This study explored instructional strategies that teachers in multilingual mathematics classrooms use to support the development of mathematical proficiency in algebra. The need for improvement of mathematics matriculation results in many multilingual schools is a well accepted concern in South Africa. The research method used was two case studies. In one case, the teacher shared a home language with all the learners. In the other case, the teacher did not share a home language with most of the learners. Data collected revealed that the teachers used language strategies as well as other strategies that would be used in any other mathematics classroom. These strategies were: Interactive Instruction; Scaffolding; Multiple Representations; Code-Switching and Language Modes. The data further revealed that the strategies were not used in isolation but in different combinations as needed, to support the learners.

In the last couple of decades internationalization of firms has increased all over the world, and banks are not an exception. Different factors are impacting the decision of entering a new market and digitalization is certainly one of the main factors contributing to the internationalization process. Hence, the purpose of this thesis is to investigate what the internationalization process looks like for banks originating from the Nordic region and the impact of digitalization on the process as well as how digitalization impacts the banks' effectiveness. The data were acquired using a qualitative multiple case study of five leading banks originating from the Nordic region through semi-structured interviews. Afterward, the collected data was discussed in the literature review chapter in the analysis chapter to detect similarities and differences.  The findings in this thesis revealed that the factors that are evaluated are both internal and external before entering a market and that the significance of each factor varies depending on what bank it is. Additionally, the role of digitalization has also played a big part in how the process of the banks looks and how the current process of internationalizing is done. Instead of expanding which has been the previous focus for these leading banks, the focus has the recent years switched to withdrawing from foreign markets with their physical presence to focusing on offering their services from their home markets and on digital investments. Along with how digitalization has affected Nordic banks' internationalization process, this thesis also presents how effectiveness and assessment are impacted by digitalization.

No description available.

Methods in hydrodynamic stability, systems and control theory are applied to spatially developing flows, where the flow is not required to vary slowly in the streamwise direction. A substantial part of the thesis presents a theoretical framework for the stability analysis, input-output behavior, model reduction and control design for fluid dynamical systems using examples on the linear complex Ginzburg-Landau equation. The framework is then applied to high dimensional systems arising from the discretized Navier–Stokes equations. In particular, global stability analysis of the three-dimensional jet in cross flow and control design of two-dimensional disturbances in the flat-plate boundary layer are performed. Finally, a parametric study of the passive control of two-dimensional disturbances in a flat-plate boundary layer using streamwise streaks is presented. / QC 20101103

付記する学位プログラム名: 京都大学卓越大学院プログラム「メディカルイノベーション大学院プログラム」 / 京都大学 / 新制・課程博士 / 博士(医科学) / 甲第24534号 / 医科博第148号 / 新制||医科||10(附属図書館) / 京都大学大学院医学研究科医科学専攻 / (主査)教授 寺田 智祐, 教授 川上 浩司, 教授 YOUSSEFIAN Shohab / 学位規則第4条第1項該当 / Doctor of Medical Science / Kyoto University / DFAM

This quantitative study examines the interaction between technology-based instant messaging applications (technology applications) and employee engagement. Technology applications are frequently used as a mode of communication between managers and employees. Internal communication is cited as an antecedent of employee engagement and employee engagement is positively correlated with productivity and organisational success. Hence, the study is directed at understanding the impact of communication technology on employee engagement, due to the indirect link between internal communication and organisational success. In the current context of the global Covid-19 pandemic, this topic is of renewed interest as leaders and employees grapple with new ways of working and communicating. The existing literature provides contradictory conclusions on the relationship between technology use and employee outcomes. A quantitative, deductive approach was adopted to measure (i) the relationship between the frequency of use of technology applications (independent variable) and the antecedents of employee engagement (psychological climate, affective commitment, perceived supervisor support), (ii) frequency of use of technology applications as a moderating variable on the relationship between the antecedents of employee engagement and employee engagement (meaningfulness, safety, availability) and (iii) frequency of use of technology applications as a moderating variable on the relationship between the employee engagement and the outcomes of employee engagement (discretionary effort and intention to turnover). The correlation test revealed a weak correlation between frequency of use of technology applications and the antecedents of employee engagement. The moderated regression analysis revealed that frequency of use of technology applications does not moderate the relationship between (i) the antecedents of employee engagement and employee engagement (meaningfulness, safety, availability), and (ii) the relationship between the employee engagement and the outcomes of employee engagement (discretionary effort and intention to turnover). The findings have relevance for academic research and practical implications for managers. / Mini Dissertation (MBA)--University of Pretoria, 2021. / Gordon Institute of Business Science (GIBS) / MBA / Unrestricted

