<p>Syftet med detta examensarbete har varit att undersöka hur samarbetet fungerar mellan klasslärare och specialpedagoger på en skola i Stockholmsområdet samt dess påverkan på berörda elever. Frågeställningarna som har fungerat som stöd för undersökningens genomförande är följande: Vilka problem upplever klasslärare och specialpedagoger i sin undervisning i förhållande till elever i behov av särskilt stöd? Hur fungerar samarbetet mellan klasslärare och specialpedagoger på skolan? Hur påverkas berörda elever av detta?</p><p>Metoden som har använts för att genomföra undersökningen har främst varit kvalitativ i form av intervjuer. Undersökningen utgörs av fyra kvalitativa intervjuer med två klasslärare samt två specialpedagoger på en skola i Stockholms län. Resultatet för studien visar att problemen som klasslärarna och specialpedagogerna upplever i undervisningen i förhållande till elever som kräver extra stöd framför allt relateras till tidsbristen. Tidsbristen leder till att eleverna inte får tillräckligt stöd som egentligen krävs av pedagogerna, fastän de själva strävar efter att stödja eleverna fullständigt. Tidsbristen visar sig dock drabba klasslärarna mer än vad den drabbar specialpedagogerna. Detta på grund av att specialpedagogerna har tillgång till att arbeta med barnen i mindre grupper som i sin tur bidrar till att eleverna får mer hjälp än vad de vanligtvis skulle få hos klassläraren. Resultatet av studien visar även att samarbetet mellan klasslärarna och specialpedagogerna fungerar både bra och dåligt på grund av en mängd olika faktorer. Den främsta orsaken till att samarbetet många gånger brister är på grund av klasslärarnas och specialpedagogernas skilda syn på vad som är viktiga behov för eleverna, det vill säga vilka elevers behov som det bör tas hänsyn till.</p>

<p><strong>Abstract</strong></p><p>All students in the Swedish elementary school that do not reach the educational objectives in mathematics have a legal right to receive support in order to reach these objectives. An action plan shall be created, where it should be visible what supportive measures the student is given to reach the objectives. The purpose of our final thesis is to investigate how the action plan can contribute to the work with students that experience difficulties within mathematics.</p><p>The study is performed on 7-9^th grade schools, and the empirical material is gathered through reading of hundreds of action plans, observations, and interviews of students, teachers, remedial teachers and headmasters. The theoretical frame used is hermeneutics, constructivism and perspective on special education.</p><p>The result of the study is that action plans do play an important role in the work with students that experience difficulties within mathematics, but the quality of the programs seems to vary. Some action plans are clearly stated, contain tangible actions, both on individual as well as on a group level, that help the student in their learning, whereas other programs are unclear and aimed only at what the student himself should perform to reach the objectives, i.e. only on an individual level. The remedial teaching support is often categorical, they are assuming that the student is the owner of the problem, and the support is also given from that perspective. That means that the student is given support in the format of individual education by a remedial teacher or by education in a smaller group.</p>

Customer relations are of great concern for companies, even more today than before since the business environment is more competitive due to the increasing number of actors in the market. Regarding service firms, the relations are of even greater importance due to that services are more complex than products and also more correlated to the actual firm than a physical product. Firms within this business therefore have to concentrate even more on their customer relations. With this in mind, strategies about customer relations are discussed in this thesis as well as customers’ needs, satisfaction and loyalty. If a company does not fulfill the customer’s needs and expectations it will be difficult to get satisfied and loyal customers. It can be the small details that can make the difference between a satisfied and a dissatisfied customer. This can be; listen to the customers, observe them and try to find similarities between the customers, their businesses and the consultants business, to find synergies between these. In addition, to help the customers to develop and change, let them give feedback and complain, so the company can identify how the company performs. This will hopefully end up in loyal and satisfied customers. To see how a company manages its customer relations, interviews with a specific company and its customers will be conducted. The company’s view will thereafter be compared with their customers’ view as well as the theory, to try to find similarities and differences between them. Conclusions are drawn from aspects where the company and its customers have unlike opinions as well as where the opinions are similar. It can also be concluded that the chosen company’s customer relations and how these are retained differs from the theory in some approaches.

