Our study deals with the concept of regional trade blocs or open borders (Nordic Region) and their impact on the Marketing Mix Strategies of the firm. The purpose of our study is to analyze the regionalization concept as company point of view and then its impact on the marketing mix strategies of a company operating in Nordic Region. To get the appropriate data for this, we studied a telecommunication company based in Norway and operating in Denmark and Sweden as well. We adopted the inductive approach and case study method, and our study is based on our research findings, on the basis of which we developed our own model. The model discusses certain variables and factors which influence the marketing mix decisions of the company. The study results show that company felt the reality of open market and trying to get the advantages of this opportunity by modifying or reorganizing its marketing mix strategies according to the open market conditions. Innovation and product development according to the customer demands in different markets forced the company to take attention about their product line and product components. Competition in local and regional market forced the company and they based their price strategy on competition so competition became a driving force for the company’s price strategy. Open borders gave a number of alternatives to position the products and Telenor is using different distribution channels which vary from market to market and country to country. Company adopted trans-border strategy for the easiness of their end consumers and used different brand names in different markets but with single logo at all.

Problem:The importance of purchasing is often neglected, and the possibilities for continuous improvements in order to reap advantages, such as cost reductions, are often overlooked. Furthermore, the subject of purchasing has not been explored to a large extent in academic research. Therefore, we found the subject to be of great interest and possibly containing opportunities for companies, including Saab Avitronics, to seize. Purpose:The purpose of the thesis is to present recommendations after evaluating the purchasing organization and strategies regarding the strategic purchases within Saab Avitronics, Sweden. Methodology:To receive a deeper understanding of the purchasing department, we found it necessary to use a qualitative method approach. Through a target-oriented selection we choose to do our empirical case study at Saab Avitronics. The empirical study consists of interviews with the selected respondents as well as written documents. Analysis:The analysis is structured according to the theoretical framework; purchasing, purchasing objectives, purchasing organization, purchasing process and purchasing strategies. Conclusions:The conclusions are the recommendations we have been able to suggest to Saab Avitronics in order to improve its purchasing function and increase the purchasing power. We find it appropriate for the business unit to rationalize and diversify its supply-base. Another recommendation is to remove the monetary range each purchaser can authorize purchases of.

Amputation affects men and women of all ages, classes, races and religions. The patients’ reactions are, however, entirely unique. This is a literature study comprising fourteen scientific articles which make up the results. The psychosocial effects of amputation can be daunting and considering the mountain of literature on the subject, it is therefore necessary to start by explaining some of the research on stress, crisis, and coping. Brief descriptions of Lazarus’s and Cullberg’s work have been selected to represent a sample of existing theories which have grappled with these psychosocial concepts. The purpose of this study is to describe the various coping strategies utilized by patients who have undergone amputation. The results consist of seventeen coping strategies which are divided up into five theme groups (positive coping, avoidance coping, social support, maladaptive coping, and religion). Evidence is provided which describes how the various coping strategies can actually manifest themselves in reality as witnessed by amputee patients. In conclusion, amputees use various coping strategies at different stages of recovery to deal with the trauma of their loss; these strategies can be observed and identified in both clinical and out-patient settings.

