Software engineering as a profession has since early on in its conception been focused with how to best maximize the quality of software. Quality in this regard is both objectively measurable things (like speed, size, and cost) and less measurable things (like conciseness, elegance, and customer satisfaction). A large part of this came from the software crisis in the 1960s, 1970s, and 1980s where many projects either failed, cost much more in time or money, or was inefficient or of low quality. Due to this, new technologies were developed to help combat these issues. Techniques like maintaining documentation, CASE tools, object-oriented programming etc. Today, one of the ways seen to improve quality is by employing good software practices. These are often a set of informal rules on how to write your programs, what to factor in when designing, and how to manage the project. Ranging from how testing should be done, the use of version control, continuous integration, and more. The purpose of this thesis is to make a case study on how a project employing good software practices compares to a project with limited use of it. To do this, a part of a software project was remade focusing on using good software practices during development. The chosen project was MU analysis - a project with the intent of analyzing meteor echoes and looking for signs of meteors or meteor trails. This project was rewritten in a combination of Python and C, with the system in focus being the event searcher and the converter. After the completion of the rewrite,the project was analyzed using a set of qualitative attributes as guidelines for the performance for each project. These were then examined between each project, comparing each qualitative attribute and each software practice used. It was found that making a rewrite with focus on good software practices, most relevant quality attributes increased. It was concluded that focusing on good software practices increases the quality of the software if emphasis is put on when to employ which strategies.

The aim of the study is to explore how school absenteeism as a material-discursive phenomenon is produced in the practices of humans and nonhumans, when absences and presences are registered and managed through digital technologies. How is the phenomenon of school absenteeism produced when absences and presences are digitally registered? How does the phenomenon of school absenteeism emerge when both human and nonhuman entanglements are included in the apparatuses of knowing? Through a posthumanist approach, the study engages empirically with two types of software for the registration of absences and presences at three Swedish schools. The results show that digital registration blurs the division between absences and presences, and queers what is absent and what is present. Digital registration produces school absenteeism as a phenomenon for all students every day, and at the same time as mainly for the students who are present most of the time. A conclusion that is drawn from the study is that digital registration makes absences present, by the visualization and performative repetition of the registration. The study points to how school absenteeism is always ‘in the making’, and proposes the concept of school absenteeing as a productive way to open up new possibilities in relation to students’ absences. / Syftet med studien är att undersöka hur skolfrånvaro som materiellt-diskursivt fenomen produceras i mänskliga/icke-mänskliga praktiker, när frånvaro och närvaro hanteras och registreras med hjälp av digitala system. Hur produceras fenomenet skolfrånvaro när elevers frånvaro och närvaro registreras digitalt? Hur framträder fenomenet skolfrånvaro när människor såväl som icke-människor inkluderas i kunskapsproduktionen? I studien skapas empiriska engagemang tillsammans med två digitala system för registrering av frånvaro och närvaro på tre svenska skolor. Genom ett posthumanistiskt perspektiv visar studien att den digitala registreringen suddar ut gränserna mellan frånvaro och närvaro. I sammanvävningar med digitala system blir fenomenet skolfrånvaro mer komplext, eftersom den digitala registreringen producerar skolfrånvaro som ett fenomen för alla elever, varje dag. Samtidigt reducerar den digitala registreringen skolfrånvarons komplexitet och skapar ett fenomen för de elever som för det mesta är närvarande. En slutsats från studien är att registreringen gör vad som är osynligt – det frånvarande – synligt. Studien pekar på hur skolfrånvaro alltid är ett görande och introducerar begreppet school absenteeing [skolfrånvarogöra]. Detta begrepp möjliggör en förståelse av skolfrånvaro som en pågående produktion i mänskliga/icke-mänskliga relationer, snarare än något som elever har eller är och öppnar upp för nya sätt att engagera sig i den alltid närvarande frånvaron.