This thesis is interested in format of executable files EXE. It is focused on parts relevant for reverse engineering. It is interested in assembler, binary representation of instruction and disassembling. Follow I introduce converting from executables to control flow graph, basic structures (branches, cycles) detection.

Syftet med studien var att undersöka vilka stöd som matematiklärare erbjudits relativt programmering i matematikundervisningen. Därtill avsåg studien att undersöka vad matematiklärare önskar av ett stöd relativt programmering i matematik. Två datainsamlingsmetoder användes: en webbaserad enkät, och en semistrukturerad intervju. 29 enkätsvar erhölls och tre intervjuer genomfördes. Urvalspopulationen för dessa var matematiklärare i Stockholmsområdet. De insamlade data bearbetades med kvalitativ innehållsanalys där olika kategorier med tillhörande koder framkom, för att beskriva lärares uppfattningar av begreppet lärarstöd samt lärarnas åsikter om lärarstöd. Av enkätsvaren erhölls att 11 av 29 lärare upplevde att de inte erbjudits stöd för programmering i matematikundervisningen. Baserat på studiens resultat utvecklades ett lärarstödförslag vars syfte är att motsvara lärarnas önskemål på lärarstöd. Lärarstödförslaget består av ett upplägg för kompetensutveckling och lektionsplaner. / The purpose of the study was to examine which aids relative to programming in mathematics education the mathematics teachers have been offered. Moreover, the study sought to examine the desiderata of the mathematics teachers, relative to aid in programming in mathematics education. Two means of collecting data were used: a web based questionnaire, and a semi structured interview. 29 responses to the questionnaire were collected and three interviews were conducted. The sample population for the study was mathematics teachers in the Stockholm region. The collected data were processed with qualitative content analysis where different categories and codes emerged. The categories and codes describe the teachers’ understanding of the term teacher-aid, and the teachers’ opinion of teacher-aid. The questionnaire responses indicate that 11 of 29 teachers did not perceive that they were offered aid relative to programming in mathematics education. A teacher-aid-proposal with the purpose to match the desiderata of the teachers with respect to teacher-aids. The teacher-aid-proposal consists of a competence development arrangement and lesson plans.

Thesis (Ph.D.(Nursing Science)) -- University of Limpopo, 2021 / Health literacy related to medication use or instructions is crucial to diabetes mellitus patients. The verbal or written instructions are given to diabetes mellitus patients regarding medication use is important to improve patient care, safety, and compliance to treatment. However, the information provided to diabetes mellitus patients regarding medication use is not known as they continue to experience complications. The study aimed to develop and implement an educational programme, to enhance health literacy on prescribed medication instructions among diabetes mellitus patients on treatment at Ga-Dikgale village clinics in Capricorn District, Limpopo Province. The objectives of the study were to explore the knowledge, and practices of diabetes mellitus patients on treatment. Thus, to describe the provided information regarding prescribed medication usage contained in the diabetes mellitus medication packaging, medicine leaflets, and prescriptions. Therefore, to also describe the effects of poor health literacy on prescribed medication instructions among diabetes mellitus patients on treatment at Ga- Dikgale village clinics in Capricorn District, Limpopo Province. Data were collected using a mixed-method approach and a mixed-method sampling technique was used to select 18 participants for the qualitative strand. Whereas, there were 137 respondents for the quantitative strand. Tesch’s proposed eight steps to analyse the data were adopted to analyse the qualitative data and SSPS version 25 was used for analysing quantitative data. The results showed the following findings: patients lack knowledge about diabetes as a disease, misinterpret medication instructions, and are noncompliant to the treatment. This non-compliance is intensified by negligence and poor comprehension of medication instructions. As a result, to help diabetes mellitus patients with compliance with diabetes treatment, ongoing implementation of the educational programme should be instituted. The Limpopo’s Department of Health has to offer in-service vii education to the health professionals, who dispense medications on the interpretation of medication instructions. The high school curriculum is ought to incorporate health literacy to prescribe medication instructions. / National Institute for the Humanities and Social Sciences (NIHSS) and South African Humanities Deans Association (SAHUDA)

