Abstract                - “Mergers and acquisitions – How does the integration process affect the result in mergers and acquisitions” Date:                              May 31st 2012 Level:                             Master thesis in Business administration, 15 ECTS Institution:                  School of Sustainable Development of Society and Technology, Mälardalen University Authors:                       Mikael Hansson              15th May 1984                                          Jani Timonen                   12th June 1983 Title:                              Mergers and acquisitions – How does the integration process affect the result in mergers and acquisitions Tutor:                             Staffan Boström Keywords:                   Mergers, acquisitions, synergies, cultural, competitive advantage, integrating, stakeholder theory and institutional theory Research questions:                   How has the integration process affected the outcome of the acquisition of Jokab and what can ABB do differently in future acquisitions? Purpose:                       The purpose of this master thesis is to identify the factors that affect a merger or an acquisition and the factors that make the integration process a success or failure. Method:                       The method used in this study is based on systems theory, this means that reality is explained as objective and completely as possible. The study is qualitative in nature, in which a deeper understanding of the subject mergers and acquisitions wants to be achieved. The study uses an abductive approach and the data used was both from primary and secondary sources. Conclusion:     The result of the study shows that the integration process is influenced by several factors. The most important factors from the acquirer are to have a time schedule, clear communication and a person in charge of the integration process. The acquirer should also communicate the purpose of the acquisition to the acquired companies stakeholders to avoid any uncertainty. / Sammanfattning  – ”Företagsförvärv – hur integrationsprocessen påverkar utfallet vid ett företagsförvärv” Datum:                          31 maj, 2012 Nivå:                              Magisteruppsats i företagsekonomi, 15 ECTS Institution:                  Akademin för hållbar samhälls- och teknikutveckling, HST, Mälardalens Högskola Författare:                   Mikael Hansson              15 maj 1984                                          Jani Timonen                   12 juni 1983 Titel:                              Företagsförvärv – hur integrationsprocessen påverkar utfallet vid ett företagsförvärv Handledare:               Staffan Boström Nyckelord:                   Företagsförvärv, synergier, företagskultur, konkurrensfördelar, integration, intressent teori och institutionell teori Frågeställning:           Hur har integrationsprocessen påverkat utfallet vid förvärvet av Jokab och vad kan ABB göra annorlunda vid framtida förvärv? Syfte:                             Syftet med vår magisteruppsats är att kartlägga vilka aspekter som påverkar ett företagsförvärv och vilka faktorer som gör att integrationsprocessen blir framgångsrik eller misslyckad. Metod:                          Metoden som användes i studien är ett systemsynsätt, detta innebär att verkligheten ska förklaras så objektivt och fullständigt som möjligt. Studien är av kvalitativ natur då en djupare förståelse inom ämnet företagsförvärv vill nås. I studien används en abduktiv ansats och data som används är både av primär och sekundär karaktär. Slutsats:            Utfallet i studien visar att resultatet av integrationsprocessen påverkas av flera faktorer. Där de viktigaste faktorerna från förvärvarens sida är att ha en tidsplan, kommunicera tydligt samt att ha en som är ansvarig för integrationen. Förvärvaren bör även vara tydlig med syftet av förvärvet för att det inte ska uppstå osäkerhet hos det förvärvade företagets intressenter.

