Natural resource managers are facing increasing challenges as environmental degradation accelerates and the need to integrate a broad spectrum of community experiences into management decisions is increasingly recognised. To help meet these novel challenges, this study explores how professional researchers and communities can combine their skills and learn to work in partnerships to achieve shared management goals. Community-based research involves people as citizen scientists, whereby citizens actively participate in research on local issues. The inclusive nature of community-based research has the ability to produce auxiliary benefits uncommon in conventional research. These include the development of social capital and social learning as the practice of citizen science empowers communities with new skills, knowledge and social networks, thus building capacity within communities to take an effective role in natural resource management. Community-based research also has the potential to enrich the range of management options available by increasing the breadth of accessible knowledge. However, despite much rhetoric about democratising science, little is known about the practice, value and problems of involving citizens as collaborators in natural resource management research projects. This thesis presents the findings from a comparative survey of the attitudes to community-based research held by 'citizen' scientists, on the one hand, and 'expert' scientists and natural resource managers, on the other. It also draws upon a multi-site case study, set in a diverse urban-rural catchment, where an integrated research program was established for different natural resource management agencies to work with each other and community groups to develop research protocols so that community groups could participate in assessing the health of catchment areas. This involved scientists, natural resource managers and community education/extension officers working with established community groups to develop and trial modified scientific methods for the environmental monitoring of catchment and estuarine areas. This inter-agency/community project was continued as a case study site into the second and third years of research and was augmented in the second and third years by focusing on two of the initial community groups as second and third case study sites in their own right. Synthesis of both survey and case study analysis reveals that, despite resource and attitudinal barriers, community-based research can ensure access to local knowledge and increased relevance of research. In addition, many participants most valued the increased feeling of connection towards their local environment and community. I argue that citizen/expert collaboration is key to successful community-based research and best achieved in an atmosphere of mutual respect where all participants are seen as co-researchers. However, participatory intentions are unlikely to be acted upon without sufficient opportunity. Thus, the process of research must be re-defined from that associated with positivist science to include a greater range of participants and activities in an adaptive manner. This more inclusive and reflective approach seems most likely to ensure the quality and utility of research data, the knowledge sharing and social learning, and the enjoyable atmosphere that underpin successful citizen/expert interactions. Certainly, the ability to draw upon and create social capital is vital. The integration of these findings enabled the development of guidelines for effective collaboration between citizens and experts when addressing catchment management issues and undertaking participatory research.

The aim of this study is to define and describe a scientific problem solving capability to be used by the Institute for Maritime Technology (IMT) in its Decision Support Domain in order to provide a scientific support service to decision makers in the South African Navy. Cognisance is given to the fact that the context within which this scientific service functions is of a complex nature, and so are some of the problems which the Decision Support Domain are required to study. For this reason a methodology developed by the proponents of complexity modelling for management and organisational science, namely to approach the problem through “Perspective Filters” is used. The aim is therefore to identify emergent patterns in the development of various disciplines commonly utilised for problem solving. Their respective developments during the twentieth century are studied with this stated aim in mind. Scientific method is seen to be a dominant perspective in this