Esta tese de doutorado foi desenvolvida na linha de pesquisa – O Sujeito da Educação: conhecimento, linguagem e contextos, na temática Sociologia e Educação, vinculada ao projeto de pesquisa Perspectivas de Ensino na Educação Básica: prática pedagógica e formação de professores, coordenado pela Professora Maria Helena Degani Veit, Ph.D. Na tese, foram analisadas cinco práticas pedagógicas, de professores das séries finais do Ensino Fundamental, da disciplina de Língua Portuguesa, em duas escolas estaduais da periferia urbana da cidade de Porto Alegre, que haviam atingido as metas de 2009 propostas pelo IDEB (Índice de Desenvolvimento da Educação Básica) e tendo possibilidade de promoverem bons resultados escolares nos alunos dos grupos socialmente desfavorecidos. Este estudo objetiva identificar qual a modalidade de ensino aprendizagem utilizada nas práticas investigadas que têm possibilitado aos alunos, durante o percurso escolar, aprenderem o que lhes é proposto na respectiva série. Para examinar essas práticas pedagógicas foram utilizados os modelos de Pedagogia Visível e Invisível construídos por Basil Bernstein; e o terceiro modelo, chamado Pedagogia Mista, conforme Morais e Neves. As práticas também foram interpretadas considerando as nove situações de modalidades de ensino aprendizagem apresentadas pelos autores Cortesão e Stoer. Ao investigar essas práticas, a atenção esteve voltada às condições em que o ensino é oferecido, à formação do professor, à organização do currículo e à estrutura da escola. Após a descrição, análise e interpretação dos dados, é possível afirmar, que as práticas pedagógicas investigadas se aproximam mais das características de uma Pedagogia Visível. Segundo Bernstein (1996, p. 81), as Pedagogias Visíveis são definidas por transmissões e aquisições com fortes classificação e enquadramento. Elas se caracterizam por um discurso instrucional com regras de sequenciamento e critérios de avaliação explícitos e, compassamento forte, e por um discurso regulador com hierarquia explícita. Porém, com relação a currículo, a dimensão “diferentes conteúdos de Língua Portuguesa” apresenta, nas práticas pedagógicas investigadas, classificação fraca. Com relação às nove situações de ensino aprendizagem indicadas por Cortesão e Stoer, pode-se classificar as práticas referidas, como as indicadas no quadrante de número sete. Este quadrante refere-se a professores que selecionam os conhecimentos já apresentados em livros texto de cada série; entretanto, por conhecerem a realidade do contexto de onde provém a população atendida, buscam relacionar os conteúdos propostos na disciplina aos conhecimentos e vivências trazidos por seus alunos. / This doctoral dissertation was developed in the line of research – The Subject of Education: knowledge, language and contexts on the Education and Sociology Thematic linked to the line of research project Teaching Perspectives on Basic Education: pedagogic practice and teacher´s training, coordinated by Professor Maria Helena Degani Veit, Ph.D. Five educational practices were analyzed. These practices were developed by basic education teachers on Portuguese, teaching grades six to eight in two state schools of urban periphery of Porto Alegre city, that reached the goals proposed by IDEB (Basic Education Index of Development) in 2009, and having high chances to get good school results when working with those socially disadvantaged groups of students. This study aims to identify which teaching learning modalities employed on the investigated practices, enable the students during the school course to learn what has been taught on the respective grade. To assay these pedagogic practices, three models of Pedagogy were used. Two models were called Visible Pedagogy and Invisible Pedagogy constructed by Basil Bernstein, and the third model, named Mixed Pedagogy, was developed by Morais and Neves. The practices were also interpreted considering the nine modality situations of teaching learning presented by the authors Cortesão and Stoer. When interpreting those practices, the attention was towards: the conditions in which teaching is offered, the teacher´s training, the curriculum organization and the structure of the school. After the description, analysis and interpretation of data, is possible to affirm that the pedagogic practices investigated are closer to the Visible Pedagogy characteristics. According to Bernstein (1996, p. 81), the Visible Pedagogies are defined by transmissions and acquisitions with strong classification and frame. They are characterized by an instructional discourse with explicit sequencing rules and evaluation criteria, a strong pacing and by a regulative discourse with an explicit hierarchy. However, in relation to curriculum, the dimension “different contents of Portuguese Language”, presents, on the pedagogic practices investigated, a low level of classification. Considering the nine situations of teaching learning indicated by Cortesão and Stoer, we may classify the referred practices, as those shown on the quadrant 7. It refers to teachers that sift the knowledge that have already been presented in textbooks of each grade; but, on the other hand, on the hand by knowing the reality of the context where the population taught come from, they search for linking the proposed contents in the discipline to the knowledge and experiences brought by his/her students.

