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Elevers uppfattning av likhetstecknet har länge diskuterats inom forskning och ansetts varakritiskt, då förståelsen för tecknets relationella innebörd ofta saknas. Syftet med denna textär att undersöka hur likhetstecknet framställs i svenska läromedel, och diskutera hur det kantänkas påverka elevers uppfattning av symbolen. Detta genom att besvara frågeställningarna;på vilket sätt uppmuntrar läroböckerna i matematik till en relationell förståelse avlikhetstecknet och på vilket sätt uppmuntrar läroböckerna i matematik till en operationellförståelse av likhetstecknet?Studien grundar sig i variationsteorins idéer och resultatet har analyserats kopplat tillvariationsmönster och kritiska aspekter. Kopplingar har även gjorts mellan traditionellaekvationer och en operationell syn på likhetstecknet, samt icke-traditionella ekvationer ochen relationell syn på tecknet. Metoden som använts är en kvantitativ innehållsanalys där sexolika svenska läromedel i matematik, riktade till årskurs 1, analyserats för att få syn på hur devarierar framställningen av likhetstecknet. Resultatet pekar på bristande variation i form avkontrast, generalisering och fusion, då det i störst grad är traditionella ekvationer som fårutrymme i böckerna. Detta kan tänkas bidra till att elever utvecklar en operationell syn pålikhetstecknet snarare än en relationell, vilket i längden kan försvåra övergången frånaritmetik till algebra i matematikundervisningen. / Students' perception of the equals sign has for a long time been debated in research andconsidered critical, as the understanding of the relational meaning of the equals sign is oftenlacking. The purpose of this text is to examine how the equals sign is presented in Swedishtextbooks, and to discuss how it might affect students' perception of the symbol. This is doneby addressing the following questions: in what way do mathematics textbooks encourage arelational understanding of the equals sign, and in what way do they encourage anoperational understanding of the equals sign?The study is based on the ideas of variation theory, and the results are analyzed in relation topatterns of variation and critical aspects. Connections have also been made betweentraditional equations and an operational view of the equals sign, as well as non-traditionalequations and a relational view of the sign. The method used is a quantitative contentanalysis where three different Swedish mathematics textbooks, aimed at grade 1, are analyzedto observe how they vary in the presentation of the equals sign. The results indicate a lack ofvariation in terms of contrast, generalization, and fusion, as the textbooks predominantlyfocus on traditional equations. This may contribute to students developing an operationalview of the equals sign rather than a relational one, which could ultimately complicate thetransition from arithmetic to algebra in mathematics education.

