Today we use an obsolete way of handling information regarding which student and/or teacher is attending which class/lab/seminar, attendance is written down on a piece of paper and collected so that an administrator can manually enter this information to some data processing system. This method is far from optimal and demands a lot of time and resources from administrators, teachers, and students. Correct gathering of attendance is important since it is required for specific parts of some courses. We propose to automate the collection of this attendance data, thus enabling students and teachers to simply swipe their NFC-enabled KTH access card in order to enter their name on an attendance list. This will be achieved by creating an application that adds a student to an attendance list by reading information using a NFC/RFID reader and mapping the card’s UID to a KTHID (a locally unique identifier used within the university) using a database. The resulting attendance list should be formatted in such a fashion that it can easily be uploaded to systems such as KTH Social and Daisy. Ideally these systems will be extended so that instructors/teachers can use this attendance list to automatically create the appropriate entries in these systems to record the student’s participation in the indicated activity – in the process avoiding a lot of manual labor and improving the accuracy of the process. An additional problem is that there is currently no unified system that connects the KTH access card database (BRAVIDA) to the KTH LDAP database (which stores information about KTH students, faculty, and staff). This means that each student’s access card UID must manually be added to a database together with the student’s KTHID. However, once this database entry has been made, we can then map from a card number to a KTHID (or the reverse). The purpose behind and expected result of this thesis is a functional prototype of an application that creates an attendance list by reading data from the student or teacher’s access cards using a NFC reader. This will hopefully stimulate further digitalization in KTH and also encourage more courses to utilize such access card based attendance lists. The result should be less manual effort by students, faculty, and staff, as well as more accurate and timely filing of attendance information for courses. / I dagsläget använder vi en föråldrad metod för att hantera information kring vilken student och/eller instruktör som närvarar vid vilken föreläsning/laboration/seminarie, närvaron skrivs ner på en bit papper som samlas ihop och skickas till en administratör som sedan manuellt får mata in den här informationen i de olika databehandlingssystemen. Denna metod är långtifrån optimal och kräver en massa tid och resurser från administratörer, lärare och elever. Att den insamlade informationen är korrekt är viktig eftersom den är ett krav vid vissa kurser. Vårt förslag är att insamlingen av närvaroinformation automatiseras, genom att studenter och lärare enkelt kan dra sina KTH access kort för att mata in sitt namn på en närvarolista. Detta kommer att genomföras genom utvecklandet av en applikation som lägger till en student i närvarolistan genom att läsa av kort genom en NFC/RFID läsare och mappning av kortens UID till ett KTH användarnamn (användarnamnet är unikt inom KTH) med hjälp av en databas. Närvarolistan som genereras som ett resultat av programmets körning skall vara formaterad på ett sådant sätt att den enkelt kan laddas upp till system som KTH Social och Daisy. Idealt skall applikationen vidareutvecklas så att instruktörer/lärare kan använda närvarolistan till att automatiskt lägga till rätt post i de systemen för att lagra information om studentens närvaro vid en viss aktivitet - med mål att undvika mycket manuell inmatning samt öka noggrannheten kring processen. Ett ytterligare problem är att det i nuläget inte finns något system som kopplar KTH:s databas för accesskort (BRAVIDA) till KTH LDAP databasen (som lagrar information om KTH studenter, fakultet och personal). Detta betyder att varje användares accesskorts UID måste läggas till i en databas manuellt tillsammans med studentens KTH användarnamn. Emellertid är det så att när posten väl är inlagd i databasen, så kan vi mappa mellan accesskorts UID till KTHID(eller motsatsen). Detta examensarbete har resulterat i en fungerande prototyp av en applikation som skapar närvarolistor genom att läsa av data från studenter och lärares accesskort med hjälp av en NFC läsare. Detta kommer förhoppningsvis att stimulera ökad digitalisering inom KTH och dessutom motivera fler kursansvariga att använda accesskortsbaserade listor. Resultatet bör förhoppningsvis bli mindre manuellt arbete för studenter, fakultet och övrig personal samt mera precis och snabbare insamling av närvaroinformation.

