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Dissertations / Theses on the topic 'Inductive and deductive research'

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Published: 4 June 2021
Last updated: 11 February 2022

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1

Fox, Harold 1979. "Agent problem solving by inductive and deductive program synthesis." Thesis, Massachusetts Institute of Technology, 2008. http://hdl.handle.net/1721.1/45882.

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Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2008.
Includes bibliographical references (p. 203-206).
How do people learn abstract concepts unsupervised? Psychologists broadly recognize two types of concepts, declarative knowledge and procedural knowledge: know-what and know-how. While much work has focused on unsupervised learning of declarative concepts as clusters of features, there is much less clarity on the representation for procedural concepts and the methods for learning them. In this thesis, I claim that programs are a good representation for procedural knowledge, and that program synthesis is a promising mechanism for procedural learning. Prior attempts at AI program synthesis have taken a purely deductive approach to building provably corrent programs. This approach requires many axioms and non-trivial interaction with a human programmer. In contrast, this thesis introduces a new approach called SSGP (Sample Solve Generalize Prove), which combines inductive and deductive synthesis to autonomously synthesize programs with no extra knowledge outside of the program specification. The approach is to generate examples, solve the examples, generalize from the solutions, and then prove the generalization correct.This thesis presents two systems, Spec2Action and HELPS. Given a logical specification, Spec2Action determines the relations to change to perform simple operations on data structures. The main part of its task is to uncover the recursive structure of the domain from the purely logical input spec. HELPS generates sequential programs with loops and branches using STRIPS actions as the primitive statements. It solves generalizations of classic AI tasks like BlocksWorld. The two systems use SAT solving and other grounded reasoning techniques to solve the examples and generalize the solutions. To prove the abstracted hypotheses, the systems use a novel theorem prover for doing recursive proofs without an explicit induction axiom.
by Harold Fox.
Ph.D.
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2

Yonge, Katherine Chandler. "Criminal profile accuracy following training in inductive and deductive approaches." Master's thesis, Mississippi State : Mississippi State University, 2008. http://library.msstate.edu/etd/show.asp?etd=etd-03312008-194642.

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3

Walker, Alyssa Janae. "The Redesign of Mechanical Engineering 574: An Exploration in Deductive and Inductive Methods." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/3122.

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Changes in the engineering industry have motivated the redesign of engineering curriculum in recent years. This report documents the redesign of Mechanical Engineering 574, a graduate course in engineering offered at Brigham Young University. The redesign was divided into four phases and used a design narrative to report the design process. Research conducted by the instructor and designer informed the main content of the course. Although the course originally used mainly deductive methods of instruction, by the final phase of the project, the instruction evolved to be primarily inductive in strategy.
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From, Malcolm. "An Analysis of the way Grammar is Presented in two Coursebooks for English as a Second Language : A Qualitative Conceptual Analysis of Grammar in Swedish Coursebooks for Teaching English." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-43794.

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This essay aims to investigate theoretically how two currently used coursebooks, What’s Up 9 and Solid Gold 1, in a local area of Southern Sweden, present (introduces and covers) grammar. The overall aim is to investigate how grammar is presented, using the present simple and the present continuous as examples. The findings are also mapped to teaching approaches, as well as SLA (Second Language Acquisition) research, to see what approaches are favoured for teaching grammar in the first decades of the 21st century. In order to investigate the course- books, a qualitative content analysis and conceptual analysis was chosen with the presentation of grammar mapped into different categories, by using concepts for teaching and approaches used in SLA. The results show that the two proposed coursebooks favoured a FoFs (Focus on Forms) approach for presenting grammar. Furthermore, the results show that grammar is pre- sented explicitly and, if the teachers use the structures proposed in the coursebook rigidly, they automatically follow a deductive teaching procedure. When using a FoFs, explicit instructions and taking a deductive teaching approach, it may be regarded as the coursebooks suggest a grammar-translation approach as well. However, when observing other exercises connected to the reading texts in the coursebooks, it was detected that both coursebooks favoured a text- based approach for teaching, where the learners are supposed to learn the structure of different texts. In doing so, the grammatical structures are learned subconsciously and implicitly, which indicates that grammar is, in general, taught implicitly in the coursebooks, but presented (intro- duced and covered) explicitly.
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Ingemarsson, Rickard. "Speaking about grammar : English teachers' perspective on inductive and deductive teaching in upper secondary education." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-70075.

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English is the most widespread language in our society and is realised and represented through language teachers in classrooms all over the world. The content of the subject is concretised through a document called syllabus. As all other languages, English consists of language rules which we call grammar, however, in the Swedish syllabus for English as a second language in upper secondary school, there are no directives that requests or specify grammatical competence for the students. This study aimed to establish an indication of how the notion of grammar is realised into the process of learning English as a foreign language by interview teachers. The study found that teachers in general are more fond of inductive methods when it comes to incorporate grammar during English classes, however, there were numerous suggestions among the teachers that a mixture between inductive and deductive should be present during EFL context. Students previous knowledge and conditions did affect teachers choice of approach in terms of how they apply and teach grammatical aspects.
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Yagode, Queutre Cristián. "Effectiveness of a deductive approach against and inductive approach in teaching passive voice in English grammar." Tesis, Universidad de Chile, 2015. http://repositorio.uchile.cl/handle/2250/136575.

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Tesis para optar al grado de Magíster en Lingüística mención Lengua Inglesa
The present study aims at comparing the efficacy of a deductive approach against an inductive approach in the teaching of passive voice in English in a college context. The participants of this study were 36 second year psychology students from Universidad Austral de Chile in Puerto Montt, Chile. The students were divided into two groups that were taught the passive voice of simple past, simple present and simple future. One of the groups was taught using a deductive approach while the other was taught using an inductive approach. After the passive voice was taught a posttest was given in order to determine which approach proved more effective. The results seem to indicate a relevance of the deductive approach in the context studied but also of bias toward the deductive approach in the methodological design of the posttest. A re-evaluation of previous research indicated how the methodology used in certain inductive approaches can be affected by deduction.
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Nobel, Johan. "Decision-making in the inductive mode : The role of human behavior." Thesis, KTH, Entreprenörskap och Innovation, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-134385.

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Economists have convulsively maintained the assumption that humans are able to arrive at decisions by perfect deductive rationality, despite the fact empirical evidences are showing otherwise. The contradicting evidences have resulted in a personal view that instead of finding a unified theory about decision-making, a sound approach would be to study how humans in fact are reasoning in specific contexts. The context of interest for this paper is where it could be assumed humans’ persistence of acting rational is determined by the perceived burden of the problem. In this work, the inductive way of arriving at decisions plays an important role, and the paper will present a way of describing this process in a consistent way. The process will be denoted as the actual level of behavioral change, and represent the core property of this paper. Applying the presented theory is most appropriate for situations where it could be assumed the burden of a problem, expressed as a prevalence rate, will drive the behavioral change. The line of reasoning in this paper will therefore be applied to the important arena of fighting the spread of HIV.
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Floyd, Edgar Franklin. "Comparing the effectiveness of deductive, dialogical, inductive, and narrative sermon forms as utilized in a congregational setting." Theological Research Exchange Network (TREN), 1993. http://www.tren.com.

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9

Bledsoe, Jordan Ray. "Tolerance of Ambiguity and Inductive vs. Deductive Preference Across Languages and Proficiency Levels at BYU: A Correlational Study." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2657.

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This study explored the relationships between roughly 330 participants' tolerance of ambiguity and their preference for either an inductive or deductive presentation of grammar by means of an online survey. Most participants were college students. Other variables examined included years of study, in-country experience, proficiency, age, year in school, and language of choice. A new instrument for measuring inductive vs. deductive preference was also created based on Cohen, Oxford, and Chi's (2001) Learning Style Survey (LSS). Results showed weak correlations between: tolerance of ambiguity and inductive preference (.25), tolerance of ambiguity and proficiency (.25), and inductive preference and proficiency (.20). Additional findings include: a correlation (.62) between proficiency and years of instruction received, a slight correlation (.22) between age and tolerance of ambiguity, no correlation between years of language instruction and tolerance of ambiguity, no correlation between studying abroad and ambiguity tolerance or inductive/deductive preference, and no correlation between age and inductive vs. deductive preference. Lastly, data was analyzed to determine whether language was a contributing factor or not, and only the participants learning Japanese were significantly different (p = .004), with a higher preference for inductive learning.
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Glaser, Karen. "News from the pragmatics classroom: Contrasting the inductive and the deductive approach in the teaching of pragmatic competence." De Gruyter, 2016. https://ul.qucosa.de/id/qucosa%3A21364.

