Detta examensarbete grundades på en kvalitativ och empirisk studie. Målsättningen har varit att utröna vilka teorier och faktorer som kunde bidra till elevers motivation och lärande, och hur lärare verksamma i undervisningen av naturvetenskapliga ämnen ser på möjligheterna att kunna påverka denna. En annan viktig aspekt i studien kretsar kring frågeställningen om ”tvålärarskapet”; som kortfattat innebär att två lärare arbetar parallellt i klassrummet. Har lärare som arbetar enligt denna metod en möjlighet att underlätta och entusiasmera inlärningen och motivationen? Finns det eventuellt några nackdelar? Förutom kontakten med en svensk förgrundsgestalt bakom undervisningsformen; tvålärarskapet, används djupintervjuer med sammanlagt sex lärare, samt diskussioner och två mer omfattande intervjuer med elever som grund. Studien har funnit att bland de viktigaste teorierna för att främja motivationen och lärandet återfanns teorin om Tron på sin egen kapacitet, Sociala relationer, Förväntningar och värden, samt Inre motivation, yttre motivation. Tvåläraskapet kan ha ett samband med teorin om Sociala relationer vilket skulle kunna ha implikationer på dess inverkan på motivationen och lärandet. / This thesis was based on a qualitative and empirical study. The objective was to discover which theories and factors could contribute to students' motivation and learning, and how teachers active in the teaching of science subjects see the possibilities of being able to influence this. A very important aspect of the study revolves around the question of "co-teaching"; which in short means that two teachers work in parallel in the classroom. Do teachers working according to this method have an opportunity to facilitate and encourage the learning and motivation? Are there any downsides? In addition to the contact with one of the most outspoken Swedish professionals behind the educational method of co-teaching, in-depth interviews with a total of six teachers are used, as well as discussions and two more extensive interviews with common students as a basis. The study has found that among the most important theories to promote motivation and learning were the theories of Self-Efficacy, Social Relations, Expectations and Values, and Intrinsic motivation, extrinsic motivation. Co-teaching may be related to the Social Relationship theory, which could have implications for its impact on motivation and learning.

Denna studie är gjord utifrån ett sociokulturellt perspektiv. Syftet med studien är att ta reda på vilka metoder jag tillämpar när jag instuderar trumkomp från en Youtubevideo samt undersöka om min övningsmotivation förändras, och i så fall hur, under denna process. Med videodokumentation och loggbok kom jag fram till att jag använde fills, munspelande, och Youtubevideons metoder för att appropriera trumkompen. Min övningsmotivation blev bättre när jag fick jag-kan-känsla, när jag var pigg, och hade tillräckligt svåra utmaningar. På ett analytiskt sätt, samt både självständigt och ibland med Youtubevideons instruktioner approprierade jag trumkompen olika mycket. / This study is done from a sociocultural perspective. A chapter with area orientation and previous research is also presented. The aim of the study is to find out which methods I apply when rehearsing drum beats from a Youtube video and to investigate whether my practice motivation changes, and if so how, during this process. With video- and logbook documentation, I came to the conclusion that I used fills, mouth-playing, and the Youtube video’s methods to appropriate the drum beats. My exercise motivation got better when I got the I-can-feeling, when I was energetic, and had challenges that were doable. In an analytical way, as well as both independently and sometimes with the Youtube video's instructions, I appropriated the drum beats to different extents.

Capacitor discharge welding is an efficient, cost-effective and stable process. It is mostly used for projection welding. Real-time monitoring is desired to ensure quality. Until this point, measured process quantities were evaluated through expert systems. This method takes much time for developing, is strongly restricted to specific welding tasks and needs deep understanding of the process. Another possibility is quality prediction based on process data with machine learning. This method can overcome the downsides of expert systems. But it requires classified welding experiments to achieve a high prediction probability. In industrial manufacturing, it is rarely possible to generate big sets of this type of data. Therefore, semi-supervised learning will be investigated to enable model development on small data sets. Supervised learning is used to develop machine learning models on large amounts of data. These models are used as a comparison to the semi-supervised models. The time signals of the process parameters are evaluated in these investigations. A total of 389 classified weld tests were performed. With semi-supervised learning methods, the amount of training data necessary was reduced to 31 classified data sets.