A presente tese foi desenvolvida na Linha de Pesquisa “O sujeito da Educação: conhecimento, linguagem e contextos”, na temática Sociologia e Educação, vinculada ao Projeto de Pesquisa “Perspectivas de Ensino na Educação Básica: prática pedagógica e formação de professores”, coordenado pela professora doutora Maria Helena Degani Veit. Na tese é examinada a prática pedagógica de 30 estagiários matriculados na disciplina de Prática de Ensino em Biologia do curso de Licenciatura em Ciências Biológicas da Universidade Federal do Rio Grande do Sul no ano de 2005. O estudo desenvolveu os seguintes tópicos: 1) interpretação dos significados de conflitos de papéis que perpassam o ingresso dos licenciandos na carreira docente; 2) caracterização das práticas pedagógicas dos estagiários planejadas com o objetivo de favorecer a aprendizagem de conhecimentos biológicos pelos alunos do Ensino Médio;2.1) análise de discursos e de modalidades de conhecimentos que constituem a Licenciatura em Ciências Biológicas e que são mobilizados quando da recontextualização dos conteúdos biológicos para o Nível Médio e2.2) caracterização do discurso regulador empregado pelos estagiários no contexto de escolas da rede pública de Porto Alegre, Rio Grande do Sul. A pesquisa participante, em uma abordagem quali-quantitativa, foi realizada pela professora da disciplina de Prática de Ensino em Biologia, utilizando, como referencial teórico-metodológico, a perspectiva sociológica de Basil Bernstein, complementada por conceituação da Fenomenologia Social e do Interacionismo Simbólico. Os resultados do estudo confirmaram os achados de Morais (2002a, 2002b) e de pesquisadoras associadas que, apoiadas em Bernstein, caracterizaram as modalidades de práticas pedagógicas mais produtivas em contextos de formação de professores e de ensino de alunos da Educação Básica pertencentes a famílias de baixa renda. As autoras designaram tais práticas como pedagogias mistas, as quais apresentam enquadramentos fortes nas dimensões seleção e seqüência de conteúdos, em nível macro, e avaliação, e apresentam enquadramentos fracos nas dimensões seleção e seqüência de conteúdos, em nível micro, ritmagem e regras hierárquicas. A tese complementa a caracterização das pedagogias mistas e descreve as formas da prática pedagógica que tornam disponíveis aos adquirentes regras de reconhecimento e de realização de textos, isto é, práticas legítimas no contexto educacional.A investigação também possibilitou a interpretação dos significados das interações entre transmissores e adquirentes, enfocando estratégias e discursos que buscam resgatar valores nucleares da sociedade ocidental. / This doctoral dissertation was developed within the Research Line “The Subject of Education: Knowledge, Language and Contexts” and the theme of Sociology and Education, which is connected to the Research Project, “Teaching Perspectives in Basic Education: Pedagogical Practice and Teacher Training”, coordinated by Prof. Dr. Maria Helena Degani Veit. The dissertation discusses the pedagogical practice of 30 student teachers enrolled in 2005 in a course on Teaching Practice in Biology, which is part of the Teacher Training Program in Biological Science at the Federal University of Rio Grande do Sul. The study developed the following topics: 1) interpretation of the meanings of the role-related conflicts involved in the students’ entry into the teaching career; 2) characterization of the student teachers’ pedagogical practices designed to foster the learning of biology by high school students; 2.1) analysis of discourses and modes of knowledge that constitute the Teacher Training Program in Biological Science and are mobilized duringthe “recontextualization” of the contents of Biology for the level of secondary education, as well as 2.2) characterization of the “regulative discourse” employed by the student teachers in the context of public schools in Porto Alegre, the capital of the state of Rio Grande do Sul. The participatory research, which adopted a qualitative-quantitative approach, was conducted by the professor of the course on Teaching Practice in Biology. It used Basil Bernstein’s sociological perspective as its theoretical-methodological frame of reference, supplementing it with concepts taken from Social Phenomenology and Symbolic Interactionism. The results of the study confirmed the findings by Morais et al. (2002, 2003), who, based on Bernstein, characterized the most productive modes of pedagogical practice in the contexts of teacher training and of teaching to basic education students who come from low income families. Morais et al. called such practices “mixed pedagogies,” as they exhibit “strong framings” in the dimensions of “selection” and “sequence” of contents at the macro level, as well as “evaluation,” and “weak framings” in the dimensions of “selection” and “sequence” of contents at the micro level, besides “pacing” and “hierarchical rules.”The dissertation supplements the characterization of the “mixed pedagogies” and describes the forms of “pedagogical practice” that makeavailable to the acquirers “rules of recognition” and “rules of realization” of texts, that is, legitimate practices in the context of education. The investigation also made it possible to interpret the meanings of the interactions between transmitters and acquirers, focusing on strategies and discourses that try to retrieve core values of Western society.

