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Experts have argued that hoarding disorder occurs in part because hoarding behaviors help individuals avoid distress and feel positive emotions in the moment. For example, when people who hoard choose to save something rather than discard it, they may avoid feelings of anxiety, and when people who hoard acquire something new, they may feel excited. However, no previous studies have examined whether or not these changes actually occur in the moment. These processes could also potentially be altered by how individuals respond to their emotions in the moment. For example, individuals who hoard may have stronger emotional reactions, distinguish less between different emotions, tend to avoid their emotions more, or tend to be inattentive of their experience, which could change how their emotions in the moment affect their behavior. Therefore, this study examined whether or not the anticipated effects of hoarding behaviors on mood occurred, and whether or not there were differences between those with higher and lower hoarding scores on how they respond to their emotions, in a sample of 61 college students. Participants completed two online surveys one week apart, and responded to questions on their mobile phone throughout the week. As expected, the students with higher hoarding scores had stronger emotional reactions to stress, avoided their emotions more often, and were less attentive to their ongoing experience. Both those with higher hoarding scores and lower hoarding scores vi reported that they acquired new items primarily to feel good. However, acquiring, discarding, working with items, and looking for items did not change either group’s mood in the moment. Overall, these findings suggest that people who hoard do have differences in how they respond to their emotions, which could mean that treatments that target these responses may be useful for these people. They also show the importance of understanding why working to put yourself in a good mood through acquiring is problematic for some people and not others, and suggest that there may be a difference between how these behaviors are intended to perform and their actual results.

This thesis investigates abnormal returns for 60 Swedish acquiring firms within multipleindustries during a stock market peak. The research is limited to 2021, a year in which theM&A market saw an upswing in the number of transactions and volumes. Moreover, theconducted study will compare numerous deal and firm characteristics to determine if they arerelated to market performance. Our findings indicate that no substantial abnormal returns werefound for Swedish acquiring firms during the event. In contrast to prior international findings,our research concludes that large firms perform better than small. In addition, a significantrelationship between abnormal return and Tobin’s Q was discovered, indicating that a firm’sover- or undervaluation characteristics affect the stock market performance of acquirers.

A produção oral de aprendizes de língua estrangeira se insere no âmbito das atividades lingüísticas desenvolvidas pelo homem e se realiza mediante a cooperação entre os seus falantes e o uso de estratégias que possam garantir a interação. Em estágios de aquisição/aprendizagem de uma língua estrangeira, observa-se que um dos recursos utilizados pelos alunos para obter sucesso nas situações de interação é o uso de marcadores conversacionais. Nesse sentido, o marcador conversacional foi o foco desta pesquisa com vistas à identificação de possíveis padrões de seu uso na interlíngua de aprendizes de espanhol falantes do português. Procedeu-se à gravação de oito diálogos espontâneos com alunos de um curso de Letras-espanhol, com temática específica, e escolheu-se aleatoriamente os dez primeiros minutos de conversação para a sua transcrição. Os resultados obtidos apontam para o fato de que os aprendizes criam estratégias comuns e apresentam padrões no desencadeamento do uso dos marcadores. O resultado desta pesquisa poderá auxiliar os professores não somente no tocante aos estudos sobre aquisição de línguas materna ou estrangeira, como também no desenvolvimento de estratégias que contribuam para que seus alunos tenham uma maior competência lingüística e conversacional. / The oral output of foreign language learners is part of the linguistic activities performed by man and takes place through the cooperation of the speakers and the use of strategies that are able to ensure interaction. In the stages of acquiring/learning a foreign language, we observe that among the resources used by learners in order to interact successfully we find conversation markers. Therefore, conversation markers are the focus of this research aimed at identifying possible usage patterns in the speech of learners of Spanish who speak Portuguese as a first language. To attain our goal we recorded eight spontaneous conversations with a group of under-graduate students of Spanish. All the conversations were about a specific topic and we randomly chose the first ten minutes of each recording to be transcribed. The results obtained show that language learners create common strategies and follow a certain pattern when using said markers. The results obtained can help teachers, not only in studying the acquisition of first and foreign language, but also in developing strategies which contribute to their students achieving greater linguistic and conversational competence.

