<p>Den här rapporten handlar om Individuella utvecklingsplaner (IUP). Från 1/1-06 gäller en förordning om att alla barn i grundskolan, särskolan, sameskolan och specialskolan ska ha IUP. Syftet med rapporten är att undersöka vilken information lärare och elever fått om IUP, men också ta reda på deras inställning till och uppfattning om IUP.</p><p>För att få reda på detta har jag intervjuat fem lärare och fem elever. Lärarna har mellan 3-20 års erfarenhet av skolarbete. Eleverna går i skolår 1-6. Jag har utifrån litteraturen studerat synen på lärande, hur lärare ställer sig till nya utvecklingsplaner och hur det sedan faller ut i praktiken.</p><p>Resultatet av intervjuerna blev något nedslående med tanke på att förordningen om IUP redan trätt i kraft. Endast en av de fem lärare jag intervjuat hade kommit igång med sitt IUP arbete. Därför kunde de andra fyra inte svara annat än att de inte märker av IUP i skolans vardagliga arbete. Eleverna gav ungefär samma svar.</p><p>Trots det har jag dragit slutsatsen att samtliga lärare och elever har en positiv inställning till IUP och dess införande. Lärarna uppfattar IUP som ett hjälpmedel och en garanti för måluppfyllelse.</p><p>Däremot har IUP inte implementerats i det vardagliga arbetet i skolan.</p><p>Man kan också se att det saknats gemensamma diskussioner om synen på kunskap och kunskapsutveckling.</p> / <p>This report is about Individual Development planes (IUP). From 1/1-06 a new law requires all schools to draw an IUP for all pupils in primary schools; schools for dysfunction, ethnic schools and special schools. The purpose of this study is to examine what information teachers and pupils have about the IUP and find out what their adjustment and comprehension are to the IUP.</p><p>I decided to interview five teachers and five pupils. The teachers have 3-20 years of experience in teaching. The pupils are seven, ten and twelve years old and go to the regular Swedish school.</p><p>In the literature I studied different kind of cognitive approaches, how teachers think about new development planes and how it all turns out in reality.</p><p>The result of my interwjues was rather negative. Only one of the teachers I interviewed has been working IUP inspired for some years. All the others haven’t started yet. Therefore they couldn’t assert that IUP did any marks in the daily schoolwork. The pupils gave the same answers.</p><p>The IUP has not been realized in the daily schoolwork and you can also see that the teachers miss common discussions about cognitive approaches.</p><p>Although I have made the conclusion that all the teachers and pupils are positive to the IUP. The teachers think about the IUP as a working tool and a guarantee to attain good results in school.</p>

Den här rapporten handlar om Individuella utvecklingsplaner (IUP). Från 1/1-06 gäller en förordning om att alla barn i grundskolan, särskolan, sameskolan och specialskolan ska ha IUP. Syftet med rapporten är att undersöka vilken information lärare och elever fått om IUP, men också ta reda på deras inställning till och uppfattning om IUP. För att få reda på detta har jag intervjuat fem lärare och fem elever. Lärarna har mellan 3-20 års erfarenhet av skolarbete. Eleverna går i skolår 1-6. Jag har utifrån litteraturen studerat synen på lärande, hur lärare ställer sig till nya utvecklingsplaner och hur det sedan faller ut i praktiken. Resultatet av intervjuerna blev något nedslående med tanke på att förordningen om IUP redan trätt i kraft. Endast en av de fem lärare jag intervjuat hade kommit igång med sitt IUP arbete. Därför kunde de andra fyra inte svara annat än att de inte märker av IUP i skolans vardagliga arbete. Eleverna gav ungefär samma svar. Trots det har jag dragit slutsatsen att samtliga lärare och elever har en positiv inställning till IUP och dess införande. Lärarna uppfattar IUP som ett hjälpmedel och en garanti för måluppfyllelse. Däremot har IUP inte implementerats i det vardagliga arbetet i skolan. Man kan också se att det saknats gemensamma diskussioner om synen på kunskap och kunskapsutveckling. / This report is about Individual Development planes (IUP). From 1/1-06 a new law requires all schools to draw an IUP for all pupils in primary schools; schools for dysfunction, ethnic schools and special schools. The purpose of this study is to examine what information teachers and pupils have about the IUP and find out what their adjustment and comprehension are to the IUP. I decided to interview five teachers and five pupils. The teachers have 3-20 years of experience in teaching. The pupils are seven, ten and twelve years old and go to the regular Swedish school. In the literature I studied different kind of cognitive approaches, how teachers think about new development planes and how it all turns out in reality. The result of my interwjues was rather negative. Only one of the teachers I interviewed has been working IUP inspired for some years. All the others haven’t started yet. Therefore they couldn’t assert that IUP did any marks in the daily schoolwork. The pupils gave the same answers. The IUP has not been realized in the daily schoolwork and you can also see that the teachers miss common discussions about cognitive approaches. Although I have made the conclusion that all the teachers and pupils are positive to the IUP. The teachers think about the IUP as a working tool and a guarantee to attain good results in school.