This thesis deals with problematic of public space at the edge of modernity in Kramerius newspapers in Czech. The first part gatheres together the results from existing research literature, discusses the question of the relationship between modernity and postmodernity that leads to the theoretical and methodological background of authors approach. The second part deals with the influences that shape the final content of Kramerius' Newspapers. Newspapers are seen as part of a broader discursive network. It is also the reader, who gets a word in a process of establishing the final content. Among other, this chapter focuses on the issue of creating a community of readers and the public sphere in Bohemia in the late 18th century as a preconditon for ethnic or even the national identity. The last part concentrates on specific topics in Kramerius' Newspapers, the reporting and processing techniques, which aim is to shape the reader and his view on observed events. The work ends with a statement that Kramerius' Newspapers by the content as well as form created a wider readership community, which maintained a certain social ties and also shared a certain form of the public sphere. However, the analysis of themes and data processing techniques revealed the boundaries of this community. The community can not...

Bücher, die bewegen, liest man mit dem Bleistift in der Hand, man knickt die Ecken wichtiger Seiten ab, legt Zettel ein und klebt Zeitungsausschnitte in die vorderen oder hinteren Buchspiegel, kurz: Man eignet sie sich an wie selbst geschriebene Texte. Die Geschichte sitzt hier am Rand des Satzspiegels in Anmerkungen, sie sitzt in Unterstreichungen und Kommentaren ebenso wie in Frage- und Ausrufungszeichen. Die Leser mögen so tot sein wie die Autoren: Immer aber sagen diese Zeichen der aufmerksamen Lektüre früherer Epochen, dass Bücher beweglich sind, dass sie den Text vom Autor zum Leser bringen und dort auf autorähnliche Heftigkeit stoßen, die in manchen Fällen zu einem eigenen Text führt, meist aber zu Anmerkungen und Kommentaren, für die es keinen besseren Ort gibt als eben jene Stellen, zu denen sie Anmerkungen und Kommentare sind. Die folgenden Beobachtungen sind die eines Lesers, der den schreibenden Eingriff in gedruckte Texte oft genug geübt hat und nun um Verständnis bittet, dass er nur persönlich sprechen kann und eigene Erlebnisse beim Umgang mit Büchern ausstellt. Im Aufbrechen solcher Intimität zeigen sich Spuren einer oft vernachlässigten Geschichte, die in Büchern sitzt und daraus von Fall zu Fall befreit werden muss.

This study describes and compares the reading habits and attitudes of students and parents in Title I and Non-Title I schools. The study was conducted because reading is an important basic skill that all children must acquire. The information gathered can be used to help parents provide beneficial experiences for their children in reading. The literature review addresses literature and research related to factors identified as impacting readiness for school and reading achievement in elementary-age students. Research indicates that family structure, amount of time children spend watching television, availability of learning tools, and home literacy activities may be related to school readiness and academic success. The population consisted of third, fourth, and fifth grade students and their parents in three school systems in northeast Tennessee. Title I schools included those with a 75% or higher free or reduced lunch rate. Two survey instruments were used û a parent questionnaire and a student questionnaire. Data collection consisted of letters to directors of school systems requesting permission for schools to participate in the study, and letters to principals, including the purpose of the study and asking permission to administer surveys. After securing permissions, materials were sent to teachers, who helped coordinate the study at the school level. The data were analyzed, using frequencies and percentages, with tables, charts, and figures. The questions on the surveys were analyzed to answer the four research questions. This study found that, when compared to students and parents in Non-Title I schools, students and parents in Title I schools were less likely to read at home for enjoyment, use the public library, or read magazines and newspapers. Results demonstrate that students and parents in Title I schools, overall, read less than students and parents in Non-Title I schools, reported having fewer books at home of their own, reported having fewer educational materials at home, and students were found to read to their parents less often. Both students in Title I and Non-Title I schools reported watching television every day, although the amount of time they watch varied.

