One of the Swedish preschools many tasks is to identify the needs of a child and to shape an activity suited to their needs. This identification means a lot of times that a child is weighed and valued despite that the curriculum clearly states that no assessment is to be done in the Swedish preschool. To develop a preschool able to face all children regardless of their individual needs it’s necessary to change focus from child assessment to instead look at the work and environment in the whole preschool. A development of the activity might be seen as a work in progress whose primary goal is to improve the quality of work in preschool. This study is a case study with the purpose of going into the depth and finding the unique of preschool assessment. This study is based on interviews with preschool teachers with the purpose of creating knowledge about the background to individual children’s prerequisites being valued, how to counter this, and instead evolve the work in preschool to be able to face all children no matter their needs. The result indicates there being a norm in preschool for what a child should be able to do and know, towards that, many children are assessed and valued. When a child’s behavior and/or development is perceived to fall outside this norm the child is described as a child in special needs. Respondents point out that by working with attitudes, ability to supervision by special educator, and small groups of children, would together contribute to individual assessment turned towards activities assessment. The resultsin this study puts focus on the head of preschool as a key person by creating possibilities for teachers to progress their work.

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The demands on engineering professional in the knowledge society do not correspond to those of the last century and to meet them, the engineering education practices must adapt. The accelerated technological evolution and fast change on social and economic contexts corroborate the importance of two key competences in the engineering professions, critical thinking and creativity. The objective of this work is to promote through the comprehension of individual assessment role, techniques and tools the development of both competences in the context of engineering. To promote individual assessment practices that allow such development, this work began with the bibliographic review of education theories, competence development, motivation, engineering demand and assessment theories. With a deeper understanding of these concepts, a discussion on the main practices that can add value to engineering education and the development of critical thinking and creativity in this context. As a research result strategies are proposed to incorporate these practices in engineering courses, taking into account both the objectives of education processes as well as constraints such as time limitations for preparations and activities execution, the size of classrooms, infrastructure and task availability. / As demandas da sociedade de conhecimento sobre os profissionais de engenharia são bastante diferentes daquelas presentes no século passado, para atende-las a educação em engenharia deve se adaptar. A acelerada evolução tecnológica e rápida mudança em contextos sociais e econômicos reforça a importância de duas competências que são chave nas profissões de engenharia, pensamento crítico e criatividade. O objetivo deste trabalho é promover através da compreensão do papel e da utilização de técnicas e ferramentas de avaliações individuais o desenvolvimento de ambas competências no contexto de engenharia. Para promover práticas de avaliação individual que permitam tal desenvolvimento, este trabalho se iniciou com revisões bibliográficas dos principais conceitos relacionados às teorias de educação, desenvolvimento de competências, motivação, demandas de engenharia e teorias de avaliação. Com uma compreensão mais profunda sobre estes conceitos inicia-se uma discussão das principais práticas que possam agregar valor à educação em engenharia e ao desenvolvimento de pensamento crítico e criatividade neste contexto. Como resultado de pesquisa são propostas estratégias para incorporar práticas em cursos de engenharia, considerando tanto os objetivos do processo educacional como limitações como tempo para preparação e aplicação de atividades, tamanhos de sala de aula, infraestrutura e disponibilidade de tarefas.

During the past few years, pair-programming is a programming technique that has received an increasing amount of attention in the teaching of computer programming skills. Pair programming can briefly be described as a programming situation in which two persons sit at one computer and execute the task together. Although much research has been done on the advantages and disadvantages of pair programming, the assessment of computer skills acquired in pairs still remains a problem. The perception exists that pair assessment is not a reliable indicator of students' computer programming abilities. The purpose of the study was to determine whether (1) the results of programming skills assessed in pairs correlate with those of programming skills assessed individually, and (2) to investigate students' perceptions of pair and individual assessment. To reach these objectives, a literature study was performed to investigate pair programming as programming technique and the assessment of programming skills acquired in pairs. The empirical study has revealed that a positive relation exists between programming skills assessed in pairs and programming skills assessed individually. Furthermore, it was found that in general students' perceptions concerning pair assessment have changed positively. Based on the results arising from the empirical study, guidelines were suggested for the facilitation and assessment of pair programming skills. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2008.

