Detta examensarbete är det avslutande momentet för programmet ”Byggteknik och Design” på ”Kungliga Tekniska Högskolan” i Haninge. Arbetet utfördes för byggföretaget Einar Mattsson Byggnads AB. Uppgiften var att ta reda på varför kalkylerade och verkliga kostnader för nybyggnadsprojekt skiljer sig. Studien baserades på produktionskalkylerna för fyra projekt och ntervjuer med minst en inblandad från varje projekt.   De fyra poster som påvisade de största negativa avvikelserna i produktionskalkylerna för respektive projekt identifierades och orsaker till att dessa projektspecifika poster avvek utreddes. Utöver detta jämfördes, mellan projekten, vanligt förekommande poster med negativa differenser. Orsakerna till avvikelserna för dessa gemensamt avvikande poster utreddes även.  Det slags fel som låg till grund för största delen av avvikelserna på de projektspecifika posterna var kalkyleringsfel. Undersökningen visar även att många enhetstider generellt är mer eller mindre felaktiga för företaget och att erfarenhetsåterföring därför är viktigt. Därför rekommenderas företaget t.ex. att lägga mer fokus på erfarenhetsåterföringen. / This thesis is the final moment for the program “Byggteknik och Design” on ”Kungliga Tekniska Högskolan” in Haninge. The work was done for the construction company “Einar Mattsson Byggnads AB”. The task is to find out why the calculated and actual costs for building projects differ. The study is based on production estimates of four projects and interviews with at least one involved from each project.  The four entries that showed the largest negative deviations in the production estimates for each project were identified and the reasons why these project specific entries differed were investigated. In addition comparisons were made, among the given projects, of common entries with negative differences. The reasons for the deviations of these common deviating entries were investigated as well.  The kind of error that was the basis for most of the deviations in the project specific entries were errors in calculus. The survey also shows that the calculated times that are invested per unit of element are generally wrong for the company and that therefore feedback of experience is important. The company is therefore recommended, for instance, to put more focus on feedback of experience.

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The purpose of this study was to investigate the relationships that exist among school counselor self-efficacy, perceptions of the professional school counselor's role held by counselors, and actual practice. Data were collected from 192 professional school counselors that attended a statewide counselor conference. Professional school counselors responded to two researcher-designed surveys; the first was a 14-item demographic survey; the second, a 20-item by four-question survey for a total of 80 responses. A Multiple Regression Analysis was used to ascertain what relationships existed between school counselor self-efficacy, school counselor perceived role, and actual practice. The questionnaire listed 20 different counselor and non-counselor roles, and four questions were asked of each role, to determine the degree to which school counselors identified with various roles, degree of self-efficacy in performing those roles, and how often they performed specific roles; the actual practice, and the degree to which professional development would enhance their performances in designated roles. Results indicated that there was a positive relationship between school counselors' experiencing higher self-efficacy and the actual practice in their perceived school counselor roles. As self-efficacy increased, their performance in various roles increased as well. Recommendations were made for preparation and practice of school counselors in counselor education programs. Additionally, suggestions were made for increased collaboration between counselor education programs and the school counseling programs in local schools to promote more integration of theory into practice. Furthermore, recommendations were offered for school principals and directors of school counseling programs to better utilize the expertise of professional school counselors in the school system.

