Syftet med denna kvalitativa dokumentstudie har varit att studera hur barnets bästa framställs i förvaltningsrättens domar av upphörande av vård enligt lagen med särskilda bestämmelser om vård av unga, samt att analysera hur socialnämnd, förvaltningsrätt, föräldrar och barnet själv argumenterar för barnets bästa. Studien syftar även till att undersöka hur föräldraförmåga sätts i relation till barnets bästa. I vår studie har 43 domar granskats med hjälp av tematisk analys. Studiens teoretiska utgångspunkt har varit barndomssociologi samt Bronfenbrenners utvecklingsekologiska teori. Resultatet visar att barnets bästa inte framställs begreppsligt, utan i relation till den goda barndomen och det goda föräldraskapet. Den goda barndomen innefattar i det här sammanhanget att barn ska växa upp under trygga förhållanden som präglas av stabilitet, kontinuitet och känslomässig omsorg. Det goda föräldraskapet kännetecknas av insikt, samarbete och mottaglighet för förändring. Ett gott föräldraskap kännetecknas också av föräldrar som har förmågan att tillgodose barnets behov och kan sätta barnets behov i första hand. Föräldrar i domarna konstrueras av socialnämnd och förvaltningsrätt som föräldrar som saknar föräldraförmåga, och därmed inte har förmåga att tillgodose barnets bästa. Föräldrar argumenterar ifrån att föräldrarna själva erhåller ett gott föräldraskap. Både barn och föräldrar påtalar återföreningsprincipen och framför vikten av att barnet bor med sin biologiska familj. Barnets uppfattning av vad som är bäst för barnet kopplas till känslor av trygghet till barnets omsorgspersoner.

The purpose of this study is to examine how documents used in new teacher induction and mentoring programs from five different school districts reflect and acknowledge the complexity of the programs of which they are a part. Extensive research has been conducted regarding various aspects of these two programs, often utilizing linear approaches to these programs. Research has called for analysis of the complexity of these programs. New teacher induction and mentoring documents were collected from each of the five districts, resulting in approximately 76 documents total. Documents were categorized into three main groups: mentor documents, mentee documents, and district documents. Each document was read and analyzed through two phases of data analysis. Phase I of analysis reports on the language contained in the documents related to seven emergent categories. Phase II of analysis connects the language of the documents of the seven emergent categories to the eight indicators of complexity as outlined by Davie and Sumara (2006). Two appendices contain the details of analysis, one appendix for each phase. Findings suggest that most documents contained elements reflecting and acknowledging the complexity of the two programs as well as elements of linear thinking. Lack of reflection of complexity is addressed. Suggestions for further research are given.

Music educational and curriculum research underlies the genesis of the study. Document analysis and discourse analysis have been applied as a theoretical framework as well as a method for describing and analyzing projections between the school's mission, goals and guidelines and how it is textually told about knowledge in comparison with Aristotle's forms of knowledge. The study is based on compulsory school curricula and subject plans in music from the years 1962, 1980 and 2011. The result shows that the differences are in the school's abandonment goals are minimal concerning ideology that rests on a democratic foundation. On the other hand, different qualities or characteristics are promoted, where, among other things, Lgr 62 emphasizes man's theoretical or intellectual abilities in contrast to Lgr 80, which emphasizes responsibility-taking and creation of a more practical nature. Lgr 11, on the other hand, lifted mixed qualities from previous curricula, but nevertheless claims that language is man's greatest tool. Differences concerning practical versus theoretical knowledge in the subject plans' purpose and goals as well as main points and central content are illustrated. In the objective description of the 1962 syllabus, practical experience is emphasized, while the 1980 syllabus focuses on theoretical knowledge such as discussing music. Lgr 11 emphasizes both practical and theoretical knowledge in the purpose description. Based on the main points and central content of the subject plans, the result shows that the knowledge that has been made visible falls within the categories of singing, playing and listening, and through this categorization Aristoteles forms of knowledge could then be applied. Clear connections to purpose and goals with the form of knowledge episteme could be found in the 1980 curriculum and Techne through the 1962 curriculum. Phronesis was made visible in 1962 and through the 2011 subject plan. Touching writings in main moments and central content, the result showed that episteme could relate to knowledge in "singing", techne in "playing" and phronesis in "listening".

