Die Schaffung, Wahrung und Nutzung von Wissen stellt heute eine wichtige Säule für die Konkurrenzfähigkeit von Unternehmen am Markt dar. Vor diesem Hintergrund steht insbesondere die moderne Funktionsentwicklung der Automobilindustrie vor der Herausforderung immer neue, hochgradig vernetzte Fahrzeugfunktionen zu entwickeln und in immer kürzerer Zeit und immer geringeren Kosten in den Markt zu bringen. Um dieser Herausforderung gerecht zu werden, hat sich die modellbasierte Entwicklung mit dem Ziel der Beherrschung dieser steigenden Komplexität etabliert. Dadurch ist es möglich die Entwicklungsaufgaben auf unterschiedlichen Ebenen zu abstrahieren und eine verteilte, vernetzte Entwicklung zu realisieren. Die Entwicklung einer einzigen Funktion benötigt heute häufig mehrere hundert Personen, die in einen gemeinsamen Entwicklungsprozess integriert werden müssen. Hier fehlt es an Konzepten um den Informations- und Wissensfluss zwischen den Prozessbeteiligten sicherzustellen. In diesem Kontext entwickelt die vorliegende Arbeit einen Ansatz zur prozessintegrierten Dokumentation der in modellbasierten Entwicklungsprozessen benötigten Entwicklungsartefakte. Der Ansatz betrachtet dabei den vollständigen Informationsfluss, von der Definition benötigter Informationen, über deren automatisierte Erfassung und Verarbeitung bis zur zielgerichteten Wiederverwendung. Anschließend skizziert die Arbeit die Architektur eines Informationssystems, dass diese Durchgängigkeit in beliebigen, modellbasierten Entwicklungsprozessen ermöglicht und überträgt diese zur Validierung des Ansatzes auf einen konkreten Entwicklungsprozess der automobilen Funktionsentwicklung. Der Fokus des Ansatzes liegt dabei insbesondere auf der Integration in bestehende Entwicklungsprozesse, ohne in diese verändernd einzugreifen. Dies wird einerseits durch eine modellbasierte Beschreibung des Informationsmodells, mit Methoden wie sie im Funktionsentwicklungsprozess Anwendung finden, erreicht. Prozessbeteiligte können dadurch das Informationsmodell selbst verstehen und bei Bedarf Anpassungen vornehmen, ohne auf geschulte Experten angewiesen zu sein. Andererseits erlaubt der architektonische Ansatz einen direkten Zugriff auf bestehende Entwicklungssysteme und darin enthaltenen dokumentationsrelevanten Informationen. / Today, the creation, preservation and exploitation of knowledge represent key factors of the competitiveness of companies in the global market. In this context, the modern function development in the automotive industry faces challenges to bring new, highly interconnected vehicle functions at shorter time and lower cost to the market. To meet these challenges and manage the growing compelity, a model-based development process has been established. Thus, it is possible to distribute development tasks to different levels of abstraction and enable a distributed, interconnected function development.This development involves up to several hundred persons per function, who have to be integrated in a common development process. Especially when it comes to managing the information and knowledge flow between the process participants, there is a lack of concepts to support this communication. Based on this context, this work presents an approach for process integrated documentation of the necessary development artifacts in model-based development processes. This approach considers the complete information flow, from the definition of necessary information, over automatic acquisition and processing to its targeted reuse during the process. Subsequently, this work sketches the architecture of an information system, which enables this continuous approach to be applied to any model-based development process. For validation purposes, the approach is then applied to an actual development process of the automotive function development. The focus of the presented approach lies in the integration in existing development processes without changing them. On the one hand, this is achieved by applying a model-based description of the information model using methods, that can be found in the function development process today. Thus, process participants can understand the information model themselves and apply changes when they are required without the necessity of qualified experts. On the other hand, the architectural approach allows a direct access to existing development systems and documentation relevant information they contain.

The aim of this work was to analyze the technical terms in our translation from French to Swedish of a French national police publication, Guide de prévention contre les arnaques (2022), from a functionalist and stylistic perspective, based on Reiss & Vermeer's (1977/2013) theories of text type and the formulation of the purpose (skopos) of the translation. The technical terms consisted of synonymous terms representing the basic theme of the text, terms of English origin and acronyms. Vinay & Darbelnet's (1977) process was used to evaluate the translation. The admittedly limited material showed that direct processes dominated the translation of topical terms; the direct processes, i.e. direct translation, borrowing and calques. The indirect processes were much less frequent and consisted of a few cases of transposition, equivalence and adaptation.           In the translation process, we have relied on Navarro (2016), according to which the translator must master a documentary sub-competence, that is, two typologies: acquisition of knowledge of the specialized field and consultation of general and specialized lexicographic works. One question addressed was what this documentary sub-competence consists of in the case at hand. The Swedish police documents on the same subject contributed less to the understanding of the technical terms, while the terminology banks supported the translation choices. Additional information from e.g. commercial websites seemed necessary to identify the correct meaning of the technical terms.

