En el año 2017, Perú sufrió el fenómeno del Niño Costero luego de 19 años. Este desastre afectó principalmente la costa norte del país, ocasionando que numerosas viviendas e instalaciones terminaran enterradas por las inundaciones. Además, varios puentes colapsaron causando que pueblos queden incomunicados. A raíz de ello, se puede determinar que no todos los puentes están preparados para este tipo de fenómenos, teniendo como posibles causas estudios de suelos y diseños estructurales con escasa información. Por tales motivos, la presente tesis se refiere al diseño y determinación del tipo de pilote para la cimentación profunda más eficiente en puentes sobre suelos arenosos en Tumbes mediante un modelo computarizado. La aplicación se realizará en el puente Canoas, en el cual se buscará optimizar el rendimiento de ejecución considerando que pueda soportar las cargas actuantes y las características del suelo. Se propondrá un diseño alternativo para la superestructura que junto con una cimentación profunda con pilotes analizados será un proyecto óptimo tiempo de construcción, sin descuidar la capacidad resistente y costo. Esta propuesta consta de un puente de 50m de luz con vigas metálicas que presenta estribos de 16 m de altura en cada apoyo. Estos estribos tienen un encepado con 12 pilotes cada uno tipo CPI-8 con barrena de hélice continua (CFA). El diseño de la superestructura se realizará en SAP2000, los estribos serán en GEO5 y los pilotes se diseñarán por dos métodos (FHWA 1999 y analítico) comprobando su resistencia grupal con la eficiencia del grupo de 12 pilotes. / In 2017, Peru suffered the phenomenon of the Coastal Child after 19 years. This disaster mainly hit the north coast of the country, causing numerous homes and facilities to end up buried by flooding. In addition, several bridges collapsed causing villages to go intocommunicado. As a result, it can be determined that not all bridges are prepared for this type of phenomenon, taking as possible causes soil studies and structural designs with little information. For these reasons, this thesis refers to the design and determination of the type of pilot for the most efficient deep foundation in bridges on sandy soils in Tumbes using a computerized model. The application will be carried out on the Canoas bridge, in which it will be sought to optimize the execution performance considering that it can withstand the actuating loads and characteristics of the ground. An alternative design will be proposed for the superstructure that together with a deep foundation with analyzed piles will be an optimal construction time project, without neglecting the resilient capacity and cost. This proposal consists of a 50m light bridge with metal beams that presents 16 m high stirrups in each support. These stirrups have a brush with 12 piles each type CPI-8 with continuous propeller auger (CFA). The superstructure design will be done in SAP2000, the stirrups will be in GEO5 and the piles will be designed by two methods (FHWA 1999 and analytical) checking their group resistance with the efficiency of the group of 12 piles. / Tesis

The purpose of this study is to analyze the foundation beam linked between two shear walls in the presence of lateral loads. Mat foundation with shear walls is one of the most commonly used reinforced concrete structural systems to resist the lateral load. When two independent walls are connected with a link beam, also known as the coupling beam, the overturning resistance of the building is largely increased. However, the coupling beams are relatively weaker structures and can develop larger stresses. When there is a mat foundation, or pile cap in case of pile foundation, the part of the foundation which is right below the coupling beam where no shear wall is present, will also get large stresses due to the highly rigid nature of adjacent shear walls. Most of the lateral deformations are imposed only on the coupling beams and foundation beam. There is not much literature or design procedure found in books and codes to mitigate the high risks associated with the foundation beam between shear walls on its design vulnerability. This thesis is focused on the risks associated with exceptionally high forces on the foundation beam due to earthquake forces.

These latest years, the green energy is highlighted and new technologies appeared. It is the case for wind turbines. The aim of latest developments has been to increase the power output. The use of new material enables the design of wind turbine with an impressive height, more and more flexible, inducing significant dynamic forces. However, several problems have been encountered on the connection between the foundation and the tower, which threaten the entire integrity of the structure. The initial lifetime could be impacted. The first aims of the master thesis are to understand the dynamic behavior of a wind turbine, determine the resultant forces at the foundation in order to explain the issues encountered at the foundation level on site, and compare these results with the resultant forces given by the wind turbine manufacturer. Indeed, the constructor transmits to the civil engineer one or more resultants forces without justifications in order to design the foundation. These loads are often issued from extreme load case. The analysis of the serviceability limit state is not well realized. It is this resultant force in operation which must be determined in this master thesis. After having presented the history of wind turbines, the different parts and the model use for the wind; the blade element model is used to calculate the forces of the wind on the rotor. These forces calculated from the theory used are eventually compared with the provider data. The turbulence component of the wind on the tower is evaluated by a spectral method and a fluid structure interaction with the software Abaqus. The inertial effects of the tower are calculated in order to give an order of magnitude of the resultant load on the foundations. This knowledge enables to analyze the connection in serviceability limit state which is another aim of the study. An analysis of the connection is done in order to get an idea of the risks. In particular, the punching resistance and the stability of the structure are verified.

