The Swedish Armed Forces’ Flying School has been training future pilots for a long time. For almost 60 years, the SK 60 aircraft (SAAB 105) has been used to train fixed-wing pilots. The Flying School has a flight simulator of type BITD (Basic Instrument Training Device), named FlightBook, as a tool to help students practise their flying and to learn through experience. Experiential learning is used in various kinds of education, one of which is flying training. David A. Kolb has developed a learning cycle that explains the process of experiential learning. The learning cycle starts with concrete experience followed by reflective observation, abstract conceptualization and active experimentation. This study analyses FlightBook using Kolb’s learning cycle to see if it is appropriate for use in flying training. The results of this study show that FlightBook is an effective tool for practising some elements of flying training. FlightBook is necessary for emergency training because of the high risk and it being impossible to conduct some of the training during actual flying. For landing an aircraft, FlightBook is not as suitable as it is for emergency training but is still an effective tool for the initial steps, prior to the final stage. For the final stage, when the aircraft is getting close to the runway, FlightBook does not have the credibility that flying instructors and students wish it had. In real flying, pilots use feel and balance to get things right before landing, which is not possible with FlightBook. Experience gained when practising with FlightBook is essential for future pilots so that the training can continue to be as effective as possible. Otherwise the training may be even more delayed and that will cause problems for the Swedish Armed Forces. / Försvarsmaktens flygskola har under en lång tid utbildat blivande piloter. I nästan 60 år har skolflygplanet SK 60 (SAAB 105) använts för utbildning av transport- och stridspiloter. Flygskolan har en flygsimulator av typen BITD (Basic Instrument Training Device - Grundläggande instrumentträningsstation), vid namn FlightBook, som hjälpmedel i flygutbildningen. I FlightBook lär sig flygeleverna genom erfarenhetsbaserat lärande. Erfarenhetsbaserat lärande används i flera utbildningar. Flygutbildningen är en av dem. David A. Kolb har skapat en modell som förklarar processen som sker under erfarenhetsbaserat lärande med hjälp av en lärcykel. Lärcykeln inleds med att konkreta erfarenheter samlas in och följs därefter av reflekterande observationer, abstrakta konceptualiseringar och aktivt experimenterande. Arbetet analyserar FlightBook med Kolbs lärcykel och resultatet visar att FlightBook är ett bra hjälpmedel för att öva vissa moment i flygträning. Vid övning av nödträning är FlightBook väsentlig, framförallt för flygsäkerheten, eftersom de flesta momenten inte är lämpliga att öva i verkligheten. Vid övning av landning är FlightBook inte lika lämplig som vid nödträning eftersom de sista momenten under landning skiljer sig från verkligheten. Trovärdigheten som lärare och elever önskar under de sista momenten saknas. I verkligheten använder sig piloterna av känsla och balans för att komma rätt inför landning vilket inte är möjligt i övning med FlightBook. Momenten inför landning är dock lämpliga att öva. Erfarenheterna som erhålls när eleverna övar i FlightBook är nödvändiga för att flygutbildningen ska fortsätta vara så effektiv som möjligt. Förseningar i flygutbildningen kan genom fortsatt effektivisering förhindras och därmed undvika problem för Försvarsmakten.

Syftet med denna systematiska litteraturstudie är att ge en översikt över vad aktuell forskning kommit fram till om undervisning med genrepedagogik i årskurserna F–6. I studien besvaras följande tre frågeställningar: hur arbetar lärare med genrepedagogik, vilka elever undervisas med genrepedagogik och vilka effekter får genrepedagogik i undervisningen? Materialet till studien består av 12 empiriska studier, 4 svenska och 8 internationella. Studierna har analyserats systematiskt med stöd av två analysscheman som ordnat innehållet i forskningen tematiskt som underlag för beskrivning av såväl genomförandet av studierna som uppgifter som är relevanta som svar på denna studies forskningsfrågor. Genomgången av forskningen visar att lärare som arbetar med genrepedagogik tar stöd av den pedagogiska modell för undervisning som benämns cykeln för undervisning och lärande eller cirkelmodellen, vilken är indelad i fyra faser som främjar elevernas kompetens att skriva texter i olika genrer. Genomgången visar även att lärare använder systemisk funktionell grammatik och situationskontexten för att göra eleverna medvetna om språkliga drag som är funktionella i sin kontext. Vidare framkommer att lärarna stöttar sina elever genom att hjälpa dem i det som eleverna inte klarar på egen hand. De effekter av genrepedagogik som forskningen redovisar är genomgående mycket positiva och beskrivs som att eleverna stärks i sitt språk och utvecklar såväl sin skrivförmåga som sina ämneskunskaper. I flertalet publikationer som ingår i studien redovisas forskning om genrepedagogik i klassrum med flerspråkiga elever och i några redovisas forskning om genrepedagogik för elever i svårigheter; det finns således ett fåtal studier om genrepedagogik för elever som inte är flerspråkiga eller i svårigheter.

