The aim of this study is to use empirical investigation to collect data and analyze the constructed normative ideas and concepts within the discourse of interculturality. We used the perspective of social constructions as a means of understanding the underlying normative discourses. We used critical white studies to get an alternative understanding on the constructed normative discourses. The investigation was an etnographic study of a preeschool in a multicultural suburb in Stockholm. We used quality methods such as focus groups discussions as the main material for our discourse analysis and did etnographic observations as a complement. The results showed that the preeschool teachers constructed interculturality in the same way as we understand multiculturality and thought the swedish language to be one of the most important elements in their deifinition of interculturality. They constructed the families at the preeschool in a position where they stood in opposition against the families in the inner city of Stockholm, which stands for the normative white majority society

<p>We live in a society that is constantly developing and where technology is getting a more major roll. The school is a very important part of our society and should therefore develop in pace with the surrounding society. Having this in our thoughts we decided that our purpose for this case study should be to study the importance of technology in a learning environment for seventh graders in a specific school. To be able to find this out, we have used constructivism and sociocultural perspective on learning. We have gathered our empirical data for the study through participant observations and a focus group interview. We have also taken part of prior researches on the matter of the importance of computer using for the pupils learning. The results that have been presented are contradictory. The conclusion of our case study is that the use of computers is meaningful for the students participating in this case study. However the interest and knowledge of the pedagogue for technology affects the extent of using it in the classroom. Another important factor for the significance of computers in teaching is how the computers are placed in the school and in the classroom.</p> / <p>Vi lever idag i ett ständigt utvecklande samhälle där teknologin får en allt större roll. Skolan är en viktig del av vårt samhälle och borde därmed utvecklas i takt med samhället. Med detta i tankarna har syftet med vår fallstudie varit att undersöka teknikens betydelse i en lärande miljö bland elever i årskurs 7, i en specifik skola. För att kunna ta reda på detta har vi utgått från ett konstruktivistiskt samt ett sociokulturellt perspektiv på lärande. Genom deltagande observationer och en fokusgruppsintervju har vi samlat in empiri till vår studie. Vi har också tagit del av tidigare forskning som behandlar frågan om vad datoranvändningen har för betydelse för elevers lärande. Resultaten som har presenterats är motsägelsefulla. Det resultat vi har fått fram i vårt specifika fall är att datoranvändningen har betydelse men att pedagogens intresse och kunskap inom tekniken påverkar i vilken omfattning den används i undervisningen. En annan viktig faktor för vilken betydelse datorerna får i undervisningen är datorernas placering i skolan.</p>

We live in a society that is constantly developing and where technology is getting a more major roll. The school is a very important part of our society and should therefore develop in pace with the surrounding society. Having this in our thoughts we decided that our purpose for this case study should be to study the importance of technology in a learning environment for seventh graders in a specific school. To be able to find this out, we have used constructivism and sociocultural perspective on learning. We have gathered our empirical data for the study through participant observations and a focus group interview. We have also taken part of prior researches on the matter of the importance of computer using for the pupils learning. The results that have been presented are contradictory. The conclusion of our case study is that the use of computers is meaningful for the students participating in this case study. However the interest and knowledge of the pedagogue for technology affects the extent of using it in the classroom. Another important factor for the significance of computers in teaching is how the computers are placed in the school and in the classroom. / Vi lever idag i ett ständigt utvecklande samhälle där teknologin får en allt större roll. Skolan är en viktig del av vårt samhälle och borde därmed utvecklas i takt med samhället. Med detta i tankarna har syftet med vår fallstudie varit att undersöka teknikens betydelse i en lärande miljö bland elever i årskurs 7, i en specifik skola. För att kunna ta reda på detta har vi utgått från ett konstruktivistiskt samt ett sociokulturellt perspektiv på lärande. Genom deltagande observationer och en fokusgruppsintervju har vi samlat in empiri till vår studie. Vi har också tagit del av tidigare forskning som behandlar frågan om vad datoranvändningen har för betydelse för elevers lärande. Resultaten som har presenterats är motsägelsefulla. Det resultat vi har fått fram i vårt specifika fall är att datoranvändningen har betydelse men att pedagogens intresse och kunskap inom tekniken påverkar i vilken omfattning den används i undervisningen. En annan viktig faktor för vilken betydelse datorerna får i undervisningen är datorernas placering i skolan.