The question of the asset of early foreign language learning is a frequently discussed topic. Following prevailing opinion in society, that ‚the sooner, the better ', the beginning of compulsory foreign language learning is continually shifting in lower grades at primary school. A lot of children have already started with foreign language learning in kindergarten. Researches, which support the benefits of the approach, focus on a very narrow aspect of foreign language acquisition (pronunciation) or survey these facts with a specific group of inhabitants (immigrants). As experts point out, there is no significant benefit of early instructions ascertained in the Czech Republic. However, the research focused only on adults. We do not have any further evidence of the advantages of starting to learn a foreign language early. Therefore, the author focused on comparing the level of foreign language competences of two groups of pupils after their two-year compulsory instructions of English at primary school. The aim was to compare the level of their language competence in English and the learners' potential difficulties by the learners with early learning experience and by the learners without previous experience of foreign language learning before the beginning of compulsory learning at primary school....

Two studies were conducted to determine the effect of panelist participation frequency and specific aspects of questionnaire design on overall acceptance scoring in consumer central location tests. Regarding participation frequency, research subjects who participate frequently in some survey types are known to provide responses that differ from subjects who participate less frequently, known as panel conditioning. With respect to questionnaire design, overall acceptance (OA) question placement and usage of pre-evaluation instructions (PEI) in questionnaires for food sensory analysis may bias consumers' scores via carry-over effects. To investigate these concerns, data from consumer sensory panels previously conducted at a central location, spanning 11 years and covering a broad range of food product categories, was extracted, compiled, and analyzed. For the first study, data was analyzed to determine evidence of panel conditioning by measuring the effect of participation frequency on mean consumer OA scoring among frequent, moderate, and infrequent participants. Practical significance and occurrence of panel conditioning, defined as mean scoring differences of ≥ 0.50 on a discrete 9-point scale hedonic point, were examined. Results indicate that for overall acceptance, in general, mean scoring differences were not practically significant and did not signify occurrence of panel conditioning. For the second study, OA question placement was studied with categories designated as first (the first evaluation question following demographic questions), after non-gustation questions (immediately following questions that do not require panelists to taste the product), and later (following all other hedonic and just-about-right questions, but occasionally before ranking, open-ended comments, and/or intent to purchase questions). Additionally, each panel was categorized as having or not having PEI in the questionnaire; PEI are instructions that appear immediately before the first evaluation question and show panelists all attributes they will evaluate prior to receiving test samples. Post-panel surveys were administered regarding the self-reported effect of PEI on panelists' evaluation experience. OA scores were analyzed and compared (1) between OA question placement categories and (2) between panels with and without PEI. For most product categories, OA scores tended to be lower when asked later in the questionnaire, suggesting evidence of a carry-over effect. Usage of PEI increased OA scores by 0.10 of a 9-point hedonic scale point, which is not practically significant. Post-panel survey data showed that presence of PEI typically improved the panelists' experience. Using PEI does not appear to introduce a meaningful carry-over effect.

<p>Crowdsourcing allows users to offload tedious work to an on-demand workforce. However, the time saved by the requesters is often offset by the time they must spend preparing instructions and refining them to address the ambiguities that typically arise. If crowdsourcing is to become viable, and result in net gains for requesters, requesters must be able to obtain high-quality results with a low investment of time in writing instructions. That might mean finding ways to accommodate hastily written instructions. Instruction quality could be improved by resolving ambiguities either with help of crowd workers, or by using NLP-based tools. </p> <p><br></p> <p>In this dissertation, I present 1) a taxonomy of ambiguities that can occur in task instructions, 2) a workflow that enables requesters to resolve ambiguities before posting them to workers, 3) a set of methods to improve the quality of instructions while workers are</p> <p>working on the task, and finally, 4) a system that leverages current NLP technologies to detect ambiguities automatically before they are posted to the workers.</p>