Syfte: Den här undersökningen är utförd på en svensk högskola och syftar till att studera förhållanden mellan redovisningsstudenters inrapporterade etiska ställningstaganden och deras verkliga beteenden utifrån variablerna könstillhörighet, utbildningsnivå och ålder. Metod: Studien har utförts med en kvantitativ metod, där empiriinsamlingen har skett genom enkäter. Regressionsanalyser och bivariata korrelationsanalyser har utförts på insamlad data. Resultaten av analyserna har redovisats i form av text och tabeller. Urvalet för denna studie var 185 redovisningsstudenter som läste Externredovisning A eller Externredovisning C på Högskolan i Gävle. Av dessa besvarade 73 studenter alla frågor på enkäten. Resultat och slutsats: Kvinnlig könstillhörighet hade en statistisk signifikant påverkan på studenters etiska ställningstaganden. Dock var könstillhörighet inte lika signifikant när det kom till verkligt etiskt beteende. Variablerna utbildningsnivå och ålder var inte statistiskt signifikanta i den här studien. Korrelationsanalyserna visade på ett positivt statistiskt signifikant samband mellan etiska ställningstaganden och verkligt etiskt beteende hos såväl kvinnliga som manliga studenter. De manliga studenterna hade emellertid, jämfört med de kvinnliga studenterna, ett starkare positivt samband mellan sina etiska ställningstaganden och verkliga beteenden. Examensarbetets bidrag: De kvinnliga studenterna rapporterade in mer etiska svar än de manliga studenterna, men när det kom till verkligt beteende fanns överlag inga signifikanta skillnader. Utbildning i redovisningsetik kan behövas på kurser i redovisning på ekonomprogrammet eftersom studenter som läste redovisningsinriktningen det tredje året inte var mer etiska i redovisningsfrågor än studenter som läste den första grundkursen i redovisning första året. Förslag till fortsatt forskning: Ett förslag är att studera variabeln könstillhörighet utförligare på en större och mer generaliserbar population av redovisningsstudenter. Ytterligare förslag för fortsatt forskning är att undersöka om sambandet mellan studenters etiska ställningstaganden och beteenden även gäller för en mer generaliserbar population. / Aim: This assignment aims to study relationships between accounting students' reported ethical stances and their actual behavior based on the variables gender, educational level and age at a Swedish University. Method: A quantitative method with surveys has been used to gather data. Regression analyzes and bivariate correlation analyzes have been implemented on the data. The results of the analyzes is presented in text and tables. The sample for this study was 185 accounting students who studied Financial Accounting A or Financial Accounting C at the University of Gävle. In total 73 students answered all questions in the survey. Results and conclusions: Female gender had a statistically significant impact on students' ethical stances. However, gender was not as statistically significant when it came to actual ethical behavior. The variables education level and age were not significant in this study. The correlation analyzes showed a positive statistically significant relationship between ethical stances and actual ethical behavior for both female and male students. The male students, however, compared to the female students, had a stronger positive relationship between their ethical stances and actual behaviors. Contribution of the thesis: Female students reported more ethical answers than what male students reported, but when it came to actual behavior overall there were no statistically significant differences. Education in accounting ethics may be needed in accounting courses in Business Administration education. It is necessary because students who majored in Financial Accounting the third year were not more ethical in accounting matters than students who studied the first basic course in Financial Accounting as freshmen. Suggestions for further research: One suggestion is to study the gender variable further on a larger and more generalizable population of accounting students. An additional suggestion for further research is to investigate whether the relation between students' ethical stances and behavior also applies to a more generalizable population.

The dissertation is devoted to the integrated analysis of Russian phraseological units with the component-numeral. The semantics of numerals one, two, seven, one hundred was analyzed, semantic modifications of the numeral in the Russian sustained combinations were showing in the dissertation. To identify universal meanings and justifications of national specificities of the semantics of numerals was used material of typologically different languages (Chinese, Vietnamese, Mongolian), as well as information about the symbolic meanings of numbers in different cultures. / Диссертация посвящена комплексному анализу русских фразеологизмов, содержащих в структуре компонент-числительное. В работе проанализирована семантика числительных один, два, семь, сто, показаны смысловые модификации нумератива в русских устойчивых сочетаниях. Для выявления универсальных смыслов и обоснования национальной специфики семантики числительных был использован материал других, типологически отличных языков (китайского, вьетнамского, монгольского), а также сведения о символических значениях чисел в разных культурах.

The dissertation is devoted to the complex analysis of the semantics functioning of two lexemes – extremism and terrorism. The high frequency of these loan words in Russian language accounts for the reason of the modification there meanings. There are the dynamics of the semantic evolution of these words, new meanings, which are not recorded in the dictionaries, in the dissertation. / Диссертация посвящена комплексному анализу семантики и функционирования двух лексем – экстремизм и терроризм. Высокая частотность употребления этих заимствованных единиц в современной русской речи явилась причиной изменения их значений. На материале современной публицистики в диссертации показана динамика семантического развития слов экстремизм и терроризм, выявлены новые смыслы, не зафиксированные толковыми словарями.

