Dagens affärsklimat ställer höga krav på bolag beträffande strategiska val på en allt mer globaliserad marknad. I uppsatsen föreslås att denna eskalerande globalisering kan vara associerad med bolagens framgång. Internationella bolagsförvärv och fusioner samt de initiala avsiktsdeklarationer som förkommer vid dessa transaktioner blir då centrala faktorer att beakta för bolagen, i sökandet efter förbättrade resultat. Baserat på detta skildrar uppsatsen innebörden av en initial avsiktsdeklaration, närmare bestämt ett Letter of Intent (LOI). Uppsatsen belyser innebörden av ett LOI ur ett strukturellt, juridiskt och praktiskt perspektiv. Den strukturella och praktiska innebörden av ett LOI återges genom två, för uppsatsen, exklusiva undersökningar. Den första undersökande delen beskriver strukturen för ett LOI genom att betrakta praktiska exempel som använts, vid bolagsförvärv och fusioner, i publika aktiebolag. Resultatet visar att strukturen samt de klausuler som ingår i ett LOI till viss del varierar. Oräknat det återfinns generaliserat, i undersökningen, följande klausuler i ett LOI: Bakgrund, Syfte, Villkor, Förbehåll, Sekretess, Exklusivitet, Due Diligence (DD), Tidplan, Avslut, Ersättning, Lagval samt Skiljedom. Den andra undersökande delen, om den praktiska innebörden av ett LOI, är baserad på intervjuer med personer som är aktiva ledamöter i bolagsledningen för större publika aktiebolag. Undersökningens sammanvägda resultat pekar på att ett LOI bör innehålla klausuler och preciserade villkor för en tilltänkt affär. I praktiken torde ett LOI innebära en framtida utfästelse om att ingå avtal eller samarbete mellan bolag. Vidare kan den juridiska innebörden emellertid antas vara begränsad till att en part som medvetet bryter mot villkoren eller uppträder svekligt kan ådra sig ett skadeståndansvar. I näringslivet anser respondenterna att ett LOI allmänt innebär en första signal om att två parter avser att söka träffa ett avtal. Sammanfattningsvis kan ett LOI effektivisera processerna i samband med bolagens globalisering, därigenom kan ett LOI dessutom främja bolagens presumtiva framgång i dagens affärsklimat.

The current paper presents a study conducted at At-Bristol Science Centre, UK. It is a front-end evaluation for the “Live Science Zone” at At-Bristol, which will be built during the autumn of 2004. It will provide a facility for programmed events and shows, non-programmed investigative activities and the choice of passive or active exploration of current scientific topics. The main aim of the study is to determine characteristics of what kind of techniques to use in the Live Science Zone. The objectives are to explore what has already been done at At-Bristol, and what has been done at other science centres, and to identify successful devices. The secondary aim is mapping what sorts of topics that visitors are actually interested in debating. The methods used in the study are deep qualitative interviews with professionals working within the field of science communication in Europe and North America, and questionnaires answered by visitors to At-Bristol. The results show that there are some gaps between the intentions of the professionals and the opinions of the visitors, in terms of opportunities and willingness for dialogue in science centre activities. The most popular issue was Future and the most popular device was Film.

Bildinformationen erweitern in der heutigen mediensaturierten Umwelt individuelle Erfahrungsräume und verändern so spezifische Wissensinhalte des Menschen. Um externe Repräsentationen als Quelle der Information nutzen zu können, müssen die internen Repräsentationen einen entsprechenden Entwicklungsstand erreicht haben. In den ersten vier Lebensjahren durchlaufen Kinder einen dreistufigen Entwicklungsprozess im repräsentationalen Denken (Perner, 1993) und jede Stufe befähigt sie, kompetenter mit externen Repräsentationen umzugehen. Denken Säuglinge im ersten Lebensjahr in primären Repräsentationen, so erreichen sie ab Mitte des zweiten Lebensjahres eine Entwicklungsstufe, die sie befähigt, multiple mentale Modelle zu gebrauchen, wodurch das Verstehen von Bildinhalten und -funktionen (DeLoache et al., 1998) möglich wird. Im vierten Lebensjahr bildet sich eine erweiterte kognitive Fähigkeit heraus - das Denken über Bilder auf Basis von Metarepräsentationen. Welche Determinanten das frühkindliche Bildverstehen bestimmen und wie sich die Entwicklung in den ersten zwei Lebensjahren vollzieht, wurde in der vorliegenden Dissertation aus theoretischer und empirischer Sicht untersucht. Der theoretische Teil der Arbeit thematisiert das Bildverstehen im Spannungsfeld zwischen repräsentationalen Denken und dem Gebrauch von Symbolen, bevor im empirischen Teil das Bildverstehen in den ersten zwei Lebensjahren auf Grundlage von drei Experimenten beschrieben wird. Im Fokus der Untersuchung standen die Wahrnehmung von zweidimensionalen Bildern und dreidimensionalen Referenten, die Bildhandhabung im Entwicklungsverlauf sowie das intentionale Bildverstehen. Hierfür wurden 92 Kinder zwischen 9 und 24 Monaten im Umgang mit Bildern beobachtet, das Verhalten analysiert und in Bezug auf eine stufenförmige Entwicklung interpretiert. Perners Einordnung des repräsentationalen Denkens in primäre, sekundäre und Metarepräsentationen (Perner, 1993) ließ sich anhand der Ergebnisse für die ersten zwei Lebensjahre abbilden. Das intentionale Bildverstehen konnte zudem als eine Zwischenstufe zwischen Perners sekundären Repräsentationen und Metarepräsentationen herausgestellt werden. Das Verstehen der Bildintention scheint für einen kompetenten Umgang mit Bildern eine zentrale Rolle zu spielen und sollte in zukünftigen entwicklungs- und medienpsychologischen Studien weiter thematisiert werden.

