<p>Aim: The aim of this essay is to study the communication strategy that the company SATS developed before taking over the company e2. The following questions are to be answered: - what was the planned communication strategy before taking over the company e2? - did SATS follow their original plan when implementing this strategy? – Which strengths and weaknesses of the communication strategy can be identified based on opinions of the employees?</p><p>Material/Method: Together with literature and document studies, a qualitative method has been used and seven personal interviews have been conducted. One informant was selected due to professional position; the other six respondents were former employees of the affected company e2.</p><p>Main results: The main results from the study show that the company SATS did in fact follow their plan very accurately with only some minor changes such as an earlier started education program and exclusion of an initially planned evaluation activity. Communication about the takeover of e2 to employees was quick and clear. This can be seen as strength of the strategy. The employees were positive to all of the activities that involved personal contact and face to face meetings. However the employees were negative to the limited possibilities for contribution of opinions and also to the lack of a thorough evaluation of the communication activities.</p>

Aim: The aim of this essay is to study the communication strategy that the company SATS developed before taking over the company e2. The following questions are to be answered: - what was the planned communication strategy before taking over the company e2? - did SATS follow their original plan when implementing this strategy? – Which strengths and weaknesses of the communication strategy can be identified based on opinions of the employees? Material/Method: Together with literature and document studies, a qualitative method has been used and seven personal interviews have been conducted. One informant was selected due to professional position; the other six respondents were former employees of the affected company e2. Main results: The main results from the study show that the company SATS did in fact follow their plan very accurately with only some minor changes such as an earlier started education program and exclusion of an initially planned evaluation activity. Communication about the takeover of e2 to employees was quick and clear. This can be seen as strength of the strategy. The employees were positive to all of the activities that involved personal contact and face to face meetings. However the employees were negative to the limited possibilities for contribution of opinions and also to the lack of a thorough evaluation of the communication activities.

De stora och etablerade gymkedjorna verkar på en marknad som kännetecknas av att vara mogen och som under de senaste åren blivit utsatt för en ökad konkurrens. Den ökade konkurrensen utgörs utav de nyetablerade lågpriskedjorna. Strukturer med höga omkostnader gör de etablerande svårföränderliga till en sänkning av pris till samma nivå som de nyetablerade. De måste därmed skapa mervärde exempelvis genom personal och service i form utav intern marknadsföring. Studiens syfte är att analysera och undersöka intern marknadsföring mellan ledning och personal och dess påverkan på kundlojalitet och långsiktig överlevnad för ett stort, etablerat träningsföretag. För att belysa problemformuleringen användes en gapanalys för att undersöka eventuella gap mellan ledning, personal och kunder. De teorier som har använts är indelade i teoriområdena kommunikation, motivation samt involvering. Det företag som valts att hjälpa är den marknadsledande gymkedjan Sats. Studiens resultat visar på att det inte finns något gap varken mellan Sats ledning och personal eller mellan företag och kunder. Via intern kommunikation, utbildningar och belöningssystem skapas utbildad och motiverad personal. Resultatet påvisar att Sats kunder prioriterar personal och service vid val av gym och anser att detta uppfylls. De undersökta konkurrenterna bedriver ej intern marknadsföring utan fokuserar på pris. Slutsatsen är att Sats bör fortsätta sitt arbete med intern marknadsföring för att skapa kundlojalitet och långsiktig överlevnad. Förslag på vidare forskning är exempelvis att studera andra faktorer inom intern marknadsföring som affärsidé, mål och vision.

The aim of this study is to investigate where and why the fitness clubs, Sats and Friskis &amp; Svettis in Stockholms county, choose to locate their facilities in certain places and which their primarily targetgroups are. Furthermore, the aim is to gain knowledge of people’s health status in areas where the facilities are located, in order to see if they are located where exercise is most needed. Interviews were conducted with members of the fitness clubs but also with non members, i.e. people who lived in areas with an absence of fitness facilities. Further interviews have been made with managers of the fitness clubs and with two political representatives. The other methods were mapping of the facilities inrelationship to different variables in ArcGIS and field observations. The results of this study show thatthe facilities are mostly located in the central of Stockholm and places where income levels,population density and amount of people working in an area are high. The facilities can also be foundwhere there are large flows of people, for example near commercial centers such as shopping malls.The fitness clubs do not primarily focus on establishing any facilities in places where exercise is mostneeded. The target groups for Friskis &amp; Svettis were both younger and older people and those who wanted to pay a low membership fee while Sats target groups were people aged between 20-50 years and were willing to pay a high price for a membership. Based on price for a membership, availability and what the clubs offers, some people may get excluded from Sats and Friskis &amp; Svettis. Those people mostly live in low status areas and if they eventually would become members of the clubs it would require cheap prices, culture-specific exercise forms and better proximity between the residenceand the facility. Finally, since both the fitness clubs and the political representative’s claims that people everywhere should have the possibility to exercise regardless of their income level and so on, there should be a better interaction between all the actors in order for the clubs to be available to allthe people.

