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mso-ansi-language:SV;} span.BallongtextChar {mso-style-name:"Ballongtext Char"; mso-ansi-font-size:8.0pt; mso-bidi-font-size:8.0pt; mso-ascii-font-family:Tahoma; mso-hansi-font-family:Tahoma; mso-bidi-font-family:Verdana; mso-fareast-language:EN-US;} @page Section1 {size:612.0pt 792.0pt; margin:70.85pt 70.85pt 70.85pt 70.85pt; mso-header-margin:36.0pt; mso-footer-margin:36.0pt; mso-paper-source:0;} div.Section1 {page:Section1;} /* List Definitions */ @list l0 {mso-list-id:1492866463; mso-list-type:simple; mso-list-template-ids:517357830;} @list l0:level1 {mso-level-start-at:0; mso-level-number-format:bullet; mso-level-text:-; mso-level-tab-stop:18.0pt; mso-level-number-position:left; margin-left:18.0pt; text-indent:-18.0pt;} ol {margin-bottom:0cm;} ul {margin-bottom:0cm;} --><p>This paper will discuss the proposed reintroducing of a final degree in upper secondary school. In a public government inquiry that was released in March 2008 a proposal about reintroducing a final degree in upper secondary school was presented. A final degree has not been a part of the upper secondary school science 1968. Why was the system with a final degree abounded and why do the government want to reintroduce it?</p><p>Research in pedagogy has through the years presented numbers of theories about assessment. In last decades a great part of the discussion has been focused on formative assessment. In formative assessment the assessment is used as a pedagogy tool. The purpose is to help the student develop their learning process and to learn to work independently. The contrary to formative assessment is assessment which only purpose is to summarise and control the level of knowledge a student possesses.</p><p>The public government inquiry that led to abolish of a final degree in upper secondary school in 1968 shared many thoughts with theories about formative assessment. Forty years later the government has grown sick of all the formative assessment, which they think has led to a “muddled” school. The public government inquiry presented in 2008 wants to reintroduce a final degree and create a school where the student’s knowledge is orderly controlled and summarised.</p></p>

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In a public government inquiry that was released in March 2008 a proposal about reintroducing a final degree in upper secondary school was presented. A final degree has not been a part of the upper secondary school science 1968. Why was the system with a final degree abounded and why do the government want to reintroduce it? Research in pedagogy has through the years presented numbers of theories about assessment. In last decades a great part of the discussion has been focused on formative assessment. In formative assessment the assessment is used as a pedagogy tool. The purpose is to help the student develop their learning process and to learn to work independently. The contrary to formative assessment is assessment which only purpose is to summarise and control the level of knowledge a student possesses. The public government inquiry that led to abolish of a final degree in upper secondary school in 1968 shared many thoughts with theories about formative assessment. Forty years later the government has grown sick of all the formative assessment, which they think has led to a “muddled” school. The public government inquiry presented in 2008 wants to reintroduce a final degree and create a school where the student’s knowledge is orderly controlled and summarised.

This dissertation investigates the role of grammatical versus methodological influences in the production and perception of final devoicing in experimentally-elicited speech from Russian. It addresses the question of how the partial preservation of the phonological voicing contrast in word-final obstruents is affected by (i) task-independent factors that reflect phonological and lexical properties of stimuli words (underlying voicing, word length, lexical competition) and (ii) task-dependent biases that arise due to the nature of the experimental task performed by the speaker (availability of orthographic inputs, presence of minimal pairs among the stimuli). Results of a series of acoustic production and perceptual identification tasks reveal that task-dependent factors account for the presence of robust and perceptually salient differences in the parameter of phonetic voicing. Several types of stimuli items also show limited but statistically significant differences in closure/frication duration and release duration that are independent of the presence of orthography or inclusion of full minimal pairs among test items. Taken together, these findings indicate that non-grammatical factors can play a prominent biasing role in both production and perception of the voicing contrast in experimentally-elicited speech, such that certain voicing-dependent cues are maintained only in the presence of task-dependent pressures. However, not all incompletely neutralized differences between phonologically voiced versus voiceless final obstruents can be attributed to the effects of orthography or inclusion of minimal pairs among the stimuli. In the theoretical domain, these results are argued to favour a less restrictive definition of neutralization and a model of phonology that views devoicing as a loss of the primary acoustic cue to the underlying voicing contrast rather than complete identity of the [voiced] feature.

