<p>Revisorsnämnden har till uppgift att examinera, granska och tillgodose samhället med kompetenta revisorer. Det ställs höga krav på dem som vill bli revisorer inte minst vad gäller det professionella omdömet. Det finns två olika prov för att examinera revisorer. Provet för revisorsexamen vilket leder till titeln godkänd revisor och provet för högre revisorsexamen som leder till titeln auktoriserad revisor. När Revisorsnämnden skapar proven vill man testa det professionella omdömet. Ett led i detta är att man har satt upp normer för de olika proven vad gäller kunskaps‐ respektive förståelseinriktade frågor. Syftet med denna uppsats är att undersöka frågorna i revisorsprovet med utgångspunkt ur Blooms Taxonomi. Genom en jämförelse med revisorsnämnden normer vill vi vidare belysa i vilken grad Revisorsnämnden testar det man har för avsikt att testa genom examinationen. Vi har genom denna uppsats kommit fram till att proven i högre utsträckning än vad normerna antyder består av förståelseinriktade frågor.</p>

Revisorsnämnden har till uppgift att examinera, granska och tillgodose samhället med kompetenta revisorer. Det ställs höga krav på dem som vill bli revisorer inte minst vad gäller det professionella omdömet. Det finns två olika prov för att examinera revisorer. Provet för revisorsexamen vilket leder till titeln godkänd revisor och provet för högre revisorsexamen som leder till titeln auktoriserad revisor. När Revisorsnämnden skapar proven vill man testa det professionella omdömet. Ett led i detta är att man har satt upp normer för de olika proven vad gäller kunskaps‐ respektive förståelseinriktade frågor. Syftet med denna uppsats är att undersöka frågorna i revisorsprovet med utgångspunkt ur Blooms Taxonomi. Genom en jämförelse med revisorsnämnden normer vill vi vidare belysa i vilken grad Revisorsnämnden testar det man har för avsikt att testa genom examinationen. Vi har genom denna uppsats kommit fram till att proven i högre utsträckning än vad normerna antyder består av förståelseinriktade frågor.

Physical literacy (PL) is an approach to how people may be socialised to be physically active and was 2018 included in the World Health Organization's action plan on physical activity against physical inactivity and sedentary behaviour. In their action plan the education systems of the member states were challenged to work against physical inactivity and sedentary behaviour in the form of PL. How- and if PL is implemented in Swedish schools is not widely known. The purpose of this study was to examine how- and if, PL is implemented among Physical education teachers (PE) and school-age educare teachers (SAE) and their view of the approach. Our focus was on the four core elements of PL that contain Motivation, Confidence, Physical competence and Knowledge and understanding. Furthermore, the study aimed to investigate whether or not the teachers could spot similarities and differences between boys and girls PL. And also the conditions for SAE teachers and PE-teachers to work together to further develop students PL. This study was based on a semi-structured method, conducting seven interviews with SAE teachers and PE-teachers in the province of Västerbotten. The results of the interviews indicated that PL is not directly implemented in the current PE or SAE, but rather indirectly implemented. It also turned out that every interviewee makes individual adaptations for boys and girls, and that they see few gender differences related to the four core elements in PL. All teachers viewed PL as important and that the core elements affect all their students, varying with age. Most interviewees mentioned a collaboration between SAE and PE but the teachers don’t see a need for further collaborations. One conclusion of this study was that the approach of PL can contribute to further enhancing physical activity in school that could lead to lifelong health.

The situation regarding peoples' health around the world is taking a turn for the worse on both a global and national scale, where technical advancement and an increase of sedentary behaviour are described as contributing factors. In 1993 Margaret Whitehead introduced the concept of physical literacy which is an approach to physical activity that can be adapted in order to help turn this troubling trend around. This concept has since its introduction gained traction around the world and contains four core elements including motivation, confidence, physical competence and knowledge and understanding to value and take responsibility for engagement in physical activities for life. The purpose of this study was to gain an understanding and compare physical education teachers and school-age educare teachers perceptions and ways of work in accordance with physical literacy in Swedish elementary schools. Furthermore, this study investigated the possibilities and the educators personal interest of working together between school-age educare teachers and physical education when it comes to helping the pupils develop an active style of life. This study was constructed using a qualitative approach in which eight people were interviewed in northern Sweden. The results indicated that both differences and similarities between physical education teachers and school-age educare teachers could be identified, with the curriculum being a contributing factor. One conclusion this study reached is that both school-age educare teachers and physical education teachers work in accordance with physical literacy to a certain degree, but there is definitely room for improvement. The school has a massive opportunity to instill an active style of life in the students, that the concept of physical literacy strives for, however this opportunity is not capitalized upon fully.