The purpose of this research was to trace the first year of progress made towards implementing the new curriculum for basic education in Mozambique and to gain clarity about the process with a view to formulating pertinent recommendations for its successful implementation. This study starts by presenting background information which highlights the need for the curriculum to be more relevant to the sociopolitical changes in Mozambique as the main aim of transforming the basic education curriculum. Secondly, it maps out the national environment in which the new curriculum is operating and the critical factors justifying the changes brought by curriculum transformation. Then it introduces the research questions that essentially explore four issues, namely (1) the nature of the new curriculum and the strategy used to implement it, (2) the perceptions of educators, subject specialists and principals regarding the new curriculum, (3) classroom practices as envisaged in the new education curriculum and (4) efforts towards successful implementation of the new curriculum. Before the research topic is addressed the precepts of curriculum theory and the principles of curriculum development are discussed as the context within which to conceptualize the implementation of the new curriculum in Mozambique. The study under review explores the seven basic conditions for effective change identified by Giacquinta (1998). The researcher has found with due reference to the subject literature that the relevance of these conditions is borne out by the findings of the research under review. This research therefore has the merit that it relates these conditions (referred as factors in the study) to each other, thus serving as an important guide for monitoring and implementing education change of which curriculum reform is a basic element. The study employed mainly quantitative analysis (descriptive statistical analysis and factor analysis) having as research instrument a survey questionnaire designed to gauge educators’ and learners’ opinions regarding implementation of the new Basic Education Curriculum in Mozambican schools. As the main findings of the study, it was clear from participating principals’ and teachers’ responses that school leadership is an essential factor in assuring the presence and maintenance of all the necessary conditions for successful implementation of the new curriculum. The capacity building is another indispensable factor derived from participating principals’ and teachers’ responses concerning successful implementation of the new curriculum, which is viewed as an important condition for creating and maintaining teachers’ confidence in their ability to fulfil new role expectations. In this regard, principals and teachers identified innovative classroom practices as an important condition for successful implementation of the new curriculum. So, principals’ responses showed that it was important to recognise the association between leadership, innovative classroom practices and capacity building, while participating teachers’ responses showed that there was an important link between capacity building and leadership, rewarding and innovative classroom practices. Thus, with the exception of rewarding the same factors were identified as critical by both principals and teachers. A distinct enabling condition for successful implementation of the new curriculum that emerged from participating students’ responses comprised (1) an association of students’ expectations, learning opportunities and outcomes, (2) students’ subject preferences, (3) and a friendly and supportive school environment. This research both contributes to understanding of the curriculum implementation process, and enables the formulation of pertinent recommendations towards successful curriculum implementation. It also enriches the current literature on this matter through critical analysis of a new curriculum implementation, offering empirical evidences of the relevance of school resocialization, which entails restructuring and reculturing. / Thesis (PhD)--University of Pretoria, 2008. / Education Management and Policy Studies / unrestricted

The aim of this diploma thesis is the preparation and foundation of the Students' Union of the University of Economics in Prague, which is done by Soft systems methodology. In order to achieve this aim, the thesis elaborates a theory of student organizations and student unions in the Czech Republic. It also compares a set of rules governing student organizations at chosen Czech universities with chosen foreign universities. The result of this comparison is that chosen foreign universities have more systematic policies towards their student organizations. The research part of this thesis contains Analysis two (social) and Analysis three (political) from the Soft systems methodology. The results of the research contains defined set of roles, norms, values and a distribution of power in the environment of student organizations at University of Economics. Practical part of the thesis brings two complete learning cycles of the Soft systems methodology including root definitions, CATWOE and models of purposeful activity. Based on these two learning cycles, the thesis defines the general limits of Soft system methodology for the foundation of student union at Czech universities.