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MMP-Degradable Biosensors: Applications in Drug Delivery and Personalized MedicineDeshmukh, Ameya January 2020 (has links)
No description available.
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Uttrycksformernas potential : En intervjustudie om hur multimodala arbetssätt kan differentiera lågstadieundervisningen / The potential of expressions : An interview study about how multimodal practices can differentiate instruction in primary schoolGabrielsson, Joanna January 2023 (has links)
Föreliggande intervjustudie undersöker kopplingen mellan multimodala arbetssätt och differentierad undervisning, för att utreda huruvida multimodala arbetssätt kan användas för att möta alla elever i läs- och skrivundervisningen utan att exkludera. Syftet är att bidra med kunskap om multimodal differentierad läs- och skrivundervisning som möjliggör att alla elever möts, kan lära samt utveckla kunskap. Frågeställningarna som besvaras är: Hur beskriver lärare att differentierad undervisning möjliggörs? Vilka möjligheter och hinder för elevernas språk- och kunskapsutveckling identifierar lärarna i den beskriva undervisningen? Det teoretiska ramverket grundas i forskningsområdet kring multimodalitet, differentierad undervisning samt språk- och kunskapsutvecklande arbetssätt. Dessutom nyttjas en teoretisk modell avseende läspraktiker för att diskutera studiens resultat. Materialet samlades in genom kvalitativa semistrukturerade intervjuer och analyserades genom tematisk analys. Resultatet indikerar att möjligheterna med multimodala arbetssätt är att begripliggöra innehåll och bearbeta samt fördjupa innehåll för att stötta språk- och kunskapsutveckling i gemensamma sammanhang. Det senare kan medföra att den tidiga läs- och skrivundervisningen blir differentierad, eftersom fler elever får möjlighet att förstå, lära och delta. Samtidigt framkommer hinder i form av att undervisningen eventuellt upplevs oregelbunden, blir för intrycksrik för en del elever, förlorar sammanhanget eller kan få elever att undvika utmaningar ifall de själva får välja vilken uttrycksform de ska använda. / This interview study examines the relation between multimodal practices and differentiated instruction, to investigate if multimodal practices could offer a way to meet all students, without exclusion during literacy instruction. The aim is to contribute with knowledge about multimodal differentiated literacy instruction which meets all students, helps them to learn and develop knowledge. The research questions that will be answered are: How do teachers describe that differentiated instruction is made possible? What possibilities and obstacles for students’ language and knowledge development are identified by the teachers? The theoretical frame is based on the research area of multimodality, differentiated instruction, and to scaffold language and knowledge development. Moreover, a theoretical model about reading practices is used to discuss the result of the study. The material was gathered through qualitative semi-structured interviews and the analyzed through thematic analysis. The result shows that possibilities with multimodal practice include making teaching content more understandable together with opportunities of processing and deepening it to support language and knowledge development within a context. The later can contribute to make early literacy instruction differentiated, because more students get a chance to understand, learn and participate. Although, obstacles appear since instruction might come across as irregular, contain too much stimulus, lose context or students might avoid challenges if they choose what form of expression to use. Read more
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"Jag är också lite gammalmodig" : En kvalitativ studie om lärares uppfattning av multimodalt lärande med lärplattan i differentierad undervisning i ämnet svenska i årskurs F-3. / "Im also a bit old-fashioned" : A qualitative study on teachers´perception of multimodal learning with the learning tablet in differentiated teaching in the subject of Swedish in preschool and grades 1-3.Pettersson, Julia January 2023 (has links)
Syftet med denna studie är att bidra med kunskap om hur multimodalt lärande med lärplattan kan användas i svenskundervisningen för att skapa en differentierad undervisning som ett medel för att möta elevers behov. Syftet besvaras genom kvalitativ metod och semistrukturerade intervjuer av fem lärare som är verksamma i grundskolan F-3. Det insamlade materialet genom intervjuerna har analyserats i form av kategoriseringar, kodningar samt tolkningar. Sociokulturellt perspektiv är studiens teoretiska utgångspunkt. I resultatet beskrivs det att lärare har olika tankar kring multimodalt lärande med lärplattan i svenskundervisning för att skapa en differentierad undervisning som medel för att möta elevers behov. Däremot har majoriteten av lärarna övervägande positiv inställning. Fördelar