The Small Aircraft Transportation System (SATS) is a partnership between the FAA, the NASA, US aviation companies, universities and state and local aviation officials. The purpose of SATS is to develop a system to handle future increase in Air Traffic, reduce time-travel, develop automation in Air Traffic Control (ATC) and make better use of small aircraft and underused airports. The Smart Landing Facility (SLF) is an important part of the program. The SLF is a small airport upgraded with equipment to support SATS aircraft. Among the SLF equipment, SATS needs new detection equipment, and eventually automation. This thesis investigates different techniques to avoid data collision in aircraft radar responses, and to reduce delays between landings and take offs. First, the paper shows how and when the radar receiver can separate two overlapped radar responses. Second, to avoid transponders responses overlapping, requirements in terms of aircraft safety distance are computed, different conflicts in air traffic around the SLF are examined and a solution is proposed for each case. And finally, the thesis investigates how far SATS can go in developing an automatic ATC system and what the role of future human operator will be in ATC. / Master of Science

Gromov's theorem on finitely generated groups of polynomial growth is one of the cornerstones of geometric group theory. It has seen many applications and has immense importance within its realm. However, the early proofs of Gromov's theorem were based on deep results and were practically unsuitable for teaching. Recently, a new family of proofs have been published, potentially providing new ways to learn and teach Gromov's theorem. In this Master's thesis, we aim to provide an expository introduction to Gromov's theorem and its proofs.  We will first explore a brief theoretical overview of geometric group theory, which will include a proof of a theorem of Bass-Guivarc'h. We will then give a detailed account of an elementary proof of Gromov's theorem for groups of sub-polynomial growth, which was originally outlined by Tao in a blog post. The main contribution we make in this thesis is providing a significant amount of additional detail, bridging the gaps, and providing theoretical clarifications to all the steps in this proof. Finally, we will present some applications of Gromov's theorem. / Gromovs sats om ändligt genererade grupper med polynomiell tillväxt är en av grundpelarna inom geometrisk gruppteori. Satsen har sett många tillämpningar och har enorm betydelse inom sitt område. Dock baserades de tidiga bevisen för Gromovs sats på djupa resultat och var praktiskt taget olämpliga för undervisning. Nyligen har en ny familj av bevis publicerats, vilket potentiellt ger nya sätt att lära sig och undervisa Gromovs sats. I denna uppsats syftar vi till att ge en förklarande introduktion till Gromovs sats och dess bevis. Först ges en kort teoretisk översikt över geometrisk gruppteori, vilket kommer att inkludera ett bevis av en sats av Bass-Guivarc'h. Sedan ger vi en detaljerad redogörelse för ett elementärt bevis av Gromovs sats om grupper med sub-polynomiell tillväxt, vilket ursprungligen beskrevs av Tao i en bloggpost. Det huvudsakliga bidraget vi gör i denna uppsats är att tillhandahålla en betydande mängd ytterliga detaljer, och att ge teoretiska förtydliganden i alla steg i detta bevis. Slutligen presenterar vi några tillämpningar av Gromovs sats.

