Syftet med studien är att utforska hur implementeringen av studie- och yrkesvägledning i tidigt skede på grundskolor främjar elevers framtida studie och yrkesval. Då studie- och yrkesvägledningen är ett ämne som ofta bortprioriteras på grund av diverse anledningar innebär det att det ofta implementeras i ett sent stadium. Studien bidrar med en förståelse för problemområdet. Undersökningen har genomförts utifrån kvalitativ metod och semistrukturerade intervjuer. Därför har semistrukturerade intervjuer genomförts med sju utbildade studie- och yrkesvägledare som arbetar inom grundskolan.      Studiens frågeställningar är: -Hur arbetar SYV med studie- och yrkesvägledning i yngre årskurser? -Hur involverad är skolans ledning i studie- och yrkesvägledningen? -Vilken betydelse har tidig implementering av studie- och yrkesvägledning på elevers valkompetens? För att besvara dessa frågor utgår studien från informanternas svar. Intervjuerna har analyserats med hjälp av Gottfredsons teori om begräsningar och kompromisser där begreppen självuppfattning, yrkesstereotyper, mentala kartor över yrken, omskrift och kompromiss används. Hodkinson och Sparkes begrepp handlingshorisont varvas med dessa begrepp.      Studiens huvudresultat visar att implementeringen av studie- och yrkesvägledning i tidigt skede bidrar till en säkerhet hos eleverna samtidigt som deras valkompetens ökar. De informanter som integrerar studie- och yrkesvägledningen tidigt belyser resultatet av det och de informanter som inte integrerar det tidigt i dagsläget uttrycker en gemensam önskan kring att få göra det en dag. Tidsbrist och okunskap hos skolans ledning är återkommande faktorer som påverkar den tidiga implementeringen.

Submitted by Johnny Rodrigues (johnnyrodrigues@ufcg.edu.br) on 2018-08-01T21:11:37Z No. of bitstreams: 1 REX ANTONIO DA COSTA MEDEIROS - TESE PPGEE 2008..pdf: 1089371 bytes, checksum: ea0c95501b938e0d466779a06faaa4f6 (MD5) / Made available in DSpace on 2018-08-01T21:11:37Z (GMT). No. of bitstreams: 1 REX ANTONIO DA COSTA MEDEIROS - TESE PPGEE 2008..pdf: 1089371 bytes, checksum: ea0c95501b938e0d466779a06faaa4f6 (MD5) Previous issue date: 2008-05-09 / Nesta tese, a capacidade erro-zero de canais discretos sem memória é generalizada para canais quânticos. Uma nova capacidade para a transmissão de informação clássica através de canais quânticos é proposta. A capacidade erro-zero de canais quânticos (CEZQ) é definida como sendo a máxima quantidade de informação por uso do canal que pode ser enviada através de um canal quântico ruidoso, considerando uma probabilidade de erro igual a zero. O protocolo de comunicação restringe palavras-código a produtos tensoriais de estados quânticos de entrada, enquanto que medições coletivas entre várias saídas do canal são permitidas. Portanto, o protocolo empregado é similar ao protocolo de Holevo-Schumacher-Westmoreland. O problema de encontrar a CEZQ é reformulado usando elementos da teoria de grafos. Esta definição equivalente é usada para demonstrar propriedades de famílias de estados quânticos e medições que atingem a CEZQ. É mostrado que a capacidade de um canal quântico num espaço de Hilbert de dimensão d pode sempre ser alcançada usando famílias compostas de, no máximo,d estados puros. Com relação às medições, demonstra-se que medições coletivas de von Neumann são necessárias e suficientes para alcançar a capacidade. É discutido se a CEZQ é uma generalização não trivial da capacidade erro-zero clássica. O termo não trivial refere-se a existência de canais quânticos para os quais a CEZQ só pode ser alcançada através de famílias de estados quânticos não-ortogonais e usando códigos de comprimento maior ou igual a dois. É investigada a CEZQ de alguns canais quânticos. É mostrado que o problema de calcular a CEZQ de canais clássicos-quânticos é puramente clássico. Em particular, é exibido um canal quântico para o qual conjectura-se que a CEZQ só pode ser alcançada usando uma família de estados quânticos não-ortogonais. Se a conjectura é verdadeira, é possível calcular o valor exato da capacidade e construir um código de bloco quântico que alcança a capacidade. Finalmente, é demonstrado que a CEZQ é limitada superiormente pela capacidade de Holevo-Schumacher-Westmoreland.

