Eine handlungsnahe Analyse des Lernens wird in der psychologischen Forschung oft gefordert, um die Vorhersagbarkeit von Lernstrategien zu verbessern und die Effekte verschiedener psychologischer Variablen auf den in Handlungen eingebunden Prozess des Lernens besser verstehen zu können. Gemessen an den häufigen Forderungen handlungsnaher Analysen erfolgen diese selten (Friedrich & Mandl, 2006). In der vorliegenden empirischen Arbeit erfolgte eine handlungsnahe Analyse von Lernprozessen, es wurde das Vorgehen einer studentischen Stichprobe von 32 Personen beim Erlernen einfacher elektrischer Schaltungen mit der Videokamera beobachtet. Zum Erlernen und Testen dieser Schaltungen stand ein Baukastensystem zur Verfügung. Das Vorgehen der Versuchspersonen wurde kategorisiert und in eine zeitliche Abfolge, eine Handlungssequenz, gebracht. Neben diesen Handlungssequenzen wurden von den Versuchspersonen Vorbefragungswerte zu Vorwissen, Emotionen, Motivation und Lernstrategien ermittelt, sowie verschiedene Punktwerte für die Ergebnisse des Lernens. Die Analyse von Zusammenhängen von Vorbefragungswerten, Verlaufs- und Ergebniswerten bildet den Gegenstand dieser empirischen Arbeit. Zur Charakterisierung der Sequenzen, die den Verlauf des Lernens abbildeten, kamen graphentheoretische Maße und die informationstheoretischen Konzepte Entropie und algorithmische Komplexität zum Einsatz. Diese Maße bzw. Konzepte wurden bisher in der psychologischen Forschung kaum zur Beschreibung von Handlungsabfolgen verwendet. Es wurde angenommen, dass sich Lernerfolg und unterschiedliches Vorgehen beim Lernen in graphentheoretischen Maßen, Entropie und algorithmischer Komplexität der Handlungssequenzen niederschlagen. Diese Annahme konnte bestätigt werden. Graphentheoretische Maße und die Konzepte Entropie und algorithmische Komplexität erwiesen sich als geeignete Maße zur Charakterisierung der Handlungssequenzen, die auch zum Lernergebnis im Zusammenhang standen. Weiterhin wurden Ergebnisse zum Zusammenhang von Vorwissen, Emotionen, Motivation und Lernstrategien einerseits, und Vorgehen beim Lernen und Lernergebnis andererseits, repliziert. Die Ergebnisse zeigten außerdem, dass handlungsnahe erhobene Lernstrategien das Lernergebnis deutlich besser vorhersagten, als mit Fragebogen erhobene Selbstauskünfte von Lernstrategien.

<p>Within Ericsson AB, integration and verification activities is done on the network level in order to secure the functionality of the network. Protocol analysers are used to capture the traffic in the network. This results in many log files, which needs to be analysed. To do this, a protocol decoder tool called Scapy/LHC is used. Scapy/LHC is a framework that allows the users to write their own script to retrieve the data they need from the log files. The Scapy/LHC framework is incrementally developed as open source within Ericsson when there are needs for more functionality. This is often done by the users, outside normal working tasks. Because of this, there is almost no testing done to verify that old and new functionality works as expected, and there is no formal test strategy in use today.</p><p><br />The goal of this master’s thesis is to evaluate test strategies that are possible to use on the Scapy/LHC framework. To make the time needed for the testing process as short as possible, the test strategy needs to be automated. Therefore, possible test automation tools shall also be evaluated.</p><p><br />Two possible test strategies and two possible test automation tools are evaluated in this thesis. A test strategy, where the scripts that are written by the users are used, is then selected for implementation. The two test automation tools are also implemented. The evaluation of the implemented test strategy shows that it is possible to find defects in the Scapy/LHC framework in a time efficient way with help of the implemented test strategy and any of the implemented test automation tools.</p>