Audiologisk rehabilitering är en komplicerad process som ska innehålla olika insatser byggda på ett holistisk synsätt med medicinska, tekniska och beteendevetenskapliga aspekter involverade. Historiskt har dock den tekniska och medicinska delen ofta fått ta större plats än psykosociala bitar i rehabiliteringen. Syftet med studien var att undersöka likheter och skillnader angående audiologisk rehabilitering utifrån ramverket, ideologin samt praktiken i Danmark, Norge, Sverige och på Island. Metod: För att kunna uppnå syftet och få en mer helhetlig inblick i ämnet delades studien i två delar (litteraturstudie och enkätstudie). Litteraturstudien berörde ramverket i samtliga länder samt ideologin. Enkätstudien berörde praktiken i form av audionomens egen syn på audiologisk rehabilitering samt deras uppfattning av tillvägagångssättet på arbetsplatsen. Resultat: En röd tråd går genom ramverket, ideologin och praktiken i varje land. Vad gäller dessa huvudpunkter visade studien att det fanns både likheter och skillnader länderna emellan. I det stora hela visar resultatet av studien att tankesättet inom audiologisk rehabilitering är något mer holistiskt i Sverige än i de övriga länderna. Slutsats: Trycket om en kostnadseffektiv vård står i kontrast till sjukvårdslagarna då en kortsiktigt planerad hörselvård riskerar att motverka en holistisk audiologisk rehabilitering. / Audiological rehabilitation is a complicated process entailing different aspects from medical, technical and behaviour science forming a holistic treatment. Historically more emphasis has been placed on the technical and medical facets of the treatment compared to the psychosocial. Purpose: The study´s purpose was to inspect similarities and differences regarding audiological rehabilitation by examining the framework, ideology and practice in Denmark, Norway, Sweden and Iceland. Method: To be able to achieve the purpose and to get a holistic insight the study was divided into two parts, namely litterature study and questionnaires. The litterature study reviewed the countries framework and ideology. The questionnaire analyzed the audiologists thoughts on audiological rehabilitation as well as the workplace approach. Results: There is a fine thread within each country that goes through the framework, ideology and practice. Furthermore, the study showed that there are both similarities and differences between the different countries. In general the study proved that the mindset in Sweden is more holistic compared to the other countries. Conclusion: The pressure for cost-effective care is in contrast with health care laws as short-term planned health care can counteract an holistic audiological rehabilitation

In den letzten Jahren kommen immer mehr nicht perspektivische Kamerasysteme beim maschinellen Sehen zur Anwendung, die vor allem ein deutlich erweitertes Blickfeld bieten. Das klassische perspektivische Abbildungsmodell lässt sich hier häufig nicht mehr erfolgreich anwenden. In dieser Arbeit wird ein generisches Abbildungsmodell vorgestellt, welches übliche Kamerasysteme akkurat modellieren kann. Solche Kamerasysteme schließen insbesondere klassische perspektivische Systeme, aber auch Fischaugen- und Spiegellinsen-Kamerasysteme ein. Die Nutzung eines einheitlichen Abbildungsmodells ermöglicht schließlich eine einfache Verwendung und Kalibrierung von heterogenen Stereokamerasystemen, also einer Kombination von unterschiedlichen Kameratypen, die vorteilhafte Eigenschaften gegenüber klassischen Stereosystemen bieten. Nicht zuletzt trägt die in dieser Arbeit vorgestellte einheitliche Modellierung und Kalibrierung von Mono- und Stereokamerasystemen dazu bei, Fehler durch falschen Umgang oder falsche Wahl von Methoden der Modellierung oder Kalibrierung zu vermeiden und den Kamerakalibrierprozess insgesamt zu vereinfachen. In dieser Arbeit wurden verschiedene Ansätze der Modellierung untersucht und evaluiert. Es wurde eine generische Modellierung vorgeschlagen, die die untersuchten spezifischen Abbildungsmodelle vollständig ersetzen kann. Für die Kalibrierung nicht linearer Abbildungsmodelle wurde eine einheitliche Methode zur Startwertbestimmung vorgeschlagen und evaluiert. Die Genauigkeit der Kalibrierung mittels einheitlicher Methoden wurde anhand diverser realer Kamerasysteme untersucht und bewertet. Es konnte gezeigt werden, dass die dabei auftretenden Fehler deutlich im Subpixelbereich liegen. Durch Erweiterung des klassischen Konzepts der Epipolargeometrie um die generische Abbildungsmodellierung konnten schließlich heterogene Stereokamerasysteme kalibriert und genaue Stereomodelle abgeleitet werden. / The application of perspective camera systems in photogrammetry and computer vision is state of the art. In recent years non-perspective and especially omnidirectional camera systems have increasingly been used in close-range photogrammetry tasks. In general, the perspective camera model, i.e. pinhole model, cannot be applied when using non-perspective camera systems. However, several camera models for different omnidirectional camera systems are proposed in literature. Using different types of cameras in a heterogeneous camera system may lead to an advantageous combination. The advantages of different camera systems, e.g. field of view and resolution, result in a new enhanced camera system. If these different kinds of cameras can be modeled, using a unified camera model, the total calibration process can be simplified. Sometimes it is not possible to give the specific camera model in advance. In these cases a generic approach is helpful too. Furthermore, a simple stereo reconstruction becomes possible when using a fisheye and a perspective camera for example. In this work camera models for perspective, wide-angle and omnidirectional camera systems were evaluated. A generic camera model were introduced that fully substitutes specific camera models. The crucial initialization of the model''s parameters is conducted using a new generic method that is independent of the particular camera system. The accuracy of this generic camera calibration approach is validated by the calibration of a dozen of real camera systems up to subpixel accuracy. Finally, it has been shown that a unified method of modeling, parameter approximation and calibration of interior and exterior orientation can be applied to a generic stereo system to derive precise 3D object data.

