<p>Syftet med det här arbetet är att lyfta fram och bidra med erfarenheter och kunskaper inom läraryrket och undervisningen i skolan, utifrån en lärares livs - och yrkesberättelse. Som redskap har jag använt mig av livsberättelsemetoden, vilket är en kvalitativ intervjumetod där det främst handlar om att lyfta fram berättaren. I det här arbetet får vi ta del av en engagerad och flexibel lärare som har arbetat i 25 år. Hon beskriver hur hon arbetar med Kiwimetoden i åldersblandade klasser, för att främja elevers läs- och skrivutveckling. I undervisningen använder sig läraren av både helhetsmetoden och ljudmetoden. Lärandet sker i sociala samspel och undervisningen individanpassas utifrån elevernas nivå, erfarenheter och intressen. Arbetet tar upp begreppen, arbetslag, traditionell undervisning, åldersblandade klasser och Kiwimetoden.</p><p> </p><p>I intervjuerna förmedlar läraren en positiv bild av barn och lärande, samt vikten av att underlätta läs- och skrivundervisningen för alla barn. Dessutom ska man inte vara rädd för att prova nya arbetssätt och metoder.</p><p> </p> / <p>The purpose of this project is to raise and contribute with experience and knowledge within the profession as a teacher and the education in school, seen from the point of view of a teacher´s lives- and profession story. As a tool I have used the lifehistory method, which is a qualitative method of interviews wich most is about to bring out the story teller. In this work we take part of an engaging and flexible teacher whom has working for 25 years as a professional teacher. She describes how she is working whit the Kiwi method in mixed ageing classes, to promote the pupils reading and writing development. In the education program the teachers use both the entirety method and the sound method. The teaching happens in social teamwork and the education is individually adapted from outside the pupil´s level of experience and interestes. The work bring up the conceptions of teamwork, traditional education, mixed ageing classes and the Kiwi method.</p><p> </p><p>In the interviews the teacher mediate a positive picture of children and their learning, the important of facilitate the reading- and writing education for all the children. Beside, you shouldn´t be afraid to try new ways of working manners and methods.</p>

Syftet med det här arbetet är att lyfta fram och bidra med erfarenheter och kunskaper inom läraryrket och undervisningen i skolan, utifrån en lärares livs - och yrkesberättelse. Som redskap har jag använt mig av livsberättelsemetoden, vilket är en kvalitativ intervjumetod där det främst handlar om att lyfta fram berättaren. I det här arbetet får vi ta del av en engagerad och flexibel lärare som har arbetat i 25 år. Hon beskriver hur hon arbetar med Kiwimetoden i åldersblandade klasser, för att främja elevers läs- och skrivutveckling. I undervisningen använder sig läraren av både helhetsmetoden och ljudmetoden. Lärandet sker i sociala samspel och undervisningen individanpassas utifrån elevernas nivå, erfarenheter och intressen. Arbetet tar upp begreppen, arbetslag, traditionell undervisning, åldersblandade klasser och Kiwimetoden.   I intervjuerna förmedlar läraren en positiv bild av barn och lärande, samt vikten av att underlätta läs- och skrivundervisningen för alla barn. Dessutom ska man inte vara rädd för att prova nya arbetssätt och metoder. / The purpose of this project is to raise and contribute with experience and knowledge within the profession as a teacher and the education in school, seen from the point of view of a teacher´s lives- and profession story. As a tool I have used the lifehistory method, which is a qualitative method of interviews wich most is about to bring out the story teller. In this work we take part of an engaging and flexible teacher whom has working for 25 years as a professional teacher. She describes how she is working whit the Kiwi method in mixed ageing classes, to promote the pupils reading and writing development. In the education program the teachers use both the entirety method and the sound method. The teaching happens in social teamwork and the education is individually adapted from outside the pupil´s level of experience and interestes. The work bring up the conceptions of teamwork, traditional education, mixed ageing classes and the Kiwi method.   In the interviews the teacher mediate a positive picture of children and their learning, the important of facilitate the reading- and writing education for all the children. Beside, you shouldn´t be afraid to try new ways of working manners and methods.