Med ökningen av mobila enheter och dess användning ökar även användningen av mobila applikationer (Fedosov et al, 2016). Ett sätt att möta denna ökning är med hjälp av designprincipen Mobile-First. Att följa Mobile-First innebär att designa med mobila enheter i åtanke först och främst. För att förenkla tillvägagångssättet finns det ramverk vilket är programvarumiljöer som ger en bra bas att bygga på. I det här arbetet ställdes Mobile-First ramverken Bootstrap och Foundation mot varandra i ett experiment om vilket ramverk som hade högst responsivitet vid inläsning av en webbsida med visualisering av data. Olika sidor med olika element sattes upp och genom olika mätserier mättes responsiviteten. Mätningen skedde med skript som mätte svarstid i ms. Resultatet för alla mätningar samt för varje mätserie var att Bootstrap hade i snitt en lägre svarstid än Foundation. Detta går att bygga vidare på genom att jämföra andra element än de som gjordes i just det här arbetet. / <p>Det finns övrigt digitalt material (t.ex. film-, bild- eller ljudfiler) eller modeller/artefakter tillhörande examensarbetet som ska skickas till arkivet.</p>

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Philosophiae Doctor - PhD / Many South African Foundation Phase learners perform poorly in literacy, especially in reading and writing. The Annual National Assessment (ANA) results show that many Grade 3 learners experience difficulties in reading and in writing sentences from pictures (Howie, Venter, Van Staden, Zimmerman, Long, Scherman & Archer, 2008). The learners also struggle to produce meaningful written sentences, even though they are taught through the medium of their own home languages, including African languages (Department of Basic Education, 2013). To enrich learners’ language and literacy skills, the Curriculum Assessment Policy Statement (CAPS) encourages the use of figurative and metaphorical language through the teaching of folklore. However, CAPS does not provide explicit guidelines on how folklore ought be taught to enhance learners’ literacy skills.

This study was conducted in Gauteng Province and Tshwane North District. The study explored the poor performance of learners in Mathematics in the early grades. Learners’ performance is dependent on teacher input in class. Learners’ Mathematics performance is also influenced by various aspects contributing towards development such as nutrition, parental literacy which includes teachers’ knowledge of content and language in the subject taught. The poor Mathematics performance is exacerbated by lack of visual perceptual skills as the basis for learning. This study sought to investigate whether early grade teachers met this requirement. The proposed research investigated the teaching of number sense in the early grades. The research was informed by daily experience as subject advisor. The study was informed by theories of both Vygotsky and Piaget. Teaching in the Foundation Phase is mainly through group work and play and therefore this theory is appropriate. The primary research question for this study was as follows: How do teachers experience teaching number sense in the Foundation Phase? Data were collected using semi-structured interviews and observation. Purposive sampling was used to select participants for this study. Teachers from Grades 1-3 were interviewed and it was found that many lacked content knowledge and different strategies to teach number sense. Furthermore, teachers indicated that there was minimal support from HODs and subject advisors. They agreed that they needed more capacity building workshops to strengthen their knowledge and understanding of teaching number sense. The study revealed that teachers teach Mathematics in Foundation Phase without the relevant qualification. Due to the lack of knowledge and understanding of the Foundation Phase content, strategies and methods of teaching, teachers experienced challenges mainly in teaching number sense in the early grades. / Dissertation (MEd)--University of Pretoria, 2019. / Early Childhood Education / MEd / Unrestricted

