<p>The aim of this thesis is to find out how ordinary teachers work with students with ADHD / DAMP. The questions I’ve asked are, what tools are there at school to guide children with ADHD / DAMP in addition to diagnosis and the problems that teachers usually encounter when dealing with children that are thought to have ADHD / DAMP? The empirical answers indicate, that the contact with parents is of great importance, and that the teacher comes to have a clear framework and structure in the classroom. These findings tie in to the neuropsychological approach, which is based on the neuropsychological research. The ecological perspective that looks at the overall picture of the interaction between the student and the environment and the psycho-pedagogical strategy in which, among other uses behavioral modification as a tool, for instance by highlighting the positive behaviors and documents. "ADHD in the class" is a common problem and says that between one in four to one in eight persons over twenty years of age sought psychiatric help. The method to find this out, has been through semi-structured interviews, which means that I am using the same template, but after every interview I have made the assessment in order to move on to the interviewee's line and ask supplementary questions to make it as natural as possible and to minimize the risk to stop in the middle of the argument.</p>

The aim of this thesis is to find out how ordinary teachers work with students with ADHD / DAMP. The questions I’ve asked are, what tools are there at school to guide children with ADHD / DAMP in addition to diagnosis and the problems that teachers usually encounter when dealing with children that are thought to have ADHD / DAMP? The empirical answers indicate, that the contact with parents is of great importance, and that the teacher comes to have a clear framework and structure in the classroom. These findings tie in to the neuropsychological approach, which is based on the neuropsychological research. The ecological perspective that looks at the overall picture of the interaction between the student and the environment and the psycho-pedagogical strategy in which, among other uses behavioral modification as a tool, for instance by highlighting the positive behaviors and documents. "ADHD in the class" is a common problem and says that between one in four to one in eight persons over twenty years of age sought psychiatric help. The method to find this out, has been through semi-structured interviews, which means that I am using the same template, but after every interview I have made the assessment in order to move on to the interviewee's line and ask supplementary questions to make it as natural as possible and to minimize the risk to stop in the middle of the argument.

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<p>Establishing an axis of cell polarity is central to cell motility, tissue morphogenesis, and cell proliferation. A highly conserved group of polarity regulators is responsible for organizing a wide variety of polarized morphologies. One of the most widely expressed polarity regulators is the Rho-type GTPase Cdc42. In response to cell cycle cues the budding yeast <italic>Saccharomyces cerevisiae</italic> polarizes Cdc42p to a discrete site on the cell periphery. GTP-Cdc42p recruits a number of effectors that aid in the organization of a polarized actin cytoskeleton. The polarized actin cytoskeleton acts as tracks to facilitate the delivery of the secretory vesicles that will grow the bud, an essential process for an organism that proliferates by budding. We have employed treatment with the actin depolymerizing drugs Latrunculin A and B as well as high-speed timelapse microscopy of fluorescently labeled polarity proteins to characterize the assembly of the incipient bud site. </p><p>Often, ensuring that only a single axis of polarity is established is as important as generating asymmetry in the cell. Even in the absence of positional cues dictating the direction of polarization, many cells are still able to self-organize and establish one, and only one, polarity axis through a process termed symmetry breaking. Symmetry breaking is thought to employ positive feedback to amplify stochastic fluctuations in protein concentration into a larger asymmetry. To test whether singularity could be guaranteed by the amplification mechanism we re-wired yeast to employ a synthetic positive feedback mechanism. The re-wired cells could establish polarity, however they occasionally made two buds simultaneously, suggesting that singularity is guaranteed by the amplification mechanism.</p> / Dissertation

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The work presented in this dissertation can be grouped around three major themes. The first theme relates to risk, the second theme relates to asset pricing, whereas the third theme relates to serial correlation of asset returns. The three chapters of this dissertation investigate these themes Chapter Two analyses the behavior over time of market risk, aggregate idiosyncratic risk and correlations in portfolio of Taiwan listing stocks and studied pattern of aggregate correlation between the 3 most important Taiwan stock index and Taiwan value-weighted index. We find (1) Idiosyncratic risk is trended upwards; (2) The conditional stock returns correlation process is asymmetric. The implication of our finding is (1) It takes more stocks to achieve a given level of diversification; (2) Diversification strategies perform poorly in bear markets. Chapter Three investigates the role of the asset co-skewness and conditioning information in asset pricing. First, I estimate long-run predictive regressions of asset returns to test whether aggregate idiosyncratic risk is a price factor of industrial returns. Then I use data on Taiwan 19 industry portfolios to fit various assets pricing models. I find (1) the cross-sectional ctional correlation between 2 i £] (the gamma coefficient from the 3M-CAPM equation) and 3 i ϕ (the interaction coefficient from the CCAPM equation) is positive and fairly large. (2) The firm-level volatility is a good proxy for cay as conditioning information variable. (3) The gamma coefficient can pick up the extent of beta co-vary with the market wide excess-return over the business cycle. (4)among 19 industrial returns, the 2 industrial returns can be explained by 3M-CAPM; the 7 industrial returns can be explained by CCAPM; the 5 industrial returns can be explained by 3M-CAPM+CCAPM, Others can¡¦t be explained by either of three models. Chapter Four examines the impact of positive feedback trading behavior of the investors on the short-term dynamics of return for four Taiwan index futures contracts by utilizing the framework of the model developed by Sentana & Wadhwani(1992). Use of the Asymmetric Nonlinear Smooth Transition GARCH Model demonstrates that positive feedback trading of investors is the main determinant of short-term dynamics of return for Taiwan index futures contracts. Moreover, it shows that positive trading is more intense during market declines than it is during market advances due to extensive use of spot-loss trading for investors. Finally it is shown that the sophisticated professional investors intend to take positive feedback trades wave so that they lead to increase positive feedback trading in Taiwan index futures since the government opened the enterprises for managed futures.