The complex nature of health care and medical educational organizations, their different primary goals (clinical service versus education), different organizational structures and the necessity for ensuring efficient and harmonious relationships between these two types of organizations create a challenging environment in which to provide effective medical education leadership. The calls for reform in both medical education and health care have added to these challenges.<p> The purpose of the study was to develop a framework of leadership for medical education and contribute to the literature on leadership in medical education, based on an analysis of the perceptions of key health education leaders in Saskatchewan medical education organizations at the national level in Canada.<p> The main objectives were the identification of core competencies, challenges and strategies for effectiveness in medical education with a focus on unique aspects of about leadership in the medical education setting. Multiple methods of data collection (individual interviews and an event study with components of focus groups interviews and short surveys) with subjects of varied backgrounds and at different levels of leadership in medical education were entailed in this study.<p> The data were collected over a period of 13 months (January, 2009 - February, 2010). The perceptions of 32 medical education leaders, stratified into first- (11), middle- (6) and senior-level (15) leadership positions, based upon the hierarchical position and the scope of the job, were obtained and analyzed. Quantitative data were analyzed through descriptive statistics. Qualitative data were analyzed for themes through content analysis.<p> The findings provide useful information on leadership competencies, challenges and effectiveness strategies in medical education. Leadership competencies included five domains including personal and interpersonal characteristics, skills for effective leadership, skills as an efficient manager, skills in medical education delivery, skills as a teacher and skills as a researcher. All leaders considered personal and interpersonal characteristics to be at the core of leadership; while skills in medical education delivery, and skills as a medical education teacher and researcher were considered least important. The senior-level leaders spent most of their time in activities requiring leadership functions (e.g., strategic planning and creating alignment) followed by activities requiring managerial skills (e.g., operational management). This distinction in the rank ordering of leadership and managerial skills was not obvious for the first- and middle-level leaders; however, most did indicate that they spent more of their time in roles requiring more managerial skills than leadership skills. Among the key competencies, essential at all levels, were effective communication and building and managing relationships. For the most part, the leadership skills were acquired informally with only a few leaders having undergone formal leadership training.<p> The leaders faced three types of challenges: personal and interpersonal challenges including effective time management and personal limitations; organizational challenges including those around structures and processes, organizational communication, personal and organizational relationships, creating engagement and alignment, managing culture and resistance and limited resources; and inter-organizational challenges including competing agendas and interests of stakeholders.<p> The context (societal needs, multiple stakeholders and health care reform), content (medical education delivery and calls for reform) and culture (e.g. professionalism, apprenticeship model of medical education, and the hidden curriculum) of medical education and inherent dualities and conflict require situated leadership skills and strategies. The main leadership theories and approaches helpful in practicing contextual leadership included transactional, transformational, and servant leadership. However, other theoretical approaches, such as moral leadership and learner-centered leadership were also useful. Effective leadership was considered to include personal and interpersonal strategies, strategies for becoming an efficient manager and strategies for practicing inspiring and effective leadership. Personal and interpersonal strategies included looking after self, seeking advice, consciously developing fortitude, allotting time for priorities and thinking and personal development. Becoming an efficient manager involved diligent delegation, appropriate organizational communication and managing priorities. Practicing inspiring leadership involved developing the structure and processes to achieve vision, providing hope, developing mutually valued relationships which were considered key to engagement, alignment, leading change and managing resistance, moving from power to process, using appropriate leadership styles, developing the art of leading change and managing resistance, proactively influencing culture and accomplishing the vision.<p> In conclusion, medical education leadership was perceived as requiring both effective leadership and efficient management. The practice of inspiring and effective leadership, however, appeared to be more an art requiring an alchemy of strategies than a simple matter of application.

Spelling is often a lightning rod in discussions on literacy. The general public, as well as educators, often judge the state of literacy by the occurrence of accurate, conventional spelling (Templeton & Morris, 1999). The purpose of this study was to reveal how students employ strategies in their spelling and how spelling strategies were being taught in their classrooms. This study also sought to uncover teachers, parents, and students perspectives and knowledge regarding spelling.<p>Case studies of six elementary school students were conducted. Each student was interviewed, along with their teachers and one of their parents. Students also filled out a self-reflection form. Students and teachers were observed in their classroom setting.<p>Findings indicated that students used a variety of strategies. The primary strategy articulated was sounding out; the better spellers also used analogy and visualization. Students knew and often used the strategies encouraged by their teachers and parents. The literature linked the processes of reading, spelling and writing. Most of the participants mentioned the connection between reading and spelling, but failed to recognize the importance of writing for spelling. A third finding was that the teachers had adopted new methods for teaching spelling but had not altered their role to provide for increased learning.<p> Implications for practice include suggestions for combined methods for teaching spelling, explicit teaching of strategies for all students, and teacher education that includes reflection and action (Ritchie & Wilson, 2000, p. 88).