A thesis submitted to the Faculty Of Education in fulfillment of the requirements for the Degree of Masters Of Education in the Department of Educational Psychology and Special Needs Education at the University Of Zululand, 2017 / It has been 16 years since the release of Education White Paper 6 however, South Africa continues to experience challenges in implementing Inclusive Education (IE) by providing support effective for learners who experience barriers to learning. Education in society is a fundamental part of our lives and IE provides the platform to achieve a unified society. The study focused on the Foundation Phase where barriers could be identified and early intervention could be provided. The aim of this study was to ascertain the nature of the support strategies employed by Foundation Phase teachers in two schools in the Umlazi District. It also aimed to establish if learners who experience barriers to learning as well as if the teachers and the school were adequately supported. It was apparent that although the department of education addressed some of the challenges by providing a policy and guidelines on the implementation of inclusive education (National Strategy on Screening, Identification, Assessment and Support (SIAS) and Guidelines for responding to learner diversity in the classroom) there was little evidence of stakeholders having knowledge of the documents or applying the recommended strategies. A mixed method design was used for this case study. The quantitative method comprised of a questionnaire constituted the initial phase of the data collection. It was then followed by the qualitative method which involved a focus group interview with selected participants. The questionnaire was completed by 21 teachers from the two schools and 5 teachers participated in the focus group interview from the first school and 8 from the second. This study established that although teachers attempted to provide support to learners that experience barriers to learning, they found these strategies to be ineffective. The pre-service in-service training that they received to address barriers to learning was ineffective and inadequate. Support networks at the schools were dysfunctional and there was confusion about the roles and responsibilities of the various support structures. Stakeholders and external support structures were ineffective and inaccessible. The lack of communication and collaboration amongst stakeholders was evident. These findings are These findings are common and consistent with discoveries from previous research. Contributions of the study are important for further research and implementation of the recommendations would assist in ensuring that learners receive quality education that can help them to be productive members of society.

A dissertation submitted to the Faculty of Education in fulfillment of the requirements for the award of the Degree of Master of Education (Early Childhood Education) in the Department of Foundations of Education at the University of Zululand, 2016 / The increase in the use of Information Communication Technology (ICT) has caused a remarkable transformation in the field of education in the 21st century. This transformation has led to the restructuring of school curricula to incorporate ICT in order to equip teachers with the necessary tools to enhance achievement. The ability to read and write at the foundation level of education embraces the most fundamental skills learners obtain. To develop these skills, new methods and forms of teaching should always be considered. This is why the introduction of ICT innovation makes major demands on teachers’ professional skills. ICT plays a very crucial role in the expansion of language skills as it has become an indispensible way of learning and a valuable area of research for both teachers and learners. This paper explores the experiences of foundation phase teachers in integrating ICT into language learning and teaching focusing on Grade 3 teachers in six primary schools in UThungulu Education District. The following research questions were answered: What are teachers’ experiences in incorporating ICT into language learning? What are teachers’ attitudes towards the use of ICT? What is the level of teachers’ resistance to the use of ICT? What is the level of appropriate use of ICT for curriculum delivery in language learning and teaching? The study adopted a purposive sampling technique and a qualitative research method in which the researcher conducted focus group interviews and class lessons were also observed. The target population was primary school teachers from government and privately owned schools in the UThungulu district. Data were analysed using the descriptive analysis technique. The study revealed that only 1.2% of the schools investigated were well resourced in the field of ICT facilities. It was also observed that teachers who claimed to have ICT skills only have basic computer skills. The study also discovered that teachers in the UThungulu Education District are not familiar with any English language online learning resources and software. Schools lack proper funding to integrate ICT and teachers are rarely trained on proper integration skills. The study suggests ways that will lead to effective integration of ICT into language learning and teaching in UThungulu District schools: Policy makers should partner with teachers in drafting the English language curriculum so as to incorporate ICT; stakeholders in the education sector should provide and monitor funds allocated to schools in order to see to the successful integration of ICT in education; frequent ICT integration accredited trainings should be organised for teachers and ICT integration should be incorporated into the teacher education curriculum from the very first year.

This dissertation describes the development and analysis of a new forest dynamics model. The NORTHern Woodland Dynamics Simulator (NORTHWDS) was designed to spatially model forest pattern and process for the northern Lake States, and to incorporate multiple spatial scales. While ecologically detailed, this stand table-based model is sufficiently parsimonious to be able to simulate 100s to 1000s of hectares for centuries. Processes like tree regeneration, growth, and mortality, herbaceous and shrubby competition, biogeochemistry, carbon cycling, edge effects, and climatic influences are incorporated in NORTHWDS. Wind disturbance and white-tailed deer browsing were also included to help forecast stand and landscape dynamics under managed and unmanaged scenarios. Preliminary results suggest that NORTHWDS can reliably predict long-term forest ecosystem responses to succession and disturbance. NORTHWDS was also applied to test the effectiveness of a managing-for-old-growth strategy, with results indicating that this type of management can provide improvements over traditional even- and uneven-aged harvest systems in desirable old-growth attributes like aboveground live biomass and coarse woody debris patterns. The results of the NORTHWDS developmental and application chapters were then synthesized to produce a new conceptual approach to landscape simulation that incorporated space, multiple scales, and a hierarchical design. A user's guide, the source code, and model defaults complete this dissertation.