[EN] In this thesis, the problem of multilingual spoken language understanding is addressed using graphs to model and combine the different knowledge sources that take part in the understanding process. As a result of this work, a full multilingual spoken language understanding system has been developed, in which statistical models and graphs of linguistic units are used. One key feature of this system is its ability to combine and process multiple inputs provided by one or more sources such as speech recognizers or machine translators. A graph-based monolingual spoken language understanding system was developed as a starting point. The input to this system is a set of sentences that is provided by one or more speech recognition systems. First, these sentences are combined by means of a grammatical inference algorithm in order to build a graph of words. Next, the graph of words is processed to construct a graph of concepts by using a dynamic programming algorithm that identifies the lexical structures that represent the different concepts of the task. Finally, the graph of concepts is used to build the best sequence of concepts. The multilingual case happens when the user speaks a language different to the one natively supported by the system. In this thesis, a test-on-source approach was followed. This means that the input sentences are translated into the system's language, and then they are processed by the monolingual system. For this purpose, two speech translation systems were developed. The output of these speech translation systems are graphs of words that are then processed by the monolingual graph-based spoken language understanding system. Both in the monolingual case and in the multilingual case, the experimental results show that a combination of several inputs allows to improve the results obtained with a single input. In fact, this approach outperforms the current state of the art in many cases when several inputs are combined. / [ES] En esta tesis se aborda el problema de la comprensión multilingüe del habla utilizando grafos para modelizar y combinar las diversas fuentes de conocimiento que intervienen en el proceso. Como resultado se ha desarrollado un sistema completo de comprensión multilingüe que utiliza modelos estadísticos y grafos de unidades lingüísticas. El punto fuerte de este sistema es su capacidad para combinar y procesar múltiples entradas proporcionadas por una o varias fuentes, como reconocedores de habla o traductores automáticos. Como punto de partida se desarrolló un sistema de comprensión multilingüe basado en grafos. La entrada a este sistema es un conjunto de frases obtenido a partir de uno o varios reconocedores de habla. En primer lugar, se aplica un algoritmo de inferencia gramatical que combina estas frases y obtiene un grafo de palabras. A continuación, se analiza el grafo de palabras mediante un algoritmo de programación dinámica que identifica las estructuras léxicas correspondientes a los distintos conceptos de la tarea, de forma que se construye un grafo de conceptos. Finalmente, se procesa el grafo de conceptos para encontrar la mejo secuencia de conceptos. El caso multilingüe ocurre cuando el usuario habla una lengua distinta a la original del sistema. En este trabajo se ha utilizado una estrategia test-on-source, en la cual las frases de entrada se traducen al lenguaje del sistema y éste las trata de forma monolingüe. Para ello se han propuesto dos sistemas de traducción del habla cuya salida son grafos de palabras, los cuales son procesados por el algoritmo de comprensión basado en grafos. Tanto en la configuración monolingüe como en la multilingüe los resultados muestran que la combinación de varias entradas permite mejorar los resultados obtenidos con una sola entrada. De hecho, esta aproximación consigue en muchos casos mejores resultados que el actual estado del arte cuando se utiliza una combinación de varias entradas. / [CA] Aquesta tesi tracta el problema de la comprensió multilingüe de la parla utilitzant grafs per a modelitzar i combinar les diverses fonts de coneixement que intervenen en el procés. Com a resultat s'ha desenvolupat un sistema complet de comprensió multilingüe de la parla que utilitza models estadístics i grafs d'unitats lingüístiques. El punt fort d'aquest sistema és la seua capacitat per combinar i processar múltiples entrades proporcionades per una o diverses fonts, com reconeixedors de la parla o traductors automàtics. Com a punt de partida, es va desenvolupar un sistema de comprensió monolingüe basat en grafs. L'entrada d'aquest sistema és un conjunt de frases obtingut a partir d'un o més reconeixedors de la parla. En primer lloc, s'aplica un algorisme d'inferència gramatical que combina aquestes frases i obté un graf de paraules. A continuació, s'analitza el graf de paraules mitjançant un algorisme de programació dinàmica que identifica les estructures lèxiques corresponents als distints conceptes de la tasca, de forma que es construeix un graf de conceptes. Finalment, es processa aquest graf de conceptes per trobar la millor seqüència de conceptes. El cas multilingüe ocorre quan l'usuari parla una llengua diferent a l'original del sistema. En aquest treball s'ha utilitzat una estratègia test-on-source, en la qual les frases d'entrada es tradueixen a la llengua del sistema, i aquest les tracta de forma monolingüe. Per a fer-ho es proposen dos sistemes de traducció de la parla l'eixida dels quals són grafs de paraules. Aquests grafs són posteriorment processats per l'algorisme de comprensió basat en grafs. Tant per la configuració monolingüe com per la multilingüe els resultats mostren que la combinació de diverses entrades és capaç de millorar el resultats obtinguts utilitzant una sola entrada. De fet, aquesta aproximació aconsegueix en molts casos millors resultats que l'actual estat de l'art quan s'utilitza una combinació de diverses entrades. / Calvo Lance, M. (2016). A Strategy for Multilingual Spoken Language Understanding Based on Graphs of Linguistic Units [Tesis doctoral]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/62407

The thesis focuses on how students learn history in the classroom, more precisely on their possibilities and difficulties in developing competence in the school subject of history. There is a particular emphasis on how they explain and understand historical processes and concepts within the subject of history. Participants are students of different grades, 8–19 years old. The purpose of the study is to explore how students learn history in concrete learning situations and my focus is on the types of knowledge students understand, learn, develop and use in comparison with what they are expected to learn.  This is done based on three fundamental and well-established principles of learning. To examine what kinds of knowledge students need I use three main types of knowledge: declarative content knowledge (facts and concepts), procedural knowledge (knowledge about how to do things) and self-regulatory knowledge (knowledge about how to regulate our memory, thought and learning). I also use concepts and insights from systemic functional linguistics (SFL) in order to explain why the students use language and communicate the way they do. The thesis shows that history is challenging for young students. Young students have difficulties with complex and abstract concepts in history as they treat concepts as facts. Older, more competent, students use concepts on a more abstract level and use different kinds of linguistic resources when formulating explanations of higher complexity, more similar to the way explanations in the domain of history are commonly written. The youngest students and some of the older students lacked factual knowledge, concept knowledge, domain specific self-regulatory knowledge and linguistic resources. Declarative content knowledge and facts are more important and more difficult for young students to understand, develop, organize and learn than previous scholars have shown empirically. Students’ abilities to understand facts and ideas in the context of a conceptual framework and to organize and structure facts with the help of concepts at different level of abstraction (conceptual understanding) are crucial. Students also need linguistic resources, both lexical knowledge and knowledge of text structures. Language is crucial both in the process of acquiring knowledge and in the process of communication. In the learning process, teaching is crucial, since individual students’ potential to develop competence depend on the potential of the teacher to discover and engage their preconceptions and arrange for learning in a way that give students the kind of knowledge they need.