The aim of this study is to understand the present situation of language domain teachers¡¦ stages of concern and layers of adoption about integrating information technology into instruction after carrying out 1st ¡V 9st grades curriculum Alignment in junior high school in Kaohsiung City. In the meanwhile investigating the relationship between stages of concern and layers of adoption, different backgrounds of teachers, school factors, willing of teacher about integrating information technology into instruction. Exploring the perspectives of teacher, obstructive factors and what kind of the motive factors that can improve teachers¡¦ stages of concern and layers of adoption about integrating information technology into instruction technology into instruction. ¡§Integrating information technology into instruction stages of concern scale¡¨, and¡¨ integrating information technology into instruction layers of adoption scale¡¨ are adopted as the instruments of analysis in this study. The major findings of this study are followed: 1.The personal stages of concern is the most strongest stages of concern when teacher face to the integrating information technology into instruction. Consequence stages of concern is the second strongest stages of concern. Preparation and orientation layers of adoption is the most proportion layers of teacher¡¦s layers of adoption. 2.There are significant differences language domain teachers¡¦ stages of concern about integrating information technology into instruction in junior high school with the term of the age of teacher, the seniority of teacher, school have had the experience of integrating information technology into instruction seminar, whether computer in classroom or not, at what time computer become the necessary tool, the willing of using the new teaching method, the willing of co-operated policy or the regulation of carry out the integrating information technology into instruction activities of an administrative of school, the academic degrees, time of using computer, 3.There are significant differences and relationship between teacher¡¦s stages of concern and layers of adoption about integrating information technology into instruction in junior high school in Kaohsiung City. 4.The encouraging factors of stages of concern and layers of adoption about integrating information technology into instruction were not influenced by background of language domain teacher in junior high school in Kaohsiung City. And the contents of perspectives of teacher are similar to encouraging factors, obstructive factors, and the starting point motive of teacher about integrating information technology into instruction. The most main mixed factors including: (1)sufficient hardware and software facilities resource, and convenient of using (2)the willing, motive, improving interest of study of student (3)policy and administration (4)the challenge of job itself(5) the growth of individual and disciplines (6)cooperation of colleague, assistance, and share motive factors (7)teacher short of time to prepare etc¡K.Those factors mention above are all included in the content of perspectives of teacher. Therefore the content of perspectives of measured teacher can be the evidence reference of encouraging factors, obstructive factors, and the starting point motive of teacher about integrating information technology into instruction, including quantitative analysis.

The aim of this study is to understand the present situation of science domain teachers¡¦ attitude about integrating information technology, instruction beliefs, stages of concern, and levels of technology implementation about integrating information technology. This study was based on Hall¡¦s concern based adoption model(CABM) and Moersch¡¦s levels of technology implementation(LoTI). The questionnaire entitled ¡§Survey of the integrating information technology into instruction in elementary school science domain teachers in Kaohsiung City¡¨. Taking examples 267 science domain teachers of the elementary school of Kaohsiung City. The major findings of this study are following: 1. The science domain teachers¡¦ situation of school, attitude about integrating information technology and instruction beliefs trend to advocate. 2. The informational is the strongest stage of concern when teacher face to the integrating information technology into instruction. Personal and consequence are the second strongest stages of concern. Refocusing stage of concern is the third and the last is awareness stage. 3. The integration-routine level of technology implementation is the strongest level of technology implementation. Refinement level of technology implementation is the second strongest level of technology implementation and infusion level of technology implementation is the third. The last is Non-use level of technology implementation. 4. The various situation of school, attitude about integrating information technology and instruction beliefs factors cause the influencing factors of the stages of concern and levels of technology implementation. 5. The stages of concern and attitude about integrating information technology have greatest direct effect on levels of technology implementation. 6. The situation of school and attitude about integrating information technology are positive correlated with the stages of concern and levels of technology implementation. According to the conclusions of the study, some recommendations were presented to the educational administration agencies, elementary schools, teachers and suggestions to further researches.

