<p>The school is responsible to make sure that each students´ individual needs are met as well as that the lessons are suitable for all students´ ability. As this is the case it is very interesting to evaluate how this is done in reality. The purpose with the study has been to shed light upon what different methods teachers in various schools use in order to individualize their teach­ings. Are their obvious differences in the way teachers work with individualization and how does this affect the students? The teachers in the different schools provided me with informa­tion on how they work in order to teach, stimulate and motivate well achievers as well as stu­dents who find school more difficult. I also asked if, and to what degree they apply different learning techniques as well as if, and how often they consider various learning styles.</p><p>The phenomenological study is qualitative. Methods used are interviews with the different teachers as well as observations in all four classrooms. The classes were each observed for a full day and after time spent in the classroom teachers involved that particular day was inter­viewed.</p><p>The results showed that the teachers work in many different ways in order to individualize their teaching. It was also clear that there were differences on the classrooms physical shape as well as material and books. There were also differences in class sizes and the amount of teachers in the classrooms – which surely affected the situations. A conclusion of the study is that two main methods of individualization were noted. One method used by one group of teachers was to let all students work on the same problems but to their own ability. The other group of teachers used and offered, to a larger extent, different and various materials to their students in order to meet the child at its level of scholastic development and ability.</p>

Since integration technology is approaching the nanoelectronics range, some practical limits are being reached. Leakage power is increasing more and more with the continuous scaling, and design of clock distribution systems needs to be reconsidered as it becomes difficult to deal with performance and power consumption specifications while keeping a correct synchronisation in modern multi-GHz systems. The ongoing technology trend will become difficult to maintain unless dedicated library cells, new logic styles and circuit methods are emerging to prevent the drawbacks of future nanoscale circuits. In this thesis we investigate a new class of dynamic differential logic family that features a self-timed operation and low output logic swing. The latter contributes to reduce dynamic power, while the self-timing scheme alleviates the drawbacks of synchronous circuits and systems. Furthermore, the dynamic and differential nature of LSCML class brings advantages in terms of reduction of the power consumption variation and thus gives LSCML an additional potential for implementation of secure encryption devices against attacks based on power analysis. We investigate dynamic and leakage power reduction at the cell level through the application of low-power low-voltage techniques to a new hybrid full adder structure. The 8b RCA circuit based on the ULPFA (ultra low power full adder) version of this full adder, achieves a total power and a leakage power, which are both reduced by 50% compared to the 8b RCA implemented with conventional static CMOS full adder, while featuring better power delay product.

Thesis (Th. M.)--Dallas Theological Seminary, 2006. / Includes bibliographical references (leaves [64]-69).

Since integration technology is approaching the nanoelectronics range, some practical limits are being reached. Leakage power is increasing more and more with the continuous scaling, and design of clock distribution systems needs to be reconsidered as it becomes difficult to deal with performance and power consumption specifications while keeping a correct synchronisation in modern multi-GHz systems. The ongoing technology trend will become difficult to maintain unless dedicated library cells, new logic styles and circuit methods are emerging to prevent the drawbacks of future nanoscale circuits. In this thesis we investigate a new class of dynamic differential logic family that features a self-timed operation and low output logic swing. The latter contributes to reduce dynamic power, while the self-timing scheme alleviates the drawbacks of synchronous circuits and systems. Furthermore, the dynamic and differential nature of LSCML class brings advantages in terms of reduction of the power consumption variation and thus gives LSCML an additional potential for implementation of secure encryption devices against attacks based on power analysis. We investigate dynamic and leakage power reduction at the cell level through the application of low-power low-voltage techniques to a new hybrid full adder structure. The 8b RCA circuit based on the ULPFA (ultra low power full adder) version of this full adder, achieves a total power and a leakage power, which are both reduced by 50% compared to the 8b RCA implemented with conventional static CMOS full adder, while featuring better power delay product.