In October 2010 started the pilot project, Vi slår på trummor inte på varann! The project was conducted under Utveckling Barn & Unga, which is collaboration between the Musik i Syd and the city of Kristi- anstad, in order to strengthen the children ́s and adolescents culture in the region. Slättängsskolan in Kristianstad was chosen as a pilot school and all students in grades 6 and 7 have participated in the project. The project ended with two concerts, one at the school and one at the Kristianstad Concert Hall.This thesis presents a contextualized evaluation of the pilot project, Vi slår på trummor inte på varann! anchored in three contexts:• Theory• Politics• MethodologyThese theoretical approaches include theories that are relevant to the evaluation of the project, Vi slår på trummor inte på varann! The pedagogical theories are related to learning processes regarding Art Education. Curriculum goals and values are also the basis for the evaluation. Methodologically I have used the method triangulation, a combination of methods, to evaluate the project in order to get a ”toolbox” of theoretical approaches for my future work as a cultural producer for children and young people.The results of the evaluation indicate that the majority of the students experienced the project as something good and something that they want to continue. Most positive were the students in 6:th grade. The students who thought it felt good to play drums were also more positive about the project as a whole. The most favorable of the project, according to the students, was the concerts. Concerts and media attention have revised the image of the school. Through the project, the school thus had something positive to gather around, which was one of the goals of the project. Based on evaluation results, I finally examined if the project, Vi slår på trummor inte på varann! can be regarded as a sign of a shift of paradigm in the perception of culture for children and young people in Sweden today.

The purpose of the present study is to investigate how aesthetic learning is a part of music teachers lesson planning towards middle school students. The study also refers to illustrate what kind of methods, related to esthetics and learning, the music teacher chooses to use for the education and why. To investigate this, a qualitative study has been done with e-mail interviews as a data collection method. Four music teachers participated in the study and the result shows that they all use aesthetic learning, not in their planning work but in their education, unwittingly. There are some differences regarding the music teachers definitions in terms of the concepts; learning, learning process, learning strategies and aesthetic learning. The previous research shows that the concept aesthetic learning is very complex, therefore it is also very hard to define what it really means. The teachers also have their own approach regarding the planning process where only one of the teachers are using one of the concepts, learning strategies, to presuppose from.

Detta arbete syftar till att utforska hur övning på fiol kan designas för att den ska kännas meningsfull och effektiv. Studiens forskningsfråga är: Vilka semiotiska resurser använder jag mig av när jag övar terser på fiol? För att undersöka detta har jag under ett år gjort tekniska övningar med hjälp av olika övningsstrategier för att se progressionen i min utvecklingsprocess. Studiens metod är videoobservation och loggboksskrivande och arbetet utgår från ett designteoretiskt perspektiv. Resultatet presenteras i två teman: Semiotiska resurser för dokumentation och Semiotiska resurser för motivation och progression. I diskussionen problematiserar, belyser och jämför jag studiens slutsatser med forskning och litteratur inom området. / The purpose of this study is to explore how practice can be designed in a meaningful and effective way. The research question is: What kind of semiotic resources do I use during practice thirds on the violin? The study is based on technical exercises used over a period of one year, the used method is video observations and logbook notes and the perspective is design theoretical. Two themes are presented as result: Semiotic resources for documentation and Semiotic resources for motivation and progression. In the last chapter, I discuss, problematize and compare the result with literature and research in the field.

