The objective of this work was to study the addition of fluorescent whitening agents (FWAs) for efficient use on pigment coating of paper substrates with low grammage and the goal was to achieve high optical response by using low amount of FWAs. A commercial light-weight coated (LWC) paper grade was provided by Stora Enso Corbehem Mill and isotropic laboratory sheets were produced at Stora Enso Research Centre using PFI sheet former. Optical properties such as brightness, whiteness and L, a* and b* colour space values were evaluated using Minolta spectrophotometer with D65 illuminant for both types of substrate using different types and amounts of FWA while the effect of the addition of dye was evaluated in both isotropic sheets and as well as in the coating. The results showed that brightness and whiteness of double-coated paper increased by increasing the amount of fluorescent whitening agent in the coating layer. Also, higher brightness and whiteness was achieved by introducing a higher amount of fluorescent whitening agent in the top coating rather than in a pre-coating. The addition of a shading colorant in the paper substrate had a positive influence not only on the brightness but also on the whiteness of coated paper. / Syftet med denna studie var att studera tillsatsen av fluorescerande vitmedel (FWA) för att effektivisera användningen i pigmentbestrykning av papper med låg ytvikt. Målet var att nå en hög optisk respons men ändå använda en låg mängd FWA. Ett kommersiellt LWC-papper erhölls från Stora Enso, Corbehems pappersbruk, och isotropa laboratorieark tillverkades med PFI-arkformerare på Stora Enso Research Centre. Optiska egenskaper, såsom ljushet, vithet och färgrymd (L, a* och b* värden), hos samtliga prover med varierande mängd och typ av FWA uppmättes med hjälp av en Minolta spektrofotometer med D65 ljuskälla. Effekten av färgnyanstillsats utvärderades både hos handgjorda ark och hos bestrykningslager. Resultaten visade att både ljushet och vithet hos dubbelbestrukna ark ökade med ökad mängd FWA i bestrykningslagren. Högre ljushet och vithet nåddes också när FWA placerades i toppbestrykningen. Tillsats av nyanseringsfärg i papperssubstratet ökade både ljushet och vithet hos de bestrukna arken.

The analysis of grade crossing safety has long focused on vehicle-train crashes using statistical models based on crash data. The potential crashes generated by vehicle-vehicle rear-end conflicts have often been ignored. The interaction of different traffic attributes on safety performance of a grade crossing is also not well-understood. The primary objective of this thesis is to model the causal relationship of vehicle-vehicle interactions by developing the operation logic of gate-equipped grade crossing using a commercially available microscopic simulation package that models human driver behaviors. The simulation-generated vehicle trajectory data allows detail safety performance analysis on vehicle-vehicle interaction over time as they approach the track. A dual-gate equipped crossing at Kitchener, Ontario is selected as the study area. Initially, logic modifications are made to the simulation package (VISSIM) in order to accurately model the grade crossing segment. A two-step calibration is used in this thesis. Firstly, model input parameters for a signalized intersection from literature are used to model typical car-following behavior along this type of roadway. Secondly, parameters used to model drivers’ decision and reaction when approaching crossing is fine tuned through data collection and calibration. After incorporating all the modifications to the simulation package, validation is undertaken by comparing model-generated speed profiles to on-site observed speed profile. The established model is tested for its safety performance sensitivity through varying three traffic attributes in the simulation: (i) percentage of bus, (ii) total traffic volume, (iii) percentage of cars in the center lane of a 2-lane approach. Four safety performance measures were selected. The overall results indicate that the established model is functional and reliable in modeling grade crossing vehicles interactions at gated crossings. In the absence of a train, vehicles’ reduction in speed in the vicinity of a crossing results in traffic flow turbulence that increases the opportunity for high risk rear-end vehicle interactions. The sensitivity test revealed that the spillback behavior of vehicles due to the stopping behaviors of buses increases risk in the upstream section. Also, overloading of vehicles into the network indeed improves safety as the effect of differential speed diminishes. Among the four selected safety performance measures, DRAC seems to reflect problems with rear-end vehicle interactions in the vicinity of a crossing as a function of the traffic attributes considered in this research.