pursuit. The outcome of the study is a proposed generic, pluralist scientific problem solving process which provides a stable definition of such a service despite its constantly changing environment. This greatly enhances the robustness of the service, which makes it cost-effective to develop. The definition of pluralism which is used in this study, and which underpins the definition of the capability, differs from other current dominant views of pluralism in that it upholds the realist aim of science. Although this process is developed in the specific context of IMT, its generic nature makes it a general knowledge technology for any such a service with the aim of providing a scientific service, not limited to the context within which it is developed. / Dissertation (MSc (Technology Management))--University of Pretoria, 2007. / Graduate School of Technology Management (GSTM) / unrestricted

Aux XVIIIe et XIXe siècles, les historiens des sciences associaient généralement Francis Bacon et Galilée pour leur rôle dans l’émergence de la science moderne, mais, à la fin du XIXe et au début du XXe siècle, la Révolution scientifique fut identifiée de manière stricte à la construction de la physique mathématique, ce qui eut souvent pour conséquence de rejeter Bacon hors de l’histoire des sciences. Nous reprenons l’étude conjointe de ces deux auteurs pour mesurer quelle est exactement la nature de leur divergence. Dans la première partie de notre travail, nous abordons les questions cosmologiques. Sur quels arguments Galilée fonde-t-il sa défense publique du copernicianisme entre 1610 et 1616, jusqu’à la première condamnation de l’opinion copernicienne par l’Eglise Catholique ? Pour quelles raisons Bacon, qui suit cette campagne copernicienne, rejette-t-il la plupart des découvertes astronomiques de Galilée ? Pourquoi Bacon, tout en réussissant à percevoir le caractère (trop peu) systématique du géocentrisme, refuse-t-il l’héliocentrisme ? Dans la deuxième partie de notre travail, nous abordons les questions relatives à la méthode, ainsi que les théories de la matière et du mouvement. Quel est le rôle de la perception sensible et la fonction des mathématiques dans les théories de Bacon ? Quelle est la signification de sa théorie du mouvement, qui multiplie les objets d’étude en proposant une typologie des différents mouvements concrets, alors que la physique mathématique tend à réduire tout déplacement au seul mouvement linéaire inertiel ? Quelle est la fonction de l’atomisme mathématique de Galilée ? Dans quelle mesure sa science du mouvement se distingue-t-elle de l’approche baconienne ? La différence fondamentale entre la science galiléenne et la démarche de Bacon consiste, selon nous, dans la nature des expériences et des observations qui sont convoquées, ainsi que dans le type d’abstraction que ces deux auteurs veulent conférer à la philosophie naturelle. / During the eighteenth and nineteenth centuries, historians of science usually considered that Francis Bacon and Galileo had respectively played their role in the merging of modern science, but, at the end of the nineteenth and the beginning of the twentieth century, Scientific Revolution has been strictly reduced to the elaboration of mathematical physics, which had for consequence to exclude Bacon from the history of science. Our aim is to underline the exact nature of the difference between those two authors. In the first part, we deal with the cosmological problems. What arguments did Galileo produce to sustain his public commitment for the Copernican system, from 1610 to 1616, until the first condemnation of copernicanism by the Roman Church ? For what reasons did Bacon reject most of Galileo’s astronomical discoveries ? Why Bacon, who clearly perceived the fact that the geocentric theory lacked systematic character, refused heliocentrism ? In the second part, we deal with the methodological questions, we analyse matter theories and the science of motion. What is the role of sense perception and what is the fonction of mathematics in Bacon’s theories ? What is the significance of his theory of motion, which multiplies the objects of study, proposing a typology of concrete movements, while mathematical physics aims at reducing any motion to the rectilinear inertial movement ? What is the fonction of the mathematical atomism proposed by Galileo ? In what measure does his science of motion distinguish from the baconian approach ? We think that the fondamental difference between the science of Galileo and the theories of Bacon consists in the nature of the experiments and observations used, and in the type of abstraction they are looking for in natural philosophy.

