Abstract The purpose of this paper is to examine the empirical research supporting the effectiveness, orineffectiveness of PBL as a teaching method. Secondly, if PBL is an effective method, what does researchsay about the relevance of PBL in connection to the Swedish secondary school curriculum. We took an indepth,critical look at the existing research to find any commonalities or any major contradictory findings.Results show that there is contradictory evidence regarding the effectiveness of PBL as a teachingmethod with the majority of support for PBL coming from the educational medicine field. Results also showthat very little research exists concerning how PBL relates to the guidelines set out in the Swedish Schoolcurriculum (GY11).After presenting the results we discuss the implications that PBL present as a teaching method, aswell as major problems encountered, and how these findings relate to the teaching profession in Sweden.Lastly, we discuss how further research could be beneficial to support the use of PBL.

No description available.

A new site- and construction-law came into effect in May 2011. The new law, PBL 2010:900 implies several different changes of the law. These changes concern both constructors, people working in municipality and county councils and other people that in some way are related to the building sector. Except from the change in order of the chapters and the renewed and modernized language, the law has now been extended with a few new phases. According to the new law a certificate has to be issued to start and finish the construction; the construction consulting has changed name into technical consulting and the protocol for the controls has to show what the control is being compared to. This diploma work concerns control visits on construction sites as related to the new law. The reason why visits on construction sites are now implemented in the law is because the government saw a lack of trustworthiness in the old law. This because there was no kind of control that what was once approved to be built actually was being built, and nothing else. There was neither any controls to see if the building was actually following applicable rules and regulations. Because of this, the municipalities are now in need of education to deal with these changes in the law, especially when it comes to visits on construction sites. Even though the authority Boverket is offering a lot of information and education and even though there are several accredited companies that handle the education in the new law there is room for a deepening investigation in the matters of the visits. The municipality of Tierp had a request for guidelines on how to handle the visits. Therefore, in this thesis, guidelines for these matters of site visits have been proposed.

Abstract Problem-based learning (PBL) was from the beginning developed in medical school, but is today used in education in other programmes as well. Investigations about PBL have been conducted in different disciplines and there is also metastudies. In this paper, a metastudy of 8 bachelor degree papers have been conducted. The questions answered were: which methods were used to investigate PBL in primary, lower secondary and upper secondary school,which advantages were found in working according to the PBL method, which disadvantages were found in working according to the PBL method and did teachers and students views about advantages and disadvantages about PBL as a method differ and if they did, how? The results showed that mostly qualitative methods were used to investigate the PBL as a method, mostly abilities of social qualities and independence were trained in working according to PBL, a disadvantage was that working according to the PBL method was considered more resourse consuming than traditional teaching methods and teachers and students views about PBL did not differ considerably. Further research is needed to reveal relevant measuring methods to investigate PBL and to determine the effectiveness of the method.

No description available.

This paper is the second of two parts exploring a study that was undertaken to investigate the role of the tutor in facilitating problem-based learning (PBL). The first part focussed on the methodological underpinnings of the study. This paper aims to focus on the findings of the study and their implications for the facilitation of PBL. Six essential themes emerged from the findings that described the facilitation role. The tutors believed that their facilitation role was essentially structured around the decision of when to intervene and how to intervene in the PBL process. Modelling and non-verbal communication were seen as essential strategies for the facilitator. Underpinning these decisions was the need to trust in the philosophy of PBL. However, within many of the themes, there was a divergence of opinion as to how the role should actually be undertaken. Despite this, these findings have implications for the future role of PBL facilitators in Health Professional Education.

Mudanças têm ocorrido no perfil do estudante egresso contabilista, requerendo destes conhecimentos específicos das técnicas contábeis, e ainda desenvolvimento de competências múltiplas e visão holística do mundo dos negócios. Entretanto, pesquisas mostram que os estudantes não se sentem preparados ao concluir o curso de Ciências Contábeis. O método PBL traz como proposta o estímulo ao pensamento crítico, habilidades para solução de problemas e a aprendizagem de conceitos na área em questão. Este método diferencia-se das abordagens convencionais, pois o ensino é centrado no estudante, inicia-se com o uso de problemas, para direcionar, motivar e focar a aprendizagem. Porém, o uso do PBL ainda é incipiente na área contábil. O presente trabalho objetiva verificar a efetividade do método PBL no curso Ciências Contábeis da FEA-RP/USP. Os resultados estatísticos encontrados por meio da análise fatorial, alpha de Cronbach e regressão permitiram verificar que, a partir da adesão do estudante ao método, os mesmos ganham conhecimento na área, adquirem capacidade para resolução de problema, melhoram sua comunicação, desenvolvem habilidades, e adquirem confiança, apresentando consonância com o trabalho de Kanet e Barut (2003). Tal resultado também corrobora com meta-análise conduzida na área médica por Norman e Schmidt (2000) e Albanese e Michell (1993). Contudo, não há um método que resolva todos os problemas de ensino-aprendizagem. / Changes have been happening in the profile of exit accounting students, requiring from them not only specific knowledge of accounting techniques, but also the development of multiple competences and a holistic view of the business world. Research, however, has shown that the students do not feel well prepared when they finish their Accounting course. The PBL method proposes to stimulate critical thought, develop skills for the solution of problems, and also encourage students to learn concepts of their area. This method is different from conventional approaches because the teaching is student-centered; it begins with the use of problems to address, to motivate, and to focus the learning process. Nevertheless, the use of PBL is still incipient in the accounting area. The aim of this work is to verify the effectiveness of the PBL method in the Accounting course of FEA-RP/USP. The statistical results found through factorial analysis, alpha of Cronbach, and regression allowed us to verify that, when students adhere to the method, they gain knowledge in the area; they acquire the ability to solve problems; they improve their communication skills; they develop abilities; and they become more self-confident. These results are consonant with Kanet and Barut\'s (2003) work, and they also corroborate with goal-analysis carried out in the medical area by Norman and Schmidt (2000) and Albanese and Michell (1993). However, there is no method that solves all teaching-learning problems.

