<p> Vid värdering av företag använder den professionella värderaren sig av olika värderingsmetoder för att fastställa ett värde på säljarens företag. Det är inte helt lätt att göra en bedömning då det kan variera hur mycket information som finns att grunda sin värdering på. Det kan även variera vilken metod som används beroende på vad förslags företag som skall värderas. Det går heller inte att få fram ett exakt värde utan det blir oftast ett intervallvärde som använd.Författarna kom fram till att en professionell företagsvärderare använder sig av två till tre olika värderingsmetoder vid värdering av onoterade företag. Det som avgör vilken metod som används är bland annat syftet med värderingen samt hur mycket information som erhålls av säljaren. Även köpare och säljare har undersökningsplikt respektive informationsplikt. Om detta sker ömsesidigt av båda sidor kommer förvärvet gå mycket lättare</p>

Vid värdering av företag använder den professionella värderaren sig av olika värderingsmetoder för att fastställa ett värde på säljarens företag. Det är inte helt lätt att göra en bedömning då det kan variera hur mycket information som finns att grunda sin värdering på. Det kan även variera vilken metod som används beroende på vad förslags företag som skall värderas. Det går heller inte att få fram ett exakt värde utan det blir oftast ett intervallvärde som använd.Författarna kom fram till att en professionell företagsvärderare använder sig av två till tre olika värderingsmetoder vid värdering av onoterade företag. Det som avgör vilken metod som används är bland annat syftet med värderingen samt hur mycket information som erhålls av säljaren. Även köpare och säljare har undersökningsplikt respektive informationsplikt. Om detta sker ömsesidigt av båda sidor kommer förvärvet gå mycket lättare

Kiekviena sporto šaka, kiekviena rungtis turi savo specifinius, išskirtinius komponentus, požymius, bruožus, kurie atskleidžia tikrąją vienos ar kitos sporto šakos, rungties prigimtį ir galimybes (Karoblis, 2002; Stonkus, 2000). Nesant tyrimų ir jų išvadų, kokiais būdais veiksmingai ugdyti žolės riedulininkių sportinį meistriškumą kyla svarbi mokslinė problema: Kokie pagrindinai veiksniai determinuoja žolės riedulininkių sportinį meistriškumą? Darbe formuluojama tyrimo hipotezė, kad žolės riedulininkių sportinį meistriškumą reikšmingai determinuoja kelios veiksnių grupės. Pirma grupė – pagrindinių fizinių ypatybių (greitumo, jėgos, ištvermės) lygis. Antra grupė – techniniai-žaidybiniai gebėjimai. Trečia grupė – pagrindin��s asmenybės psichinės ypatybės: labiausiai dėmesio apimtis bei motyvacija sportui ir aukštų rezultatų siekimas. Tyrimo tikslas – teoriškai pagrįsti ir empiriškai ištirti žolės riedulininkių sportinį meistriškumą determinuojančius veiksnius. Darbe atliktų tyrimo rezultatų pagrindu buvo formuluojamos kelios pagrindinės išvados: ����� Tirtų žolės riedulininkių amžius, sportavimo stažas, ūgio ir kūno masės rodikliai bei gyvybinė plaučių talpa neturėjo įtakos jų sportiniam meistriškumui. • Beveik visi žolės riedulininkių greitumo rodikliai, kurie buvo matuoti pasirinktais testais, reikšmingai koreliavo su žaidėjų sportiniu meistriškumu. Tik vienas parametras, t.y., judesių dažnio santykis tarp pirmųjų 10 ir paskutiniųjų 10 Tepingo testo sekundžių, neturėjo... [toliau žr. visą tekstą] / Every branch of sports, every event has its own specific, exclusive components, features, elements, which reveal the true nature and possibilities of one or another sport branch, event (Karoblis, 2002; Stonkus, 2000). In what way the mastership of sportswomen of field hockey should be trained as there are no any analyses or conclusions. The important scientific problem arises: what are the main factors determining sport mastership of sportswomen of field hockey? The research hypothesis, that several groups of factors determine the mastership of sportswomen of field hockey, is formulated in the work. The first group – the level of the main physical qualities (velocity, power, toughness). The second group – technical-playing abilities. The third group – main personal psychic features: mostly the comprehension of attention, motivation to sports and the ambition of high results. The aim of the work is to justify theoretically and examine empirically the factors determining sport mastership of sportswomen of field hockey. Several main conclusions were formulated according to the results of the performed research: • The age of examined sportswomen of field hockey, the sports experience, indexes of height and weight and vital capacity of lungs did not have any influence on their mastership. • Almost all velocity indexes, which were examined with certain tests, of sportswomen of field hockey, importantly correlated with sport mastership of players. Only one parameter, i.e. the... [to full text]