Esta tese de doutorado foi desenvolvida na linha de pesquisa – O Sujeito da Educação: conhecimento, linguagem e contextos, na temática Sociologia e Educação, vinculada ao projeto de pesquisa Perspectivas de Ensino na Educação Básica: prática pedagógica e formação de professores, coordenado pela Professora Maria Helena Degani Veit, Ph.D. Na tese, foram analisadas cinco práticas pedagógicas, de professores das séries finais do Ensino Fundamental, da disciplina de Língua Portuguesa, em duas escolas estaduais da periferia urbana da cidade de Porto Alegre, que haviam atingido as metas de 2009 propostas pelo IDEB (Índice de Desenvolvimento da Educação Básica) e tendo possibilidade de promoverem bons resultados escolares nos alunos dos grupos socialmente desfavorecidos. Este estudo objetiva identificar qual a modalidade de ensino aprendizagem utilizada nas práticas investigadas que têm possibilitado aos alunos, durante o percurso escolar, aprenderem o que lhes é proposto na respectiva série. Para examinar essas práticas pedagógicas foram utilizados os modelos de Pedagogia Visível e Invisível construídos por Basil Bernstein; e o terceiro modelo, chamado Pedagogia Mista, conforme Morais e Neves. As práticas também foram interpretadas considerando as nove situações de modalidades de ensino aprendizagem apresentadas pelos autores Cortesão e Stoer. Ao investigar essas práticas, a atenção esteve voltada às condições em que o ensino é oferecido, à formação do professor, à organização do currículo e à estrutura da escola. Após a descrição, análise e interpretação dos dados, é possível afirmar, que as práticas pedagógicas investigadas se aproximam mais das características de uma Pedagogia Visível. Segundo Bernstein (1996, p. 81), as Pedagogias Visíveis são definidas por transmissões e aquisições com fortes classificação e enquadramento. Elas se caracterizam por um discurso instrucional com regras de sequenciamento e critérios de avaliação explícitos e, compassamento forte, e por um discurso regulador com hierarquia explícita. Porém, com relação a currículo, a dimensão “diferentes conteúdos de Língua Portuguesa” apresenta, nas práticas pedagógicas investigadas, classificação fraca. Com relação às nove situações de ensino aprendizagem indicadas por Cortesão e Stoer, pode-se classificar as práticas referidas, como as indicadas no quadrante de número sete. Este quadrante refere-se a professores que selecionam os conhecimentos já apresentados em livros texto de cada série; entretanto, por conhecerem a realidade do contexto de onde provém a população atendida, buscam relacionar os conteúdos propostos na disciplina aos conhecimentos e vivências trazidos por seus alunos. / This doctoral dissertation was developed in the line of research – The Subject of Education: knowledge, language and contexts on the Education and Sociology Thematic linked to the line of research project Teaching Perspectives on Basic Education: pedagogic practice and teacher´s training, coordinated by Professor Maria Helena Degani Veit, Ph.D. Five educational practices were analyzed. These practices were developed by basic education teachers on Portuguese, teaching grades six to eight in two state schools of urban periphery of Porto Alegre city, that reached the goals proposed by IDEB (Basic Education Index of Development) in 2009, and having high chances to get good school results when working with those socially disadvantaged groups of students. This study aims to identify which teaching learning modalities employed on the investigated practices, enable the students during the school course to learn what has been taught on the respective grade. To assay these pedagogic practices, three models of Pedagogy were used. Two models were called Visible Pedagogy and Invisible Pedagogy constructed by Basil Bernstein, and the third model, named Mixed Pedagogy, was developed by Morais and Neves. The practices were also interpreted considering the nine modality situations of teaching learning presented by the authors Cortesão and Stoer. When interpreting those practices, the attention was towards: the conditions in which teaching is offered, the teacher´s training, the