är att det med olika medel går att genomföra en differentierad undervisning med lärplattan genom olika applikationer. Detta i sin tur beskriver lärarna ger eleverna ökad motivation och de orkar lägga mer tid på sina texter och bearbetning av dem. De slutsatser som framgår är att lärarna ser multimodalt lärande med lärplattan i svenskundervisning för att skapa differentierad undervisning som en fördel. Däremot framgår det att det ska finnas en variation mellan digitalt och analogt arbetssätt, detta för att skapa en undervisning som når alla. / The purpose of this study is to contribute with knowledge about how multimodal learning with the learning tablet can be used in teaching in Swedish to create a differentiated teaching as a means to meet students' needs. The purpose is answered through qualitative methods and semi-structured interviews of five teachers who works in primary school F-3. The material collected through the interviews has been analyzed in the form of categorizations, coding and interpretations. Sociocultural theory is the study's theoretical starting point. In the results, it is described that teachers have different thoughts about multimodal learning with the learning tablet in Swedish teaching to create a differentiated teaching as a means to meet students' needs. However, the majority of teachers have a predominantly positive attitude. Advantages are that with different means it is possible to carry out differentiated teaching with the learning tablet through different applications. This, in turn, the teachers describe, gives the students increased motivation and they are able to spend more time on their texts and processing them. The conclusions that emerge are that the teachers see multimodal learning with the learning board in Swedish teaching to create differentiated teaching as an advantage. On the other hand, it appears that there must be a variation between digital and analogue working methods, this in order to create teaching that reaches everyone. Read more
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Дифференцированный подход к развитию скоростных качеств у футболистов на этапе углубленной специализации : магистерская диссертация / Differentiated approach to development of speed abilities in soccer players in the stage of in-depth specializationКрасильников, В. Н., Krasilnikov, V. N. January 2019 (has links)
The aim of the study was to create and justify recommendations for differentiated development of speed abilities in young soccer players during in-depth specialization stage. We studied methods of estimation of speed abilities in soccer players, evaluated and analyzed speed abilities in young soccer players and elaborated recommendations on their differentiated development. Novelty of the idea is the separation of speed abilities into 9 manifestations for further development: speed of simple visual-motor reaction, speed of complex visual-motor reaction, speed of single movement, frequency of movement, speed of entire movement action, single explosive effort, start acceleration, distant speed (speed endurance), braking speed. Practical outcome is elaboration of set of exercise for differentiated development of speed abilities in young soccer players during in-depth specialization stage. Separate exercise complex was invented for each type of speed ability. These exercises may be used during the whole training process of soccer players. / Целью исследования является обоснование и разработка рекомендаций по дифференцированному развитию скоростных качеств у юных футболистов на этапе углубленной специализации. В результате исследования были изучены методики определения скоростных качеств у футболистов, проведена оценка скоростных качеств, анализ результатов и разработка рекомендаций по их дифференцированному развитию. Новизна исследования заключается в разделении скоростных качеств на девять проявлений для дифференцированного развития: скорость простой зрительно-моторной реакции, скорость сложной зрительно-моторной реакции, скорость одиночного движения, частота (темп) движений, скорость целостного двигательного действия, однократное проявление концентрированного взрывного усилия, стартовый разгон, дистанционная скорость (скоростная выносливость), скорость торможения (скорость остановки движения). Практическая значимость работы заключается в разработке комплекса упражнений с использованием различных средств и методов для дифференцированного развития скоростных качеств у футболистов на этапе углубленной специализации. Для каждого проявления скоростных качеств разработан свой комплекс упражнений. Данные упражнения можно использовать как в специальном микроцикле, направленном на развитие скоростных качеств, так и в повседневной тренировочной деятельности. Read more
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Tarnishing the Taj Mahal: Self-Concepts of Adult Children of Hoarders and Norms of Cleanliness and OrderNiehaus, Laura M. 28 May 2015 (has links)
No description available.
