Sweden is often viewed as one of the most egalitarian countries and many countries look to Sweden for policy-models or tools to implement gender equality within their institutions and organisations. This thesis contains two purposes, where the first one is to explore the background for Handbok Gender a handbook created by the Swedish Defence Forces to discover if it is something independently created by the organisation or a result of international and national directives. Through exploring this, we will determine if the view presented in the Handbok Gender is the one of the Swedish Defence Forces or just a concept to look good externally. The second part aims to compare how H Gender frame gender differently compared to two separate handbooks on gender created by Nato and the United Nations. The first part shows that although Handbok Gender is a product based on international and national directives, it is built on the experiences of the Swedish Armed Forces and can therefore be seen as their perspective on gender. Furthermore, the second parts demonstrate that the UN’s handbook shows a traditional feminist point through putting the woman as a focus point, while Nato’s handbook more presents the woman as a victim. Although, because H Gender does not specify how gender affects men and women differently it results in the H Gender not treating the problem of gender in the same extent.

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A quick look into the prevalence of Lesbian, Gay, Bisexual and Transgender (LGBT) topics in children's literature and one can easily note the rarity of LGBT presence in elementary classrooms. This topic continually fails to enter the classroom curriculum due to the taboo status it has in society. Some people find it to be inappropriate for the classroom, especially the elementary classroom. However, understanding that the intention is to provide an inclusive environment for LGBT students and/or families is important--not to expose children to explicit sexual discussion, but to establish a community of tolerance and acceptance. The purpose of this thesis is to explore, collect, and synthesize the literature regarding LGBT studies in order to create a handbook for preservice teachers, teachers who are in the university program to become teachers. The handbook will provide inclusion strategies, materials to educate preservice teachers on the topic and how to include it in the classroom (via children's literature or units of study), strategies to broach the topic with parents and administrators, classroom environment ideas, and a complete resource list of books and websites with suggestions on where to use them in instruction. Choosing to share quality literature will be important; however the focus of this thesis will center upon better preparing preservice teachers. For purposes of this study, preservice teachers are defined as students in elementary educator preparation courses at UCF. This target audience is required to take children's literature classes in this preparatory program. Preservice literature classes discuss the relevance and importance of including various genres and types of literature in the classroom.

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Patrullerande poliser i Malmö har en varierande och oförutsägbar arbetsmiljö. När de kommer till händelser där de är osäkra på hur de ska agera kan de konsultera tryckt metodstödsmaterial. Dessa tryckta handböcker är ofta utdaterade och icke-standardiserade.Tillsammans med Polisen i Malmö har vi tagit fram ett förslag till hur en digital version av denna typ av material kan se ut, med förslag kring gränssnitt och informationsrepresentation, och en diskussion kring vilka potentiella konsekvenser ett mediebyte kan få för poliserna ute på fältet.För att ta fram dessa designförslag använde vi oss av ett antal interaktionsdesignmetoder. Dessa utvärderar och diskuterar vi, utifrån hur väl de fungerar inom en myndighet som Polisen, i kontexten patrullerande poliser i Malmö. / Patrolling officers in Malmö have a varied and unpredictable working environment. When they encounter situations within which they are not certain how to take action, they have printed material with support information. This type of handbook is often outdated and non-standardized. Together with the Malmö Police, we sketch a proposal for how a digital version of this kind of material could be designed, with suggestions for interface design and information representation, as well as outline what the potential consequences could be for the individual officer on the field.While outlining these design suggestions, we utilized a number of different interaction design methods. These are evaluated and discussed as to how well they work within a governmental organization like the Police in Malmö, within the context of patrolling officers.

京都大学 / 0048 / 新制・課程博士 / 博士(医学) / 甲第18173号 / 医博第3893号 / 新制||医||1003(附属図書館) / 31031 / 京都大学大学院医学研究科医学専攻 / (主査)教授 中山 健夫, 教授 木原 正博, 教授 一山 智 / 学位規則第4条第1項該当 / Doctor of Medical Science / Kyoto University / DGAM