The Turán problem is a fundamental problem in extremal graph theory. It asks what the maximum number of edges a given graph G can have, not containing some forbidden graph H, and is solved using the Turán number ex(n,H), density π(H) and graph Tr(n). Turán's theorem tells us that the Turán graph Tr(n) is the largest Kr+1-free simple graph on n vertices. This paper is an overview of Turán problems for cliques Kn, hypercubes Qn and Hamming graphs H(s,d). We end it by proving a new result we call "the layer theorem", solving the Hamming-Turán problem using a method of creating layers of vertices in a graph. This theorem gives a lower bound for the Hamming-relative Turán density as follows: <img src="http://www.diva-portal.org/cgi-bin/mimetex.cgi?%5Cpi_%7Bs,d%7D(%5Cmathcal%7BH%7D_%7Bs,d%7D,F)%20%5Cgeq%201%20-%20%5Cdfrac%7Bf+g%7D%7B%7C%7CH(s,d)%7C%7C%7D" /> where <img src="http://www.diva-portal.org/cgi-bin/mimetex.cgi?f%20=%20%5Cbinom%7Bs%7D%7B2%7D%5Cleft(1-%5Cdfrac%7Br-2%7D%7Br-1%7D%5Cright)ds%5E%7Bd-1%7D%20%5Ctext%7B%20and%20%7D%20g%20=%20%5Csum_%7Bi=1%7D%5E%7Bn/(t-1)%7D%20(d-i(t-1))(s-1)%5E%7Bi(t-1)+1%7D%5Cbinom%7Bd%7D%7Bi(t-1)%7D" /> for the forbidden graph F stretching over t layers and r = χ(F). / Turán-problemet är det fundamentala problemet inom extremal grafteori. Det ställer frågan vad det maximala antalet kanter en given graf G kan ha utan att innehålla någon förbjuden graf H, och löses med hjälp av Turán-talet ex(n,H), -densiteten π(H) and -grafen Tr(n). Turáns sats säger oss att Turán-grafen Tr(n) är den största Kr+1-fria enkla grafen på n hörn. Denna uppsats är en överblick av Turán-problem i klickar Kn, hyperkuber Qn och Hamming-grafer H(s,d). Vi avslutar den med att bevisa ett nytt resultat som vi kallar "lagersatsen", vilket löser Hamming-Turán-problemet med hjälp av en metod som skapar lager av hörnen i en graf. Lagersatsen ger en undre gräns för den Hamming-relativa Turán-densiteten enligt följande: <img src="http://www.diva-portal.org/cgi-bin/mimetex.cgi?%5Cpi_%7Bs,d%7D(%5Cmathcal%7BH%7D_%7Bs,d%7D,F)%20%5Cgeq%201%20-%20%5Cdfrac%7Bf+g%7D%7B%7C%7CH(s,d)%7C%7C%7D" /> där <img src="http://www.diva-portal.org/cgi-bin/mimetex.cgi?f%20=%20%5Cbinom%7Bs%7D%7B2%7D%5Cleft(1-%5Cdfrac%7Br-2%7D%7Br-1%7D%5Cright)ds%5E%7Bd-1%7D%20%5Ctext%7B%20and%20%7D%20g%20=%20%5Csum_%7Bi=1%7D%5E%7Bn/(t-1)%7D%20(d-i(t-1))(s-1)%5E%7Bi(t-1)+1%7D%5Cbinom%7Bd%7D%7Bi(t-1)%7D" /> för den förbjudna grafen F som sträcker sig över t lager samt r = χ(F).

Practice of mathematical proof increase the understanding of mathematics anddevelop creativity skills, problem solving, communication, logical thinking andreasoning which are all important tools not only within the subject of mathematicsbut also important tools for the society in which we are living. The aim of this projectwas to investigate whether it is accurate that proof and proving has a subordinate rolein mathematic education in the upper secondary school in Sweden. This was done byconstructing of a digital survey that was sent to approximately 100 practicingmathematics teachers in a normal size city located in the middle of Sweden. Theresults of the survey show that the teachers consider themselves comfortable withtheir own skills in teaching proof. Paradoxically, the results also show that there is alack of teaching of proof and proving in the upper secondary school, although the newcurriculum puts more focus on proof and proving. / Matematiska bevis ger eleven en ökad förståelse för matematiken och utvecklarförmågor som kreativitet, problemlösning, kommunikation, logiskt tänkande ochresonemang, vilka alla är viktiga även utanför matematiken och för det samhälle vilever i. Syftet med detta arbete var att undersöka om det stämmer att bevis ochbevisföring har en underordnad roll i matematikundervisningen i den svenskagymnasieskolan vilket gjordes med hjälp av en enkät som skickades digitalt till cirka100 gymnasiematematiklärare i en medelstor stad i Mellansverige. Det visade sig attlärarna själva anser sig tillräckligt kunniga för att undervisa i bevis men det förefallerinte som att undervisningen är tillräcklig trots att dagens läroplaner sätter bevis istörre fokus än tidigare.

Syftet med uppsatsen är att fördjupa förståelsen för hur läromedel i svenska på gymnasienivå kan bidra till kontext för grammatikundervisningen. Utifrån denna kontext undersöks tre tröskelbegrepp inom grammatiken, d.v.s. områden som särskilt verkar vålla svårigheter, nämligen svårigheter i 1) att skilja mellan språklig form, funktion och betydelse, 2) att avgränsa fraser och satser och 3) att skilja mellan linjära och hierarkiska dimensioner i språket.Materialet består av sex läroböcker riktade mot kursen svenska 2 på gymnasiet och materialet analyseras som en helhet genom kvalitativ innehållsanalys.Resultaten visar att materialet ger en splittrad bild av grammatikundervisningens Vad och Varför genom att flera grammatiska synsätt och motiv för grammatikundervisningen skrivs fram. Däremot råder det i högre grad samstämmighet i hur materialet behandlar grammatikens Hur genom att materialet i huvudsak föreslår formaliserade övningar och uppgifter.Sammantaget verkar tröskelbegreppen i stora drag behandlas på liknande sätt i de olika läroböckerna, närmare bestämt genom ett strukturalistiskt angreppssätt. Därutöver behandlas de dels utifrån ett bildningsmotiv och dels utifrån motivet att det, för eleverna, är av vikt att kunna analysera, beskriva och undersöka språket. Tillvägagångssättet är, även här, i huvudsak formaliserat.Slutligen går det att konstatera att materialet behandlar samtliga tröskelbegrepp och att de dessutom, av läroboksförfattarna, verkar förstås som just tröskelbegrepp. Vidare behandlar materialet både skillnader mellan form, funktion och betydelse samt avgränsning av fraser och satser. Däremot behandlas språkets linjära och hierarkiska dimensioner endast undantagsvis och fram träder en bild av språket som primärt linjärt.