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While the role of pragmatic skills in a foreign or second language has been receiving increased attention both from a research and a language teaching perspective, there is still a lamentable scarcity of systematic empirical studies into the effectiveness of instructional methods in the teaching of pragmatics. Addressing this research gap, this article reports about a quasi-experimental study into possible differences between an explicit-inductive and an explicitdeductive instructional approach in the teaching of pragmatic skills in English as a Foreign Language (EFL), more specifically the teaching of offer refusals to 49 advanced adult EFL learners in Germany. The instruction consisted of three 90-minute lessons, which were spread out over the duration of a 15-week academic semester and designed according to the deductive principle and the inductive principle, respectively. While the deductive group was provided with metapragmatic rules directly at the beginning of the instruction, the inductive group only encountered such rules after engaging in language use and guided discovery. Production data was elicited by means of DCTs and role play in a pretest-posttest format. Effectiveness of instruction was operationalized by means of two indicators: Indicator 1 measured the increased usage of the strategies taught in class, while indicator 2 measured the approximation to a native speaker target. The results indicate that the gains in the inductive group surpassed those in the deductive group, suggesting that when situated within the explicit framework, inductive instruction is more effective in the teaching of pragmatic skills.
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Yuen, Ho-yan Teresa, and 袁可欣. "Effects of inductive and deductive teaching on grammar accuracy in writing in the Diploma English program in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B4439214X.

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Hoag, Jeffrey Paul. "A comparison of listeners' preferences for inductive and deductive sermons delivered in the United Baptist Church of Sault Ste. Marie, Ontario." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq21870.pdf.

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13

Lee, Young Koo. "A comparative analysis on the effectiveness of inductive-narrative preaching and traditional deductive Korean preaching at Schaumburg Korean Church, Schaumburg, Illinois." Theological Research Exchange Network (TREN), 2002. http://www.tren.com.

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Johansson, Marie. "Y ahora toca gramática…… : Un estudio cualitativo sobre las actitudes hacia lagramática y los métodos didácticosde unos profesores del bachillerato sueco." Thesis, Högskolan Dalarna, Spanska, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:du-18373.

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Grammar is one of the most discussed part of language learning. Many studentshave problems understanding how to use the grammatical forms in their ownproduction and communication. The purpose of this work is to investigate theteachers´ attitudes towards grammar and what methods they use when they teachgrammar. The method used in this work is qualitative, with four interviews ofteachers working in the Swedish high school. In order to determine how the teacherswork, we have studied the course plans presented by Skolverket and we have alsostudied what the current research have to say about this. The result shows that theinterviewed teachers mostly vary their methods, using both inductive and deductiveapproaches in order to promote the communicative competence of the students. Theinterviews also show that the teachers have a positive attitude towards grammar,considering it an important part of language learning.
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Koc, Bobil. "Induktiv och deduktiv konkretisering i praktiken : En studie i årskurs 1-3 om hur induktiv och deduktiv konkretisering som didaktisk metod i matematikundervisning kan främja ett utvecklande av kunskap och lärande." Thesis, Södertörns högskola, Lärarutbildningen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-34276.

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The aim of this study is to examine how inductive and deductive concreteization as a didactic method in mathematics teaching can promote the development of knowledge and learning among students. It is also of interest to hear a number of interviewed teachers perceptions about inductive and deductive concretization as a method in mathematics teaching. The examination is for grades 1-3. Theories dealt with in the study are learning promoting theories such as concretization, proximal development zone, conceptualization and creative reasoning.The study's questions will therefore examine:· How can inductive and deductive concretization as a didactic method in mathematics teaching promote the development of knowledge and learning to students?· What perceptions do teachers in grades 1-3 have regarding inductive and deductive concretization as a method of mathematics teaching? In order to answer the study's questions, qualitative methods have been used through interviews with teachers and observations in classrooms. The conclusions of the analysis of material shows that concretization through inductive and deductive methods helps students to participate in situations where different mathematical didactic consequences arise in the teaching based on the theories.
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Asker, Gustaf, and Carl-Fredrik Nygren. "Organizational Action During a Pandemic : An inductive research study." Thesis, Uppsala universitet, Företagsekonomiska institutionen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-439501.

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The ongoing pandemic has brought uncertainty to the Swedish market by a sudden demand drop. Simultaneously, management literature describes the importance of adaption to a changing environment for future organizational survival. Therefore, this paper explores how Swedish organizations, owned by a controlling shareholder, acted during the ongoing pandemic. An inductive content analysis was made on quarterly reports by focusing on financial- and supply chain-actions taken as countermeasures to the ongoing crisis. Firstly, findings showed that the selection acted in response to the demand drop. Secondly, a broad arsenal of short-termed financial countermeasures was executed in the affected organizations, and long-termed, in the cyclical consumer sector. Lastly, even if the selection communicated issues in their supply chains, close to no countermeasures were communicated in this area.
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Masebe, Tshidiso Phanuel. "The influence of an inductive teaching approach on the learning of the concept functions in grade 11 / by Tshidiso Phanuel Masebe." Thesis, North-West University, 2009. http://hdl.handle.net/10394/5086.

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The study presents a pragmatic evaluation of the influence of inductive teaching on grade 11 learners in two high schools in Tshwane West District in the Gauteng province in a form of pseudo experiment complemented with a qualitative investigation. The study focussed on the influence of inductive teaching on the nature of conceptualisation of and the learning achievement with regard to functions in Grade 11. A model adopted by O'Callaghan that identifies and applies the four competencies of modelling a function, interpreting a function, translating and reifying a function proved to be relevant for the investigation and hence was adapted for the study. The methodology used included data collection through pretest-posttest control group experimental design complemented with unstructured interviews. The verification of the reliability of research instruments and data analysis was done with the assistance of the Northwest University (Potchefstroom Campus) Statistical Consultation Services and through identification of common perceptions and experiences of participants. The results of the study did indicate positive influence of inductive teaching on the nature and quality of conceptual learning of the function concept.
Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2009.
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何臻愉 and Chun-yue Ho. "A case study of Primary 5 students' perceptions of the inductive approach and deductive approach in vocabulary teaching through the useof theme-based readers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B43240884.

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Eriksson, Linda. "The Effectiveness of Modified Inductive Versus Deductive Teaching : A case study on word order amongst a group of English as a foreign language learners." Thesis, Umeå universitet, Institutionen för språkstudier, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-90180.

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This study aims at investigating the effectiveness of modified inductive learning compared with deductive learning of English grammar among foreign language students. In order to achieve this purpose, two classes in Year Nine in a secondary school in Sweden were taught using the two different methods. An initial grammar test determined that the students struggled with word order, which as a result was chosen as the area to teach. A pre-test/post-test-design was used to examine the effect of the two methods, and compared with a control group. The results reveal that the inductive method should be favoured overall, but suggests that the deductive method may produce significantly better results among weaker students.
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Chan, Samuel Sau-Man. "Research on operating and integrating inductive elements in dimmable electroic ballasts /." access full-text access abstract and table of contents, 2005. http://libweb.cityu.edu.hk/cgi-bin/ezdb/thesis.pl?phd-ee-b19887462a.pdf.

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Thesis (Ph. D.)--City University of Hong Kong, 2005.
"Submitted to Department of Electronic Engineering in partial fulfillment of the requirements for the degree of Doctor of Philosophy." Includes bibliographical references (leaves 109-118).
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Ho, Chun-yue. "A case study of Primary 5 students' perceptions of the inductive approach and deductive approach in vocabulary teaching through the use of theme-based readers." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B43240884.

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Vincent, François. "Étude comparative d'efficience d'approches pédagogiques inductive et déductive pour l'enseignement de la grammaire en 1re secondaire : le cas du complément du nom." Thèse, Université de Sherbrooke, 2014. http://hdl.handle.net/11143/5451.