Mudanças têm ocorrido no perfil do estudante egresso contabilista, requerendo destes conhecimentos específicos das técnicas contábeis, e ainda desenvolvimento de competências múltiplas e visão holística do mundo dos negócios. Entretanto, pesquisas mostram que os estudantes não se sentem preparados ao concluir o curso de Ciências Contábeis. O método PBL traz como proposta o estímulo ao pensamento crítico, habilidades para solução de problemas e a aprendizagem de conceitos na área em questão. Este método diferencia-se das abordagens convencionais, pois o ensino é centrado no estudante, inicia-se com o uso de problemas, para direcionar, motivar e focar a aprendizagem. Porém, o uso do PBL ainda é incipiente na área contábil. O presente trabalho objetiva verificar a efetividade do método PBL no curso Ciências Contábeis da FEA-RP/USP. Os resultados estatísticos encontrados por meio da análise fatorial, alpha de Cronbach e regressão permitiram verificar que, a partir da adesão do estudante ao método, os mesmos ganham conhecimento na área, adquirem capacidade para resolução de problema, melhoram sua comunicação, desenvolvem habilidades, e adquirem confiança, apresentando consonância com o trabalho de Kanet e Barut (2003). Tal resultado também corrobora com meta-análise conduzida na área médica por Norman e Schmidt (2000) e Albanese e Michell (1993). Contudo, não há um método que resolva todos os problemas de ensino-aprendizagem. / Changes have been happening in the profile of exit accounting students, requiring from them not only specific knowledge of accounting techniques, but also the development of multiple competences and a holistic view of the business world. Research, however, has shown that the students do not feel well prepared when they finish their Accounting course. The PBL method proposes to stimulate critical thought, develop skills for the solution of problems, and also encourage students to learn concepts of their area. This method is different from conventional approaches because the teaching is student-centered; it begins with the use of problems to address, to motivate, and to focus the learning process. Nevertheless, the use of PBL is still incipient in the accounting area. The aim of this work is to verify the effectiveness of the PBL method in the Accounting course of FEA-RP/USP. The statistical results found through factorial analysis, alpha of Cronbach, and regression allowed us to verify that, when students adhere to the method, they gain knowledge in the area; they acquire the ability to solve problems; they improve their communication skills; they develop abilities; and they become more self-confident. These results are consonant with Kanet and Barut\'s (2003) work, and they also corroborate with goal-analysis carried out in the medical area by Norman and Schmidt (2000) and Albanese and Michell (1993). However, there is no method that solves all teaching-learning problems.

No description available.

Uppsatsen berör avtalsrättsliga aspekter vid slutandet av exploateringsavtal. Till en början ges en beskrivning av exploateringsförfarandet i stort, där särskild vikt fästs vid vilka regler och offentligrättsliga principer som reglerar den kommunala kompetensen i förhållande till byggherren. Därefter sker en genomgång av exploateringsavtalets rättsliga grund. Den första av de tre huvudsakliga delfrågorna i uppsatsen berör i kommunens bundenhet i förhållande till de regler som avgör den kommunala kompetensen till följd av exploateringsavtalet. I denna delfråga berörs också kommunens bundenhet i förhållande till kommunens fullmäktiges agerande. Svaret på den första delfrågan innebär att kommunen har särskilda möjligheter att undkomma bundenhet med hänsyn till sin ställning som offentligrättsligt subjekt som agerar i egenskap av civil part. Den andra delfrågan berör huruvida den här typen av avtal bör tolkas mer objektivt. Genom att den kontext i vilken avtalen tillkommer har så pass starka offentligrättsliga inslag är det rimligt att större vikt fästs vid lagregler och förarbeten. Den offentligrättsliga kontexten innebär också att de riktlinjer för slutande av exploateringsavtal som kommunen enligt 6:39 PBL är skyldig att anta får betydelse för byggherrens förståelse av exploateringsavtalet. Den tredje delfrågan berör styrkeförhållandet mellan parterna. Genom att jämföra skyddsintressen till förmån för den svagare parten som finns i den semidispositiva civilrätten med den uppfattningen om att byggherren är den svagare parten i exploateringsavtal, görs en genomgång av de faktorer som påverkar styrkeförhållandet parterna emellan. Särskilt tungt väger det kommunala planmonopolet. Avslutningsvis berörs frågor såsom partsautonomins betydelse och hur de olika delfrågorna inverkar på varandra. Allra sist diskuteras exploateringsavtalets existensberättigande i förhållande till kommunala förutsättningar och den sammanblandning mellan offentlig och privat rätt som skett under den senaste tiden.