Har den interna demokratin i politiska partier försämrats över tid?

Has intra-party democracy deteriorated over time? A widely held view in contemporary party research is that intra-party democracy, especially in traditional mass parties, has deteriorated in the age of the cartel party. This common assessment, however, relies on insufficient empirical evidence, and is scrutinized in the article. The notion of a gradual progress towards the cartel party implicitly shares common characteristics with the classic theory of Michels. In order to investigate the actual fate of intra-party democracy, central aspects of Michels theory are explored over time in a critical case, namely the Swedish SAP. If intra-party democracy is declining, this tendency should be most likely to be observed in this case. Two internal decision-making processes, surrounding two major pension reforms – one expansion in the 1950’s and one retrenchment in the 1990’s – are compared based on criteria deducted from Michels. Instead of finding a decline in intraparty democracy, the results conclusively demonstrate major improvements.

Rapport från projektet Multimodala uppgifter och bedömning i matematik : Video och kollaborativa samtal som metod vid lärares bedömning av elevers matematiska kunskaper

This research will discuss some experiences from a four year school research study. It was conducted in cooperation with teachers from four municipalities in Dalarna. The aim of the research was to examine teachers´ professional development when they participated in collaborative discussions based on video recordings and video edited material from specific lessons in their own practice. The study had two foci one was to investigate methods and tools that teachers can use to develop their ability to assess their students while working on multimodal tasks. The other was to examine how video can be used by teachers wanting to obtain knowledge about assessing students. The study is based on several theories about when teachers collaborate to create new knowledge. The first is the design theoretical approach – where visual ethnography and a semiotic approach contribute to problematize the use and mixture of different modes. A basic assumption of the framework here is that meanings are made and communicated in mathematics through a wide range of semiotic modes. By using video as an essential tool in the research the framework theories concerning visual ethnography, video documentation and individuals as reflective practitioners were also needed. The findings can be divided into the following themes: the use of tasks for assessment, collaborative discussion, equipment, ethical dilemmas. Collaborative discussions were evaluated as a meaningful way of sharing knowledge. The use of video recordings in association with these discussions raised important ethical issues. Working with the assessment framework was of great interest to the teachers but it took a lot of time from their ordinary work. In this way the project highlighted more general aspects of school development. The research also concerns teachers´ use of collaborative discussions in assessment work, multimodal tasks in mathematics and video as a research tool in general.

Método para avaliação de ambientes de desenvolvimento de software combinando CMM e GQM

Este trabalho de conclusão apresenta um método e uma ferramenta para avaliação da maturidade e da capacitação de ambientes de desenvolvimento de software baseado no uso da abordagem Goal/Question/Metric-GQM combinada aos métodos tradicionais de avaliação já existentes para o modelo Capability Maturity Model-CMM. A aplicação deste método através da ferramenta proposta permitirá a organização avaliada estabelecer o grau de conformidade preliminar dos seus processos em relação às exigências do modelo CMM. Esta avaliação poderá ser utilizada como ponto de partida para o estabelecimento de um processo de melhoria. O modelo CMM descreve uma série de estágios de maturidade que são atingidos através da satisfação de metas estabelecidas para áreas-chave do processo de desenvolvimento de software da organização. A evolução deste modelo, chamada de CMMI, Capability Maturity Model Integrated, possibilita que as organizações optem pela forma de implementação do modelo. Esta opção pode se dar através do uso do CMMI em estágios, vertical utilizando os níveis tradicionais do modelo, ou contínua; horizontal baseada nas áreas-chave de processo. Da mesma forma, a avaliação pode ser realizada sobre qualquer modelo escolhido. O modelo GQM descreve uma estrutura hierárquica baseada na existência de metas de melhoria preestabelecidas das quais são extraídas métricas e questões que as satisfazem. O nível de satisfação dessas metas é obtido através da análise das métricas relativas às questões aplicadas ao foco da avaliação Algumas ferramentas para avaliação dos processos relativos ao modelo CMM são apresentadas, tais como o questionário da maturidade e os modelos existentes para a criação de métodos de avaliação, CMM Apraisal Framework-CAF e Apraisal Requirements for CMMI-ARC. O diferencial apresentado é o estabelecimento de métricas objetivas e regras de interpretação dessas para a definição da satisfação de uma determinada área-chave de processo, ACP, do nível 2 do modelo CMMI. Além dessas contribuições vale destacar o estabelecimento de questões adicionais ao questionário da maturidade com o objetivo de capturar essas métricas e a criação de grafos GQM para cada ACP do nível 2 do CMMI. Esses grafos permitem a visualização do relacionamento existente entre cada ACP do nível 2 do CMMI com suas metas, questões e métricas. A aplicação do método e da ferramenta será demonstrada através da utilização de um estudo de caso aplicado na empresa DWA Informática Ltda.

