<p>The aim of this study is to investigate how subtitles might affect students understanding of spoken English. A comparison was made between four classes at Polhemskolan, an upper secondary school in Lund, Sweden. Each class was shown two different scenes from the movies …And Justice for All and The Verdict. Two of the classes were shown the scenes with subtitles and the remaining two without subtitles. During the test the students also filled out a questionnaire with questions about the information disclosed in the scenes. The students’ results were discussed with the help of the Acquisition and Learning theory and different theories dealing with listening comprehension.</p>

<p>Mitt syfte med undersökningen är att konstruera en modell för bedömning av elevtexter. Bedömningsmodellen ska vara kapabel att ge både en helhetsbild och en detaljbild av elevers diskursiva analytiska förmåga. Min utgångspunkt vid konstruktionen av bedömningsmodellen var bland annat Judith Langers föreställningsvärld och John Biggs SOLO-taxonomi. För att testa min bedömningsmodell samlade jag in elevtexter från naturvetarprogrammet på en gymnasieskola i Södertälje kommun. Texterna är inhämtade från två ämnen, Svenska A och Svenska C, och består av essäer. Resultatet av min undersökning blev en bedömningsmatris som granskar texterna utifrån fyra aspekter; struktur, språk och stil, argumentation och reflektion. Bedömningsmatrisen fungerar emellertid bättre som ett vertyg för uppskattning av texter än som ett vertyg för bedömning. Den ger tillräcklig information hur eleverna ligger till enligt kursplanerna för Svenska A respektive C inom dessa fyra aspekter, och utifrån de resultaten kan läraren se vad varje enskild elev klarar av och inte klarar av och kan planera lektionerna därefter.</p>

Mitt syfte med undersökningen är att konstruera en modell för bedömning av elevtexter. Bedömningsmodellen ska vara kapabel att ge både en helhetsbild och en detaljbild av elevers diskursiva analytiska förmåga. Min utgångspunkt vid konstruktionen av bedömningsmodellen var bland annat Judith Langers föreställningsvärld och John Biggs SOLO-taxonomi. För att testa min bedömningsmodell samlade jag in elevtexter från naturvetarprogrammet på en gymnasieskola i Södertälje kommun. Texterna är inhämtade från två ämnen, Svenska A och Svenska C, och består av essäer. Resultatet av min undersökning blev en bedömningsmatris som granskar texterna utifrån fyra aspekter; struktur, språk och stil, argumentation och reflektion. Bedömningsmatrisen fungerar emellertid bättre som ett vertyg för uppskattning av texter än som ett vertyg för bedömning. Den ger tillräcklig information hur eleverna ligger till enligt kursplanerna för Svenska A respektive C inom dessa fyra aspekter, och utifrån de resultaten kan läraren se vad varje enskild elev klarar av och inte klarar av och kan planera lektionerna därefter.

The aim of this study is to investigate how subtitles might affect students understanding of spoken English. A comparison was made between four classes at Polhemskolan, an upper secondary school in Lund, Sweden. Each class was shown two different scenes from the movies …And Justice for All and The Verdict. Two of the classes were shown the scenes with subtitles and the remaining two without subtitles. During the test the students also filled out a questionnaire with questions about the information disclosed in the scenes. The students’ results were discussed with the help of the Acquisition and Learning theory and different theories dealing with listening comprehension.

Background   The patient's rights to self-determine their own health care is described in Swedish legislation and guidelines. However, due to infancy, unconsciousness, severe brain damage or certain diseases, some patients might be unable to make such decisions. Ethically difficult situations do occur, not infrequently associated with culture. Since the patient is vulnerable, there is a risk that the patient in the treatment and care can not be bothered to maintain right to autonomy and that the nurse violates patient integrity. Aim                 The aim of this study was to illustrate the nurse's dilemma when the patient refuses vital caring efforts. Method           A literature review of eight scientific articles with a qualitative approach was performed. Results           The results revealed the following domains to describe the nurse's dilemma when the patient refuses vital care interventions: patients’ reasons for treatment refusal, the nurse's understanding of the patient's refusal of care and contradictory legislation Conclusion     More knowledge and discussion of the patient's decision-making competence is needed for both the nursing profession and those who make decisions on legislation.