Doctor of Education / Department of Educational Leadership / Trudy A. Salsberry / The purpose of this study was to research and create a comprehensive handbook for planning and developing advisory programs for the personalization of education. This is known as personalized learning. Personalized learning refers to the structures, policies, and practices that promote relationships based on mutual respect, trust, collaboration, and support (Breunlin, Mann, Kelly, Cimmarusti, Dunne, & Lieber, 2005). Planning and Developing Advisory Programs for the Personalization of Education: A Handbook to Guide School Leaders of Large High Schools in Kansas was developed using the research and development methodology (R & D) developed by Gall and Borg (Gall, Borg, & Gall, 2007). A prototype of the handbook was developed and then evaluated by experts in the area of the personalization of education. A Preliminary Field Test was electronically sent to all building principals of high schools in Kansas with student populations of 1000 students or more. Revisions were made to the handbook based on feedback received. The revised handbook was then distributed to three professionals, nominated by their peers, for the main field test. Feedback from the main field test was used to create the final product. The conclusions from the research project indicated: (1) there is a strong need for administrators and educators to personalize the learning environment through advisory programs; (2) large high schools were in need of a resource that was relevant in their respective schools; (3) the need for a handbook such as this to address key components such as transition, support interventions, and academic counseling; and (4) that a comprehensive handbook that included a step-by-step process, discussing critical components for administrators on how to personalize education utilizing advisory programs could address numerous concerns in large high school.

The Church of Sweden has, under the past few years, had a special focus on their Church-handbook of 1986. There has been a widely-discussed debate among the different congregations in Sweden if, and when, their Church-handbook should be exchanged for a new Church-handbook. But, is there also a risk of a change in liturgy and theology? In this essay, I have been able to identify both similarities and differences in the Church-handbook of 1986 and the Proposal of 2016. In the Church-handbook of 1986 there is a focus on "We" and in the Proposal of 2016 there have been a significant change to focus on "World-wide". This focuses on both "We" and "World-wide", are a direct connection to the ecclesiology that were in question of the publication of the Church-handbooks. So which path shall Curch of Sweden take 2017? Shall they continue with the Church-handbook of 1986 and keep a well-known liturgy or take the Proposal of 2016 into consideration? During the "trial-run" which follow every Proposal that the Church of Sweden publishes, members of congregations all around Sweden, has shown a reluctance towards the Proposal of 2016. They have shown that it's a Proposal that has not taken into consideration, the very importance of recognition and that not all of those that visits the different churches in Sween, are familiar with the liturgy.  Therefore, they claim, the Church of Sweden shall not have the Proposal of 2016 as their primarily used Church-handbook, but they can take into consideration to use it as an edition to the Church-handbook of 1986.

O livro didático é pensado e concebido com vistas ao aluno, porém, sua escolha e uso em sala de aula dependem da ação do professor, que muitas vezes o utiliza no preparo de aulas e na elaboração de atividades. A partir da década de 1960 se institucionalizou a prática de ofertar material específico ao docente nos compêndios o chamado Manual do Professor. Antes disso, no entanto, tal iniciativa partia dos próprios autores e editores. Referenciando-se nos estudos de Roger Chartier sobre a História do Livro e da Leitura e de Allain Choppin e Circe Bittencourt acerca do livro didático este trabalho investiga a presença de orientações aos professores em livros escolares direcionados ao nível primário e secundário, editados no Brasil em três períodos (1880 a 1930, 1930 a 1960 e 1966 a 1985). Utiliza uma amostra de obras voltadas a diferentes disciplinas. O objetivo é identificar o conteúdo das instruções, como se apresentam para cada nível escolar e de que maneira dialogam com as determinações legais e com os modelos pedagógicos vigentes e propagados pelos periódicos educacionais. Conclui que, até a década de 1960, a presença de subsídios ao docente não era uma regra para as casas publicadoras e que variava conforme o público a que se destinava. A partir de fins dos anos 1960, formaliza-se, mediante a ação de três personagens autores e editores, Estado e professores , a oferta de um livro didático voltado especificamente ao docente. Até 1930, nota-se uma aproximação entre o teor das instruções presentes nos livros e o paradigma da Caixa de Utensílios, com seus modelos práticos a serem aplicados em sala de aula. Entre 1930 e 1960, este modelo parece arrefecer nas obras didáticas. Na década de 1970 o aparecimento do Manual do Professor parece reforçar a oferta de orientações passo a passo. / The textbook is designed and conceived with a view to the student, however, its choice and use in the classroom depends on the actions of the professor, who often uses in the preparation of lessons and in the development of activities. From the 1960s, has become institutionalized the practice of offering specific material to faculty members in compendiums - the so-called Teacher Handbook. Before that, however, this initiative stemmed from the authors and publishers. Referencing the studies of Roger Chartier on the History of Books and Reading and Allain Choppin and Circe Bittencourt about textbook - this paper investigates the presence of guidelines to teachers in school books directed in primary and secondary level textbooks, edited in Brazil in three periods (1880 to 1930, 1930 to 1960 and 1966 to 1985). It uses a sample of works involving different disciplines. The goal is to identify the content of the instructions, as they are for each school level and how dialogue with the legal requirements and with current pedagogical models and propagated by educational journals. I concluded that, until the 1960s, the presence of subsidies to the teacher was not a rule for the publishing houses which varied according to the public for which it was intended. From the late 1960s, formalizes it through the action of three characters - authors and publishers, State and teachers - the offer of a textbook focused specifically to the teacher. Until 1930, we note a connection between the content of the instructions in the books and the paradigm of \"Tool box\", with its practical models to be applied in the classroom. Between 1930 and 1960, this model seems to attenuate in the didactic works. In the 1970s, with the appearance of the Teacher\'s Guide, returns the offering of a step by step guidance.