Software testing is an essential part of any development, ensuring the validity and verification of projects. As the usage and footprint of JavaScript expand, new testing frameworks in its community have made statements about being the best overall solution using minimal intervention from developers. The statements from these frameworks about being the greatest can make it difficult for JavaScript beginners to pick a framework that could affect current and future projects. By comparing different types of frameworks and establishing a guideline for others to do the same, it becomes easier for beginners and others to choose a framework according to their own required needs. The overall method uses Mario Bunge’s scientific method via stages, which helps validate the thesis as scientific. Research, empirical data from a qualitative, and objective data from a survey decide the criteria, their priority (to determine their impact and hierarchy), what frameworks to include, and how to compare them. The frameworks Jest, AVA, and Node TAP are compared based on the main criteria of simplicity, documentation, features, and their sub-criteria. Evaluating the frameworks and ranking their performance in each criterion was done through an experiment conducted on a pre-made website without any testing included. The analytic hierarchy process is the primary method used to combine the information gathered and output a result. It makes it possible to create a priority hierarchy for each criterion and subsequently makes it possible to evaluate the choices available on their fulfillment of those criteria. One of these choices will eventually be an overall more suitable fit as the optimal framework for the research question. Combining the survey and experiment data into the analytic hierarchy process revealed that Jest fit the previous criteria better than AVA and Node TAP because of Jest’s better learning curve and Stack overflow presence. AVA was just behind in those areas, while Node TAP had a poor fit for all sub-criteria compared to the other two. AVA’s almost similar evaluation to Jest shows how the open-source community and small development teams can keep up with solutions from big corporations. / Programvarutestning är en viktig del av all utveckling, för att säkerställa giltigheten och verifieringen av projekt. Tack vare JavaScripts expandering och användning, så har nya testramverk dykt upp som anser sig vara den bästa lösningen för utvecklare. Dessa påståenden kan göra det svårt för nybörjare inom JavaScript-utveckling att bestämma sig för vilket ramverk de borde använda, vilket kan påverka deras arbete och framtida projekt. Genom att jämföra dessa ramverk och etablera riktlinjer för andra nybörjare, blir det simpelt för olika demografiska grupper att välja rätt testramverk enligt deras egna åsikter. Den övergripande metoden använder Mario Bunges vetenskapliga metod, vilken använder flera steg för att omvandla hypotesen inom arbetet till en vetenskaplig rapport. Forskning och empirisk information från kvalitativa undersökningar, samt objektiva insamlingar från undersökningar, har använts för att bestämma enligt vilka kriterier dessa ramverk ska jämföras, vilken prioritering dessa kriterier har för nybörjare, vilka testramverk som ska användas och hur ramverken ska jämföras. Testramverken Jest, AVA och Node TAP har jämförts baserat på huvudkriterierna enkelhet, dokumentation och funktionalitet, dessa kriterier innehåller även underkriterier. Evalueringen av dessa ramverk och deras grad av prestanda inom dessa kriterier gjordes genom experimentellt utförande och användning inom en förhandsgjord hemsida utan någon form av testning inkluderad. Den analytiska hierarkiska processen var den primära metoden som användes för att kombinera den insamlade informationen till ett slutgiltigt resultat. Detta för att en prioriteringshierarki kan skapas för all kriterier, och gör det även möjligt att evaluera all ramverk inom dessa kriterier. Ett av dessa ramverk kommer eventuellt beräknas som det bästa alternativet, och på så sätt hjälpa besvara huvudfrågan. Kombinationen av resultaten från undersökningen och experimenten gav att Jest passar bäst till nybörjare, baserat på kriterierna och deras prioriteringsrang, detta tack vare att Jest har bättre inlärningskurva och Stack Overflow-närvaro jämfört med AVA och Node TAP. AVA ligger precis efter inom dessa kriterier, medan Node TAP har betydligt sämre prestanda inom alla kriterier. AVA:s närliggande kapacitet till Jest bevisar att mindre grupper av utvecklare kan komma upp med bra lösningar precis som större företag.