The teaching of mathematics frequently comes in the line of fire due to under achievement and a lack of critical thinking. Accordingly educationists and mathematicians continually seek ways to overcome this hurdle. Against this backdrop, this study attempts to determine if the acquiring of learning-functions will improve academic achievement as well as critical thinking in mathematics. By means of a literature study the nature and importance of learning-functions for the development of critical thinking skills and the improvement of academic achievement are highlighted. The literature shows that critical thinking skills such as reasoning, analysis, hypothesising, making of decisions and problem solving are important skills for the mastering of mathematics. The learning-functions decoding of knowledge, synthesis and integration of knowledge, comparison, application of knowledge, generating hypotheses and reflection have been identified as the learning-functions which can develop the necessary skills for the mastering of mathematics. As the research stems from a combined interpretivist-positivist paradigm, the researcher used a combined qualitative and quantitative study. As part of the qualitative research, observation has been used. For the quantitative research the true experimental research method with a post-test control group design was chosen. The focus was on the qualitative collection of data, supported by the quantitative data. Twenty-three first year education students, with mathematics as major subject were used for this study. By means of systematic random sampling the students were assigned, as participants to an experimental and a control group. During contact sessions the participants of the experimental group were subjected for a period of eight weeks to an intervention programme with the focus on guided learning of the learning - functions decoding of knowledge, synthesis and integration of knowledge, comparisons, application of knowledge, generation of hypotheses and reflection. The control group received normal classroom instruction with no focus on guided learning of learning - functions. With the implementation of the intervention programme the experimental group was observed with regard to their progressive development of the application of these learning - functions. To determine any signs of progressive improvement of achievement and critical thinking skills in the experimental group during the implementation of the intervention programme, class tests and assignments were completed. Both the experimental- and the control group wrote the same tests and completed the same assignments. The post -test was a final examination paper which was written after the completion of the intervention by both groups to determine to which extent achievement and critical thinking skills improved within the experimental group. It can be inferred from the results of the empirical research that the guided learning of the learning -functions decoding of knowledge, synthesis and integration of knowledge, comparison, application of knowledge, generating hypotheses and reflective thought in the course of teaching mathematics, appeared to have enhanced learners' academic achievement and critical thinking. From a combination of the prominent findings of the empirical research, together with the knowledge gained from the literature study, justified recommendations were made regarding the learning of learning -functions in order to promote critical thinking and achievement in the teaching of mathematics. / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2009.

This study was undertaken in an attempt to establish the cognitive development of student teachers and to determine the impact of Feuerstein's Instrumental Enrichment programme on the development and/or improvement of the cognitive skills of student teachers. A literature study was undertaken to highlight the importance and nature of thinking abilities necessary for learning, as well as the role of Feuerstein's Instrumental Enrichment programme in this regard. Explanatory mixed method research by means of testing, as well as a narrative analysis was employed. An empirical study with a pre-experimental research design in which intervention research was incorporated was conducted over a period of twelve weeks with twenty four second-year student teachers majoring in Mathematics. The students were randomly assigned to two groups. A pretest with the DAT-L test was administered to both groups to determine the extent of their thinking skills development. After the pre-test group 1 was exposed to intervention with the Feuerstein Instrumental Enrichment programme for a period of six weeks in an attempt to develop and/or improve thinking skills. After the intervention program group 1 was tested again with the DAT-L test in order to determine if the intervention programme had developed and/or improved thinking skills or not. After this, group 2 was exposed to intervention with the Feuerstein Instrumental Enrichment programme for a period of six weeks. After the six week period both groups were tested again with the DAT-L test to determine the impact of the intervention programme on the thinking skills of group 2 and to establish what happened to the thinking skills of group 1 during the period in which they were not exposed to the intervention. In support of the data gained through the test results, participants were requested to write up their perceptions of and experiences related to the Feuerstein Instrumental Enrichment programme in a narrative. The narratives were analysed and the results were utilized to support the data obtained with the quantitative study. Results indicated that room exists for improving the thinking skills of student teachers and that Feuerstein's Instrumental Enrichment programme possesses the latent potential to improve and develop thinking skills. The study is concluded with recommendations on how to develop and improve thinking skills. / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2009.