This study investigates the relation between family firms and acquiring firm performance for our sample of Taiwanese mergers and acquisitions between 1999 and 2013. We find that cumulative abnormal returns of family acquirers on average outperform those of nonfamily acquirers by 2.17% three days around the announcement. Family acquirers obtain greater abnormal returns even after controlling for both firm characteristics such as firm size, book to market, prior return, public target and deal characteristics such as year dummy and mode of payment. Furthermore, we explore the potential impact of the deviation between voting rights and cash flow rights on family acquiring performance. In the sample of Taiwanese mergers and acquisitions, the deviation is not the significant factor to cause a negative influence. As a result, family acquirers with the advantage of eliminating agency problems may generate more benefits than nonfamily acquirers.

The teaching of mathematics frequently comes in the line of fire due to under achievement and a lack of critical thinking. Accordingly educationists and mathematicians continually seek ways to overcome this hurdle. Against this backdrop, this study attempts to determine if the acquiring of learning-functions will improve academic achievement as well as critical thinking in mathematics. By means of a literature study the nature and importance of learning-functions for the development of critical thinking skills and the improvement of academic achievement are highlighted. The literature shows that critical thinking skills such as reasoning, analysis, hypothesising, making of decisions and problem solving are important skills for the mastering of mathematics. The learning-functions decoding of knowledge, synthesis and integration of knowledge, comparison, application of knowledge, generating hypotheses and reflection have been identified as the learning-functions which can develop the necessary skills for the mastering of mathematics. As the research stems from a combined interpretivist-positivist paradigm, the researcher used a combined qualitative and quantitative study. As part of the qualitative research, observation has been used. For the quantitative research the true experimental research method with a post-test control group design was chosen. The focus was on the qualitative collection of data, supported by the quantitative data. Twenty-three first year education students, with mathematics as major subject were used for this study. By means of systematic random sampling the students were assigned, as participants to an experimental and a control group. During contact sessions the participants of the experimental group were subjected for a period of eight weeks to an intervention programme with the focus on guided learning of the learning - functions decoding of knowledge, synthesis and integration of knowledge, comparisons, application of knowledge, generation of hypotheses and reflection. The control group received normal classroom instruction with no focus on guided learning of learning - functions. With the implementation of the intervention programme the experimental group was observed with regard to their progressive development of the application of these learning - functions. To determine any signs of progressive improvement of achievement and critical thinking skills in the experimental group during the implementation of the intervention programme, class tests and assignments were completed. Both the experimental- and the control group wrote the same tests and completed the same assignments. The post -test was a final examination paper which was written after the completion of the intervention by both groups to determine to which extent achievement and critical thinking skills improved within the experimental group. It can be inferred from the results of the empirical research that the guided learning of the learning -functions decoding of knowledge, synthesis and integration of knowledge, comparison, application of knowledge, generating hypotheses and reflective thought in the course of teaching mathematics, appeared to have enhanced learners' academic achievement and critical thinking. From a combination of the prominent findings of the empirical research, together with the knowledge gained from the literature study, justified recommendations were made regarding the learning of learning -functions in order to promote critical thinking and achievement in the teaching of mathematics. / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2009.