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ON-DEMAND MEDIUM ACCESS IN HETEROGENEOUS MULTIHOP WIRELESS NETWORKSJAIN, VIVEK 02 July 2007 (has links)
No description available.
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The Contextual, Academic, and Socio-Cultural Factors Influencing Kindergarten Students’ Mathematical Literacy DevelopmentMather, Mary K. January 2004 (has links)
No description available.
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A Savory Stew: Text Differentiation in a Middle School Immigration UnitDredger, Mary Kathleen 06 September 2011 (has links)
The goal of this case study of a mindful literacy teacher in a middle school social studies class was to describe the nature of one teacher's differentiated text choices in one seven week unit. The participant was nominated by an administrator, a district supervisor, a university professor, and the researcher based on characteristics of mindful literacy instruction. Classroom observations and teacher interviews described four differentiated text events: an historical fiction novel unit; primary source oral histories; expository non-fiction articles; and picture books, magazines, and an anthology set. Interview transcripts were coded using constant comparative analysis and revealed the teacher's belief in stories, student choice, her resistance to standardized testing, and her own teaching confidence and activist spirit. The discussion addresses the teacher's effectiveness in the areas of collaboration with students, the assignment of varied and plentiful texts, the expectation of high achievement for herself and students; and her effective management of the differentiated texts in the classroom. The researcher also concluded that this teacher did not have the expertise to diagnose or remediate basic reading deficits but her disposition in seeing herself as a reading teacher, challenging mandated curricula, and working to offer appropriate choices for all of her students supported her decision to offer differentiated text choices. / Ph. D. Read more
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Age-differentiated leadership and recovery-promoting work designKemter, Anne Carolin 05 December 2024 (has links)
The ongoing shift in demographics, marked by declining birth and mortality rates and a shrinking qualified workforce, necessitates that organizations promote health, motivation, organizational commitment, and workability to maintain (older) employees (Chand & Tung, 2014; He et al., 2016; Hertel & Zacher, 2018; Ilmarinen & Tempel, 2002; United Nations Department of Economic and Social Affairs: Population Division, 2022). Thus, the probability of age-diverse teams and the share of older employees in organizations rises (Hertel & Zacher, 2018; Wegge & Schmidt, 2015). While this development can favor employee performance and health (Hertel & Zacher, 2018), managing an age-diverse workforce poses severe challenges for organizations, including suitable ergonomic and personnel measures (Beier, 2015; Deller et al., 2008; Hertel & Zacher, 2018). However, age-diverse teams can negatively impact health and performance if appropriate techniques are not implemented (Joshi & Roh, 2009; van Dijk et al., 2012), such as age-differentiated leadership (Jungmann & Wegge, 2023; J. Wegge et al., 2012). Moreover, the Job-Demand Resources theory (Bakker & Demerouti, 2017; Bakker et al., 2023) describes how demands and resources can affect exhaustion and work motivation. Supervisors may influence these demands and resources on several pathways, such as designing work, performing as a buffer for demands, and acting as a resource for employees, promoting job crafting, and hindering self-undermining (Tummers & Bakker, 2021). In addition, recovery as a self-regulation technique poses another critical factor in the JD-R model (Bakker & de Vries, 2021; Dolce et al., 2020).
This dissertation aims to contribute a scientific-based and empirical-examined training approach to improve supervisors' general and age-differentiated leadership behavior as well as the recovery (behavior) of employees and supervisors in various field settings. Furthermore, it adds to training research regarding different contents, target groups, and methods. Studies 1 and 2 had the goal of promoting age-differentiated leadership and positive age-diversity mindsets. However, the age-differentiated training programs used in these studies varied in terms of the target group (large-scale vs. small-scale, one organization vs. various organizations), methods used (web-based vs. face-to-face, trainer vs. no trainer), and length of the training (one-and-a-half vs. two-and-a-half-days vs. required amount to complete the training within 42 weeks).
