Syftet med studien är att undersöka musiklärares bedömning i ämnet musik i årskurs 6 i relation till kursplanens mål för musikämnet. Bakgrundskapitlet presenterar kursplanen i musik för årskurs 4-6 ur lgr11, begrepp som är vanligt förekommande i bedömningssammanhang, samt ger en presentation av tidigare litteratur och forskning som anknyter till studiens syfte. Vidare presenteras också varierade perspektiv på begreppet kunskap, vilket är de teoretiska utgångspunkter som ligger till grund för studien.     Den forskningsmetod som använts i undersökningen är den kvalitativa intervjun, och fyra i nuläget aktiva musiklärare i årskurs 6 intervjuades. Intervjuerna transkriberades, bearbetades och analyserades sedan av mig, och de svar som framkommit utgör studiens resultat.     I resultatet beskrivs de intervjuade lärarnas syn på kunskap i musik och på kursplanen samt deras syn på bedömning och betygssättning. Generellt råder en negativ syn på bedömning och betygssättning inom musikämnet i årskurs 6. Alla fyra lärarna lyfter områden som de anser mycket svåra att bedöma och samtliga tycker att kursplanens kunskapskrav för de olika betygsstegen är svårtolkade. De metoder och verktyg för bedömning som framkommer är framför allt klassrumsobservationer, anteckningar och skriftlig dokumentation samt prov och redovisningar.     I diskussionen förs ett resonemang kring musiklärarnas syn på musikämnet i relation till kursplanens syn på kunskap i musik. Här diskuteras det faktum att lärarnas uppfattningar om vad som är viktiga kvaliteter ofta skiljer sig mycket från det kursplanen uttrycker som kvaliteter. Exempelvis nämner flertalet av lärarna spelglädje och lust som viktiga kvaliteter, vilket inte lyfts alls av kursplanen. I diskussionskapitlet förs också ett resonemang kring om huruvida allting inom musikämnet är möjligt att bedöma. Också musiklärarnas berättelser om hur deras bedömningsarbete går till och om deras syn på bedömning och betygsättning ställs mot kursplan och tidigare forskning inom området. / The purpose of this study is to examine music teachers' views on assessment in the subject of music in year 6, in relation to the goals of the curriculum. The background chapter presents the syllabus in music for the years 4-6 from the curriculum of 2011 (lgr11). The background chapter also presents different concepts, commonly occurring in the context of assessment and gives a presentation of previous literature and research related to the study's purpose. Furthermore, it also presents different perspectives on the concept of knowledge, which is the theoretical premises underlying the study.     The research method used in the study is the qualitative interview and four currently active music teachers in year 6 were interviewed.     The result chapter describes the interviewed teachers' view of knowledge in music and on the syllabus, and their views of assessment and grading. Generally, there is a negative view of assessment and grading in the subject of music in grade 6. All teachers' raises areas that they consider very difficult to assess, and they all think that the knowledge requirements in the syllabus for the different grade levels are difficult to interpret. The methods and assessment tools that emerge are primarily classroom observations, notes and written documentation, tests and presentations.     The discussion is about the music teachers’ views on the music subject in relation to the curriculum’s view on knowledge in music. The fact that the music teachers' perceptions of what are important qualities often are very different from what the syllabus expresses as important qualities. For example the majority of the music teachers' mention joy and lust as important qualities, which are not mentioned at all in the syllabus. The discussion also calls attention to whether everything in the subject of music really is possible to assess. The music teachers' stories of how they do their assessment work and about their views on assessment and grading are compared to the syllabus and previous research in the field.

The aim of the project was to explore the acquisition and dissemination of knowledge amongst decision-makers involved in the management of red deer in Scotland. While research exists on the ecology of red deer habitat, no research exists that focuses on the relationship between the deer and the people responsible for their management. Therefore, this thesis is primarily qualitative research which aimed to explore the various aspects of red deer management in Scotland within the socio-ecological context in which it exists. There are numerous groups with interest in red deer management, however this research, due to scope and time restrictions, was limited to two primary groups, the individuals tasked with implementing policy and the practitioners who carry out culling. During the course of the project, under-researched topics surfaced, highlighting areas of practical and theoretical divergence between stakeholders. This thesis therefore aims to explore how differing views and perspectives of two of the key stakeholder groups – the estate-based practitioners (including stalkers, land-managers, and land-owners) and staff of governmental agencies – influence the management of red deer in Scotland. This research indicates that people with different roles hold different relationships with the deer, which affect management decisions and implementation at local, regional, and/or national level. As with other areas within conservation and wildlife management, this research indicates there is a disconnect between blanket governmental policy and site-specific needs, with a lack of inclusion of practitioner knowledge. Potential future research would include additional qualitative research to follow up some of the management issues raised by this research and formulate recommendations for changes to practice, followed by collection of quantitative data assessing the efficacy of interventions.