In almost all teaching, in all of the school subjects, teachers use materials to help them conduct their work. But how do coursebooks that are designed for the subject of English in Sweden tackle the subject? This study aims to investigate how coursebooks for the subject of English at Swedish upper-secondary school take account of the subject area of grammar. To cover this aim two research questions were formulated, namely:    In what ways do coursebooks for the subject of English at upper-secondary school take account of grammar? In what ways do coursebooks for the subject of English take account of grammar in relation to what is said in the syllabus?    The method of this essay consists of a content analysis of three coursebooks used at upper-secondary school. To support the analysis, the concepts of deductive and inductive approach to grammar teaching were used to categorize the books. The results show that grammar is featured in connection with a text or a theme to various degrees in the books. One of the books has a clear deductive approach to grammar presentation. The other two have either a clear inductive approach or a mix of both of them. All of the books examined can be considered to adhere to what the syllabus says regarding grammar. Based on the results one can say that it is important for teachers to reflect on the material they use.

Att lära sig läsa är en väsentlig del i dagens skola och samhälle. Därför läggs mycket fokus på just läsundervisning i de tidiga åren. Lärares kunskap och didaktik har stor betydelse för att främja elevernas läsinlärning. Det krävs en förståelse för läsprocessens komplexitet och vilka förmågor hos eleverna som är viktiga att utveckla. Följaktligen är studiens syfte att undersöka hur sex lärare på tre olika skolor uppfattar att en god läsundervisning etableras. Undersökningen vill belysa lärarens syn på vilka förmågor som är viktiga att utveckla i den tidiga läsundervisningen, vilka läsinlärningsmetoder som används och hur. Studien tar ansats i den sociokulturella teorin, där den proximala utvecklingszonen stöttar inlärning. Läraren behöver ha läsinlärningskunskaper för att kunna ta reda på var eleven befinner sig i sin utveckling och för att stötta hen vidare till en högre nivå i kunskapstrappan. Undersökningen genomförs med individuella semistrukturerade intervjuer med samtliga lärare. De semistrukturerade intervjuerna används för att samtalet ska vara någorlunda öppet men ändå följa en struktur. Resultatet visade att läsmotivation, avkodning och språkförståelse behövs för en effektiv läsinlärning. I studien framträder flera läsinlärningsmetoder, tre syntetiska och en analytisk. De tre syntetiska metoderna fokuserar mer på avkodning medan den analytiska metoden börjar i förståelsen. Undersökningen visar att det är givande att arbeta med flera metoder eftersom man dels kan anpassa undervisningen på olika nivåer, dels för att de olika metoderna passar olika elever. Genom varierande arbetssätt och läsinlärningsmetoder gynnas fler elever av läsundervisningen, vilket möjliggör att fler barn lär sig läsa. / Learning to read is an essential part of today`s school and society. Therefore, a lot of focus is placed on reading teaching in the early years. Teachers´ knowledge and didactics are great importance in promoting students´ learning to read. It requires an understanding of the complexity of the reading process and which abilities of the student are important to develop. Consequently, the aim of the study is to investigate how six teachers at three different schools perceive that good reading teaching is established. The survey wants to shed light om the teacher`s view of which abilities are important for pupils to develop in early reading teaching, which reading learning methods are used and how. The study takes an approach in the sociocultural theory, where the proximal development zone supports learning. The teacher needs to have reading learning skills to be able to find out where the student is in his development and support him further to a higher level on the knowledge ladder. The survey is carried out with individual semi-structured interviews with all teachers. The semi-structured interviews are used so that the conversation is reasonably open but still follows a structure. The results showed that reading motivation, decoding and language comprehension are needed for effective reading learning. Several reading learning methods appear in the study, three synthetic and one analytic. The three synthetic methods focus more on decoding while the analytical one begins in understanding. The survey shows that it is rewarding to work with several methods, partly because you can adapt the teaching at different levels, partly because the different methods suit different students. By using more varied working methods and reading learning methods, the teaching of reading benefits more students, which enables more children to learn to read.

