This licentiate thesis builds on the assumption that there is a shift in professional perspective when a police officer takes on the task of a police teacher in the Police Basic Education Training Programme. This shift of perspective is described as a professional process as well as a learning process, and the investigation focuses the reshaping of one’s professional identity. The investigation is based on focus group interviews with four different groups of police teachers in Växjö, Stockholm, and Umeå, where they were asked to talk about their task as police teachers. The analysis is built on theories from George Herbert Mead, Moira von Wright, and Ludwik Fleck about the importance of in-tersubjective interaction in the interpersonal or social perspective of construction knowledge about oneself as a subject and the surrounding world. Professional identity is defined as the way, consciously or unconsciously, an individual under-stands oneself as a professional; it is seen as an ongoing process shaped by con-tinuous intersubjective meetings with others in a changeable world. Professional, personal and possibly tacit knowledge is in that aspect developed and may be pos-sible to articulate in the right environment, for example within focus groups. The findings indicate that the change of professional task of the police teachers affects their understanding of themselves as professionals, i.e., their professional identity. The development of new professional and personal knowledge is due to the ability to reflect on the outcome of the intersubjective meetings with students and other teachers. This change of professional identity of the police teachers complicates their mission in two aspects. First, the denial of the relationship with the students as colleagues could be in conflict with the expectation from the stu-dent police officers. Secondly, the gap in knowledge about police work between the reflected personal knowledge of the police teachers and the student police offi-cers’ knowledge built on movies and books makes it difficult to meet the students at their level. This situation demands opportunities for police teachers to discuss their tasks with other teachers on campus, in the context of intersubjective meet-ings.

The purpose of this study is to investigate teachers’ efforts to teach students with dyslexia in Swedish. The intention with this study is to get the right tools to work with these kinds of students in a more improved and giving way in the future. My questions of issue are: - How can teachers facilitate the learning process for students with dyslexia? - Are pupils with dyslexia included in the teachers’ education in the classroom? - How do the other pupils integrate with the dyslexia pupils in the classroom? - How does the teacher manage the situation to teach the whole class at the same time as he/she helps the pupils with dyslexia? - How do you practice when to assess and rate the students with dyslexia? The method used in this paper is a combination of participant observation and interviews with two teachers and their classes. To be able to construe my results in this paper, I will be using Peder Haugs theory including integration and segregate integration but also a theory based on including or excluding way of working. The main conclusion of this paper is that teachers can work in many different ways with dyslectic pupils. The teachers must try to find a way that is right for themself and their pupils, there is no right and wrong in this work. But what’s most important is to help the dyslectic cope with school.

Abstact During the past several years,many facilites have tranfered to some foreign sties rapidly,and suffered the declined dilemma.The low cost,high quality,and differential are only one of the essential strategic factors to survive for any enterprise.To focus the knowledge management and create the enterprise intelligence asset will make sure of the prosperous business activities in the future. The fields of Paint and Resin are regarded as the conventional industries ,and divided to the ¡§formulation¡¨ characteristics.The storing,sharing,and creating of these knowledge,concering to the formulations and applications of their related products,have been recognized as the most important core competency advantages. The thesis is concentrated on the two fields of ¡§paint¡¨ and ¡§resin¡¨.The following research procedures are proposed as: (A) paper survey (B)the published reports (C)questionnaire(D)casestudies(E)survey the modules and interfaces of K.M. sofetwares in Taiwan,(F)then construct the K.M. manafement systen and web-site by the integration of business process re-engineering and prototyping. The conclusions could be proposed as: 1. The situations of K.M.for ¡§paint¡¨ and ¡§resin¡¨ fields¡G Even only the 12.9% of questionaired companies have established their K.M.system.However,the importance and urgency of K.M.system are well recognized. The division or classifications of knowedege contents can be based on the functional departments during the daily business operation.As wells,10 indices of knowedege management performance reviews are proposed.Some further proposed 12 possible problems or difficulties could be occurred in the futuer 2. the reseach of K.M.software¡Gthese modules including,system management, ,news broadcasting,community, paper workflow,resource management,E.I.P.,meeting management, ,e-learningdata-besed system,full-text searching,etc. 3.Cases studies for the two leading companies: To conclude the critical success factors of K.M. systems are¡Gthe pressure outside the enterprise,the full supports of owner or C.E.O.,the reasonable management system, high levels of human resource,and the well-training of M.I.S.people 4.To prototype the K.M.system and K.M. web-site is quite possible and helpful for the further K.M.project,and will help C.E.O. and some managers to recognize and support the K.M. project afterwards Key words¡GK.M.(knowledge management),B.P.R.(business process re-engineering),prototyping,enterprise intelligence asset,best practise¡Acommunity,paint,resin.