In a large scale environment humans rely on their mental representations cognitive maps to solve navigational problems. To approach the understanding of how humans acquire, process, and utilize information from the environment, three groups of participants in this study performed several experiments associated with finding their way in a previously unknown environment. Experimental tasks included route retracing, pointing to previously visited locations, and a questionnaire regarding wayfinding strategies and cognitive map development. Each of three groups of participants was in one of three unique conditions: 1. learning and retracing with navigational landmarks indicating right and left turns at decision points; 2. during route retracing only generic landmarks were present at decision points (landmarks indicating left and right were present during learning but replaced during retracing); and 3. no landmarks were present during route retracing (landmarks indicating left and right were present during learning but removed before retracing started). Results supported the hypothesis that during the initial stages of visiting an unknown environment we build metric knowledge together with non-metric knowledge associated with the broad categories of landmark and route knowledge. In addition, the environment plays an important role in wayfinding performance and that characteristics of the environment contribute differently to the development of our cognitive map. Last but not least, the strategies humans use to solve wayfinding problems in a novel environment are not based on an individual type of environmental knowledge; in fact, we switch between different types of environmental knowledge when necessary. Shifting between strategies appears to be from more familiar environmental knowledge to less familiar knowledge. In particular, participants from group 3 (no landmarks during the retracing period) were more likely to walk off-route during retracing but exhibited more accurate metric knowledge of the environment. Based on the results of this experiment, they combined route- and survey-based strategies in wayfinding and switched from the most familiar knowledge to a less familiar strategy.

During the Second World War, more than 22,000 Japanese Canadians were interned to various locations throughout Canada. While more than 60 years have passed since these events, there remains limited research on the impact that this event had on this group of people. Using McCubbin and Patterson’s (1983) Double ABCX model of family stress and adaptation as a framework, this study used historical narratives of 69 Japanese Canadians to gain insight into a) how Japanese Canadians coped with the challenges associated with their internment, and b) what resources they used during this same time period. The analysis of the coping strategies was done using a modified version of existing measures of coping strategies (Folkman, Lazarus, Dunkel-Schetter, DeLongis, & Gruen, 1986; Suedfeld, Krell, Wiebe, & Steel, 1997), and the analysis of resources was done using an adjusted version of Rettig’s (1995) and Tucker and Rice’s (1985) resource classification list. There were no statistically significant differences between Japanese Canadian men and women in their coping strategy use, but that there were differences between the Issei (first generation) and Nisei (second generation). The Issei used Self Control, Positive Reappraisal, and Denail more than the Nisei, while the Nisei used Seeking Social Support more than the Issei. A strong relationship between coping and resources was found; a relationship that has often been assumed, but never tested. The findings from this study also provided additional support for the usefulness of using both narratives and the Double ABCX model in research.

Aquest estudi pretén examinar les estratègies i la producció oral d’aprenents d’anglès com a llengua estrangera en tres tasques comunicatives a l’aula. Els objectius van ser investigar: a) diferències entre les tasques en la producció oral d’aprenents de competència alta i baixa b) diferències entre les tasques en l’ús de les estratègies d’aprenents de competència alta i baixa c) diferències en la producció oral i l’ús de les estratègies entre els grups d’alta i baixa competència d) si les estratègies que els aprenents creuen que fan servir reflecteixen les estratègies que realment fan servir i e) fins a quin punt el qüestionari d’estratègies pot preveure la producció oral. En aquest estudi, hi van participar 48 estudiants universitaris catalans i espanyols amb un nivell de competència oral baix (N=24) i alt (N=24), a més a més de quatre nadius que van actuar com a punts de referència per a la producció oral. Els participants es van gravar en vídeo en parelles, fent les tres tasques: explicant