During the past few years, pair-programming is a programming technique that has received an increasing amount of attention in the teaching of computer programming skills. Pair programming can briefly be described as a programming situation in which two persons sit at one computer and execute the task together. Although much research has been done on the advantages and disadvantages of pair programming, the assessment of computer skills acquired in pairs still remains a problem. The perception exists that pair assessment is not a reliable indicator of students' computer programming abilities. The purpose of the study was to determine whether (1) the results of programming skills assessed in pairs correlate with those of programming skills assessed individually, and (2) to investigate students' perceptions of pair and individual assessment. To reach these objectives, a literature study was performed to investigate pair programming as programming technique and the assessment of programming skills acquired in pairs. The empirical study has revealed that a positive relation exists between programming skills assessed in pairs and programming skills assessed individually. Furthermore, it was found that in general students' perceptions concerning pair assessment have changed positively. Based on the results arising from the empirical study, guidelines were suggested for the facilitation and assessment of pair programming skills. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2008.

The demands on engineering professional in the knowledge society do not correspond to those of the last century and to meet them, the engineering education practices must adapt. The accelerated technological evolution and fast change on social and economic contexts corroborate the importance of two key competences in the engineering professions, critical thinking and creativity. The objective of this work is to promote through the comprehension of individual assessment role, techniques and tools the development of both competences in the context of engineering. To promote individual assessment practices that allow such development, this work began with the bibliographic review of education theories, competence development, motivation, engineering demand and assessment theories. With a deeper understanding of these concepts, a discussion on the main practices that can add value to engineering education and the development of critical thinking and creativity in this context. As a research result strategies are proposed to incorporate these practices in engineering courses, taking into account both the objectives of education processes as well as constraints such as time limitations for preparations and activities execution, the size of classrooms, infrastructure and task availability. / As demandas da sociedade de conhecimento sobre os profissionais de engenharia são bastante diferentes daquelas presentes no século passado, para atende-las a educação em engenharia deve se adaptar. A acelerada evolução tecnológica e rápida mudança em contextos sociais e econômicos reforça a importância de duas competências que são chave nas profissões de engenharia, pensamento crítico e criatividade. O objetivo deste trabalho é promover através da compreensão do papel e da utilização de técnicas e ferramentas de avaliações individuais o desenvolvimento de ambas competências no contexto de engenharia. Para promover práticas de avaliação individual que permitam tal desenvolvimento, este trabalho se iniciou com revisões bibliográficas dos principais conceitos relacionados às teorias de educação, desenvolvimento de competências, motivação, demandas de engenharia e teorias de avaliação. Com uma compreensão mais profunda sobre estes conceitos inicia-se uma discussão das principais práticas que possam agregar valor à educação em engenharia e ao desenvolvimento de pensamento crítico e criatividade neste contexto. Como resultado de pesquisa são propostas estratégias para incorporar práticas em cursos de engenharia, considerando tanto os objetivos do processo educacional como limitações como tempo para preparação e aplicação de atividades, tamanhos de sala de aula, infraestrutura e disponibilidade de tarefas.

