Studien ville visa på sångens möjligheter i vårdandet. Med en växande äldre population i västvärlden, blir sökandet efter nya evidenta och effektiva vårdinterventioner viktiga. Sången tar med hela människan i vårdandet på människans villkor. En kvalitativ litteraturstudie genomfördes med tio vetenskapliga artiklar till grund. Innehållsanalysen resulterade i tre teman; Sången skänker medgång i samverkan, Sången genererar förhöjd livskvalitet samt Sången tangerar patientens livsvärld. Resultatet visar på att individen känner sig betydelsefull och delaktig i omvårdnaden. Sången är en evident och lättillgänglig omvårdnadsintervention som tar med hela människan på hennes villkor. Sången värnar samtidigt om människans värdighet, vilket kan leda till lindrande av hennes lidande. Människan sjunger från vaggan till graven i alla kulturer och formas där av sångens betydelse. Sången ryms i minnet, och styr människan att visa påverkan vid sångaktivitet. Detta leder ofta vidare till en djupare samvaro med ökad samverkan. / The study wanted to show the song possibilities in caregiving situations. With a growing elderly population in the western world, the searches for new and effective health interventions are important. The study shows that the use of song in caregiving is an evident and accessible care intervention for reaching the older person. Using the song in caregiving is an evident and accessible approach which includes the whole person on her condition. A qualitative literature study was conducted based on ten scientific articles. Content analysis resulted in three themes; the song brings success in collaboration, the song generates an increased quality of life and the song touches the patient's life world. The result shows that the individual feel involved, significant and protected in her dignity, which is a relief in suffering. Humans sing from the cradle to the grave in all cultures and it is in young years that she is formed of the songs meaning. The song fits in memory, and directs man to show the influence of singing activity. This often leads to a deeper understanding and increased interaction.

Despite the amount of empirical evidence available to validate the claim that language learners have the ability to evaluate their own abilities in a foreign language, many educators feel that self-assessments are unreliable and do not fit into the foreign language classroom. However, the move towards a proficiency-based student-centered classroom over the past two decades has caused many educators to rethink the use of self-assessment measures in the foreign language classroom. At the same time, portfolios have emerged as assessment tools for both educators and learners. Most recently, with the technological advancements in the past decade, Internet-based e-portfolios have become increasingly popular in education. However, there are very few studies on the use and implementation of e-portfolios, specifically in the foreign language classroom. This dissertation examines the role of self-assessment in the foreign language classroom. It utilizes an e-portfolio platform with pre-loaded can-do statements to create an evidence-based self-assessment for an intensive Russian language class. This dissertation presents self-assessment as a teacher-validated process utilizing formative assessment to create a learner-centered environment outside of the classroom. The study correlates results from three separate foreign language assessment tools to determine their relation to one another. The study promotes a holistic approach to language assessment and provides a process for holistic approach in the foreign language classroom. The process outlined in this study is easy to replicate and can be incorporated into foreign language courses with a limited amount of resources. / text

This thesis investigates decision-making activities leading to the initial selection of which new ideas should be selected for further development or rejected. This process, often referred to as idea screening, is described as being one of the most important, but also challenging, tasks to master during the entire innovation process. There are two main reasons for this: Firstly, not all ideas are good and secondly no firm has the resources to develop every single idea proposed to it. Thus, it is important to be careful when initially deciding which ideas are to be selected and developed into future possible innovations in order to eliminate weak ideas and retain those that have a substantial chance of becoming successful.  Two alternative decision-making approaches are explored in the thesis (the intuitive and rational approaches). In the thesis, the concept of intuition during the screening of product and service ideas is demystified. The empirical findings show that decision-makers utilize five main underlying criteria when intuitively assessing ideas. Of these, the findings indicate user-value to be the most important one, or at least the criterion that most assessors emphasize when making intuitive decisions. The findings presented in the thesis increase our understanding of the use of rational and holistic intuitive decision-making when screening ideas during the Front End Innovation phase, as well as questioning the traditional view of intuition, as a decision-making tool that is only reliable if applied by those with a vast amount of experience and expertise. The reported findings indicate that, for example, users with an understanding of the idea context are able to intuitively identify the ideas that decision-making experts identify as the top (best) ones. Hence, managers faced with a situation where they are being inundated with new ideas can turn to non-experts for help. / This thesis explores and investigates two alternative decision-making approaches (the intuitive and the rational approaches) used when screening ideas during the initial part of the innovation process. In this thesis, the concept of intuition when screening product and service ideas is demystified. The empirical findings show that decision-makers utilize five main underlying criteria when making intuitive assessments of ideas. Of these, the findings indicate that user-value is the most important one, or at least the single criterion that most assessors emphasize when making an intuitive decision. The findings presented in the thesis increase our understanding of the use of rational and holistic intuitive decision-making when screening ideas during the Front End Innovation phase, as well as questioning the traditional view of intuition, as a decision-making tool that is only reliable if applied by those with a vast amount of experience and expertise. The reported findings indicate that, for example, users with an understanding of the idea context are able to intuitively identify the ideas that decision-making experts identify as the top (best) ones. Hence, managers faced with a situation where they are being inundated with new ideas can turn to non-experts for help.

