Thesis (MScEng (Electrical and Electronic Engineering))--University of Stellenbosch, 2005. / In RF power transistor characterisation, the designer is confronted with low impedance measurements (typically from 1 Ohm to 12 Ohm). These transistors are contained in metal-ceramic packages of which the lead widths vary with power capability. This thesis presents a high-quality fixture design with low impedance TRL calibration standards for characterisation of an LDMOS transistor. Pre-matching networks are used to transform to the low impedance environment. Since these pre-matching networks are independent of the termination impedance, the low impedance port can always be designed to comply with the same dimension as the device which is being measured.

Bakgrund: Suicid är en självdestruktiv handling som leder till döden och är oftast en konsekvens av ett ohanterbart lidande. Bedömning av suicidrisk utgör en betydande del av den psykiatriska omvårdnaden som både ställer krav och är en stor stressfaktor för sjuksköterskan. Syfte: Syftet med studien var att identifiera och syntetisera sjuksköterskors erfarenheter av att bedöma suicidrisk inom psykiatrisk vård. Metod: En kvalitativ studie med en metaetnografisk design av Noblit och Hare (1988). Resultat: I studien framkom huvudmetaforen Livräddande arbete utan flytväst på stormiga hav som symboliserar sjuksköterskans roll och förutsättningar i arbetet med att bedöma suicidrisk. Sjuksköterskor ansåg att bedömning av suicidrisk gav dem en känsla av ansvar för personens liv. Syntetiseringen genererade temat Balansera mellan ytterligheter med tre subteman Autonomi kontra Begränsningar, Transparens kontra Distans och Magkänsla kontra Bedömningsinstrument samt temat Härbärgera känslor med tre subteman Bära ansvaret, Ha ryggen fri och Söka stöd och bekräftelse. Slutsats: Sjuksköterskor inom psykiatrisk vård behöver stöd i arbetet med suicidnära personer och bedömningar av suicidrisk. Tid och möjlighet till reflektion är viktigt för sjuksköterskans hantering av de känslor som arbetet med suicidnära personer medför. Förslag till klinisk tillämpning är att införa tydliga rutiner gällande stöd i omvårdnadsarbetet samt regelbunden avsatt tid för reflektion. / Background: Suicide is a self-destructive act that leads to death and is usually a consequence of a suffering the person has not been able to handle. Suicide risk assessment constitutes a significant part of psychiatric care, which both place demands and is a major stress factor for the psychiatric nurse. Aim: The purpose of the study was to identify and synthesize psychiatric nurses' experiences of assessing suicide risk. Method: A qualitive study with a Meta ethnographic design by Noblit and Hare (1988). Results: The study revealed the main metaphor Life-saving work without a life jacket on stormy seas that symbolizes the nurse’s role and conditions in the work of assessing suicide risk. Nurses felt that assessing suicide risk gave them a sense of responsibility for the person’s life. The synthesis generated the theme Balancing between extremes with the three subthemes Autonomy versus Limitations, Transparency versus Distance and Gut feeling versus Assessment instruments and the theme Harboring emotions with the three subthemes Bear the responsibility, Cover your back and Seek support and affirmation. Conclusion: Nurses in psychiatric care need support. There´s a need for clinical supervision and scheduled time for self-reflection so the nurse can be able to handle the feelings working with assessing suicide risk may trigger. Suggestions for clinical application include introducing clear routines regarding support at work and regular time set aside for reflection.

This is a qualitative actions research study of pre school teachers’ reflections about their choices and actions. The qualitative actions research study is combined with semistructured interviews, mind map-conversations and a videocamera in order to bring awareness about the pedagogs actions. The theory i use to analys the results is poststructural discourse. The aim is to understand and investigate how and if teachers in preschool change their analyses and reflections practice, during their action research process. Another purpose, during this process, is to understand how the pre school teachers reflect and value their knowledge in the context of their profession and practice. The questions i aim to answer are:1. In which ways does the action research process change the pre school teachers reflectionspractice?2. How do the pre school teachers reflect upon and value their knowledge about their profession within their practice?The conclusion is that action research, semistructured interviews, mind map- conversations and the observered material from the videocamera led the preschool teachers to develop at their own pace, and from their own problemed based questions and thoughts. They go from a structure view on the pedagogical practice to a subjective self evaluation view, where change is possible and their own knowledge about their profession becomes visible.