Na aviação, os procedimentos para situações anormais e de emergência, geralmente organizados em checklists compilados no Quick Reference Handbook (QRH), são elaborados e revisados como mecanismos de controle organizacional. Esta abordagem, no entanto, tem mostrado limitações em servir como solução para todos os tipos de situações, principalmente para problemas não estruturados. Neste cenário, o conceito ‘procedimentos como recursos para a ação’ tem sido visto como uma abordagem alternativa, embora tenha sido desenvolvida apenas de forma incipiente. Assim, o objetivo geral desta tese foi propor um protocolo para revisão dos procedimentos disponíveis em cockpits de aviões comerciais como apoio aos pilotos durante a gestão de anomalia. Para atingir o objetivo, a pesquisa adotou a Design Science Research e foi dividida em quatro etapas: compressão do problema, sugestão e desenvolvimento, avaliação e conclusão. Um estudo etnográfico cognitivo conduzido em uma companhia aérea brasileira propiciou melhor entendimento do problema por meio de observações participantes, entrevistas retrospectivas, entrevistas em grupo, dados secundários e documentos técnicos. Os resultados mostraram como fatores contextuais fora do escopo do QRH geraram demandas extras e requereram estratégias de adaptação dos sistemas cognitivos correlacionados. Fragmentos do QRH e de recursos adicionais foram intercalados para apoiar essas estratégias. As sugestões de melhorias envolveram a reorganização do QRH, dos checklists e dos recursos adicionais, a fim de melhor apoiar o reconhecimento de anomalias, o diagnóstico de problemas e o curso de ação. As sete etapas do protocolo foram desenvolvidas com base nos princípios teóricos e empíricos derivados do estudo e, em seguida, o protocolo foi avaliado de acordo com cinco critérios. Enquanto o artefato teve um bom desempenho em dois critérios, três deles revelaram a necessidade de ajustes, que podem ser superados com novas aplicações em diferentes contextos. Em conclusão, o estudo atingiu os objetivos geral e específicos, contribuiu para a classe de problemas ao operacionalizar o conceito ‘procedimentos como recursos para a ação’ e contribuiu para solucionar o problema prático ao proporcionar um artefato para ajudar as companhias aéreas a revisar seus procedimentos e outros recursos de modo a melhor apoiar os pilotos na gestão de anomalias. / In aviation, procedures for abnormal and emergency situations, generally organized in checklists compiled in the Quick Reference Handbook (QRH), are designed and redesigned as mechanisms of organizational control. This approach, however, has shown some drawbacks as a solution for any situation, specially for unstructured problems. In this scenario, the concept ‘procedures and resources for action’ has been seen as an alternative approach, although it has been incipiently developed. Thus, the general objective of this thesis was to propose a protocol for redesigning the procedures available in commercial aircraft cockpits as means of supporting pilots during anomaly management. To achieve the objective, the research adopted the Design Science Research approach and was divided into four stages: awareness of the problem, suggestion and development, evaluation and conclusion. A cognitive ethnographic study conducted in a Brazilian airline provided better understanding of the problem through participant observations, retrospective interviews, group interviews, secondary data and technical documents as sources of data. The results showed how contextual factors beyond the QRH scope generated extra demands and required adaptive strategies from the joint cognitive systems. Fragments from the QRH and from additional resources were interleaved to support these strategies. The design implications involved the reorganization of the QRH, the checklist and the additional resources in order to better support the anomaly recognition, the problem diagnosis and the course of action. The seven steps of the protocol were developed based on the theoretical and empirical principles derived from the study and, then, the protocol was evaluated according to five criteria. While the artefact performed well in two criteria, in three of them revealed opportunities of improvement, which can be overcame with more applications in different settings. In conclusion, the study achieved general and specifics objectives, contributed to the class of problems by operationalizing the concept ‘procedures as resources for action’ and contributed to solve the practical problem by providing an artefact that help airlines to redesign procedures and other resources in order to better support pilots during anomaly management.