<p>This study investigated the effect of an Argumentation Instructional Model (AIM) on the preservice teachers&lsquo / ability to implement a Science-IK Curriculum in selected South African schools. I examined what instructional practices the pre-service teachers engage in when they introduce scientific explanation and whether those practices influence learners&lsquo / ability to construct scientific explanations during a natural science unit of a South African school curriculum. My study began with a pilot study of 16 pre-service science teachers who completed a B.Ed university module, Science for Teaching, which included an IK component. Data collection for main study took place from 2010 to 2011, and used questionnaires, face-to-face and reflective interview protocols, case studies, lesson plans and classroom observation schedules. I took videos and audios of each of the pre-service teacher&lsquo / s enactment of the focal lesson on argumentation and then coded the videotape for different instructional practices. The study investigated firstly, what currently informed teachers&lsquo / thinking, knowledge and action of IK. Secondly, the research questioned how teachers interpreted and implemented IK in the science classroom. A sample of the three pre-service teachers were followed into their classrooms to investigate how they specifically implemented Learning Outcome Three using argumentation instruction as a mode of instruction and what approaches relevant to the inclusion of IK were developed. The study found that the three pre-service teachers used three very different approaches through which IK was brought in the science curriculum. An assimilationist approach, that brings IK into science by seeking how best IK fits into science. A segregationist approach that holds IK side-by-side with scientific knowledge. Lastly, an integrationist approach makes connections between IK and science. The approaches developed by the pre-service teachers were found to be informed by their biographies, values, cultural backgrounds and worldviews. Meticulously, the study explored how shifts were being made from a theoretical phase at the university where the pre-service teachers engaged IK to an actual phase of implementation in their school science classrooms. Finally, I attempted to explain why the pre-service teachers interpreted and implemented IK in the way they did.</p>

<p>This study investigated the effect of an Argumentation Instructional Model (AIM) on the preservice teachers&lsquo / ability to implement a Science-IK Curriculum in selected South African schools. I examined what instructional practices the pre-service teachers engage in when they introduce scientific explanation and whether those practices influence learners&lsquo / ability to construct scientific explanations during a natural science unit of a South African school curriculum. My study began with a pilot study of 16 pre-service science teachers who completed a B.Ed university module, Science for Teaching, which included an IK component. Data collection for main study took place from 2010 to 2011, and used questionnaires, face-to-face and reflective interview protocols, case studies, lesson plans and classroom observation schedules. I took videos and audios of each of the pre-service teacher&lsquo / s enactment of the focal lesson on argumentation and then coded the videotape for different instructional practices. The study investigated firstly, what currently informed teachers&lsquo / thinking, knowledge and action of IK. Secondly, the research questioned how teachers interpreted and implemented IK in the science classroom. A sample of the three pre-service teachers were followed into their classrooms to investigate how they specifically implemented Learning Outcome Three using argumentation instruction as a mode of instruction and what approaches relevant to the inclusion of IK were developed. The study found that the three pre-service teachers used three very different approaches through which IK was brought in the science curriculum. An assimilationist approach, that brings IK into science by seeking how best IK fits into science. A segregationist approach that holds IK side-by-side with scientific knowledge. Lastly, an integrationist approach makes connections between IK and science. The approaches developed by the pre-service teachers were found to be informed by their biographies, values, cultural backgrounds and worldviews. Meticulously, the study explored how shifts were being made from a theoretical phase at the university where the pre-service teachers engaged IK to an actual phase of implementation in their school science classrooms. Finally, I attempted to explain why the pre-service teachers interpreted and implemented IK in the way they did.</p>

Although the Technological Pedagogical Content Knowledge (TPACK) framework has shown a lot of promise as a theoretical perspective, researchers find it difficult to use it in particular environments because the requirements of the framework change in specific contexts. The purpose of this study was to explore and produce more flexible ways of using the TPACK for inservice mathematics secondary teachers. Three such teachers at an urban public school were observed in their classrooms and interviewed about their experiences of teaching mathematics and integrating computer technology in their day-to-day activities. Each participant had over 10 years experience in teaching mathematics in secondary schools in Ontario, and expertise in using computers in mathematics curriculum. The research questions were: 1) How do secondary school mathematics teachers describe their ways of integrating technology? 2) What difficulties do teachers have when they try to integrate technology into mathematics classrooms? The findings from the first research question show that teachers displayed a high degree of integration of technology. Their activities were very clearly designed, conferring clear roles to the use of integrating computer technology in mathematics classes. Teachers had specific approaches to integrate computer technology: a) to allow students opportunities to learn and experiment with their mathematical knowledge; b) to help them pass the content to the students in the process of teaching mathematics; and c) to assess and evaluate students’ work, and give them feedback. The findings from the second research question reveal that teachers had difficulties in purchasing and maintaining the computer equipment. They had some difficulties in trying to integrate new technologies as these required time, preparation, and dedication. In addition, teachers had some difficulties in making students use computers in a significant way. The implication for teacher education is that inservice teachers should have opportunities to update their computer and pedagogical skills, a long term perspective in integrating technology in mathematics education, and professional and technical support from teaching colleagues and administrators. Finally, the integration of computer technology in mathematics requires more intensive teamwork and collaboration between teachers, technical support staff, and administrators.

