Durante muito tempo as estruturas de concreto foram consideradas livres de manutenção, ou seja, estruturas quase eternas a menos que fossem sobrecarregadas ou destruídas intencionalmente ou por acidente. Esse pensamento caiu por terra nas últimas décadas quando várias estruturas de concreto começaram a apresentar problemas degradando-se bem mais rápido que o esperado. O monitoramento estrutural nasceu da necessidade de acessar a condição de segurança de uma estrutura de forma mais rápida, precisa e com o benefício de criar uma base de dados sobre a estrutura monitorada. O monitoramento de edifícios ainda é um assunto pouco abordado nas pesquisas e publicações. O alto custo agregado às pontes, viadutos e outras grandes estruturas atraem o interesse de pesquisadores e fabricantes de equipamentos. O problema escolhido como alvo no monitoramento a ser desenvolvido foi a degradação de blocos de fundações em concreto armado com reação álcali-agregado (RAA) pela dificuldade de acesso em inspeções. Uma simulação da expansão causado por RAA em concreto foi desenvolvida para experimentos com sensores e técnicas de monitoramento de fundações. No experimento foram testadas aplicações de strain gauges na armadura, na superfície através de um long gauge adaptado e LVDTs (linear variable differential transformer) aplicados na superfície. A ancoragem dos long gauges não suportou o esforço, impedindo a correta avaliação do sensor. Os LVDTs têm grande potencial para acompanhar o desenvolvimento de fissuras, mas sofrem depois de alguma expansão, pois se desalinham com a superfície do concreto. Os strain gauges aplicados na armadura mostraram boa relação com a expansão medida e têm grande potencial no monitoramento. O processo de decisão e projeto do monitoramento para os blocos é explicado e definido. Uma proposta de aplicação do conceito de estrutura tolerante a dano aos blocos de fundação com RAA é dada para otimização de planos de manutenção e intervenções. / For a long time, concrete structures were considered \"maintenance-free\", i.e. quasi eternal, unless they were overloaded or destroyed intentionally or by accident. This thought has been reconsidered in recent decades when several concrete structures began to present problems and degraded much faster than expected. Structural monitoring has been originated from the need to access the safety condition of a structure more quickly, accurately and with the benefit of creating a database of the structure monitored. The high cost related to bridges, overpasses and other large structures still attracts the interest of researchers and equipment manufacturers. However, the monitoring of buildings is still a subject rarely addressed in research and publications. The problem chosen to be addressed in this research is the degradation of reinforced concrete foundation blocks by alkali-aggregate reaction (AAR) due to difficult access during inspections and unpredictable development of the problem. A review on the sensors available on the market and on monitoring techniques used in other structures with the problem was undertaken. A simulation of the AAR`s expansion in concrete has been developed for an experiment with sensors and monitoring techniques of foundations. In this experiment, strain gauges were applied on the reinforcing bars and adapted on a long gauge on the surface. LVDTs (linear variable differential transformer) were also applied on the surface. The anchoring of the long gauges did not support the applied tension, preventing a correct evaluation of the sensor. LVDTs have great potential to monitor the development of cracks, but after the concrete suffering some expansion, they get misaligned with the surface. The strain gauges used in the armor showed a good relation with the expansion and have great potential in monitoring. The whole decision and design process for the structural health monitoring (SHM) for AAR attacked foundation blocks is explained and the project is defined. A proposal of a damage-tolerant approach for the block is given for optimization of maintenance and interventions.

In this thesis I examine the way in which the changing contexts of the Foundation Stage and Key Stage 1 affect children’s perceptions of school and of themselves when they make the transition from Reception to Year 1. Working with 11 children out of a class of 30 who made the transition from the Reception to Year 1 in a two form entry school situated in an outer borough of London, I employed a variation of the ‘Mosaic Approach’ (Clark and Moss 2001 ) to gather data with the children using photographs, tours, observations and conversations. In order to understand the changing context I gathered further information through interviews with the children’s teachers and parents and examined documentary evidence from government and school concerning the Foundation Stage and Key Stage 1. Focusing on the interplay between structure and agency, I undertook an iterative approach to analysis between the field data and literature, which indicated that even small adjustments in teaching styles effected changes in children’s ideas about learning through both play and work. The findings also point to links between children’s understandings of identity as being either fixed or flexible, their individual priorities and the way in which they experience the transition. The findings from this thesis support the view that it may be more important in Year 1 to focus on a pedagogy aimed at developing flexible mastery orientations to learning using children’s interests as a basis for planning than delivering pre-determined curriculum content.

