This thesis portrays a research study undertaken to explore the unknown concept of electronic interprofessional documentation. Academic literature largely centers on multidisciplinary electronic documentation yet clinicians provide care using an integrated interprofessional model. Current design of electronic health records (EHRs) continue to propagate a deluge of data resulting from disparate siloed documentation. End users report challenges with finding data. Additionally, care planning and decision making are delayed. To bridge the gap between electronic design and interprofessional delivery of care, more understanding of shared documentation is required. The provenance of the design of this study is based on the concept of common ground and the framework for complex diverse data. Common ground is a shared communication space within a team with a shared purpose (Cioffi, Wilkes, Cummings, Warne, & Harrison, 2010). The framework for complex diverse data posits that data must be linked to other interconnected data; linked data enables connection of diverse pieces and insight-sharing within a team. A descriptive qualitative study was designed to answer the research question: What are the common data elements between disciplines? A case scenario of a patient with a fractured hip was created; participants generated clinical notes based on the video and patient record. The clinical notes were coded and results indicated numerous diverse common data elements. These were analyzed and major findings such as categories appropriate for use by all disciplines on admission and design implications for care planning throughout an acute care stay were identified. Further, as disciplines and care team members do have different documentation patterns, it is suggested attendance to differences in the entry of data yet maintaining a common ground in the display of patient information is vital. Finally suggestions such as duplicate checking for documentation through a common care plan that tracks assessments and completed interventions alongside planned interventions are made. Creation of a standardized interprofessional terminology is key in building the road leading to interprofessional electronic documentation. / Graduate

This thesis conducted the first acoustic analysis on Lekwungen (aka Songhees, Songish) (Central Salish). It studied the acoustic correlates of stress on vowels and the effects of consonantal coarticulatory effects on vowel quality. The goals of the thesis were to provide useful and usable materials and information to Lekwungen language revitalisation efforts and to provide an acoustic study of Lekwungen vowels to expand knowledge of Salishan languages and linguistics. Duration, mean pitch, and mean amplitude were measured on vowels in various stress environments. Findings showed that there is a three-way contrast between vowels in terms of duration and only a two-way contrast in terms of pitch and amplitude. F1, F2, and F3 were measured at vowel onset (5%), midpoint (50%), and offset (95%), as well as a mean (5%-95%), in CVC sequences for four vowels: /i/, /e/, /a/, and /ə/. Out of five places of articulation of consonants in Lekwungen (alveolar, palatal, labio-velar, uvular, glottal), uvular and glottal had the most persistent effects on F1, F2, and F3 of all vowels. Of the vowels, unstressed /ə/ was the most persistently affected by all consonants. Several effects on perception were also preliminarily documented, but future work is needed to see how persistence in acoustic effects is correlated with perception. This thesis provides information and useful tips to help learners and teachers in writing and perceiving Lekwungen and for learners learning Lekwungen pronunciation, as a part of language revitalisation efforts. It also contributes to the growing body of acoustic phonetic work on Salishan languages, especially on vowels. / Graduate / 0290

I think how easy it is that a society is normalised by surveillance and those in power positions that we today are used to almost always being watched. Furthermore I believe this is also seen in the preschool. The purpose of the study is to investigate recording and documenting in the preschool and in which contexts this limits children’s influence and participation. I will focus on photographing, filming and texts written about the children. I take on the adults’ perspective where I examine the power relations between pedagogues and children. The questions I raise are: In which context is children’s influence and participation limited in documentation? How can the power positions between children and pedagogues be viewed? My theoretical perspective is based on Michel Foucaults thoughts of power and surveillance. I chose a qualitative method for my study. I did interviews with five pedagogues that told me about what they think about children’s influence and participation in preschool documentation, routines and how they work in the setting. The result shows that children’s integrity in preschool documentation is forgotten due to two different matters: lack of time and habits/norms, which effect children’s influence and participation.