La tesi IMATGES DE LA FI va ser iniciada l'any 1990 a les envistes de la fi de l'anterior centúria i mil·lenni. La seva pretensió fou de constatar com les produccions artístiques últimes del segle XX venien poblades d'una iconografia abundosa d'escatologia, en la seva accepció més àmplia. Partint d'uns referents filosòfics i intel·lectuals al voltant del concepte del fi (fi de la filosofia, fi del paradigma clàssic, fi de la història, fi de l'art, fi de la modernitat, fi de la divinitat, fi dels temps...) i d'una renovació social dels antics temors mil·lenaristes, la tesi es proposa acollir un banc d'imatges, actituds i formalitzacions de l'art contemporani centrats bàsicament en l'ultima dècada del segle, fer-ne una agrupació temàtica i presentar-ne un corpus de lectures del paper de l'art d' "avantguarda" com a consciència crònica,o, encara més, anticipadora dels temps i com una praxis catàrquica i taumatúrgica.La tesi indaga en les formalitzacions de l'art i els artistes especialment de la dècada final de segle i en l'incipient s.XXI recolzant-se en algunes figures clau de mitjans de la centúria, personalitats i obres "frontissa" de l'avantguarda històrica (especialment Beuys i la seva obra "El final del segle XX", Warhol , Duchamp i altres...). No ha estat difícil trobar en l'art d'aquest període totes les gradacions iconogràfiques de l'horror, la barbàrie, la malaltia, el sofriment i la mort, unes icones d'apocalipsi contemporania que ens posen en connexió sensorial amb períodes remots de la història de l'art. La tesi posa èmfasi en la percepció que l'art de qualsevol període històric ha estat sempre cronista, que ha actuat de consciència col·lectiva, de ressort d'alarma o, per dir-ho en paraules del poeta Rimbaud, de parallamps que recull les energies circumdants. Què en fa l'art d'aquests símptomes mòrbids dels temps? Els posa a la consideració dels contemporanis. I ho fa ben sovint distorsionant, exagerant, provocant per a fer-se sentir, tal com diu el filòsof Gadamer. Per això tan sovint es mostra escatològic, agressiu, salvatge, sarcàstic, irreverent, descarnat, perquè així és la metodologia general de l'art de les últimes aportacions. Qui no compren això tampoc comprendrà l'art del passat i si tan sovint hi ha la percepció general que l'art ha mort, que ha arribat al seu final, és perquè sovint la mateixa vida que és qui ens sembla extingida en la seva capacitat generadora.La tesi parla de la mort de l'art, de l'anacronisme permanent davant l'ardidesa dels nous plantejaments, de les propostes últimes que semblen arraconar les precedents, parla de l'extrema fugacitat dels productes artístics, de la permanent reconsideració de tot allò fet. Qualsevol hipotètica fi de l'art serà el començament d'un art nou, ha dit Gadamer. Al llarg de la tesi veiem com l'art s'erigeix en imatge especular del món del final de segle XX. Hi veiem com aquest art es manifesta amb una àmplia voluntat inestètica o, des de l'estètica de la lletjor, Everithing is wrong, apunta una obra de l'artista Kakobsen, l'accepció, traduïda com a dolent, pecaminós, injust, equivocat, defectuós, inoportú, sense raó, culpable....podria ser la visió que els artistes tenen de l'actualitat del nostre món. Però una altra obra (del 1967), la de l'artista Bruce Nauman, incorpora el següent text en lletres lluminoses: el vertader artista ajuda el món a revelar les veritats místiques... Entre aquestes dues voluntats d'interpretació del món es mou l'art dels nostres dies. També la tesi inclou alguns dels treballs realitzats en escultura per l'autor, la temàtica dels quals s'insereixen en el discurs de diferents capítols.