Uppsatsens titel: Lättläst – för alla? Key words: Easy-to-Read (Lättläst), Printed matter (Trycksak), Readability (Läsbarhet), Legibility (Läslighet), Reading value (Läsvärde). Syfte: Vårt syfte med examensarbetet var att med text och layout framställa ett lättläst material, i tryckt form, anpassat till målgruppen. Frågeställningar: Går det att framställa ett lättläst och tydligt informationsmaterial som fungerar för alla? Om det inte går att framställa ett informationsmaterial som fungerar för alla, behövs i stället olika versioner för att alla ska förstå? I så fall hur många versioner? Hur ska materialet anpassas till målgruppen när det gäller språkutformning och layout? Teori:   Vårt arbetssätt följde den hermeneutiska spiralen. Vi gick från förförståelse och tolkning genom litteratursökning, tidigare forskning och analysering av material och målgrupp, till erfarenheter genom utprovningar. Därefter reviderade vi materialet och vidgade förståelsen genom nya utprovningar och fick återigen ny erfarenhet. Vi fick på så sätt påtaglig kunskap om målgruppens krav och behov. Metod: Vi valde att arbeta både kvantitativt och kvalitativt, genom att utföra enkätundersökning samt intervju. Vi använde oss av båda tillvägagångssätten eftersom de kompletterade varandra. De metoder som vi använde oss av var litteratursökning, analysering av material samt målgruppsanalys (intervju- och enkätmetodik). Vi arbetade efter en iterativ metod, det vill säga fortlöpande utprovningar. Under utprovningarna använde vi "tänka högt"-metoden, prestationstest samt synpunkter från experter. Slutsats: Vår slutsats var att det gick att framställa ett lättläst och tydligt informationsmaterial som fungerade för alla i vår målgrupp, oavsett ålder, kön och bakgrund. Genom utprovningarna framkom det att samtliga av testpersonerna föredrog vår lättlästa version och ingen ansåg att texten var för lätt. Tvärtom var alla positiva till förändringarna i materialet eftersom de förstod informationen och tyckte att innehållet var relevant. Vi skapade ett lättläst material genom att till exempel använda konkreta ord, korta meningar utan bisatser, ordförklaringar, luftig layout samt överskådligt innehåll med tydliga och kortfattade rubriker.

The purpose of this study was to examine the effects of a controversial test administration alteration, the read-aloud alteration, in which text (passages and questions) is read aloud to the student on a reading comprehension test. For students whose disabilities impair their skill in decoding text and reading fluently, accessing text to demonstrate their comprehension can be significantly impeded. Using a quasi-experimental design, this study examined whether the comprehension scores for students with disabilities with certain characteristics improved with the read-aloud alteration. Participants were fourth-grade Georgia public school students (N=664) enrolled during the 2005-2006 school year, with and without disabilities, who were administered the third-grade Reading Criterion-Referenced Competency Test under either the read-aloud or standard administration condition. A 20-question survey was completed for each special education student who participated by the educator most familiar with the student’s educational program. Several moderator variables, such as reading achievement as measured by an external criterion (the reading comprehension subtest of the Iowa Test of Basic Skills), the degree of the student’s disability, as rated by the teacher, and individualized educational program features such as the presence of a decoding objective and time spent in the general education classroom, were investigated. These moderator variables were hypothesized to help better identify students with disabilities who might need and benefit from the read-aloud alteration. Students given the read-aloud alteration achieved higher raw score gains on the posttest than those assessed under the standard condition regardless of their disability status (students with or without disabilities). No interactions were identified between the moderator variables studied and test condition, with the exception of testing condition (standard / read loud) and reading skill (below average, average, or above average). Regardless of disability status, students who were provided the read-aloud alteration and were classified as having below average reading skills on the norm-reference ITBS had higher gain scores than their peers.

This thesis presents the design and implementation of a high-speed read-access STT MRAM. The proposed design includes a 2T1MTJ cell topology, along with two different read schemes: current-based and voltage-based. Compared to the conventional read scheme with 1T1MTJ cells, the proposed design is capable of reducing the loading on the read circuit to minimize the read access time. A complete STT MRAM test chip including the proposed and the conventional schemes was fabricated in 90nm CMOS technology. The 16kb test chip's measurement results confirm a read access time of 6ns and a write access time of 10ns. The read time is 25% faster than other works of similar array size published thus far, while the write time is able to match the fastest result.

This thesis presents the design and implementation of a high-speed read-access STT MRAM. The proposed design includes a 2T1MTJ cell topology, along with two different read schemes: current-based and voltage-based. Compared to the conventional read scheme with 1T1MTJ cells, the proposed design is capable of reducing the loading on the read circuit to minimize the read access time. A complete STT MRAM test chip including the proposed and the conventional schemes was fabricated in 90nm CMOS technology. The 16kb test chip's measurement results confirm a read access time of 6ns and a write access time of 10ns. The read time is 25% faster than other works of similar array size published thus far, while the write time is able to match the fastest result.

The modern automobile is a complex electromechanical system controlled by control systems which consist of several interdependent electronic control units (ECUs). Analysis of the data generated by these modules is very important in order to observe the interesting patterns among data. At Volvo Cars Corporation today, diagnostic read-out data is retrieved from client machines installed at workshops in different countries around the world. The problem with this data is that it does not show a clear picture as what is causing what i.e. tracking the problem. Diagnostic engineers at Volvo Cars Corporation perform routine based statistical analysis of diagnostic read-out data manually, which is time consuming and tedious work. Moreover, this analysis is restricted to basic level mainly statistical analysis of diagnostic readout data. We present an approach based on statistical analysis and cluster analysis. Our approach focused on analysing the data from a pure statistical stand-point to isolate the problem in diagnostic read-out data, thereby helping to visualize and analyse the nature of the problem at hand. Different general statistical formulae were applied to get meaningful information from large amount of DRO data. Cluster analysis was carried out to get clusters consisting of similar trouble codes. Different methods and techniques were considered for the purpose of cluster analysis. Hierarchical and non-hierarchical clusters were extracted by applying appropriate algorithms. The results obtained from the thesis work show that the diagnostic read-out data consist of independent and interdependent fault codes. Groups were generated which consist of similar trouble codes. Furthermore, corresponding factors from freeze frame data which shows significant variation for these groups were also extracted. These faults, groups of faults and factors were later interpreted and validated by diagnostic engineers.