The work presented in this dissertation can be grouped around two major themes. The first theme relates to the asset allocation and the second theme relates to risk management. In Chapter Three, we investigate the dynamics of foreign exchange and stock returns based on an extended version of Sentana and Wadhwani (1992) model. This study is mainly driven by the wish to explain two major stylized facts that puzzled the older models. We find evidence to support that only intertemporal variation in the foreign exchange risk premium can be explained by time¡Vvarying covariance priced risk factors. Furthermore, we also find that the first order autocorrelation of both foreign exchange and stock market returns in Taiwan is negatively related to the level of conditional volatility and covariance. This time-varying nature of the serial correlation pattern is consistent with our model where some traders follow feedback strategies. The three nested asset pricing models with four models of conditional second moments are strongly rejected. We conclude that our extended Sentana and Wadhwani model is more adequate in explaining the dynamics of foreign exchange and stock markets. In Chapter Four, we investigate the risk management of futures market and spot market returns. There is widespread evidence that the volatility of stock returns display an asymmetric response to good and bad news. This paper attempted and found the asymmetric behavior co-existence in spot as well as future markets. By using the Asymmetric Dynamic Model (ADC) proposed by Kroner and Ng (1998), we estimated the conditional covariance matrix asymmetric and calculated dynamic optimal hedge ratios. With the help of that asymmetric model, our ¡§out of sample¡¨ dynamic hedging strategy out-performed that of normally dynamic hedging strategies. However, while taking the transaction costs into consideration, the performance was even worse than that of the static strategy.

Bus interfaces keep getting faster and thus requiring designers to build custom physical fabrics that are able to delay clock and(or) data, on their transmitter and receivers, in order to properly receive and send data with enough setup and hold times. Delay locked loops (DLLs) have become fundamental building blocks that address such problems. Not only are they present in physical layers in integrated circuits but they also solve the problem of VLSI systems that suffer from clock skew and jitter. This report focuses on the implementation of a standard DLL and three different voltage controlled delay topologies. The different topologies are designed and compared for metrics such as linearity, delay range, and sensitivity to power supply. / text

Organisationspsykologi kan ibland upplevas allt för problemorienterad med stort fokus på just problem och konflikter i organisationer. Det finns dock en inriktning på de förhållanden och processer som bidrar till att människor, grupper och organisationer kan frodas och fungera optimalt. Denna studie syftade därför till att undersöka eventuella samband mellan positiv feedback, self-efficacy, locus of control och socialt stöd. Datainsamlingen genomfördes med ett webbaserat frågeformulär bestående av en av författarna konstruerad skala avseende att mäta positiv feedback. Vidare användes Work Locus of Control Scale, General Self-Efficacy Scale och subskalan Socialt Stöd ur QPS Nordic. Respondenterna i undersökningen var anställda vid tre grundskolor i en medelstor stad i mellansverige. Studien omfattade 58 deltagare varav 47 kvinnor och 11 män. Stickprovet var representativt för populationen enligt jämförelse med kommunens personalstatistik. Resultatet av denna studie visade att det fanns samband mellan positiv feedback och self-efficacy samt intern locus of control. Resultatet tydde på att positiv feedback spelade en signifikant roll i en arbetskontext. Positiv feedback är därför en variabel att beakta vid studier av arbetstillfredsställelse och arbetsprestation. / Organizational psychology can sometimes appear too problem-oriented emphasizing only the problems and conflicts within organizations. Though there is some focus on studying of the relationships and processes that contributes to people, groups and organizations working well. The purpose of this study was so to explore possible relationships between positive feedback, self-efficacy, locus of control and social support. Data was collected through a web-based questionnaire. The scales that were used were Work Locus of Control Scale, General Self-Efficacy Scale and the Social Support subscale from QPS Nordic. To measure positive feedback the authors constructed a scale specifically for the task. The participants of this study were employees at three different elementary schools in a middle-sized town in Sweden. The sample size was 58 persons (47 women and 11 men). The result of this study showed significant correlations between positive feedback, self-efficacy and locus of control. Conclusions made from the result are that positive feedback plays a significant role in the workplace and is a variable to consider for further investigation.

The purpose of this paper was to investigate how teachers work to lead and motivate high-performing students, and how these students were defined. The method used was qualitative, more specifically an interview, which was then analyzed with a thematic analysis. Six teachers participated in the survey, and what emerged was that high-performing students were often ambitious, structured and social students. High performing students were also characterized by the fact that they needed challenges, attention and positive feedback on their performances, otherwise they ran a risk of not performing. Structure was also important for the teachers themselves, that they had a goal when teaching and a way of achieving that goal. The most important thing for students, to perform as well as possible, is that they are secure in themselves, get attention, have high ambitions and clear objectives. This increases their self-esteem and their chances of getting a higher grade increases. Self-esteem also depends on which subject you are governed by. If success motive predominates, you put up high, but realistic, goals and pick up positive experiences to enhance your self-image, while if you are controlled by avoiding defeat, you try to avoid risks by setting low goals. It is also important that the desire does not take the upper hand, because of the risk of students burning themselves out. In many cases the resources and priority goes to those who have it more difficult in school, but resources are also needed for high-performing students, otherwise there is a risk that they might lose interest and motivation.