The purpose of the present study was to examine the relationship between indirect and direct assessments of language and cognitive skills using the PEAK Relational Training System (PEAK). 29 participants were administered the PEAK-Direct Training Pre-Assessment (PEAK-DT-PA) and the PEAK-Generalization Pre-Assessment (PEAK-G-PA). Of those 29 participants, 28 of their caregivers and 10 therapists completed an indirect assessment the 368 skills listed in the PEAK-DT and PEAK-G curricula. The results of the study suggest that there was a strong correlation between the pre-assessments and the indirect reports from both the parents and the therapists for both modules. Additional correlations and interrater reliability across factors and individual test items were also investigated. Finally, trends in interrater reliability between caregiver report and direct assessments suggest that caregivers reporting for participants with lower overall scores more reliably identified if their child had a deficit with an advanced skill, but could less reliably identify if their child had a more basic skill. The opposite trend was found for caregivers reporting on participants with greater overalls scores. Implications of these findings for clinicians and future research are discussed.

This research aims to support sustainability practitioners at the beginning of a change initiative towards sustainability to increase the success of the change. Moving towards sustainability is a complex journey and requires radical and structural transformational change in companies. Mutual understanding of the company and the practitioner is required to design a suitable change process. Existing tools related to sustainability, change management, corporate analysis and assessment were analyzed. In addition, practitioners in organizational change and sustainability were interviewed. Identified were eight Areas of Inquiry for the practitioner to focus on at the initial stage of an engagement: Vision; Purpose and Commitment; Urgency, Importance and Business Case; Level of Integration of Sustainability; Business Goals and Strategy; Culture and Capacities; Communication and Stakeholder Engagement; Measurement and Reporting. These areas form a platform for dialogue to guide sustainability practitioners in gaining understanding of the organizational change capacities and sustainability within the company and, in doing so, contributes to addressing the sustainability challenge at large.

Orosanmälningar som gäller barn och unga ökar, vilket innebär ett ökat tryck på socialsekreterare som arbetar med förhandsbedömningar. Samtidigt pågår organisatoriska förändringar inom socialtjänsten i Sverige, där effektivisering, standardisering och nya metoder är centrala. IVO har vid granskningar av socialtjänstens enheter för barn och unga hittat brister i arbetet med förhandsbedömningar, som pågått under en längre tid. Denna uppsats bygger på en kvalitativ studie där har vi undersökt professionellas arbete med förhandsbedömningar för att få en förståelse för under vilka premisser detta arbete sker. Vi har även undersökt socialsekreterares upplevelser av arbetet med fokus på utmaningar och utvecklingsområden. Som datainsamlingsmetod har vi använt oss av fokusgruppsintervjuer med vinjetter, samt en semistrukturerad intervju, där vi intervjuat socialsekreterare som jobbar på socialtjänstens mottagningsenheter inom tre kommuner i norra Sverige. Resultaten visar att socialsekreterare använder olika tillvägagångssätt i arbetet med förhandsbedömningar, samt att det finns olika förutsättningar för hur arbetet med förhandsbedömningar kan bedrivas. Detta förklaras främst genom påverkan av politiska beslut, organisationens ramar, ärendets- och arbetets karaktär, och socialsekreterares handlingsutrymme. / Reports concerning children and young people's welfare are increasing, which means increased pressure on social secretaries who work with pre-assessments. At the same time, organizational changes are ongoing in social services in Sweden, where efficiency, standardization and new methods are central. IVO has, on reviews of the social service units for children and young people, found shortcomings in the work with pre-assessments, which have been going on for a long time. This exam is based on a qualitative study where we have examined the work of professionals with pre-assessments to get an understanding about under which premises this work takes place. We have also examined social secretaries' experiences of the work focusing on challenges and development areas. As a data collection method, we have used focus group interviews with vignettes, as well as a semi-structured interview, where we interviewed social secretaries working at the social services reception units in three municipalities in northern Sweden. The results shows are that social secretaries use different approaches in the work with pre-assessments, and that there are different conditions for how the work can be conducted. This is mainly explained by the influence of political decisions, the organization's frameworks, the nature of the case, the nature of the work and social workers discretion.

There are numerous problems associated with the teaching of Euclidean geometry at secondary schools today. Students do not see the necessity of proving results which have been obtained intuitively. They do not comprehend that the validity of a deduction is independent of the 'truth' of the initial assumptions. They do not realise that they cannot reason from diagrams, because these may be misleading or inaccurate. Most importantly, they do not understand that Euclidean geometry is a particular interpretation of physical space and that there are alternative, equally valid interpretations. A possible means of addressing the above problems is tbe introduction of nonEuclidean geometry at school level. It is imperative to identify those students who have the pre-requisite knowledge and skills. A number of interesting teaching strategies, such as debates, discussions, investigations, and oral and written presentations, can be used to introduce and develop the content matter. / Mathematics Education / M. Sc. (Mathematics)

There are numerous problems associated with the teaching of Euclidean geometry at secondary schools today. Students do not see the necessity of proving results which have been obtained intuitively. They do not comprehend that the validity of a deduction is independent of the 'truth' of the initial assumptions. They do not realise that they cannot reason from diagrams, because these may be misleading or inaccurate. Most importantly, they do not understand that Euclidean geometry is a particular interpretation of physical space and that there are alternative, equally valid interpretations. A possible means of addressing the above problems is tbe introduction of nonEuclidean geometry at school level. It is imperative to identify those students who have the pre-requisite knowledge and skills. A number of interesting teaching strategies, such as debates, discussions, investigations, and oral and written presentations, can be used to introduce and develop the content matter. / Mathematics Education / M. Sc. (Mathematics)