No description available.

No description available.

Att bygga hus är en lång och komplicerad process som börjar med planering och avslutas med en slutbesiktning. Det är ett av de största projekten som görs i livet, därför är det viktigt att vara ytterst noggrann vid bland annat planering, budgetering och val av entreprenör. Det är många aktörer under byggprocessen där de viktigaste är arkitekten, stadsbyggnadskontoret och byggnadsentreprenörerna. Syftet med denna rapport är att göra en undersökning hur väl samarbetet mellan aktör och konsument fungerar under byggprocessen. Målsättningen är att försöka hitta orsakerna till varför dessa vanliga problem uppstår och om det finns möjlighet att begränsa eller helt ta bort dessa problem I rapporten har vi använt oss av en kvalitativ undersökningsmetod just eftersom att vi vill få fram enskilda individers tolkning av hur de upplevde husbyggnadsprocessen. Av den orsaken att varje fall är unikt så lämpar sig därför inte en kvantitativ metod för att få svar på vår undersökningsfråga. Resultatet visar att privatpersoner hellre lägger pengar på själva huset än en väl utformad planering. Otillräcklig planering leder många gånger till ändringar under byggnationens gång och är en central orsak till varför tilläggskostnader uppkommer. Dessa är väldigt kostsamma och orsakar ofta komplikationer mellan näringsidkare och konsument. Ett annat väsentligt problem som har dykt upp under rapportens genomförande är att konsument och aktör har kommunikationssvårigheter gentemot varandra.

The purpose of this interdisciplinary study was to answer the question, "What is the meaning of the transformative dream for people who do not experience resolution of their problem immediately upon awakening?". Existential-phenomenology from the perspective of a story was used to describe the meaning of the experience for ten individuals, nine women and one man, whose ages ranged from 23 to 48. From transcripts of the interviews, ten individual accounts of the experience were constructed. These accounts included a construction of the structure of each dream story and its relationship to the person’s description of the experience. Significant statements of the experience were also extracted from the transcripts and formulated into twenty common themes which were then woven into a common story. Each person checked and validated the transcript, individual account, common themes, and common story for any omissions or distortions. The study also included responses to a questionnaire given to psychology students, asking them if they had ever had a dream which revealed a solution to a problem. Out of 305 students, 103 (34%) had experienced one of these dreams. Forty-three (42%) knew the answer immediately, 58 (56%) found the answer later, and two were not sure. These results suggest that the prevalence of dreams which reveal solutions to problems could be much higher than expected. The findings support the general contention that these dreams are preceded by a desire for resolution and a search for answers. The dreams were vivid and emotional with the dreamer alert and actively participating in the drama. People experienced a felt sense of change without understanding the meaning of the dream. The dreams were complete stories with a beginning, middle, and end. The findings demonstrate that viewing these dreams within the context of people's lives is essential in order to understand the meaning of the experience. The description is a beginning and can become the basis for future research on dreams which resolve problems.

No description available.

No description available.

No description available.

The purpose of this study was to investigate how purposeful metacognitive instruction affected students’ use of metacognitive skills and their abilities to solve complex chemistry problems. The pilot (n = 18 to 26) and study (n = 21) groups were enrolled in separate Ontario Grade 11 university preparation chemistry classes. A quasi-experimental intervention was implemented, using the pilot study as a control. A Metacognitive Framework that outlined metacognitive skills specific to problem solving in chemistry formed the foundation for the intervention. Pre- and post-test self report questionnaires measuring students’ use of metacognitive skills (MCAI) and the problem solving tasks (i.e., PSTs) were used to measure the impact of the intervention. Data about students’ metacognitive and problem solving processes were also collected for the study group from: (a) think aloud pair problem solving (TAPPS) protocols, (b) an exit interview with the classroom teacher, (c) the students’ lab reports for two design labs, and (d) a survey of students’ use of the Metacognitive Framework. One way repeated measures ANOVA indicated that the pre- and post-test MCAI scores were not significantly different within and between the pilot and study groups. A comparison of the higher and lower achievement subgroups within the study group revealed that over time, the mean scores on the MCAI increased for the higher achievement group and decreased for the lower achievement group. One-way repeated measures ANOVA revealed that the post-test PST scores were significantly higher than the pre-test scores, and the groups differed significantly from each other with the study group scoring higher on both scores. While the statistical analyses revealed few differences, the teacher’s exit interview, TAPPS protocols, pre- and post-test lab reports, and student survey of the Metacognitive Framework indicated that the intervention supported students’ abilities to solve complex chemistry problems and use metacognitive skills associated with planning, monitoring, and evaluation. / Thesis (Master, Education) -- Queen's University, 2011-09-06 21:09:42.036

This study reexamined ability differences on Luchin's (1942) water-jar test, a problem-solving task based on Gestalt theory. On this task a "set" or method of solution is assumed to be induced through the prior solving of a series of problems which require a common solution pattern. Researchers employing this task have generally discriminated between subjects who appear to have formed a "set" on the initial questions and subjects who do not appear to have formed the set. Subjects regarded as not forming the set have generally not been involved in all the analysis since the effect of the set on solution to subsequent questions cannot be analyzed if the set is not formed. / In a previous study using the water-jar task, some generalizations were made about the thinking processes of gifted and nongifted children without regard to whether or not they formed the set. The present study reexamined the relations among metacognitive knowledge, speed and giftedness taking into account set formation. (Abstract shortened by UMI.)

This study examined the efficacy of conjoint behavioural consultation (CBC) with children evidencing conduct problems, the impact of CBC in enhancing parental knowledge of behavioural principles, and whether knowledge of behavioural principles is related to improved parenting skills. An A/B design was used and participants included 5 boys (ages 3, 3, 5, 5, and 6) and their parents. Children evidenced improvements in their target behaviours from baseline to treatment (effect sizes = -0.54 to -2.10). Overall, children's social skills increased (Reliable Change Indices [RCI] = -3.66 to 3.05), problem behaviours decreased, and externalizing difficulties decreased (RCI = -0.24 to -3.74). Parents used more praise, less critical statements, and less no-opportunity commands following treatment. Parental knowledge of behavioural principles improved significantly for 2 parents (RCI's = 0.00 to 8.77). Also, increased parental knowledge of behavioural principles was related to increased use of praise (r = 0.95, p < .05). Results are discussed in light of their practical and theoretical implications.