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Kanalrhodopsine (ChRs), lichtgesteuerte Ionenkanäle, vermitteln phototaktische Reaktionen in beweglichen Algen und sind als optogenetische Werkzeuge zur Manipulation der Zellaktivität mittels Lichts weit verbreitet. Viele Kationen- und Anionen-leitende ChRs (CCRs und ACRs) wurden aus kultivierbaren Chlorophyten- und Cryptophytenarten identifiziert. Die meisten mikrobiellen Organismen kann jedoch nicht kultiviert werden, was zu einem unvollständigen Bild der ChR-Vielfalt führt. Die Metagenomik öffnet die Tür für Erkenntnisse über die Verteilung von ChRs in unkultivierten Organismen. Diese Arbeit beschreibt die biophysikalische Charakterisierung von zwei Gruppen metagenomisch identifizierter ChRs. Die MerMAIDs (Metagenomically discovered marine, anion-conducting, and intensely desensitizing ChRs) sind eine neue ChR-Familie und zeigen nahezu komplette Photostrom-Inaktivierung unter Dauerlicht. Die Photoströme lassen sich durch einen Photozyklus erklären, der zur Akkumulation eines langlebigen und nicht-leitenden Photointermediats führt. Ein konserviertes Cystein ist für dieses Phänomen entscheidend, da seine Substitution zu einer stark reduzierten Inaktivierung führt. Die Prasinophyten ChRs, die große carboxyterminale Domänen aufweisen, wurden in großen, marinen Viren identifiziert, die sie von ihren beweglichen und einzelligen Grünalgen-Wirten durch lateralen Gentransfer übernommen haben. Heterolog exprimiert, sind die viralen ChRs nur nach Ergänzung von Transportsequenzen und carboxyterminaler Kürzung funktional. Die Grünalgen- und viralen ChRs sind Anionen-leitend mit nicht-inaktivierenden Photoströmen, wenn sie in Säugetierzellen exprimiert werden, obwohl die viralen Vertreter weniger leitfähig und zytotoxisch sind. Nichtsdestotrotz repräsentiert diese ChR-Gruppe die ersten Grünalgen- und Virus-ACRs. Diese Arbeit zeigt eine breite Verteilung der ACRs unter marinen mikrobiellen Organismen und die Bedeutung der Funktionsmetagenomik bei der Entdeckung neuer ChRs. / Channelrhodopsins (ChRs) are light-gated ion channels mediating phototactic responses in motile algae and widely used as optogenetic tools to manipulate cellular activity using light. Many cation- and anion-conducting ChRs (CCRs and ACRs) have been identified from culturable chlorophyte and cryptophyte species. However, most microbial organisms cannot be cultured, resulting in an incomplete view of the diversity of ChRs. Metagenomics opens the door to gather insights on the distribution of ChRs in uncultured organisms. Here, the biophysical characterization of two groups of metagenomically identified ChRs is described. The MerMAIDs (Metagenomically discovered marine, anion-conducting, and intensely desensitizing ChRs) represent a new ChR family with near-complete photocurrent desensitization under continuous illumination. The photocurrents can be explained by a single photocycle leading to the accumulation of a long-lived and non-conducting photointermediate. A conserved cysteine is critical for this phenomenon, as its substitution results in a strongly reduced desensitization. The prasinophyte ChRs, harboring large carboxy-terminal extensions, were identified in marine giant viruses that acquired them from their motile and unicellular green algal hosts via lateral gene transfer. Expressed in cell culture, the viral ChRs are only functional upon the addition of trafficking sequences and carboxy-terminal truncation. The green algal and viral ChRs are anion-conducting and display non-desensitizing photocurrents when expressed in mammalian cells, though the viral representatives are less conductive and cytotoxic. Nonetheless, this group of ChRs represents the first green algal and viral ACRs. This thesis highlights a broad distribution of ACRs among marine microbial organisms and the importance of functional metagenomics in discovering new ChRs.