No description available.

Xenotransplantation (XTP; animal-to-human transplantation) is a controversial technology of contemporary scientific, medical, ethical and social debate in Australia and internationally. The complexities of XTP encompass immunology, immunosuppression, physiology, technology (genetic engineering and cloning), microbiology, and animal/human relations. As a result of these controversies, the National Health and Medical Research Council (NHMRC), Australia, formed the Xenotransplantation Working Party (XWP) in 2001. The XWP was designed to advise the NHMRC on XTP, if and how it should proceed in Australia, and to provide draft regulatory guidelines. During the period 2001-2004, the XWP produced three publicly available documents one of which, ‘Animal-to-Human Transplantation Research: A Guide for the Community’ (2003), was specifically designed to introduce the general public to the major issues and background of XTP. This thesis examines XTP in Australia as guided and influenced by this community document. Explicitly, drawing upon actor (actant)- network theory, I will reveal the Australian XTP network and explore, describe and explain XTP problematisations and network negotiations by the enrolled actants on two key concepts and obligatory passage points - animals and risk. These actants include those providing regulatory advice (members of the XWP and the associated Animal Issues Subcommittee), those developing and/or critiquing XTP (official science and scientists), and those targeted by the technology (people on dialysis, with Type-1 diabetes, Huntington’s disease, Parkinson’s disease, pre-or post-human-tohuman transplantation, and their partner/spouse). The stories are gathered through focus groups, semi-structured interviews and document analysis. They reveal ambiguous and sometimes contradictory stories about animals and risk, which influence and impact the problematisations of XTP and its networks. Therefore, XTP mobilises tension; facilitating both support and apprehension of the XTP network and its construction by both the sciences and the publics.

Made available in DSpace on 2014-12-17T14:36:30Z (GMT). No. of bitstreams: 1 GeorgianeAS_TESE.pdf: 2906729 bytes, checksum: 517705591ff207d241daa57f0bb21381 (MD5) Previous issue date: 2013-03-15 / The thesis presents a systematic description about the meaning, as Skemp, relational understanding and understanding instrumental, in the context of mathematics learning, being that we had as a guide his understanding of the schema. Especially, we analyze some academic productions, in the area of Mathematics Education, who used the categories of understanding relational and instrumental understanding how evaluative instrument and we see that in most cases the analysis is punctual. Being so, whereas the inherent understanding relational schema has a network of connected ideas and non-insulated, we investigated if the global analysis, where it is the understanding of the diversity of contributory concepts for formation of the concept to be learned, is more appropriate than the punctual, where does the understanding of concepts so isolated. For this, we apply a teaching module, having as main content the Quaternos Pythagoreans using History of Mathematics and the work of Bahier (1916). With the data we obtained the teaching module to use the global analysis and the punctual analysis, using research methodology the Case Study, and consequently we conduct our inferences about the levels of understanding of the subject which has made it possible for us to investigate the ownership of global analysis at the expense of punctual analysis. On the opportunity, we prove the thesis that we espouse in the course of the study and, in addition, we highlight as a contribution of our research evidence of need for a teaching of mathematics that entices the relational understanding and that evaluation should be global, being necessary to consider the notion of schema and therefore know the schematic diagram of the concept that will be evaluated / O presente trabalho apresenta uma descri??o sistem?tica acerca do que significa, segundo Skemp (1980,1989), compreens?o relacional e compreens?o instrumental, no ?mbito da aprendizagem matem?tica, sendo que tivemos como norte ? sua compreens?o sobre esquema. Sobretudo, analisamos alguns trabalhos acad?micos, na ?rea de Educa??o Matem?tica, que fizeram uso das categorias de compreens?o relacional e compreens?o instrumental enquanto instrumento avaliativo e detectamos que na maioria dos casos a an?lise ? pontual. Diante disso, considerando que o esquema inerente ? compreens?o relacional apresenta uma rede de ideias conectadas e n?o isoladas, investigamos se a an?lise global, na qual considera-se a compreens?o da diversidade de conceitos contributivos ? forma??o do conceito a ser aprendido, ? mais apropriada que a pontual, na qual considera a compreens?o de conceitos de modo isolado. Para tanto, aplicamos um m?dulo de ensino, tendo como conte?do principal os quaternos pitag?ricos utilizando a Hist?ria da Matem?tica e a obra de Bahier (1916). Com o referido m?dulo de ensino obtivemos os dados para realizarmos tanto a an?lise global quanto a pontual, utilizando como modalidade de pesquisa o Estudo de Caso, e consequentemente realizamos nossas infer?ncias acerca dos n?veis de compreens?o apresentados pelos sujeitos o que nos possibilitou investigarmos a apropria??o da an?lise global em detrimento da an?lise pontual. Na oportunidade, comprovamos a tese que defendemos no decorrer do estudo e, al?m disso, apontamos como contribui??o da nossa pesquisa a evid?ncia da necessidade de um ensino de Matem?tica que promova a compreens?o relacional e que avalia??o a ser realizada deve ser global, sendo necess?rio levar em considera??o a no??o de esquema e consequentemente conhecer o diagrama esquem?tico do conceito a ser avaliado