<p><strong>Abstract</strong></p><p><strong> </strong></p><p>The following essay is an analysis of the translation process from English into Swedish of four articles about the oceans of the world, printed in <em>The Economist</em> in December 2008. This publication claims to be using a language characterised by "clarity, style and precision", wherefore these concepts provide the focus for the analysis. "Clarity" was looked at in terms of metaphors, "style" in terms of quotes and allusions present in headlines, leads and subheadings and "precision" was studied in terms of hedging.</p><p>                      Metaphor is employed as a clarifying device in scientific discourse. The 36 occurring metaphors were classified as either 'dead', 'cliché', 'stock' or 'original'. Dead metaphors, 50% of all, turned out to be highly effective in scientific discourse and therefore the term 'fixed metaphors' would be preferred. The original metaphors used give evidence to the writer's literary ambitions. The translation strategy applied was in most cases literal translation.</p><p>                      The publication makes frequent use of quotes, allusions and aestheticizing devices in headlines, leads and subheadings. The origins of those stylistic elements are not always transparent and had to be identified. In case of existing recognized translations those were kept; when not available, original translations were attempted. Adopting the house-style by taking balance, metre, rhyme and alliteration into consideration during the translation process was time-consuming, indicating that a fully translated edition on a weekly basis is not feasible. Literal translation was rarely possible, instead equivalence was aimed at.</p><p>                      Hedging is a means for increased precision in scientific discourse. The main reason for using epistemic hedging with a proposition is face-saving, i.e. the writer avoids responsibility for the truth value of the proposition. 62% of the sentences were found to include at least one hedged instance. The instances of hedging of numerical data and quantifiers were almost equal to the number of hedges referring to the writer's personal stance. Literal translation was adequate for the translation process.</p><p> </p><p><strong>Keywords</strong>: translation strategies, scientific discourse, metaphors, stylistic devices, hedging      </p><p><strong>Abstract</strong></p><p><strong> </strong></p><p>The following essay is an analysis of the translation process from English into Swedish of four articles about the oceans of the world, printed in <em>The Economist</em> in December 2008. This publication claims to be using a language characterised by "clarity, style and precision", wherefore these concepts provide the focus for the analysis. "Clarity" was looked at in terms of metaphors, "style" in terms of quotes and allusions present in headlines, leads and subheadings and "precision" was studied in terms of hedging.</p><p>                      Metaphor is employed as a clarifying device in scientific discourse. The 36 occurring metaphors were classified as either 'dead', 'cliché', 'stock' or 'original'. Dead metaphors, 50% of all, turned out to be highly effective in scientific discourse and therefore the term 'fixed metaphors' would be preferred. The original metaphors used give evidence to the writer's literary ambitions. The translation strategy applied was in most cases literal translation.</p><p>                      The publication makes frequent use of quotes, allusions and aestheticizing devices in headlines, leads and subheadings. The origins of those stylistic elements are not always transparent and had to be identified. In case of existing recognized translations those were kept; when not available, original translations were attempted. Adopting the house-style by taking balance, metre, rhyme and alliteration into consideration during the translation process was time-consuming, indicating that a fully translated edition on a weekly basis is not feasible. Literal translation was rarely possible, instead equivalence was aimed at.</p><p>                      Hedging is a means for increased precision in scientific discourse. The main reason for using epistemic hedging with a proposition is face-saving, i.e. the writer avoids responsibility for the truth value of the proposition. 62% of the sentences were found to include at least one hedged instance. The instances of hedging of numerical data and quantifiers were almost equal to the number of hedges referring to the writer's personal stance. Literal translation was adequate for the translation process.