Significant changes have taken place in higher education over dte past ten years. Learners are more liberated and want to be acknowledged as individuals with differences, and not expected to adapt their individual characteristics to fit in with the specific environment of the learning situation. A new emphasis is placed upon creating and sustaining learning environments that accommodate Ieamer needs and dte process of effective learning. Learners' individual needs include their need to learn how to learn and an acceptance of their individual differences as expressed in learning styles. Active Ieamer participation in dte learning process is necessary for effective learning to take place. Only dten can the desired outcome be reached. For a Ieamer to actively participate in the learning process, the Ieamer must know how to learn, and how to function as an independent Ieamer. To reach these goals, sound knowledge of individual differences in learning st;ytes is necessary. The impact of individual differences on education and the way they affect educational practice, future learning and academic achievement places the emphasis even more strongly on constant awareness, updatlng or change, improvement and development of the educational environment. The educator, as one of the role players in the educational environment, is the facilitator of learning, and should be empowered with a strong knowledge base regarding individual differences among both learners and educators, thus becoming more innovative and creative. Qualitative non-empirical research was undertaken. The aim of this research was to analyse and explore the concept learning style as well as to promote learning style awareness through assessment of learning st;ytes, and to provide an organised frame of reference to guide the learning process and provide for systematic education. Based on insight and knowledge gained through Inductive and deductive reasoning, The Learning Style Assessment Tool and a model for learning style promotion in higher education were constructed. The instrument enables learners and educators to assess their own learning st;ytes and identify their learning characteristics and preferences. The model can serve as a basis for acknowledging and accommodating learning styles in higher education. The desired outcome of this research is effective learning and quality education. / Health Studes / D. Litt. et Phil. (Advanced Nursing Sciences)

The recognition of prior learning (RPL) is an assessment process through which experience gained outside academic contexts is recognised. The purpose of the research was to determine the influence the learner profile has on RPL assessment. To realise the purpose, the learner profile was described and consequently learning outcomes formulated for a portfolio workshop. The method which the study followed was a qualitative interpretative approach. The research comprised a literature study about adult learning theories that served as a theoretical framework for the study, as well as an overview of RPL assessment, followed by an empirical study. The empirical research component followed a multiple data collection method. The personal life stories of the research participants were analysed in order to compile a learner profile. The role the workshop played was determined from a learner perspective by means of an open questionnaire for participants. It included a collection of workshop photographs. Finally, the reflection of a group of RPL learners about their personal learning experiences was analysed. The research found that the learner profile included distinctive personal traits, such as motivation, task orientation, a sense of responsibility and an orientation towards the future. The nature of the learner profile as well as of informal learning gained within diverse learning contexts require directed preparation for assessment. The learners regarded the portfolio workshop as a sustainable learning process and as a transformational learning experience. The role the workshop played was multidimensional, as it served as preparation for compiling the portfolio. It also empowered and prepared the learner on a personal level for the context of tertiary education. Based on the research findings, the recommendations for an RPL approach should include the following: Firstly, the learner‟s voice should be afforded recognition. Secondly, preparation for assessment is essential. Thirdly, the preparation should follow an approach of assessment as a sustainable learning process. Finally, the learning outcomes for the portfolio workshop make a contribution to support the learners in bridging the learning contexts of informal learning and academic learning. The research makes a valuable contribution, as