Human Computer Interaction (HCI) is a broad discipline that studies different concerns regarding interactive systems? development. One of the major interest points within the discipline is the reasoning behind building specific functionality into computers and the long-term effects that usage of systems will have on humans.Within Human Computer Interaction there are theories and frameworks how to involve a user in the process of developing new systems. In this paper focus is applied to the development process within developing applications for Enterprice Digital Assistants (EDA) and to what extent the end-users are involved in the process. Fazer Bageri AB has been choosen to represent a business corporation that uses handheld computers in their everyday tasks.The method used to gather information for this study has been by performing interviews and observations with key stakeholders at Fazer Bageri AB and MobiOne AB.

The first aim of this study is to discuss and try to understand the relationship between the holy andethics, and more specifically how it can be understood, which is the critical question that I haveformulated, in Giorgio Agamben?s and Emmanuel Levinas? philosophies. The second, moreconstructive aim is to discuss whether the holy can be understood as something good or problematicin relation to the society.Rooted in philosophy of religion and ethics, I have first tried to discuss how the holy has beenunderstood in the philosophy of phenomenology and in the texts of Rudolf Otto, Mircea Eliade andEspen Dahl. The holy has in the history been understood as something central in religions, and hasalso not been connected to the idea of ethics. Recently it has also been critized ? by Dahl ? for notbeing so pure as first thought of.In Levinas texts the holy has been understood as something differentiated through his distiction,in the Talmudic reading ?Desacralization and Disenchantment?, between the holy, which can beseen as something pure, and the sacred which can been seen as something impure and a form ofdegenerated holiness.

The aim of my examination work was to compare and research how russian respective swedish teachers make use of educational aesthetic methods such as drawing, drama, music and dance in the teaching of core school subjects ? mathematics and swedish respective russian languages. The aim of this work was to find out which of these methods are used by pedagogues in the process of education and on what level are they integrated into the theoretical pedagogic work. The point was to also analyse the regulation documents used as pedagogical base in schools i've been doing my survey in. This was done to partly find out what arts perspective is given in the curriculum and partly to see what pieces of it are reflected in the process of education.

En känsla för Gud ? Komparativ teologi enligt Keith Ward och perspektiv på religionsteologi.(A feeling for God ? Comparative Theology according to Keith Ward and perspectives on Theology of Religion)We all have preconceived opinions regarding people, cultures and especially religion and religiousness, and according to one´s own subjective formed opinion, they are surely truthful and moral. But my main concern with this essay must be thought of as a brief and personal mapping of Christian belief and it´s rational status in relation to both basic philosophy and the other great religious traditions. Furthermore, I am anxious to widen the perspectives of that which theoretically can be considered substantially real, and the existential consequences that follows on such a study. In doing so I must make sure that it´s properly anchored in history of both philosophy and religion, and of course ? with the general idea of God.

The following text constitutes an attempt to present the French philosopher Gilbert Simondon's genetic ontology through an account of his reconfiguration of the problem of individuation in his doctoral thesis from 1958, L'individuation à la lumière des notions de forme, information, potentiel, métastabilité. The intention is to show how Simondon through this reconfiguration of a classical philosophical problem ? in which concepts and schemas from contemporary physics and technology is utilised in a critique of the bi-polar hylomorphic schema as its traditional, substantialistic solution ? becomes able to articulate an anti-substantialistic and anti-reductionistic ontogenesis as first philosophy. A systematic philosophical conception that according to Simondon precedes every critical investigation of the subject as well as every scientific ontology ? not by establishing a pre-critical position, but by exceeding Kant's critical position: that is, through a displacement toward a conception of the transcendental conditions for the genesis of being and thought as real conditions, rather than conditions of mere possibility.

This paper aims to analyze how child restraint systems (CRS) in cars should be positioned to protect children at the ages 1 to 5. The study is preformed in co-operation with the Swedish insurance company Folksam. Data from Folksam´s database on car crashes in the years 1999-2004 is being used in this study. Every child in the ages 1 to 5 was searched for in the database, which resulted in 184 observations. To perform the analysis, categorical data analysis is suitable.

There has been an increasing interest for ranking of Swedish health care and a lot of emphasis has been placed on the creation of indicators in order to rank hospital units. However, essays on to what extent the choice of statistical method affects the final result of the ranking of health care units have not been given the same attention. For this particular reason, the main objective of this essay has been to investigate whether the choice of statistical model has a significant impact or not on the final result, by using five different, more or less common, statistical approaches: bar charts (with and without confidence intervals), control charts, logistic regression, multi-level analysis using shrunken residuals. The analyzed material in the essay comprises 24119 patients that all have been prescribed some form of the lipid-reducing medicine statin. According to directives given by Region Skåne, doctors are encouraged to prescribe a particular type of statin medicine, namely Simvastatin, which has been proved to be equally effective, but significantly cheaper than other statin medicines.

The aim of my study is to investigate how last year students in upper secondary schoolunderstand certain mathematical concepts, in particular the unit circle and its trigonometry.I have used intentional analysis to interpret student?s actions when they solve certain tasks onthe basis of a cognitive, situated and cultural context.Interviews with four university teachers in mathematics about the unit circle, trigonometry,and mathematical understanding, serve both as background for the study and as basis for adiscussion, where I relate students understanding to what the teachers want new students toknow about these concepts when they begin university studies in mathematics.The students were arranged in three groups with three students in each group. Each group waspresented with two tasks, one in which they were asked to calculate the cosine values for onepointed, one blunt and one straight angle, each located in a separate triangle. They were alsoasked to decide whether the points (0,71; 0,71) and d (1 2 , 3 2 ) are located on the unit circleor not.My conclusion is that students mainly have an operational conception of the unit circle andtrigonometry. The lack of structural conceptions result in difficulties in seeing connectionsbetween the concepts in unfamiliar situations.