Field pea is the most produced and exported pulse crop in Canada, and makes a major contribution to Western Canadian agricultural diversification programs. Canada is now the world largest exporter of pea, lentil and chickpea and is fourth in dry bean. The demand for Canadian pulse products is steadily rising and the export market would continue to rise with the expected increased in production. Field pea exported to countries with tropical climates is at particular risk due to rapid loss of quality. It is therefore important to develop practical strategies for safe storage of feed pea. Knowledge on the moisture adsorption and spoilage characteristics of pea stored in adverse storage conditions is important in the transportation and storage of this export commodity. <p> This study was initiated to examine the conditions that lead to quality losses in storage and transport of pea. Tropical and subtropical conditions were simulated in airtight chambers. Relative humidities (RH) of 60, 70, 80 and 90% were created by saturated salt solutions in airtight chambers at temperatures of 10, 20 and 30°C, while the same range of humidity was provided by dilute sulphuric acid in airtight chambers at 40°C in environmental cabinets. The four RH levels at each temperature for both whole and feed-grade pea were tested in duplicate. The samples were observed for changes in moisture content (MC), mold appearance and RH in specific time intervals. The amount of produced carbon dioxide (CO2) was measured in airtight chambers during storage to control the condition existing in sealed airtight chambers. Also, all components of feed-grade pea were exposed to RH of 90% and temperature of 40°C in separate airtight chambers to find the effect of each component on mold appearance. Molds were identified after appearance on the samples in order to pinpoint potential toxicity. <p> Both feed and whole sound peas became molded after a short time of storage at high temperatures and high RH, but those stored at 70% and below did not develop mold after 175 days at 30 and 40°C (experiment duration) and 216 days at 10 and 20°C (experiment duration). Molds were identified mostly as species of Aspergillus and Penicillium. The amount of CO2 in the airtight chambers showed almost no difference from the ambient CO2 except at high temperature and high RH when samples had gone molded. <p> Moisture adsorption equations were developed based on the moisture adsorption data in dynamic environment. Although the Page model showed to fit the data better, the exponential model was chosen to fit the data because its parameters can be better expressed as a function of temperature and RH of the storage environment. <p> The mold-free days for both feed pea and clean pea were modeled at temperatures of 10, 20, 30 and 40°C and RH of 80 and 90%.

The purpose of the study was to look into the subjects which the students express when they cry out to their recreation instructor, if there are similarities and differences in the subjects when they turn to their recreation instructor or when they instead turn to their teacher, which different roles and positions the students place their recreation instructors and the teachers in. I have used focused observations during three days in two different schools. Using the ideas of J.Butler on performative perspective, I´ve analyzed the way the students have positioned their recreation instructors and teachers through speech and actions. My conclusion is that students early on see hierarchical structures in school and help maintaining them.

The aim of this research is to study changes resulting from parents attending a study group designed by class teacher that include reading a chosen book and engaging in teacher¡¦s designated activities relating to grade 1 elementary school mathematics contents; and trying ideas at home with school children. By referring to literature she decided on a study group format and adopted equal interaction and co-operative discussion setting. The math contents are: Number (1-10); Knowing about Geometric Shapes, Classifications (Color, Shapes). Data collection included questionnaire about study group meetings, children¡¦s interviews, parents¡¦ interviews, teacher¡¦s diaries, video tapes of in-class activities. Analyzes of interviews is by Goldin (2000). The findings are four: through the above mentioned study group (1) parents upgraded themselves in math ability and in confidence and set goals relating to different age of children; (2) children were given the opportunities to learn in a variety of ways; (3) promoted parent-child interaction, especially at home; and, (4) enhanced parent-teacher relationships and stimulated creativity in teacher¡¦s instruction.

This study discusses third grade elementary school children¡¦s growth in mathematics ability through a mathematics curriculum integrated with problem posing. By applying action research method, this study tries to find out the participating teacher¡¦s progress in her teaching method. In particular, also to find out the problems that may arise from carrying out problem- posing instruction, the possible solutions to these problems, and the problem-posing activities that can be readily applied in classroom setting. The time this study takes, from identifying the problem to the point of retreating from the research setting, is about one year. During this year, the investigator used various methods to collect data: interviews, video recordings of class teaching, teachers¡¦ notes and recordings, and children mathematics diaries. He included research-related surveys and triangulation for data analysis. It is found that, the teacher has to do more than having a firm grasp of the teaching materials, but also to attend to the teaching processes, the timing of introducing the critical questions related to the main points, and the ability to conduct a discussion atmosphere that is conducive for the students¡¦ growth. Most important of all, the mindset has to be changed from a teacher-oriented one to a more student-oriented set. Compared to the original teaching without problem posing, it is found that students became more active in class discussions, and showed more logic in their solutions. They debated about mathematics problems instead of aimless quarreling. Moreover, the content of the problem-posing products become more creative and no longer mechanical. In addition, students¡¦ solution processes were no longer by imitation, but instead, showing expressions of elaborated thoughts. All these show that the integration of problem-posing instruction has increased students¡¦ interests and motivation in studying mathematics.