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Les fondations philanthropiques sont la source d’un intarissable questionnement, au sein duquel les règles de droit sont largement sollicitées. Que l’on songe à la création, au fonctionnement ou à la disparition des fondations… Un examen approfondi du droit positif permet de montrer que les règles de droit classiques sont souvent inadaptées au dynamisme que requiert la pratique philanthropique. À partir des résultats de cette analyse, la recherche d’une optimisation entre les règles juridiques et les véhicules d’actions d’intérêt général peut être envisagée. Cette optimisation pourrait être obtenue de plusieurs manières complémentaires, par l’amélioration de l’accessibilité des fondations à des financements multiples, par l’observation des organismes à but non lucratif concurrents de la fondation, par l’édification d’une éthique de la fondation, et par la rénovation de sa fiscalité. La fondation philanthropique apparaît ainsi, au fil de l’étude, comme un véritable laboratoire de recherche appliquée en droit fiscal, en droit administratif, et en droit comparé / French Philanthropic foundations are the source of endless questions, in which the laws governing them are sought. Think of the creation, operation or disappearance of foundations... This thorough review of positive foundation law shows that the classical laws are often inadequate for the dynamism required by philanthropic practice. This work investigates the optimization between legal rules and vehicles of public interest, which could be obtained in several complementary ways : by improving the accessibility of foundations to multiple financing, by the stricter observation of non-profit organizations competing with the foundation, by building an ethics of foundations, or by the renovation of its taxation system. The philanthropic foundation appears throughout the study as a true research laboratory for tax law, administrative law, and comparative law

This research set out to explore the acculturation of immigrant children from Zimbabwe in the Foundation Phase with reference to its influence on academic performance. Participants were immigrant children from Zimbabwe aged six to seven years old and their parents and teachers. The study was navigated via the qualitative route using narrative and case study designs. Data were collected using semistructured interviews, observation and document analysis. This study was based on the theory of Legitimate Peripheral Participation (LPP) by Lave and Wenger (1991) and Wenger’s (1998) theory of learning in communities of practice (COP). Findings that emerged from the study were fivefold. First it was found that the initial investment in the LoLT initiated at the home front assisted the immigrant children from Zimbabwe to engage with the curriculum content on the periphery of the COP. It was found that quick understanding of the LoLT enhanced their acculturation to the school as well as their academic performance. Zimbabwean immigrant children who understood the indigenous South African languages adapted well to the academic environment. Consequently they had a sense of belonging to the school, a resource which seemed to have focused their attention on academic matters. Second, teachers had no prior arrangements to address the linguistic concerns of immigrant children in the Foundation Phase. However, they arranged ad hoc solutions to meet the linguistic and academic challenges of immigrant learners. Third, parents of Zimbabwean immigrant learners who participated in this study discouraged their children from totally imbibing the cultures of South Africa. They only agreed to their children’s academic acculturation rather than mainstream acculturation. They were determined to focus the attention of their children on coping with the curriculum. Some of them offered assistance to their children regarding the LoLT and their homework. Fourth, it was found that comprehension of curriculum content was enhanced by the acquisition of the LoLT. Fifth, it was found that issues of discrimination were uncommon among immigrant children and their indigenous peers in the Foundation Phase. Recommendations were made for policy and practice. / Dissertation (MEd)--University of Pretoria, 2014. / gm2014 / Early Childhood Education / unrestricted

Class of 2015 Abstract / Objectives: The primary objective of the study was to evaluate for change in vitamin D levels and regimens in cystic fibrosis (CF) patients following implementation of the 2012 Cystic Fibrosis Foundation (CFF) vitamin D guidelines. Secondary endpoints included clinician adherence to guideline recommendations for treatment and management of vitamin D deficiency. Methods: This retrospective chart review included CF patients with 25-hydroxy vitamin D (25(OH)D) levels from University of Arizona Medical Center (UAMC) between April 1, 2011-March 31, 2012 and July 1, 2012-June 30, 2013. Total 25(OH)D levels and vitamin D regimens were collected along with data on respiratory cultures, pulmonary function, and hospitalizations. Data were analyzed by Student’s T-tests and chi square analyses. Results: A total of 62 patients were included in the study. Mean 25(OH)D levels did not significantly differ between the study periods (28.9±10.5 ng/mL pre-guideline and 27.0±9.1 ng/mL post-guideline, p=0.158). Cholecalciferol use increased post-guideline (57.1%) versus pre-guideline (75.8%, p=0.027). Post-guideline cholecalciferol doses increased to 2836.5±2669.4 international units [IU] daily compared to 1518.0±912.0 IU daily pre-guideline (p<0.001). Clinician adherence to dose titration recommendations resulted in significant 25(OH)D level elevations (28.3±8.9 ng/mL versus 24.7±9.0, p=0.047). Conclusions: The prescribing pattern of clinicians significantly changed to reflect vitamin D regimens suggested by CFF guidelines. This finding suggests that had sufficient time been allowed following guideline implementation, a significant difference in 25(OH)D levels would have resulted. Additional research is needed concerning the effect of the guidelines on vitamin D status, clinical outcomes, and comorbidities.