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Résumé : Au Québec, la situation en termes d’apprentissage des savoirs grammaticaux, et surtout de mobilisation de ces derniers en situation d’écriture, est inquiétante. Pour rendre son intervention plus efficiente, l'enseignant peut choisir une approche pédagogique déductive (explication d'un concept suivi d'exercices) ou inductive (observation d'exemples avant la vérification d'hypothèse et les exercices). Notre objectif principal est d'évaluer les incidences d’une intervention éducative en grammaire selon des approches pédagogiques inductive ou déductive sur l’apprentissage par des élèves de 1re secondaire du complément du nom et son impact dans le développement de la compétence savoir écrire. Notre objet d’enseignement, le complément du nom (CN) est un concept de la grammaire actuelle, dont les caractéristiques facilitent son utilisation réfléchie en rédaction, surtout lors des phases de révision et de réécriture. Une méthodologie mixte de recherche a permis de recueillir des données auprès d'un échantillon de 269 élèves de première secondaire, de même qu’auprès de trois enseignants. Pour cette recherche exploratoire d’épistémologie pragmatique, nous avons réalisé des tests de connaissances, des analyses de rédactions et des entrevues auprès d’élèves et d'enseignants. Les résultats obtenus aux tests de connaissances nous montrent qu’il n’y a pas d’écart significatif entre l’amélioration des élèves ayant vécu l’approche inductive et ceux ayant vécu l’approche déductive, si ce n’est d’un léger avantage en ce qui concerne les accords pour les élèves ayant vécu l’approche déductive. Ce qui a par contre émergé de cette expérimentation est d’une part l’effet évident de l’apprentissage des CN sur leurs mobilisations en écriture, peu importe l’approche. D’autre part, les élèves ayant eu une forte amélioration ont confirmé que pour une approche ou une autre, leur implication cognitive demeure l’élément fondamental de l’efficacité de l’intervention éducative. Nous pouvons donc conclure qu’une approche n’est pas significativement supérieure à l’autre dans le cadre de l’enseignement des CN, mais que l’enseignant doit adapter son approche à la situation en tenant compte du contexte, des apprenants et des aspects de l'objet concernés. // Abstract : The choice of an educational approach by a teacher is a significant factor on student achievement. In Quebec, the situation in terms of apprentissage of grammatical knowledge, and especially using that knowledge in writing situations, is worrying. The success rate for the ministerial writing tests graze 60 %. One possible taxonomies to distinguish pedagogical approaches to teaching grammar lies between the inductive and deductive approaches. Our project has for main objective to assess the impact of an educational intervention according to inductive or deductive teaching approaches on learning, by high school students, of a grammar concept (complément du nom) and its impact on the development of writing competencies. In research, if the deductive approach always results, by the teacher explaining a concept, and the students practicing and being evaluated, the inductive approach is defined differently by the authors. For methodological considerations, and because it's a school tradition, we chose to consider an explicit approach focused on the discovery rather than a more implicit approach. Our teaching object, the « complément du nom » (CN) is a concept of the current grammar, including morphological, semantic and syntactic features, should facilitate thoughtful use for writing, especially during phases of revision and rewriting. For all these reasons, this(?) teaching is relevant of a competency-based program, especially since most of the concept notions are provided in Secondary 1 program by the « Progression des apprentissages » (MELS, 2010). A mixed research methodology was used to collect data from a sample of 269 students from eight classes of Secondary 1 , and of three French teachers. For this exploratory research, we used knowledge tests , reviews process marks by the students on writing productions, and interviews with students and teachers in order to document the impact of the teaching sequences, in terms of knowledge learning and 7 mobilization in writing productions. The comparative approach we used allowed us to assess the extent and nature of learning, according to our independent variable (the deductive and inductive teaching approaches), but also on the interrelation between this variable and other aspects of the educational intervention. The test of knowledge scores show that there is no significant difference between the improvement of students who lived an inductive approach and those who lived the deductive approach, except a slight advantage as regards as morphological characteristics for students who lived the deductive approach. What has emerged in this experiment is firstly the obvious effect of learning on their CN mobilizations in writing, regardless of the approach. On the other hand, students who had a strong improvement confirmed that with an approach or another, their cognitive involvement are fundamental to the effectiveness of the educational intervention. Finally, the quasi-experimental context has limited professional actions of the teachers, and at the same time limited their ability to adapt teaching situations. Those who chose to take certain liberties with the scenarios provided, by professional considerations, are those who have seen the results of their students rise, and that, regardless of the pedagogical approach. We can therefore conclude that an approach was not significantly superior to another for teaching of CN in High school, but the teacher must adapt his approach to the situation, taking into account the context, the learners and the aspects of the learning object.
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Claerr, Thomas A. "The effects of inductive and deductive teaching strategies in computer-based language lessons on the performance of high school students identified as being field-dependent or independent /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487330761220331.

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Anim-Appiah, Kofi D. "Analysis and design of ferrite cores for eddy current-killed oscillator inductive proximity sensors." Thesis, This resource online, 1991. http://scholar.lib.vt.edu/theses/available/etd-08252008-162029/.

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Algulin, David, and Jesper Sandberg. "Induktiva och deduktiva arbetssätt inom matematik : En systematisk litteraturstudie om hur induktiva och deduktiva arbetssätt kan påverka elevers matematiska förståelse." Thesis, Linnéuniversitetet, Institutionen för matematik (MA), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-101069.

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Denna systematiska litteraturstudie syftar till att undersöka hur induktiva eller deduktivaarbetssätt i undervisning påverkar elevers förståelse för matematiska innehåll samt vilka föroch nackdelar det finns med respektive. Studiens frågeställningar grundar sig i egnaerfarenheter och utifrån observation på skolor, där vi mött elever med bristande matematiskförståelse. Vi har då uppmärksammat att lärare återkommande fokuserar undervisningen påutantillkunskap, och i hög grad bearbetar matematiska innehåll med deduktiva arbetssätt.Observationerna utgjorde grunden till en hypotes om att det finns ett samband mellan eleversbristande förståelse och deduktiv undervisning som fokuserar på utantillkunskap. I studiengranskas tidigare forskning genom att tio utvalda vetenskapliga artiklar kategoriseras utifrånteoretiska perspektiv och dess innehåll tematiseras utifrån framgångsfaktorer för eleverslärande. Studiens resultat med utgångspunkt i de granskade artiklarna tyder på attarbetssättets induktiva eller deduktiva karaktär är av mindre betydelse för eleversmatematiska förståelse. Slutsatsen blir således att de identifierade framgångsfaktorerna ärmer adekvata för elevers matematiska förståelse.
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Chan, Yuet Ying Elaine. "The effects of deductive and inductive approaches on the acquisition of grammatical structures in second language : the case of the passive voice among secondary two students in Hong Kong." HKBU Institutional Repository, 2004. http://repository.hkbu.edu.hk/etd_ra/560.

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Knight, Nikita. "Theory and Practice : A comparison between English schoolbook grammar and English grammar teaching practiced in a Swedish secondary school." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-45893.

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This research compares the grammar in English schoolbooks with the grammar teaching practisedin a Swedish secondary school classroom. It explores the grammar content of two Englishschoolbooks from two different levels, and whether the teacher uses other materials when teachinggrammar: language websites with grammar and vocabulary exercises, and listening, reading andwriting activities, that are different or similar to the ones in the schoolbooks. The study also looks atdifferent grammar teaching methods, Grammar-translation method, Direct method andAudiolingual method, used in the schoolbooks. Throughout the years, different methods have beenused for teaching grammar, which is why it is interesting to see which ones are used here. Thegrammar content of two English schoolbooks and the classroom observations of year eight and yearnine English lessons were analysed and compared in order to find out whether the grammarteaching affects the pupils proficiency level and accuracy in their essays. This investigation isrelevant since language teaching has become more and more focused on communication, whichmeans that accuracy has a tendency of being forgotten, even though fluency and accuracy are bothequally important in order to achieve a communicative competence.
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Näslund, Terese. "”Substantiv är namn på saker och ting …” : En analys av grammatikavsnitt i läromedel i svenska för årskurserna 7–9." Thesis, Umeå universitet, Institutionen för språkstudier, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-143444.