una història en dibuixos (Picture Story), descrivint una obra d’art (Art Description) i omplint buits en la informació proporcionada (Information Gap). Les tasques es van fer en un espai de dues setmanes entre cadascuna. Immediatament després de cada tasca els aprenents van assenyalar les estratègies que havien percebut (PSU) en un qüestionari de 44 ítems (SQ). Una anàlisi factorial va agrupar PSU en cinc categories: les estratègies Interaccionals, Compensatòries, de Manteniment de flux de la conversa, Planificació i Avaluació, que es van utilitzar per a l’anàlisi de diferències en l’ús de les estratègies. Així mateix, una submostra dels grups d’alta (N=4) i baixa (N=4) competència van participar en sessions retrospectives per reflexionar sobre com van actuar durant les tasques. Entre les tres tasques, segons les proves Friedman-Wilcoxon, es van trobar diferències significatives en totes les mesures de producció oral, amb l'excepció de la velocitat de la parla, i l'autoreparació en el grup alt. La complexitat estructural va ser més alta en el Picture Story, la complexitat lexical va ser més alta en l'Art Description i la precisió i fluïdesa van ser més altes en l'Information Gap. Pel que fa a PSU, el 34% de les estratègies van ser diferents en el grup alt i el 9% en el grup baix. En el grup alt la majoria de les diferències van ser en les estratègies Interaccionals i Compensatòries, que es van utilitzar més en l'Information Gap. Entre els grups de competència baixa i alta, segons les proves Mann-Whitney, hi havia diferències significatives en la producció oral. La precisió, la complexitat lèxica, la complexitat estructural i la velocitat de la parla van ser constantment més altes en el grup alt a cada tasca. No obstant, hi havia poques diferències entre les altres mesures de fluïdesa (pauses llargues, repetició, reformulació i autocorreció). En el cas de PSU, hi havia poques (18% max.) diferències entre els grups de diferents competències en cadascuna de les tasques. En general, el grup baix feia servir unes quantes estratègies Compensatòries més. Per validar el qüestionari, el PSU va ser contrastat amb l’ús real de les estratègies (ASU) identificades en les actuacions en les tasques i en els comentaris durant les sessions retrospectives. Primer, el grup alt va ser constant a l’hora de concretar el nivell d’ús d’un 63% de les estratègies comparada amb un 48% en el grup baix. Segon, el grup alt va ser capaç de indicar les diferències en l’ús de les estratègies entre les tres tasques amb més precisió. No obstant, es van trobar més diferències en ASU entre les tasques que les indicades pels dos grups en PSU. Finalment, l’anàlisi de regressió múltiple de les cinc categories d’estratègies i les nou mesures de producció va mostrar que la SQ podria preveure moderadament la precisió (23%), la complexitat lexical (36%) i la velocitat de la parla (31%). Concretament, com més estratègies Compensatòries indicaven els aprenents, més baixa era la precisió, la complexitat lexical i la velocitat de la parla. Els resultats s’expliquen segons els mecanismes de processament de la parla i els trets cognitius i interaccionals de les tasques, i s‘arriba a les conclusions següents: a) l’ús de les estratègies i la producció oral es pot preveure a partir de les característiques de les tasques, b) la tasca influeix en l’ús de les estratègies més que la competència, c) és possible que no es vegin diferències en l’ús de les estratègies entre grups de diferentes competències perquè fan servir les mateixes estratègies però de maneres diferents, d) els qüestionaris sobre estratègies són indicadors moderats de l’ús real de les estratègies i e) la relació entre les estratègies i la producció oral és no-lineal. / Este estudio pretende examinar las estrategias y la producción oral de los estudiantes de inglés como lengua extranjera en tres tareas comunicativas en el aula. Los objetivos fueron investigar: a) diferencias entre las tareas en la producción oral tanto en estudiantes de competencia alta como baja b) diferencias entre el uso de las estrategias tanto en estudiantes de competencia alta como baja c) diferencias en la producción oral y el uso de las estrategias entre los grupos de competencia alta i baja d) si hay correspondencia entre las estrategias que creen que utilizan y las que realmente utilizan y e) hasta qué punto un cuestionario sobre las estrategias refleja la producción oral. En este estudio participaron una muestra de 48 estudiantes universitarios catalanes y españoles con competencia oral baja (N=24) y alta (N=24), además de 4 nativos que actuaron como puntos de referencia para la producción oral. Los participantes se grabaron en video por parejas, realizando tres tareas: explicando una historia en dibujos (Picture Story), describiendo una obra de arte (Art