What is the relation between literature and philosophy and what can we learn from it? Is there something about the novel and its language, fiction and narrative that separates it from philosophical litterature? In what way is knowledge about this useful to us, and is it possible to use fiction for the understanding of philosophy? This study makes an attempt to shed some light on the by no means obviuos distinction between philosophy and literature. The aim is to understand what, if in fact there is something that separates philosophy from literature, there is about the distinction that makes it possible for us to separate the ideas in literature from philosophical ideas, and in what way we can use the novel, or fiction in its widest meaning, to understand philosophy. When teaching philosophy you´re often required to make the abstract tangible. But if there´s a misconception about the distinction in what makes philosophical literature philosophical, then maybe there is something to learn from literature, or, at least, something about the fiction and its aesthetics, that makes it easier for us to relate to and understand, for example, the theories that are debated in moral philosophy. There are some philosophers who have used the form of fiction to make their thoughts on philosophical questions understandable. In fact you still find literary aesthetics in essays, reports and articles written in the subject of philosophy, but also in most of the scientifical studies presented worldwide. As there still is something about the words and the language that we already know of that makes it easier for us when trying to make the abstract understandable, than it would if we were constantly required to make up new words just to explain what we mean. The metaphor is, for example, very useful when explaining the phenomenon that we call "black holes". Not to mention the "quark", which was founded by Murray Gell-Mann, but borrowed from a poem by James Joyce. There is something about the language and our understanding that just makes it easier to use what we already know of, when trying to explain our ideas. The leg of a chair isn´t in fact a leg, but in a way the four sticks, that are used to keep the board, or the flat thing we in fact sit on, from falling to the ground, resembles the things the connects our feet to the rest of our body. So, evidently there is something about literature, and the use of the language that we already understand, that makes it a great way to make our ideas intelligible. What is it, if we already know that many philosophers, Plato, Nietzsche, Schopenhauer, Kierkegaard, Sartre e.t.c., used literature, or at least literary aesthaetics, as a way to make their philisophical ideas intelligible, that justifies separating philosophy from literature? Isn´t there in fact something about the distinction that is rather unclear, and wouldn´t knowledge about this be quite useful when understanding and teaching philosophy. This study attempts to find out, as one investigates the theories behind it, and put them to test using "Crime and Punishment" by Fyodor Dostoevsky when teaching moral philosophy to a class of philosophy students.

There has been an influx of funding in science, technology, engineering and mathematics (STEM) allocated to adapting educational systems that engage, motivate and train learners with new and innovative techniques. This exploratory research project investigated the student outcomes associated with undergraduate biology learner' engagements in the ER Project. Thirty-one students interacted in small groups within an inquiry-learning environment supported by an innovative technology that introduced a database of images of green florescent endoplasmic reticulum and golgi apparatus. The aim of the ER Project was to increase learners' conceptual understanding of cell structure and movement and engage in scientific processes in an authentic inquiry setting. To identify relationships between and among independent and dependent variables in a causal model hypothesizing relationships among Prior Knowledge, Learning Preference, Attitudes toward Computers, Inquiry Task Performance and Conceptual Understanding were tested using path analysis. The study found that while prior knowledge was a strong predictor for conceptual understanding, it was not as effective for observing the inquiry task performance. But, the Motivation towards Computers and their Inquiry Task Performance indicated that learners understood the scientific processes and were able to communicate their results.