</p><p> </p><p><strong>Keywords</strong>: translation strategies, scientific discourse, metaphors, stylistic devices, hedging      </p><p><strong>Abstract</strong></p><p><strong> </strong></p><p>The following essay is an analysis of the translation process from English into Swedish of four articles about the oceans of the world, printed in <em>The Economist</em> in December 2008. This publication claims to be using a language characterised by "clarity, style and precision", wherefore these concepts provide the focus for the analysis. "Clarity" was looked at in terms of metaphors, "style" in terms of quotes and allusions present in headlines, leads and subheadings and "precision" was studied in terms of hedging.</p><p>                      Metaphor is employed as a clarifying device in scientific discourse. The 36 occurring metaphors were classified as either 'dead', 'cliché', 'stock' or 'original'. Dead metaphors, 50% of all, turned out to be highly effective in scientific discourse and therefore the term 'fixed metaphors' would be preferred. The original metaphors used give evidence to the writer's literary ambitions. The translation strategy applied was in most cases literal translation.</p><p>                      The publication makes frequent use of quotes, allusions and aestheticizing devices in headlines, leads and subheadings. The origins of those stylistic elements are not always transparent and had to be identified. In case of existing recognized translations those were kept; when not available, original translations were attempted. Adopting the house-style by taking balance, metre, rhyme and alliteration into consideration during the translation process was time-consuming, indicating that a fully translated edition on a weekly basis is not feasible. Literal translation was rarely possible, instead equivalence was aimed at.</p><p>                      Hedging is a means for increased precision in scientific discourse. The main reason for using epistemic hedging with a proposition is face-saving, i.e. the writer avoids responsibility for the truth value of the proposition. 62% of the sentences were found to include at least one hedged instance. The instances of hedging of numerical data and quantifiers were almost equal to the number of hedges referring to the writer's personal stance. Literal translation was adequate for the translation process.</p><p> </p><p><strong>Keywords</strong>: translation strategies, scientific discourse, metaphors, stylistic devices, hedging      </p><p><strong>Abstract</strong></p><p><strong> </strong></p><p>The following essay is an analysis of the translation process from English into Swedish of four articles about the oceans of the world, printed in <em>The Economist</em> in December 2008. This publication claims to be using a language characterised by "clarity, style and precision", wherefore these concepts provide the focus for the analysis. "Clarity" was looked at in terms of metaphors, "style" in terms of quotes and allusions present in headlines, leads and subheadings and "precision" was studied in terms of hedging.</p><p>                      Metaphor is employed as a clarifying device in scientific discourse. The 36 occurring metaphors were classified as either 'dead', 'cliché', 'stock' or 'original'. Dead metaphors, 50% of all, turned out to be highly effective in scientific discourse and therefore the term 'fixed metaphors' would be preferred. The original metaphors used give evidence to the writer's literary ambitions. The translation strategy applied was in most cases literal translation.</p><p>                      The publication makes frequent use of quotes, allusions and aestheticizing devices in headlines, leads and subheadings. The origins of those stylistic elements are not always transparent and had to be identified. In case of existing recognized translations those were kept; when not available, original translations were attempted. Adopting the house-style by taking balance, metre, rhyme and alliteration into consideration during the translation process was time-consuming, indicating that a fully translated edition on a weekly basis is not feasible. Literal translation was rarely possible, instead equivalence was aimed at.</p><p>                      Hedging is a means for increased precision in scientific discourse. The main reason for using epistemic hedging with a proposition is face-saving, i.e. the writer avoids responsibility for the truth value of the proposition. 62% of the sentences were found to include at least one hedged instance. The instances of hedging of numerical data and quantifiers were almost equal to the number of hedges referring to the writer's personal stance. Literal translation was adequate for the translation process.</p><p> </p><p><strong>Keywords</strong>: translation strategies, scientific discourse, metaphors, stylistic devices, hedging      </p><p> </p>