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Abstract This study deals with the grammar sections in one older and one newer textbook series for Swedish in grades 7–9. The questions for the study are: firstly, the scope of the teaching materials, the content and the number of exercises, and secondly if the content presentation can be classified as deductive or inductive, and if the design of exercises is mainly product or process-oriented. Furthermore the relationship between the goals of the national curriculum and progression in grades 7–9 is investigated. The method chosen for this study is a text analysis. The results show that both textbook series contain similar content for word classes, that the material presentation is predominantly deductive and that most exercises are product-oriented. Differences that can be seen are that the older teaching series contain more pages devoted to word classes and parts of speech and more exercises. Furthermore, the older textbooks series show a clearer progression to the curriculum goals. The conclusions are that the two teaching materials have difficulties to deviate from the focus on grammatical terminology, but also to link grammar to students' own writing.
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Tricard, Elodie. "Emotions et raisonnement : influence d'états émotionnels subjectifs sur les performances en raisonnement chez l'adolescent et le jeune adulte." Thesis, Tours, 2018. http://www.theses.fr/2018TOUR2029.

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L’objectif de cette recherche est d’étudier le lien entre quatre états émotionnels subjectifs perçus (joie, tristesse, colère, anxiété) et le raisonnement. Trois études ont permis : 1) le développement d’un outil d’induction émotionnel pour la joie, la colère et la tristesse ; 2) la mise en évidence de résultats différents en fonction de l’état émotionnel et le type de raisonnement ; 3) un effet fort de l’âge sur l’effet des émotions ; 4) un lien entre les profils d’élèves (personnalité, ressources personnelles), l’anxiété perçue en situation stressante et les performances en raisonnement déductif. Un modèle intégratif du raisonnement et des émotions construit à partir du modèle d’intervention d’Evans (2011) et de l’approche de l’affect comme information (Schwarz, 1990) est proposé pour comprendre ses résultats
The aim of this study is to examine the link between four subjective emotional states (joy, sadness, anger, anxiety) and reasoning. Three studies allowed to: 1) develop an emotional induction tool for joy, anger and sadness; 2) highlight different results depending on the emotional state and the type of reasoning; 3) underline the strong effect of age on the emotions’ effect on reasoning; 4) emphasize a link between student profiles (personality, personal resources), anxiety perceived in a stressful situation and performance in deductive reasoning. An integrative model of reasoning and emotions constructed from Evans' intervention model (2011) and the affect-as-information approach (Schwarz, 1990) is discussed
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Wilder, Michael Gregg. "Improving Hypothesis Testing Skills: Evaluating a General Purpose Classroom Exercise with Biology Students in Grade 9." PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/427.

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There is an increased emphasis on inquiry in national and Oregon state high school science standards. As hypothesis testing is a key component of these new standards, instructors need effective strategies to improve students' hypothesis testing skills. Recent research suggests that classroom exercises may prove useful. A general purpose classroom activity called the thought experiment is proposed. The effectiveness of 7 hours of instruction using this exercise was measured in an introductory biology course, using a quasi-experimental contrast group design. An instrument for measuring hypothesis testing skill is also proposed. Treatment (n=18) and control (n=10) sections drawn from preexisting high school classes were pre- and post-assessed using the proposed Multiple Choice Assessment of Deductive Reasoning. Both groups were also post-assessed by individually completing a written, short-answer format hypothesis testing exercise. Treatment section mean posttest scores on contextualized, multiple choice problem sets were significantly higher than those of the control section. Mean posttest scores did not significantly differ between sections on abstract deductive logic problems or the short answer format hypothesis testing exercise.
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31

Zhu, YuFei, Amanuel Asmelash, and Jonas Lilieholm. "What we want to see? The Instagram photo in business." Thesis, Linnéuniversitetet, Institutionen för marknadsföring (MF), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-78652.

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The authors of this study want to build a classification model which can help researchers and marketers to evaluate what kind of characteristics that photo online especially on Instagram can attract more attention. The process of this case of study can be divided into two steps. First of all, the authors of this paper will create a classification model of the characteristics of these pictures on Instagram based on several theories and previous studies. Then the authors of this paper will conduct nineteen semi-structured interviews with participants to reinforce the classification of categories color, visual composition, image type and emotional expression, and further develop this model to make it more comprehensive.
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Genovese, Therese, Sandra Lu, and Lovisa Sundkvist. "How do your customers trust you from their mobile phone? : A company's perspective to an extended understanding of the mobile technological factors needed to affect customers' trust on mobile applications or websites." Thesis, Linnéuniversitetet, Institutionen för marknadsföring (MF), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-96338.

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The purpose of this research is to provide companies with how they can affect customer’s trust through tools found within the three technological factors on mobile applications or websites. A research gap was discovered by the researchers due to the lack of in-depth exploration regarding this topic and took the opportunity to do research within this field. This research undertook a qualitative research approach with a deductive nature, this was done by using a theoretical sample technique with theories on what factors affect customers' trust on mobile applications and websites. When collecting information for this research, 14 unstructured in-depth interviews were conducted online. With the help of the interviews the researchers could gather rich in-depth information to explore the research question. The main theoretical findings of this research are the three personas, Branded Betty, Aesthetical Alexia and Recommended Rob. Each persona is representative of a customer and they are each stimulated by the technological tools differently to trust a mobile application or website.
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Lepp, Susanne. "El uso de la música como estrategia didáctica en la enseñanza del pretérito perfecto compuesto en la sala escolar de ELE en Suecia." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-32360.

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Este estudio investiga la enseñanza del pretérito perfecto compuesto en el aula de españolcomo lengua extranjera a nivel escolar en Suecia. El objetivo de esta monografía es ver sipuede ser beneficioso enseñar el pretérito perfecto compuesto mediante canciones en español,que incluyen el pretérito perfecto compuesto en sus versos, como recurso didáctico. Losparticipantes son treinta y cuatro alumnos, divididos en dos grupos, de ELE en el octavo yocho profesores de español. Este estudio se realiza mediante observaciones en clase, dospruebas para los alumnos y una encuesta entre los profesores.Los resultados del estudio muestran que los profesores que participan en el estudio consideranque la mayoría de sus alumnos tienen problemas para aprender el pretérito perfectocompuesto. Los resultados de las pruebas indican que los alumnos que hacen parte del primergrupo de estudio, que tuvieron una enseñanza inductiva con canciones en español,aumentaron su destreza para utilizar el pretérito perfecto compuesto tanto con los verbosregulares como con los irregulares. Los alumnos que hicieron parte del segundo grupo,quienes recibieron una enseñanza deductiva, aumentaron su destreza en usar/aplicar elpretérito perfecto compuesto menos que el primer grupo cuando trata de los verbosirregulares. Sin embargo, estos alumnos aprendieron utilizar el pretérito perfecto compuestocon los verbos regulares mejor que los del primer grupo.Además, nos indigamos si se presentaba una posible diferencia en relación con el interés y lamotivación para aprender entre chicos y chicas dado el tema romántico de las canciones. Losresultados muestran una ligera mayoría en los resultados de las alumnas.
This study investigates the teaching of the past perfect tense in the Swedish classroom ofSpanish as a foreign language. The purpose of this essay is to see if it is profitable to teach thepast perfect tense with songs in Spanish, which include the past perfect tense in the lyrics, asan educational resource. The participants are thirtyfour students, divided into two groups, inthe eight grade who study Spanish as a foreign language, and eight Spanish teachers. Thestudy was made through observations in class, two tests by the students and a survey with theteachers.The results of the study show that the teachers who participated in the study consider that themajority of their students have problems learning the past perfect tense. Furthermore, theresults show that the students who were part of the first group, who received an inductiveeducation including Spanish music, increased their abilities of using the past perfect tenseboth with regular and irregular verbs. The students who were part of the second group andwho learnt/were taught by means of the deductive approach increased their abilities to use thepast perfect tense less than the first group when it came to the irregular verbs. However, theylearnt to use the past perfect tense with regular verbs better than the first group.Furthermore, we also investigated if there were any differences according to the interest andthe motivation to learn between the boys and the girls. The results were slightly higher amongthe girls.
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Yang, Tong. "Constitution et exploitation d’une base de données pour l’enseignement/apprentissage des phrasèmes NAdj du domaine culinaire français auprès d’apprenants non-natifs." Thesis, Paris 3, 2019. http://www.theses.fr/2019PA030049.