In the fight to reduce carbon emissions, it is easy to see the necessity of reducing energy consumption. Buildings consume a large amount of energy, and have significant potential for energy savings. One tool for realising these potential savings is building simulation. To be able to use building simulation, accurate models for windows are needed. The models include individual layer models, to determine the solar and longwave radiative behaviours, as well as whole-system models to determine heat flows through the various layers of fenestration systems. This thesis looks at both kinds of models for incorporating windows into building simulations. A new network whole-system model is implemented, and integrated into the California Simulation Engine building simulation software. This model is also used as the calculation engine for a stand-alone rating tool. Additionally, a measurement technique used to measure off-normal solar properties of drapery materials, as part of developing shading layer models, is investigated using a Monte Carlo simulation. The network model uses a very general resistance network, allowing heat transfer between any two layers in a complex fenestration system (CFS), whether they are adjacent or not, between any layer and the indoor or outdoor side, or between the indoor and outdoor sides, although this last case is unlikely. Convective and radiative heat transfer are treated using the same format, resulting in increased stability. This general resistance network is used to calculate indices of merit for the CFS using numerical experiments. This approach requires fewer iterations to solve than previous solution methods, and is more flexible. The off-normal measurement technique which was investigated used a sample holder inserted into an integrating sphere. This is a non-standard way of using an integrating sphere, and early analyses did not provide conclusive information as to the effect of the sample holder. A Monte Carlo analysis confirmed the amount of beam attenuation as being 20% for the sample holder used in the experiments. Also con firmed was the effectiveness of dual-beam integrating spheres in correcting for the presence of a sample holder. The stand-alone rating tool which uses the general network framework, incorporates an easy-to-use visual interface. This tool models multiple types of shading layers with no restrictions on how they are combined. Users can easily change any one layer to see the effects of different arrangements. Users may specify any combination of indoor and outdoor ambient and mean radiant temperatures, insolation, and beam/diffuse split.

A propriedade suinícola encontra-se hoje numa fase que, dificilmente poderá fugir ao processo integrador, disponibilizado pelas empresas detentoras de recursos financeiros e tecnológicos. No entanto, o produtor sujeita-se a margens estreitas de lucratividade pelas facilidades que o processo em si lhe oferece. A presente pesquisa consiste num estudo exploratório com o objetivo de analisar o desempenho dos produtores, no sistema integrado de suínos, a partir da caracterização da cadeia de valor adaptada à atividade suinícola. Para isso, foram realizadas entrevistas com técnicos da área e aplicados questionários junto a doze suinocultores, — divididos em três categorias: pequenos, médios e grandes produtores — da Região Centro Oriental do Estado, participantes do sistema de integração da Cooperativa Agropecuária Languiru Ltda., em Teotônia — RS. A análise diagnóstico foi realizada com base no referencial teórico, envolvendo aspectos ligados à suinocultura, à cadeia produtiva, com ênfase no sistema de produção, e à cadeia de valores que ofereceu a melhor alternativa para identificar o desempenho dos suinocultores. Nesse contexto, observou-se estar o desempenho dos produtores condicionado à conversão alimentar e o período de engorda, associado ao processo de gestão da propriedade suinícola. / Rural properties devoted to pig breeding are currently in a situation in which they will hardly be able to avoid taking part in the integrating process made available by financially and technologically privileged companies. However, producers have to face low profit rates due to the features inherent to such process. This paper is a study which has as a goal to analyze the producers' performance in the pig breeding integrated system, departing from the chain of values adaptad to the pig breeding environment. To do so, interviews with technicians have been done, as well as questionnaires have been submitted to twelve pig breeders - split into three categories: small, medium and big producers - from the west central region of the state, that participate of the Cooperativa Agropecuária Languiru Ltda. integrating system, in Teutônia, RS. A diagnostic analysis was done based upon the theory related to pig breeding, the productive chain focused in this production system, and the chain of values that offered the best alternative to identify the producers' performances. In such context, it has been observed that the producers' performance is conditioned by food conversion and the fatten period, associated with the property mangement process.