The aim of my study is to investigate how last year students in upper secondary schoolunderstand certain mathematical concepts, in particular the unit circle and its trigonometry.I have used intentional analysis to interpret student?s actions when they solve certain tasks onthe basis of a cognitive, situated and cultural context.Interviews with four university teachers in mathematics about the unit circle, trigonometry,and mathematical understanding, serve both as background for the study and as basis for adiscussion, where I relate students understanding to what the teachers want new students toknow about these concepts when they begin university studies in mathematics.The students were arranged in three groups with three students in each group. Each group waspresented with two tasks, one in which they were asked to calculate the cosine values for onepointed, one blunt and one straight angle, each located in a separate triangle. They were alsoasked to decide whether the points (0,71; 0,71) and d (1 2 , 3 2 ) are located on the unit circleor not.My conclusion is that students mainly have an operational conception of the unit circle andtrigonometry. The lack of structural conceptions result in difficulties in seeing connectionsbetween the concepts in unfamiliar situations.

The aim of my study is to investigate how last year students in upper secondary schoolunderstand certain mathematical concepts, in particular the unit circle and its trigonometry.I have used intentional analysis to interpret student?s actions when they solve certain tasks onthe basis of a cognitive, situated and cultural context.Interviews with four university teachers in mathematics about the unit circle, trigonometry,and mathematical understanding, serve both as background for the study and as basis for adiscussion, where I relate students understanding to what the teachers want new students toknow about these concepts when they begin university studies in mathematics.The students were arranged in three groups with three students in each group. Each group waspresented with two tasks, one in which they were asked to calculate the cosine values for onepointed, one blunt and one straight angle, each located in a separate triangle. They were alsoasked to decide whether the points (0,71; 0,71) and d (1 2 , 3 2 ) are located on the unit circleor not.My conclusion is that students mainly have an operational conception of the unit circle andtrigonometry. The lack of structural conceptions result in difficulties in seeing connectionsbetween the concepts in unfamiliar situations.

The aim of my study is to investigate how last year students in upper secondary schoolunderstand certain mathematical concepts, in particular the unit circle and its trigonometry.I have used intentional analysis to interpret student?s actions when they solve certain tasks onthe basis of a cognitive, situated and cultural context.Interviews with four university teachers in mathematics about the unit circle, trigonometry,and mathematical understanding, serve both as background for the study and as basis for adiscussion, where I relate students understanding to what the teachers want new students toknow about these concepts when they begin university studies in mathematics.The students were arranged in three groups with three students in each group. Each group waspresented with two tasks, one in which they were asked to calculate the cosine values for onepointed, one blunt and one straight angle, each located in a separate triangle. They were alsoasked to decide whether the points (0,71; 0,71) and d (1 2 , 3 2 ) are located on the unit circleor not.My conclusion is that students mainly have an operational conception of the unit circle andtrigonometry. The lack of structural conceptions result in difficulties in seeing connectionsbetween the concepts in unfamiliar situations.

This paper is about basic set theory and cardinalities for infinite sets. One of the results are that the line R and the plane R2 contains exactly the same number of points. Because of that the set theory is described with a formal language this the paper has an appendix about formal languages..

The purpose of this study is to investigate how teachers approach communication in their mathematics instruction. The communication involves concepts such as teachers' mathematical language, incorrect answers, and various interaction patterns. In line with this, the study also examines how these types of communication may affect students in the classroom. Furthermore, observations and interviews were conducted with five different teachers in Sweden using an observation scheme and an interview guide. The results reveal that four out of the five teachers use both child-directed and adult-directed language when addressing students at different levels of mathematical understanding.

In the 1940s, 50s and 60s the two youth movements of the beats and the hippies emerged in the United States. Disagreeing with the progressive positivism of the previous generations these youths were part of a counter culture that adhered to an ideal of living in the present.Alan Wilson Watts (1915?1973), most known for his popularization of eastern philosophy and religion in general and Zen-Buddhism in particular, became one of the most influential and well-read advocates of the new movements. Drawing upon eastern philosophy and religion as well as modern psychology, Watts challenged the western world view by rejecting the dualism of self and environment, arguing that man is one with God and nature and claiming that nothing exists but the present experience here and now.Based on Watts? view of man and reality, and in the context of the emerging youth movements, this study examines Watts? criticism of western culture and society as well as his view on happiness and the possibility of a better life for the individual living in the west.The study shows that, according to Watts, the root of the problem facing western society lies in man?s incapability of distinguishing concept from reality, preferring abstract ideas and symbols to the experience present in everyday life.

Syftet med föreliggande studie är att, genom intervjuer med tolv elever ur år fem, undersöka deras uppfattningar om matematik. För att studera detta har vi använt oss av en kvalitativ metod med inspiration av den fenomenografiska ansatsen. Utifrån studiens syfte och frågeställningar har tre temaområden framtagits inom vilka elevernas uppfattningar analyserats och därefter kategoriserats. Ur resultatet framkommer en relativt snäv syn på matematiken där läroboken är dominerande i elevernas uppfattningar. Boken fungerar som utgångspunkt både i definitionen av matematikämnet och vid beskrivningen av hur ämnet upplevs.