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Ce projet de thèse s’inscrit dans le cadre de l’enseignement du FOS (Français sur Objectifs Spécifiques) à des cuisiniers étrangers venus travailler dans des restaurants français ou ayant choisi la restauration comme spécialité. L’objectif de notre recherche est donc d’enseigner les phrasèmes NAdj du domaine culinaire auprès d’apprenants étrangers niveau A2. L’enseignement/apprentissage de la phraséologie s’avère nécessaire dans les langues de spécialités et la haute fréquence des phrasèmes NAdj a attiré notre attention. Plusieurs questions sont alors abordées : où trouver ce lexique spécifique ? Comment les extraire ? Par quelle approche enseignons-nous les phrasèmes sélectionnés ? Pour répondre à ces questions, nous avons fabriqué notre propre corpus Cuisitext – écrit et oral – puis nous avons utilisé NooJ pour extraire les phrasèmes NAdj du corpus. Enfin, nous avons proposé les trois approches d’utilisation des corpus pour l’enseignement/apprentissage des phrasèmes NAdj : approche inductive guidée, approche déductive, approche inductive pure
This thesis project aims to study the teaching method of FOS (French on Specific Objectives) catering to foreign cooks who come to work in French restaurants or who have chosen catering as a specialty. The objective of our research is therefore to teach the culinary NAdj phrasemas to foreign A2 level learners. The teaching/learning of phraseology is required in specialty languages and the high frequency of NAdj phrasems has caught our attention. Several questions are then addressed: where to find this specific lexicon? How to extract them? By which approach do we teach the selected phrasems? To answer these questions, we made our own corpus Cuisitext - written and oral - and then used NooJ to extract the NAdj phrasems from the corpus. Finally, we have proposed the three approaches to the use of corpora for the teaching/learning of NAdj phrasems: guided inductive approach, deductive approach, pure inductive approach
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Strandberg, Thomas. "Vuxna med förvärvad traumatisk hjärnskada - omställningsprocesser och konsekvenser i vardagslivet : En studie av femton personers upplevelser och erfarenheter av att leva med förvärvad traumatisk hjärnskada." Doctoral thesis, Örebro University, Department of Health Sciences, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-623.

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The overall purpose of this study is to illuminate the changeover process experienced by individuals who as adults acquired a traumatic brain injury (TBI), to increase the knowledge and the understanding of this process, and describe the meaning of support in every day life.

Persons who acquired a TBI as adults were administered a semi-structured interview covering six areas: consequences of TBI, family and social networks, working life and occupation, life-changes, support from society and everyday life. The interviews were qualitative and in-depth. A total of 15 informants participated, aged between 19-53 years when injured. Data were structured and underwent two phases of analysis. In the first phase, data underwent latent content analysis, underpinned by a hermeneutic approach, and in the subsequent phase, reanalysed within a framework derived from the theory of social recognition.

Findings from the first phase of inductive analysis elicited key themes: (i) the meaning of care, a question of formal and/or informal support; (ii) the meaning of action, a question of activity versus inactivity; (iii) autonomy, a question of dependence versus independence; (iv) social interaction, a question of encounter and/or treatment; (v) the theme of changes, a question of process versus stagnation; and (vi) emotions, an oscillation between hope versus hopelessness. After the construction of the six themes each of them were, through a discursive analysis, connected with theories, earlier studies in the field of brain injuries and important interview quotations from the empirical material. During this phase, an interest developed to study the material from a new theoretical point of view. The second phase of analysis therefore involved the development of a framework derived from Honneth’s (1995) theory of social recognition. The central construct of ‘recognition’ was analysed from three different dimensions proposed by Honneth: the individual dimension, the legal dimension, the value dimension. Using this framework, the data were reanalysed. The scientific term for this process of re-contextualisation and re-description of data is abduction inference.

Reported consequences were negative as well as positive. Significant others (e.g. next of kin) had an important function as a driving force for training and preparation for life-situation after injury. A majority of the informants were satisfied with support from society, such as hospital-care, rehabilitation and community support. Such support, initially, proceeded without problems but as time passed, the responsibility shifted to the person with TBI to take the initiative in arranging longer-term services. Long-term support which addresses physical, cognitive as well as psychosocial consequences of the TBI is important for outcomes. The majority of the informants had difficulties in returning to working life after the injury. The outcomes and recovery seemed to be a prolonged process, probably never ending, but which gradually over time becomes integrated as a part of life. The informants gave varying accounts of the extent to which they experienced social recognition.

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Farnsworth, Bradley David. "Wireless Implantable EMG Sensing Microsystem." Case Western Reserve University School of Graduate Studies / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=case1276263665.

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37

Safa, Amir, and Linus Dehmer. "Förbättrad tidsuppskattning för IT-projekt." Thesis, Uppsala University, Computer Systems Sciences, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-126175.

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Det finns olika strategier och många olika metoder inom strategierna för att tidsuppskatta ett IT-projekt. Dessa strategier och metoder skiljer sig mer eller mindre åt och många gånger har företag egna metoder för tidsuppskattning. Dessa strategier och metoder har samma syfte, vilket är att göra så noggranna tidsuppskattningar som möjligt för att undvika försenade projekt. Examensarbetets syfte är att visa på hur LexiConsult AB kan förbättra sina tidsuppskattningar av inkommande IT-projekt genom att följa studiens rekommendationer, vilket leder till bättre tidsuppskattningar och nöjdare kunder. Undersökningen har utförts genom en litteraturstudie, där genomgång av de olika delarna inom IT-projekt skett. Det teoretiska kapitlet ligger senare till grund för den empiriska undersökning som utförts på företaget vilket ger insikt och perspektiv i hur företaget arbetar med sina projekt. Teorin visade att en bra tidsuppskattningsmetod inkluderar alla delarna i ett projekt och att dessa måste genomgås innan en bra tidsuppskattningsmetod kan tas fram.

Det komplexa ämnet tidsuppskattning har gjort att en deduktiv ansats har valts för arbetet, där utgångspunkten ligger i teorin. Den djupa teorigenomgång som har utförts av författarna avspeglar sig i den kvalitativa forskningsmetod som valts för studien där syftet med metoden är att få djupare kunskap genom analyser och tolkningar i teori och verklighet. Författarna har försöktsäkerställa examensarbetets kvalité genom att beakta det insamlade materialets validitet, reliabilitet och relevans.

De analyser som genomförs i arbetet där LexiConsults arbetssätt analyseras mot den teori som har genomgåtts leder till ett flertal rekommendationer i slutsatsen av arbetet. Företagets brister i informationsstruktur leder till rekommendationer om införandet av en databas med kategorier av de projekt företaget utför. Vikten av bra kravspecifikationer inom tidsuppskattning leder i slutsatsen till en förbättrad kravspecifikation med uppdelning av de olika faserna i projektet med tidsuppskattning och kommentarer på varje del. Vikten av bra uppföljning av projekt framhävs och rekommendationer ges till en uppföljningsmall, vilket resulterar i designen till en sådan. Företagets arbetsmetoder och historik tas tillvara och en analogisk tidsuppskattningsmetod rekommenderas för framtida projekts tidsuppskattningar. Den analogiska metodens nackdelar förbättras genom tillämpandet av den nya kravspecifikationen där projekt delas i olika faser och tidsuppskattas separat enligt mikrostrategin inom tidsuppskattningar. Uppföljningsdokumentet samt den nya kravspecifikationen och den nya informationsstrukturen kommer enligt studiens slutsats att leda till flera positiva förändringar inom företaget. De nya förändringarna tillför större ansvar för den enskilde i projekt, bättre kunskapsdelning i företaget där erfarenhetsmässig kunskap kommer att ligga till grund för nya tidsuppskattningar, bättre beslutsunderlag för konsultchef samt för kund att lättare följa upp företagets tidsuppskattningar och hitta svagheter.Det finns olika strategier och många olika metoder inom strategierna för att tidsuppskatta ett IT-projekt. Dessa strategier och metoder skiljer sig mer eller mindre åt och många gånger har företag egna metoder för tidsuppskattning. Dessa strategier och metoder har samma syfte, vilket är att göra så noggranna tidsuppskattningar som möjligt för att undvika försenade projekt.