Background: Over the past decade obesity has doubled in children aged 6-11 and tripled among adolescents aged 12-19. One trend that has coincided with this increased obesity prevalence is decreased meal frequency, which may impact blood sugar, meal size, cortisol release, insulin release, and appetite controls that include the release of leptin and ghrelin. Ultimately, these changes may result in a simultaneous lowering of the metabolic (i.e., fat-free) mass and a rising of the fat mass. Purpose: To assess food/beverage intake in a way that would determine if large deviations in energy balance (EB) during the day were related to body fat percent (BF%). Methods: Using an IRB-approved protocol, male and female children were assessed using NutriTiming® (NutriTiming LLC, 2011) software, which simultaneously assesses energy intake from consumed foods and beverages and energy expenditure from activities with different intensities. A 24-hour recall questionnaire and interview, with at least one parent present, was used to obtain data, which represented a typical school day. BF% was assessed using an 8-mode bioelectrical impedance segmental body composition analyzer (Tanita, Model BC-418). Statistical analysis was performed with SPSS (ver. 18). Results: A total of 16 children ranging in age from 8-14 years were interviewed. Due to incomplete data on 4 subjects, 12 subjects (6 boys; 6 girls ranging in age from 9-14 years; mean=11.41 ± 1.5) were included in the data analysis. Energy intakes averaged 1,984 ± 510 kcal; and energy expenditure averaged 1,689 ± 351 kcal. Average BF% was 24.3 ± 4.9. Using Spearman correlation and independent group t-test (with the mean energy balance as the cut-point) traditional end-of-day energy balance (24-hr energy in vs. 24-hr energy out) was not statistically associated with body fat %, and there was no difference in BF% between those above and below the end-of-day EB mean. However, more hours spent in an energy surplus (EB > 0) was significantly associated with lower body fat % (r=-0.914; PP

Abstract All students in the Swedish elementary school that do not reach the educational objectives in mathematics have a legal right to receive support in order to reach these objectives. An action plan shall be created, where it should be visible what supportive measures the student is given to reach the objectives. The purpose of our final thesis is to investigate how the action plan can contribute to the work with students that experience difficulties within mathematics. The study is performed on 7-9th grade schools, and the empirical material is gathered through reading of hundreds of action plans, observations, and interviews of students, teachers, remedial teachers and headmasters. The theoretical frame used is hermeneutics, constructivism and perspective on special education. The result of the study is that action plans do play an important role in the work with students that experience difficulties within mathematics, but the quality of the programs seems to vary. Some action plans are clearly stated, contain tangible actions, both on individual as well as on a group level, that help the student in their learning, whereas other programs are unclear and aimed only at what the student himself should perform to reach the objectives, i.e. only on an individual level. The remedial teaching support is often categorical, they are assuming that the student is the owner of the problem, and the support is also given from that perspective. That means that the student is given support in the format of individual education by a remedial teacher or by education in a smaller group.

Syftet med detta examensarbete har varit att undersöka hur samarbetet fungerar mellan klasslärare och specialpedagoger på en skola i Stockholmsområdet samt dess påverkan på berörda elever. Frågeställningarna som har fungerat som stöd för undersökningens genomförande är följande: Vilka problem upplever klasslärare och specialpedagoger i sin undervisning i förhållande till elever i behov av särskilt stöd? Hur fungerar samarbetet mellan klasslärare och specialpedagoger på skolan? Hur påverkas berörda elever av detta? Metoden som har använts för att genomföra undersökningen har främst varit kvalitativ i form av intervjuer. Undersökningen utgörs av fyra kvalitativa intervjuer med två klasslärare samt två specialpedagoger på en skola i Stockholms län. Resultatet för studien visar att problemen som klasslärarna och specialpedagogerna upplever i undervisningen i förhållande till elever som kräver extra stöd framför allt relateras till tidsbristen. Tidsbristen leder till att eleverna inte får tillräckligt stöd som egentligen krävs av pedagogerna, fastän de själva strävar efter att stödja eleverna fullständigt. Tidsbristen visar sig dock drabba klasslärarna mer än vad den drabbar specialpedagogerna. Detta på grund av att specialpedagogerna har tillgång till att arbeta med barnen i mindre grupper som i sin tur bidrar till att eleverna får mer hjälp än vad de vanligtvis skulle få hos klassläraren. Resultatet av studien visar även att samarbetet mellan klasslärarna och specialpedagogerna fungerar både bra och dåligt på grund av en mängd olika faktorer. Den främsta orsaken till att samarbetet många gånger brister är på grund av klasslärarnas och specialpedagogernas skilda syn på vad som är viktiga behov för eleverna, det vill säga vilka elevers behov som det bör tas hänsyn till.