This Thesis has focused on the topic of "The bill of exchange and its application in practice". This work is devided into chapters and sub-chapters. After the introduction there is a literature search in which it was necessary to deal with the historical development of the bills of exchange and their regulations. In the second part of the literature search there are briefly introduced basic kinds of bills of exchange charged in Czech law. The another part of the literature review is devoted to a brief characteristics of the participants of bills of exchange relations. The conclusion of the literature review focuses on disposition of bills, characteristic of court proceedings and the issue of application of the objections in this proceeding. The practical part continues these problems. Its first chapter deals with the definition of the bills for accounting and processing of application examples on accounting bills. Finally there is a chapter on the tax implications of the depository and non-depository bills of exchange. In the second main section are demonstrated specific examples of bill of exchange aplication in business relations. Also, there is indicated the process of exchange proceeding and the way of enforcement the exchange sum including the issue of application of objections.

In today's high pace of globalization and constant development of organizations, it is highly crucial that companies are able to adapt and figure out how to do things differently, such as to resolve how to streamline their work with the resources they have in the best possible way. One way of doing this is through the concept of Self-leadership which is a phenomenon providing the employees with more freedom and working independently more frequently without constant external executive control. Therefore, the authors of this paper have studied how the employees can use self-leadership with the purpose to examine if self-leadership can be used as a universal concept as well as in which situations it can be utilized. Thus, this master's thesis aims to contribute to the theoretical and empirical findings regarding this concept. This, by presenting various theories about the aspects of self-leadership in order to get a better understanding of how trust, communication and reliance may facilitate the entire process and how the leader of an organization could affect the practice and outcome of self-leadership. In order to provide a more in-depth aspect regarding the individuals practicing it on a daily basis, the authors have also studied the psychological aspects that may affect the practice, bearing in mind the cultural aspects that one possesses to see how these two factors may be intertwined to the concept of self-leadership. Additionally, the authors have studied the pros and cons with self-leadership as well as to find out whether or not self-leadership can be used as a universal concept that can be applicable in all working situations, independent of what role one has or in what sector one operates in, which is also one of the focal points of this study. Further, it has been examined to what extent self-leadership affects the performance of the person practicing it. Based on the theoretical findings and empirical data collected from practitioners working with self-leadership, operating in the international banking and IT sector, 4 semi-structured interviews were conducted which resulted in conclusions such as that self-leadership can be used by anyone, at any place or any time, no matter role or organization, rather the question lays within to what extent it may be practiced as some specific situations might require it more or less. Finally, the authors of this paper believe that self-leadership is applicable in all situations and that anyone would be able to practice it if there are enough balance between trust and communication from the the individuals in the organization and if it is clear enough by the superiors to what extent it may be practiced in different situations.

This study aspired to gain a more a nuanced understanding of the emerging analytics technologies and the vital capabilities that ultimately drive evidence-based decision making. Big data technology is widely discussed by varying groups in society and believed to revolutionize corporate decision making. In spite of big data's promising possibilities only a trivial fraction of firms deploying big data analytics (BDA) have gained significant benefits from their initiatives. Trying to explain this inability we leaned back on prior IT literature suggesting that IT resources can only be successfully deployed when combined with organizational capabilities. We identified key theoretical components at an organizational, relational, and human level. The data collection included 20 interviews with decision makers and data scientist from four analytical leaders. Early on we distinguished the companies into two categories based on their empirical characteristics. The terms “Born analyticals” and “Big intelligent firms” were coined. The analysis concluded that social, non-technical elements play a crucial role in building BDA abilities. These capabilities differ among companies but can still enable BDA in different ways, indicating that organizations´ history and context seem to influence how firms deploy capabilities. Some capabilities have proven to be more important than others. The individual mindset towards data is seemingly the most determining capability in building BDA ability. Varying mindsets foster different BDA-environments in which other capabilities behave accordingly. Born analyticals seemed to display an environment benefitting evidence based decisions.

