As is the case with many other manufacturers of vehicles, Volvo Construction Equipment has a constantly increasing amount of electric and electronic equipment in their articulated haulers. These are of great use in modern machines, bringing functions, and safety that were not possible before, but they also bring more cables to handle. In the case of the articulated haulers a quite thick cable harness of about 15 meters in length reaches from the driver’s cabin in the front to the components in the far back end of the vehicle. This is not only a lot of long cables to handle both during assembly and service, but the nature of signals traveling in cables is that the voltage gets weaker with distance. This phenomenon has to be accounted for by measuring devices dependent on the voltage. It has been suggested that a device referred to as an intelligent node, or ICCS-module, which communicates digitally via CAN could be installed in the back of the articulated haulers. This module would be independent of the mentioned drop in voltage. The ICCS-module will be receiving a small bundle of cables being routed from the driver’s cabin. From it cables would go out to a majority of the components in its vicinity. The components connected to the node would not need to have any other cables. This thesis is focused on the mechanical aspects of installing this ICCS-module. Having electric and electronic equipment on construction vehicles is a challenge when it comes to protecting the device from the harsh environment that is the hauler’s exterior. It will have to withstand being immersed in water for long periods of time, greatly varying temperatures, vibrations and shocks as well as being hit by projectiles. The placement as well as the design of the enclosure should be chosen with respect to both the devices length of life and how well it fulfils its intended role and achieves the expected results. To produce an enclosure and find a placement aiming to satisfy these conditions, a traditional product development process were executed. The articulated haulers as well as relevant literature were researched. Concepts were generated and evaluated by both the author and by employees at Volvo Construction Equipment until a final concept for the enclosure and placement were found. The enclosure were then designed in detail specifying the material, manufacturing techniques, controlled for thermodynamic circumstances, modelled in Catia V5 and controlled for vibrations. It was concluded that the enclosure should be able protect the ICCS-module after some more development and that the placement and cable routing results in a much shorter total cable length.

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This thesis addresses the local reception and use in Sweden of the major international large scale assessments (ILSAs) of student performance: Programme for International Student Assessment (PISA), Trends in International Mathematics and Science Study (TIMSS), Progress in International Reading Literacy Study (PIRLS) and International Civic and Citizenship Education Study (ICCS). The aim is to describe and analyze how Swedish teachers, principals and school directors interpret and possibly use ILSAs in their professional practice. ILSA is treated here as a new idea or a new social technology defining what constitutes good (or bad) education. The theoretical framework combines a top-down perspective provided by Rogers’ (2003) Diffusion of Innovation theory, and a complementary, more critical Policy Enactment approach (Ball et al. 2012), stressing the import-ance of context and local actors’ perspectives. Empirically, the thesis is based on 40 semi-structured interviews carried out in the 2011-2012 school year with teachers, principals and municipal school directors in five municipalities and 12 compulsory schools, selected to cover diverse municipalities, schools, and respondents. The respondents perceive ILSAs as valid evaluations of the Swedish school system. Most think it is important to compare results of different nations, although ILSA is not expected to cover the whole curriculum. Most interviewees are aware that Swedish ILSA results have been declining for years and perceive an urgent need to reverse this trend. However, few of the directors, principals or teachers believe that Swedish schools are in a deep crisis, as described in Swedish media. The participants frequently regard schools as primary determinants of ILSA results, and few blame family, socio-economic, cultural and contextual factors for the Swedish decline in ILSA rankings. There are significant differences between the three occupational groups in their reception and use of ILSA. Municipal school directors who are very well-informed emphasize the influence of ILSA on their local development efforts. Principals and teachers say that ILSAs have had modest direct effects on their work, but they argue that poor Swedish results in international assessments have had indirect effects, for instance by prompting the introduction of a new national curriculum. / <p>Contains an English summary.</p>