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Att skydda kulturhistoriskt värdefull bebyggelse från förvanskning är ett allmänt intresse. Många kommuner väljer idag att tillgodose efterlevnaden av förvanskningsförbudet i 8:13 PBL genom byggnadsinventeringar, ett verktyg som inte är reglerat genom lag, i stället för att använda de regler som finns i PBL. Denna uppsats ämnar undersöka lämpligheten i byggnadsinventeringar som tillvägagångssätt för att efterleva förvanskningsförbudet.

Hur framgångsrikt en student utför en uppgift är starkt korrelaterat till studentens motivation inför uppgiften. I akademiska sammanhang har studenter med hög motivationsgrad visats vara mer troliga att utvecklas och vara framgångsrika än de med låg eller ingen motivationsgrad, som i sin tur uppvisat begränsad akademisk utveckling. Detta koncept om motivation används inom Problem-baserat lärande (PBL) där syftet är att öka studenternas interna motivation och därmed intressera dem för det aktuella ämnet. Syftet med denna studie var att identifiera faktorer av betydelse för motivationsförändringar hos tandläkarstudenter med ett problem-baserat curriculum. Datainsamling skedde kvalitativt genom fokusgruppdiskussioner. Fyra fokusgrupper intervjuades: tandläkarstudenter från år 1, tandläkarstudenter från år 3, och tandläkarstudenter från år 5. Den fjärde fokusgruppen bestod av fakultetsmedlemmar (lärare) för att kunna jämföra med studenternas uppfattningar. Resultaten visade att studentmotivation var ett väldigt komplext och multifaktoriellt fenomen. Återkoppling, vägledning, konstruktiv feedback samt känslomässig support visades vara faktorer av betydelse. Många av de identifierade faktorerna kunde relateras till en känsla av kompetens, säkerhet, eller det meningsfulla i att studera ett ämne, bland studenterna. För att maximera motivation bland studenter krävs adekvat kunskap om PBL av all personal. Alltså har, utöver tutorer och föreläsare, även kliniska handledare en central roll för att motivera studenter i deras lärande. / A student’s level of motivation for a task is highly related to how likely that student is to perform the task successfully. In academic contexts, students with higher levels of motivation have been found to be more likely to be successful and develop more skill and knowledge compared to students with no or limited levels of motivation who, instead, exhibit restricted growth in academic achievement. This concept of motivation is used in problem-based learning (PBL), where the aim is to increase student’s intrinsic motivation, thus making them more engaged in the subject matter. The aim of this study was to identify factors of significance for changes in student motivation among dental students within a PBL-curriculum. Data was qualitatively collected through focus group interviews. Four focus groups were interviewed: dental students from year 1, dental students from year 3, and dental students from year 5. The forth focus group consisted of faculty members (teachers) so as to compare the perceptions of the students and the faculty teachers. The results demonstrated student motivation to be a complex and multifactorial matter. Many factors were related to feelings of competence, safety, or meaningfulness of the study of a subject matter, among the students. Factors of significance included relatedness, guidance, constructive feedback, and emotional support from clinical supervisors. In conclusion, proper knowledge of PBL by all personnel is necessary in order to maximize motivation among students. Thus, besides tutors (facilitators) and lecturers, clinical supervisors also have a central role in motivating students towards learning.

Key strategies of Problem-based learning (PBL) can contribute to students' skills development of the Profile of a Virginia Graduate's expectations of critical thinking, creativity, communication, collaboration, and citizenship (the 5 C's). PBL is a popular trend in public education. It is generally defined as a teaching method in which students gain knowledge and skills by working collaboratively to investigate and respond to authentic and engaging open-ended questions and/or problems. This study explored the strategies teachers used when implementing PBL and what strategies aided in the skills development of the 5 C's. The research question addressed was, What key strategies of PBL instruction contributed to the development of the Profile of a Virginia Graduate's expectations of critical thinking, creativity, communication, collaboration, and citizenship for fourth and fifth grade students at one elementary school in Virginia? Through a basic qualitative study, information was gathered on the strategies used in PBL instruction in elementary classrooms to develop students' 5 C's. Findings suggest that small group work, student-centered learning, student choice, peer-to-peer relationships, and modeling were strategies used in PBL instruction to develop the 5 C's. Participants were interviewed by a substitute researcher. Because of the researcher's role as principal of the school in which this research is being conducted, anonymity was used to protect the employer/employee relationship and reduce researcher bias. Results were analyzed using a data analysis process to identify key strategies used in PBL instruction that increase the 5 C's. Perceptions of the participants provided a better understanding of the strategies used during PBL implementation and skills development of the 5 C's. Findings suggest that participants felt PBL to be a successful instructional tool for elementary students. It increased engagement and increased skills development of the 5 C's. The information gained should support leaders in the implementation of PBL in elementary classrooms. / Doctor of Education / Key strategies of Problem-based learning (PBL) can contribute to students' skills development of the Profile of a Virginia Graduate's expectations of critical thinking, creativity, communication, collaboration, and citizenship (the 5 C's). PBL is a popular trend in public education. It is generally defined as a teaching method in which students gain knowledge and skills by working collaboratively to investigate and respond to authentic and engaging open-ended questions and/or problems. This study explored the strategies teachers used when implementing PBL and what strategies aided in the skills development of the 5 C's. The research question addressed was, What key strategies of PBL instruction contributed to the development of the Profile of a Virginia Graduate's expectations of critical thinking, creativity, communication, collaboration, and citizenship for fourth and fifth grade students at one elementary school in Virginia? Through a basic qualitative study, information was gathered on the strategies used in PBL instruction in elementary classrooms to develop students' 5 C's. Findings suggest that small group work, student-centered learning, student choice, peer-to-peer relationships, and modeling were strategies used in PBL instruction to develop the 5 C's.