The aim of the study was to examine how students get their motivation to learn. How two different schools, Kulturskolan in Stockholm and Lilla Akademien, practises motivation when they teach the violin. The method was field studies and qualitative interviews. The result of the study indicates the importance of teaching students how to practise to get progression on their playing, to develop their learning skills to get them motivated. The result of the study indicates that the social environment and the positive experience of playing matters in terms of motivation. It also shows that to reach a professional level of playing the violin, a goal is needed. / Syftet med studien var att undersöka hur elever får motivation till att lära. Hur två olika skolor, Kulturskolan och Lilla Akademien, arbetar med motivation i ämnet fiolundervisning. I studien behandlades områden som motivation, lärande och övning. Båda skolorna granskades för att påvisa om det fanns likheter och skillnader i hur elever förhåller sig till övning och motivation. Studierna är genomförda på Kulturskolan i Stockholm samt på Lilla Akademien. Studiens material har insamlats genom fältstudier och kvalitativa intervjuer. Studiens resultat indikerar att det är viktigt att elever lär sig hur de ska öva för att få progression i sitt spel, utveckla sitt lärande och få motivation. Det som även spelar stor roll i motivation, är det sociala klimatet och den positiva upplevelsen av att spela. Studien visar på att, för att nå ett professionellt spel, behövs det ett tydligt mål.

This work focuses on the form of instructor training in the method of Instrumental Enrichment at the FIE I (Feuerstein's Instrumental Enrichment I) course. Another key issue is monitoring of the professional structure of the course's attenders and the changes it undergoes with the introduction of a new instructor trainer to The Czech Republic. Next goal of the work is to explore how are the participants of the course motivated to work with this method and to cover potentional difficulties with putting it into practise as perceived by the participants themselves. Appart from covering how participants' motivation fluctuated during the course the practical part of the work also focuses on the participant's assesment of the course itself while trying to register anticipated changes in their thinking over its duration. For better understanding attenders' attitude to topics they assessed (whether it is about tools - the Instruments, a difficult sections of the lecture or technical terminology from the field of mediated learning) this work includes a brief presentation of Feuerstein's educational theory. KEY WORDS: Feuerstein's Instrumental Enrichment - FIE I, mediated learning, Instruments, motivation, putting the method into practise, professional structure of attenders

<p>Swedish as a school subject has long been debated in Sweden, and ideas concerning its content, role and function in school and society have varied greatly throughout the years. In 1994, there was an upper secondary school reform which resulted in a partial revision of the Swedish subject, including its introduction within a new course and grading system. The Swedish A and B courses became obligatory for all upper secondary students. Other courses in Swedish became largely optional.</p><p>This study consists of two levels – a rhetorical and practical level. The rhetorical level deals with understandings and ideas of the Swedish subject and instruction as they are expressed in curricula and course syllabi, as well as with the understandings and ideas expressed by the four teachers in the study. In addition, the external and internal frame factors which underlie this rhetoric are considered. The practical level concerns the four teachers’ concrete Swedish instruction, i.e. the aims and goals, content and working methods which underlie their teaching, as well as the factors which influence, limit and facilitate it.</p><p>The aim of the study is to attempt to describe, analyse and understand the role and function of the Swedish subject after the upper secondary school reform of 1994. What ideas do the four teachers express regarding the role and function of the Swedish subject in upper secondary school and society after 1994, and how should these ideas and reasons be interpreted and understood from a more comprehensive, general perspective? How do the teachers represent the Swedish subject in their teaching, i.e. how is their knowledge of subject didactics expressed? These are two central questions in the study. A third central question concerns notions of society and the good citizen implied in the chosen views of the Swedish subject.</p><p>The study has two theoretical starting points: subject didactics and curriculum theory. Shulman’s concepts of pedagogical content knowledge and transformation are central to the subject didactics drawn upon here, while frame factor theory and Bernstein’s concepts of “classification” and “framing” are central to the curriculum-theoretical perspective. The perspective of subject didactics deals with the relation between teacher and content, while the curriculum-theoretical perspective deals with the relation between content, individual and society.</p><p>This study shows that the teachers’ knowledge of subject didactics is vague.The teachers’ transformation of content in teaching resides to a high degree in an adaptation to the students; the focus is thus not on a transformation and content analysis of the Swedish subject. Further, the teachers have an instrumental approach to the steering documents. A common characteristic among the four teachers, and in Swedish instruction generally, is that a large degree of responsibility is placed on the individual student for their literary and language development. Collective meetings were very infrequent in the teaching of the four teachers in the study.</p><p>This study discerns four teacher codes which reflect understandings and ideas of school and education, formed by previous and current material and sociocultural conditions and which the individual teacher has encountered, adopted and reshaped into his/her own. These four teacher codes can be described as closeness and hierarchy, tradition and renewal, vision and reality and the individual and the collective. The teacher codes reveal that the four teachers have relatively similar teaching strategies, whereas their teaching aims, goals and content diverge significantly.</p><p>Viewed from the perspective of curriculum theory, it is evident that the teachers emphasise the individual student over the collective. It is a matter of developing one’s thought and personality and of fostering the students to be individual, active members of society. However, this active member of society does not appear to be aware and critically active, but rather a loyal and obedient member of society.</p>