Discovery of the linear perspective of the Renaissance is momentous in terms of the appearance of a new &ldquo / way of seeing&rdquo / that is central to the &ldquo / subject&rdquo / and emergence of a &ldquo / subjective&rdquo / &ldquo / way of representing&rdquo / the world. With the assumption that &ldquo / perspective&rdquo / is a cultural constituent of the &ldquo / Renaissance paradigm&rdquo / that generates the representational notions of art and architecture, perspective is considered as a &ldquo / convention&rdquo / and a &ldquo / mode of representation&rdquo / that has been influential until the &ldquo / paradigm shifts&rdquo / in the nineteenth and twentieth century. With the influx of the modernist avant-gardes, &ldquo / subjective&rdquo / linear perspective is replaced with the &ldquo / instruments&rdquo / of the new paradigm, and &ldquo / parallel projection&rdquo / becomes the mere tool for the representation and production of art and architecture introducing a new &ldquo / objective&rdquo / structure. The aim of this study is to reawaken and reconsider perspective through the &ldquo / conventions&rdquo / and the &ldquo / aberrations&rdquo / it reproduces. In this context, the course in the curriculum of METU Department of Architecture entitled Arch524 Architecture and Different Modes of Representation is covered as a &ldquo / pretext&rdquo / for this study. The theoretical framework and the structure of the course has a great impact on this study, since the course reconsider Renaissance perspective and its architectural production in a new context / within the modern architectural space of METU Faculty of Architecture Building. Following the traces of the selective works from the final exhibitions of the course, creating &ldquo / illusionistic spaces,&rdquo / and recalling the subject &ldquo / participation,&rdquo / it is questioned how perspective is &ldquo / exhibited&rdquo / and how the architectural space is reproduced.

The subject of the present study is an analysis of five ditransitive verbs: give, lend, send, offer and show. The study focuses on the position of the two objects and on the factors that have an impact on the object ordering. An attempt is here made to provide a systematic overview of the position of the two objects with respect to their realization (i.e. substantival or pronominal). As regards the realization of the two objects, four types are distinguished: i. both Oi /Oprep and Od realized by nouns; ii. both Oi /Oprep and Od realized by pronouns; iii. Oi /Oprep realized by a noun and Od by a pronoun; iv. Oi /Oprep realized by a pronoun and Od by a noun. The position of the objects is assumed to be associated with the distribution of communicative dynamism or in other words with the principle of end-focus, i.e. that given information tends to precede new information. The second principle that operates in the ordering the two objects is the principle of end-weight. Of the three (or four, including intonation) factors whose interplay determines the FSP function of a clause element, in the case of ditransitive complementation the most important role is played by the contextual factor. Therefore, particular attention is paid to the context-dependence / independence of the two objects. The present...