International Recommendations for Training Future Toxicologic Pathologists Participating in Regulatory-Type, Nonclinical Toxicity Studies

The International Federation of Societies of Toxicologic Pathologists (IFSTP) proposes a common global framework for training future toxicologic pathologists who will support regulatory-type nonclinical toxicology studies. Trainees optimally should undertake a scientific curriculum of at least 5 years at an accredited institution leading to a clinical degree (veterinary medicine or medicine). Trainees should then obtain 4 or more years of intensive pathology practice during a residency and/or on-the-job "apprenticeship," at least 2 years of which must be focused on regulatory-type toxicologic pathology topics. Possession of a recognized pathology qualification (i.e., certification) is highly recommended. A non-clinical pathway (e.g., a graduate degree in medical biology or pathology) may be possible if medically trained pathologists are scarce, but this option is not optimal. Regular, lifelong continuing education (peer review of nonclinical studies, professional meetings, reading, short courses) will be necessary to maintain and enhance one's understanding of current toxicologic pathology knowledge, skills, and tools. This framework should provide a rigorous yet flexible way to reliably train future toxicologic pathologists to generate, interpret, integrate, and communicate data in regulatory-type, nonclinical toxicology studies. (J Toxicol Pathol 2010; 23: 171-181)

Thermal decomposition of crystalline Ni-II-Cr-III layered double hydroxide: A structural study of the segregation process

A structural study of the thermal evolution of Ni0.69Cr0.31(OH)(2)(CO3)(0.155)(.)nH(2)O into NiO and tetragonal NiCr2O4 is reported. The characteristic structural parameters of the two coexisting crystalline phases, as well as their relative abundance, were determined by Rietveld refinement of powder x-ray diffraction (PXRD) patterns. The results of the simulations allowed us to elucidate the mechanism of the demixing process of the oxides. It is demonstrated that nucleation of a metastable nickel chromite within the common oxygen framework of the parent Cr-III-doped bunsenite is the initial step of the cationic redistribution. The role that trivalent cations play in the segregation of crystalline spinels is also discussed.

International recommendations for training future toxicologic pathologists participating in regulatory-type, nonclinical toxicity studies

The International Federation of Societies of Toxicologic Pathologists (IFSTP) proposes a common global framework for training future toxicologic pathologists who will support regulatory-type - nonclinical toxicology studies. Trainees optimally should undertake a scientific curriculum of at least 5 years at an accredited institution leading to a clinical degree (veterinary medicine or medicine). Trainees should then obtain 4 or more years of intensive pathology practice during a residency and/or on-the-job "apprenticeship," at least 2 years of which must be focused on regulatory-type toxicologic pathology topics. Possession of a recognized pathology qualification (i.e., certification) is highly recommended. A nonclinical pathway (e.g., a graduate degree in medical biology or pathology) may be possible if medically trained pathologists are scarce, but this option is not optimal. Regular, lifelong continuing education (peer review of nonclinical studies, professional meetings, reading, short courses) will be necessary to maintain and enhance one's understanding of current toxicologic pathology knowledge, skills, and tools. This framework should provide a rigorous yet flexible way to reliably train future toxicologic pathologists to generate, interpret, integrate, and communicate data in regulatory-type, nonclinical toxicology studies. (C) 2010 Reprinted by Permission of SAGE Publications Inc. Published by Elsevier GmbH. All rights reserved.

Práticas de ensino e produção de textos escritos na 8ª série do Ensino Fundamental: o quadro europeu comum de referência como ferramenta

Nesta dissertação de mestrado, desenvolvemos um estudo sobre a produção de texto escrito em turmas de 8ª série do ensino fundamental visando: identificar os procedimentos e dificuldades habituais do professor observado para ensinar produção de texto escrito aos seus alunos; analisar o material didático utilizado nessas aulas; e propor, a título de sugestão, práticas de ensino de LM para o desenvolvimento da interação verbal através da produção escrita. Como ferramenta de trabalho para o desenvolvimento desse estudo, foi utilizado o Quadro Europeu Comum de Referência (QECR). Quanto aos procedimentos metodológicos, utilizamos o estudo de caso. Na análise, refletimos sobre a prática de ensino de produção de texto escrito, observando 13 (treze) aulas de LM e o material nelas trabalhado como também as “redações” escritas pelos alunos da turma observada. Os resultados da pesquisa indicam que podemos mudar nossa prática de um ensino de LM descontextualizado e sem propósito prático e social para aulas que proporcionem o desenvolvimento da competência de produção escrita dos alunos.