Despite early playgrounds and parks being important for how play came to be spatially structured within the city, play as a subject has largely been neglected within urban planning research. One aim of this thesis is to investigate how play has been conceptualised within planning to draw lessons for planners. A second aim is to find strategies that challenge unjust hierarchies by combining perspectives on play and planning. Starting from three questions, I perform a discourse analysis on written documents situated in the planning system of Stockholm, Sweden to describe and compare between the time periods: 1970-1980 and 2010-2024. I further use critical theories of space, play, and planning to ask how we might challenge current conceptualisations of play within planning, and to investigate the potential towards an egalitarian planning by learning from play theory. The results show a current conceptualisation of play focused on children, external benefits, and a depoliticisation of pleasure. For planners it is therefore important to engage with play ethically to not control individual playing frames. I conclude that the emergent qualities in play may be a way to centre planning as an institution of explorative social change which contrast the instrumental purpose of planning today.

A Visualização Computacional trata de técnicas para representar e interagir graficamente com dados complexos, em geral de alta dimensionalidade. Dados de alta dimensionalidade são caracterizados por pontos representados em espaços vetoriais de alta dimensão, cada coordenada representando um atributo do vetor. Num grande número de aplicações da visualização multidimensional uma medida de similaridade existe entre esses vetores. Técnicas de projeção multidimensional podem ser utilizadas para posicionamento desses dados num plano de forma a facilitar a interpretação das relações de similaridade. Entretanto alguns problemas dessas técnicas comprometem a interpretação dos resultados obtidos. Este trabalho identifica esses problemas e propõe, uma técnica para posicionar os pontos no plano, através da formação de árvores filogenéticas a partir de relações de similaridade. Em geral árvores filogenéticas são utilizadas para codificação de relações de ancestralidade. Um algoritmo de geração e um algoritmo de traçado dessas árvores foram implementados no contexto do sistema PEx (Projection Explorer) e a solução é comparada com a funcionalidade das projeções na interpretação de dados multidimensionais em geral e, em particular, na representação de coleções de documentos, uma aplicação bastante estratégica da visualização computacional e da mineração visual de dados / Computational Visualization is concerned with graphical representation and exploration of complex data, usually bearing high dimensionality. Multidimensional data are characterized by points represented in vector spaces of many dimensions, each coordinate representing an attribute of the vector. In many applications a similarity measure can be found to highlight relationships of proximity between the vectors. In this environment projection techniques offer an alternative to ease interpretation coded by the similarity measures through proximity on the display. They do so by positioning the points on a bidimensional plane. Projection techniques are very useful to display and interact with data, but present some drawbacks that in some cases compromise the interpretation of certain features in data sets. This work discusses such problems and proposes, as an alternative to represent similarity relationships and to provide point placement on a plane, the use of phylogenetic trees, a representation typically employed to represent ancestrality relationships. An algorithm for generation and an algorithm for drawing such trees were implemented in a system called Projection Explorer. The approach is compared to that of multidimensional projections for multidimensional data in general and, in particular, for document data sets, an strategic application for multidimensional visualizations, since text can be represented and interpreted as multi-dimensional entities

A Visualização Computacional trata de técnicas para representar e interagir graficamente com dados complexos, em geral de alta dimensionalidade. Dados de alta dimensionalidade são caracterizados por pontos representados em espaços vetoriais de alta dimensão, cada coordenada representando um atributo do vetor. Num grande número de aplicações da visualização multidimensional uma medida de similaridade existe entre esses vetores. Técnicas de projeção multidimensional podem ser utilizadas para posicionamento desses dados num plano de forma a facilitar a interpretação das relações de similaridade. Entretanto alguns problemas dessas técnicas comprometem a interpretação dos resultados obtidos. Este trabalho identifica esses problemas e propõe, uma técnica para posicionar os pontos no plano, através da formação de árvores filogenéticas a partir de relações de similaridade. Em geral árvores filogenéticas são utilizadas para codificação de relações de ancestralidade. Um algoritmo de geração e um algoritmo de traçado dessas árvores foram implementados no contexto do sistema PEx (Projection Explorer) e a solução é comparada com a funcionalidade das projeções na interpretação de dados multidimensionais em geral e, em particular, na representação de coleções de documentos, uma aplicação bastante estratégica da visualização computacional e da mineração visual de dados / Computational Visualization is concerned with graphical representation and exploration of complex data, usually bearing high dimensionality. Multidimensional data are characterized by points represented in vector spaces of many dimensions, each coordinate representing an attribute of the vector. In many applications a similarity measure can be found to highlight relationships of proximity between the vectors. In this environment projection techniques offer an alternative to ease interpretation coded by the similarity measures through proximity on the display. They do so by positioning the points on a bidimensional plane. Projection techniques are very useful to display and interact with data, but present some drawbacks that in some cases compromise the interpretation of certain features in data sets. This work discusses such problems and proposes, as an alternative to represent similarity relationships and to provide point placement on a plane, the use of phylogenetic trees, a representation typically employed to represent ancestrality relationships. An algorithm for generation and an algorithm for drawing such trees were implemented in a system called Projection Explorer. The approach is compared to that of multidimensional projections for multidimensional data in general and, in particular, for document data sets, an strategic application for multidimensional visualizations, since text can be represented and interpreted as multi-dimensional entities