Nowadays mobile devices are being used by a huge number of users around the world, however, there are many people with different type of disabilities including vision, hearing, mobility, learning problems, and more having no ability to operate the devices properly and yet struggling with inaccessibility of them in their daily life. Assistive technologies are placed between users and mobile devices in order to help user interactions with mobile devices. Although these assistive technologies are absolutely assisting users to access mobile devices but, mobile content is not fully accessible for users yet. In this thesis work, the interactions between visually impaired users and Apple touchscreen iPhone 7 through built-in feature, VoiceOver screen reader was investigated. The purpose of the investigation was to identify the challenges and issues while visually impaired users interacting with mobile devices through VoiceOver. In order to identify accessibility issues of VoiceOver, an evaluation inspection done on a set of five participants in form of a semi-structured interview. The result from collecting participant’s opinions, comments, and feedbacks acknowledged that VoiceOver basically makes the Apple iPhone 7 accessible to visually impaired users, however, there are still some usability issues that impediment full mobile accessibility available for visually impaired users. User perspectives, experiences, and feedbacks are very much valuable for identifying and understanding usability and accessibility issues in order to improve the mobile accessibility. The results from the evaluation showed that it deserves more investigation on mobile accessibility in order to design simple, operable, understandable, and robust mobile hardware and software for fully supporting visually impaired users. / Nu för tiden används mobila enheter av ett stort antal användare runt om i världen, men samtidigt finns det många människor med olika typer av funktionshinder som syn- hörsel- rörlighet- och inlärningsproblem med mera som inte har möjlighet att använda enheterna på ett adekvat sätt, men trots det anstränger de sig med att använda mobila applikationer i sitt dagliga liv. För att råda bot på problemet placeras tekniska hjälpmedel mellan användare och den mobila enheten för att underlätta interaktionen mellan användare och den mobila enheten. Även om dessa hjälpmedel hjälper användare med funktionshinder att komma åt mobila enheten, är mobilt innehåll ännu inte fullt tillgängligt för dessa grupper. I den här avhandlingen undersöktes interaktionen mellan användare med synskada och Apple Touchscreen iPhone 7, genom en förinstallerad VoiceOver-skärmläsare. Syftet med utredningen var att identifiera utmaningar och problem när synskadade interagerar med mobila enheter. För att identifiera VoiceOver-problem, det gjordes en studie på en grupp av fem deltagare i en ostrukturerad och öppen formad intervju. Resultatet från deltagarnas åsikter, kommentarer och feedback visar att VoiceOver ökar i grunden tillgängligheten av Apple iPhone 7 för användare med synskada, även om det fortfarande kvarstår användbarhetsproblem som förhindrar fullgod mobil tillgänglighet för denna grupp. Användarperspektiv, erfarenheter och feedback är mycket värdefull information för att identifiera och förstå användbarhets- och tillgänglighetsfrågor för att förbättra mobil tillgänglighet. Resultat visade att det behövs mer utredning om mobil tillgänglighet för att utforma enkel, operativ, förståelig och robust maskin- och programvara för att ge fullt stöd till användare med synskada.

Despite an intense focus and considerable financial commitment to remediate nonproficient readers in high school, the large suburban school district that was the target of this study had been unable to consistently improve student achievement in the lowest 25% of students as measured by outcomes on the FCAT Reading. Scholarly literature on high school reading had focused mostly on evaluation of curriculum rather than on teacher practices. A clear understanding of these differences in practice will inform future decisions related to staffing, scheduling, and professional learning. This study sought to identify the underlying professional and instructional differences between the most effective and least effective teachers of tenth grade intensive reading courses through teacher and principal/assistant principal surveys along with teacher evaluation data. This study revealed with regards to a teacher’s preparation to teach reading (research question one), that years of experience in the classroom and years of experience as a high school reading teacher were the only significant factors that influenced a teacher’s effectiveness. For research questions two and three; which had to do with the beliefs and professional practices of the teacher, the educationally relevant belief that the more effective teachers were more confident about their abilities than their less effective peers was noted. Research question four provided the data with regards to the general classroom teaching strategies and the adolescent reading strategies the effective teachers employed. This data revealed that the more effective teachers implemented posting and communicating daily and long term learning goals more frequently than their less effective peers. In addition, the general classroom teaching practices of efficient use of iii learning time, establishing and maintaining classroom routines, and checking for understanding proved to be educationally relevant. Additionally, the adolescent reading strategies of sustained silent reading, paired/partner readings, and students reading oneon-one with teacher, were educationally relevant as well. Finally, in regards to research question five, it was of statistical significance that administrators valued the use of the general classroom teaching strategy of posting and communicating daily and long term learning goals and were able to recognize the use of this strategy when observing and evaluating the teachers.

No description available.

This study examines the translation of three forms of reader address from English to Swedish in a gardening guidebook – the pronoun you as a second person reference and generic reference, modal verbs, and imperatives. The translation was made by the author of this study. The aim of the study is to investigate how the three forms of reader address is translated. The quantitative analysis shows that the most used form of reader address out of the three investigated are imperatives, while the pronoun you followed closely behind. While modal verbs were used frequently in the ST, the modality was not translated in the TT. The qualitative analysis shows that the pronoun you was translated into second person du, third person generic man or was omitted in the translation in almost equal measure. How the pronoun you was translated in the TT depended on how the translator interpreted the author’s target audience. Only two modal verbs occurred frequently in the ST, and in the TT they were either translated as modal verbs or into present tense. Lastly, the imperative verbs were most commonly translated as imperatives in the TT. About 10% were translated into tensed verbs. Furthermore, half of that was translated to form suggestions.