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John Deweys teori “learning by doing” synliggörs i svenska läroplaner, exempelvis för Naturvetenskapsprogrammet, där samspelet mellan teori och praktiskt arbete betonas i examensmålen. Laborationer och experiment bör utgöra en central del i kemiundervisningen. När eleverna får möjlighet att utföra laborationer går dessa oftast ut på att eleverna ska följa detaljerade instruktioner som både talar om vad och hur de ska göra samt vilket resultat de ska erhålla. Sådana slutna laborationer anses i mindre utsträckning utveckla elevernas förmåga att arbeta naturvetenskapligt. I syfte att utveckla det naturvetenskapliga arbetssättet kan laborationer öppnas upp med avseende på de olika parametrarna; problem, metod och resultat. Arbetet med öppna laborationer speglar i högre grad hur forskare arbetar jämfört med slutna vilket ger eleverna en inblick och förbereder dem inför arbete i forskningsmiljö. Examensarbetet ämnade utveckla en lärarhandledning för en laborationssekvens som inkluderar en förberelselektion, den öppna laborationen Mer äppeljuice och en efterföljande lektion, med det övergripande målet att bidra med ett exempel på hur en lärare kan arbeta med öppna laborationer i undervisningen. I syfte att utveckla en lärarhandledning för laborationssekvensen följde och utvärderade författarna hur en kemilärare på gymnasiet planerade och genomförde laborationssekvensen med sin klass i kursen Kemi 2. Detta utfördes genom att samla in data från intervjuer och observationer vilket skapade underlag för den tematiska analysen. Ur den erhållna datan framkom fem aspekter som var relevanta för att eleverna skulle erhålla de bästa förutsättningarna för en väl fungerande laborationssekvens; tid, upplägg, teoretiskt innehåll, gruppindelningar och kommunikation. De slutsatser som dras är att läraren planerade och anpassade upplägget utifrån de syften och mål som hen ville uppnå samt förutsättningarna i klassen. Det övergripande målet med laborationssekvensen Mer äppeljuice, som genomfördes av läraren, var att eleverna skulle utveckla sitt naturvetenskapliga arbetssätt och läraren utformade därmed ett upplägg som stimulerade och uppmuntrade eleverna att ta större eget ansvar. Det framkom bland annat att tiden var en viktig aspekt för att eleverna skulle hinna bearbeta och reflektera under arbetets gång. Dessutom hade kommunikationen mellan elever samt mellan lärare och elever en avgörande roll för att utveckla elevers tänkande. Utifrån den tematiska analysen utvecklades en lärarhandledning för laborationssekvensen Mer äppeljuice som därefter utvärderades i samtal med flera kemilärare. Lärarhandledningen innehöll utöver anpassningsbara riktlinjer och instruktioner för laborationssekvensens tre pass, bland annat information om vad som behöver göras och tänkas på inför respektive tillfälle samt gav lärarna en djupgående teorigenomgång. / John Dewey's theory “learning by doing” is made visible in Swedish curricula, for instance in the Natural Science programme, where the interaction between theory and practical work is emphasized in the degree objectives. Laborations and experiments should form a central part of chemistry teaching. When the students are given the opportunity to carry out laboration work, they are usually required to follow detailed instructions that explain both what and how they should work and also what results should be obtained. Such closed laborations are considered to have a lesser extent of developing the students' ability to work scientifically. In order to develop the natural science way of working, laborations can be opened up with respect to the various parameters; problem, method and result. The work with inquiry-based laborations, in comparison to closed laborations, better reflects how scientists work, which gives the students an insight and prepares them for work in a research environment. The thesis intended to develop a teacher's guide for a laboration sequence that includes a- preparatory lesson, the inquiry-based laboration More apple juice and a subsequent lesson. The goal of the teacher's guide was to contribute with an example of how teachers can work with inquiry-based laborations in teaching. In order to develop a teacher’s guide for th elaboration sequence, the authors followed and evaluated how a high school chemistry teacher carried out the laboration sequence with a class in the course Chemistry 2. This was done by collecting data from interviews and observations, which created a basis for the thematic analysis. From the data obtained, five aspects emerged that were relevant for the students to obtain the best conditions for a well-functioning laboration sequence; time, structure, theoretical content, groupings and communication. The conclusions that could be drawn were that the teacher planned and adapted the arrangement based on the aims, objectives and conditions in the class that the teacher wanted to achieve. The overarching goal of the laboration sequence More apple juice, that was conducted by the teacher, was for the students to develop their way of working according to the scientific method, thus the teacher designed an arrangement that stimulated and encouraged the students to take greater personal responsibility. Among other things, it emerged that the time was an important aspect for the students to have time to process and reflect during the course of the work. In addition, communication between the students and communication between teachers and students had a decisive role in developing students' thinking. Based on the thematic analysis conducted, a teacher's guide was developed for the laboration sequence More apple juice, which was then evaluated in conversations with several chemistry teachers. In addition to customizable guidelines and instructions for the three sessions of the laboration sequence, the teacher's guide contained, among other things, information about what needs to be done and thought about before each occasion and gave the teachers an in-depth theory review.