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Sedan 1990-talet har Sverige ett kunskaps- och målrelaterat bedömningssystem i skolan där eleverna blir bedömda och betygsatta utifrån ämnesplan och kunskapskrav. I samband med den nya skolreformen 2011 reviderades innehållet i dessa styrdokument. Studiens syfte är att belysa hur engelsklärare resonerar i sitt val av bedömningsformer för underlag vid bedömning och betygssättning i förhållande till ämnesplan och kunskapskrav i Gy11, samt att undersöka om det finns skillnader i lärarnas bedömningsarbete i jämförelse med Lpf94. Undersökningen har genomförts vid en gymnasieskola där kvalitativa intervjuer har hållits med fem engelsklärare som undervisar i kursen Engelska 5. Studien visar att bedömning sker kontinuerligt av lärarna, men att de har olika sätt att bedöma, dokumentera och använda sig av bedömning i lärandet. De fem olika lärarna väljer att använda ämnesplan och kunskapskrav på olika sätt men med konkreta, tydliga och individuella synsätt. Elevdelaktighet är mycket viktigt utifrån motivation och engagemang i ämnet, och lärarens syn på bedömning är central såväl som hur både ämnesplan och kunskapskrav används i undervisning och bedömning. Lärarnas intentioner är att få eleverna motiverade och att känna lusten att lära sig något som de kan använda i praktiken. Slutsatsen är att Gy11, med ny ämnesplan och kunskapskrav i Engelska 5, ger lärarna en utmaning med ett nytt sätt att tänka. Utifrån den formativa bedömningen behövs tydlighet, kommunikation, strategier, återkoppling, elevaktivitet med ett kvalitativt tänkande som en röd tråd. / Since the 1990s, Sweden has a knowledge and goal-related grading system in schools, where students are assessed and graded according to the syllabus and grading criteria. In conjunction with the educational reform in 2011 the contents of these documents was revised. This study aims to show how English teachers reason when choosing which assessment forms for assessment and grading to use in relation to the syllabus and grading criteria of Gy11. It also aims to investigate whether there are differences in teachers’ assessments in comparison with Lpf94. The survey was conducted at an upper secondary school where qualitative interviews were held with five English teachers who teach the course English 5. The study shows that the teachers do assessment continuously, but that they have different ways to assess, document and use assessment in the learning process. The five different teachers choose to use the syllabus and grading criteria in different ways but with concrete, distinct and individual approaches. Student participation is very important as regards motivation and engagement in the subject, and the teacher’s approach to assessment is central as well as how both substance level and knowledge is used in teaching and assessment. The teachers’ intentions are to get the students motivated and feel the urge to learn something they can use in practice. In conclusion, the Gy11 reform, with a new syllabus and grading criteria in English 5, gives teachers a challenge with a new way of thinking. Based on the formative assessment, clarity, communication, strategies, feedback and student activity, with a qualitative approach is needed.