In the stories of olden times and in those of our own American Indians, we learned of the picture writing of primitive peoples. It became an early method of recording people's thoughts. This was a very useful method at a time when the race was young. This in turn was the beginning of our alphabet, later the beginning of shaping letters into words, and then word into sentences and paragraphs. As our world has grown older, new idea have come into use and we are no longer content to live as our grandparents lived. We travel by fast express trains, high powered auto- mobiles, airplanes, or zeppelins. The radio gives us the news before our papers containing it are on the street. are not able to talk with people on the other side of the world. Business men find this a very valuable means of doing business when time means money. The motion pictures bring us the story of the book we have not had time to read and the characters from its pages talk to us from the screen. In short, we must have quicker ways of doing things.

Training a Support Vector Machine (SVM) requires the solution of a very large quadratic programming (QP) optimization problem. Sequential Minimal Optimization (SMO) is a decomposition-based algorithm which breaks this large QP problem into a series of smallest possible QP problems. However, it still costs O(n2) computation time. In our SVM implementation, we can do training with huge data sets in a distributed manner (by breaking the dataset into chunks, then using Message Passing Interface (MPI) to distribute each chunk to a different machine and processing SVM training within each chunk). In addition, we moved the kernel calculation part in SVM classification to a graphics processing unit (GPU) which has zero scheduling overhead to create concurrent threads. In this thesis, we will take advantage of this GPU architecture to improve the classification performance of SVM.

Performance measurements have been described as a tool by which management can communicate expected standards of behavior as well as a shared meaning among members regarding the intended direction of the firm. In parallel, the organizational identity field relies on the premise that members can answer the question “who are we as an organization?” through a sense of shared understanding. The purpose of this paper is to investigate the implications a performance measurement system has on the employees’ perception of “who we are“, related to the theoretical framework of organizational identity. This paper utilizes a qualitative research method, a case-based approach of a Swedish life science company which is conducted in an exploratory manner. The case company is chosen due to its contextual setting regarding the newly implemented performance measurement system, along with the inherent characteristics of the industry in general, which is typically considered to be incongruent with such quantitative measurements. The empirical data is collected through eight interviews with members from the chosen case company, as well as through internal documents describing its performance measurement system. The authors propose a revised theoretical framework in which performance measurements and organizational identity are investigated through a conceptual model which explores their dynamic relationship. The findings reinforce well-known ideas of performance measurements and organizational identity, along with providing new insights on the dynamics between them. Keywords: Organizational Identity, Performance Measurement System, Performance Management, Identity-Dynamics

Female academics in higher education institutions face numerous challenges in the continuously ch~nging landscape of South African Higher Education. Numerous mergers between different institutions, increasing job demands, ever increasing class sizes and the unique demands of role conflict, inherent to the female role, contribute to the manifestation of stress and burnout (80) in this population group. The research is conducted from a salutogenic paradigm, seeking to find ways of avoiding the negative consequences of 80 and contributing towards the positive experience of Work Engagement (WE) for the female academic. The research also explores the effect of the individual academics' Sense of Cohrence (SOC) on the experience of BO and WE. The research is quantitative in nature. A psychometric instrument was sent to all the permanently employed female academics employed by Unisa and TUT, measuring their levels of 80, WE and SOC. The completed questionnaires were statisticaily analysed. The findings included average levels of 80, with definite signs that the experience of 80 is on the increase. The Cy sub-dimension of BO showed increased levels. The WE scores of the female academics were just above average. The SOC scores of the female academics were low. The main recommendations were that University management need to take cognisance of the symptoms of BO that are present in this population. Strategies need to be put in place to address these issues and the experience of WE need to be treasured and grown through definite actions from Management. Female academics also need to take personal responsibility for their own wellness and act on the initial signs of 80, rather than dismissing it as mere tiredness or lack of energy. There are also a number of recommendations on actions to be taken to experience WE in the academic work that the population undertake on a daily basis / Industrial & Organizational Psychology / D.Litt. et Phil. (Industrial & Organizational psychology)