Despite decades of research, offline handwriting recognition (HWR) of historical documents remains a challenging problem, which if solved could greatly improve the searchability of online cultural heritage archives. Historical documents are plagued with noise, degradation, ink bleed-through, overlapping strokes, variation in slope and slant of the writing, and inconsistent layouts. Often the documents in a collection have been written by thousands of authors, all of whom have significantly different writing styles. In order to better capture the variations in writing styles we introduce a novel data augmentation technique. This methods achieves state-of-the-art results on modern datasets written in English and French and a historical dataset written in German.HWR models are often limited by the accuracy of the preceding steps of text detection and segmentation.Motivated by this, we present a deep learning model that jointly learns text detection, segmentation, and recognition using mostly images without detection or segmentation annotations.Our Start, Follow, Read (SFR) model is composed of a Region Proposal Network to find the start position of handwriting lines, a novel line follower network that incrementally follows and preprocesses lines of (perhaps curved) handwriting into dewarped images, and a CNN-LSTM network to read the characters. SFR exceeds the performance of the winner of the ICDAR2017 handwriting recognition competition, even when not using the provided competition region annotations.

When it comes to comprehension of complex phenomena, humans need to understand what interactions lie within them.These interactions are often captured with complex networks. However, the interaction pluralism is often shallowed by traditional network models. We propose a new way to look at these phenomena through the lens of multiplex networks, in which catalysts are drivers of the interaction through substrates. To study the entanglement of a multiplex network is to study how edges intertwine, in other words, how catalysts interact. Our entanglement analysis results in a full set of new objects which completes traditional network approaches: the entanglement homogeneity and intensity of the multiplex network, and the catalyst interaction network, with for each catalyst, an entanglement index. These objects are very suitable for embedment in a visual analytics framework, to enable comprehension of a complex structure. We thus propose of visual setting with coordinated multiple views. We take advantage of mental mapping and visual linking to present simultaneous information of a multiplex network at three different levels of abstraction. We complete brushing and linking with a leapfrog interaction that mimics the back-and-forth process involved in users' comprehension. The method is validated and enriched through multiple applications including assessing group cohesion in document collections, and identification of particular associations in social networks.