Syftet med denna studie är att belysa hur upplevelsen gällande dokumentation bland personal inom hemvården ser ut. Detta gjordes genom en kvalitativ studie med sex slumpmässigt utvalda ur personalen på tre arbetsplatser inom en medelstor stad i Sverige. Den huvudsakliga faktorn som formar upplevelsen gällande dokumentationen bland personal tenderer att vara hur arbetstiden är fördelad, då ingen specifik tid till detta finns utsatt i deras schema. Detta verkar vara ett stressmoment bland personalen. Vikten av kunskap, både gällande möjligheten till att använda de redskap som finns tillgängliga inom arbetsplatsen samt tillräckliga språkkunskaper för att ordentligt kunna dokumentera har även nämnts som viktiga faktorer. Tillgängligheten av verktyg, främst datorer visade sig ha en stor inverkan på personalens upplevelser gällande tiden. En annan faktor som pekades ut var arbetsklimatet, som var påverkat av det stöd som erbjöds från personalgrupp och enhetschef vid problem gällande dokumentationen. Den sista större faktorn gällande upplevelsen av dokumentationen visade sig vara att den ger en trygghet, något som skyddar både personal och brukare. För att vidare belysa resultaten av denna studie, användes två teorier, KASAM (Känsla av sammanhang) och systemteorin. / The purpose of this study is to shed some light regarding the experiences among personnel within home care services about documentation as a work activity. This is done by a quality study with six randomly selected personnel for an interview from three workplaces within a medium sized city in Sweden. The result of this study shows a pattern among the participants in certain areas. The primary factor that shapes the experience regarding documentation among personnel tend to be how the working time is distributed, since no specific time set aside for documentation only in the schedule. This tends to be a stress factor amongst the personnel. The importance of knowledge, both regarding the ability to use the tools available within the workplace and the language skill needed to properly document has been mentioned as important factors. The accessibility of tools, primary computers has a major impact on the experience of time amongst the personnel. Another factor that was pointed out was the working climate, which was affected by the support offered by both other personnel and head of unit should problems regarding documentation arise. And lastly a major factor regarding the experience about documentation turned out to be the safety it gives regarding the rule of law, which protected both the personnel and patients. To further shed light regarding the results of this study, two theories were applied, “sense of coherence” and systems theory.

Taming is an experiment and a written assignment about the development of ProjectMorpheo, which was my degree project at Stockholm University of the Arts. ProjectMorpheo is a participatory experience designed to explore the fragile connections between the content of our dreams and the physical materials that surround us. To give a chance for contemplation the project uses meditation and an experimental form of a contemporary puppetry technique: material animation. Taming Amorphalia is a fictional documentation of the intrapersonal happenings, the experiments and experiences that influenced me during the development of ProjectMorpheo. The aim is to introduce the intuitive process behind the project through the form of a text based RPG.

Migraine is ranked as the third most widespread disease in the world by Global burden of Disease and study 2010. To reduce pressure on health care and also help patientsunderstand their condition, mobile health applications have become increasingly popularand accessible. These applications help by providing disease information, to documentsymptoms and analyze attack patterns. However, there is both a lack of patient centeredperspective and scientific based knowledge behind the design of these applications. Therefore, the aim of this study is to explore what might affect the patients’ motivationto use a mobile application to explore their condition. This by looking into how these applications can be designed so that patients’ find them helpful and easy to use. This wasdone by doing a qualitative interview study with ten patients with severe migraine andanalyzing the transcribed data through a reflexive thematic analysis. The thematic analysis resulted in three overarching themes personal motivations of exploring migraine, healthcare related motivations of exploring migraine, and technical support for motivation of exploringmigraine. Each overarching theme contained themes and sub-themes that are backed up byquotes in the data from the interviews. Also a proposal on how to visualize the threeoverarching themes in relation to each other is presented.In conclusion, designing applications that help with acceptance of condition, adaptivecontent and functionality, and deciding on a specific target patient group, are central findings of this study. Directives from health care was found to be the largest motivationaldrive in this study and could further be explored to work better with migraine applications.