Description) y rellenando lagunas en la información proporcionada (Information Gap). Las tareas se realizaron dejando un periodo de dos semanas entre cada una. Inmediatamente después de cada tarea los estudiantes señalaron las estrategias que creyeron utilizar (PSU) en un cuestionario de 44 artículos (SQ). Un análisis factorial agrupó las estrategias en cinco categorías: Interaccionales, Compensatorias, Mantenimiento del flujo de la Conversación, Planificación y Evaluación, que se utilizó para analizar las diferencias en el uso de las estrategias. Así mismo, una submuestra de los grupos de competencia alta (N=4) y baja (N=4) participaron en sesiones retrospectivas para reflexionar sobre su actuación durante las tareas. Entre las tres tareas, de acuerdo con las pruebas Friedman-Wilcoxon, encontramos diferencias significativas en todas las medidas de producción oral, con la excepción de la velocidad de habla y la autocorrección en el grupo alto. La complejidad estructural fue más alta en el Picture Story, la complejidad léxica fue más alta en el Art Description y la precisión y la fluidez fueron más altas en el Information Gap. Por lo que se refiere a PSU, se encontraron diferencias en un 34% de las estrategias en el grup alto y un 9% en el grupo bajo. En el grupo alto, la mayoría de las diferencias se dieron en las estrategias Interaccionales y Compensatorias, más utilizadas en el Information Gap. Entre los grupos de competencia baja y alta, de acuerdo con las pruebas Mann-Whitney, hubo diferencias significativas en la producción oral. La precisión, la complejidad léxica, la complejidad estructural y la velocidad de habla fueron coherentemente más altas en el grupo alto en todas las tareas. No obstante, hubo pocas diferencias entre las otras medidas de fluidez (pausas largas, repetición, reformulación y autocorrección). En el caso de PSU, hubo pocas diferencias (18% max.) entre los grupos de diferente competencia en cada una de las tareas. En general, el grupo bajo utilizó unas cuantas estrategias Compensatorias más. Para validar el cuestionario se contrastó el PSU con el uso real de las estrategias (ASU), identificadas en las tareas y a partir de los comentarios durante las sesiones retrospectivas. Primero, el grupo alto concretó de forma precisa un 63% de las estrategias frente a un 48% en el caso del grupo bajo. Segundo, el grupo alto fue capaz de indicar con más precisión las diferencias de uso de las estrategias en cada una de las tres tareas. No obstante, encontramos más diferencias entre las tareas en ASU que las identificadas en el PSU por los dos grupos. Finalmente, el análisis de regresión múltiple de las cinco categorías de estrategias y las nueve medidas de producción indicó que la SQ podría predecir un 23 % de la precisión, 36% de la complejidad léxica y 31% de la velocidad de habla. A más estrategias Compensatorias, menor precisión y complejidad léxica y menor velocidad de habla. Los resultados se explican de acuerdo con los mecanismos de procesamiento de habla y los rasgos cognitivos e interaccionales de las tareas, y se llega a las conclusiones siguientes: a) el uso de las estrategias y la producción oral se puede predecir a partir de las características de las tareas, b) la tarea influye en el uso de las estrategias más que la competencia, c) es posible que no se reflejen las diferencias en el uso de las estrategias entre grupos de diferente competencia, debido a que, aunque utilizan las mismas estrategias, las utilizan de forma diferente, d) los cuestionarios sobre estrategias son indicadores moderados del uso real de las estrategias y e) la relación entre las estrategias y la producción oral es no-lineal. / This study sought to examine EFL learners’ strategies and spoken production on different types of oral communication tasks in the classroom. The objectives were to investigate: a) across-task differences in spoken production for high and low proficiency learners, b) across-task differences in strategy use for high and low proficiency learners, c) differences in both spoken production and strategy use between high and low proficiency groups, d) whether strategies learners perceived using reflected the strategies they actually used and e) to what extent a strategy questionnaire could predict spoken production. In this study 48 Catalan and Spanish undergraduates participated with low (N=24) and high (N=24) oral proficiency, as well as four native speakers who acted as benchmarks for spoken production. Participants were recorded on video in pairs performing three oral tasks: a Picture Story, an Art Description and an Information Gap. Tasks were carried out two weeks apart. Immediately after each task learners reported their perceived strategy use (PSU) on a 44–item strategy questionnaire (SQ). Factor analysis grouped PSU into