Syftet med arbetet är att undersöka hur en musiker utvecklar sin artikulation. För att undersöka detta har jag under sex veckors period övat artikulation ungefär tio minuter per dag. Under dessa övningstillfällen har jag fört loggbok för att kunna dokumentera mina upplevelser av min process, samt videofilmat ett urval av dessa övningstillfällen.  Som teoretisk utgångspunkt har ett designteoretiskt perspektiv använts. I resultatet presenteras hur olika resurser har använts samt hur progressionen i lärandet har sett ut. Det framkommer hur jag har använt olika resurser för att kunna artikulera bättre i mitt musicerande. I diskussionen diskuterar jag kring de olika resursernas påverkan på min utveckling och kring stråkens progression i relation till det designteoretiska perspektivet och tidigare forskning. / The purpose of this study aims on musician’s development of their articulation. In order to investigate this, I have practiced articulation ten minutes per day within six weeks. During these exercises, I had been writing a logbook to document my personal experience throughout the process. I have also video documented a selection of these practice occasions. The design theory perspective has been used as a theoretical base. The result shows an overview of how resources were used and how the learning progress has occurred. The result also reveals how I have used various resources in order to develop my string technique and to improve my own articulation overall. The last chapter contains a discussion about the impact of resources on my personal development and the progression I made within bow technique. The outcome is presented in relation to the perspective of design theory as well as the previous research on this subject.

Syftet med studien var att undersöka hur behov och åtgärder i ämnet svenska beskrevs i några åtgärdsprogram upprättade för elever i årskurserna 1-3.   Frågeställningarna handlade om hur lärare beskrev elevens behov av stöd och efterföljande åtgärder.   För att besvara frågeställningarna har kritisk diskursanalys använts. Empirin till undersökningen var fjorton åtgärdsprogram från tre olika kommuner. Till hjälp för analys av resultat har de specialpedagogiska perspektiven använts som teoretisk modell.   Det sammantagna resultatet visade att elevens behov vid flera av de granskade åtgärdsprogrammen framställdes som om eleven var bärare av sina problem, eller att eleven behövde träna mer. Behoven framställdes också som om eleven behövde liten grupp eller en resursperson. Åtgärder beskrevs utifrån att eleven var en passiv mottagare av åtgärden. De flesta åtgärderna var åtgärder på individnivå. Speciallärare framstod som åtgärd i flera av de granskade åtgärdsprogrammen. I några åtgärdsprogram var åtgärden beskriven på organisationsnivå, åtgärderna handlade om att lärarna behövde hitta andra arbetssätt.   Sammanfattningsvis utkristalliserades sex olika diskurser, inkluderande diskurs, exkluderande diskurs, pedagogisk diskurs, eleven som problembärande diskurs, akademisk diskurs och kunskapsdiskurs. Flera av diskurserna hör hemma i den traditionella skolan och det kompensatoriska perspektivet. Dock gjordes några diskurser synliga som hör hemma i det kritiska perspektivet, exempelvis inkluderande diskurs, där görs kopplingar till politiska dokument såsom Barnkonventionen och Salamancadeklarationen. En intressant slutsats är att flera diskurser handlade om specialläraren, med hjälp av dilemmaperspektivet påvisades att diskursen kan bli problematiskt beroende på hur vi ser på specialläraren som profession. / The purpose of the study was to examine how the work with special support in the subject Swedish is described in some action programme established for students in grades 1-3.   The paper’s questions were about how teachers described the student’s need for support and the following actions.   Critical discourse analysis was used to answer the questions. The empirical data for the study were fourteen action programmes from three different municipalities. To help in the analysis of the results, the special education perspective as a theoretical model was used.   The combined results showed that the student’s needs at several of the reviewed action programmes were presented as if the student was carrying his problems, or that the student needed to train more. The needs were also presented as if the student needed a small group or an assistant. Actions were described on the basis that the student was a passive recipient of the actions. Most of the actions were on an individual level. Special needs teachers were presented as actions in several of the reviewed action programmes. In some action programmes the actions were described on an organizational level. The measurements used were focused on the teachers where they needed to find other ways of working.   In conclusion, five different discourses emerged; inclusive discourse, excluding discourse, pedagogic discourse, student as the problem bearer, knowledge discourse and academic discourse. Several of the discourses belong in the traditional school and the compensatory perspective. However, there were some discourses revealed that belong in the critical perspective, such as including discourse where connections can be made to political documents such as the child convention and Salamanca declaration. One interesting conclusion is that many discourses were about the special needs teacher, with the help of the dilemma perspective the study shows that the discourse can be problematic depending on how we view the special needs teaching as a profession.

