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Do not hope for the best, plan for the worst! : En studie kring Service Recovery vid två svenska företag samt en introduktion av en ny modell inom Service RecoveryWollner, David, Nilsson, Johan, Kocdemir, Özer January 2011 (has links)
Denna uppsats kretsar kring två företags återhämtningsarbete vid uppkomsten av respektive skandal. Vidare skapas en djupare förståelse för teorin Service Recovery's betydelse och användning i praktiken. De två fallen där skandaler inträffat är grundade dels i ICA:s köttfärsskandal och dels i IKEA:s fjäderplockningsskandal. Uppsatsen har en deduktiv ansats vilket innebär att uppsatsen utgår från befintliga teorier som sedan testas med det insamlade empiriska materialet. Den teoretiska referensramen innefattar främst Grönroos teorier kring Service Recovery och kompletteras med teorier så som Service Recovery Paradox, kundförväntningar, sociala medier och immateriell påverkan. Uppsatsens forskningsfrågor besvaras främst med hjälp av en fallstudie med två företagsanalyser samt med en enkätundersökning. Studien är av både kvalitativ och kvantitativ karaktär där kvalitativ data samlats in via en e-mail intervju med Ylva Magnusson vid IKEA, och kvantitativt via en enkätundersökning. Uppsatsen har resulterat i kännedom om hur de två företagen arbetat med att återfå kundförtroende. Uppsatsen har även gett författarna möjlighet att utveckla en ny modell av praktisk bemärkelse som behandlar processarbete inom Service Recovery.
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The influence of an hour-glass model of cooperative learning on the learning and achievement of grade 8 mathematics learners in crowded classrooms / Rantopo David SekaoSekao, Rantopo David January 2004 (has links)
Cooperative learning has emerged to be a preferred teaching-learning model in South
Africa since the inception of Curriculum 2005 (C2005) emphasising Outcomes-based
education (OBE). However, the documented success rate of cooperative learning in
mathematics was experienced in small group sizes (emanating h m small class size) of
about five learners. This study, therefore, aims at affording mathematics teachers and
learners of crowded classes an opportunity to effectively use cooperative learning, namely
the Hour-glass model in mathematics lessons. The prevalence of crowded classes in the
majority of South African schools seems to inhibit the effectiveness of cooperative
learning in mathematics. The big cooperative group size of about eight learners in South
African context results in very complex lines of communication between learners. The
teacher spends more time trying to manage off-task behaviour of learners instead of
engaging them in active participation in the learning of mathematics.
The combined quantitative and qualitative research methods were used. For the former,
the study orientation in mathematics (SOM) questionnaire and the mathematics academic
achievement test were used to collect data with regard to the influence of the Hour-glass
model on the learners' learning skills in mathematics, and on the mathematics academic
achievement respectively. A specific true experimental design, namely, the Solomon
Four-group design, was used because of a large sample size (n > 500), and its credited
ability to control the sources of threats to internal validity. For the latter the lesson
observation and interviews were conducted to collect information about the influence of
the Hour-glass model on learners' social skills during cooperative learning in
mathematics.
The groups that received the treatment (i.e. Hour-glass model) achieved higher scores of
practical significance in mathematics academic achievement test than the groups that did
not receive the treatment The Hour-glass model also yielded positive social skills among
learners during mathematics learning. The teachers who applied the Hour-glass model
revealed that they coped easier with crowded mathematics classes when using
cooperative small groups. However, the Hour-glass model did not significantly influence
learners' learning skills in mathematics. Certain logistical and administrative limitations
emerged with regard to the implementation of the Hour-glass model in the usual school
setting. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2004.
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The influence of an hour-glass model of cooperative learning on the learning and achievement of grade 8 mathematics learners in crowded classrooms / Rantopo David SekaoSekao, Rantopo David January 2004 (has links)
Cooperative learning has emerged to be a preferred teaching-learning model in South
Africa since the inception of Curriculum 2005 (C2005) emphasising Outcomes-based
education (OBE). However, the documented success rate of cooperative learning in
mathematics was experienced in small group sizes (emanating h m small class size) of
about five learners. This study, therefore, aims at affording mathematics teachers and
learners of crowded classes an opportunity to effectively use cooperative learning, namely
the Hour-glass model in mathematics lessons. The prevalence of crowded classes in the
majority of South African schools seems to inhibit the effectiveness of cooperative
learning in mathematics. The big cooperative group size of about eight learners in South
African context results in very complex lines of communication between learners. The
teacher spends more time trying to manage off-task behaviour of learners instead of
engaging them in active participation in the learning of mathematics.
The combined quantitative and qualitative research methods were used. For the former,
the study orientation in mathematics (SOM) questionnaire and the mathematics academic
achievement test were used to collect data with regard to the influence of the Hour-glass
model on the learners' learning skills in mathematics, and on the mathematics academic
achievement respectively. A specific true experimental design, namely, the Solomon
Four-group design, was used because of a large sample size (n > 500), and its credited
ability to control the sources of threats to internal validity. For the latter the lesson
observation and interviews were conducted to collect information about the influence of
the Hour-glass model on learners' social skills during cooperative learning in
mathematics.
The groups that received the treatment (i.e. Hour-glass model) achieved higher scores of
practical significance in mathematics academic achievement test than the groups that did
not receive the treatment The Hour-glass model also yielded positive social skills among
learners during mathematics learning. The teachers who applied the Hour-glass model
revealed that they coped easier with crowded mathematics classes when using
cooperative small groups. However, the Hour-glass model did not significantly influence
learners' learning skills in mathematics. Certain logistical and administrative limitations
emerged with regard to the implementation of the Hour-glass model in the usual school
setting. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2004.
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Multi-filament yarns testing for textile-reinforced concrete / Multi-filament yarns testing for textile-reinforced concreteKaděrová, Jana January 2012 (has links)
The scope of the presented master thesis was the experimental study of multi-filament yarns made of AR-glass and used for textile-reinforced concrete. The behavior under the tensile loading was investigated by laboratory tests. A high number of yarn specimens (over 300) of six different lengths (from 1 cm to 74 cm) was tested to obtain statistically significant data which were subsequently corrected and statistically processed. The numerical model of the multi-filament bundle was studied and applied for prediction of the yarn performance and for later results interpretation. The model of n parallel filaments describes the behavior of a bundle with varying parameters representing different sources of disorder of the response and provides the qualitative information about the influence of their randomization on the overall bundle response. The aim of the carried experiment was to validate the model presumptions and to identify the model parameters to fit the real load-displacement curves. Unfortunately, due to unsuccessful correction of measured displacements devalued by additional non-linear contribution of the unstiff experiment device the load-displacement diagrams were not applicable to model parameters identification. The statistical evaluation was carried only for the maximal load values and the effect of the specimen size (length) on its strength was demonstrated. The size effect curve did not exclude the existence of spatial correlation of material mechanical properties modifying the classical statistical Weibull theory.
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