La realización de esta tesis doctoral ha permitido la evaluación medioambiental del sistema integral de gestión de vehículos al final de su vida útil en el contexto europeo. En su realización, ha sido necesario definir el sistema mediante la identificación de su inventario, flujos y relaciones entre etapas y tratamientos, como punto de partida para determinar el desempeño ambiental del sistema. La evaluación del desempeño ambiental del sistema integral de gestión de vehículos al final de su vida útil ha sido realizada a través de la cuantificación del cumplimiento de los objetivos exigidos en la Directiva 2000/53/CE del Parlamento Europeo y del Consejo, de 18 de septiembre de 2000, relativa a los vehículos al final de su vida útil, y mediante la evaluación del impacto del ciclo de vida del sistema según la metodología del Análisis del Ciclo de Vida. Tras identificar las tecnologías y tratamientos que forman parte del sistema integral de gestión de vehículos al final de su vida útil, se ha detectado la necesidad de definir e inventariar el sistema a partir de los procesos aplicables a los residuos de los vehículos. La realización de un ambicioso estudio de campo ha permitido identificar los flujos de entrada y salida, las energías, el transporte y las emisiones asociados a la gestión en centros autorizados de tratamiento de 10.506 vehículos al final de su vida útil. Además de los datos de inventario obtenidos, el estudio ha permitido identificar dos tipologías de centro autorizado de tratamiento distintas: el tipo 'desguace' y el tipo 'desfabricación'. Por otro lado, se ha analizado el inventario asociado a la etapa de fragmentación, extendiendo el estudio de campo a dos instalaciones de fragmentación que en conjunto representan la gestión de 283.000 t de este residuo. A partir del análisis del residuo de fragmentación, se han identificado aquellas tecnologías y tratamientos que, además del comúnmente aplicado depósito en vertedero, pueden ser una alternativa para la gestión de este residuo. En total se han analizado quince tecnologías y tratamientos de post-fragmentación. Tomando como referencia el depósito en vertedero, se han expuesto e inventariado cuatro tratamientos físicos y mecánicos avanzados (R-Plus/Wesa SLF, Salyp, VW-Sicon y ANL), un tratamiento basado en la hidrólisis, dos tecnologías de combustión (Co-incineración con residuos sólidos municipales y el Horno de cementera), el proceso pirolítico denominado Citron, dos alternativas de gasificación (gasificación secuencial en horno rotativo y gasificación catalítica) y cuatro tecnologías de tratamiento híbridas que combinan en parte a las anteriores (Reshment, TwinRec, Thermoselect-Process y SVZ Schwarze Pumpe). Finalmente, tras identificar los residuos y materiales que se extraen en etapas anteriores del sistema de gestión de vehículos al final de su vida útil, se describen e inventarían las tecnologías y tratamientos aplicables a dichos residuos y materiales. En concreto, se han considerado el tratamiento de: aceites y lubricantes usados, anticongelantes y refrigerantes, líquido de frenos, baterías usadas, otros combustibles, filtros de aceite, zapatas de freno que contienen amianto, neumáticos fuera de uso, plásticos y polímeros, vidrios, catalizadores, piezas y componentes, cenizas y escorias, inertes y vitrificados, absorbentes, materiales de filtración, trapos de limpieza y ropas protectoras, otros disolventes y mezclas de disolventes, lodos y aguas aceitosas, y aguas residuales de procesos. Puede afirmarse que, la evaluación del impacto ambiental del sistema integral de gestión de vehículos al final de su vida útil ha permitido evidenciar la difícil cuestión a la que éste se enfrenta: "¿Qué coste o impacto ambiental puede asumirse para cumplir los objetivos futuros exigidos en la Directiva 2000/53/CE? "¿Qué debe prevalecer?

This C-essay is a qualitative study designed to create a basis for understanding how managers involved in school affairs perceive the impact of merit points on students’ chances to continue on to higher education and how this will affect individuals' life chances. The study is based on three interviews with managers involved in school affairs. In this paper grades, merit points and socioeconomic class differences are discussed. The aim of this paper is to answer the following questions:  What impact does merit points in language studies and the way different languages are valued, in the system, have for the individual and for society?  Who are the winners in the new grading system and who are the losers; how are different socioeconomic groups affected? The material was interpreted with the help of a report written by Ingrid Nordqvist and Monica Langerth Zetterman called "Secondary School competition field-a regional perspective", a paper written by Helen Raven who did a study on grades, national tests and social reproduction and the Frenchman Pierre Bourdieu's theories. The results show that class differences will increase and that it will be difficult to rise in the social hierarchy in the future.