the empirical research shows that the holistic learner profile guides the approach to assessment. The mission of RPL to bring about transformation will only become a reality if a learner-centred approach recognises and empowers the learner on a personal and academic level. / Die Erkenning van Vorige Leer (EVL) is 'n assesseringsproses waardeur ervaring wat buite akademiese kontekste verwerf is, erken word. Die doel met die navorsing was om die invloed van die leerderprofiel op EVL-assessering te bepaal. Om die doel te bereik, is die leerderprofiel beskryf en voortvloeiend daaruit leeruitkomste vir 'n portefeuljewerkswinkel saamgestel. Die metode wat die studie gevolg het, was 'n kwalitatiewe interpretiewe benadering. Die navorsing bestaan uit 'n literatuurstudie oor volwasse leerteorieë wat as teoretiese raamwerk vir die studie gedien het, asook 'n oorsig oor EVL-assessering, gevolg deur 'n empiriese studie. Die empiriese navorsingskomponent het 'n meervoudige dataversamelingsmetode gevolg. Die navorsingsdeelnemers se persoonlike lewensverhale is geanaliseer om sodoende 'n leerderprofiel saam te stel. Die rol van die werkswinkel is vanuit 'n leerdersperspektief bepaal deur middel van 'n ope-vraelys aan deelnemers, wat 'n versameling werkswinkel-foto's ingesluit het. Laastens is die reflektering van 'n groepie EVL-leerders oor hulle persoonlike leerervaringe ge-analiseer. Die navorsing het bevind dat die leerderprofiel onderskeidende persoonlike kenmerke, soos motivering, taakgerigtheid, 'n verantwoodelikheidsin en 'n toekomsgerigtheid insluit. Die aard van die leerderprofiel, asook die aard van informele leer verwerf binne diverse leerkontekste vereis gerigte voorbereiding tot assessering. Die leerders het die portefeuljewerkswinkel as 'n volhoubare leerproses en as transformasionele leerervaring beskou. Die rol van die werkswinkel is meervoudig, aangesien dit dien as voorbereiding tot die saamstel van die portefeulje, asook die leerder op persoonlike vlak bemagtig en voorberei vir die konteks van tersiêre onderrig. Die aanbevelings tot 'n EVL-benadering behoort, op grond van die navorsingsbevindinge, die volgende in te sluit. Eerstens moet erkenning aan die stem van die leerder gegee word, tweedens is voorbereiding tot assessering noodsaaklik en derdens behoort die voorbereiding 'n benadering van assessering as 'n volhoubare leerposes te volg. Laastens lewer die leeruitkomste vir die portefeuljewerkswinkel 'n praktykgerigte bydrae om die leerder te ondersteun om die leerkontekste van informele leer en akademiese leer te oorbrug. Die navorsing lewer 'n waardevolle bydrae aangesien die empiriese navorsing toon dat die holistiese leerderprofiel die benadering tot assessering rig. Die missie van EVL om transformasie te weeg te bring, sal slegs 'n realiteit word indien 'n leerdergesentreerde benadering die leerder op persoonlike en op akademiese vlak erken en bemagtig. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

Μια από τις μεγαλύτερες προκλήσεις στις μέρες μας αποτελεί η εξαγωγή και η κατανόηση του πλήθους των πληροφοριών που βρίσκονται κρυμμένες στα βιολογικά δεδομένα. Ο καταιγισμός των πληροφοριών που προέρχονται από τη βιολογική έρευνα είναι τόσο σύνθετος που χρειάζεται να αναλυθεί με τη χρήση προηγμένων υπολογιστικών μεθόδων. Αυτό οδήγησε στη Βιοπληροφορική, έναν επαναστατικό επιστημονικό τομέα, ο οποίος εφαρμόζει στοιχεία της επιστήμης των υπολογιστών και της τεχνολογίας των πληροφοριών για τη διαχείριση των βιολογικών δεδομένων. Ο κλάδος της Βιοπληροφορικής σήμερα θεωρείται, παγκοσμίως, ένας από τους πλέον εξελισσόμενους, ενώ έχει ήδη επιδείξει σημαντικά επιτεύγματα και έχει συγκεντρώσει ιδιαίτερα σημαντικές διακρίσεις. Η εκπαίδευση εξειδικευμένων ατόμων σε θέματα Βιοπληροφορικής αποτελεί ιδιαίτερη πρόκληση, καθώς οι εκπαιδευόμενοι προέρχονται από τον τομέα της Βιολογίας ή της Πληροφορικής, παρουσιάζοντας γι' αυτόν τον λόγο μεγάλες διαφορές στο μαθησιακό τους υπόβαθρο. Επιπλέον, δημοσιεύονται συνεχώς καινούριες μέθοδοι επεξεργασίας βιολογικών δεδομένων, καθιστώντας το δύσκολο ακόμα και για κάποιον εκπαιδευτικό να παρακολουθεί την εξέλιξη και να ενημερώνει το εκπαιδευτικό περιεχόμενο των μαθημάτων του. Την ίδια στιγμή, η τεχνολογία της ηλεκτρονικής εκμάθησης έχει γίνει ένα εναλλακτικό μαθησιακό πρότυπο. Κατά τη διάρκεια του 20ού αιώνα, για τους περισσότερους από εμάς, η έννοια της μάθησης ήταν συνυφασμένη με τις παραδοσιακές αίθουσες διδασκαλίας. Όμως, από τον 21ο αιώνα άρχισε να κυριαρχεί μια νέα κουλτούρα μάθησης. Χάρη στην κατάλληλη χρήση των τεχνολογιών πληροφορίας, των δικτύων και των πολυμέσων, μαθητές και ερευνητές οι οποίοι διαχωρίζονται από την απόσταση, συνδέονται τεχνολογικά. Η γνώση γίνεται διαθέσιμη στο σύγχρονο ακαδημαϊκό και επαγγελματικό κόσμο, χωρίς χωρικούς ή