Examensarbetets syfte är att visa på hur LexiConsult AB kan förbättra sina tidsuppskattningar av inkommande IT-projekt genom att följa studiens rekommendationer, vilket leder till bättre tidsuppskattningar och nöjdare kunder. Undersökningen har utförts genom en litteraturstudie, där genomgång av de olika delarna inom IT-projekt skett. Det teoretiska kapitlet ligger senare till grund för den empiriska undersökning som utförts på företaget vilket ger insikt och perspektiv i hur företaget arbetar med sina projekt. Teorin visade att en bra tidsuppskattningsmetod inkluderar alla delarna i ett projekt och att dessa måste genomgås innan en bra tidsuppskattningsmetod kan tas fram.Det komplexa ämnet tidsuppskattning har gjort att en deduktiv ansats har valts för arbetet, där utgångspunkten ligger i teorin. Den djupa teorigenomgång som har utförts av författarna avspeglar sig i den kvalitativa forskningsmetod som valts för studien där syftet med metoden är att få djupare kunskap genom analyser och tolkningar i teori och verklighet. Författarna har försöktsäkerställa examensarbetets kvalité genom att beakta det insamlade materialets validitet, reliabilitet och relevans.De analyser som genomförs i arbetet där LexiConsults arbetssätt analyseras mot den teori som har genomgåtts leder till ett flertal rekommendationer i slutsatsen av arbetet. Företagets brister i informationsstruktur leder till rekommendationer om införandet av en databas med kategorier av de projekt företaget utför. Vikten av bra kravspecifikationer inom tidsuppskattning leder i slutsatsen till en förbättrad kravspecifikation med uppdelning av de olika faserna i projektet med tidsuppskattning och kommentarer på varje del. Vikten av bra uppföljning av projekt framhävs och rekommendationer ges till en uppföljningsmall, vilket resulterar i designen till en sådan. Företagets arbetsmetoder och historik tas tillvara och en analogisk tidsuppskattningsmetod rekommenderas för framtida projekts tidsuppskattningar. Den analogiska metodens nackdelar förbättras genom tillämpandet av den nya kravspecifikationen där projekt delas i olika faser och tidsuppskattas separat enligt mikrostrategin inom tidsuppskattningar. Uppföljningsdokumentet samt den nya kravspecifikationen och den nya informationsstrukturen kommer enligt studiens slutsats att leda till flera positiva förändringar inom företaget. De nya förändringarna tillför större ansvar för den enskilde i projekt, bättre kunskapsdelning i företaget där erfarenhetsmässig kunskap kommer att ligga till grund för nya tidsuppskattningar, bättre beslutsunderlag för konsultchef samt för kund att lättare följa upp företagets tidsuppskattningar och hitta svagheter.


There are many different strategies and different approaches within the strategies to estimate the time of an IT project. These methods and practices differ in several aspects and many times companies have developed their own method for estimating time. The common factors for these strategies and methods are the objectives, which is to make time estimation as accurate as possible, to avoid delays in projects. This study aims to show how LexiConsult AB can improve it’s time estimations by following the recommendations made in this study, which leads to reduction in their time estimates and better customer satisfaction. The study was conducted through a literature review of where the various components of IT projects are reviewed. The theoretical analysis is later the subject of the empirical investigation in the company giving instinct and perspective into how the company is working on their projects. The theory showed that a good time estimation method includes all the elements of a project and these must be examined before a good time estimation method can be developed.

Because of the complexity of this topic, a deductive approach was chosen for the study, where the starting point lies in the theory. The deep theory examination conducted by the authors is reflected in the qualitative research method chosen for study where the purpose of the method is to gain deeper knowledge through analysis and interpretation of the theory and reality.The authors have tried to ensure the quality of work by considering the collected material's validity, reliability and relevance.Because of the complexity of this topic, a deductive approach was chosen for the study, where the starting point lies in the theory. The deep theory examination conducted by the authors is reflected in the qualitative research method chosen for study where the purpose of the method is to gain deeper knowledge through analysis and interpretation of the theory and reality.The authors have tried to ensure the quality of work by considering the collected material's validity, reliability and relevance.

The analysis conducted in the study, is LexiConsult's project methods which are compared against the theory. These comparisons led to a number of recommendations in the conclusion of the study. The company's shortcomings in information structure area are identified and leads to recommendations on the establishment of a database with project categories. The importance of good requirements specifications for time estimation is identified and in the conclusion an improved specification is shown. The new specification has separated phases of the project with time estimates and comments on each part. The importance of good monitoring of the projects is highlighted in the study and recommendations are given to follow a template, resulting in the design of one. The company's working methods and use of the experience is indicative, and an analogy time estimation method is recommended for future time estimations. The analogical method has disadvantages that are improved through the new specification which the project is divided into different phases and time is estimated separately according to the Micro strategy for every phase. The recommendations made in this study leads to greater responsibility for individuals within the projects, better knowledge sharing in the company where old experiences will be the basis for the new time estimates. The new changes will lead to making the decision making within a project easier for both the costumer and LexiConsult AB.

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38

ÖBERG, JENNY, and ELIN STENLÖF. "What role to play in strategy implementation? : Constructive interplay between middle and frontline managers." Thesis, KTH, Industriell Management, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-239914.

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Purpose: The purpose of this research was to study the interplay between middle managers (MMs) and front-line managers (FLMs) in strategy implementation (SI). To successfully manage and run a complex technology corporation a well-performed strategy is essential. By comparing MMs’ and FLMs’ different views and responsibilities in the SI process, both theoretical and empirical. Methodology: Theoretical material regarding leadership, middle and front-line manager roles and responsibilities, as well the strategy implementation process, obstacles and success factors are compared in the study. Supplemented by a general pilot study and primary interviews covering their view of the SI-process, obstacles and leverages, leadership, and their roles description. In total, ten pilot interviews and 12 primary interviews have been conducted, with MMs and FLMs, equally represented. Findings: In large, the main findings regarding the creation of a dynamic interplay between MMs and FLMs were three identified key attributes. Firstly, success in the SI process and constructive dynamic require a clear distribution of tasks and responsibilities between MMs and FLMs or the key responsibilities in the process. Secondly, select key people for the SI process, picked from different levels in the organization with different viewpoint and expertise. Making sure that there are total transparency and knowledge sharing between all key members and organizational levels. This will enable a greater involvement and commitment in the SI-process. Finally, to create a successful SI-process and a dynamic interplay between MMs and FLMs, strategic work must be rewarded equally compared to operational excellence and product-development efforts.
Syfte: Syftet med denna studie var att få en förståelse för samspelet mellan Mellanchefer (MM) och Linjechefer (FLM) vid genomförandet av en strategiimplementering (SI). För att lyckas kontrollera och driva en komplex teknikorganisation är en väl genomförd strategi essentiell. Detta gjordes genom att jämföra MMs och FLMs olika syn och ansvarsområden i SI-processen, både teoretisk och empirisk. Metodik: Det teoretiska materialet som har jämförts i studien inkluderar ledarskap, Mellanchefers och Linjechefens roller och ansvar, samt strategiimplementeringsprocessens hinder och framgångsfaktorer. Detta kompletterades med en övergripande pilotstudie och med primära intervjuer som visade på MMs and FLMs respektive syn på hinder, hävstänger och ledarskap under SI-processen samt deras syn på sin roll. Sammantaget hölls 10 pilotintervjuer och 12 primära intervjuer, där mellanchefer och linjechefer var lika representerade. Resultat: Rapporten konkluderar tre viktiga attribut för skapandet av ett dynamiskt samspel mellan mellanchefer och linjecheferna. För det första, krävs en tydlig fördelning av uppgifter och ansvar mellan MMs och FLMs alternativt mellan de nyckelpersonerna som är inblandade och ansvarig i processen. För det andra, är det viktigt att välja rätt nyckelpersoner i SI-processen och att plocka dessa från olika nivåer i organisationen då de besitter olika erfarenheter. Viktigt är att skapa en total transparens och kunskapsöverföring mellan alla nyckelpersoner i processen samt mellan de olika organisatoriska nivåerna. Detta kommer att resultera i ett större engagemang och en känsla av mer inflytande på SIprocessen. Slutligen, för att skapa en framgångsrik SI-process och ett dynamiskt samspel mellan MMs och FLMs, måste det strategiska arbetet belönas lika mycket som operativa och produktspecifika insatser.
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39

Bolander, Alisa Curtis. "Margaret Cavendish and Scientific Discourse in Seventeenth-Century England." Diss., CLICK HERE for online access, 2004. http://contentdm.lib.byu.edu/ETD/image/etd422.pdf.