curriculum organization and the structure of the school. After the description, analysis and interpretation of data, is possible to affirm that the pedagogic practices investigated are closer to the Visible Pedagogy characteristics. According to Bernstein (1996, p. 81), the Visible Pedagogies are defined by transmissions and acquisitions with strong classification and frame. They are characterized by an instructional discourse with explicit sequencing rules and evaluation criteria, a strong pacing and by a regulative discourse with an explicit hierarchy. However, in relation to curriculum, the dimension “different contents of Portuguese Language”, presents, on the pedagogic practices investigated, a low level of classification. Considering the nine situations of teaching learning indicated by Cortesão and Stoer, we may classify the referred practices, as those shown on the quadrant 7. It refers to teachers that sift the knowledge that have already been presented in textbooks of each grade; but, on the other hand, on the hand by knowing the reality of the context where the population taught come from, they search for linking the proposed contents in the discipline to the knowledge and experiences brought by his/her students.

Esta tese de doutorado foi desenvolvida na linha de pesquisa – O Sujeito da Educação: conhecimento, linguagem e contextos, na temática Sociologia e Educação, vinculada ao projeto de pesquisa Perspectivas de Ensino na Educação Básica: prática pedagógica e formação de professores, coordenado pela Professora Maria Helena Degani Veit, Ph.D. Na tese, foram analisadas cinco práticas pedagógicas, de professores das séries finais do Ensino Fundamental, da disciplina de Língua Portuguesa, em duas escolas estaduais da periferia urbana da cidade de Porto Alegre, que haviam atingido as metas de 2009 propostas pelo IDEB (Índice de Desenvolvimento da Educação Básica) e tendo possibilidade de promoverem bons resultados escolares nos alunos dos grupos socialmente desfavorecidos. Este estudo objetiva identificar qual a modalidade de ensino aprendizagem utilizada nas práticas investigadas que têm possibilitado aos alunos, durante o percurso escolar, aprenderem o que lhes é proposto na respectiva série. Para examinar essas práticas pedagógicas foram utilizados os modelos de Pedagogia Visível e Invisível construídos por Basil Bernstein; e o terceiro modelo, chamado Pedagogia Mista, conforme Morais e Neves. As práticas também foram interpretadas considerando as nove situações de modalidades de ensino aprendizagem apresentadas pelos autores Cortesão e Stoer. Ao investigar essas práticas, a atenção esteve voltada às condições em que o ensino é oferecido, à formação do professor, à organização do currículo e à estrutura da escola. Após a descrição, análise e interpretação dos dados, é possível afirmar, que as práticas pedagógicas investigadas se aproximam mais das características de uma Pedagogia Visível. Segundo Bernstein (1996, p. 81), as Pedagogias Visíveis são definidas por transmissões e aquisições com fortes classificação e enquadramento. Elas se caracterizam por um discurso instrucional com regras de sequenciamento e critérios de avaliação explícitos e, compassamento forte, e por um discurso regulador com hierarquia explícita. Porém, com relação a currículo, a dimensão “diferentes conteúdos de Língua Portuguesa” apresenta, nas práticas pedagógicas investigadas, classificação fraca. Com relação às nove situações de ensino aprendizagem indicadas por Cortesão e Stoer, pode-se classificar as práticas referidas, como as indicadas no quadrante de número sete. Este quadrante refere-se a professores que selecionam os conhecimentos já apresentados em livros texto de cada série; entretanto, por conhecerem a realidade do contexto de onde provém a população atendida, buscam relacionar os conteúdos propostos na disciplina aos conhecimentos e vivências trazidos por seus alunos. / This doctoral dissertation was developed in the line of research – The Subject of Education: knowledge, language and contexts on the Education and Sociology Thematic linked to the line of research project Teaching Perspectives on Basic