Clumped structures in wind flows have substantially altered our interpretations of multiwavelength data for understanding mass loss from massive stars. Embedded wind shocks have long been the favored explanation for the hot plasma production and X-ray generation in massive star winds. This contribution reports on line profile shapes fromthe clump bowshock model and summarizes the temperature and emission measure distributions throughout the wind for this model with a focus on results that can be tested against observations.The authors acknowledge funding support for this work from a NASA grant(NNH09CF39C

Massive star winds are understood to be structured. Structures can come in the form of co-rotating interaction regions, which are globally organized flow streams that thread the winds. Structures can also be stochastic in nature, generically referred to as "clumps". The theory for interpreting the radio emissions from randomly distributed microclumps in single star winds is established. Results are presented here for macroclumping, in which the radiative transfer is sensitive to the clump geometry. Two cases are compared: spherical clumps and pancake-like fragments. The geometry of macroclumps can influence the power-law slope of the long wavelength spectral energy distribution.

The mediation of foreign films for Swahili audiences is an established cultural and linguistic practice in Tanzania that combines translation with commentary and story-telling. It helps audiences make sense of films whose original language and cultural background are unfamiliar to them. Today, an industry has grown around translated foreign films of all genres and from all regions. The practice also makes genres accessible that are still under-represented in Tanzanian film production, such as science fiction. The genre’s depiction of a futuristic, technically advanced and strange world presents a challenge to commentators. Through the analysis of a particular episode of the Star Wars saga, I show how the commentator acts as an ethnodramaturg, who through translation, re-narration and intertextual reference explains and re-enacts the strange cultural universe of the source film and brings it closer to the audience.

Consumers continuously review products and services on the internet. Others have frequently relied on those reviews in making purchasing decisions. Review texts are usually free-form and associated with a star rating on a 5-point scale. The majority of restaurants receive a 3.5 or 4 star rating on average, so a standalone star rating does not provide adequate information for readers to make a decision. Many researchers have approached the problem with sentiment analysis to classify a sentence or a text as expressing a positive or a negative review. Sentiment analysis, even at the fine-grained level, can only provide classification of positive and negative judgments on any particular aspect under consideration. The novel method proposed in this thesis provides insight into what aspects reviewers deem as relevant when assigning star rating to restaurants. This is accomplished by using an interpretable star rating classification method that predicts star rating based on aspect and polarity score from the review. The model first assigns a polarity score for each aspect in the review text, then predicts a star rating, and outputs a ranked list of aspect importance according to a widely used restaurant reviews dataset. The result from this thesis suggests that the classification model is able to output a reliable ranking from the review texts.

The purpose of this study was to report on the sustainability of school-based psycho-social support projects that have been initiated in a school in the Eastern Cape. More specifically, the study explored how insights into sustainable psycho-social support by teachers might inform knowledge on resilience in schools. The study forms part of the broad STAR (Supportive Teachers, Assets and Resilience) research project that has been ongoing since 2003. The current study utilised Interpretivism as metatheory and Participatory Reflection and Action (PRA) as methodological paradigm. A case study design was selected, with eight purposefully selected primary school teachers as participants, who have been involved in the STAR project since 2003. Two field visits were undertaken for data collection purposes. The participants took part in two PRA-based workshops, with the second workshop taking the form of a member checking session. In addition to the PRA-based workshops, I relied on observations, field notes, photographs, audio-recordings and a research diary as data collection and documentation strategies. Subsequent to thematic data analysis four main themes emerged. Firstly the importance of teamwork in sustaining psycho-social support initiatives was identified, with the various roles and responsibilities within the team, and school management acting as a silent partner emerging as sub-themes. Secondly, participants highlighted collaboration (with the University of Pretoria, community and other schools) as underlying reasons for sustaining support efforts. Thirdly, participants regarded acknowledgement by others as motivating factors, with reference to acknowledgement on multiple levels and acknowledgement resulting in self-confidence as sub-themes. Finally, participants focused on teacher identity as the determining factor for sustaining psycho-social support initiatives, referring to being in a caring profession, putting children first, being change agents in the community and being committed and dedicated. Based on the findings of the study, I can conclude that sustaining psycho-social support seemed to establish the school as a protective resource to promote resilience. The acknowledgement of teachers’ abilities and capabilities similarly had a positive effect on teachers’ identification and mobilisation of assets and resources in collaboration with community partners, which in turn positively impacted teachers’ confidence. Additional information available on a CD stored at the Merensky Library on Level 3 / Dissertation (MEd)--University of Pretoria, 2010. / Educational Psychology / unrestricted

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