Aim: This study explores what type of information patients and nurses share with, or provide to, each other, and whether or not the information received was relevant and sufficient for their needs. Background: Information exchange, as part of shared decision-making, is advocated in policy and practice throughout the healthcare sector. Much of the literature on information exchange relates to one-to-one consultations with consultants or GPs. To date, no studies have explored information exchange between patients and nurses in ward settings. Nursing literature on patients’ information needs focuses on one-way information provision from nurses to patients, rather than on two-way information exchange between patients and nurses. Methods: Interactions between patients and nurses were observed and audio-recorded using a remotely controlled audio-recording system. Semi-structured individual face-to-face interviews were then conducted to clarify and add to the observation data. A multiple case study design was used for this study: each case comprised one patient, the nurses caring for that patient, and the interactions between them. A pilot study was undertaken to inform the methods for recruitment and data collection for the main study. Results: The pilot study comprised five cases (patients n=5, nurses n=3). Changes to the recruitment strategy for the main study included surgical patients being invited to participate in the same way as medical patients. There were no difficulties with the data collection methods. The main study comprised nineteen cases (patients n=19, nurses n=22). Information exchange seemed unfamiliar to ward-based nurses. The findings show that information exchange may not be a one-off event but a complex series of interactions. Patients did not distinguish between clinical and non-clinical information in the same way as nurses. Primary reasons for patients’ hospital admission were not discussed and nurses did not share information about nursing interventions. The relevance for patients and nurses differed; patients generally wanted information for reducing anxiety and socialization; nurses wanted information for assessment and care planning. In terms of sufficiency, observation sessions highlighted that insufficient information was provided, often due to lost opportunities and paternalistic practice. However, the majority of patients and nurses perceived that they had exchanged sufficient information. Conclusion: This multiple case study provides insights into the type, relevance and sufficiency of information for patients and nurses in ward settings. In ward settings, information exchange as conceptualised by Charles et al. (1997 and 1999) may be difficult to achieve due to the complexity of patient/nurse interactions. Therefore, there are implications for policy makers as policies are not context specific. However, information exchange may be helpful for reducing patients’ anxieties. The concepts of shared decision-making and information exchange are not part of ward-based cultures and philosophies, which suggests implications for patient and nurse education. Research on information exchange between patients and nurses in other ward contexts may contribute to further understanding of information exchange in ward settings.

