement. The second has time and space complexity that are linear in the size of the input text and quadratic in the length of an output record and achieves higher F1-measures for extracted information as a function of supervision cost. We measure the performance of each of these approaches and show that they perform better than strong baselines, including variations of our own approaches and a conditional random field-based approach.

This thesis investigates international railway safety regulations and spatial planning, with a focus on the spatial relationships between railways and adjacent roads. Employing a methodological framework rooted in comparative and document analyses, the study critically evaluates regulatory frameworks from five nations: Sweden, Canada, Norway, Germany, and China. Through the lens of Risk Assessment and Management Theories, Resilience Theory, and dynamic risk management frameworks, the research discuss how different countries approach risk identification, assessment, and mitigation strategies within their railway infrastructure. The findings highlight variations in regulatory approaches and underscore the importance of adaptability, transparency, and consideration of spatial dynamics in enhancing railway safety. By synthesising perceptions from international practices, this study contributes valuable perspectives to the ongoing discourse on optimal spatial relationships in railway infrastructure, with implications for policy development and strategic planning within the transportation sector. / Trafikverket.

Assessment is an integral component of outcomes-based education which requires a paradigm shift in assessment processes. Outcomes-based assessment is more intense than traditional assessment since it reports on many dimensions of performance. Performance is analysed in relation to outcomes and the learning demonstrated and record-keeping is more complex. This study explored the experiences of the Senior Management Team and Foundation Phase educators of a selected primary school regarding outcomes-based education, outcomes-based assessment and its management. A literature review of outcomes-based education, outcomes-based assessment and instructional leadership and an empirical study using a qualitative approach were conducted. Document analysis and semi-structured interviews with educators and school management were used for data-gathering. Findings indicated that the initial implementation of outcomes-based education was problematic, however, effective instructional leadership had improved educators' understanding and implementation of assessment. Thereafter recommendations were made for the improvement of practice. / Educational Studies / Thesis (M.Ed.)

The study investigates the implementation of the Curriculum 2005 assessment policy guidelines in natural sciences in grade nine in five secondary schools selected by judgement sampling in Limpopo Province. Data were gathered by means of a literature study, examination of learner and educator portfolios and interviews with educators. Findings show that most participants were unable to carryout the continuous assessment (CASS) tasks as required. A discrepancy in the quality and quantity of assessment tasks among the schools emerged. All schools replaced the final common tasks for assessment (CTA) with internal examinations due to the late arrival of materials and the level of difficulty. Contributing factors were lack of a well-planned curriculum, proper resource materials, lack of coordination of efforts due to poor curriculum support and management and inadequate professional competence in the Outcomes-based methods of teaching, learning and assessment. Recommendations to address the above problems are made. / Educational Studies / M.Ed. (Education Management)

Title: The Analysis of Selected Swimming Pools in Prague Objectives: The aim of my thesis is to create an analysis of selected swimming pools and to compare them to each others. Furthermore, the thesis should show the threats and opportunities of the selected swimming pools. Methods: The case analysis was chosen as the main research method. In the preparation of this analysis other methods were applied, such as intentional selection, document analysis and semi-structured interview. Based on the results the SWOT analysis was developed. Through this method the strengths, weaknesses, opportunities and threats of the selected swimming pools are shown. The final comparison of all the swimming pools was made using all the previously mentioned methods. Results: The analysis shows that we can label all the selected swimming pools in Prague as functional swimming pools. Functional swimming pools do not lose money, nor do they profit. However, it was proved that none of the chosen swimming pools would be able to function without getting some form of grants. The location of a swimming pool does not influence the number of visitors coming there. Every location has its advantages and disadvantages. The selected swimming pools should try to make their web sites more interesting and easily accessible to visitors,...

