This essay examines middle school students? understanding of a text read aloud to them in English and the connection between the degree of listening comprehension and the expected increase of vocabulary throughout middle school. The same listening comprehension test was carried out in grades 4, 5 and 6 in a middle school in order to survey differences in English listening comprehension in regard to the ability to reproduce the content of an oral text. The result shows that there was a progression from level to level when it comes to comprehension and the number of words reproduced and that this progression was most noticeable between grades 4 and 5..

Insikten om vikten av att använda vetenskapligt beprövade bedömningsinstrument inom arbetsterapi ökar. Många instrument för bedömning av arbetsförmåga uppvisar en brist på vetenskapliga kvaliteter såsom validitet och reliabilitet. Detta medför ett behov av att vetenskapligt testa de instrument som idag används samt vid utvecklingen av nya instrument använda sig av systematisk vetenskaplig metodik. Syftet med denna studie var att utföra en initial prövning av innehållsvaliditet och användbarhet för bedömningsinstrumentet Assessment of Work Characteristics (AWC-1). Stipulativa definitioner av innehållsvaliditet och användbarhet användes för att avgränsa studien.

Organic material used for biogas production can also undergo other treatments. The emissions and impact from the different treatments are evaluated in this environmental assessment, with a focus on energy and climate. The materials included in the study are organic household waste, slaughterhouse waste and liquid manure. Other than biogas production, the possible treatments for organic household waste and slaughterhouse waste are incineration and composting, and for liquid manure storing and spreading. The analysis is based on data and information from current and relevant literature, and relates to the conditions in the Swedish energy system.

This essay examines middle school students? understanding of a text read aloud to them in English and the connection between the degree of listening comprehension and the expected increase of vocabulary throughout middle school. The same listening comprehension test was carried out in grades 4, 5 and 6 in a middle school in order to survey differences in English listening comprehension in regard to the ability to reproduce the content of an oral text. The result shows that there was a progression from level to level when it comes to comprehension and the number of words reproduced and that this progression was most noticeable between grades 4 and 5..

This essay examines middle school students? understanding of a text read aloud to them in English and the connection between the degree of listening comprehension and the expected increase of vocabulary throughout middle school. The same listening comprehension test was carried out in grades 4, 5 and 6 in a middle school in order to survey differences in English listening comprehension in regard to the ability to reproduce the content of an oral text. The result shows that there was a progression from level to level when it comes to comprehension and the number of words reproduced and that this progression was most noticeable between grades 4 and 5..

This essay examines middle school students? understanding of a text read aloud to them in English and the connection between the degree of listening comprehension and the expected increase of vocabulary throughout middle school. The same listening comprehension test was carried out in grades 4, 5 and 6 in a middle school in order to survey differences in English listening comprehension in regard to the ability to reproduce the content of an oral text. The result shows that there was a progression from level to level when it comes to comprehension and the number of words reproduced and that this progression was most noticeable between grades 4 and 5..

This essay examines middle school students? understanding of a text read aloud to them in English and the connection between the degree of listening comprehension and the expected increase of vocabulary throughout middle school. The same listening comprehension test was carried out in grades 4, 5 and 6 in a middle school in order to survey differences in English listening comprehension in regard to the ability to reproduce the content of an oral text. The result shows that there was a progression from level to level when it comes to comprehension and the number of words reproduced and that this progression was most noticeable between grades 4 and 5..

Studien är en källstudie vars syfte är att undersöka huruvida SARA B-SAFER fungerar som riskbedömningsinstrument och om brottsutvecklingen för våld mot kvinnor i nära relationer har ökat eller minskat under tidsperioden, åren 2000-2012. Urvalet för studien är Kalmar polismyndighet och Södertörn polismästardistrikt. Underlaget för studien är tidigare forskning från hur Polisen har arbetat med SARA B-SAFER och offentlig statistik på antalet anmälda brott från Brottsförebyggande rådet (BRÅ). Resultaten i studien visar på en ökning av antalet anmälda brott för våld mot kvinnor i nära relationer, samtidigt som anmälningarna ligger på en förhållandevis jämn nivå. Vidare indikerar studien på att det finns en komplexitet kring SARA B-SAFER som riskbedömnings-instrument, då det finns indikationer på att instrumentet har en prediktiv validitet.