five categories: Interactional, Compensation, Conversation flow maintenance, Planning and Evaluating strategies, which were used to analyze differences in strategy use. In addition, a sub-sample from the high (N=4) and low (N=4) proficiency groups participated in stimulated recall sessions to reflect on their task performance. Across the three tasks, according to Friedman-Wilcoxon tests, significant differences in all spoken production measures were found for both proficiency groups, except for speech rate, and self repair for the high group. Structural complexity was highest on the Picture Story, lexical complexity was highest on the Art Description and accuracy and fluency were highest on the Information Gap. As for PSU, 34% strategies differed for the high group compared to 9% for the low group. For the high group most differences were in Interactional and Compensation strategy use, which was higher on the Information Gap. Between low and high proficiency groups, according to Mann-Whitney tests, there were significant differences in spoken production. Accuracy, lexical complexity, structural complexity and speech rate were consistently higher for the high group on every task. However, there were few differences in other fluency measures (long pauses, repetition, reformulation and self- repair). As for PSU, there were few (18% max.) significant differences between proficiency groups on any one task. In general, the low group used a few more Compensation strategies. To validate the questionnaire PSU was contrasted with actual strategy use (ASU), identified in task performances and stimulated recall comments. Firstly, results showed that the high group were consistent in reporting 63% strategies compared to 48% for the low group. Secondly, the high group was able to gauge differences in strategy use across the tasks more accurately. However, more differences in ASU were found across tasks than identified by both groups as PSU. Finally, multiple regression analysis with the five strategy categories and nine production measures revealed that the SQ was a weak predictor of accuracy (23%), lexical complexity (36%) and speech rate (31%). In particular, the more Compensation strategies learners perceived using, the lower their accuracy, lexical complexity and speech rate. Results are discussed in terms of speech processing mechanisms and cognitive and interactional task features with the following conclusions: a) strategy use and spoken production can be predicted from task characteristics, b) task influences strategy use more than proficiency, c) differences in strategy use may not be observed between proficiency groups, because they may use the same strategies but in different ways, d) strategy questionnaires are moderate indicators of actual strategy use and e) the relationship between strategies and spoken production is non-linear.

Studien är en kvalitativ undersökning med syfte att se hur ett träningsuppehåll av högintensivt tränande personer hanteras utifrån bemästringsstrategier. En bemästringsstrategi beskrivs av tidigare studier som en process, ett sätt att hantera stress. Den tidigare forskningen kring bemästringsstrategier kopplat till träningsuppehåll är begränsad. För en ökad förståelse kring träningsuppehåll har även träningsmotivation och känslan av ett påtvingat träningsuppehåll undersökts där hypotesen varit att träningsuppehåll upplevs som stressande. Nio personer, som tränar tre till fyra gånger i veckan, har intervjuats. Intervjuerna har genomgått en deduktiv innehållsanalys, men med induktiva inslag. Hypotesen stämde, träningsuppehåll upplevdes som stressande av deltagarna. Resultaten visade att deltagarna använde bemästringsstrategier för att hantera ett träningsuppehåll. Resultaten visade även att bemästringsstrategier kunde relatera till varandra, att de kombinerades eller övergick till andra strategier. Resultaten gav stöd för tidigare forskning, att det finns aktiva och passiva bemästringsstrategier, samt att det går att anta att det finns effektiva eller ineffektiva bemästringsstrategier.

The focus of this paper is on university webpages and the translation of these. With the help of existing translation strategies, it aims to map out the strategies used in Swedish web pages in English with a focus on names and words/expressions for which there are no direct equivalents in English. The study shows that the most common strategies regarding the translation of names were translating word for word and using the nearest equivalent. Regarding language-specific expressions, the most common strategies were using cultural equivalents and reduction. Not surprisingly, additions in the text were most often matters of importance to an international audience, and the most common omissions were matters that only had a local interest.