This thesis deals with the problem of poetry understanding mainly in the school environment. The core theme is the tension between the rational literary studies analysis and the intimate experience of the poem, which is often shrouded in mystery. This work aims to explore this relationship and tries to find a possible connection between these two different approaches. The theoretical part presents possible approaches to the interpretation of poetry; the second part presents empirical data from classroom observation. Text is continuously compared with psychoanalytic theory. Powered by TCPDF (www.tcpdf.org)

This paper presents the results of our research. Its aim was to explore the wide field of understanding archaisms or rare expressions by 11 to 15-year-old school-age children. For this purpose, a questionnaire was designed and distributed to several Czech elementary and secondary/high schools owing to the help and co-operation of six local teachers. The data obtained by the questionnaire were qualitatively analyzed and interpreted in terms of the strategies our respondents used to understand the unfamiliar or less familiar words. The issue of reading comprehension was also touched upon. At the same time, quantitative aspects of the relation between the level of understanding and certain variables, namely the age and gender of the respondents, were revealed.

Paris Memorandum of Understanding (MoU) utfärdar varje år listor över hur väl flaggstater presterar vid hamnstatskontroller, uppdelade i en vit, en grå och en svart lista, där den svarta listan visar de flaggstater vars fartyg belagts med kvarstad flest gånger. Med hjälp av deskriptiv statistik analyserades fartyg som seglat under en flagg som presenteras på Paris MoUs svarta och grå lista, och som trafikerat Östersjön och Västerhavet. Arbetet baseras på data från 841 fartyg som trafikerade Östersjön och Västerhavet mellan åren 2013 och 2017. Studien undersöker om det finns något som utmärker fartygen, hur ofta de byter flagg och om det finns ett samband mellan flaggstater och klassningssällskap. Det som framgick var att fartyg som tillhör svart- eller grålistade flaggstater kan utgöra ett potentiellt hot för den svenska närmiljön, då nästan hälften av de fartyg som undersöktes har fått miljörelaterade anmärkningar i rapporterna från hamnstatskontroller. Fartygen är även äldre än genomsnittet för världshandelsflottan och vid flaggbyten byter de oftare till flaggstater som har en lägre prestanda med avseende på hamnstatskontroller. Det visade sig dessutom finnas ett samband mellan klassningssällskap som har en sämre rankning av Paris MoU och fartyg tillhörande svartlistade flaggstater. / Each year, Paris Memorandum of Understanding (MoU) issues lists of how well flag states perform in Port State Controls, divided into a white, a grey and a black list, where the black list displays the flag states with the largest ratio of detentions. This study uses descriptive statistics to analyse vessels that have sailed under flags presented in the Paris MoU grey and black lists and have trafficked the Baltic Sea, Kattegatt and Skagerrak. The study is based on data from 841 vessels that trafficked the area during the years 2013 to 2017. It investigates if there is anything that distinguishes the vessels, how often they change flags and if there is a connection between flag states and classification societies. The study found that vessels registered under flag states presented in the grey or black list can pose a potential threat to the Swedish marine environment, as nearly half of the examined vessels had received environment related observations during Port State Controls. The vessels were also older than the world fleet average and when changing flags they often changed to flag states with a lower ranking according to Paris MoU. A relationship between classification societies with a lower ranking according to Paris MoU and vessels from blacklisted flag states was also discovered.

School leaders at an urban high school in the U.S. Midwest encouraged teachers to use formative assessment to help students meet learning goals; however, several years later, they found inconsistent implementation. Without a clear understanding of teachers' formative assessment practices, leaders could not establish needed supports for its consistent use in the classrooms. The purpose of this bounded qualitative case study was to examine teachers' formative assessment use to check for student understanding and to adjust instruction. Black and Wiliam's formative assessment theory formed the foundation of this study. Research questions focused on teachers' perceptions of formative assessment and usage of formative assessment for instruction. Ten state certified high school teachers, who had at least a bachelor's degree, passed basic skills and subject area examinations, and taught within their majors or minors, were purposefully selected to provide data. Data were gathered from observations, interviews, and teacher logs and were analyzed inductively using open and axial coding strategies. Results showed teachers collected and used formative assessment to modify instruction and determine student understanding from a limited number of students. Furthermore, they lacked the knowledge, skills, and strategies to implement formative assessment to help all students meet learning goals. Based on the findings, 3 professional development (PD) sessions were created to help school leaders provide support for teachers' consistent formative assessment implementation. These endeavors may contribute to positive social change when administrators provide teachers with PD to increase teachers' knowledge and skills using formative assessment, and, ultimately, to meet student learning goals.