Indiana University-Purdue University Indianapolis (IUPUI) / This paper is a study of the dynamics of a new family of maps from the complex plane to itself, which we call twisted tent maps. A twisted tent map is a complex generalization of a real tent map. The action of this map can be visualized as the complex scaling of the plane followed by folding the plane once. Most of the time, scaling by a complex number will \twist" the plane, hence the name. The "folding" both breaks analyticity (and even smoothness) and leads to interesting dynamics ranging from easily understood and highly geometric behavior to chaotic behavior and fractals.

No description available.

Information system, ERP, IS selection, analysis, risk.

With the proliferation of 21st century educational technologies, science teaching and learning with digitally acclimatized learners in secondary science education can be realized through an online Science-Technology-Society-Environment (STSE)-based issues approach. STSE-based programs can be interpreted as the exploration of socially-embedded initiatives in science (e.g., use of genetically modified foods) to promote the development of critical cognitive processes and to empower learners with responsible decision-making skills. This dissertation presents a case study examining the online environment of a grade 11 physics class in an all-girls’ school, and the outcomes from those online discursive opportunities with STSE materials. The limited in-class discussion opportunities are often perceived as low-quality discussions in traditional classrooms because they originate from an inadequate introduction and facilitation of socially relevant issues in science programs. Hence, this research suggests that the science curriculum should be inclusive of STSE-based issue discussions. This study also examines the nature of students’ online discourse and, their perceived benefits and challenges of learning about STSE-based issues through an online environment. Analysis of interviews, offline classroom events and online threaded discussion transcripts draws from the theoretical foundations of critical reflective thinking delineated in the Practical Inquiry (P.I.) Model. The PI model of Cognitive Presence is situated within the Community of Inquiry framework,encompassing two other core elements, Teacher Presence and Social Presence. In studying Cognitive Presence, the online STSE-based discourses were examined according to the four phases of the P.I. Model. The online discussions were measured at macro-levels to reveal patterns in student STSE-based discussions and content analysis of threaded discussions. These analyses indicated that 87% of the students participated in higher quality STSE-based discussions via an online forum as compared to in-class. The micro-level analysis revealed students to attain higher cognitive interactions with STSE issues. Sixteen percent of the students’ threaded postings were identified in the Resolution Phase 4 when the teacher intervened with a focused teaching strategy. This research provides a significant theoretical and pedagogical contribution to blended approach to STSE-based secondary science education. It presents a framework for teachers to facilitate students’ online discussions and to support learners in exploring STSE-based topics.

With the proliferation of 21st century educational technologies, science teaching and learning with digitally acclimatized learners in secondary science education can be realized through an online Science-Technology-Society-Environment (STSE)-based issues approach. STSE-based programs can be interpreted as the exploration of socially-embedded initiatives in science (e.g., use of genetically modified foods) to promote the development of critical cognitive processes and to empower learners with responsible decision-making skills. This dissertation presents a case study examining the online environment of a grade 11 physics class in an all-girls’ school, and the outcomes from those online discursive opportunities with STSE materials. The limited in-class discussion opportunities are often perceived as low-quality discussions in traditional classrooms because they originate from an inadequate introduction and facilitation of socially relevant issues in science programs. Hence, this research suggests that the science curriculum should be inclusive of STSE-based issue discussions. This study also examines the nature of students’ online discourse and, their perceived benefits and challenges of learning about STSE-based issues through an online environment. Analysis of interviews, offline classroom events and online threaded discussion transcripts draws from the theoretical foundations of critical reflective thinking delineated in the Practical Inquiry (P.I.) Model. The PI model of Cognitive Presence is situated within the Community of Inquiry framework,encompassing two other core elements, Teacher Presence and Social Presence. In studying Cognitive Presence, the online STSE-based discourses were examined according to the four phases of the P.I. Model. The online discussions were measured at macro-levels to reveal patterns in student STSE-based discussions and content analysis of threaded discussions. These analyses indicated that 87% of the students participated in higher quality STSE-based discussions via an online forum as compared to in-class. The micro-level analysis revealed students to attain higher cognitive interactions with STSE issues. Sixteen percent of the students’ threaded postings were identified in the Resolution Phase 4 when the teacher intervened with a focused teaching strategy. This research provides a significant theoretical and pedagogical contribution to blended approach to STSE-based secondary science education. It presents a framework for teachers to facilitate students’ online discussions and to support learners in exploring STSE-based topics.

SLOVENE NATIONAL THEATRE IN LJUBLJANA Author Report Of The Diploma Work Author: Bc. Petr Hýl Supervisor: doc. ing. arch. Zdeněk Makovský