Detta examensarbete handlar om hjärnans utveckling, inlärningen och våra inre inlärningsstilar. Det tar också upp kort om hur man kan utnyttja inlärningsstilar i skolan. Syftet har varit att ta reda på hur vi utvecklas och hur de utvecklingsstrukturer ser ut som vi föds med och utvecklar efterhand. De frågeställningar jag haft under skrivandets gång har varit: Vilka är "de sju olika intelligenserna"? Hur utvecklas hjärnan? Var och när börjar vi lära, och vad är det som ligger till grund för vår inlärning? Hur kan man bearbeta olika inlärningsstilar i skolans högre stadier? Den metod jag använt är en litteraturstudie med litteratur som behandlar inlärningen, hjärnans utveckling, hur vi tänker och lär mm. Jag har också besökt en högstadieskola som bedriver viss av sin undervisning med hjälp av olika inlärningsstilar. I projektbeskrivningen beskrivs kortfattat hur man kan använda inlärningsstilar i skolan. I diskussionen har jag behandlat min frågeställning lite mer ingående om saker och ting jag anser mer eller mindre trovärdiga från litteraturen, jag har också dragit en mer eller mindre trovärdig parallell mellan vår utveckling och handlande till hur dagens samhälle ser ut. Jag hoppas att du som läsare känner igen dig i vissa delar eller har lärt dig något av att läsa detta examensarbete, det har i alla fall jag gjort

Examensarbetet är en studie om inlärningsstilar där även en jämförelse görs med andra sätt att se på inlärningen. I min litteraturgenomgång går jag igenom hur man tidigare såg på inlärning och hur inlärningsstilar ser på inlärningen idag. Jag har valt att begränsa mig till att skriva om de främsta och mest betydande pedagogiska inriktningarna. I avsnittet om inlärningsstilar utgår jag från Dunn och Dunns inlärningsstilsmodell vilken anses vara den mest omfattande och bäst utforskade av alla modeller. Intervjuerna som genomförts tar i första hand upp lärarnas uppfattning om att arbeta med inlärningsstilar i skolan. I diskussionen redovisar jag mitt resultat vilket visar att mycket av det inlärningsstilar förespråkar kan hittas i tidigare pedagogiker eller metoder. Mitt resultat visar att det finns en skillnad i hur stor utsträckning man som lärare mycket man jobbar med inlärningsstilar i de olika åren 1-3 och 4-6.

<p>The study attempts to understand how distance education practices influence the learning of calculus. Understanding student learning in a distance education environment is an important factor to consider in improving the learning experiences of students who for one reason or the other opt not to study in conventional institutional of higher education. On one hand, understanding student learning may illuminate the influences that the learning environment has on student learning and on the other hand, it may inform on how learning experiences can be improved. The aim of this study is to acquire a deeper understanding of the diverse manner in which distance students learn calculus, Specific focus is also placed on the distance education contect of the Zimbabwe Open University (ZOU) influences student learning. The study describes a group of student's experiences of learning calculus in the ZOU distance education environment.</p>

<p>A literature study focusing on teaching and learning in higher education in South Africa was conducted. Theories relevant to adult learning were also examined. These included behaviourist, cognitive, humanistic and social learning theories which were found to be relevant for the adult learner. The learning styles, which form the foundation for this study, were explored. Nine learning style theories and instruments were examined for possible adaptation in the South African higher education context. These were: Kolb Learning Style Index, Dunn and Dunn Learning Style Index, Honey and Mumford Learning Style Questionnaire, Felder and Silverman Index of Learning Style, Gregorc Style Delineator, Myers-Briggs Type Indicator, Grasha Reichmann Student Learning Styles Scales, Vermunt Inventory of Learning Styles, and the Centre for Innovative Teaching Experiences. From the nine learning style instruments, the Centre for Innovative Teaching Experiences instrument was selected for adaptation for the South African higher education sector.</p>

Denna studie hade som syfte att undersöka och analysera hur pedagoger arbetar med inlärningsstilar utifrån Dunn &amp; Dunns modell. Data samlades in genom en kvalitativ undersökning i form av intervjuer med tre pedagoger, samt observationer i klassrumssituationer för att få kunskap om hur olika lärstilar fungerar i praktiken. Undersökningen visade att de observerade eleverna jobbade med alla sina sinnen i större eller mindre omfattning. Informanternas definition av inlärningsstilen var att individanpassa undervisningen, att ge eleverna möjlighet att testa sina multisensoriska sinnen, att undervisa från helheten till detaljerna, samt att skapa stimulans genom informell möblering. Informanterna jobbade i enlighet med sin egen definition av modellen, som däremot skiljde sig i förhållande till Dunn &amp; Dunns teorier, genom att inte diagnostisera eleverna och att använda mindre andel av studiematerial. Inlärningsmodellen är ingen fulländad metod för undervisning, utan snarare ett verktyg att använda utifrån varje elevs individuella sätt att lära, i kombination med annan metodik, för att skapa motivation, självkänsla och arbetsglädje.

Elevperspektiv på lärstilsmetodiken. Upplever eleverna att det är lättare att lära i de ämnen som tillämpar lärstilsmetodiken.