Children at risk for reading problems also have difficulty perceiving critical differences in speech sounds (Breier et al., 2004; Edwards, Fox, & Rogers, 2003; de- Gelder & Vroomen, 1998). These children rely more heavily on context than the acoustic qualities of sound to facilitate word reading. Dialect use, such as African American English (AAE) may influence literacy development in similar ways. Dialect use has been shown to affect speech sound processing and can even result in spelling errors (Kohler, et al., in press). The purpose of this study is to determine if children who speak AAE process cues indicative of final consonant voicing differently than children who speak a more mainstream dialect of English. Twenty-six typically developing children in grades K-2 who spoke either AAE or a more mainstream American English dialect participated. The speech stimuli consisted of nonsense productions of vowel + plosive consonant. These stimuli were systematically altered by changing the vowel and stop-gap closure duration simultaneously, which resulted in the final consonant changing from a voiced consonant, like “ib”, to a voiceless consonant, like “ip”. Two tasks were developed: a continuum task where the child had to indicate when the stimuli changed in voicing and a same-different task which involved determining if two stimuli were identical in voicing or not. No significant differences between groups were found for dialect use or grade for the same/different task. In the continuum task, chi-square analyses revealed significant differences in response patterns attributable to dialect and grade. In addition, a significant consonant by speaker interaction was found for mean ratings. Correlations between mean continuum rating and phonological awareness composites were not significant. In conclusion, it was evident that children who speak AAE present with differences in their perception of final consonants in VC nonsense syllables. This finding suggests the dialect speakers may be using different cues to make judgments regarding the speech signal, or that the speakers of AAE have a less mature ability to extract fine phonetic detail due to the influence of their dialect (Baran & Seymour, 1979). More research is warranted to determine the exact role that dialect plays.

Ο σκοπός του Αριστοτέλη είναι να ορίσει έναν τρόπο ζωής μέσα μέσα από τον οποίο πρέπει να μάθει κανείς πώς να ζεί με ικανοποιητικό τρόπο καθώς και πώς να ρυθμίζει την συμπεριφορά του σύμφωνα με τους κανόνες της αρετής έτσι ώστε να οδηγηθεί στην κατάκτηση του ύψιστου αγαθού, το οποίο είναι η ευδαιμονία. Ο στόχος ο δικός μας είναι είναι διττός¨1) Να διακρίνουμε την έννοια του τέλους και να την διαφοροποιήσουμε από αυτήν των επιμέρους τελών και 2) να κατανοήσουμε και να ερμηνεύσουμε τον λόγο για τον οποίο ο Αριστοτέλης ορίζει την ευδαιμονία ως το ύψιστο αγαθό στην περιοχή του ανθρωπίνου βίου. / The aim of Aristotle is to define a lifestyle media through which one must learn how to live a satisfactory manner and how to regulate their behavior in accordance with the rules of virtue so as to drive to conquer the highest good , the which is bliss . The Our ​​objective is twofold ¨ 1) To discern the meaning of the fee and to differentiate it from individual charges and 2 ) to understand and interpret the reason why Aristotle defines happiness as the highest good in human

För att undersöka eventuella skillnader mellan vilka matematiska kompetenser som prövas på IB-programmet och svenska nationella program har en analys av matematikuppgifter från de olika programmen genomförts. På IB-programmet har uppgifter från final exam i mathematical studiesstandard level gjorts och från de svenska en analys av uppgifter från nationella prov i matematik B och C. Analysen har genomförts med hjälp av kompetensramverk framtaget av Palm et al. (2004). Med hjälp av kompetensramverket har nyckelord och uppgiftstyper för de olika kompetenserna tagits fram för att kategorisera in uppgifter till en kompetens som är kärnan i uppgiften. Resultatet av studien visar på att det finns en skillnad mellan proven som analyserats då proportionerna av kompetenser som prövas skiljer sig åt mellan proven. Dock går det inte att göra en generalisering då det ej går att utesluta att det är slumpen som gett skillnaden i de analyserade proven. Vid ett större stickprov skulle det kunna vara möjligt med en generalisering om frekvensen av kompetenser som prövas är densamma.

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