‘Tell me and I'll forget. Show me, and I may not remember. Involve me, and I'll understand.’ (Chinese proverb) Why is it that children in Year 6 have the ability to construct stories independently, yet at the start of Year 7 the same children have difficulties recalling this knowledge and understanding? Transfer from primary to secondary education has been widely debated for a number of decades. Despite this, Evans et al.’s (2010) evaluation of transition concluded that for over 20% of transferring children, the process remains problematic, leading to inconsistent progress, both academically and socially. Transition research has focused significantly on process and procedures, accumulating data from a wealth of stakeholders, but largely neglecting the voice of the child experiencing this process. My research centres on the child, documenting their learning journey through their transition from primary to secondary school. Galton et al (1999b) identify three elements supporting a child’s continuation of learning post- transfer: enthusiasm for learning; confidence in themselves as learners; and a sense of achievement and purpose. A significant contribution to these qualities is the socio- constructivist view that ‘talk drives learning.’ Clear differences in progress, learning and teaching are contained within the microsystems of classroom life. Therefore, to deepen understanding of contexts of transition it is essential to focus research on language and relationships within such systems. Bronfenbrenner’s bio-ecological framework (1979) provides a basis for an analysis of the contribution of microsystem relationships and sub- cultures to the social matrix of different and progressive classroom environments. My research used an exploratory multi-case study approach (Merriam, 1988a; Yin, 2009). Three distinct models of transfer were identified and examined in depth. Within each of these cases, the learning of a group of children was observed and key points discussed with them throughout the transition process. Therefore, my research explored transition in the broadest sense, through the child’s experiences. The research moved beyond myth and procedures in order to understand the tools a child needs to transfer into secondary school to ensure sustainable progress and enjoyment of learning. Each of the cases had their own model of transfer. The first, Case1, considered children transferring from the more ‘traditional’ primary school into a ‘secondary’ school. In the second, Case 2, children transferred within an ‘all-through’ school within the same building. The third, Case 3, operated within the experience of Case 2, but transferred from their primary setting into the all-through school (the same school as Case 2). The study expected Case 2 as being the best model of transfer and provider of seamless progression of learning for children in Years 6 and 7. However, each model had case-dependent issues that affect a child’s progress within the wider contexts of transition. As a result, the study acknowledged the impact of previous research and further considered this study’s impact on learning in meso and microsystems. Three main, associated arose across the case studies. The first considered teacher provision during the transition period identifying: • the importance of learning roles and relationships between the child and their teacher, and the child and their peers. • structures of accountability generated by Statutory Assessment Tests (SATs). Within a culture of test-based curriculum structures, the study discusses the impact on children’s learning within continual testing and reporting frameworks. It does not discourage the importance of developing basic skills, but considers the purpose of continually tracking and monitoring children throughout their transition period. The importance of standardised test scores is questioned, as these routines are not followed through post-SATs. • children encouraged to participate in new learning routines and contexts. However, the study identifies an absence of sufficient communication between schools that diminishes consistency of learning opportunities during transfer. In addition, the study highlights differing definitions of independent learning between individual school and classroom contexts. The second considered barriers to the continuous development of independent learning. It further identified the distorting influence of SATs, firstly on a child’s development of independent learning, and secondly, on differences of definition between primary and secondary contexts. It suggested that skills recognised in independent learning are situated within almost singular contexts of primary school. When transferring to secondary school, there is an increased challenge for children to transfer these skills into multifarious contexts. Finally, the study identified the differing challenges of language demands on a child’s continuous learning, specifically • inconsistencies of curriculum terminology between primary and destination schools. • differing language clusters that children develop during group work. I observed that these clusters were transferred within each independent learning activity, but were not recognised in the analysis of my secondary classroom observations. This raised the issue of teacher expectations, questioning whether on transfer teachers expect all children to be classified as ‘workers’, rather than consultant, leader, engineer or technician within group and learning activities. • the role of ‘strong’ and ‘weak’ learning relationships between effective partnerships of ‘novice’ and ‘expert’, concluding that weak novice-to-novice relationships affected the continuity of learning. Findings common across all three cases exposed wider implications for transition. These were compared to the ORACLE studies (Galton et al, 1999b; Hargreaves and Galton, 2002). Recommendations offered were to: • ensure the continuity of learning progression, • promote active participation in learning, • improve the quality of children’s work during the transition period.