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40

Augier, Sébastien. "Apprentissage Supervisé Relationnel par Algorithmes d'Évolution." Phd thesis, Université Paris Sud - Paris XI, 2000. http://tel.archives-ouvertes.fr/tel-00947322.

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Cette thèse concerne l'apprentissage de règles relationnelles à partir d'exemples et de contre-exemples, à l'aide d'algorithmes évolutionnaires. Nous étudions tout d'abord un biais de langage offrant une expressivité suffisamment riche pour permettre de couvrir à la fois le cadre de l'apprentissage relationnel par interprétations et les formalismes propositionnels classiques. Bien que le coût de l'induction soit caractérisé par la complexité NP-difficile du test de subsomption pour cette classe de langages, une solution capable de traiter en pratique les problèmes réels complexes est proposée. Le système SIAO1, qui utilise ce biais de langage pour l'apprentissage de règles relationnelles est ensuite présenté. Il est fondé sur une stratégie de recherche évolutionnaire qui se distingue principalement des approches classiques par: - des opérateurs de mutation et de croisement dirigés par la théorie du domaine et par les exemples d'apprentissage; - le respect de la relation d'ordre définie sur le langage. L'évaluation du système sur plusieurs bases faisant référence en apprentissage automatique montre que SIAO1 est polyvalent, se compare favorablement aux autres approches et sollicite peu l'utilisateur en ce qui concerne la spécification de biais de recherche ou d'évaluation. La troisième partie de ce travail propose deux architectures parallèles génériques derivées des modèles maître-esclave asynchrone et du pipeline. Elles sont étudiées dans le cadre de l'extraction de connaissances à partir de données à l'aide de SIAO1 du point de vue de l'accélération qu'elles procurent d'une part et de leur capacité à changer d'échelle d'autre part. Un modèle de prédiction simple mais précis des performances de chacune des architectures parallèles est également proposé.
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41

Yong, Tsun Nyen, and 釋有暋. "Dharmakīrti’s Theory of Anumāna: Deductive or Inductive?" Thesis, 2015. http://ndltd.ncl.edu.tw/handle/dzj2uc.

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碩士
法鼓佛教學院
佛教學系
103
As a famous Indian Buddhist logician during the 7th Century, Dharmakīrti (600-660) inherited and reformed the logical system developed by his predecessor Dignāga (480-540). His contribution has great influence on the development of Indian Logic, both Buddhist and non-Buddhist. Due to its importance in Indian Logic, modern scholars have tried using the traditional classification method found in Western Logic, namely the deductive and inductive methods, in analyzing Dharmakīrti’s inference theory (anumāna), which exhibits many distinctive figures among Indian logical systems. Based on different angle of observations, however, sholars have come out with dissimilar conclusions regarding the charactetistic of his theory. As a result, those who think that it is inductive dispute the conclusions made by those who think that it is deductive, while others believe that it is a mixual of both methods. Therefore, it is the intension of this thesis to re-examine Dharmakīrti’s anumāna theory using the two terms invented by the Western logicians. First of all, it is recognized that the conundrum faced by Indian logicians are simply the process of generating general belief and its correct application in common process. Under this circumstance, the Buddhist logicians developed a logical system that involves two distinct steps. Firstly, through the scrutiny of the method of association (anvaya) and disassociation (vyatireka) between major term (sādhya) and middle term (hetu), the observer concludes with a general belief regarding the relation between the two terms (vyāpti) from his own experiences. Secondly, the observer then applies this general belief onto the minor term (pakṣa) to generate a conclusion. Research shows that while Western Formal Logic only concerns with the second step, it is the first step that becomes primary focus in Dharmakīrti’s inference system, hence indicates its inherence inductive nature. This thesis develops four core issues of discussion concerning some important characteristics found in Indian Logic, namely the process of generating major premise, the method of association and disassociation between two terms, the role of examples (dṛṣṭānta) in inference, and finally the theory of natural relations (svabhāvapratibandha) developed by Dharmakīrti. Besides, the chapter of “Svārthānumāna” in Dharmakīrti’s Nyāyabindu is translated and studied in order to better understand the characteristics of his theory of anumāna. As a result, this thesis concludes that Dharmakīrti’s theory of anumāna reveals strong inductive nature.
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42

Lee, Szu-Ying, and 李思穎. "Teaching Grammar for EFL Learners: Inductive or Deductive?" Thesis, 2018. http://ndltd.ncl.edu.tw/handle/v75aeb.

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碩士
國立政治大學
英語教學碩士在職專班
106
Numerous studies have investigated the difference in effectiveness between inductive and deductive approaches to teaching grammar. In the inductive approach, teachers provide examples and then guide students toward noticing the patterns of grammar rules, whereas in the deductive approach, teachers provide explicit instruction in grammar rules and then ask students to practice the sentences. Following an in-depth literature review, the teacher-researcher conducted a quasiexperimental study in a high school in Taiwan with 109 student-participants. Three types of grammar rules (gerunds, conditional clauses and relative clauses) were instructed to students through the inductive, deductive, and combined approaches. Pretest and posttest data were collected and compared. The results indicated that for conditional and relative clauses grammar rules, the combined approach leads to significantly higher performance than the others. For gerunds, students under the deductive approach had significantly higher scores. The inductive approach was the least effective approach to teaching grammar to EFL novice learners. The findings suggest that teachers designing their curricula for teaching grammar need to consider learners’ language proficiency. Future studies should focus on interactions between the three approaches.
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43

Yang, Chien-Hui, and 楊千慧. "The Effects of Inductive and Deductive Grammar Instruction: A Comparative Analysis." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/02036011070303936395.

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碩士
國立東華大學
英美語文學系
101
The purpose of the study was to investigate the effectiveness of the two grammar approaches (inductive instruction and deductive instruction) on grammar achievement tests and students’ attitudes toward grammar lessons. A pre-test and post-test quasi-experimental design was used for this study. The participants were 61 fourth-grade students in two classes. This experiment was conducted for 8 weeks. The independent variables were two grammar approaches - the deductive approach (thirty students in the comparison group) and the inductive approach (thirty-one students in the experimental group). The dependent variables were grammar achievement tests and the students’ attitudes toward learning grammar. A t-test was employed to examine whether there is a difference between the two research groups on the dependent variables. In addition, post-study interviews were conducted to reveal student perspectives on the two approaches. First, the results of the grammar achievement tests indicated that there was no significant difference between the two groups. The results of the grammar achievement tests also indicated there was no significant difference between low, middle, and high achievers taught under the two different approaches. These results were not statistically significant; however, the gains in the deductive group’s test scores were higher than in the inductive group. Second, the results of student attitudes toward learning grammar indicated that there is a significant difference in some items between the two groups. There is also a significant difference in attitudes toward learning grammar among low, middle, and high student achievers in the two groups. Besides, classroom observation revealed that the effectiveness of the two approaches varied among different grammar topics. These results are included herein to benefit further research projects. Moreover, all interviewees had a positive attitude toward computer-assisted grammar instruction. This is a crucial finding that suggests researchers should develop additional computer-assisted grammar instructional materials.
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44

Chi, Chen-Yu, and 紀貞伃. "The Strategic Groups of Taiwanese Firms：The Case of Inductive and Deductive Theory." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/57012765344146946449.