The purposes of this study were to develop a mathematics achievement test for the seventh graders in Tainan based on the Grade 1-9 Curriculum, and to explore the difference in performance for variables of gender, tutoring, scale of school, public-private school and textbook version. The population of this study consisted of the eight graders in Tainan City. Three samples were drawn for this study: the first tryout sample¡]n=402¡^, the second tryout sample¡]n=455¡^and the norm sample¡]n=870¡^. The Mathematics Achievement Test for Seventh Graders developed by the researcher was used. The data were analyzed in two dimensions: 1. items and test with methods of CTT and IRT; and 2. the difference in performance for variables of gender, tutoring, scale of school, public-private school and textbook version with statistical testing methods. The results of this study were listed below: I. Item and Test Analysis: 1.Regarding the difficulty and discrimination of CTT, the average difficulty of interval scale¡]¡µ¡^of items was 12.14, the mean of percentage passing and discrimination were 0.58 and 0.52, respectively. 2.According to the result of the reliability examination, the Cronbach value of internal consistency was 0.85, the test-retest reliability indicated 0.86, the split-half reliability showed 0.86. 3.The evidences of validity about this test were well content-related, criterion-related, construct-related. As for the result of the validity examination, the content validity of this test was through experts¡¦ review and judgment. The criterion validity was based on significantly positive correlation of the monthly test scores for each school. The construct validity had established in two ways of the internal consistency and the different groups analysis. 4.Analyzing items with IRT, 3PL model, the mean of discrimination (a), difficulty (b) and guessing(c) are 1.23, 0.14 and 0.21, respectively. 5. DIF was present for the item 17 between gender groups. 6. The correlations of item difficulty values between IRT and CTT were 0.97¡ã1.00, the correlations of item discrimination were 0.21¡ã0.95. The correlation between ability parameters of IRT model and total score of CTT ranged from 0.98 to 1.00. The result of indices between IRT and CTT revealed high correlations. 7. This test established a percentile rank and T-score norms. II. Testing of the performance differences with significance level£\=0.01: 1.The student¡¦s performances were significantly different between gender groups, and the female exceeded male. 2.The performances of the students who accepted tutoring after school hours were better than the others¡¦ performances significantly. 3. The student¡¦s performances in the public and private school were significantly different, and the private school outperformed the public school. 4.The performances of the students in private school were better than the performances of the students¡]both accepting tutoring and not ¡^in public school. And in public school, the performances of the students accepting tutoring were better than the students not accepting tutoring. 5.As for the school scale, the large is better than the small, and the middle is better than the small at statistical significant level. 6.In the textbook version, this test found that the performance of student using the version Nani surpassed the performance of student using the version Hanlin, and the version Jenlin outshined the version Hanlin. Finally, based on the results and findings of this study, numerous suggestions for the practical use of the test and future researches were provided.

The purpose of this research is to explore the aspects of abilities of mathematics communication of grade two students in the elementary school, including spoken understanding and as well as written and figural understanding. This researcher adopted action research, having the investigator implemented two months teaching. After referring to mathematics teaching materials grade two, the researcher designed four units. During the period of research, the teacher utilized a variety ways to collect data, such as; video recording, audio recording, questionnaires, reflective notes, observation records and student activities sheets. Eventually, the teacher made qualitative analyzes and explored methods of improvement on her ways of teaching. The results of this research illustrated seven aspects of spoken language expression of understanding. The students were weak in listening; dare to express their opinions; put forward queries regarding teacher's or schoolmates¡¦ questions; some were unable to raise conceptual related questions; when students made exchanges they needed help from the teacher, students spoke with low or vague voice; and, finally, students replied intermittently or silently. Besides the above seven findings on spoken language, there are four findings of phenomena in written and figural understanding. First, students were able to examine mistakes or others¡¦ mistakes according to the record on blackboard. Moreover, the students even can put forward the queries on others¡¦ problem solving records. Yet, they were capable of understanding others¡¦ mathematics records and explained others¡¦ ideas.

The purpose of this study was to explore the effects of K.K.phonetic symbols-assisted instruction on students¡A English achievement and motivation for learning. A quasi-expermental design was used. The subjects were 75 sixth-grade students from elementary school.They were divided into three groups.After an English achievement Test and the scale of Motivation for Learning English,the K.K.phonetic symbols-assisted instruction was implemented .After 4 months of instruction, all groups took an English Achievement Test and the Scale of Motivation . The results were as the followings: 1. No significant difference was found between the phonics group and the phonics+K.K. phonetic symbols group in their English Achievement Test. 2. No significant difference was found between the phonics group and the phonics+K.K. phonetic symbols group in their motivation for learning English. 3. There were significant differences found between the phonics+K.K. group-consonant and vowel taught together and the phonics+K.K. phonetic symbols group-taught separately in their English Achievement Test. 4. There were significant differences found between the phonics+K.K. group-consonant and vowel taught together and the phonics+K.K. phonetic symbols group-taught separately in their motivation for learning English. Finally, based on the findings of this study, suggestions for administrators, teachers, and future research were discussed

The researcher used self-constructed problem-solving and problem-posing activity sheets to ask students to do solving and posing by themselves, then discuss together afterwards. When teaching was completed each time, the researcher asked students to write learning diaries. The researcher referred to the students¡¦ records on problem-solving and on problem-posing and analyzed the categories of students¡¦ work and the contents of posing problems that students created as well as problem-solving strategies. He also referred to students¡¦ learning diaries to investigate into students¡¦ reflections on their problem-posing, and to make a record of self reflections during his problem-posing activities implementation. The results of this research showed that most of the students given problems included sufficient data for problem solving. Students virtually were able to make feasible problems but only few students can change the structures of the original given problems. Most of these problems are ¡¥Exchange problem¡¦ which be solved correctly by themselves. Most students solved problems by using the strategy relating to Multiples. The most important factor for accuracy and solving strategy is number type on the proportion problems. Moreover, students expressed that they were able to acquire study methods and have great enjoyment from problem-posing. Also, the teacher found that during problem-posing, students will advance in thinking and creativity.