The teaching of mathematics frequently comes in the line of fire due to under achievement and a lack of critical thinking. Accordingly educationists and mathematicians continually seek ways to overcome this hurdle. Against this backdrop, this study attempts to determine if the acquiring of learning-functions will improve academic achievement as well as critical thinking in mathematics. By means of a literature study the nature and importance of learning-functions for the development of critical thinking skills and the improvement of academic achievement are highlighted. The literature shows that critical thinking skills such as reasoning, analysis, hypothesising, making of decisions and problem solving are important skills for the mastering of mathematics. The learning-functions decoding of knowledge, synthesis and integration of knowledge, comparison, application of knowledge, generating hypotheses and reflection have been identified as the learning-functions which can develop the necessary skills for the mastering of mathematics. As the research stems from a combined interpretivist-positivist paradigm, the researcher used a combined qualitative and quantitative study. As part of the qualitative research, observation has been used. For the quantitative research the true experimental research method with a post-test control group design was chosen. The focus was on the qualitative collection of data, supported by the quantitative data. Twenty-three first year education students, with mathematics as major subject were used for this study. By means of systematic random sampling the students were assigned, as participants to an experimental and a control group. During contact sessions the participants of the experimental group were subjected for a period of eight weeks to an intervention programme with the focus on guided learning of the learning - functions decoding of knowledge, synthesis and integration of knowledge, comparisons, application of knowledge, generation of hypotheses and reflection. The control group received normal classroom instruction with no focus on guided learning of learning - functions. With the implementation of the intervention programme the experimental group was observed with regard to their progressive development of the application of these learning - functions. To determine any signs of progressive improvement of achievement and critical thinking skills in the experimental group during the implementation of the intervention programme, class tests and assignments were completed. Both the experimental- and the control group wrote the same tests and completed the same assignments. The post -test was a final examination paper which was written after the completion of the intervention by both groups to determine to which extent achievement and critical thinking skills improved within the experimental group. It can be inferred from the results of the empirical research that the guided learning of the learning -functions decoding of knowledge, synthesis and integration of knowledge, comparison, application of knowledge, generating hypotheses and reflective thought in the course of teaching mathematics, appeared to have enhanced learners' academic achievement and critical thinking. From a combination of the prominent findings of the empirical research, together with the knowledge gained from the literature study, justified recommendations were made regarding the learning of learning -functions in order to promote critical thinking and achievement in the teaching of mathematics. / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2009.

This study was undertaken in an attempt to establish the cognitive development of student teachers and to determine the impact of Feuerstein's Instrumental Enrichment programme on the development and/or improvement of the cognitive skills of student teachers. A literature study was undertaken to highlight the importance and nature of thinking abilities necessary for learning, as well as the role of Feuerstein's Instrumental Enrichment programme in this regard. Explanatory mixed method research by means of testing, as well as a narrative analysis was employed. An empirical study with a pre-experimental research design in which intervention research was incorporated was conducted over a period of twelve weeks with twenty four second-year student teachers majoring in Mathematics. The students were randomly assigned to two groups. A pretest with the DAT-L test was administered to both groups to determine the extent of their thinking skills development. After the pre-test group 1 was exposed to intervention with the Feuerstein Instrumental Enrichment programme for a period of six weeks in an attempt to develop and/or improve thinking skills. After the intervention program group 1 was tested again with the DAT-L test in order to determine if the intervention programme had developed and/or improved thinking skills or not. After this, group 2 was exposed to intervention with the Feuerstein Instrumental Enrichment programme for a period of six weeks. After the six week period both groups were tested again with the DAT-L test to determine the impact of the intervention programme on the thinking skills of group 2 and to establish what happened to the thinking skills of group 1 during the period in which they were not exposed to the intervention. In support of the data gained through the test results, participants were requested to write up their perceptions of and experiences related to the Feuerstein Instrumental Enrichment programme in a narrative. The narratives were analysed and the results were utilized to support the data obtained with the quantitative study. Results indicated that room exists for improving the thinking skills of student teachers and that Feuerstein's Instrumental Enrichment programme possesses the latent potential to improve and develop thinking skills. The study is concluded with recommendations on how to develop and improve thinking skills. / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2009.