<p>Dagens affärsklimat ställer höga krav på bolag beträffande strategiska val på en allt mer globaliserad marknad. I uppsatsen föreslås att denna eskalerande globalisering kan vara associerad med bolagens framgång. Internationella bolagsförvärv och fusioner samt de initiala avsiktsdeklarationer som förkommer vid dessa transaktioner blir då centrala faktorer att beakta för bolagen, i sökandet efter förbättrade resultat. Baserat på detta skildrar uppsatsen innebörden av en initial avsiktsdeklaration, närmare bestämt ett Letter of Intent (LOI). Uppsatsen belyser innebörden av ett LOI ur ett strukturellt, juridiskt och praktiskt perspektiv. Den strukturella och praktiska innebörden av ett LOI återges genom två, för uppsatsen, exklusiva undersökningar. Den första undersökande delen beskriver strukturen för ett LOI genom att betrakta praktiska exempel som använts, vid bolagsförvärv och fusioner, i publika aktiebolag. Resultatet visar att strukturen samt de klausuler som ingår i ett LOI till viss del varierar. Oräknat det återfinns generaliserat, i undersökningen, följande klausuler i ett LOI: Bakgrund, Syfte, Villkor, Förbehåll, Sekretess, Exklusivitet, Due Diligence (DD), Tidplan, Avslut, Ersättning, Lagval samt Skiljedom. Den andra undersökande delen, om den praktiska innebörden av ett LOI, är baserad på intervjuer med personer som är aktiva ledamöter i bolagsledningen för större publika aktiebolag. Undersökningens sammanvägda resultat pekar på att ett LOI bör innehålla klausuler och preciserade villkor för en tilltänkt affär. I praktiken torde ett LOI innebära en framtida utfästelse om att ingå avtal eller samarbete mellan bolag. Vidare kan den juridiska innebörden emellertid antas vara begränsad till att en part som medvetet bryter mot villkoren eller uppträder svekligt kan ådra sig ett skadeståndansvar. I näringslivet anser respondenterna att ett LOI allmänt innebär en första signal om att två parter avser att söka träffa ett avtal. Sammanfattningsvis kan ett LOI effektivisera processerna i samband med bolagens globalisering, därigenom kan ett LOI dessutom främja bolagens presumtiva framgång i dagens affärsklimat.     </p>

This is an unprecedented study integrating of Second Life (SL) and the currere approach to develop a virtual curriculum demonstration. The overarching purposes of this study were to understand the perceptions, self-reflection, self-understanding, educational growth of graduate students in education toward teaching and learning in a virtual interdisciplinary curriculum. The three-dimensional virtual world of Second Life is a distance learning platform and multimedia combination of animations, dynamic images, embedded videos, websites, simulative worlds, slide shows and media players. The theoretical framework is based on the currere approach?a curriculum technique used to reconstruct social, intellectual, and physical systems. Data was collected in two education graduate courses in 2011 at a public university located in central Texas. After participating with SL skill trainings, the participants engaged in two virtual SL exhibitions?war and ecology?which were designed in the framework of the four currere steps?regression, progression, analysis, and synthesis. Data was collected via observations, SL reflective writings, individual currere writings, and voluntary interviews. The results revealed how SL exhibitions, based on the four-step currere approach, benefit the participants. In the regressive step, the virtual installations stimulated participants' emotions and vivid memories toward the presented topics. In the progressive step, the SL exhibitions awakened participants' awareness to educate the public on the global issues and integrate them into school subjects. In the analytic step, the exhibitions allowed participants to ruminate and re-exam the past, present and future, as well as to reflect on their own consciousness. In the synthetical stage, participants reflected and inflected their own perspectives toward the learning materials. Using the exhibitions' target knowledge, individuals were able to develop a self-understanding, which propelled them toward self-mobilization and educational reconstruction. Regarding SL curriculum development, the participants indicated SL innovative installation assisted them in extrapolating ideas for subject integration and interdisciplinary curriculum. In terms of technological utilization, SL changed the participants' perception about how integrating virtual technology into a classroom makes teaching and learning accommodating for distant students. In addition, this further motivates students to understand content more concretely and effectively. With regard to autobiographic emotional involvement, SL delivered the powerful images and videos to participants, which allowed them to understand why they possessed certain kinds of emotions toward specific events.