<p>In this thesis we study four groups of students in grade 8, 9 and 10 when they try to solve a classical mathematical problem: Which rectangle with given circumference has the largest area? The aim of the study was too see how the students did to solve a mathematichal problem?</p><p>The survey shows that students have rather poor strategies to solve mathematical problems. The most common mistake is that students don’t put much energy to understand the problem before trying to solve it. They have no strategies. This was clearly obvious when you look at Balacheff’s theory in an article from 1988. His first, and lowest, level is called naive empiricism. Typical for that level was that the student’s efforts to solve the problem just consisted of social interaction without any direction and structure. One reason can be that the students don’t recognize mathematical laws and general concepts well enough. Another problem is that they don’t check their results. Why they don’t do this is hard to say. Earlier results indicating that one reason can be that the students don’t take tasks in school as an intellectual challenge. The just consider it like something the must do.</p>

Thesis (M.A.)--Trinity International University, 2001. / Abstract. Includes bibliographical references (leaves 74-88).

Thesis (MA)--University of Montana, 2009. / Contents viewed on December 11, 2009. Title from author supplied metadata. Includes bibliographical references.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2009. / Includes bibliographical references.

The aim of this paper is to examine the experience of two Swedish women who survived the tsunami catastrophe in Thailand 2004. Through their biographies, Sävstam and Ernsth-Ohlsson have revealed their experiences, before, during and after the tsunami catastrophe. Coping theory is used to explain how they cope with the consequences of the tsunami catastrophe, and how culture affects the coping process. Pargament´s (1997) theories in coping are used to examine this paper. Pargament argues that the coping process is influenced by the culture context of the individual. I used a qualitative approach with a theory ruled analysis of the biographies. The analysis shows that several coping strategies are used. The results showed that the culture context has both positive and negative influences in the coping process for Sävstam and Ernsth-Ohlsson. The social support, that is included in the orientation systems, emerges as an important contribution to Sävstam and Ernsth-Ohlsson coping processes. Analysis of the result indicates that coping strategies and the influence of the cultural context are individually based. / Syftet med den här uppsatsen har varit att ur religionspsykologiskt copingperspektiv studera den kulturella kontexten i copingprocessen hos överlevare av tsunamikatastrofen i Thailand 2004. Den teoretiska utgångspunkten har varit Pargaments (1997) religionspsykologiska copingteori. Pargament menar att religion kan användas som resurs i krissituationer. När människor möter kriser visar det sig, enligt Pargament, att de har en reservoar av religiösa tillgångar som de inte alltid är medvetna om. Pargament menar vidare att copingprocessen äger rum i och påverkas av den kulturella kontexten. Den kulturella kontexten menar Pargament är institutioner, lagar, kunskap, tradition, sed, moral, och livsstil. Uppsatsens material är hämtad från två svenska kvinnors upplevelser av tsunamikatastrofen i Thailand 2004. Sävstam och Ernsth-Ohlsson berättelse handlar om katastrofen och tiden efter den. Materialet har undersökts med en teoretiskt styrd analys. I undersökning har berättelserna presenterats var för sig. Resultatet har analyserats med hjälp av begrepp utifrån copingteorin; stressorer, signifikansen, orienteringssystem och den kulturella kontexten. Frågeställningarna som besvarades i uppsatsen handlade om vilka copingstrategier som identifierades hos överlevare av tsunamikatastrofen i Thailand 2004 och hur den kulturella kontexten påverkar copingprocessen. Analysen visar att flera olika copingstrategier har använts. Den kulturella kontexten har påverkat copingprocessen både på ett positiv och negativt sätt. Analysen visar på det sätt som, copingstrategier och den kulturella kontexten påverkar copingprocessen är individuellt. Det sociala stödet som ingår i orienteringssystemet, framkommer som ett viktigt bidrag till en effektiv coping. Kyrkan som traditionsbärande och därmed bidragande till den kulturella kontexten används oberoende av trosuppfattningar.

Transnational perspectives on migration have challenged conventional understandings of migrant assimilation. However, theories on the relation between transnational engagement and integration are still offering a quite dualistic picture. Until today, few quantitative studies have been conducted on the consequences of transnational activities for immigrant integration, especially within the European context. The objective of this study is to provide empirical knowledge that enables a further evaluation of the accuracy of classic assimilation theory in a society where a growing part of the population is believed to maintain cross-national ties. With the use of data from The Swedish Level of Living Survey of Foreign Born (LNU-UFB) the study focuses on three different aspects of integration outcomes: social, cultural and economic integration. The study finds significant correlations between transnational activities and all three integration outcomes, also when well-known determinants of integration are controlled for. The directions of these associations are similar across each aspect of integration but vary with type of transnational activity. Whilst sending remittances and travelling frequently to the country of origin are positively associated with social, cultural and economic aspects of integration, longer duration of stay in the country of origin is negatively associated with integration outcomes. Both number and length of visits are additionally found to be more important for migrants who have recently come to Sweden and were older when migrating than those having lived in Sweden a longer period of time or from young ages.  Noting the underlying and multi-directional causality, the results overall imply a further critique of the classic assimilationist view, supporting a more pragmatic view of both integration and transnational activities as parts of the same processes.

This paper is a curriculum proposal for a mid to high beginner adult English as a Second Language class. It is hoped that this curriculum will prove to meet students’ academic needs, especially in terms of development of literacy, listening skills, and language learning strategies. In addition to this, the lessons include a critical orientation; that is, the class is structured to facilitate student engagement with social issues, namely racism and economic struggles. With these considerations in minds, two units comprising half the semester were developed and relevant extra materials are provided. / text