Mittels der vorliegenden Arbeit wurde ein Entscheidungsinstrument zur ganzheitlichen Beurteilung von Prozessketten erarbeitet. Für die ganzheitliche Ausrichtung wurden ökonomische, ökologische und produktbezogene Aspekte einbezogen. Im konzeptionellen Teil wurden die einzelnen notwendigen Schritte einer Prozesskettenbewertung wie Festlegung der Systemgrenzen, Modellierung, Festlegung der Zielgrößen etc. hinsichtlich möglicher Ausgestaltungen diskutiert. Hierbei wurden mögliche Lösungen für bestehende Probleme hinsichtlich ihrer Zweckmäßigkeit diskutiert. Dabei folgten die Überlegungen bezüglich der Zweckmäßigkeit einerseits der Erfüllung abgeleiteter Gütekriterien und andererseits der Frage, unter welchen Voraussetzungen diese umsetzbar sind. Der so im Theorieteil herausgearbeitete Entscheidungsbaum wurde anschließend auf eine Fallstudie aus dem Bereich der Gießereiindustrie angewendet. Hierbei konnte einerseits die Anwendbarkeit gezeigt als auch der Umgang mit individuellen Herausforderungen dargestellt werden.:Inhaltsverzeichnis Abbildungsverzeichnis Tabellenverzeichnis Anlagenverzeichnis Abkürzungsverzeichnis 1 Einführung 1.1 Problemstellung und Forschungsziel 1.2 Forschungsstand und –lücke 1.3 Forschungsfragen und Aufbau der Dissertation 2 Theoretische Fundierung der Bewertungsmethode 2.1 Begriff und Arten von Prozessinnovationen 2.2 Gütekriterien der Bewertungsmethode 2.3 Vorgehen bei der Prozesskettenbewertung 2.3.1 Ansätze in der Literatur 2.3.1.1 Bewertungsmethoden mit ökologischem Fokus 2.3.1.2 Bewertungsmethoden mit ökonomischem Fokus 2.3.1.3 Bewertungsmethoden mit einem ökonomisch-ökologischem Fokus 2.3.1.4 Bewertungsmethoden zur Beurteilung der Produkte 2.3.2 Darstellung der Bewertungsschritte 2.4 Vorstellung der Fallstudie 3 Konzeptionelle Ausgestaltung der Bewertungsmethode 3.1 Festlegung der Systemgrenzen 3.2 Modellierung der Prozesskette 3.3 Ableitung und Differenzierung der Zielgrößen 3.3.1 Ökonomische Zielgröße 3.3.2 Ökologische Zielgröße 3.3.3 Produktbezogene Zielgröße 3.4 Bestimmung der Einflussgrößen 3.5 Bestimmung der Bezugsgröße 3.6 Bewertung der Prozesskette 3.6.1 Ökonomische Bewertung 3.6.1.1 Bestimmung der relevanten Kosten und Erlöse 3.6.1.2 Bestimmung der Cashflows und des Kalkulationszinssatzes 3.6.2 Ökologische Bewertung 3.6.3 Produktbezogene Bewertung 3.7 Ableitung des ganzheitlichen Ergebnisses 3.8 Durchführung der Sensitivitätsanalyse 3.9 Ableitung eines Entscheidungsbaumes 3.10 Prüfung der Bewertungsmethode 4 Anwendung der Bewertungsmethode auf die Fallstudie 4.1 Festlegung der Systemgrenzen und Modellierung der Prozesse 4.2 Bestimmung der Zielgrößen 4.3 Bestimmung der Einfluss- und Bezugsgrößen 4.3.1 Einflussgrößen der Prozessketten Lösungsglühen und Selbstaushärtung 4.3.2 Bezugsgröße der Prozessketten Lösungsglühen und Selbstaushärtung 4.4 Durchführung der ganzheitlichen Prozesskettenbewertung 4.4.1 Ökonomische Bewertung der Prozessketten 4.4.2 Ökologische Bewertung der Prozessketten 4.4.3 Produktbezogene Bewertung der Prozessketten 4.4.4 Ableitung des ganzheitlichen Ergebnisses 4.5 Durchführung der Sensitivitätsanalyse 4.5.1 Variation eines Einflussfaktors 4.5.1.1 Veränderung der Ausbringungsmenge 4.5.1.2 Veränderung der Preisindizes 4.5.2 Variation von zwei Einflussfaktoren 4.5.3 Berücksichtigung von Schwankungen der Messwerte 4.6 Interpretation des ganzheitlichen Ergebnisses und der Sensitivitätsanalysen 5 Fazit Anhang Literaturverzeichnis