Denna uppsats är en undersökning av hur multimodalitet används för att gestalta livlösa objekt som karaktärer med egna perspektiv och känslor. Uppsatsen syftar till att bidra med nya insikter för nutida och blivande filmskapare för hur kontext byggs upp av olika semiotiska resurser samt modes. Metodvalet för denna uppsats är en kvalitativ analys av IKEAs reklamfilm Lamp (2002) samt Röda Korsets A Chairful Life (2023) genom att observera och undersöka användningen och betydelsen av kamerarörelser, kameravinklar, ljud, musik, ljussättning och färgsättning. Resultatet av analysen grundas i tidigare forskning och teori och visar att kontext är avgörande för hur gestaltningen av objekt uppfattas. Kontexten iscensätts med hjälp av olika semiotiska resurser samt modes och grundar sig i en kunskap om sociala normer och situationer som framkallar betraktares egna erfarenheter, vilka projiceras på audiovisuella verk. I Lamp har flertalet förstapersonsperspektiv-vinklar använts, vilket skapar visionen av att lampan ser och känner. Musiken i Lamp går i moll från början till slut och är sorglig och nedstämd, vilket är ett kraftfullt manipulationsknep. Dessa kamerarörelser tillsammans med musiken och den blåa och kalla ljussättningen skapar en kontext och situation vari lampan upplevs som levande. I A Chairful Life saknas förstapersonsperspektivet, men där används istället lyriken i musiken för att ge ett budskap. Ljus- och färgsättningen tar även stor plats för meningsskapandet, med ett mörker som representerar bortglömdhet i kontrast till resterande scener vars ljussättning lyser upp hela bilden och färgsättningen går i varma och gula toner. Varje semiotisk resurs och mode som används i dessa reklamfilmer skapar mening och i samspelet mellan dessa formas kontexter som är avgörande för hur objekten gestaltas.

The fields of science, technology, engineering, and math (STEM) lay the groundwork for much of the innovation driving society forward. Despite the contributions of these fields to society, women are chronically underrepresented in STEM careers. Could one cause for this underrepresentation lie in how these subjects are taught in school? The purpose of our study was to explore how methods of presenting educational material may affect retention and motivation of students, especially women. We predict that by increasing the presented communal value of a scientific topic (that is, how the topic can be applied to help others), participants’ retention and scientific motivation will increase. University-enrolled participants completed online pre-tests of content knowledge and motivation, then were randomly assigned to read one of three versions of a brief scientific article: Control (basic information presented), Increased Communal Value, or Increased Communal Value with Related Images. Participants then completed a knowledge and motivation post-test. The results of this study are under analysis. Expected outcomes include a main effect for communal value on outcomes of science motivation and retention, as well as interaction effects for gender (such that communal value impacts females’, more than males’, motivation and retention).

Axisymmetric radial Bernstein modes are known to exist in non-neutral plasmas and have been studied theoretically and computationally in 1D, but detection of these modes has still proven to be difficult due to self-shielding. To help advance the work on this front we created a 2D particle-in-cell (PIC) code that simulates a non-neutral plasma in a Malmberg-Penning trap. A detailed description of the PIC code itself has been included that highlights the benefits of using an $r^2$--$z$ grid and how it can be tested. The focus of the PIC simulation was to discover how best to drive and detect these modes. While it is improbable that radial Bernstein modes will be detected in long plasmas, we show that it may be a possible due to the axial nodal structure in the potential and electric field generated by confining plasmas of any finite-length. Additionally, we find that for a short plasma the strongest detection signal along the trap wall occurs at the plasma's midpoint rather than near the ends. Results show that oscillating the confinement potentials is sufficient to excite the fundamental radial Bernstein mode, but not any of the higher order modes. The higher order modes can be seen in the simulation, however, by sinusoidally driving the radial electric field. Unfortunately, the individual modes are difficult to isolate which we suspect is due to mode mixing. Finally, we report frequencies and mode shapes for the fundamental mode and the (lower) first higher order mode.

The purpose of this study was to determine the effect of explicitly teaching multiple modes of representation (MMR) on middle school students' understanding of science content and their use of MMR on a science unit test. Participants in this quasi-experimental study were seventh- and eighth-grade students enrolled in science courses taught by three different middle school science teachers. Half of the students received explicit instruction in MMR in addition to their regular science instruction; the other half received only regular science instruction. Ordinary least squares multiple regression analysis was used to determine the relationship between gain scores on unit assessments, whether students received explicit MMR instruction, and demographic variables. Additionally, regression analysis was used to examine how receiving explicit instruction in MMR and demographic variables predicted student use of MMR on the final test. These analyses indicated that receiving explicit instruction in MMR did not influence students' gain scores or use of MMR on a final test. However, Latinos and females used MMR more often than Whites and males, respectively, on the final test, even though these two groups of students did not use MMR more often on the first test. This suggests that Latinos and females may be placed at a disadvantage when compared to some of their peers by the bias towards using words that is present in the U.S. school system. This study also highlights challenges in creating instruments that assess student learning in MMR and difficulties in interpreting multimodal responses. Implications for classroom teachers and educational researchers are also discussed.