Purpose: my aim was to explore ways that teachers can support students with dyslexia and what/ which tools some teachers / special education teachers use to facilitate students. Method: I used a quantitative method by interviewing some regular teachers and special education teachers Results: In my study, I learned how some teachers can support students by reading loud to them; a main task for the teachers could be to create the love of reading for the students. That task was reinforced by students' self-image.

Abstract Four high-performance circuits design techniques for embedded DRAM are proposed. First, a negative voltage generator having high efficiency is proposed to provide the negative voltage for the modified word line driver. The negative voltage generator circuits could be manufactured in n-Well CMOS process, and its operation achieve optimal output voltage. When 2.0-V supplied voltage is applied, the output voltage of -1.6-V is obtained. Even though, the supplied voltage is scaled down to 1.5-V, the output voltage can still achieve -1.05-V. In contrast, the output voltage of traditional one under 2.0-V supplied voltage is only -0.67-V. Second, a fast wordline driver suitable for PMOS pass transistor is proposed. The wordline driver improves the turned-on time by 26.8ns compared with the traditional one and raises the operating speed by 79%. Third, a new reduced clock-swing driver is proposed. Under 2.0-V supplied voltage and 100MHz operating frequency, the total power consumption of the new driver working with RCSFF is reduced by 10% than that of traditional one working with RCSFF. For the above advantage of low power, the new driver is thus more suitable for embedded DRAM applications. Fourth, a modified hierarchical read bus amplifier is proposed. The read bus amplifier is based on the new sense-amplifier. It could drive the output by full-swing voltage. It improves the sensing speed by 2.1ns. And it got the same advantage of no dc idling current as the traditional N&PMOS cross-coupled amplifier. In this thesis, finally, the performance of these circuits is also integrated and examined in an 1-Kbit embedded DRAM test circuit. The simulation RAS access time of 27.9ns is achieved under 2.0V supplied voltage and loading of 16-Mbit embedded DRAM. This indicated the above proposed circuits could be applied in the low voltage and high speed embedded DRAM.

Although scholars have long advocated the use of informational texts in the primary grades, gaps and inconsistencies in research have produced conflicting reports on how teachers used these texts in the primary curriculum, and how primary students dealt with them during instruction and on their own (e.g., Saul & Dieckman, 2005). Thus, to add to research on informational texts in the primary grades, the purpose of this study was to examine: (a) a first-grade teacher's use of science informational trade books (SITBs) in her classroom, (b) the ways students responded to her instruction, and (c) how students interacted with these texts. My study was guided by a sociocultural perspective (e.g., Bakhtin, 1981; Vygotsky, 1978), providing me a lens to examine participants during naturally occurring social practices in the classroom, mediated by language and other symbolic tools. Data were collected by means of 28 observations, 6 semi-structured interviews, 21 unstructured interviews, and 26 documents over the course of 10 weeks. Three themes generated from the data to provide insight into the teacher's and students' practices and interactions with SITBs. First, the first-grade teacher used SITBs as teaching tools during guided conversations around the text to scaffold students' understanding of specialized vocabulary, science concepts, and text features. Her instruction with SITBs included shared reading lessons, interactive read-alouds and learning activities during two literacy/science units. However, there was limited use of SITBs during the rest of her reading program, in which she demonstrated a preference for narrative. Second, students responded to instruction by participating in guided conversations around the text, in which they used prior knowledge, shared ideas, and visual representations (e.g., illustrations, diagrams, labels, and captions) to actively make meaning of the text. Third, students interacted with SITBs on their own to make sense of science, in which they demonstrated their interest in reading the texts, formed connections to science, used reading strategies, and adjusted to the text type and variations of text complexity. The findings indicate the teacher's practices with SITBs were supportive of literacy and science learning for students at various levels of reading development. However, her inexperience with informational books and her preference for narrative demonstrates a need for training to assist her in providing guided and individualized reading instruction with SITBs, as well as provide students with full access to these texts in the classroom. Further, the teacher's overgeneralizations for science during instruction with SITBs indicates the need for training to strengthen her knowledge of science that would better prepare her to convey information and critically read information presented in these texts. Finally, the students' engagement with SITBs and their use of strategies to make sense of these texts on their own, indicates the first graders were motivated and capable readers of informational books.