The purpose of this research is to examine the influence of perceptions of organizational politics on justice and trust. This research also deeply investigates the variables that moderate the perceptions of organizational politics-. These variables are understanding and control. This research regards 40 organizations as the research object, the valid questionnaire adds up to 1,890. The data was analyzed by statistical methods are descriptive statistic, item analysis, factor analysis, correlation analysis and hierarchicla regression analysis. The major results of this study are as following: The perceptions of organizational politics were found have a negative relationship with justice and trust. The finding also indicated that understanding and control moderated the relationship among the perceptions of organizational politics, justice and trust.

<p>What is the relation between literature and philosophy and what can we learn from it? Is there something about the novel and its language, fiction and narrative that separates it from philosophical litterature? In what way is knowledge about this useful to us, and is it possible to use fiction for the understanding of philosophy?</p><p>This study makes an attempt to shed some light on the by no means obviuos distinction between philosophy and literature. The aim is to understand what, if in fact there is something that separates philosophy from literature, there is about the distinction that makes it possible for us to separate the ideas in literature from philosophical ideas, and in what way we can use the novel, or fiction in its widest meaning, to understand philosophy. When teaching philosophy you´re often required to make the abstract tangible. But if there´s a misconception about the distinction in what makes philosophical literature philosophical, then maybe there is something to learn from literature, or, at least, something about the fiction and its aesthetics, that makes it easier for us to relate to and understand, for example, the theories that are debated in moral philosophy.</p><p>There are some philosophers who have used the form of fiction to make their thoughts on philosophical questions understandable. In fact you still find literary aesthetics in essays, reports and articles written in the subject of philosophy, but also in most of the scientifical studies presented worldwide. As there still is something about the words and the language that we already know of that makes it easier for us when trying to make the abstract understandable, than it would if we were constantly required to make up new words just to explain what we mean. The metaphor is, for example, very useful when explaining the phenomenon that we call "black holes". Not to mention the "quark", which was founded by Murray Gell-Mann, but borrowed from a poem by James Joyce. There is something about the language and our understanding that just makes it easier to use what we already know of, when trying to explain our ideas. The leg of a chair isn´t in fact a leg, but in a way the four sticks, that are used to keep the board, or the flat thing we in fact sit on, from falling to the ground, resembles the things the connects our feet to the rest of our body. So, evidently there is something about literature, and the use of the language that we already understand, that makes it a great way to make our ideas intelligible. What is it, if we already know that many philosophers, Plato, Nietzsche, Schopenhauer, Kierkegaard, Sartre e.t.c., used literature, or at least literary aesthaetics, as a way to make their philisophical ideas intelligible, that justifies separating philosophy from literature? Isn´t there in fact something about the distinction that is rather unclear, and wouldn´t knowledge about this be quite useful when understanding and teaching philosophy. This study attempts to find out, as one investigates the theories behind it, and put them to test using "Crime and Punishment" by Fyodor Dostoevsky when teaching moral philosophy to a class of philosophy students.</p>

Today’s technological development has shed new light upon the management practiceproduct management and it is considered more important than ever to manage products.Moreover, organisations to a growing extent face external bodies that evaluate them andimpose organisational structures that they need to comply with. Product management isnevertheless characterised with ambiguity, broad definitions and various depictions. Ascattered research field together with practitioners struggle to define the area stress the needto clarify product management structuring. This thesis uses a sensemaking perspective and akaleidoscopic approach in order to capture product management structuring in a fragmentedarea. It means that we investigate what the sensemaking outcome of product management isand why organisational members make sense this way. This thesis has found that productmanagement is understood on two main levels and that the practice comprises bothconsistency and inconsistency on an inter-organisational level. Findings suggest that sharedidentity, strong commitment, cues, metaphors and expectations have influenced consistentunderstandings and crystallised the sensemaking outcome. In addition, product governanceinfluences product management and therefore the sensemaking outcome are inconsistent inseveral structuring elements. The thesis concludes that our contemporary productmanagement practice is comprised with general components that can be structured similarlybut also components that require a customised structuring due to the product governance trait.