χρονικούς περιορισμούς. Η συνεχώς αυξανόμενη υποδομή των ψηφιακών δικτύων ενισχύει την ικανότητα για πρόσβαση και χρήση απεριόριστων πηγών και εργαλείων. Επιπλέον, η ηλεκτρονική μάθηση εκτείνεται πέρα από την απλή πρόσβαση στην πληροφορία, αλλά βασίζεται στην επικοινωνία και στην αλληλεπίδραση των ατόμων που συμμετέχουν στη διαδικασία της μάθησης. Οι πλατφόρμες της ηλεκτρονικής εκμάθησης είναι ιδιαίτερα χρήσιμες και στην εκπαίδευση της Βιοπληροφορικής, καθώς μπορούν να βελτιώσουν την ποιότητα της διδασκαλίας και να μειώσουν τον χρόνο που απαιτείται για τη διαχείριση του εκπαιδευτικού υλικού. Πέραν τούτου, το αντικείμενο της Βιοπληροφορικής είναι πλήρως συνυφασμένο με τη χρήση του Διαδικτύου, καθώς μέσω αυτού μπορούν να βρεθούν πολλές πηγές δεδομένων και χρήσιμα εργαλεία. Στην παρούσα διπλωματική εργασία, προηγμένες διαδικασίες ηλεκτρονικής μάθησης έχουν αναπτυχθεί ώστε να εισαγάγουν ολοένα και περισσότερους μαθητές στην επαναστατική επιστήμη της Βιοπληροφορικής. Μια σύγχρονη διαδικτυακή εφαρμογή, η οποία όχι μόνο αποθηκεύει και διαχειρίζεται τον πλούτο της γνώσης και της εμπειρίας της ερευνητικής ομάδας «Υπολογιστικής Βιολογίας και Βιοπληροφορικής» του Πανεπιστημίου Πατρών, αλλά επιπλέον επιτρέπει στους χρήστες του συστήματος να προβάλλουν, οπουδήποτε και οποτεδήποτε, και να αλληλεπιδρούν με το πλούσιο μαθησιακό περιεχόμενο το οποίο παρουσιάζεται με τη μορφή κειμένων, υπερκειμένων,εικόνων, παρουσιάσεων και βίντεο. Δημοσιεύσεις σε συνέδρια και περιοδικά, ερευνητικά έργα, διπλωματικές εργασίες, παρουσιάσεις, εργαλεία και ανακοινώσεις είναι μόνο μερικά δείγματα της καθημερινής συνεισφοράς και της ανεκτίμητης προσπάθειας της ερευνητικής ομάδας. Πλήθος πληροφοριών, καλά οργανωμένων και δυναμικά ανανεώσιμων, είναι πάντα στη διάθεση μας. Σημαντικότατο στοιχείο του συστήματος ηλεκτρονικής εκμάθησης αποτελεί η ευφυΐα του, με άλλα λόγια η ικανότητα παροχής μιας εξατομικευμένης μαθησιακής πορείας στον κάθε εκπαιδευόμενο, με βάση το επίπεδο γνώσεων, τις μαθησιακές ανάγκες αλλά και την πρόοδο του. Επιπρόσθετα, η εν λόγω διαδικτυακή εφαρμογή εκμάθησης της Βιοπληροφορικής ευνοεί τη δημιουργία μαθησιακών κοινοτήτων οι οποίες ενισχύουν τη συνεργασία, την επικοινωνία αλλά και την αλληλεπίδραση μεταξύ εκπαιδευτών και εκπαιδευόμενων, όπως δηλαδή συμβαίνει σε μία παραδοσιακή αίθουσα διδασκαλίας. Όμως, μέσα από την ηλεκτρονική μάθηση, ο εκπαιδευόμενος αποτελεί πλέον το «κέντρο της μαθησιακής διαδικασίας», καθώς μετατρέπεται από παθητικό σε ενεργό δέκτη της μάθησης, επιλέγοντας το πώς και τι μαθαίνει. / One of the greatest challenges today is the extraction and comprehension of the huge mass of information hidden in biological data. The flood of information that comes from the biological research is so complex that needs to be analyzed by means of advanced computational methods. This has given rise to Bioinformatics, a revolutionary scientific field which applies elements of computer science and information technology to the management of this biological information. Bioinformatics is now considered, worldwide, as one of the most evolving fields since it has already demonstrated some very significant achievements and it has gathered really important distinctions. Training students in Bioinformatics is an important challenge as they have big academic differences and their learning background is either in Biology or in Informatics. Moreover, new methods for biological data processing are being published frequently and it is very hard even for professionals in the field of Bioinformatics to follow the new publications and renew the material of their courses. At the same time, the e-learning technology has become an alternative learning standard. During the 20th century, for most of us, the concept of learning was intertwined with the traditional classrooms. But, since the 21st century a new culture of learning has begun. Thanks to the proper use of modern information technologies, networks and multimedia, students and researches who are separated by distance, get technologically connected. Knowledge becomes available to the contemporary academic and professional world, without any geographical restrictions or time limits. The growing infrastructure of digital networks enhances the ability to access and use unlimited resources and tools. Furthermore, e-learning extends beyond simple access to information, but it is based on the communication and interaction of people involved in the learning process. The e-learning platforms are particularly useful in Bioinformatics education, as they can improve the quality of teaching and reduce the time required for the administration of educational material. Furthermore, the scientific field of Bioinformatics is completely interwoven with the use of the Internet due to the fact