Learning for well being : Studies using the International Adult Literacy Survey

This thesis is a collection of five independent but closely related studies. The overall purpose is to approach the analysis of learning outcomes from a perspective that combines three major elements, namely lifelonglifewide learning, human capital, and the benefits of learning. The approach is based on an interdisciplinary perspective of the human capital paradigm. It considers the multiple learning contexts that are responsible for the development of embodied potential – including formal, nonformal and informal learning – and the multiple outcomes – including knowledge, skills, economic, social and others– that result from learning. The studies also seek to examine the extent and relative influence of learning in different contexts on the formation of embodied potential and how in turn that affects economic and social well being. The first study combines the three major elements, lifelonglifewide learning, human capital, and the benefits of learning into one common conceptual framework. This study forms a common basis for the four empirical studies that follow. All four empirical studies use data from the International Adult Literacy Survey (IALS) to investigate the relationships among the major elements of the conceptual framework presented in the first study. Study I. A conceptual framework for the analysis of learning outcomes This study brings together some key concepts and theories that are relevant for the analysis of learning outcomes. Many of the concepts and theories have emerged from varied disciplines including economics, educational psychology, cognitive science and sociology, to name only a few. Accordingly, some of the research questions inherent in the framework relate to different disciplinary perspectives. The primary purpose is to create a common basis for formulating and testing hypotheses as well as to interpret the findings in the empirical studies that follow. In particular, the framework facilitates the process of theorizing and hypothesizing on the relationships and processes concerning lifelong learning as well as their antecedents and consequences. Study II. Determinants of literacy proficiency: A lifelong-lifewide learning perspective This study investigates lifelong and lifewide processes of skill formation. In particular, it seeks to estimate the substitutability and complementarity effects of learning in multiple settings over the lifespan on literacy skill formation. This is done by investigating the predictive capacity of major determinants of literacy proficiency that are associated with a variety of learning contexts including school, home, work, community and leisure. An identical structural model based on previous research is fitted to the IALS data for 18 countries. The results show that even after accounting for all factors, education remains the most important predictor of literacy proficiency. In all countries, however, the total effect of education is significantly mediated through further learning occurring at work, at home and in the community. Therefore, the job and other literacy related factors complement education in predicting literacy proficiency. This result points to a virtual cycle of lifelong learning, particularly to how educational attainment influences other learning behaviours throughout life. In addition, results show that home background as measured by parents’ education is also a strong predictor of literacy proficiency, but in many countries this occurs only if a favourable home background is complemented with some post-secondary education. Study III. The effect of literacy proficiency on earnings: An aggregated occupational approach using the Canadian IALS data This study uses data from the Canadian Adult Literacy Survey to estimate the earnings return to literacy skills. The approach adapts a labour segmented view of the labour market by aggregating occupations into seven types, enabling the estimation of the variable impact of literacy proficiency on earnings, both within and between different types of occupations. This is done using Hierarchical Linear Modeling (HLM). The method used to construct the aggregated occupational classification is based on analysis that considers the role of cognitive and other skills in relation to the nature of occupational tasks. Substantial premiums are found to be associated with some occupational types even after adjusting for within occupational differences in individual characteristics such as schooling, literacy proficiency, labour force experience and gender. Average years of schooling and average levels of literacy proficiency at the between level account for over two-thirds of the premiums. Within occupations, there are significant returns to schooling but they vary depending on the type of occupations. In contrast, the within occupational return of literacy proficiency is not necessarily significant. The latter depends on the type of occupation. Study IV: Determinants of economic and social outcomes from a lifewide learning perspective in Canada In this study the relationship between learning in different contexts, which span the lifewide learning dimension, and individual earnings on the one hand and community participation on the other are examined in separate but comparable models. Data from the Canadian Adult Literacy Survey are used to estimate structural models, which correspond closely to the common conceptual framework outlined in Study I. The findings suggest that the relationship between formal education and economic and social outcomes is complex with confounding effects. The results indicate that learning occurring in different contexts and for different reasons leads to different kinds of benefits. The latter finding suggests a potential trade-off between realizing economic and social benefits through learning that are taken for either job-related or personal-interest related reasons. Study V: The effects of learning on economic and social well being: A comparative analysis Using the same structural model as in Study IV, hypotheses are comparatively examined using the International Adult Literacy Survey data for Canada, Denmark, the Netherlands, Norway, the United Kingdom, and the United States. The main finding from Study IV is confirmed for an additional five countries, namely that the effect of initial schooling on well being is more complex than a direct one and it is significantly mediated by subsequent learning. Additionally, findings suggest that people who devote more time to learning for job-related reasons than learning for personal-interest related reasons experience higher levels of economic well being. Moreover, devoting too much time to learning for personal-interest related reasons has a negative effect on earnings except in Denmark. But the more time people devote to learning for personal-interest related reasons tends to contribute to higher levels of social well being. These results again suggest a trade-off in learning for different reasons and in different contexts.