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碩士
逢甲大學
企業管理所
96
It has been thirty years since Hunt (1972) developed the concept of Strategic Groups. Ever since then, there have been many researches conducted in this area. The definition of the Strategic Groups is: a group of enterprises that take the similar strategic movements. These enterprises either fall within the same industry or in a specific group that is based on the similar scope and resource commitment. Strategic Groups can help firms to analysis industry competition, confirm direct and indirect competitors, and understand what kind of the position should be located within the industry. Many literatures indicate that the phenomenon of Strategic Groups does exist in many industries. Hence, we use the framework of strategic group to analyze Taiwan''s 27 industries. The observation time is from 2000 to 2006 with1058 firms in the sample. Based on Inductive and Deductive theory, cluster analysis is used to proceed the empirical analysis. Findings of this paper show two results. First, in the Inductive part, there are two types in the Taiwan''s firm: small group and big group. Small group includes the firms in the specific industry and leader industry; big group includes the firms in the general industry and growth industry. Second, in the Deductive part, based on Zammuto (1988) model, Taiwan''s firms can be clustered in two stages. The first stage is 2000-2003, Most of Taiwan''s firms were positioned Defender, the rest were positioned Analyzer, Entrepreneur, Prospector; the second stage is 2004-2006, Taiwan''s firms were positioned either Entrepreneur or Prospector. The findings also show industry competition trend and the direct competitors among strategic groups.
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45

王麗月. "Effects of Inductive and Deductive Approach on EFL Learning Collocation Patterns by Using Concordancers." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/16400752480984420956.

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碩士
國立雲林科技大學
應用外語系碩士班
90
The study primarily aimed to investigate the effectiveness of an inductive approach and a deductive approach on learning collocation by using a concordancer. Besides the comparison of the two teaching approaches, other factors influencing the learning outcome were also examined such as language proficiency, aptitude, and difficulty of grammatical patterns. Eighty-one second-year students from a senior high school in Taiwan participated in the study. They belonged to two classes. One was classified into the inductive group; the other was classified into the deductive group. All the procedures of the study consisted of three parts, a pre-test, exercises for each teaching approach, and a post-test. As to the treatment, the researcher modeled the process of each teaching approach for both groups at the beginning of the study. In the case of the inductive approach, there were three stages for each exercise. They were searching for the appropriate examples, formulating the underlying patterns, and applying the learned rules in error correction. In the case of the deductive one, the stages were consulting the rules provided in advance and applying the rules in error correction. Two types of grammatical patterns, the easy one and the difficult one, were used as learning exercises. The classification of the grammatical patterns was based on the judgement of two English experts. The instruments used in the study were 1) computers, 2) tests of correction for pre-test, 3) tests of correction for post-test, 4) Scholastic Aptitude Test: Serial Ⅲ 5) Secondary Level English Proficiency Test. The two-way ANOVAs were used to examine the significance of the results. Several findings were found through the data analyses. First, the inductive group improved more significantly on performance of collocation learning than did the deductive group. Second, the students with low-proficiency levels benefited more than students with high-language levels. Third, in the condition of easy patterns, the inductive approach would cause significant effect on collocation learning. As to the difficult patterns, there were no significant differences between the inductive group and the deductive group. Fourth, language proficiency and aptitude did not have significant interaction with the teaching approach. In summary, the findings suggest that to implement the inductive approach by using a concordancer can enhance the effectiveness of the learning outcome. Also, the combination of this approach with a concordancer can develop the learners’ ability of discovery learning. Students with different kinds of proficiencies are suitable for this combination. Thus, adopting a suitable teaching approach with rich resources, the Concordancer, will facilitate the effectiveness of language learners.
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46

Chen, Chiao-Jou, and 陳巧柔. "The Effects of Inductive and Deductive Approaches to Teaching EFL Junior High Students Verb Tenses." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/69015451104942501175.

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碩士
國立中正大學
英語教學研究所
102
The study investigated the effects of the traditional deductive instruction and the alternative inductive instruction on Taiwanese EFL students’ learning of verb tenses and students’ perceptions of their learning process. Participants were 60 eighth grade students in two classes in a public junior high school in Taiwan. One class received the deductive instruction while the other class was taught with the inductive instruction. Target structures containing simple present tense, simple past tense, and simple future tense were taught during three 45-minute instructional sessions. Data collected for the study included the scores of pre-test, post-test, and delayed post-test and answers to the open-ended questionnaire. The results of the tests were analyzed by ANOVA and t-test and the results of the questionnaire were shown in percentage. The findings indicated that there was no significant difference between the inductive and deductive groups, but both teaching approaches were effective for students to learn verb tenses; moreover, medium-level students in the inductive group were found to have more significant progress than students of the same level in the deductive group. In terms of students’ perceptions, most students liked the teaching approach they received, and their grammatical concepts became clearer after the instructions. The inductive group felt that the inductive teaching not only added more fun in the learning process but also helped them to have deeper impression of the grammatical structures; the deductive group thought that the rule explanation from the teacher helped them to understand easily, but some students felt that the process was boring. In conclusion, the study confirmed the positive effects of inductive and deductive approaches. It is beneficial for students’ grammar learning if teachers can implement the two teaching approaches alternatively.
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47

Lin, Ming-huei, and 林銘輝. "The Effects of the Inductive and Deductive Approaches on Elementary School Students’ English Grammar Acquisition." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/648f96.

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碩士
朝陽科技大學
應用外語研究所
96
Even though the Minister of Education has incorporated English education into primary school curriculum for years, the effects of teaching grammar to children remain unknown to English teachers and researchers. The existing research findings underlined the necessity of exploring the acquisition of English grammar rules by Taiwanese elementary school students. The inductive and deductive approaches for grammar teaching were therefore investigated in this thesis. Sixty-four students from a single primary school were randomly selected and assigned to an inductive or deductive group. Both groups received a 12-week experiment using either the inductive or deductive approach. Data collection instruments consisted of one pre-test and two post-tests that assessed student grammar comprehension achievement and retention of the grammatical rules. Additionally, six students were interviewed to investigate their perceptions regarding the instruction approaches. Research findings suggested that students taught using either approach were capable of comprehending and acquiring the target grammar. Students in the deductive group significantly outperformed those in the inductive group. Furthermore, participants in each group expressed both positive and negative attitudes toward the instructions.
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48

Dube, Chad M. "Dual-Process Theory and Syllogistic Reasoning: A Signal Detection Analysis." 2009. https://scholarworks.umass.edu/theses/242.

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49

Lee, Pin-Shuan, and 李品瑄. "The Effect of the Inductive and Deductive Data-Driven Learning (DDL) on Vocabulary Acquisition and Retention." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/pf473a.

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50

Georgoulas-Sherry, Vasiliki. "The Impact of Resilience and Grit on Inductive and Deductive Reasoning Following Exposure to Combat-Like Environments." Thesis, 2018. https://doi.org/10.7916/D8VQ4JQK.

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Cognitive processes have been shown to be severely affected by exposure to combat and war. While the negative impact of war on cognitive performance is apparent through numerous soldier narratives, the scientific investigation of this phenomenon is limited. Furthermore, the moderating influence of an individual’s resilience and grit on cognitive functions following combat environments is unknown. Understanding this interaction is essential in further understanding individual cognitive performance. Because the psychological wounds inflicted by combat situations affect individuals’ mental health, studying how such environments influence cognitive processes and performance can improve the training of our soldiers. This dissertation focuses on assessing how combat-like environments influence an individual’s ability to effectively and efficiently reason, and further examines whether an individual’s grit and resilience affect deductive and inductive reasoning in stressful environments. Participants were recruited from a private US military academy. The study used a pretest-posttest mixed design to investigate possible cognitive decrements in individuals’ ability to reason following exposure to war-like environments simulated by immersive and non-immersive technologies. Dependent measures included both inductive and deductive reasoning (as measured by The Letter Sets Test and Overton’s (1990) version of the Wason Selection Task, respectively) by placing participants into the immersive or non-immersive conditions. Self-reported resilience and grit were tested for interaction effects to examine how an individual’s resilience and grit influences an individual’s ability to reason in war-like environments. These findings might give a richer understanding of the ways in which cognitive mechanisms are affected by stressful environments like combat.
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