Submitted by PPGE PPGE (pgedu@ufba.br) on 2017-08-15T14:17:45Z No. of bitstreams: 1 JACILENE FIUZA.pdf: 1445152 bytes, checksum: 06d3b6dc391d2a9ad723edc186a0e94d (MD5) / Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2017-08-18T12:07:15Z (GMT) No. of bitstreams: 1 JACILENE FIUZA.pdf: 1445152 bytes, checksum: 06d3b6dc391d2a9ad723edc186a0e94d (MD5) / Made available in DSpace on 2017-08-18T12:07:15Z (GMT). No. of bitstreams: 1 JACILENE FIUZA.pdf: 1445152 bytes, checksum: 06d3b6dc391d2a9ad723edc186a0e94d (MD5) / CNPq / Esse estudo teve por objetivo analisar a implantação da Pós-graduação e da Iniciação Científica na FACED, suas problemáticas e perspectivas para a integração entre o ensino e a pesquisa nesta instituição, no âmbito dos referidos Programas. Para tanto, fez-se uma pesquisa qualitativa, do tipo estudo de caso, com realização de pesquisa documental e entrevistas semiestruturadas com bolsistas de Iniciação Cientifica da Faced, professores orientadores e, com professores que participaram do processo de implantação do mestrado e doutorado nessa instituição. As reflexões sobre Política Científica, Iniciação Científica, Pós-graduação no Brasil e Integração entre Ensino e Pesquisa, foram tomadas como principais categorias teóricas que embasaram o estudo. As análises das entrevistas evidenciaram que, no processo de implantação da Pós-graduação na FACED, não houve uma preocupação específica com atividades de integração entre o ensino de graduação e as atividades de pós-graduação, exceto pela obrigatoriedade do Tirocínio docente, que previa uma articulação entre os dois programas e pelas atividades desenvolvidas por alguns professores, nesse sentido. Sobre as relações entre a Iniciação científica e a pós-graduação, as falas de orientadores e de bolsistas do PIBIC demonstraram que as atividades desenvolvidas nos grupos de pesquisa da Pós e as aulas ministradas na graduação, tanto pelos estagiários de pós-graduação, quanto pelos docentes do programa, não se articulam de modo a promover uma integração entre as duas atividades e os dois Programas. Os bolsistas de iniciação científica, por sua vez, afirmaram conseguir estabelecer relações, promovendo uma integração em sala de aula com base no que vêm nas atividades de pesquisa e no convívio nos grupos; entretanto, consideraram que o ensino em sala de aula fica defasado em termos de algumas competências e habilidades necessárias para que se possa desenvolver melhor o aluno dentro da vida acadêmica. Os orientadores de iniciação científica, que são também professores da pós-graduação, não conseguem fazer a mesma integração que os bolsistas entre suas atividades de pesquisa e o ensino na graduação, tanto conforme afirmação deles próprios ao apontarem as dificuldades para realizar a integração com as atividades de ensino, quanto de acordo com as falas dos bolsistas, que sentem em sala de aula a diferença entre as duas atividades, de modo que, verificou-se que no âmbito dos Programas de Pós-graduação e de Iniciação científica, somente os bolsistas desse último conseguem promover uma integração entre o ensino e a pesquisa, embora de forma isolada. / ABSCTRAT This study aimed to analyze the implementation of Graduate Studies and Scientific Initiation in FACED, its problems and prospects for integration between teaching and research in this institution, under those programs. Therefore, there was a qualitative research, study type of case, with conducting documentary research and semi-structured interviews with Scientific Initiation Faced fellows, mentors and teachers, with teachers who participated in the master's and doctoral deployment process that institution. Reflections on Science Policy, Scientific Initiation, Postgraduate in Brazil and Integration of Research and Education, were taken as the main theoretical categories that supported the study. The analyzes of the interviews showed that, in the implementation process of the Postgraduate in FACED, there was no specific concern with integration activities