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 thesis derives from the needs of institutions using sources of ionizing radiation to implement a new legislative regarding nuclear law, effective since 1st January 2017. The thesis is focused on radiological events at radiological institutions of chosen healthcare facilities. The theoretical part makes the reader familiar with the term "radiological event", generally elaborates on the field of diagnostic radiography and radiation protection. The practical part of the thesis deals with evaluation of the most occurring causes and the frequency of radiological events, obtained from the records of medical irradiation, even of wrongly carried out exposures in chosen diagnostic radiography institutions and wrongly sorted radiological events to a relevant category. To fulfil all the goals of the master thesis and to apply the results of the work in practice, also the contents of following document were evaluated - "Evaluation of the means of radiation protection", which every holder of permission to work with ionizing radiation has to submit to the SŮJB yearly, till 30th April, with the data from the previous year. This rule is valid since the new nuclear law was adopted. The results of this thesis served the chosen institution to create such report till 30th April 2019, with a broader extent of the analysis and evaluation than last year. The maximal detail of the report about causes and frequency of radiological events and mapping the real situation at the facilities serves also to the State Office for Nuclear Safety (SONS) to create a Recommendation of the SONS regarding the radiological events. Equally, the thesis was beneficial to the observed facilities, to realise the causes and frequency of radiological events in individual years. It is then up to an individual institution and to the employee supervising the radiation protection, to evaluate the consequences of the found causes, for example to point them out within a yearly training of radiation employees, and to consistently see to the compliance of all preventive measures, which proposal and implementation also belongs to the main tasks of the supervisor.

Esta tese tem sua problemática de pesquisa centrada na constituição de uma comunidade de apoio ao desenvolvimento profissional, o Observatório da Cultura Infantil OBECI, e na Documentação Pedagógica como estratégia para a construção do conhecimento praxiológico. O OBECI, criado em 2013, é composto por quatro escolas de Educação Infantil (duas públicas e duas privadas) da região metropolitana de Porto Alegre, RS, e tem como questão central a organização da vida cotidiana das instituições de Educação Infantil de modo que evidencie o papel da criança no processo educativo, convidando a reposicionar o papel do professor. A estratégia que este observatório tem utilizado para investigar e formar é a Documentação Pedagógica fundada por Loris Malaguzzi. Por isso, parte desta tese dedica-se a reconstituir o pensamento de Malaguzzi a respeito da Documentação Pedagógica a partir dos projetos supervisionados pelo pedagogo ao longo de 30 anos (1963 1993). Além disso, buscando evidenciar o conhecimento praxiológico sustentado pela Documentação Pedagógica e construído pelo OBECI, é narrado o processo de criação desse Observatório, suas ideias centrais, seus processos formativos e o modo como tem desenvolvido o tema da Documentação Pedagógica a partir de Malaguzzi. A partir disso, apresenta-se o conhecimento praxiológico emergente do OBECI a respeito do espaço educativo, dos materiais, da gestão do tempo, da organização do grupo e da relação entre adulto e criança. Tal conhecimento, derivado do trabalho de formação desenvolvido, é restituído desde o ponto de vista dos próprios profissionais das escolas, assim como, do investigador, a fim de explicitar a Pedagogia desenvolvida nesses contextos. Destaca-se que esta tese afirma a Pedagogia como campo de conhecimento, logo, para responder as exigências deste campo, optou-se por um estudo de caso pelos processos de uma investigação praxiológica (FORMOSINHO, 2016; OLIVEIRAFORMOSINHO, FORMOSINHO, 2012). Por fim, conclui-se que uma tese desenvolvida nos domínios da Pedagogia, ou seja, interessada nos processos de transformação do cotidiano praxiológico situado e contextualizado, encontra no modelo narrativo sua melhor forma de expressão enquanto uma tese pedagógica. / This study has the research problem centered on the constitution of a community to support professional development named Observatory of Childhood Culture - OBECI, and in the Pedagogical Documentation as a strategy for the praxiological knowledge construction. The OBECI, created in 2013, is composed by four Early Childhood Education (two public and two private) in the metropolitan region of Porto Alegre - RS and has as central question the organization of day to day life in these institutions evidencing the role of the child in the educational process, inviting to reposition the teachers role. The strategy that this observatory has used to investigate and form is the Pedagogical Documentation founded by Loris Malaguzzi. Therefore, part of this dissertation is devoted to reconstituting the Malaguzzis thoughts regarding Pedagogical Documentation from the projects supervised by the pedagogue over 30 years (1963 - 1993). In addition, in order to demonstrate the praxiological knowledge supported by the Pedagogical Documentation and built by the OBECI, the text narrates the creation process of this Observatory, his central ideas, his training processes and the way in which the subject of Pedagogical Documentation has been developed from Malaguzzi. From this, we present the emergent praxiological knowledge of OBECI for the educational space, materials, time management, group organization and the relationship between adult and child. Such knowledge, due to the work training developed, is shared from the point of view of the schools professionals, as well as the researcher, in order to explicit the pedagogy developed in these contexts. Highlighting that this dissertation affirms the Pedagogy as a field of knowledge and to respond all requirements of this field, we chose a case study through the praxiological research process (FORMOSINHO, 2016; OLIVEIRA-FORMOSINHO, FORMOSINHO, 2012). Finally, I concluded that a dissertation developed in the field of Pedagogy, in other words, interested in transformation process of praxiological day to day situated and contextualized, find in the narrative model a better expressive way while a pedagogical dissertation.

[pt] Atualmente há uma necessidade de uso da tecnologia para efetivar a participação do cidadão na sociedade. Os usuários estão deixando de ser somente consumidores passivos de software e uma fração crescente deles já passa a usar a tecnologia como um meio de expressão de novas ideias e oportunidades. Em um cenário democrático de futuro, quantas mais pessoas puderem manifestar-se através do uso eficaz e eficiente de tecnologia, menor o risco de que aqueles que podem fazê-lo determinem o que os demais poderão fazer. Porém, o processo de ensino e aprendizado de raciocínio computacional, base de competência para a autoexpressão através de software, é um grande desafio. Os professores de escolas de ensino fundamental e médio, por exemplo, geralmente não têm formação ou auxílio para ensinar conteúdos que envolvem conceitos de computação com os quais não estão familiarizados e, portanto, precisam, eles próprios, aprender. Esta tese apresenta um modelo para o design de documentação ativa destinada a apoiar o ensino e aprendizado de raciocínio computacional. O modelo é baseado em Engenharia Semiótica e sua instanciação em um cenário real de uso resultou em um documento utilizado em vários estudos empíricos realizados ao longo de três anos, em escolas de ensino fundamental e médio na região metropolitana do Rio de Janeiro. Na dimensão técnico-científica, a principal contribuição da tese é uma ferramenta epistêmica para estruturar as análises e decisões durante o design da metacomunicação de documentos ativos destinados a apoiar o ensino e aprendizado de autoexpressão através de software. / [en] Nowadays, there is a need to use technology to effect citizen participation in society. Users are no longer only passive software consumers and a growing share of them are using technology as a medium to express new ideas and opportunities. In a democratic future scenario, the more people can manifest themselves through the effective and efficient use of technology, the lower the risk that those who can do it determine what others will do. However, the process of teaching and learning computational thinking, which is the basic skill for self-expression through software, is a big challenge. Teachers need to learn computational concepts themselves before they can teach them to students. In elementary and high school they generally do not have support for teaching this kind of content. This thesis presents a model for the design of active documentation which aims at supporting the teaching and learning of computational thinking. The model is based on Semiotic Engineering theory and its instantiation in a real scenario came about as an active document used in several empirical studies during three years with elementary and high schools in the metropolitan region of Rio de Janeiro. Technically and scientifically, the main contribution of this thesis is an epistemic tool for structure analyses and decisions during the design of metacommunication of active documents to support the teaching and learning of self-expression through software.