This research is connected with syntax and comparative translation. It is about the problem of the dependence of the word order changing on the actual division of a sentence in translation of English literary text into Russian. The relevance of this work is connected with the insufficient knowledge of grammatical transformations and the actual division of sentences in modern translation studies, as well as with the lack of empirical material in comparative syntax. The object of the research is syntactic transformations, and the subject is the features of using syntactic transformations during translating from English into Russian. The purpose is the theme-rheumatic interpretation of syntactic transformations-permutations in the translation of J. D. Salinger's novel “The Catcher in the Rye” from English into Russian. The theme-rheumatic analysis of the original English text by J. D. Salinger and its Russian into English translations by R. Rait-Kovaleva and M. Nemtsov showed that during translating English monorems with rheme at the beginning of the sentence, the translator usually uses the transpositions: the transfer of rheme to the end of the sentence. / Данная работа выполнена на стыке синтаксиса и сопоставительного переводоведения. Она посвящена проблеме зависимости изменения порядка слов при переводе английского художественного текста на русский язык от актуального членения предложения. Актуальность данной работы заключается в недостаточной изученности грамматических трансформаций и актуального членения предложения в современном переводоведении, а также в нехватке эмпирического материала в сопоставительном синтаксисе. Объектом исследования являются синтаксические трансформации, а предметом – особенности использования синтаксических трансформаций при переводе с английского языка на русский. Цель исследования – тема-рематическая интерпретация синтаксических трансформаций-перестановок при переводе с английского языка на русский романа Дж. Д. Сэлинджера “The Catcher in the Rye”. Проведенный тема-рематический анализ исходного английского текста романа Дж. Д. Сэлинджера «The Catcher in the Rye» и его русскоязычных переводов, выполненных Р. Райт-Ковалевой и М. Немцовым, показал, что при переводе английских монорем, содержащих рему в начале высказывания, переводчиком устойчиво используется трансформация перестановки – перенос ремы в конец предложения.

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The primary purpose of study is to identify predictors of willingness to communicate (WTC) and of actual frequency of English communication at work inside and outside the foreign language classroom among 439 university students (male = 226, female = 213) learning English in Japan. Based on Wen and Clément’s (2003) theory of L2 WTC, I replicated Peng and Woodrow’s (2010) structural path model using the variables of state L2 communicative confidence, L2 learning motivation, positive classroom climate, L2 WTC, with the newly added variable of actual speaking frequency. A hypothesized structural model was examined in two contexts, WTC inside the classroom and WTC outside the classroom. Inside the classroom, communicative confidence was the predictor of L2 WTC. L2 WTC and L2 learning motivation were predictors of actual frequency of L2 communication. Positive classroom climate was a mediating variable that indirectly predicted L2 WTC through state L2 communicative confidence and task motivation. In contrast, outside the classroom, state L2 communicative confidence, L2 learning motivation, and positive classroom climate were the predictors of L2 WTC. State L2 communicative confidence, task motivation, and positive classroom climate were the predictors of actual frequency of L2 communication. The results supported Wen and Clément’s (2003) model and Peng and Woodrow’s (2010) study. Second, Dӧrnyei and Kormos’ (2000) study was replicated to investigate a significant difference for the four types of the students’ speaking behavior between pretest and posttest. A repeated-measures ANOVA was performed for English turns, Japanese turns, English words, and interjections with 13 students (male = 8 and female = 5) aged 18-19. The 13 participants were part of those who completed the first questionnaire. There were no significant differences for the four dependent variables. Finally, a qualitative content analysis was performed using transcribed interview data with nine university students (6 male and 3 female students), who completed the first questionnaire. Ten variables emerged from the interviews. Four variables—teacher support, group cohesiveness, L2 learning motivation, and perceived communicative competence—supported both quantitative (Peng & Woodrow, 2010) and qualitative studies (Cao, 2011; Peng, 2007, 2012). Four additional variables—security of speaking, interlocutors, small group, and topic familiarity—supported qualitative studies by Cao (2011) and Kang (2005). The other two variables—point system and tests—were new variables identified in this study. Positive classroom climate and task motivation (Dӧrnyei & Kormos, 2000) were key variables influencing state L2 communicative confidence, L2 WTC, and L2 Use. As a result, I propose that task motivation and positive classroom climate should be added into MacIntyre et al.’s (1998) L2 WTC model. / Teaching & Learning

Text in Afrikaans / A study of the philosophical and historical foundations of infinity highlights the problematic development of infinity. Aristotle distinguished between potential and actual infinity, but rejected the latter. Indeed, the interpretation of actual infinity leads to contradictions as seen in the paradoxes of Zeno. It is difficult for a human being to understand actual infinity. Our logical schemes are adapted to finite objects and events. Research shows that students focus primarily on infinity as a dynamic or neverending process. Individuals may have contradictory intuitive thoughts at different times without being aware of cognitive conflict. The intuitive thoughts of students about both the actual (at once) infinite and potential (successive) infinity are very complex. The problematic nature of actual infinity and the contradictory intuitive cognition should be the starting point in the teaching of the concept infinity. / Educational Studies / M.Ed. (Mathematic Education)