between undergraduate education and postgraduate activities, except for the mandatory teaching apprenticeship, which included a coordination between the two programs. On relations between the scientific initiation and postgraduation, the lines of guiding and PIBIC Scholars have shown that activities in the Post's research groups and classes taught at graduation by both graduate trainees, as the Program teachers, do not articulate in order to promote integration between the two activities and the two programs. The undergraduate research fellows, in turn, said can establish relations by promoting integration in the classroom based on coming in research activities and socializing in groups; however, they considered that the teaching in the classroom is outdated in terms of some necessary skills and abilities so that they can better develop the student into the academic life. The scientific initiation counselors, who are also graduate teachers, can not do the same integration that the stock between its research activities and teaching in undergraduate, both as their own statement to indicate the difficulties to integrate with the teaching activities, as according to the statements of the scholars, who feel in class the difference between the two activities, so that it was found that under the Graduate Programs and Scientific initiation, only Fellows the latter can promote integration between teaching and research, while in isolation

A propriedade suinícola encontra-se hoje numa fase que, dificilmente poderá fugir ao processo integrador, disponibilizado pelas empresas detentoras de recursos financeiros e tecnológicos. No entanto, o produtor sujeita-se a margens estreitas de lucratividade pelas facilidades que o processo em si lhe oferece. A presente pesquisa consiste num estudo exploratório com o objetivo de analisar o desempenho dos produtores, no sistema integrado de suínos, a partir da caracterização da cadeia de valor adaptada à atividade suinícola. Para isso, foram realizadas entrevistas com técnicos da área e aplicados questionários junto a doze suinocultores, — divididos em três categorias: pequenos, médios e grandes produtores — da Região Centro Oriental do Estado, participantes do sistema de integração da Cooperativa Agropecuária Languiru Ltda., em Teotônia — RS. A análise diagnóstico foi realizada com base no referencial teórico, envolvendo aspectos ligados à suinocultura, à cadeia produtiva, com ênfase no sistema de produção, e à cadeia de valores que ofereceu a melhor alternativa para identificar o desempenho dos suinocultores. Nesse contexto, observou-se estar o desempenho dos produtores condicionado à conversão alimentar e o período de engorda, associado ao processo de gestão da propriedade suinícola. / Rural properties devoted to pig breeding are currently in a situation in which they will hardly be able to avoid taking part in the integrating process made available by financially and technologically privileged companies. However, producers have to face low profit rates due to the features inherent to such process. This paper is a study which has as a goal to analyze the producers' performance in the pig breeding integrated system, departing from the chain of values adaptad to the pig breeding environment. To do so, interviews with technicians have been done, as well as questionnaires have been submitted to twelve pig breeders - split into three categories: small, medium and big producers - from the west central region of the state, that participate of the Cooperativa Agropecuária Languiru Ltda. integrating system, in Teutônia, RS. A diagnostic analysis was done based upon the theory related to pig breeding, the productive chain focused in this production system, and the chain of values that offered the best alternative to identify the producers' performances. In such context, it has been observed that the producers' performance is conditioned by food conversion and the fatten period, associated with the property mangement process.