Working at preschool is not always easy. Meetings between different people, the ability to weigh and assess situations, analyze documentation, have scientific knowledge and, not least, be able to lead a careful and educational teaching that gives all children the conditions to meet curriculum goals are some of the demands placed on us working in preschool. The method I have used is to write a scientific essay. But I have also performed participatory observations of two different teams during their pedagogical reflection time. The observations have taken place at two different preschools. My own story is presented together with other educators' stories that I take part of through participatory observation. I examine our thoughts about preschool teaching through conversations, reflection and literature. My essy investigates the doubt that I experience in my profession as a preschool teacher. In this essay, doubt for me means a sense of uncertainty how to interpret and perform my assignment as a preschool teacher. I start from my own perceived contradiction between the administrative documentation responsibility for individual children as the preschool teacher profession entails and my practical knowledge. The essay investigates four main questions: How can I understand, and interpret the doubt as I experience in my role as a preschool teacher? How can deal with to the perceived contradiction between the documentation obligation that I have as a preschool teacher and the practical knowledge? What difference makes documentation for an individual child? How can an individual child´s changed knowledge be made visible in the documentation tool for systematic quality work without it being personal or knowledge assessments? The study's conclusion is, in a way, two-dimensional because it shows my personal journey in new knowledge add new perspectives that awaken new thoughts to me. The survey also shows a fundamental crash between Reggio Emilia's thoughts on pedagogical documentation and the Swedish curriculum where individual children's changed knowledge should be made visible in documentation. The investigation also points out that we live in a documentation culture where continuous registration of what we do is important, otherwise there is no. / Att arbeta på förskola är inte alltid enkelt. Möten mellan olika människor, förmågan att kunna avväga och bedöma situationer, analysera dokumentationer, ha vetenskapliga och teoretiska kunskaper och, inte minst kunna leda en omsorgsfull och pedagogisk undervisning som ger alla barn förutsättningar för att möta läroplansmål är bara några av de krav som ställs på oss som arbetar i förskolan. Metoden som jag använt mig av är att skriva en vetenskaplig essä. Men jag har dessutom utfört deltagande observationer av två olika arbetslag under deras pedagogiska reflektionstid. Observationerna har skett på två olika förskolor. Genom skrivprocessen med essän undersöker jag mina och informanternas berättelser genom reflektioner med kurskamrater, handledare och vald litteratur. Essän undersöker tvivlet som jag upplever i min profession som förskollärare. I den här uppsatsen betyder tvivel för mig en känsla av osäkerhet hur jag ska uttolka och utföra mitt uppdrag som förskollärare. Jag utgår ifrån den självupplevda motsättningen mellan det administrativa dokumentationsansvaret av enskilda barn och min praktiska kunskap. Utgångspunkten för uppsatsen är fyra frågor: Hur kan jag förstå, och tolka tvivlet som jag upplever i min roll som förskollärare? Hur kan jag förhålla mig till den upplevda motsättningen mellan dokumentationsskyldigheten som jag har i egenskap av förskollärare och den praktiska kunskapen? Att dokumentera enskilda barns utveckling, vad gör det för en skillnad för det enskilda barnet? Hur kan enskilda barns förändrade kunnande synliggöras i dokumentationsverktyget för systematiskt kvalitetsarbete utan att det blir personlighets eller kunskapsbedömningar? Undersökningens slutsats är på ett sätt tvådimensionell därför att den dels visar min personliga resa genom ny kunskap som tillfört nya perspektiv som väckt nya tankar hos mig. Undersökningen visar även på en fundamental krock mellan Reggio Emilias tankar om pedagogisk dokumentation och den svenska läroplanen där enskilda barns förändrade kunnande ska synliggöras i dokumentationer. Undersökningen pekar dessutom på att vi lever i en dokumentationskultur där kontinuerlig registrering av det vi gör är betydelsefullt, annars finns det inte.