Title: The Gymnastics objects analysis in preparation of physical education teachers with focus on Artistic gymnastics. Thesis objective This thesis was aimed to determine the content of Artistic gymnastics as a part of physical education teaching study programme. To achieve the primary objective two other sub-objectives were established. These were examined in two research phases: 1. the school documentation analysis in respect of: a) objectives, results and contents of Artistic gymnastics study plans b) distribution of individual Gymnastics objects (Artistic gymnastics in particular) and their frequency in a lesson plan 2. to learn and define requirements posed upon the personality of a high school physical education teacher. Methods The research continued in two phases. The first phase was to analyse the school documentation and explore the focus on contents of Artistic gymnastics study plans, its range and required results. To find the answer on relevance and necessity of particular competences of Artistic gymnastics graduates the repertory grid method was used in the second phase of research. The repertory grid provided large quantity of information questioning a group of 15 experts divided in three sub-groups based on their experience with gymnastics teaching. Results With respect to...

No description available.

The purpos of the present study is to, based on a thematic analysis, illustrate preschool teachers starting points in planning content in science teaching, including how children´s experiences are utilized and how they are challenged and stimulated through teaching. To acheve the purpose of this study, experiences from professional preschool teachers were collected through semistructured interviews. The result indicates the most central aspects of planning educational content is the curriculum, the group of children and the staff´s individual conditions. The result also displays that the children´s interests relative to their experinces are considered when planning. Although preschool teahers might consider it both challenging and time-consuming to disclose the childrens´s previous experience, as the children´s experiences are individual and varible. Theachers try to stimulate and challenge the children´s learning of natural sciences during the spontaneous teaching, through askingthe children productive questions based on experinces the theachers have registered. To broaden the learning, theachers try to stimulate the children´s learning through planned activities by offering a diverse content for the children to experience with different materials and senses. One conclusion from the result is the need of balence between the experiences and intrests of the children as starning points for planning. Meanwhile there is an need notices for educating teachers to consider child´s perspective, to create and build on experinces for deeper understanding of the subject. The discussion about child´s perspective takes support from developmental pedagogy, to highlight the importance of considering children´s experinces. / Syftet med föreliggande studie är att utifrån en tematisk analys belysa förskollärare utgångspukter i planering av innehåll i naturvetenskapsundervisning, däribland hur barns erfarenheter tillvaratas och hur de utmanas och stimuleras genom undervisningen. Genom semistrukturerade intervjuer inhämtades erfarenheter och uppfattningar från yrkesverksamma flrskollärare för studiens syfte. Resultatet visar att de mest centrala utnångspunkterna för planering av undervisningsinnehåll i naturvetenskap är förskolans läroplan, aktuell barngrupp, utemiljön och personalens individuella förutsättningar för att undervisa i ämnet. Resultatet visar även att barnens intressen i förhållande till deras erfarenheter tas betydligt oftare som utgångspunkt i planering. Förskollärarna upplever det båda svårt och tidskrävande att ta reda på barns erfarenheter och utgå ifrån dem, erftersom de är så individuella och föränderliga. Förskollärarna försöker stimulera och utmana barns naturvetenskapliga erfarenheter i den spontana undervisningen, genom att ställa produktiva frågor till barnen utifrån erfarenheter förskolläranrna uppfattat. I planerad aktivitetsinnehåll försöker personalen stimulera och utmana barns lärande genom att erbjuda olika innehåll och material att erfara med sina sinnen, för att sålunda försöka bredda och fördjupa lärandet hos barnen. En slutsats som kan förstås utifrån studiens resultat är ett behov av balans mellan barns erfarenheter och inressen som utgångspunkter för planering av undervisningsinnehåll. Samtidigt uppfattas förskollärares behov av tillvarantagandet av barns perspektiv i naturvetenskapsundervisning och dokumenationsuppdraget, för att nå erfarenheter och kunna bygga vidare på dem för individernas utveckling och fördjupad förståelse i ämnet. Resultatsdiskussionen om barns perspektiv tar stöd i utvecklingspedagogiken, för att synliggöra vikten av att ta hänsyn till barns erfarenheter för deras lärande och utveckling.

Theatre is not a thermometer of society; it is the fever. The archive is the aftermath that recalls that fever. In this thesis I theorize about the status of audiovisual documentation, its functionality, and its ontological relation with the performance. I argue that the film of a performance does not constitute evidence per se, but it acquires such status through the concurrence of other documents and archival artifacts existentially related to the theatrical production. I also propose that the audiovisual document becomes a substitute for the performance when it has disappeared from the historical world, becoming the new referent for other documents that also speak of the original performance. In the body of my thesis I introduce the trope of the Model Performance (MP), defined as the epitome of all the shows performed throughout the cycle of a theatrical production, in order to problematize the assumed stable nature of the performance as rather an evolvable entity impossible to document in its whole process. The MP, as a construct, allows me to formulate five orientations the archivist could take into account when deciding which, among the successive shows a production performs, should be audiovisually documented. It is through all these ruminations that finally I arrive to the conclusion of creating a holistic archival model using the new digital technologies, that I think are the best present media to recall and to assess the fever.