I den här avhandlingen är intresset riktat mot svensk utbildningspolitik och medborgarskap. I tider av globalisering, och med ett etablerat svenskt medlemskap i Europeiska unionen, har det nationella policyskapandet kring utbildningens medborgardanande funktion hamnat under ökat tryck. I studien undersöks hur detta hanteras i svensk utbildningspolitik under 1990-talet, en tid som utmärker sig genom betydande förändringar på utbildningsområdet i Sverige. Frågan är, mera precist, vilken riktning för skolans, enligt lag befästa, uppdrag att fostra demokratiska medborgare som utstakas i svensk utbildningspolitik vid denna tid. Genom att fästa vikt vid mål, visioner och motiv som formuleras i utbildningspolitiska 1990-talstexter klarläggs förståelser av medborgarskap som karaktäriserar svensk utbildningspolitik under denna tid. Även en bredare historisk analys görs, ur vilken historiska målsättningar med skolans medborgarfostran som föregår 1990-talets framträder. Studiens syfte är kritiskt. Förståelserna granskas utifrån vad de innesluter och vad de utesluter, vilka möjliga konsekvenser de kan tänkas få för olika individer och grupper i samhället, och om det finns öppningar för tänkbara alternativ. Studien visar på två historiska skiften vad gäller medborgarskapets innehåll och mening i det inhemska policyskapandet. Det första skiftet äger rum under 1990-talets tidiga del. Då bryts en etablerad samhällsbyggande medborgarroll upp, till förmån för andra mera marknadsorienterade medborgarroller. Under 1990-talets senare del, då marknadsorienteringen förstärks i neoliberal riktning, sker ett andra skifte; en historiskt vedertagen gemenskapstanke – nationen – bryts upp som grund för medborgerlig gemenskap. Denna tanke ersätts av en annan som är globaliseringsinriktad, vilken visar sig ha andra inne- och uteslutande mekanismer för olika individer och samhällsgrupper. Utifrån dessa forskningsrön tecknas avslutningsvis några konturer till ett alternativt sätt att tänka kring medborgarskap och gemenskap. Detta alternativ tar form i ambitionen att, i högre grad än vad som blir synligt i svensk utbildningspolitik, resonera kring möjligheter för ett medborgarskap bortom förhandstecknade indelningsgrunder för ett “vi”. Språk som politisk och samhällelig förändringskraft ges en central betydelse i avhandlingen. I analysen av texternas tal om skolans medborgarfostrande roll undersöks pågående politiska motsättningar när det gäller att vinna tal- och tolkningsföreträde till skolans fostransmål. Utgångarna av dessa motsättningar belyses genom tre områden för medborgarfostran som urskilts som centrala; ett politiskt, ett kulturellt samt ett ekonomi- och arbetslivsriktat. Genom dessa har rådande medborgarskapsdiskurser tagit form, ur vilka de utbildningspolitiska förståelserna av medborgarskap gestaltas och diskuteras. / In this thesis attention is drawn to Swedish education policy and citizenship. In times of globalization, and with Swedish membership of the European Union, national policymaking concerning the commissioned role of citizen upbringing has come under increased pressure. In this study, light is shed on how this issue is given shape in Swedish education policy in the 1990s, a period marked by significant changes in the field of education in Sweden. The core question is, more precisely, what direction is being marked out for the Swedish schools´ commission, laid down by law, to foster democratic citizens during this period. By taking an interest in how objectives, visions and motives are formulated in education policy texts from the 1990s, understandings of citizenship are mapped that characterize Swedish education policy during this period. In addition, a more extensive analysis is carried out, by means of which historical goals of the schools’ fostering of citizens prior to those of the 1990s are presented. The aim of the study is critical. The understandings are reviewed in order to revise what they include and exclude, as well as what possible consequences they may have for different individuals and groups, and whether there are conceivable alternatives. It is emphasised that two historical changes take place during the 1990s concerning the subject of the content and meaning of citizenship in Swedish education policymaking. Firstly, during the first part of the 1990s, a historically established citizen role is changed and replaced by other, more market-oriented roles. During the latter part of the 1990s, when the market orientation is reinforced in neo liberal courses, a second change emerges, the historically accepted basic idea of inclusion – the nation – as the “we”-creating reference for civic spirit is shattered. It is replaced by another – globalization – with other qualities that include and exclude different individuals and groups. Finally, on the basis of these findings, some conditions for a possible alternative are sketched. This alternative is given shape with the ambition of, to a greater extent than is made visible in Swedish Education policy, reasoning about possibilities beyond presupposed dividing properties for a “we”. The power of language for political and societal change has an important role in this dissertation. Political clashes concerning achieving preferential access to talk and interpretation about upbringing objectives are examined by analyzing the texts’ talk about the schools’ commission to foster citizens. Light is shed on the outcomes of these clashes by examining three vital areas for citizen upbringing, found to be crucial in this context: a political one, a cultural one and an economical and working-life oriented one. These citizenship discourses are elucidated and understandings of citizenship in Swedish education policy are given form and alternatives are discussed.