This master’s thesis can be used as the guidebook for Wi-Fi networks provider in non-licensed zones 2,4GHz and 5GHz. It is good tool to understand wireless technology area and its protection. Reader can follow network design and avoid mistakes that are mentioned in work. This text shouldn’t be a tool or a guide for possible attackers, but an impulse for small providers who provide their networks in unsecured form. In the opening chapter of my work, matters of Wi-Fi networks are thoroughly analyzed. As they are able to get internet connection in a lot of inaccessible places, they are considered to be crucial for the present times. The basic procedure describing Wi-Fi planning is written in thesis and also its legislative that has to be strictly observed. The big disadvantage is riskiness of the wireless connection that allows attackers to attack network in many ways. For mentioned reason it is very important to take utmost account of Wi-Fi network’s security and attack resistance. Unfortunately a lot of networks are either secured partially or unsecured at all. These types of networks are frequently attacked in order to get “free” Internet access or because of competitors fight. In the text below we can find possible Wi-Fi attack forms using by attackers to get Internet access or destroy network hardware what can cause big financial loss to providers. I described design and realization of little-town network using safety tools implementation based on my experience. For that purpose I implemented benchmark tests in graphics as well as practical format.

Made available in DSpace on 2016-04-27T16:58:55Z (GMT). No. of bitstreams: 1 Cristiane Regina de Moura Ferreira.pdf: 2091183 bytes, checksum: 593d938f91d1a71f440cd9e6928d4929 (MD5) Previous issue date: 2009-10-09 / Secretaria da Educação do Estado de São Paulo / The present study relates a qualitative research that aims to investigate as the student, which one was concluded the 2008 High School first year, observes, realizes and understands the activities observation of regularities and generalization of patterns. This research relevance justifies itself for the subject importance Observation of Regularities and Generalization of Patterns , pointed for researchers as Stenn (1990), Orton and Orton (1999), Vale and Pimentel (2005) and Valle et al (2005), where they affirm that this resource assists the student to learn a relevant mathematics, besides revealing his algebraic comprehension. For the data collection I elaborated and I applied a diagnostic technique, inspired in the Didactic Engineering ideas, as seen in Machado (2003). The data analyses indicate that students realize pertinent observations to the regularities in the sequences and realize some generalizations of patterns, using different resolution strategies and types of semiotics representation (Duval, 2003). With regard to the understanding I can affirm that the pupils if find in development phase, therefore still need other experiences, to perfect the algebraic fluency and to reveal its thought algebraic in more efficient way / O presente estudo relata uma pesquisa qualitativa cujo objetivo foi investigar como o aluno que terminou o Primeiro ano do Ensino Médio, em 2008 observa, realiza e compreende as atividades de observação de regularidades e de generalização de padrões. A relevância dessa pesquisa se justifica pela importância do tema Observação de Regularidades e Generalização de Padrões , apontado por pesquisadores como: Stenn (1990), Orton e Orton (1999), Vale e Pimentel (2005) e Vale et al (2005), que afirmam que esse recurso auxilia o aluno a aprender uma matemática significativa, além de manifestar seu pensamento algébrico. Para a coleta de dados elaborei e apliquei um instrumento diagnóstico, inspirado nas ideias da Engenharia Didática, conforme Machado (2003). As análises dos dados indicam que os alunos realizam observações pertinentes às regularidades presentes nas sequências e realizam algumas generalizações de padrões, utilizando diferentes estratégias de resolução e diferentes tipos de registros de representação semiótica (Duval, 2003). Com relação à compreensão posso afirmar que os alunos se encontram em fase de desenvolvimento, pois necessitam ainda de outras experiências, para aperfeiçoarem a fluência algébrica e manifestar seu pensamento algébrico de maneira mais eficaz