Bakgrund: Navelsträngs-pH tas rutinmässigt på nästan alla nyfödda barn i Sverige, det finns nu olika uppfattningar om navelsträngs-pH:ts nytta. Forskning visar att navelsträngs-pH har klinisk nytta för barn som föds vid högriskförlossningar, barnets nytta ses inte vid lågriskförlossningar. Själva provtagningsförfarandet ses inte utgöra några direkta risker för barnet. Det är viktigt att barnmorskors resonemang kring navelsträngs-pH synliggörs eftersom pH-provtagningen igår i barnmorskans ansvarsområde. Syfte: Att synliggöra hur barnmorskor inom förlossningsvård resonerar kring det nyfödda barnets nytta av navelsträngs-pH. Metod: Semistrukturerade intervjuer genomfördes med sex barnmorskor verksamma vid förlossningsavdelning. För dataanalys användes kvalitativ innehållsanalys. Resultat: Resultatet redovisas i tre kategorier: Navelsträngs-pH är till nytta för barn som föds medtagna; Navelsträngs-pH är inte till nytta för det friska barnet och Navelsträngs-pH tas (ändå) på alla barn. Ett Övergripande tema sammanlänkar kategorierna: Ambivalens inför rutinmässigt Navelsträngs-pH, vilket visar på den ambivalens barnmorskorna känner inför navelsträngs-pH på friska barn. Konklusion: Barnmorskorna följer rådande rutin och tar navelsträngs-pH på alla barn. Barnmorskorna lyfter att navelsträngs-pH har stor nytta för det medtagna barnet, då ger en inarbetad rutin trygghet. På det friska barnet önskar dock barnmorskorna få göra en individuell bedömning. För att kunna göra bedömningen på ett medicinskt säkert sätt behöver nya riktlinjer utarbetas. / Background: Umbilical-cord-pH is routinely tested at almost all births in Sweden, however views differ regarding the benefits. Studies show that umbilical-cord-pH gives clinical benefits in high-risk deliveries that are not found in low-risk deliveries. Umbilical-cord-pH is not viewed as a risk for the child. It is important to visualize midwives’ reasoning regarding the pH-sampling since it is their responsibility. Aim: To visualize how midwives in delivery care reason regarding the new-born child's benefit from umbilical-cord-pH. Method: Semi-structured interviews were conducted with six certified midwives who worked in a delivery ward. Qualitative content analysis was used. Results: The result is presented in three categories: Umbilical-cord-pH is useful for children born poorly; Umbilical-cord-pH does not benefit the healthy child and Umbilical-cord-pH is taken (anyway) on all children. An overall theme links these categories: Ambivalence to routinely take Umbilical-cord-pH, which shows the ambivalence the midwives feel regarding umbilical-cord-pH on healthy children. Conclusion: The midwives follow the established routine and test the umbilical-cord-pH of all children. They emphasize that the umbilical-cord-pH is of great benefit to the child who is born poorly, a well-established routine provides safety. Nevertheless, midwives wish to make individual assessments of the healthy children. New guidelines are needed if this is to be done in a medically secure manner.