As semiconductor technology advances into the nano-scale era and more functional blocks are added into systems on chip (SoC), the interface between circuit design and manufacturing is becoming blurred. An increasing number of features, traditionally ignored by designers are influencing both circuit performance and yield. As a result, design tools need to incorporate new factors. One important source of circuit performance degradation comes from deterministic within-die variation from lithography imperfections and Cu interconnect chemical mechanical polishing (CMP). To determine how these within-die variations impact circuit performance, a new analysis tool is required. Thus a methodology has been proposed to involve layout-dependent within-die variations in static timing analysis. The methodology combines a set of scripts and commercial tools to analyze a full chip. The tool has been applied to analyze delay of ISCAS85 benchmark circuits in the presence of imperfect lithography and CMP variation. Also, this thesis presents a methodology to generate test sets to diagnose the sources of within-die variation. Specifically, a delay fault diagnosis algorithm is developed to link failing signatures to physical mechanisms and to distinguish among different sources of within-die variation. The algorithm relies on layout-dependent timing analysis, path enumeration, test pattern generation, and correlation of pass/fail signatures to diagnose lithography-caused delay faults. The effectiveness in diagnosis is evaluated for ISCAS85 benchmark circuits.

Abstract The trend of the last 40 years to build fewer, but larger high schools has resulted in dollar savings to taxpayers, but at the cost of higher rates of absenteeism, weaker academic environments, and poorer student engagement in learning. External pressures in the way of educational reforms such as the federally mandated No Child Left Behind Act (NCLB) have also had a negative impact on some large schools in urban school districts. Why is the United States undergoing such a broad national reform in education? The United States has a long history of educational reform. With every new generation comes a call for educational reform. Once education became compulsory in Texas in 1915 (Judd, 1918), so did calls to change it. Promises of changes to NCLB in the last year suggest that now we have left the “No Child Left Behind” reform movement (Duncan, 2009) and are moving toward a more culturally-centered approach to education where we acknowledge that societal problems affect the ability of students to get a quality education, we are able to provide constructive alternatives beyond the non-productive mantra that “if we just had better teachers and administrators, Johnny could learn.” Arne Duncan (2009a), United States Secretary of Education, when interviewed on the television show The Colbert Report, said, “When schools are really the centers of the neighborhood and the heart of the community, our students are going to do very, very well.” Indeed. Creating schools-within-schools (SWS) can serve to create neighborhoods – academic neighborhoods – that can serve students as the center of their educational community. The current national reform movement under President Obama as expressed by his Secretary of Education, Arne Duncan, (2009b) requires states seeking funds to implement four core-interconnected reforms: • to reverse the pervasive dumbing-down of academic standards and assessments by states. Race to the top winners need to work toward adopting common, internationally benchmarked K-12 standards that prepare students for success in college and careers, • to close the data gap, which now handcuffs districts from tracking growth in student learning and improving classroom instruction, states will need to monitor advances in student achievement and identify effective instructional practices, • to boost the quality of teachers and principals, especially in high-poverty schools and hard-to-staff subjects, states and districts should be able to identify effective teachers and principals and have strategies for rewarding and retaining more top-notch teachers and improving or replacing ones who are not up to the job, and finally, • to turn around the lowest-performing schools, states and districts must be ready to institute far-reaching reforms, from replacing staff and leadership to changing the school culture (p. 2). While this may seem to be more of the finger pointing found in NCLB, and does not seem to coincide with Duncan’s previously cited comments, that “schools are really the centers of the neighborhood and the heart of the community,” it does embrace the need for “far-reaching reforms.” SWS\SLC can be one of those reforms. This study explores critically and carefully the extent to which a smaller learning community within a large urban high school affected student academic achievement, attendance, graduation, and dropout rates as well as student readiness for careers and post-secondary education. This study uses a qualitative case study methodology to describe an experiment in which the researcher, rather than creating the treatment, examines the effects of a naturally occurring treatment after that treatment has taken place (Lord, 1973). While a Smaller Learning Community (SLC) in and of itself is not a panacea for student improvement, SLCs may create conditions for improved student performance. Cotton (2004) reports, that among other benefits, students achieve at higher levels than do students in larger schools on both standardized achievement tests and other measures. The results of this study suggest that SLCs can provide an improved learning environment students have better relationships with teachers, and teachers with administration and parents. Because of limitations inherent in the data base, however t his study is inconclusive in its findings regarding SLC effectiveness with regards to enhanced or diminished performance of students academically. While TAKS test scores were not markedly improved in comparison to the state average and a comparable group of high schools, college readiness indicators improved significantly. This suggests that other variables are at work in this research site and should be explored. Due to the aforementioned data issues, the reader should avoid drawing conclusions from the results that may reflect poorly on Texas High School’s administrators, teachers, and students. A number of contextual and methodological limitations outlined in the study may have restricted the researcher’s ability to investigate sufficiently the impact from SLC implementation on these performance indicators. The researcher provides recommendations for further evaluation of SLC implementation in light of these limitations. / text