Education: pedagogic practice and teacher´s training, coordinated by Professor Maria Helena Degani Veit, Ph.D. Five educational practices were analyzed. These practices were developed by basic education teachers on Portuguese, teaching grades six to eight in two state schools of urban periphery of Porto Alegre city, that reached the goals proposed by IDEB (Basic Education Index of Development) in 2009, and having high chances to get good school results when working with those socially disadvantaged groups of students. This study aims to identify which teaching learning modalities employed on the investigated practices, enable the students during the school course to learn what has been taught on the respective grade. To assay these pedagogic practices, three models of Pedagogy were used. Two models were called Visible Pedagogy and Invisible Pedagogy constructed by Basil Bernstein, and the third model, named Mixed Pedagogy, was developed by Morais and Neves. The practices were also interpreted considering the nine modality situations of teaching learning presented by the authors Cortesão and Stoer. When interpreting those practices, the attention was towards: the conditions in which teaching is offered, the teacher´s training, the curriculum organization and the structure of the school. After the description, analysis and interpretation of data, is possible to affirm that the pedagogic practices investigated are closer to the Visible Pedagogy characteristics. According to Bernstein (1996, p. 81), the Visible Pedagogies are defined by transmissions and acquisitions with strong classification and frame. They are characterized by an instructional discourse with explicit sequencing rules and evaluation criteria, a strong pacing and by a regulative discourse with an explicit hierarchy. However, in relation to curriculum, the dimension “different contents of Portuguese Language”, presents, on the pedagogic practices investigated, a low level of classification. Considering the nine situations of teaching learning indicated by Cortesão and Stoer, we may classify the referred practices, as those shown on the quadrant 7. It refers to teachers that sift the knowledge that have already been presented in textbooks of each grade; but, on the other hand, on the hand by knowing the reality of the context where the population taught come from, they search for linking the proposed contents in the discipline to the knowledge and experiences brought by his/her students.

The aim of this study was to investigate the relationship between noncognitive symptoms and premorbid temperament in a group with Alzheimer’s disease. The relationship between premorbid temperament and noncognitive symptoms can be used to understand symptom susceptibility and risk, caregiver burdens, as well as providing insights into the neuroanatomical substrates of temperament and noncognitive behaviour. Sixty-three primary caregivers of Alzheimer’s patients fulfilled the eligibility criteria for this study. Information regarding the noncognitive symptoms and premorbid temperament was procured from the primary caregivers. In fifty-one cases, a secondary caregiver also provided information about the premorbid temperament of the Alzheimer’s patient. The latter was obtained to enhance the reliability of retrospective data. The Behaviour Rating Scale for Dementia, the Formal Characteristics of Behaviour-Temperament Inventory, and the Blessed Dementia scale were used to elicit data on noncognitive symptomatology, premorbid temperament, and current cognitive status, respectively. ii Noncognitive symptoms were grouped into two clusters namely neuropsychiatric and neurobehavioural disturbances. The neuropsychiatric cluster included mood and psychotic symptoms and the neurobehavioural cluster included vegetative and overall behavioural dysregulatory symptoms. Results showed that there is a wide spectrum of noncognitive symptom manifestation in patients’ profiles and that the neurobehavioural dysregulatory symptoms are more common than the neuropsychiatric symptoms in this Alzheimer’s cohort. With regard to symptom manifestation and cognitive status, a Pearson product