There are different ways in how to assess a value to a property and which assessment technique that is used differs due to circumstances in each country, leading to different views of what is the best and most effective way. At the moment Botswana is suffering from obsolete valuation rolls and is in the position where the system could benefit of a reform. The overall purpose with this study is to gain knowledge about how Botswana and Sweden differ in terms of property tax assessment. By clarifying the similarities and differences between how values are allocated and by determining the most value-influencing factors in Botswana, improvements of the system could be suggested. The research methods that were used to fulfil the study consisted of a review of relevant literature together with a case study performed in Gaborone. The case study contained semi-structured interviews with applicable staff and questionnaires responded by twelve valuers. The findings of this study show that there are similarities between the countries way of assessing properties since they both base their values on market value, use comparable sales method and assess both land and buildings. However, there are also differences in terms of the approach of assessment. The main difference is that Botswana applies an individual assessment method and Sweden mass appraisal. Other differences are the ones responsible for performing the assessment, and the structure of the assessment in terms of collecting data and the periods of assessment. Furthermore, the results from the questionnaires demonstrated that the most value-influencing factors for residential properties in Botswana are water, electricity and site amenities. The main conclusions drawn from this study is that Botswana could benefit from a movement towards mass appraisal and apply parts of the Swedish system. To make this possible to implement our recommendations are; to change the mindset of the stakeholders, increase awareness among property owners, base the valuation on a few important factors and computerize the cadastral register. A future research topic could be to investigate how a mass appraisal could be implemented as a step-by-step process. / Det finns olika sätt att bedöma ett värde på en fastighet och de bedömningstekniker som används varierar beroende på varje lands förutsättningar, vilket leder till olika uppfattningar om vad som är det bästa och mest effektiva sättet att värdera på. Botswana lider för närvarande av föråldrade taxeringsvärden och systemet skulle gynnas av en reform. Det huvudsakliga syftet med denna studie är att utveckla kunskap om hur fastighetstaxeringen i Botswana och Sverige skiljer sig åt. Genom att tydliggöra likheter och skillnader i hur fastigheterna i länderna tilldelas ett taxeringsvärde och genom att klarlägga de mest värdepåverkande faktorerna för fastigheterna i Botswana, kunde förbättringar av det botswanska systemet föreslås. För att genomföra studien utfördes en litteraturstudie baserad på relevant litteratur samt en fallstudie i Gaborone, som är huvudstaden i Botswana. Fallstudien innehöll dels semistrukturerade intervjuer med affärsmän inom området samt enkäter som besvarades av tolv värderingsmän. Resultaten av denna studie visar att den främsta likheten mellan länderna är att fastighetstaxeringsvärdet baseras på marknadsvärdet, detta är i sin tur baserat på ortsprismetoden och både mark och byggnader värderas. De skillnader som visade sig rörde tillvägagångssättet för bedömningen. Den största skillnaden är att Botswana tillämpar en individuell värdering och Sverige massvärdering. Andra skillnader som visade sig var bland annat vem det är som utför värderingen, hanteringen av insamlad data samt när värderingarna äger rum. Vidare visar resultaten från enkäterna att de mest värdepåverkande faktorerna för småhus i Botswana är vatten, el och tillgång till service. Slutsatsen av denna studie blev att Botswana skulle kunna gynnas av att implementera delar av det svenska fastighetstaxeringssystemet och i och med det gå mer mot massvärdering. För att kunna göra detta genomförbart är våra rekommendationer; att ändra tänkesätten hos de berörda parterna, öka medvetenheten bland fastighetsägare, basera värderingen på färre faktorer och datorisera fastighetsregistret. Ett framtida område för forskning skulle kunna vara att undersöka hur en massvärdering skulle kunna implementeras steg för steg.

Equal and fair grading is crucial for the grading system to be perceived as legitimate by society and for the selection to higher education to be legally secure for the student. In a grading system where the teacher has a high degree of autonomy in the grading process, demands are placed on the teacher's integrity and professionalism. This systematic literature study examines which assessment and grading practices can strengthen equal and fair grading, and which difficulties may arise in the tension between the student's legal security and the teacher's professionalism. The study is based on an organizational justice theory with three different perspectives: distributive justice, procedural justice, and interpersonal justice. The main result of the study is that relational and caring assessment and grading practices, a collective interpretation of the grading criteria at national level, and high validity and reliability in the assessment method are strengthening for equal and fair grading. In addition, difficulties arise regarding teachers' assessment and grading practices when the teacher's role as grader is questioned, and the grading process is influenced by internal or external factors. This has consequences for the student's legal security since the teacher's professional judgment stands as the sole guardian of maintaining it. The conclusion is that grading systems that aspire to be equal and fair need principles for how the balance between individual and impartial assessments should be applied.

日本企業の職場において個別化された仕事・労働条件決定のルールの構造を記述するフレーム、そして青木昌彦が展開した組織アーキテクチュアとコーポレートガバナンスの分析枠組みを労使関係・労働組合機能の分析に活用できるよう詳細化したフレームを提起し、企業別労働組合が個別化する労働条件決定における合意形成に向けてどのような役割を果たしているのかを賃金制度の労使協議・労働時間決定・経営参加の事例を展開した上で明らかにした。 / 博士(産業関係学) / Doctor of Philosophy in Industrial Relations / 同志社大学 / Doshisha University