Study 1 was aimed at training supervisors of small- and medium-sized enterprises. The study consisted of Study 1A, which was a one-and-a-half-day face-to-face training (Supervisor sample: N = 74 (warm-up), N = 68 (one-day-training) and N = 47 (booster), subordinates: N = 366 (pre-measurement), N = 115 (post-measurement), N = 55 (matching pre-post measurements), and Study 1B, which was a self-guided web-based training (supervisors: N = 44 (matching pre-post measurement), subordinates: N = 57 (matching pre-post measurements). Based on the beneficial results of Study 1A that displayed, for an example, self-reported increase in subjective knowledge of the training topics, age-differentiated leadership, and age-diversity appreciation, the web-based training was developed. The web-based training also indicated a self-reported increase in subjective knowledge, age-differentiated leadership and age-diversity appreciation. Furthermore, assessments of employees of the trained supervisors showed beneficial tendencies. Based on the supervisor's assessment, several team interaction processes (e.g., team reflexivity) significantly increased, including innovation and team reflection. Thus, findings supported enhanced performance through age-differentiated leadership. Unfortunately, the results were not replicated on the employee or the team level. Nevertheless, non-significant increases in overall age-differentiated leadership and goal-setting were also detected at these levels of analysis. Regarding health, employees also showed non-significant beneficial tendencies. The comparison between the web-based and the face-to-face training yielded no significant differences. However, the web-based version displayed a stronger non-significant increase regarding the measured outcomes (e.g., age-differentiated leadership, age-diversity appreciation).
Study 2 conveyed age-differentiated leadership and a positive age-diversity mindset within a two-and-a-half-day training program in a large-scale car manufacturing company. The longitudinal study involved 123 supervisors, and over 800 employees in 90 teams at each of the three measurement times (t1:989, t2: 838, t3: 937). It also looked into the correlation between age-differentiated leadership and break behavior, recovery experiences, and absenteeism. Results indicated a significant self-reported and externally assessed (individual employee level) increase in age-differentiated leadership in the training group compared to the waiting-control group. Effects for age-diversity appreciation and team interaction processes (team identification, conflicts) were not significant. Nevertheless, the training group displayed a more beneficial development. The latter beneficial effects were only detected for innovation on the individual employee level. The study also confirmed the association between age-differentiated leadership with break behavior, recovery after breaks, and recovery behavior. It also supported the expected negative association between age-differentiated leadership and absenteeism.
Study 3 investigated a new web-based training for improving break behavior at work and recovery behavior after work in the care sector (N = 17 (pre-post comparison), N = 9 pre- follow-up comparison) over three times of measurement. The training content was derived from a literature review, interviews with care experts, and workshops with care professionals. Supervisors and employees were investigated as one group. Recovery behavior, including recovery planning and behavior, significantly increased. Similarly, a significant improvement in overall recovery experience was detected. In addition, training had a significant positive effect (decrease) on the need for recovery and burnout.
Training is a promising approach to improving age-differentiated leadership and recovery in organizations and, consequently, health and performance. In addition, the dissertation extended findings of age-differentiated leadership towards additional sectors (e.g., car manufacturing), perspectives (individual, team, and supervisor) SMEs, and associations with recovery and absenteeism. It also showed that training could deliver age-differentiated leadership and recovery. Furthermore, the dissertation fulfilled Bell et al. (2017)`s request for further comparison between web-based and face-to-face training programs, while also incorporating the web-based attendance (adherence perspective). With respect to the JD-R model underlying the tested hypotheses in the three studies it can be concluded that both age-differentiated leadership and recovery can be integrated into this framework. Moreover, an association between these two added components was confirmed. Future research should investigate this interaction in more detail. In addition, training is an approach to improving these components. Read more
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Differentierad undervisning inom SVA-undervisning på språkintroduktionen och vuxenutbildning: möjligheter och utmaningarBjörnelund, Iveta, Matushkina, Lina January 2024 (has links)
No description available.
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