[pt] Esta tese tem como objeto de estudo a linguagem fotográfica no processo de documentar e narrar as vivências e aprendizagens das crianças na educação infantil. A pesquisa pretendia, sobretudo, compreender e analisar a produção de registros e documentação com fotografia em uma escola de educação infantil da rede municipal de ensino da cidade de Erechim, localizada ao norte do estado do Rio Grande do Sul. O aporte teórico está ancorado, principalmente, nas contribuições da abordagem pedagógica desenvolvida na cidade italiana de Reggio Emilia, que dá centralidade à documentação pedagógica, tendo como foco a criança, seus processos, linguagens, pensamentos e modos de ser. A imersão no campo de pesquisa se deu por, aproximadamente, oito meses – entre 2018 e 2019 – e foi realizada com atividades concomitantes: observação participativa – em espaços de uso coletivo da escola e com o acompanhamento de quatro grupos, com crianças de 4-5 anos; e diálogos transversais – entrevistas com as educadoras e participação em reuniões pedagógicas de formação no contexto. O foco investigativo da imersão na escola foi orientado pelas seguintes questões: A que processos se escolhe dar visibilidade pela fotografia? Quem é responsável por fotografar? Que criança se quer comunicar com as fotos? Como e quando se fotografa no contexto educativo? O que (e a quem) se pretende comunicar com as fotografias? Inicialmente, a pesquisa teve caráter exploratório e, progressivamente, assumiu contorno participante, tendo sido delimitada como pesquisa-ação. Os dados construídos com a imersão no campo foram de natureza diversa – notas de campo, gravações de áudio e fotografias produzidas pela pesquisadora. O tratamento dos dados se deu a partir de análise de conteúdo, realizada com apoio do software ATLAS.ti, constituindo-se duas categorias mais amplas – Luzes e Sombras – que elucidam a que processos dava visibilidade, mas também o que era invisibilizado em relação ao modo de fotografar e publicizar as fotografias. As fotografias produzidas pela pesquisadora receberam um tratamento analítico complementar à análise de conteúdo, que partiu de uma experiência estética/criativa de criação de um atlas – na perspectiva de Didi-Huberman, como forma visual de organizar e dar sentido às imagens. Parte destas fotografias foram narradas a partir de mini-histórias, uma proposta sensível de compreender o ponto de vista das crianças sobre suas aprendizagens e investigações. A pesquisa evidencia que existem padrões e consensos em relação ao que deve ser fotografado ou exposto pelas imagens, mas também o que não deve ser mostrado. A linguagem fotográfica se reafirma como instrumento propositivo para educadores, crianças, famílias e comunidade partilharem os processos vivenciados, contribuindo para prática reflexiva de educadores e para a visibilidade das infâncias. / [en] This thesis has as the object of study the photographic language in the process of documenting and narrating the experiences and learning of children in early childhood education. The research aimed to understand and analyze the production of records and documentation with photography in a public preschool in the city of Erechim, located in the north of the state of Rio Grande do Sul/Brazil. The theoretical contribution is anchored mainly in the contributions of the pedagogical approach developed in the Italian city of Reggio Emilia, which gives a central role to the pedagogical documentation, focusing on the child, its processes, languages, thoughts, and ways of being. The immersion in the research field took place for approximately eight months – between 2018 and 2019 – and was carried out through concomitant activities: participatory observation – in collective spaces of the school and with the accompaniment of four groups to children aged 4-5; and interactive dialogues – interviews with educators and participation in educator meetings in the context. The investigative focus of immersion in the school was guided by the following questions: What processes the photography makes visible? Who is responsible for shooting? What child does photography communicate? How and when the photos are shot? What do educators want to communicate with the photos? Initially, the research had an exploratory character and progressively assumed a participant character, defined as a research-action. The data constructed with the immersion in the school were of a different nature - field notes, audio recordings and photographs taken by the researcher. The treatment of the data was based on analysis of content, with the support of the ATLAS.ti software, constituting two broader categories – Lights and Shadows – which clarify the processes gave visibility, but also what was invisible the way of shooting and publicizing the photographs. The photographs produced by the researcher received an analytical treatment complementary to the analysis of content, which started from an aesthetic/creative experience of creating an atlas – in the perspective of Didi-Huberman, as a visual way of organizing and giving meaning to the images. Part of these photographs were narrated from ministories – a sensitive proposal to understand the children s point of view about their learning built and investigations. The research shows that there is consensus in what should be photographed or exposed by the images, and what should not be shown. The photographic language asserts itself as a propositional tool for educators, children, families, and the community to share the processes experienced, contributing to the reflective practice of educators and to the visibility of childhoods.