The teaching of mathematics frequently comes in the line of fire due to under achievement and a lack of critical thinking. Accordingly educationists and mathematicians continually seek ways to overcome this hurdle. Against this backdrop, this study attempts to determine if the acquiring of learning-functions will improve academic achievement as well as critical thinking in mathematics. By means of a literature study the nature and importance of learning-functions for the development of critical thinking skills and the improvement of academic achievement are highlighted. The literature shows that critical thinking skills such as reasoning, analysis, hypothesising, making of decisions and problem solving are important skills for the mastering of mathematics. The learning-functions decoding of knowledge, synthesis and integration of knowledge, comparison, application of knowledge, generating hypotheses and reflection have been identified as the learning-functions which can develop the necessary skills for the mastering of mathematics. As the research stems from a combined interpretivist-positivist paradigm, the researcher used a combined qualitative and quantitative study. As part of the qualitative research, observation has been used. For the quantitative research the true experimental research method with a post-test control group design was chosen. The focus was on the qualitative collection of data, supported by the quantitative data. Twenty-three first year education students, with mathematics as major subject were used for this study. By means of systematic random sampling the students were assigned, as participants to an experimental and a control group. During contact sessions the participants of the experimental group were subjected for a period of eight weeks to an intervention programme with the focus on guided learning of the learning - functions decoding of knowledge, synthesis and integration of knowledge, comparisons, application of knowledge, generation of hypotheses and reflection. The control group received normal classroom instruction with no focus on guided learning of learning - functions. With the implementation of the intervention programme the experimental group was observed with regard to their progressive development of the application of these learning - functions. To determine any signs of progressive improvement of achievement and critical thinking skills in the experimental group during the implementation of the intervention programme, class tests and assignments were completed. Both the experimental- and the control group wrote the same tests and completed the same assignments. The post -test was a final examination paper which was written after the completion of the intervention by both groups to determine to which extent achievement and critical thinking skills improved within the experimental group. It can be inferred from the results of the empirical research that the guided learning of the learning -functions decoding of knowledge, synthesis and integration of knowledge, comparison, application of knowledge, generating hypotheses and reflective thought in the course of teaching mathematics, appeared to have enhanced learners' academic achievement and critical thinking. From a combination of the prominent findings of the empirical research, together with the knowledge gained from the literature study, justified recommendations were made regarding the learning of learning -functions in order to promote critical thinking and achievement in the teaching of mathematics. / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2009.

A produção oral de aprendizes de língua estrangeira se insere no âmbito das atividades lingüísticas desenvolvidas pelo homem e se realiza mediante a cooperação entre os seus falantes e o uso de estratégias que possam garantir a interação. Em estágios de aquisição/aprendizagem de uma língua estrangeira, observa-se que um dos recursos utilizados pelos alunos para obter sucesso nas situações de interação é o uso de marcadores conversacionais. Nesse sentido, o marcador conversacional foi o foco desta pesquisa com vistas à identificação de possíveis padrões de seu uso na interlíngua de aprendizes de espanhol falantes do português. Procedeu-se à gravação de oito diálogos espontâneos com alunos de um curso de Letras-espanhol, com temática específica, e escolheu-se aleatoriamente os dez primeiros minutos de conversação para a sua transcrição. Os resultados obtidos apontam para o fato de que os aprendizes criam estratégias comuns e apresentam padrões no desencadeamento do uso dos marcadores. O resultado desta pesquisa poderá auxiliar os professores não somente no tocante aos estudos sobre aquisição de línguas materna ou estrangeira, como também no desenvolvimento de estratégias que contribuam para que seus alunos tenham uma maior competência lingüística e conversacional. / The oral output of foreign language learners is part of the linguistic activities performed by man and takes place through the cooperation of the speakers and the use of strategies that are able to ensure interaction. In the stages of acquiring/learning a foreign language, we observe that among the resources used by learners in order to interact successfully we find conversation markers. Therefore, conversation markers are the focus of this research aimed at identifying possible usage patterns in the speech of learners of Spanish who speak Portuguese as a first language. To attain our goal we recorded eight spontaneous conversations with a group of under-graduate students of Spanish. All the conversations were about a specific topic and we randomly chose the first ten minutes of each recording to be transcribed. The results obtained show that language learners create common strategies and follow a certain pattern when using said markers. The results obtained can help teachers, not only in studying the acquisition of first and foreign language, but also in developing strategies which contribute to their students achieving greater linguistic and conversational competence.