moment correlational analysis showed that a lower level of cognitive functioning is significantly associated with aggressive episodes and a higher level of cognitive functioning with manifestations of depressive symptoms. In terms of interrater concordance on premorbid temperament ratings, intraclass correlations were significant for five of the six temperament domains, thus indicating a reliable estimate of premorbid disposition. Canonical correlational analysis yielded two significant variates. The first variate indicated that Alzheimer’s disease patients with a proclivity for aggressive behaviours and general behavioural deregulation but lower depressive profiles, were premorbidly more emotionally reactive, had low sensory thresholds (high sensitivity), and greater cognitive deficit. The second variate showed that patients with Alzheimer’s disease who tended to manifest with depressive and dysregulatory behaviour appear to have been premorbidly perseverative in temperament with a low sensory threshold (high sensitivity) and the tendency to maintain and attain a low level of activity (stimulation). Taken together, the significant variates revealed a dimensional relationship between depressive symptoms, aggressive symptoms, and behavioural dysregulation; and sensory sensitivity, emotional reactivity, perseverance, and activity, with cognitive status serving as a moderating variable. In conclusion, the study indicated a dimensional relationship between specific premorbid temperament traits and noncognitive symptoms, thereby highlighting the possible predictive influence of premorbid temperament on noncognitive manifestations in Alzheimer’s disease patients. / Thesis (PhD (Psychology))--University of Pretoria, 2005. / Psychology / unrestricted

美國食品藥物管理局2008年六月初提出正式警告，認為牙醫使用之汞齊將導致懷孕、哺乳中的婦女、六歲以下的兒童、免疫力不全的民眾身體產生病變，蛀牙時最好避免使用汞齊補牙，FDA也將在 2009年七月討論是否禁用汞齊。在此之前，北歐國家挪威、瑞典已相繼在今年立法通過，禁止製造、輸入、販賣與使用汞齊合金。本文以牙醫使用汞齊補綴病患牙齒所可能造成的環境汙染為研究個案，希望能瞭解長期以來汞齊所存在的爭議？政府為何需要且如何制定管制政策？以及在制定合宜管制政策的過程中，需要考慮哪些影響因素？本文採用深度訪談、文獻分析與參與觀察等方式，藉由政策管制理論和市場機制為分析架構，以擬定管制政策的最適方案。並利用專家學者、利害團體、政府官員與牙醫師的意見，瞭解管制機構本身的運作能力、被管制者的態度意向和政策環境的其它干擾因素。研究發現，汞齊管制政策的制訂有賴管制理論與市場機制的互補，而政府已具備管制的經驗與能力，唯管制的共識與危機意識仍需要政府與業者的持續教育與養成。在汞齊長期處於爭議的情況下，步驟性的管制汞齊將可避免嚴重的社會衝擊，師法先進國家的管制政策並因地制宜可為政策制定的第一步，最重要的仍是政府必須具有政策創新與整合的魄力和決心。而針對台灣現存牙醫診所與環境汙染的問題，相關的改善方案與配套措施，以及政策制定前的前導計劃，也值得政府後續的重視與研究。 / According to the warning from the U.S. Food and Drug Administration (FDA) in June 2008, the amalgam (mercury containing) filling used in dentistry may pose risk to pregnant, breast feeding women, children under 6 years old, and those persons who have suppressed immunity. FDA will be holding a discussion forum to determine whether to ban amalgams in July, 2009. By this time, amalgams have been prohibited to be produced, imported, exported, sold and used in Norway and Sweden. The current study is aimed to assess the environmental hazard posed by dental amalgams. In addition, the study aims to understand why there is a long dispute with regard to amalgam safety issue. This research wishes to find grounds for the government to establish regulative policies, and identify what factors should be taken into account in establishing regulative policies. The study is based on in-depth interviews, literature review and participant observation by using the regulative theory and market-based theory as framework to develop a sound regulative policy proposal. This research discovered the development of a regulative policy on amalgams is hinged on the combination or balance between the regulative theory and the market-based theory. Most important thing is that the government and the dentists need to provide continuous public education to build up the consensus for implementing amalgam regulative policies and become aware of the potential environmental crisis. In the due course, adopting step-wise regulative process may avoid unforeseen severe social impact. The government should also take reference of the existing policies of western countries, pay more attention to the current environmental pollution posed by dental practice, and provide improvement plans and supplementary measures to establish the relevant policies.

