Thesis--University of California, Los Angeles. / Vita. Photocopy of typescript. Ann Arbor, Mich. : University Microfilms International, 1980. -- 21 cm. Includes bibliographical references (leaves 166-176).

Thesis (Ph. D.)--Ohio State University, 2005. / Available online via OhioLINK's ETD Center; full text release delayed at author's request until 2008 Jun 1

Thesis (Ph. D.)--Ohio State University, 1986. / Includes vita. Includes bibliographical references (leaves 172-175). Available online via OhioLINK's ETD Center.

Thesis (Ph. D.)--Ohio State University, 1984. / Includes vita. Includes bibliographical references (leaves 248-257). Available online via OhioLINK's ETD Center

Systems of writing have existed for thousands of years. The history of civilisation and the history of writing are so intertwined that it is hard to separate the one from the other. These systems of writing, however, are not static. They change. One of the latest developments in systems of writing is short electronic messages such as seen on Twitter and in MXit. One novel application which uses these short electronic messages is the Dr Math® project. Dr Math is a mobile online tutoring system where pupils can use MXit on their cell phones and receive help with their mathematics homework from volunteer tutors around the world. These conversations between pupils and tutors are held in MXit lingo or MXit language – this cryptic, abbreviated system 0f ryting w1ch l0ks lyk dis. Project μ (pronounced mu and indicating MXit Understander) investigated how topics could be determined in MXit lingo and Project μ's research outputs spot mathematics topics in conversations between Dr Math tutors and pupils. Once the topics are determined, supporting documentation can be presented to the tutors to assist them in helping pupils with their mathematics homework. Project μ made the following contributions to new knowledge: a statistical and linguistic analysis of MXit lingo provides letter frequencies, word frequencies, message length statistics as well as linguistic bases for new spelling conventions seen in MXit based conversations; a post-stemmer for use with MXit lingo removes suffixes from the ends of words taking into account MXit spelling conventions allowing words such as equashun and equation to be reduced to the same root stem; a list of over ten thousand stop words for MXit lingo appropriate for the domain of mathematics; a misspelling corrector for MXit lingo which corrects words such as acount and equates it to account; and a model for spotting mathematical topics in MXit lingo. The model was instantiated and integrated into the Dr Math tutoring platform. Empirical evidence as to the effectiveness of the μ Topic Spotter and the other contributions is also presented. The empirical evidence includes specific statistical tests with MXit lingo, specific tests of the misspelling corrector, stemmer, and feedback mechanism, and an extensive exercise of content analysis with respect to mathematics topics.

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Chinese business leaders suffered from the crisis of COVID-19 and the Double Reduction Policy, and used various strategies and learning practices to survive the crisis. The purpose of this modified exploratory multicase study was to explore how leaders in the Chinese tutoring industry made sense of the crisis of the Pandemic and the Double Reduction Policy and learned to think strategically in a time of crisis. The study not only uncovered how Chinese business leaders used different strategies to deal with a crisis and learned to think strategically while adapting to the new environment but also brought implications and insights to business leaders about effective strategies and learning practices to cultivate strategic thinking in a complex and fast-changing world. The study addressed the following four research questions: 1.How did the business leaders in tutoring companies make sense of the complexities of the crisis of COVID-19 and the Double Reduction Policy? 2.What strategies, if any, did the business leaders develop to deal with the crisis? 3.In what ways, if at all, did the business leaders learn to think strategically while dealing with challenges? 4.What other factors helped or hindered the business leaders’ learning to think strategically in a time of crisis? Qualitative semi-structured interviews (critical incident interviews included), surveys, and a focus group discussion were used to collect data from 15 Chinese business leaders from the tutoring industry. The study generated four findings: Finding 1: The crisis negatively impacted the participants and their companies at different levels, but it also served as a valuable learning opportunity for their long-term development. Finding 2: The participants developed strategies to deal with the crisis at personal, organizational, and social levels. Finding 3: The participants learned to think strategically from direct experiences, indirect experiences, and two thinking processes—systems thinking and metaphorical thinking. Finding 4: Policies and relationships were two outstanding factors that hindered or helped their learning to think strategically. These findings indicated that (1) unprecedented crises like COVID-19 and the Double Reduction Policy can bring people benefits and valuable insights, (2) business leaders can develop critical strategies by combining their own and others' experiences and strategic insights into dealing with crises, (3) business leaders can use informal learning practices and deliberately use them to cultivate their strategic thinking, and (4) business leaders need to combine learning and action for cultivating strategic thinking capabilities. Lastly, business leaders should consider the influence of policies and relationships in their strategy formulation and learning process.

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