Soil water evaporation is a critical component of both the surface energy balance and the hydrologic cycle, coupling heat and water transfer between land and atmosphere. Bare-soil evaporation and plant-soil-atmospheric interactions are important components of the water balance, especially in semiarid and arid regions. Soil evaporation has been thoroughly studied during the past century, yielding many methods and models. However, none of the methods have adequately addressed the needs for in situ and real-time monitoring of soil evaporation. The objectives of this research project were to track soil water evaporation losses using two different methods: a heat pulse probe (HPP) array and a fully automated microlysimeter (FAML). The HPP consists of a heater needle and five thermistor needles; when rotated to an angle of 27.3° from a vertical orientation, it yielded temperature measurements every 3 mm within the soil profile. On the application of heat input to a resistance wire in the heater needle, the remaining thermistor needles measured the temperature response at a fixed distance of 6.5 mm from the heater. Results from our study demonstrate application of the sensible heat balance approach that provided reasonable estimates of subsurface evaporation rates. Inconsistencies due to the inability of the HPP to estimate evaporation rates in the near-surface "undetectable zone" are also reported in comparison to actual stage-2 evaporation based on the mass balance method. Additionally, deviations from the prescribed installation angle introduced errors when calculating the temperature gradient; hence, a vertical spacing algorithm was developed to resolve spacing errors. In the third chapter, a fully automated design is discussed based on the microlysimeter concept with the enhancement of an 8- cm deep lysimeter that was mounted on a 10 kg load cell for real-time monitoring diurnal evaporation rates from bare soil. The comparison with HYDRUS-1D simulation validated the FAML measured instantaneous evaporation rates with slight disparity toward the end of the experiment. Overall, this study shows two feasible methods for estimating real time evaporation rates in situ over prolonged periods with the aid of the HPP or the FAML. These tools can assist researchers with improved assessment of soil evaporation while taking into account proper correction methods.

The child is the reason for the school. He is the one for whom learning experiences are provided. Our understanding of the child as a growing individual and as a learner, his personality and his purposes and interests, supply the foundation for developing an effective educational program.

Chemoreceptor dimers mediate bacterial chemotaxis through receptor arrays that form complexes with CheW and the kinase CheA. Both kinase activity and the rate of receptor methylation have been observed to change with receptor density in the signaling complexes of an assembled system. Receptor dimers play a structural and functional important role during the signaling process. The dimer is an established unit of a functional receptor array, but the exact packing arrangement of dimers in the signaling array is not known in detail. Two different models of the packing arrangement have been proposed, based on crystal structures of receptor cytoplasmic fragments: the trimer of dimers and hedgerow models. Here, we determine the importance of CF dimer organization on density dependence of kinase activity, receptor methylation, and we probe CF trimer organization by site-directed TMEA cross-linking. CF dimers were prepared by site-directed cysteine disulfide bond formation to test for a possible monomer-dimer equilibrium process in the density-dependence of kinase activity in the vesicle-assembled system. We found that density transition observed for CF4E is similar for both reduced and disulfide-linked CF, indicating that the CF is organized as dimers even at lower densities. CheR-catalyzed methylation experiment revealed that disulfide-linked CF dimers in solution are insufficient for efficient methylation, assembly of the CFs on a vesicle surface is required. CF trimers were trapped by the trifunctional crosslinker TMEA, but only with vesicle assembled CFs. TMEA crosslinking occurred between residues that were expected to form trimer, but also those that were not. The results provide evidence that CF behavior is highly dynamic in maleimide crosslinking reaction which conducted on vesicle assembled system.