Den svenska miljöpolitiken drivs huvudsakligen genom ett system med 16 så kallade nationella miljökvalitetsmål och övergripande så kallade generationsmål. Dessa målsätter ramarna för miljöarbetet i Sverige på nationell, regional och lokal nivå. Utgångsläget för Sveriges miljöpolitik är att vi till nästa generation, år 2020, ska lämnaöver ett välmående samhälle där de stora miljöproblemen i Sverige är lösta. Nyckelpersoner från Kalmar, Jönköping och Skåne länsstyrelser har intervjuats, såvälsom nyckelpersoner från utvalda kommuner i respektive län. Resultatet av intervjuerna tyder på att arbetet med miljömål kräver kommunikation och samverkan både horisontellt och vertikalt och att länsstyrelsen har en central och viktigroll.Syftet med denna studie är att den ska vara till hjälp för Länsstyrelsen i Kalmar imiljömålsarbetet. / The Swedish environmental policy is dictated through a system of 16 so called national environmental quality objectives, and broad so called generational objectives. These set the frames of the environmental work done in Sweden at a national, regional and local level.The overall goal of the environmental work done in Sweden is to hand over aprosperous, healthy society to the next generation, where the major environmental challenges has been overcome, no later than the year 2020. Key persons at the county administrations of Kalmar, Jönköping and Skåne have been interviewed, as well as persons from selected municipalities in each county.The results of these interviews show the importance of the county administration in the environmental work of the municipalities and that this work requires extensive communication, both vertical and horizontal.The results of this paper is meant to help the county administration of Kalmar in the environmental work.

This article discusses the understanding of the design process in research projects by taking specific tools from project management into account. Explorative and creative design projects often run the risk of loosing focus on project goals during the process. This article aims to provide a novel approach to the ongoing discussion of the clash between creativity and efficiency during the creation of artifacts. By discussing the self-conducted case study – project „Yu‟ – this article reflects on the design process as well as the relationship between the designer and the user. The model created and presented includes two techniques; the active user dialogue and the goal and user needs definition. Both are inspired by similar approaches in project management, which illustrate the importance of the designer's responsibility for the final design outcome. The article identifies and discusses similar approaches in design theory and is aiming to emphasize the positive possibilities for an elaborate design approach. / YU project at the Mobile Life Centre

The overall aim of this thesis was to investigate the patients’ and their relatives’ perceived participation in discharge planning after stroke and the patients’ health-related quality of life, depressive symptoms, performance of personal daily activities and social activities in connection with discharge. Another aim was to evaluate the psychometric assumptions of the SF-36 for Swedish stroke patients. Prospective, descriptive and cross-sectional designs were used to study all patients with stroke admitted to the stroke unit at a hospital in southern Sweden from October 1, 2003 to November 30, 2005 each with one close relative. The total sample consisted of 188 patients (mean age=74.0 years) and 152 relatives (mean age=60.1 years). Data were collected during interviews, 2-3 weeks after discharge. The results showed that less depressive symptoms, more outdoor activities and performance of interests are important variables that related to higher HRQoL. SF-36 functions well as a measure of health related quality of life in Swedish stroke patients, but the two summary scales have shortcomings. Compared to a Swedish normal population, scores on all scales/components of the SF-36 were lower among stroke patients especially in the middle-aged group. Most of the patients perceived that they received information, but fewer perceived participation in the planning of medical treatment and needs of care/service/rehabilitation and goal setting. The relatives perceived that they need more information and they perceived low participation in goal setting and needs assessment. The professionals seem to lack effective practices for involving patients and their relatives to perceive participation in discharge planning. It is essential to develop and to implement methods for discharge planning, including sharing information, needs assessment with goal setting that facilitate patients’ and relatives’ perceived participation. The results suggest that ICF can be used in goal setting and needs assessment in discharge planning after acute stroke.