This corpus-based study explores writer-reader visibility (WRV) features in the writing by young Swedish learners of English. Specifically, using Petch-Tyson’s (1998) framework, this study examines the use of WRV features in essays written by young Swedish learners in lower and upper secondary school, and compares their use to that of Swedish university-level learners. The findings align with Hasund and Hasselgård’s (2022) observation based on young learners that “the tendency to be visible writers starts early” (p. 19). Yet, as the writing proficiency or experience of this learner population increases, their visibility decreases by relying less on WRV devices. This study contributes to the understanding of how young learners’ use of WRV features in their writing develops and provides insights into writing instructions for young learners of English.

In the last few years, and especially since the start of the COVID-19 pandemic, healthcare services have been moving online. Today, patients can book appointments with doctors and read their medical records in apps and web services. It is important that these services are equally accessible to all patients, regardless of for example disability. This study aims to identify opportunities and challenges in adapting these digital healthcare services towards increasing accessibility for screen reader users with visual impairments. Eight people with visual impairments participated in the study, whereof five had complete vision loss and three had low vision. First, the participants were interviewed about their experiences of using screen readers as well as their views on digital healthcare. Secondly, a usability test was conducted on an existing system at the online health service provider Kry. The interviews indicated that screen reader users face a lot of accessibility barriers online, and therefore might be hesitant towards using digital healthcare. Yet, accessible digital healthcare can bring positive consequences such as making people with visual impairments more independent in handling medical documents and communication with clinicians. Many of the common barriers mentioned, such as unlabelled buttons and missing alternative text for images were found in the usability test of the Kry app. Some barriers even caused dead ends, resulting in that only three out or eight tasks in the usability test were completed by all the participants. From the results of the interviews and usability test, this study proposes a set of recommendations for achieving screen reader friendly online services. The recommendations include for example prioritising simple navigation, always providing alternative text and to test with assistive technology. The recommendations are applicable to other types of services as well, although they might be extra important in the digital healthcare sector where accessibility is of extra high importance. / De senaste åren och speciellt sedan COVID-19 tog fart har delar av sjukvården börjat flytta ut på internet. Idag finns det en rad olika appar som patienter kan använda för att träffa läkare och för att läsa sina journaler. Det är väldigt viktigt att dessa tjänster är tillgängliga för alla patienter, oavsett om man till exempel har en funktionsnedsättning. Denna studie undersöker vilka möjligheter och utmaningar den digitala sjukvården står inför vad gäller tillgänglighetsanpassning för personer med synnedsättningar som använder skärmläsare. Åtta personer deltog i studien varav tre hade nedsatt syn och fem helt saknade synperception. Deltagarna blev först intervjuade om sina erfarenheter av att använda skärmläsare samt sin syn på digital vård. Efter det fick de göra ett användbarhetstest av den digitala vårdappen Kry. Intervjuerna visade att personer med synnedsättningar stöter på många olika typer av tillgänglighetsproblem på internet. Därför är vissa personer tveksamma till att använda digitala vårdtjänster. Om digitala vårdtjänster var väl anpassade för skärmläsare skulle de däremot kunna hjälpa personer med synnedsättningar att bli mer självständiga vad gäller till exempel hantering av medicinska dokument och kommunikation med läkare. Många av de vanligaste tillgänglighetsproblemen på internet, så som omärkta knappar och utebliven alternativ text, påträffades under användbarhetstestet av Kry-appen. Vissa av problemen var så pass allvarliga att de ledde till att deltagarna fastnade i appen. Detta gjorde i sin tur att endast tre av de åtta uppgifterna som var del av testet löstes av samtliga deltagare. Baserat på resultaten från intervjuerna och användbarhetstestet föreslår denna studie en rad rekommendationer för att göra digitala tjänster bättre anpassade för skärmläsare. Rekommendationerna innebär bland annat att prioritera enkel navigation, att alltid ha alternativ text till bilder samt att aktivt testa digitala tjänster med skärmläsare. Rekommendationerna är applicerbara på de flesta typer av digitala tjänster, men är extra viktiga att använda inom digital vård eftersom det måste vara tillgängligt för alla.