that many data sources and software tools are accessible through it. In this thesis, advanced e-learning processes have been developed in order to introduce more and more students to the revolutionary science of Bioinformatics. A modern web application which not only stores and manages the wealth of knowledge and experience provided by the Computational Biology and Bioinformatics group of the University of Patras, but also permits visitors to visualize, anywhere and anytime, and interact with this rich learning content which is presented in the form of text, hypertext, images, presentations and videos. Publications in conferences and journals, research projects, theses, presentations, tools, latest news and announcements are just some demonstrations of the daily contribution and the priceless effort spent by this group. A great deal of information, securely organized and dynamically updated, always at our disposal. The most important element of this e-learning application is its intelligence, in other words its ability to provide a personalized learning path to each student, based on his level of knowledge, his learning needs and the progress made in every step of the e-learning training. In addition, this Bioinformatics e-learning application, favors the creation of learning communities which enhance collaboration, communication and interaction between trainers and trainees, as that occurs in a traditional classroom. However, through e-learning, the trainee becomes the "center of the learning process", as he turns from a passive to an active receiver of learning, by choosing how and what he learns.

Dans un contexte d’économie des connaissances, le brevet est utilisé de différentes manières par les pouvoirs publics et les inventeurs pour l’incitation à l’innovation, la protection et la diffusion des connaissances. Le but est de cette thèse de faire une analyse du système de brevet. Pour ce faire, nous proposons une nouvelle approche du brevet qui prend en compte, les spécificités sectorielles. Nous appelons ainsi cette approche, système sectoriel de brevets. Partant de l’analyse standard fondée sur le principe du « one size fits for all », nous élaborons une grille d’analyse qui tient compte de la nature des connaissances à protéger. Le processus d’apprentissage, la base de connaissances, les opportunités technologiques, la spécificité du savoir et les conditions générales d’appropriation, sont les constitutifs de la grille. Ils permettent de classer les technologies en deux types : technologies complexes et technologies discrètes. De cette classification, nous en déduisons les stratégies et les usages sectoriels de brevets. Nous montrons que, dans les technologies discrètes, cas de la pharmacie et des biotechnologies, les brevets protègent efficacement les inventeurs, et les stratégies de brevets dominantes sont de type fencing, evergreening. Tandis que, pour les technologies complexes, cas de l’électronique et des logiciels, le brevet est considéré comme étant peu efficace. De ce fait, il est complété par d’autres moyens de protection comme la complexité technologique, l’avance technologique, le secret, le copyright, pour lutter contre l’imitation, l’invention autour. Les stratégies de brevets font apparaître des phénomènes de type patent thicket. / In a context of knowledge economy, patents are used in different ways by the government and inventors the incentive for innovation, protection and dissemination of knowledge. The aim of this thesis is to analyze the patent system. To do this, we propose a new approach to the patent which takes into account sectoral specificities. We thus call this approach, sectoral system of patents. Starting from the standard analysis, based on the principle of "one size fits for all", we develop an analytical framework that takes into account the nature of knowledge to protect. The process of learning, knowledge base, technological opportunities, the specificity of knowledge and general conditions of appropriability, are the base of the model. They allow to classify the technologies into two types : complex technologies and discrete technologies. In this classification, we deduce strategies and sectoral uses of patents. We show that in discrete technologies, like the pharmaceutical industry and biotechnologies, patents effectively protect inventors and the dominants types of patent strategies are fencing and evergreening. While for complex technologies, electronics and software, the patent is considered inefficient. Thus, it is supplemented by other means of protection such as technological complexity, technological advance, the secret, copyright, to fight against copying the invention around. The patent strategies reveal phenomena such patent thicket, bulks.