<p>Предмет овог истраживања су ефекти два&nbsp; типа наставне инструкције: традиционалнe, и експерименталне-наставне&nbsp; инструкције засноване на&nbsp; aктивној&nbsp; настави физике.&nbsp; У раду су приказане проблемска настава и научни метод као&nbsp; наставне&nbsp; инструкције&nbsp; у&nbsp; aктивној&nbsp; настави физике.&nbsp; Научни метод који је предмет овог истраживања заснива се на једноставним огледима у физици&nbsp; који не захтевају скупу опрему и могу се реализовати уз минимум наставних средстава која су доступна сваком - 230 -ученику.&nbsp; Приказани су резултати истраживања спроведеног са циљем&nbsp; испитивања утицаја примењених наставних инструкција у настави<br />физике, на резултат&nbsp; укупног образовног учинка, трајности стечених знања као и разумевање аспеката природе науке и научног истраживања у односу на&nbsp;&nbsp; традиционалну наставу. Испитивање је извршено&nbsp; као&nbsp; педагошки експеримент типа<br />паралелних група,&nbsp; на узорку шестих и осмих разреда основне школе&nbsp; &bdquo;Мирослав Антић&ldquo; и &bdquo;Десанка Максимовић&ldquo; у Футогу. Утврђено је постојање значајне разлике у трајности задржавања знања као и бржем и темељнијем усвајању наставних садржаја применом наставних&nbsp; инструкција&nbsp; у&nbsp; aктивној&nbsp; настави физике&nbsp; у односу на традиционалну наставу. Анализа резултата финалног теста указује на&nbsp;&nbsp; позитиван тренд разумевања скоро свих аспеката природе науке у експерименталним групама. Главни недостатак у примени ових наставних инструкција представљају индивидуалне разлике ученика у&nbsp; брзини решавања постављеног проблема, као и недостатак адекватне литературе која би подржалa овакав облик наставе.</p> / <p>Predmet ovog istraživanja su efekti dva&nbsp; tipa nastavne instrukcije: tradicionalne, i eksperimentalne-nastavne&nbsp; instrukcije zasnovane na&nbsp; aktivnoj&nbsp; nastavi fizike.&nbsp; U radu su prikazane problemska nastava i naučni metod kao&nbsp; nastavne&nbsp; instrukcije&nbsp; u&nbsp; aktivnoj&nbsp; nastavi fizike.&nbsp; Naučni metod koji je predmet ovog istraživanja zasniva se na jednostavnim ogledima u fizici&nbsp; koji ne zahtevaju skupu opremu i mogu se realizovati uz minimum nastavnih sredstava koja su dostupna svakom - 230 -učeniku.&nbsp; Prikazani su rezultati istraživanja sprovedenog sa ciljem&nbsp; ispitivanja uticaja primenjenih nastavnih instrukcija u nastavi<br />fizike, na rezultat&nbsp; ukupnog obrazovnog učinka, trajnosti stečenih znanja kao i razumevanje aspekata prirode nauke i naučnog istraživanja u odnosu na&nbsp;&nbsp; tradicionalnu nastavu. Ispitivanje je izvršeno&nbsp; kao&nbsp; pedagoški eksperiment tipa<br />paralelnih grupa,&nbsp; na uzorku šestih i osmih razreda osnovne škole&nbsp; &bdquo;Miroslav Antić&ldquo; i &bdquo;Desanka Maksimović&ldquo; u Futogu. Utvrđeno je postojanje značajne razlike u trajnosti zadržavanja znanja kao i bržem i temeljnijem usvajanju nastavnih sadržaja primenom nastavnih&nbsp; instrukcija&nbsp; u&nbsp; aktivnoj&nbsp; nastavi fizike&nbsp; u odnosu na tradicionalnu nastavu. Analiza rezultata finalnog testa ukazuje na&nbsp;&nbsp; pozitivan trend razumevanja skoro svih aspekata prirode nauke u eksperimentalnim grupama. Glavni nedostatak u primeni ovih nastavnih instrukcija predstavljaju individualne razlike učenika u&nbsp; brzini rešavanja postavljenog problema, kao i nedostatak adekvatne literature koja bi podržala ovakav oblik nastave.</p> / <p>The subject of this study&nbsp; is&nbsp; the effects of two types&nbsp; of teaching instruction: traditional and experimental teaching instructions based on the active teaching of physics. In this &nbsp;article is presented&nbsp; the problem solving teaching&nbsp; and&nbsp; the scientific method&nbsp; as a teaching instruction in active teaching of physics. - 232 -Scientific method that is the subject of this research is based on simple experiments in physics that do not require expensive equipment and can be implemented with minimum teaching resources that &nbsp;are&nbsp; available to every student. There are presented results of research carried out to study the effect of the applied educational instruction in physics, the result of the overall educational performance, durability of acquired knowledge and understanding &nbsp;of&nbsp; aspects of the nature of science and scientific&nbsp;research in relation to the traditional teaching. The study was conducted as a pedagogical experiment