Legal presumptions in national tax systems (Italy and Belgium) and in EU law

The thesis deals with the concept of presumptions, and in particular of legal presumptions, in the context of national tax systems (Italy and Belgium) and EU law. The purpose was to investigate the concept of legal presumption under a twofold comparative perspective. After having provided a general overview of the common core concept of presumption in the European context, an insight in the national approach to legal presumptions was given by examining two different national experiences, namely the Italian and Belgian tax systems. At this stage, the Constitutional framework and some of the most interesting and relevant at EU level presumptive measures were explored, with a view to underlining possible divergences and common grounds. The concept of (national) legal presumption was then investigated in the context of EU law, with the attempt to systematize under a uniform perspective a matter which has been traditionally dealt with either from the merely national point of view or, at EU level, through a fragmented form. In this instance, the EU law relevant framework and the most significant EUCJ case-law, in particular in the field of customs duties, VAT, on the issue of the repayment of taxes levied in breach of EU law and in the area of direct taxation, were examined so as to construe the overall EU approach to national legal presumptions. This was done with the finality of determining if and to what extent a common analytical framework may be identified, from which were extracted certain criteria governing the compatibility of national legal presumptions with EU law.

Strumenti di prevenzione e riduzione degli sprechi alimentari. Un piano nazionale per l'Italia

Negli ultimi anni lo spreco alimentare ha assunto un’importanza crescente nel dibattito internazionale, politico ed accademico, nel contesto delle tematiche sulla sostenibilità dei modelli di produzione e consumo, sull’uso efficiente delle risorse e la gestione dei rifiuti. Nei prossimi anni gli Stati Membri dell’Unione Europea saranno chiamati ad adottare specifiche strategie di prevenzione degli sprechi alimentari all’interno di una cornice di riferimento comune. Tale cornice è quella che si va delineando nel corso del progetto Europeo di ricerca “FUSIONS” (7FP) che, nel 2014, ha elaborato un framework di riferimento per la definizione di “food waste” allo scopo di armonizzare le diverse metodologie di quantificazione adottate dai paesi membri. In questo scenario, ai fini della predisposizione di un Piano Nazionale di Prevenzione degli Sprechi Alimentari per l’Italia, il presente lavoro applica per la prima volta il “definitional framework” FUSIONS per l’analisi dei dati e l’identificazione dei principali flussi nei diversi anelli della filiera e svolge un estesa consultazione degli stakeholder (e della letteratura) per identificare le possibili misure di prevenzione e le priorità di azione. I risultati ottenuti evedenziano (tra le altre cose) la necessità di predisporre e promuovere a livello nazionale l’adozione di misure uniformi di quantificazione e reporting; l’importanza del coinvolgimento degli stakeholder nel contesto di una campagna nazionale di prevenzione degli sprechi alimentari; l’esigenza di garantire una adeguata copertura economica per le attività di pianificazione e implementazione delle misure di prevenzione da parte degli enti locali e di un coordinamento a livello nazionale della programmazione regionale; la necessità di una armonizzazione/semplificazione del quadro di riferimento normativo (fiscale, igienico-sanitario, procedurale) che disciplina la donazione delle eccedenze alimentari; l’urgenza di approfondire il fenomeno degli sprechi alimentari attraverso la realizzazione di studi di settore negli stadi a valle della filiera.

I fumetti e la glottodidattica: Proposte di insegnamento per l'italiano ls.

