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Digitala spel är ett av dagens största digitala medier där det dagligen släpps nya spel. En av de största spel-genrerna är multiplayer First-Person Shooter (FPS) spel. Inom multiplayer FPS-spel, där kooperativt lagsamarbete spelar stor roll, har det på senare år uppkommit en trend där de flesta av dessa spel innehåller progression system som kan vara direkt skadande för spelets kooperativa upplevelse. Genom att undersöka frågeställningen “Hur kan vi med hjälp av progression system göra moderna FPS-spel mer kooperativa?” har vi försökt ta fram hur spelutvecklare istället kan öka den kooperativa upplevelsen i sina spel. Genom att ha undersökt och diskuterat områden som system, mänsklig motivation samt kooperativ spelteori har vi fått fram belöningspåverkan av en spelares beteende. Med hjälp av vår tidigare forskning har vi grundligt analyserat och brutit ner två av marknadens största titlar inom multiplayer FPS-spel, vi kom fram till att med hjälp av ett genomtänkt progression system kan bidra med ökad fokus på den kooperativa aspekten av dessa spel.

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The purpose of this paper is to investigate which difficulties Swedish students of German typically have and at the same time which structures they master without problems in order to give me, as a future teacher, some ideas how to create productive German lessons. Furthermore the students’ progression over the years is the main focus of this analysis. Students from the sixth grade up to the twelfth grade from two Swedish schools were asked to write essays which provide the corpus of this analysis. At the same time they were asked to fill in a questionnaire to conduct some, for the analysis, crucial background information. I begin my analysis by comparing the students’ essays within the classes and after that the essays of the different classes are compared with each other. At last a comparison with essays that were written as part of the national test during the late 90s will be made in order to find out whether students’ skills in German have changed over the years. Some theories concerning second language learning, for example Processability Theory, will be tested whether they apply for my test group or not.

The Interdisciplinary Conceptual Design of Buildings Design activity during the conceptual phase of building projects is dynamic, vibrant and as a result, chaotic in appearance. This problem is compounded by the fact that iterative, or cyclic, design progression is often criticised, with the concept of 'going round in circles' being one that is discouraged. However, designbis a learning activity and, owing to the complexity of contemporary building projects,it is often only by moving ahead to improve knowledge, before taking a step back to re-address a problem with improved understanding, that the design process can progress. Today's design professionals are being urged to undertake early design activity in a more programmable, and thus manageable fashion. As such, it is becoming increasingly apparent that designers have little, if any, shared understanding of what conceptual design actually involves, let alone a deeper knowledge of the structure of iterative progression. This can, and is, causing problems for the industry, as the lack of both common understanding and synchronisation in interdisciplinary thinking is resulting in design team fragmentation and adversarial relationships. By modelling design activity it is possible to simplify, and thus ease understanding of, its complexities. The development and trialling of a generic framework of design phases and activities has allowed a simple graphical means of recording and displaying patterns of design progression to be devised. The models produced have been used to study and analyse the patterns of iterative working, the output of which has enabled a clarification of conceptual design practice to be achieved. A web-based design system has been developed from the paper-based framework. This accords well with the richly iterative and often non-linear process which design typically follows and is intended to encourage creativity without imposing a rigid procedure. The tool offers alternative routes through conceptual design, and contains 'Team Thinking Tools' to help designers widen the solution space, set priorities and evaluate options. In addition, it promotes effective teamwork practices to help teams deal with social interactions. Also, at the user's option, the system can be used to capture, store and retrieve decisions made, and the reasoning behind them. This is of key importance in improving the performance of the industry as a whole, for it is only by understanding how the final product is influenced by early design activity, that the design process can be adapted to take account of these issues on future projects.