of&nbsp; parallel groups in a sample of sixth and eighth-graders, in schools &quot;Miroslav Antic&quot; and &quot;Desanka Maksimovic&quot; in Futog. The study of pedagogical documentation as well as the results obtained from initial test designed for the purpose of this research, formed the control and experimental groups matched for relevant educational parameters. Is done a comparison of the control group&nbsp; &ndash;&nbsp; the&nbsp; problem teaching,&nbsp; the control group&nbsp; -&nbsp; the scientific method&nbsp;and the&nbsp; problem teaching&nbsp; -&nbsp; the scientific method,&nbsp; in quantum, quality and efficiency of knowledge of the applied methods. The results were statistically&nbsp;&nbsp;&nbsp; analyzed. There existed significant differences in the durability of knowledge retention, faster and more thorough adoption of educational content using of the active teaching instruction in teaching physics than traditional teaching. Analysis of the results of&nbsp;the final test shows a positive trend understanding of almost all aspects of the nature of science in the experimental groups. The main drawback in &nbsp;the implementation of the teaching instruction students is individual differences in the speed of solving the&nbsp;problem, and the lack of&nbsp; adequate literature&nbsp; to&nbsp; support this form &nbsp;of teaching.</p>

Den projektbaserade arbetsformen blir allt mer vanligt förekommande inom alla nivåer i samhället. Projekt kräver planering, bland annat tid- och resursplanering. Tid är en av de viktigaste beståndsdelarna i projekt, och tidsaspekten är av avgörande betydelse om projektet kommer att lyckas i sin helhet. Resurser är en annan viktig beståndsdel som också har en avgörande betydelse om projekt kommer att nå målen. Samtidigt som projektet som arbetssätt tilltar, tenderar projekten att växa i storlek. Statistiken gör gällande att stora projekt ofta misslyckas ett problem som inte har minskat, trots mångåriga erfarenheter från projekt. Även om utbudet av metoder, tekniker och programverktyg är tämligen omfattande idag, kvarstår problemet med misslyckade projekt, trots mer erfarenhet och fler verktyg. Det råder ett generellt problem med att projekttiden minskar, i kombination av att komplexiteten ökar i alla former av projekt. Omständigheter som medfört större krav på projektplanering, särskilt tid- och resursplanering. Det kan antas att det finns ett behov av datoriserade projektplaneringsprogram, och antagandet att det är svårt att tid- och resursplanera utan stöd av olika metoder, tekniker och datorverktyg.Studiens syfte är att undersöka hur projektplanering i allmänhet och tid- och resursplanering i synnerhet bedrivs idag, och hur de olika metoderna, teknikerna och programverktygen kan förbättra, och underlätta projektplaneringen.

Lo studio si propone di esaminare la valutazione della prova scientifica periziale a partire da elementi del diritto comparato, proponendo la tesi secondo la quale il magistrato può avere vincoli diversi con il risultato dell'attività periziale a seconda dei requisiti di questo mezzo probatorio scelti tra quelli disponibili e che sono sotto il controllo del giudice, nonché del tema discusso nel processo (standard de valutazione probatorio applicabile). Vengono utilizzati in questo studio i precedenti e la legislazione straniera, sempre con il dovuto contrappunto nella legislazione brasiliana, quando possibile. Il punto di partenza è l'esame del diritto fondamentale a un giusto processo e il conseguente diritto fondamentale alla prova, distinguendolo da altri diritti fondamentali (il contraddittorio e l’ampia difesa), addensandolo e mostrando le diverse implicazioni legate al suo riconoscimento, tra le quali, il diritto a un'adeguata valutazione delle prove. In seguito si affrontano questioni fondamentali legate al tema della prova, come il concetto di verità e la ricostruzione dei fatti nel processo, costruendosi un’eventuale scienza giuridica della prova a partire da presupposti epistemologici, soprattutto dal Foundherentism. Una volta stabilite le premesse giuridiche ed epistemologiche di questo lavoro, si procede all’esame della prova periziale propriamente detta, caratterizzata nell’ambito del sistema di valutazione vincolata della prova, nel tutto diverso dalla prova legale. Si esamina, quindi, il metodo scientifico e la sua difficoltà di demarcazione, puntando sulla necessità di distinzione tra la ‘buona' e la 