Syftet med föreliggande studie är att undersöka om och isåfall hur lärare på språkintroduktionsprogrammet i sin undervisning stöttar flerspråkiga elevers interaktion på målspråket genom uppföljningar. Metoden för studien grundar sig i två modeller: Exchange Structure Model av Sinclair & Coulthard (1975) och interaktionell stöttning av Hammond & Gibbons (2005). Data samlades in i form av ljudinspelningar och klassrumsobservationer på språkintroduktionsprogrammet. Resultatet visar att läraren i interaktionen med flerspråkiga elever med begränsade språkliga kunskaper använder sig av stöttande drag genom kopplingar till tidigare erfarenheter, sammanfattningar, metakommentar, approprieringar, omformuleringar, antydande eliciteringar  och framåtriktningar. Undersökningens slutsatser är att uppföljningar kan stötta interaktionen på målspråket och att det kan vara viktigt att läraren för det flerspråkiga klassrummet hittar ett innehåll som är intresseväckade för eleverna.

The aim of this qualitative case study is to gain greater insight into the impact of online synchronous (chat) interaction on the learning process from a sociocultural constructivist perspective in the context of an online undergraduate unit. Given the sparse research on the effectiveness of chat interaction in supporting knowledge construction processes, few appropriate analytical methods available for examining educational chat discourse, together with the pedagogical imperative to determine the extent to which the real-time computer-mediated communication (CMC) mode satisfies student learning needs, this study fills the gaps in current research by examining the impact of chat interaction in facilitating participation, knowledge construction, and quality of online learning experience of two different online tutorial groups. Although the literature largely regards chat interaction as fragmented and characterized by interactional incoherence that disrupts the dialogic knowledge construction process, findings from this single-embedded case study of tutorial groups 1 and 4 (G1 and G4), involved in weekly critical discussions on set-readings over 11 weeks (one semester), show that chat interaction is more structured and complex than the literature suggests. This study utilizes a new methodological design that integrates discourse and social network analytical methods which are triangulated with self-reports of learning experiences from an online survey instrument. The application of a refined Exchange Structure Analysis coding instrument (Kneser, Pilkington, & Treasure-Jones, 2001) with social network analysis (Wasserman & Faust, 1994; Scott, 2000) to transcripts of chat interaction shows educational chat discourse to be coherent; reflecting the typical structure of pedagogical classroom exchanges. Findings from this study further establish that chat interaction enables participation opportunities in tutorial discussions which are valued as important, with variations in levels of participation within and between groups suggesting a pattern of active and peripheral participation which is not necessarily detrimental to learning. Chat interaction is also found to facilitate collaborative sharing of individual understandings and critical negotiation of meaning which are characteristic of the knowledge construction process, in the form of information-sharing and topic development phases in the exchanges of both groups. Although it is beyond the scope of this study to determine the exact form of knowledge constructed, individual and mutual appropriations of shared knowledge through chat interaction are reported by both groups. A between group comparison of available tutor scaffolding reveals consistently weak G1 tutor presence compared to strong G4 tutor support at the initial learning stages with gradual withdrawal of scaffolding over time. These results suggest differences in quality of online educational experiences which are confirmed by findings that compared to G1, G4 reported greater satisfaction with more chat tutorial factors; indicating an overall more positive, higher quality of experience with collaborative learning and group work processes afforded by the chat interaction. With its methodological design, instruments, and findings, this study contributes to existing knowledge on online interaction, advances on previous studies regarding impact of chat interaction on learning, and offers directions for future work in the fields of educational technology, linguistics, and group dynamics in educational social networks. When extrapolated to comparable cases, findings from this study could guide the pedagogical design of collaborative-constructivist learning activities that takes into account the role of chat interaction in the construction of learning conversations.