The aim of this study was to determine whether a relationship exists between the use of self-regulation by the tertiary distance learner and his or her academic achievement in a specific academic course unit. To attain this aim, a literature study was undertaken to: a) define and describe distance learning, b) describe the nature of learning, c) describe the nature of self-regulated learning and its implications for distance learning, and d) define and classify learning strategies and indicate the relationships between self-regulated learning, the use of learning strategies, and successful learning. Literature indicated a positive relationship between self-regulation, the use of learning strategies, learning success, and academic achievement: learning success results whenever pre-formulated learning goals are attained through the use of self-regulation and applicable learning strategies; and attainment of learning goals results in positive academic achievement. Self-regulated learners, who plan their learning, formulate learning goals, motivate themselves intrinsically, instruct themselves, apply different learning strategies to attain learning goals, continuously monitor and self-evaluate themselves during the learning process, are able to attain the formulated learning goals successfully and perform well academically. The literature review also revealed a high level of self-regulation as one of the prerequisites for performing successfully as a distance learner. Planning personal learning goals, using a variety of learning strategies to attain the goals, determining the correct personal learning tempo, monitoring learning progress, and self evaluating learning outcomes are typical characteristics of self-regulation necessary for effective distance learning and academic progress. The population of the research includes the PU vir CHO - Open Learning Academy-learners registered for the Further Diploma in Educational Management, module PSD 511 (Teaching and Learning) in the North West region of South Africa. The total number of students attending the three contact sessions in September 2000 at five sentra in the North West Province, and who participated in the research, was 143. Three questionnaires were used to obtain personal information, as well as information regarding self-regulation in the learners, namely, a biographical questionnaire, the Motivated Strategies for Learning Questionnaire (MSLQ) and the Self Regulated Learning Questionnaire (SRLQ). The data was statistically analized by means of: a) factor analyses, b) multiple regression analyses, and c) stepwise regression analyses. A difference was found to exists between the variables that determine the academic achievement of successful versus unsuccessful distance learners. Successful distance learners have better developed self-regulated learning skills than unsuccessful distance learners. / Thesis (M.Ed.)--Potchefstroom University for Christian Higher Education, 2001

The aim of this study was to determine whether a relationship exists between the use of self-regulation by the tertiary distance learner and his or her academic achievement in a specific academic course unit. To attain this aim, a literature study was undertaken to: a) define and describe distance learning, b) describe the nature of learning, c) describe the nature of self-regulated learning and its implications for distance learning, and d) define and classify learning strategies and indicate the relationships between self-regulated learning, the use of learning strategies, and successful learning. Literature indicated a positive relationship between self-regulation, the use of learning strategies, learning success, and academic achievement: learning success results whenever pre-formulated learning goals are attained through the use of self-regulation and applicable learning strategies; and attainment of learning goals results in positive academic achievement. Self-regulated learners, who plan their learning, formulate learning goals, motivate themselves intrinsically, instruct themselves, apply different learning strategies to attain learning goals, continuously monitor and self-evaluate themselves during the learning process, are able to attain the formulated learning goals successfully and perform well academically. The literature review also revealed a high level of self-regulation as one of the prerequisites for performing successfully as a distance learner. Planning personal learning goals, using a variety of learning strategies to attain the goals, determining the correct personal learning tempo, monitoring learning progress, and self evaluating learning outcomes are typical characteristics of self-regulation necessary for effective distance learning and academic progress. The population of the research includes the PU vir CHO - Open Learning Academy-learners registered for the Further Diploma in Educational Management, module PSD 511 (Teaching and Learning) in the North West region of South Africa. The total number of students attending the three contact sessions in September 2000 at five sentra in the North West Province, and who participated in the research, was 143. Three questionnaires were used to obtain personal information, as well as information regarding self-regulation in the learners, namely, a biographical questionnaire, the Motivated Strategies for Learning Questionnaire (MSLQ) and the Self Regulated Learning Questionnaire (SRLQ). The data was statistically analized by means of: a) factor analyses, b) multiple regression analyses, and c) stepwise regression analyses. A difference was found to exists between the variables that determine the academic achievement of successful versus unsuccessful distance learners. Successful distance learners have better developed self-regulated learning skills than unsuccessful distance learners. / Thesis (M.Ed.)--Potchefstroom University for Christian Higher Education, 2001