Submitted by PATRÍCIA DA SILVA NUNES null (paty_snunes@yahoo.com.br) on 2016-08-01T18:45:57Z No. of bitstreams: 1 TESE- Patrícia da Silva Nunes.pdf: 3291691 bytes, checksum: fd718fcfe90cb9a708df028a9adcf54c (MD5) / Approved for entry into archive by Ana Paula Grisoto (grisotoana@reitoria.unesp.br) on 2016-08-03T14:20:11Z (GMT) No. of bitstreams: 1 nunes_ps_dr_bauru.pdf: 3291691 bytes, checksum: fd718fcfe90cb9a708df028a9adcf54c (MD5) / Made available in DSpace on 2016-08-03T14:20:11Z (GMT). No. of bitstreams: 1 nunes_ps_dr_bauru.pdf: 3291691 bytes, checksum: fd718fcfe90cb9a708df028a9adcf54c (MD5) Previous issue date: 2016-06-03 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Frederic Edward Clements (1874-1945) foi um botânico e ecólogo estadunidense. Realizou trabalhos principalmente na área de Ecologia Dinâmica. Recebeu reconhecimento perante a comunidade científica, sobretudo após a publicação do livro "Plant Succession: an analysis of the development of vegetation", em 1916. Nessa obra defendeu a metáfora das formações vegetais como entidades orgânicas, o superorganismo. Após esse trabalho foi convidado a integrar o corpo de pesquisadores da Instituição Carnegie, em Washington (EUA), conseguindo assim maiores financiamentos para as suas pesquisas. Seus trabalhos, alvos de críticas e elogios, contribuíram para a institucionalização da Ecologia enquanto ciência no século XX. Tendo em vista a importância das ideias desse autor para a estruturação desse campo, objetivou-se neste trabalho investigar as suas contribuições, a partir de fontes originais, com o propósito de oferecer subsídios para a discussão a respeito de seus aportes para o ensino da Ecologia no nível superior de educação. A fim de que compreendêssemos mais profundamente o alcance de sua obra, foram realizadas entrevistas com seis professores universitários, que além de discutirem a obra de Clements, ainda teceram diálogos sobre a inclusão da História e Filosofia da Ciência no ensino. Esse fato é interessante, pois a história da ciência, segundo pesquisadores da área, pode configurar-se como uma ferramenta importante para a aprendizagem científica. Cabe ressaltar que as entrevistas foram analisadas pelo método da análise de conteúdo e as obras, por meio de análises documentais. Após a triangulação dos dados foi verificado que Clements trouxe importantes contribuições para a Ecologia, como a elaboração de novos conceitos, inserção de terminologias, criação de métodos de pesquisa – como o método de parcelas, confecção de instrumentos para trabalhos de campo, discussão sobre critérios de rigor científico para a área e, ainda, trouxe uma visão sistêmica para os ambientes naturais. Para o ensino, especificamente, contribuiu com a elaboração de experimentos e procedimentos para aulas de campo destinadas a alunos universitários. Ainda hoje seus trabalhos estão presentes em livros-texto utilizados nos cursos de graduação de Biologia e Ecologia, confirmando assim o reconhecimento da sua importante contribuição como pesquisador. / Frederic Clements (1874-1945) was an American botanist and ecologist who carried out works mainly in Dynamic Ecology field. He received recognition from the scientific community, especially after the publication of "Plant Succession: an analysis of the development of vegetation", in 1916. In this work, he defended the analogy of plant formations as organic entities, the superorganism. After this work, he was invited to join the body of researchers on the Carnegie Institution, in Washington, DC (USA), thereby achieving greater funding for his research. His works, targets of criticism and praise, contributed to the strengthening of Ecology as a science in the twentieth century. Given the importance of this author's ideas to the structuring of this field, the aim of the present work was to investigate his contributions, based on the original sources, in order to provide subsidies for discussion of his additions to the teaching of Ecology in higher education. To broadly understand the scope of his work, interviews were conducted with six university professors. Besides discussing Clements' production, they dialogued on the inclusion of History and Philosophy of Science in education. This is an interesting fact because, according to researchers in the field, the History of Science can be configured as an important tool for scientific learning. It is worth noting that the interviews were analyzed by content analysis method, and the works by documental analysis. After analysis, it was confirmed that Clements brought many contributions to Ecology, as the development of new concepts, introduction of terminologies, creation of research methods – as the quadrat method, creation of fieldwork instruments, discussion on scientific rigor criteria on this area, and even brought a systemic vision of the natural environment. Specifically on teaching, he contributed through the preparation of experiments and procedures for field classes for college students. Even today, his works are present in textbooks used in Biology and Ecology undergraduate courses, conforming the recognition of his remarkable contribution as a researcher.

Psychiatric compulsory care is a complex field. It could be argued that the first and foremost difficulty lies in challenging the autonomy of the patients. The care includes control and restrictions, while simultaneously seeking cooperation and improvement from the patient; creating a very difficult surrounding. Therefore, the aim of this study was to understand how inpatients handled the complex context within the psychiatric compulsory care. Our study was a document analysis, where we analyzed blogs written by current and former inpatients. We analyzed the data using Lazarus theory about how people cope with internal and external stress in difficult situations. Within the theory, a number of different strategies as to how people cope with these situations are described. We identified three main strategies to manage the compulsory care; acceptance, avoidance and making time pass. We also identified unique ways of managing the care; using humor, writing on the blog and viewing the care as separated from their “normal world”. To sum up the main conclusions, we found that coping seemed to be a constantly changing process including different strategies, both emotional and behavioral. Lastly, our study showed that the context a person is in matters; the patients handled the situation with the possibilities within the compulsory care, and also seemed to create their own ways to cope.