<p>Impact craters are formed when a large meteorite or comethits the Earth. At the impact a shock wave is released causingabundant fracturing in the surrounding bedrock. This type offracturing is intense and occurs throughout a very large volume(>100 km³) of the bedrock. Fractures of this type have beenobserved in deep drilling, to 5 km depth, in thePuchezh-Katunki Impact Crater. At theses depths the ambienttemperature is high. Thus impact structures are candidates forpotential heat-exchange sources for extraction of geothermalenergy.</p><p>There is a relation between fracture intensity and electricresistivity in bedrock predominated by impact-generatedfractures. In crystalline bedrock changes in electricresistivity is mainly due to fracturing which is the mainsource of porosity in these rocks. Electric resistivity methodsare highly sensitivity to porosity. Furthermore highfracture-intensities have generally been associated with lowelectric resistivity. Electro-magnetic methods like Very LowFrequency Resistivity (VLF-R) and Magnetotellurics (MT) canindirectly measure electric resistivity to relatively largedepths in the bedrock.</p><p>This study will quantify the relationship between fractureintensity and electric resistivity which can be used as aprospecting tool for geothermal energy resources at largedepth.</p><p>To meet that end, a method for fracture mapping on outcropsin Swedish terrain and a method to calculate thethree-dimensional fracture frequency from two-dimensionalfracture data has been developed. The fracture traces measuredin two dimensions on outcrops are assumed to represent avertical surface and must be converted to a three-dimensionalmeasure of the fracture frequency per unit volume. Spacing, dipand trace length of fractures have been accounted for. Thebiases associated with the mapping method have also beenaccounted for (II).</p><p>The correlation between impact-induced fracturing andelectric resistivity in crystalline rocks in the Lockne Areashows that the extent of impact fracturing in crystalline rockscan be measured with electro-magnetic or electric techniques.In addition the electric resistivity of crystalline basementand impact generated Tandsby Breccia from the Lockne Craterwere determined (I).</p><p>The relation between fracture frequency and electricresistivity in fresh water conditions using the VLF-R method isestablished from data collected from both two drill holes andfrom numerous outcrops in the Björkö region. Apreliminary quantification of the fracture frequency has beenmade. The MT resistivity models, related to the two drillholes, show that porosity and mineral-conductivity variationsof the bedrock affect this relation more than the salinityvariations in the bore-hole fluid. Further research is neededto establish a firm relation between fracture frequency,salinity of rock fluid, conductivity and porosity in order tovalidate the MT resistivity models (III).</p><p><b>Keywords:</b>Electric resistivity, Fracture frequency,Impact generated fractures, Electro-magnetic techniques, VLF-Rmethod, MT method, Window-mapping technique, Three-dimensionalfracture calculations, heat-exchange structure, geothermalenergy.</p>

The main question this master thesis wants to answer is how much from their disposable income the Czech households save and how do they use their savings on the capital market. The thesis analyse situation and trend of the Czech households saving rate, changings of the marginal saving rate and checks in which financial instruments the Czech households alocate their savings. The thesis also focus on comparison of the Czech households data with the foreign households especially with the German, the Belgium and the Britain households as well as with Visegrád group households. Middle part of the thesis contains a forecast of future progress, which is compared with the similar forecast from year 2006, as well as the relationship of the government and the household's savings rate and possibilities and impacts of its regulation.The thesis is finished with the conclusion which summarize the most important results.

Impact craters are formed when a large meteorite or comethits the Earth. At the impact a shock wave is released causingabundant fracturing in the surrounding bedrock. This type offracturing is intense and occurs throughout a very large volume(&gt;100 km3) of the bedrock. Fractures of this type have beenobserved in deep drilling, to 5 km depth, in thePuchezh-Katunki Impact Crater. At theses depths the ambienttemperature is high. Thus impact structures are candidates forpotential heat-exchange sources for extraction of geothermalenergy. There is a relation between fracture intensity and electricresistivity in bedrock predominated by impact-generatedfractures. In crystalline bedrock changes in electricresistivity is mainly due to fracturing which is the mainsource of porosity in these rocks. Electric resistivity methodsare highly sensitivity to porosity. Furthermore highfracture-intensities have generally been associated with lowelectric resistivity. Electro-magnetic methods like Very LowFrequency Resistivity (VLF-R) and Magnetotellurics (MT) canindirectly measure electric resistivity to relatively largedepths in the bedrock. This study will quantify the relationship between fractureintensity and electric resistivity which can be used as aprospecting tool for geothermal energy resources at largedepth. To meet that end, a method for fracture mapping on outcropsin Swedish terrain and a method to calculate thethree-dimensional fracture frequency from two-dimensionalfracture data has been developed. The fracture traces measuredin two dimensions on outcrops are assumed to represent avertical surface and must be converted to a three-dimensionalmeasure of the fracture frequency per unit volume. Spacing, dipand trace length of fractures have been accounted for. Thebiases associated with the mapping method have also beenaccounted for (II). The correlation between impact-induced fracturing andelectric resistivity in crystalline rocks in the Lockne Areashows that the extent of impact fracturing in crystalline rockscan be measured with electro-magnetic or electric techniques.In addition the electric resistivity of crystalline basementand impact generated Tandsby Breccia from the Lockne Craterwere determined (I). The relation between fracture frequency and electricresistivity in fresh water conditions using the VLF-R method isestablished from data collected from both two drill holes andfrom numerous outcrops in the Björkö region. Apreliminary quantification of the fracture frequency has beenmade. The MT resistivity models, related to the two drillholes, show that porosity and mineral-conductivity variationsof the bedrock affect this relation more than the salinityvariations in the bore-hole fluid. Further research is neededto establish a firm relation between fracture frequency,salinity of rock fluid, conductivity and porosity in order tovalidate the MT resistivity models (III). Keywords:Electric resistivity, Fracture frequency,Impact generated fractures, Electro-magnetic techniques, VLF-Rmethod, MT method, Window-mapping technique, Three-dimensionalfracture calculations, heat-exchange structure, geothermalenergy.