A Helsinki University field course 'Forest and peatland ecology', organised in June 2017, was studied using qualitative text analysis of students' learning diaries as a main source of data. Students' self-regulative knowledge was explored and found rather limited which is in line with some earlier literature. Teaching methods during the course were evaluated very positively by students. One of the main results was that the more activating teaching methods were perceived more positively. Learning diaries included a few negative evaluations and these can be seen as a valuable source of feedback. lt is concluded that the field course is an extremely relevant method in order to achieve professional knowledge in forest sciences. The recommendations for future teaching planning are that more emphasis should be put on communicating learning aims, modern learning technology, and finally, critical self-regulation knowledge.

The need for ancillary services is on the rise due to the increasing share of weather-dependent power sources in the electric power system. This master thesis focuses on the Swedish FCR-D Up market. It is a national balancing market for transmission system operator’s procurement of the ancillary service called FCR-D Up, that is the up-regulating frequency containment reserve in case of system disturbances. The FCR-D Up market is undergoing significant changes to adapt to the changing electric power system, which may affect the current market dominance of hydropower suppliers due to the emergence of new suppliers and regulatory changes by the Swedish transmission system operator. This master thesis establishes a conceptual qualitative market development system model for price formation on the FCR-D Up market. The research question addressed is: "What FCR-D Up market developments and regulatory market changes on the supply and demand side respectively are expected in Sweden in the upcoming years, 2024-2026, and how will they affect the market prices?" The research was based on the theoretical concepts of system modeling and price formation, using Soft Systems Methodology. Data was collected from various sources and analysed using CATWOE analysis, Casual Loop Diagram, as well as supply and demand curve model theory. It was concluded that price-influencing market development and regulatory changes are focused on the supply side of the market. These include the market entry of new suppliers, transition to marginal pricing, new technical requirements for market participation and increasing value stacking opportunities for FCR-D Up suppliers on Nord Pool’s electricity markets and the other balancing markets. / Behovet av stödtjänster ökar på grund av den ökande andelen väderberoende kraftkällor i elkraftsystemet. Denna masteruppsats fokuserar på den svenska FCR-D Upp-marknaden. Det är en nationell balansmarknad för transmissionsnätsoperatörens upphandling av den stödtjänst som kallas FCR-D Upp, som är den uppreglerande frekvenskontrollreserven vid störningar i systemet. FCR-D Uppmarknaden genomgår betydande förändringar för att anpassas till det föränderliga elkraftsystemet, vilket kan påverka den nuvarande marknadsdominansen av vattenkraftsleverantörer på grund av tillkomst av nya leverantörer och regulativa marknadsförändringar av transmissionsnätsoperatören. Denna masteruppsats etablerar en konceptuell kvalitativ systemmodell för marknadsutveckling avseende prisbildning på FCR-D Upp-marknaden. Forskningsfrågan är: "Vilken utveckling av FCR-D Upp-marknaden och vilka regulatoriska marknadsförändringar på utbuds- respektive efterfrågesidan förväntas i Sverige under de kommande åren, 2024-2026, och hur kommer de att påverka marknadspriset?". Arbetet baserades på teoretiska koncept kring systemmodellering och prisbildning, med fokus på Soft Systems Methodology. Data samlades in från olika källor och analyserades med hjälp av CATWOE-analys, Casual Loop Diagram samt modellteori för utbuds- och efterfrågekurvor. Slutsatsen var att prisinfluerande marknadsutvecklingar och regulatoriska marknadsförändringar är inriktade på marknadens utbudssida. Det handlar bland annat om nya leverantörers inträde på marknaden, övergången till marginalprissättning, nya tekniska krav för marknadsdeltagande och ökande möjligheter till värdestapling för FCR-D Upp leverantörerpå Nord Pools elmarknader och de andra balansmarknaderna.

This thesis deals technological project shopping centre in Aš. Technological phase solving realization floor finish in central structure. Thesis contains engineering report, studies report main structure, design of main machine and mechanisms, timelines, site equipment, controlling and testing plan, budget plan, plan of realization road infrastructure.

This diploma thesis is dealing with the preparation and construction of the apartment building in Znojmo. Thesis includes the technical report, the plan of the building site with some extra descriptions, time and financial plan of the building site, realization sketch of the major technological periods, equipment of the building site, project of the construction machines, timetable, plan of the assurance of the material, technological regulation, controlling and probationary plan of the quality, time and financial collation.