This essay examines middle school students? understanding of a text read aloud to them in English and the connection between the degree of listening comprehension and the expected increase of vocabulary throughout middle school. The same listening comprehension test was carried out in grades 4, 5 and 6 in a middle school in order to survey differences in English listening comprehension in regard to the ability to reproduce the content of an oral text. The result shows that there was a progression from level to level when it comes to comprehension and the number of words reproduced and that this progression was most noticeable between grades 4 and 5..

This study gives voice to which strategies preschool teacher?s use they teach preschool children in different performance tasks. The overreaching aim of this study was to find out what teacher give expressions to, verbally and in action, and what educating strategy they use when the purpose is that the children are to learn something specific. The theoretical starting-point of the study is a phenomenography research which aims in finding and systematizing of forms of thought in terms of which people interpret significant aspects of reality. The study has a Sociocultural perspective which means that the structuring occurs through choice of which activities children have access to observe and engage in, as well as through in-person shared endeavours, including conversations, recounting of narratives, and engagement in routines and play.

This essay examines middle school students? understanding of a text read aloud to them in English and the connection between the degree of listening comprehension and the expected increase of vocabulary throughout middle school. The same listening comprehension test was carried out in grades 4, 5 and 6 in a middle school in order to survey differences in English listening comprehension in regard to the ability to reproduce the content of an oral text. The result shows that there was a progression from level to level when it comes to comprehension and the number of words reproduced and that this progression was most noticeable between grades 4 and 5..

In the growing concern for the state of the environment more tools are being integrated in the decision-making processes. Sweden actively makes use of environmental impact assessment (EIA), which is supposed to minimise negative impacts of a project, policy or plans on the environment. The EIA process in Sweden still requires certain improvements to be more efficient. In this study actor interaction was analysed with trust being the framework for analysis. The aim is to find out whether it is possible to use trust as a framework for analysis since trust research is very discipline dependent.

Epiteloidcellig granulomatos (ECG) är en patologanatomisk diagnos (PAD) av en inflammationstyp som kan ses i orala vävnadsbiopsier. Inflammationsbilden visar infiltrat av inflammationsceller och epiteloidcelliga granulom med eller utan jätteceller, därtill kan ödematös vävnad och fibros presenteras. Makroskopiskt ses en symtombild med t ex läpp- och ansiktssvullnad, munvinkelragader och gingivala hyperplasier. Klinisk ställs exklusionsdiagnosen orofacial granulomatos (OFG). Etiologin är multifaktoriell och kan ses vid exempelvis Crohns sjukdom (CS) och sarkoidos.

The aim for this paper has been to examine three textbooks designed for science education in upper secondary school in order to determine whether they convey any specific attitudes regarding what is considered to be ideal knowledge within the field of biology. The main focus has been to investigate if different types of design strategies have been used to emphasize certain values or attitudes and if this proves to be the case, how is this achieved specifically?                      For this purpose I have conducted several different qualitative linguistic analyses of the textbooks. The theoretical framework for the analyses lies within the main field of critical linguistics and more specifically in the context of systemic functional linguistics. The two main language models I have chosen to use for my investigations are functional grammar and multimodal text analysis.                      My results imply amongst other things that by conducting an overall assessment of the headlines in the textbooks a fair assessment can be made of which overall attitudes the books convey.

Syftet med detta arbete har främst varit att lära oss mer om bedömning. Vi har uppmärksammat bedömningens avgörande roll för elevers kunskapsinlärning och intervjuat några lärare om vad de har för uppfattning om bedömning. Fokus har lagts på resonemanget kring relationen mellan de-ras syn på bedömning och olika måltyper. I resultatet redogör vi för de olika lärarnas resonemang kring målen, bedömningssätt och bedöm-ningssituationer. Vi har även uppmärksammat att vissa lärare har en intuitiv kunskap om vad ele-verna kan och detta problematiserar vi i diskussionen, men har även redogjort för, de av oss in-tervjuade lärarnas resonemang kring detta.