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Yes / An innovative new midwifery programme leading to midwifery registration with the Nursing and Midwifery Council (NMC) developing potential registrants at both BSc and MSc levels commenced in September 2016. The programme is delivered utilising problem-based learning (PBL) as both a content delivery method and a philosophical approach, underpinning student learning at the UK's University of Bradford, School of Midwifery. A requirement for NMC revalidation at a five-year juncture and institutional programme reapproval acted as a catalyst for change. The programme team embraced a new curriculum framework which emphasised a move to reviewing stage and programme outcomes rather than concentrating on the minutiae of module outcomes. This new approach suited the holistic nature of PBL ensuring an intellectually challenging and inclusive method of teaching and learning for midwifery practice. A further progression for the programme team was to develop an understanding of, and to integrate, ‘threshold concepts’ or ‘troublesome knowledge’. These are defined as knowledge, principles or components which students find difficult to understand and therefore to utilise to improve practice and deliver high-quality care. This article explores the integration of threshold concepts into a problem-based midwifery curriculum.

Problem-based learning has long been recognized as an innovative and effective instructional strategy for enhancing problem-solving and critical skills, which are essential for 21st-century employability. Despite its recognized benefits, PBL adoption in K-12 education remains limited due to significant implementation challenges. This integrative literature review investigates PBL instructional strategies and teachers' experiences, focusing on their challenges and the types of problems used in K12 classrooms, while analyzing empirical studies from 2004 to 2024. The study findings reveal teachers' challenges in terms of problem design and development, scaffolding, technology integration, assessment, and promoting student collaboration, with time availability being a recurring concern. Again, teachers' implementation strategies are flexible but could, however, be summarized into (1) preparing learners for PBL, (2) an iterative cycle of activities, and (3) presentation and evaluation. The findings also revealed that design problems dominate the type of problems that are incorporated into K-12 PBL implementation studies. Beyond setting the foundation for future research in the area, this integrative review offers a deeper understanding related to PBL's application in K-12 settings, providing valuable insight for educational stakeholders. / Doctor of Philosophy / Problem-based learning (PBL) is a student-centered teaching method that supports the development of relevant problem-solving and critical-thinking skills which are critical for career success and employability in the 21st century. Although many studies have emphasized its effectiveness, it is not widely used in K-12 education. This limitation is attributed to different implementation challenges. This integrative literature review investigates PBL instructional strategies and teachers' experiences, focusing on their challenges and the types of problems used in K-12 classrooms, while analyzing empirical studies from 2004 to 2024. The study findings reveal teachers' challenges in terms of problem design and development, scaffolding, technology integration, assessment, and promoting student collaboration, with time availability being a recurring concern. Again, teachers' implementation strategies are flexible but could, however, be summarized into (1) preparing learners for PBL, (2) an iterative cycle of activities, and (3) presentation and evaluation. The findings also reveal that design problems dominate the type of problems that are incorporated into K-12 PBL implementation studies. Beyond setting the foundation for future research in this area, this integrative review offers a deeper understanding related to PBL's application in K-12 settings, providing valuable insight for educational stakeholders.

I arbetet undersöks behovet av ökad kontroll i stålbyggnadskonstruktioner med avseende på utförandefel. Riksdagen beslutade 1 juni 1994 att förändra Plan- och bygglagen (PBL) där förändringen trädde i kraft 1995 och bland annat innebar att hela ansvaret för en byggnads uppförande och kontroll lades på byggherren. Efter vintrarna 2009/10 och 2010/11 där flera tak rasade av snötyngden uppdagades en rad dimensionerings- och utförandefel. Under examensarbetet undersöktes vad som händer med säkerheten i byggnadskonstruktioner i stål som genomgår förändringar under dess livslängd och en jämförelse mot gällande regelverk genomfördes. En fältstudie och flera intervjuer genomfördes där fokus låg på utförandefel och hur förändringar av regelverk lett fram till dagens egenkontrollsystem som påverkat antalet utförandefel. Arbetets resultat visar att det kan finnas ett behov av att se över dagens kontrollsystem och att antalet allvarliga utförandefel i fallstudieobjektet ökat efter 1995. / In the work the need of increased inspections of steel structures with respect to errors of execution was examined. On 1 June 1994, the Swedish parliament decided to change the Planning and Building Act (PBL) and the changes came into force in 1995, where the entire responsibility for the construction and control of a building was placed on the developer. After the winters of 2009/10 and 2010/11, when several roofs collapsed by the snow weight, a number of design and execution faults were discovered. During the thesis work it was investigated what happens to the safety of building structures in steel that undergo changes during its lifetime and a comparison with current regulations was made. A field study and several interviews were conducted where the focus was on execution errors and how changes in regulations led to today's self-control systems that affect the number of execution errors. The results of the work show that there may be a need to review the current control system and that the number of serious execution errors in the case study object increased after 1995.