The overall aim of the study was to determine whether an intervention programme, based on an integrated positive brain programming- and brain gym exercise programme, could be used to improve the academic skills of learners with a limited intellectual ability. A literature review was used to provide an overview of the learner with a limited intellectual ability, learning barriers to cognitive processes, as well as elements which have a positive influence on the learning receptiveness and academic skills of learners with a limited intellect. An empirical study consisting of a quasi-experimental study was conducted over a period of eight weeks. The sample in this study consisted of fourteen learners in the intermediate phase of a school for learners with severe mental delay in Kempton Park. They were randomly divided into an Experimental and a Control Group. Measuring instruments that were used for pre- and post testing were the ESSl Reading- and Spelling tests. The UK Graded reading test and the UK Speed Reading test, as well as the VASSl Mathematics efficiency tests. The empirical study led to the following conclusions: an intervention programme, based on an integrated positive brain programming- and brain gym exercise programme, is an effective technique to improve the academic skills of learners with a limited intellectual ability; the academic skills that improved most were word recognition, and then numeracy followed by spelling. Reading speed was the skill that improved least, however it was still better that that of the Control Group. / Thesis (Ph.D. (Education))--North-West University, Vaal Triangle Campus, 2007.

The overall aim of the study was to determine whether an intervention programme, based on an integrated positive brain programming- and brain gym exercise programme, could be used to improve the academic skills of learners with a limited intellectual ability. A literature review was used to provide an overview of the learner with a limited intellectual ability, learning barriers to cognitive processes, as well as elements which have a positive influence on the learning receptiveness and academic skills of learners with a limited intellect. An empirical study consisting of a quasi-experimental study was conducted over a period of eight weeks. The sample in this study consisted of fourteen learners in the intermediate phase of a school for learners with severe mental delay in Kempton Park. They were randomly divided into an Experimental and a Control Group. Measuring instruments that were used for pre- and post testing were the ESSl Reading- and Spelling tests. The UK Graded reading test and the UK Speed Reading test, as well as the VASSl Mathematics efficiency tests. The empirical study led to the following conclusions: an intervention programme, based on an integrated positive brain programming- and brain gym exercise programme, is an effective technique to improve the academic skills of learners with a limited intellectual ability; the academic skills that improved most were word recognition, and then numeracy followed by spelling. Reading speed was the skill that improved least, however it was still better that that of the Control Group. / Thesis (Ph.D. (Education))--North-West University, Vaal Triangle Campus, 2007.

Thesis (M.B.A. (Rhodes Investec Business School)) - Rhodes University, 2009. / A thesis submitted in partial fulfilment of the requirements for the degree of Master of Business Administration (MBA)

Organisations are increasingly using e-learning as a tool to train employees due to its flexibility and cost-efficiency. Training and development plays a central part in onboarding of new employees where e-learning is used to help new employees getting up to speed in their roles and become an effective member in the organisation. Self-regulatory learning is an important theory to consider when managing learning in organisations. It provides insight on what learners do in educational environments in order to learn, and what important underlying behaviours that make a learning process flourish. Researchers call for an examination of the learning process of e-learners. Understanding learning processes can deepen our understanding of what support employees need and thereby provide important insights in how to support learners during e-learning. This paper presents a qualitative study, which applies four elements of self-regulatory learning to the phenomenon of e-learning during onboarding in IT-organisations. The aim is to understand new employees e-learning processes in their new roles. Our findings display the prevalent role of goal setting and help seeking during onboarding. This research identifies different types of goals and how a combination of distant and proximal goals provide learners with a good foundation for professional development during onboarding. Furthermore, we acknowledge the importance of help seeking within the organisational context and its vital role in early stages of using e-learning systems.

abstract: Observational tutoring has been found to be an effective method for teaching a variety of subjects by reusing dialogue from previous successful tutoring sessions. While it has been shown content can be learned through observational tutoring it has yet to been examined if a secondary behavior such as goal-setting can be influenced. The present study investigated if observing virtual humans engaging in a tutoring session on rotational kinematics with embedded positive goal oriented dialogue would increase knowledge of the material and perpetuate a shift an observer's goal-orientation from performance avoidance goal orientation (PAVGO) to learning goal orientation (LGO). Learning gains were observed in pre to post test knowledge retention tests. Significant changes from pretest to posttest occurred across conditions for LGO. Additionally, significant changes from PAVGO pretest to posttest were observed in the control condition however PAVGO did not significantly change in the experimental condition. / Dissertation/Thesis / Masters Thesis Applied Psychology 2014