This thesis explores the meaning of career as a phenomenon and its implication for career guidance. In 1996, career as a phenomenon was more or less considered to be an obsolete or even extinct phenomenon. Since then, career guidance has received increased attention along with the increased interest in lifelong learning strategies. This thesis is motivated by the paradoxical message of career as an extinct yet living phenomenon. Career is outlined as a bridging issue that involves several contexts and is characterized by a number of dominating discourses in tension with one another. Two educational fields linked by career are of particular interest: the field of education and training in working life and the educational field of career guidance counselling. This thesis explores the meaning of career among a triad of various interested parties in this time of transition in the world of working life, and it explores the sense in which such understanding(s) of career influence policies and practices of career guidance. The thesis is based upon four separate studies. The first study explores, in order to disclose underlying views on career, how the language of European policy documents on career guidance characterize career and career development. Qualitative content analysis is used as the basic method to approach the subject in the texts, with an inductive development of categories. The analysis then conducts a sender-oriented interpretation, based upon a textual model for analyzing documents. The results revealed that underlying perspective on career in the documents derive from economic perspective, learning perspective and political science perspective, and communicate career as subordinated to market forces. The second study pays attention to the receiving side of the ideational message, disclosed in the first study. The second study extends the analysis of the first study with an exploration of ethical declaration documents for the profession. The exploration focuses on significant key principles, the profession's role and mission, and significant changes between the initial and the revised ethical declaration. Similarities and differences were compared, combined with the first study’s results as an interpretive frame for analyzing what consequences and significance the core meaning of career at structural level will have for career guidance practice. The results revealed an implicit shift of emphasis in the career guidance mission, which creates uncertainty regarding on behalf of whom the guidance counsellor is working. The third study explores common-sense knowledge of career, among a group of people influenced by changing conditions in working life. This study explores what social representations people have about career. The study also explores how people's anchored thoughts reflect scientifically shaped thoughts, and how they relate to thoughts currently dominating on structural level. Results disclose how the group explored has stable social representations of career that are anchored in the past, in previous working life conditions, and that contrasts with perspectives dominating in the structural context. The group also has dynamic representations, which provide space for negotiation of the meaning of career. The fourth study explores guidance counsellors' social representations of their mission and of careertherein. Results generated four social representations expressed in argumentative pairs of opposites. The first pair is concerned with their professional mission and reveal their professional identity. The second is concerned with career. Their view on their mission and their professional identity is in sharp contrast with how they experience others' interpretation of their mission, as being a matching practice on behalf of the business sector. Guidance counsellors reject the general view of career among others' and they regard career in the context of guidance as something other than the common view. At the same time guidance counsellors reveal difficulties in really clarifying the meaning they ascribe to career. The empirical findings of each of the four studies are finally interpreted as a whole in the final section of this thesis. With support from social representations theory, the empirical findings illuminate the sources as bearers of social representations of career, which both meet and clash.

This dissertation explores the types of professional communities that are built when teachers work in initiatives that, in various forms, link them to teachers from other countries. In doing so it explores the types of knowledge that may be exchanged by the building of these communities and the value that teachers put upon these different forms of knowledge. Therefore, this study is situated in the broad theoretical context of discussions related to the building of professional communities but explores this within a specifically international context. The most significant findings that this dissertation identifies are: that the teachers involved built the professional communities that are most important to them in more exploratory ways and with more agency than is suggested by other related research, and in connection to this that those professional communities that the participants attached most significance to were consistently alternative to the immediate workplace. It was also found that whilst the teachers involved in this study problematised the possibility of directly transferring specific classroom strategies, stories about teaching were seen by all to be useful vehicles for exchanging other forms of knowledge, for enabling affirmation and for co-constructing moral purpose. These findings have potential implications for policy and practice as they indicate that structures that focus exclusively on developing communities within schools may need to be enriched by those that provide teachers with the flexibility to discover and build communities in alternative ways too. The primary data collection method used when conducting this research was interview. The participants who were interviewed came from two countries, namely England and Macedonia. This entirely qualitative approach is positioned within an interpretivist paradigm. However, it is argued that contributions to theoretical debates regarding the nature of professional communities can still be made.

Assessment is an integral component of outcomes-based education which requires a paradigm shift in assessment processes. Outcomes-based assessment is more intense than traditional assessment since it reports on many dimensions of performance. Performance is analysed in relation to outcomes and the learning demonstrated and record-keeping is more complex. This study explored the experiences of the Senior Management Team and Foundation Phase educators of a selected primary school regarding outcomes-based education, outcomes-based assessment and its management. A literature review of outcomes-based education, outcomes-based assessment and instructional leadership and an empirical study using a qualitative approach were conducted. Document analysis and semi-structured interviews with educators and school management were used for data-gathering. Findings indicated that the initial implementation of outcomes-based education was problematic, however, effective instructional leadership had improved educators' understanding and implementation of assessment. Thereafter recommendations were made for the improvement of practice. / Educational Studies / Thesis (M.Ed.)