我國為配合加入WTO，紓緩日後大量農產品開放進口，對本土農地利用管理與農業生產所帶來的衝擊，政府乃大幅度修正農業發展條例（以下簡稱農發條例），以為因應。該條例及配套法案業於民國八十九年一月四日、六日及十三日經立法院三讀通過，並由總統於同年一月二十六日公布施行。本次農發條例之修正要點，在農地政策方面，主要側重於農地合理的利用、有效地管理與適當的釋出，其中最大的轉變在於調整為「放寬農地農有，落實農地農用」原則，不再限制農地移轉承受人之身份與資格，並有條件地許可農企業法人承受農地。這樣的變革，旨在建立更為開放競爭的耕地買賣市場，增進耕地的流動性，以利農業經營者取得耕地，調整農業經營結構，應值贊同。然而，條文內容有無疏漏不妥？仍有待深入檢討；條文原則性的規定能否落實？尚待相關法令的配合修訂，方能儘速建立合理農地利用、管理與釋出機制，以確保我國的農業發展。 　　緣此，本研究乃就農發條例之研修條文內容，深入探析農地政策與移轉規定之轉變，同時藉由實地調查（問卷調查與深度訪談）及拜訪農政等單位，以瞭解移轉制度變遷之實施現況及其對農業經營之影響程度，並訪察農業經營者之意向及博採各方之想法，據以確實地檢視現行農地移轉制度有關之爭議與問題，再提出研修現行條文、修訂行政命令及研議配合措施等改進意見，冀能有助於促進農地合理利用，並供後續法律修正、執行之參考。最後，再綜合本研究之成果，推衍以下結論： 　　一、調整農地農有制度係時勢潮流，農地農用管理機制應詳加落實。 　　二、實證調查發現，受訪者大抵認同目前農地移轉制度之變革規定，惟對促進農地流動及帶動農業升級助益不大。 　　三、引進農企業法人承受耕地之成效不彰，且牽涉法令繁多，亟待整合修訂。 　　四、制度規則未能公平提供誘因，且未能有效減低執行面之不確定性，應儘速檢討改進並確實執行之。 　　五、農民與農企業法人普遍欠缺對相關法令資訊的瞭解，應加強相關人員之專業訓練與宣傳輔導。 　　此外，在研究過程中，發現仍有相關課題有待未來後續研究，以促使農地更有效利用管理，並能確保農業永續發展，建議如下： 　　一、健全農企業法人承受耕地之管理制度。 　　二、建構重要農業區之區分與保護機制。 　　三、進一步研究農業產銷班與農地利用之關聯性。 / For joining WTO and moderating the impact of the import of agricultural products on agricultural lands use and, management and production, our government reacted by revising the Agricultural Development Act (ADA). The ADA has been revised by the Legislative Yuan on January 4 and promulgated by the Presidential Decree on January 26, 2000. The main point of the revision is to emphasis on reasonable farmland uses, effective management and adequate release of the land regulations in the agricultural policy. The main change is to adjust ADA’s principle from “the right to own and use farmland to be limited to the farmer” to “the release of the restriction on farmland transferee and realization of the substantial farmland uses.” The revision does no longer set a limit to the status and qualification of transferees and permits the transferable rights of agribusiness on some certain conditions. It is approved that the revision is to establish a more open and competitive arable land market, to improve the liquidity of arable lands, to facilitate the acquirement of arable lands for agribusiness, and to adjust the agricultural production structure. However, we should review the completeness and realization of the revised ADA after the promulgation in order to assure the agricultural development. 　　Therefore, the main purpose of this thesis is to probe into the change of the agricultural land policy and transfer regulation from the provisions of the revised ADA, examine the exercising of transfer system change and its influence on agricultural operation, investigate the intention of agricultural managers for reviewing the relative debates and issues, and then offer some advice as references of revision in the future. The conclusion is described as follows: 　　1.It is a trend of the times to adjust the transfer system that the right to own and use farmland is limited to the farmer, and the mechanism of assuring the substantial farmland uses should be realized. 　　2.From empirical research, the interviewees almost agree to the new agricultural land transfer system, but think that it is not useful for accelerating the liquidity and promoting the level of agricultural industry. 　　3.It is not significant on introducing agribusiness to be the transferee of arable lands, and it is necessary for our government to integrate too many relative and complicated laws. 　　4.We should review and implement the revised ADA because the rules themselves cannot provide fair incentives and effectively reduce the uncertainty from exercising it. 　　5.Farmers and agribusinesses lack the knowledge of relative laws, so the government should enhance them the professional training and give them consultant service. 　　In addition, from this research, we also found that some issues need to be studied for effective management of agricultural lands and sustainable development of agricultural industry in the future. 　　1.How to sound the management institution when agribusinesses want to be the transferee of arable lands. 　　2.How to designate important agricultural zones and establish protection mechanism. 　　3.Study the correlation between the agricultural product marketing class and agricultural land uses.