Tillverkningsindustrin förändras och personalen måste anpassa sig till dessa förändringar som ställer högre krav på arbetsinstruktioner. Augmented Reality (AR) är ett verktyg som underlättar dessa instruktioner och snabbar upp inlärningsprocessen. Detta examensarbete tittar på förändringen som sker i inlärningssystemet vid tillämpningen av AR samt vilka tids-, säkerhets-, och kvalitetsaspekter som uppkommer vid denna tillämpning. Arbetet genomfördes med vetenskapliga artiklar samt intervjuer med kandidater från svenska företag som använder Augmented Reality. Ett Scaniabesök utfördes för att undersöka ett AR-verktyg också. Resultatet visade att AR leder till positiva förändringar gällande tidsaspekten då tekniken reducerar tiden vid inlärning för nya och erfarna användare. I jämförelser med pappersbaserade instruktioner ger AR tydliga instruktioner för användaren vilket snabbar upp inlärningsprocessen. Kvaliteten förbättras under inlärningen då användaren inte har stora kognitiva belastningar vilket leder till färre fel. Inlärningskurvan blir hög eftersom AR-instruktionerna är enkla vilket bidrar till en ökning av användarens förmåga vid inlärningen. Tekniska faktorer sker hos AR-enheterna som försvårar inlärningen såsom utdaterat system eller uppkopplingsproblem. AR ger möjligheten att följa inlärningsprocessen i distans av säkerhetsskäl så användarna utför sin inlärning i en AR-miljö och experimenterar utan fara. Begränsningar tillkommer vid användning av AR, HMD, då det framkallar besvär i ögon samt huvudvärk vid långtidsanvändning. För framtida studier rekommenderas det att utföra svårare uppgifter för att genomföra mätningar kring kvalitets- och träning överföring för AR-användaren. / The manufacturing industry is changing and must adapt to these changes that make higher demands on work instructions. Augmented Reality (AR) is a tool that facilitates these instructions and speeds up the learning process. This thesis explores the changes that occur in the learning system with the implementation of AR and what aspects regarding time, quality and safety arise with it. The work was carried out by researching scientific articles and interviewing candidates from Swedish companies that closely work with Augmented Reality. A visit was conducted to Scania to examine AR tools as well. The results showed positive changes with AR regarding the time aspect since the technology reduces the learning time for both new and experienced users. Compared to the paper-based instructions, AR provides clear instructions for the user that boosts the learning process. The quality is also improved during the learning as the user has lower cognitive loads which in turn leads to fewer errors. The learning curve is high as the instructions are simple and increases the user’s ability in learning. Technical errors occur in AR devices and complicates the learning due to outdated systems or connectivity problems. AR provides the facility to learn remotely in an AR environment for safety reasons as well as to experiment without danger. Limitations apply when using AR HMD, as it causes irritations in the eyes and headaches during long-term use. For future studies it is recommended to perform more difficult tasks to carry out measurements of quality- and training transfer for the AR user.

The present study aims to predict which individual factors may influence strategy-choices in wayfinding situations, specifically when participants are faced with ambiguous instructions in unfamiliar environments. Individual differences were measured with self-report forms of the Big Five personality traits and the Santa Barbara sense of direction scale (SBSOD). The study was conducted in a web-based survey format with a n=104 (65 female, and 39 male). A regression analysis concluded that the trait conscientiousness was the only factor that had predictive value in determining choice of strategy. SBSOD had some predictive values towards strategy-choice, but needs further investigation before any general conclusion can be drawn. Future studies should focus on a more goal-oriented task with more realistic stimulus. / Föreliggande studie har undersökt vilka individuella faktorer som kan påverka val av strategi i olika navigations-scenarion, specifikt när deltagare möts av oklara instruktioner i obekanta miljöer. Individuella skillnader mättes med själv-utvärdering av Big Five personlighetsdrag och Santa Barbara sense of direction scale (SBSOD). Studien utfördes i ett web-baserat enkätformat med ett deltagarantal på totalt 104 (65 kvinnor och 39 män). En regressionsanalys fastslog att personlighetsdraget samvetsgrannhet var den enda faktorn som kunde predicera strategival. SBSOD hade viss produktionskraft mot strategival, med detta behöver utforskas mer innan några generella slutsatser kan dras. Framtida studier bör fokusera på en mer målinriktad uppgift med mer naturtrogna stimuli.