This research was based on the question of how Foundation Phase teachers perceived and experienced their professional development. This study was done at a school in the Northern Areas of Nelson Mandela Bay, South Africa. The school is situated in a developing community that has a low socio-economic status characterised by infrastructural challenges. The school is newly established and started the year 2012 with mostly newly qualified teachers. In this study, the researcher wanted to know how the participants’ perceptions and experiences as teachers impact on their professional development. The review of relevant literature provided a conceptual framework for the study. This study explored the fact that a social constructivist theory is relevant for the professional development of foundation phase teachers. This theory is based on the fact that teachers construct their own knowledge and that more emphasis should be placed on theory within teachers’ practice. A qualitative research approach was suitable for this study. The data for the study was obtained by using photovoice and focus group interviews. The most important theme that emerged from the data collection was that the physical environment of the school and the surrounding area played a major role in how the teachers experienced their development. Other themes that emerged from the study were the need for educational resources, teacher collaboration and leadership. The findings show that more emphasis should be placed on the professional development of Foundation Phase teachers. Schools in poverty stricken areas of South Africa have an impact on how teachers experience their professional development. It has become clear that places of higher education need to consider the contexts in which schools are situated, especially in poverty stricken areas. Foundation Phase teachers are a vital part of education and as such the training of teachers in this phase should develop around whole-person learning within a life-long learning framework.

Recently, many authors from various theoretical backgrounds have written books or articles trying to clarify what the role of the sovereign state is within the wider political context of “global politics.” This thesis seeks to critically engage with the way in which this debate has been framed by the vast majority of these authors. Indeed, while most authors frame this debate as an essentially empirical disagreement concerning the objective composition of global politics, we will be arguing that it is really a debate that concerns the problem of political foundation and the possibly changing nature of the dominant ways of answering this problem in contemporary “global politics.” From this perspective, the vast majority of those involved in this debate simply pass over - as somehow analytically uninteresting - most of the questions that would really need to be explained and understood. This thesis seeks to address this crucial oversight

The United Housing Foundation (UHF) was founded in 1972 to provide organizational, administrative, and technical advice to housing cooperatives in British Columbia. The purpose of the Foundation was to promote the success of housing cooperatives through the centralization of the substantial knowledge and skills hitherto scattered throughout many small groups in the cooperative sector. Within three and one-half years UHF grew from a grassroots organization under the auspices of the credit union movement to a government funded bureaucracy capable of producing over 1000 cooperative units annually. UHF's apparent success was marred by a bitter conflict be-UHF and its client cooperatives who charged the organization with elitism, insensitivity, and failure to represent cooperatives and by a provincial review of the Foundation and subsequent withholding of funds. These events led to the final collapse of UHF in February 1976. This thesis investigates the role of UHF and concludes that it was a divisive force in the cooperative movement in this province. It was discovered that the local cooperative movement was severely damaged by UHF's frustration of individual cooperatives' needs, provincial interference in UHF policy, and UHF's less-than-professional technical services. The problems of UHF were found to pertain to a large extent to difficulties inherent in the dual nature of cooperative housing — both economic enterprise and . social movement — and the distinct lack of Cooperation among cooperatives. The main recommendations are for self-financing and, therefore, resource groups representative of the cooperatives served, and for the establishment of several types of resource groups to meet the various needs of different housing cooperatives, a recognition that the field is too diverse to be contained within one group. i / Applied Science, Faculty of / Community and Regional Planning (SCARP), School of / Graduate

Although much research has been conducted on Heads of Department (HODs) and their roles in the foundation phase, there has not been a strong focus on how these HODs manage their multiple roles. A qualitative case study was employed whereby data was collected from four primary schools in Tshwane North and Tshwane West District in the Gauteng province. Five purposively sampled HODs participated in this study. Data was collected through semi-structured interviews. The study determined the HODs’ understanding of their multiple roles in the foundation phase. It further explored the management strategies these HODs employ to manage their multiple roles, the prospects and challenges they encountered as well as the support they received were also explored. The study discovered that a “collaborative effort”, where educators, the school principal, volunteers and lead teachers, as well as the officials from the department of education, play a huge role in making the multiple roles of the HODs doable. Secondly, in handling these multiple roles, HODs in this study had to engage in “needs analysis” every year in preparation for the following year. It also transpired that “effective communication” amongst role players (i.e. HODs, departmental officials, school principals, educators and support staff) through meetings where the roles had to be shared in order not to duplicate and /or to avoid disruption, became an important tool in performing their multiple roles. Finally, “commitment and dedication” demonstrated by HODs in this study are principles that help them to succeed in performing their multiple roles. I, therefore, recommend that assistant educators be deployed in the foundation phase classes and the workload of HODs in the foundation phase be reduced through the allocation of administrative duties to the assistant educators. / Dissertation (MEd)--University of Pretoria, 2019. / Education Management and Policy Studies / MEd / Unrestricted