Swedish as a school subject has long been debated in Sweden, and ideas concerning its content, role and function in school and society have varied greatly throughout the years. In 1994, there was an upper secondary school reform which resulted in a partial revision of the Swedish subject, including its introduction within a new course and grading system. The Swedish A and B courses became obligatory for all upper secondary students. Other courses in Swedish became largely optional. This study consists of two levels – a rhetorical and practical level. The rhetorical level deals with understandings and ideas of the Swedish subject and instruction as they are expressed in curricula and course syllabi, as well as with the understandings and ideas expressed by the four teachers in the study. In addition, the external and internal frame factors which underlie this rhetoric are considered. The practical level concerns the four teachers’ concrete Swedish instruction, i.e. the aims and goals, content and working methods which underlie their teaching, as well as the factors which influence, limit and facilitate it. The aim of the study is to attempt to describe, analyse and understand the role and function of the Swedish subject after the upper secondary school reform of 1994. What ideas do the four teachers express regarding the role and function of the Swedish subject in upper secondary school and society after 1994, and how should these ideas and reasons be interpreted and understood from a more comprehensive, general perspective? How do the teachers represent the Swedish subject in their teaching, i.e. how is their knowledge of subject didactics expressed? These are two central questions in the study. A third central question concerns notions of society and the good citizen implied in the chosen views of the Swedish subject. The study has two theoretical starting points: subject didactics and curriculum theory. Shulman’s concepts of pedagogical content knowledge and transformation are central to the subject didactics drawn upon here, while frame factor theory and Bernstein’s concepts of “classification” and “framing” are central to the curriculum-theoretical perspective. The perspective of subject didactics deals with the relation between teacher and content, while the curriculum-theoretical perspective deals with the relation between content, individual and society. This study shows that the teachers’ knowledge of subject didactics is vague.The teachers’ transformation of content in teaching resides to a high degree in an adaptation to the students; the focus is thus not on a transformation and content analysis of the Swedish subject. Further, the teachers have an instrumental approach to the steering documents. A common characteristic among the four teachers, and in Swedish instruction generally, is that a large degree of responsibility is placed on the individual student for their literary and language development. Collective meetings were very infrequent in the teaching of the four teachers in the study. This study discerns four teacher codes which reflect understandings and ideas of school and education, formed by previous and current material and sociocultural conditions and which the individual teacher has encountered, adopted and reshaped into his/her own. These four teacher codes can be described as closeness and hierarchy, tradition and renewal, vision and reality and the individual and the collective. The teacher codes reveal that the four teachers have relatively similar teaching strategies, whereas their teaching aims, goals and content diverge significantly. Viewed from the perspective of curriculum theory, it is evident that the teachers emphasise the individual student over the collective. It is a matter of developing one’s thought and personality and of fostering the students to be individual, active members of society. However, this active member of society does not appear to be aware and critically active, but rather a loyal and obedient member of society.