The Sibling Niche Differentiation Model (Sulloway, 1996) suggests that an individual’s birth order acting as a proxy for within-family environmental factors like age, size and strength relative to ones siblings influences the strategies used to gain resources and minimize sibling conflict. Recent within-family birth order research (for example Paulhus, Trapnell and Chen, 1999; Healey & Ellis, 2007) has found a systematic effect of birth order on personality, with firstborn siblings found to be more conscientious and secondborn siblings more open to experience. However, an examination of birth-order effects by independent raters, has been lacking in the birth order literature. Furthermore no prior examination comparing the type of stimulus material used to elicit participant responses has been conducted. Study 1 (N = 203) sought to replicate previous birth order findings for the two Big-5 traits Conscientiousness and Openness to Experience, while also testing an alternative explanation (hypo-masculinization hypothesis) for observed birth-order differences (Beer & Horn, 2000). Study 2 compared the efficacy of four different types of stimulus material (rankings, ratings, independent ratings and real-world scenarios) in observing birth order effects (combined N = 544), while also testing novel predictions about the saliency and generalisability of birth-order effects on personality outside the context of the family. General support was found for the Sibling Niche Differentiation Model across studies and across stimulus materials, but limited support was found for the nature of within family personality differences between siblings extending to contexts outside the family environment.

Background: The customary mechanism for assessing weight change involves an assessment of the imbalance in the energy consumed vs. the energy expended. This energy balance ratio is commonly assessed in 24-hour periods, but this strategy fails to account for the timing of macronutrient intake and within-day fluctuations in energy balance, which have an influence on body composition and, ultimately, weight. Hourly fluctuations in energy balance provides information on the time spent in a catabolic state and time spent in an anabolic state, which is not possible with a 24-hour energy balance assessment. Measuring hourly energy balance to optimize absorption and storage of specific nutrients may be a practical strategy for obese individuals to improve body composition. Purpose: The purpose of this study was to observe current dietary habits and assess hourly energy balance of college students with different BMI categories (i.e., below and above a BMI of 30) to determine if there are differences between body composition and hours spent in different energy balance states. Methods: The subjects completed a four-day diet and physical activity record from which energy intake and energy expenditures from a relative intensity activity scale was predicted linked to MET values. After completing the record, subject weight, height, % body fat and fat free mass was assessed using a multi-frequency bioelectrical impedance segmental body composition analyzer. Results: Data were analyzed from a total of 17 college students (9 men and 8 women) ranging from 20-28 years old (mean age 23 ± 2.6). Predicted energy intake averaged 2237.3 ± 749.3 kcals/d and predicted energy expenditure averaged 2941.7 ± 552.7 kcals/d. The average body fat % of the subjects was 27.1 ± 11.6% and the average BMI of the subjects 28.8 ± 5.8. Using an Independent Samples T-Test, eight subjects with a BMI ≥ 30 spent more time in hours high deficit (< -400 kcals Energy Balance) when compared to nine subjects with a BMI < 30. Nine subjects with a BMI < 30 spent more time in ±400 kcal energy balance. Using a Spearman Rho correlation, body fat % was positively correlated to hours high deficit (p ≤ 0.01) and negatively correlated to hours in ±400 kcal energy balance (p ≤ 0.01). Analysis of men and women found that body fat % of men was not significantly associated to any energy balance variables. While not significant, there was a trend toward a positive correlation between body fat % and hours high deficit (p=0.065) and a negative correlation between body fat % and hours in ±400 kcal energy balance (p=0.065). In women, subjects who spent more time in high energy deficit (< -400 kcals Energy Balance) had higher body fat % (p ≤ 0.05). Subjects who spent more hours in optimum energy balance (± 400 kcal Energy Balance) had lower body fat % (p ≤ 0.05). Conclusions: These data suggest that spending long periods of time in an energy deficit is correlated with higher body fat % and higher BMI in college students. Particularly for women, it may be beneficial for body composition to avoid long periods of time in energy deficit and strive to remain in or near ±400 kcal energy balance. College students may be especially prone to extreme deficits in energy balance because of unpredictable schedules and frequent meal skipping. Recommendations for avoiding large energy deficits throughout the day may be beneficial for this population.