The Holocaust is an important part of Swedish history teaching. It tends to exemplify human rights violations and has become a means to educate students to be better citizens. Swedish studies have often focused on students’ historical consciousness. This study aims to examine students’ historical thinking about the Holocaust. Three questions are addressed; how students express substantive knowledge, how students express procedural concepts, and how do students express moral aspects about the Holocaust. The material was created during the authors’ teaching practice (in Swedish VFU) and consists of 28 students’ texts. To analyze the material qualitative content analysis was used. Procedural concepts such as continuity and change, cause and consequence, historical agency and, moral aspects, were also used as tools to interpret students’ texts about what was the cause of the Holocaust. The results show that students made implicit references to different procedural concepts when describing how the Holocaust happened. Students often referred to anti-Semitism, Adolf Hitler, and the developed train system as causes for the Holocaust. They tended to understand Hitler as the founder of anti-Semitism and Nazism. He was described to convince the German people to vote for him. Structures and agency of other actors, therefore, disappeared leading to a shallow understanding of the Holocaust. The author of the study argues for a Holocaust education that uses Alice Pettigrews’ concept of “powerful knowledge” and Gert Biestas’ notion of qualification, socialization, and subjectification, to develop students’ moral and civic understanding.

Syftet med den här studien är att belysa faktorer som möjliggör eller hindrar förståelsen av likhetstecknet hos elever och dess övergång mellan aritmetik och algebra. Med en systematisk litteraturstudie som metod söktes vetenskapliga artiklar som sammanställdes i fem olika kategorier. Svårigheter i tidig algebra, matematikens språk, relationell/instrumentell förståelse samt relationella tolkningar och till sist lärarperspektivet. Resultatet från den systematiska litteraturstudien bekräftade att elever inte har en relationell förståelse av likhetstecknet. Artiklarna visade framför allt att traditionell aritmetikundervisning hindrar elevers utveckling i algebraiskt tänkande. Uppgifter med operationer skrivna i vänsterled visade sig stärka elevers instrumentella förståelse av likhetstecknet. Ett instrumentellt och relationellt språk (både skriftligt och verbalt) framträdde också som en avgörande faktor för elevers förståelse. Utifrån artiklarnas resultat undersöktes vilka faktorer av likhetstecknet som elever får möjlighet att öva i digitala spel med hjälp av en innehållsanalys. Det visade sig att de digitala spelen i den här studien inte är utformade för att stödja elevers relationella förståelse av likhetstecknets betydelse utan fortsätter att stärka den instrumentella förståelsen hos elever. / The purpose of this study is to illustrate factors concerning the concept of the equal sign and its impact on the transition from arithmetic to algebra. Using a systematic literature study as a method, scientific articles were compiled into five different categories. Difficulties linked to early algebra, The language of Mathematics, Relational/instrumental understanding as well as relational interpretations and finally the Teacher perspective. Our systematic literature review confirmed that students do not have a relational understanding of the equal sign. Indeed, it highlighted that traditional arithmetic teaching methods tended to hinder student development in algebraic thinking through tasks, such as operations being on the left side of the equal sign and the answer as an outcome on the right side of the equal sign. This has been shown to strengthen students' instrumental understanding of the sign rather than dismantling it. Further, instrumental, and relational language (both written and verbal) proved to be decisive factors in students’ learning. Based on the results of our scientific articles, we undertook a content analysis of digital resources and examined whether the equal sign strengthens students instrumental or relational understanding of the equal sign. It turned out that the digital games analysed in this study are not designed to support students’ relational understanding of the equal sign but continues to strengthen their instrumental understanding.

No description available.

This text discusses final results from empirical studies, scientific articles and literature from the period 1990-2023, concerning teachers’ knowledge, students’ misconceptions and various teaching methods related to geometric objects. The results highlight challenges for both teachers and students in understanding and defining geometric shapes and figures. The work elucidates students in grade 4-6 difficulties and knowledge in identifying geometric objects in varied positions, as well as their understanding of the properties of geometric shapes and figures. The teacher’s understanding is crucial för imparting accurate information to students in instruction. Therefore, effective teaching methods such as practical activities, everyday connection and Van Hiele’s instructional model are suitable to apply in practice. This instructional model has been effective in students education and is therefore a good example for a teaching method.  In summary, the results are based on the abilities of teachers and students and their abilities can be enhanced by adapting teaching methods related to geometric objects, and how misconceptions are something that should be taken seriously and be prevented.