This study explores comics as an educational tool in teaching Italian as a foreign language, and shows that, in this perspective, the potential of this medium goes beyond the idea that pictures can help to understand words. Comics has to be understood as a unified text, where it is precisely the combination of pictures and words that promotes the development of the students' linguistic and communicative competences. The general educational potential of comics is analyzed in Chapter 1, with a focus on the notions of closure, cartooning and here and now, which are in harmony with the application of ludic teaching theories; an analysis then follows on the features of comics that can be exploited in the field of language teaching; finally a description is provided of the linguistic competences whose development can be favored by comics. Emphasis was placed only on those competences that are most affected by the context of use, i.e, lexical, textual, pragmatic and (inter-)cultural competences. In Chapter 2, three Italian comic books are analyzed with an eye to their use as teaching material in three ideally homogeneous classes, respectively belonging to the Common European Framework of Reference for Language A2, B2 and C2 levels. The cognitive processes carried out by students to achieve a global understanding of each book are postulated both for picture-to-picure and picture-to-word relations. After an overview of the main planning phases of a language-learning pathway, the educational approach adopted in Chapter 3 places the students at the core of the learning process, and emphasizes the need for a cooperative and interactional relationship between learners and teachers. In Chapter 4, three hypothetical learning pathways are described. Their main goal is to develop the linguistic and communicative competences of the students, who would then be able to understand and produce text not merely as learners, but rather as readers, hence users of an Italian cultural product.

Subjective and objective perception of orthodontic treatment need: a systematic review

The aim of this work was to investigate the published evidence on the comparison of self-perception and diagnosis of orthodontic treatment need. A search of Cochrane Library, MEDLINE, Scopus databases, and archives of two orthodontic journals was carried out from January 1966 to August 2011 by the two authors using Medical Subject Heading terms. Studies that investigated solely either self-perception of orthodontic need by laypersons or assessment of orthodontic need by professionals were excluded from the data analysis. The methodological soundness of each study and the aggregate level of evidence were evaluated according to predetermined criteria. Moderate level of evidence, the relatively highest grade, was assigned to 9.1 per cent of the 22 studies, finally included in the data analysis. The overall evidence level provided by the evaluated publications was rated as limited. However, the existing body of evidence indicated a highly variable association between self-perception of orthodontic treatment need and orthodontist's assessment. Future controlled studies with well-defined samples and common assessment methodology will clarify further the relationship between perception of treatment need by laypersons and orthodontists and enhance international comparison and development of health care strategies.

The Integration of Electricity from Renewable Energy Sources in the European Union Electricity Market – The case for “Smart Grids”

The power sector is to play a central role in a low carbon economy. In all the decarbonisation scenarios of the European Union renewable energy sources (RES) will be a crucial part of the solution. Current grids constitute however major bottlenecks for the future expansion of RES. Recognising the need for a modernisation of its grids, the European Union has called for the creation of a "smart supergrid" interconnecting European grids at the continental level and making them "intelligent" through the addition of information and communication technology (ICT). To implement its agenda the EU has taken a leading role in coordinating research efforts and creating a common legislative framework for the necessary modernisation of Europe’s grids. This paper intends to give both an overview and a critical appraisal of the measures taken so far by the European Union to "transform" the grids into the backbone of a decarbonised electricity system. It suggests that if competition is to play a significant role in the deployment of smart grids, the current regulatory paradigm will have to be fundamentally reassessed

Adapting public agricultural extension services to climate change: Insights from Kenya

This paper analyses the adaptiveness of the Public Agricultural Extension Services (PAES) to climate change. Existing literature, interviews and group discussions among PAES actors in larger Makueni district, Kenya, provided the data for the analyses. The findings show that the PAES already have various elements of adaptiveness in its policies, approaches and methods of extension provision. However, the hierarchical structure of the PAES does not augur well for self-organisation at local levels of extension provision, especially under conditions of abrupt change which climate change might trigger. Most importantly, adpativeness presupposes adaptive capacity but the lack of resources in terms of funding for extension, limited mobility of extension officers, the low extension staff/farmer ratio, the aging of extension staff and significant dependence on donor funding limits the adaptiveness of the PAES. Accordingly criteria and indicators were identified in literature with which an initial assessement of the adaptiiveneess of PAES was conducted. However this assessment framework needs to be improved and future steps will integrate more specific inputs from actors in PAES in order to make the framework operational.