'cattiva' scienza (scienza spazzatura). Alla fine, viene proposto, a partire da precedenti paradigmatici, dei criteri atti a determinare il ruolo del giudice nella produzione della prova tecnica e nella sua corretta valutazione, attività ad essere mediata dalle massime di esperienza e dai criteri della prova applicabili al caso, senza dimenticare alcuni diritti processuali fondamentali da prendere in considerazione insieme al diritto fondamentale alla prova. / O estudo tem por objetivo o exame do direito à adequada valoração da prova científico-pericial a partir de elementos do direito comparado, propondo a tese de que o magistrado possui diferentes graus de vinculação ao resultado da atividade pericial conforme uma série de requisitos deste meio probatório que estão sob o seu controle, também dependendo do tema debatido no processo (modelo de constatação aplicável). Permeia o estudo a utilização de precedentes e legislação estrangeira, sempre com o devido contraponto na legislação brasileira, quando possível. O ponto de partida é o exame do direito fundamental ao processo justo e do consequente direito fundamental à prova, distinguindo-o de outros direitos fundamentais (contraditório e ampla defesa), a fim de densificá-lo, delineando diversas implicações de seu reconhecimento, dentre elas, o direito à adequada valoração do material probatório. Em seguida são enfrentados temas fundamentais conectados à prova, como o conceito de verdade e a reconstrução dos fatos no processo, construindo-se uma possível ciência jurídico-probatória a partir de pressupostos epistemológicos, especialmente a partir do Funderentismo. Estabelecidas as premissas jurídicas e epistemológicas do trabalho, passa-se à análise da prova pericial propriamente dita, caracterizando-a no âmbito do sistema de valoração probatória vinculada, em nada similar à prova tarifada. Examina-se, então, o método científico e a sua dificuldade demarcatória, apontando-se a necessária distinção entre ciência ‘boa’ e ciência ‘ruim’ (junk Science). Em derradeiro, propõem-se, a partir de precedentes paradigmáticos, os critérios para determinar o papel do julgador na produção da prova técnica e a valoração adequada pelo juízo, mediando essa atividade pelas máximas de experiência e modelos de constação aplicáveis ao caso, sem olvidar alguns direitos fundamentais processuais que devem ser levados em consideração em conjunto com o direito fundamental à prova. / This study aims to examine the admissibility and the assessment of the scientific expert evidence based on elements of comparative law, proposing that the magistrate has different degrees of attachment to the result of the expert activity according to a series of requirements which they can control, also depending on the topic discussed during the legal process (applicable burden of proof). The use of precedents and foreign legislation also permeate this study, always relating them to Brazilian law whenever possible. The starting point is the examination of the fundamental right to due process and its consequent fundamental right to evidence, differentiating it from other fundamental rights (right to contradiction and broad defense), in order to densify it, outlining the several implications of its recognition, the right to due assessment of evidentiary material particularly. After that, fundamental issues connected to evidence are confronted, such as the concept of truth and the reconstruction of facts in the legal process, leading to a possible legal evidentiary science from epistemological assumptions, especially through Foundherentism. Once the legal and epistemological premises of this paper are established, the analysis of expert evidence itself will be studied by characterizing it in the scope of the bound assessment evidence approach, which is not at all similar to the legal proof. The scientific method is then examined as well as its demarcation difficulty, pointing out the necessary distinction between 'good' science and 'bad' science (Junk Science). At last, from paradigmatic precedents, different criteria is proposed to determine the role of the judge in the production of technical evidence and the subsequent appropriate assessment by the court, mediating this activity through legal maxims and the applicable burden of proof, without forgetting some fundamental procedural rights which should be taken into consideration along with the fundamental right to evidence.