Yes / This paper models a hydro turbine based on the dynamic description of the hydraulic system having a surge tank and elastic water hammer. The dynamic of the hydraulic system is transformed from transfer function form into the differential equation model in relative value. This model is then combined with the motion equation of the main servomotor to form the nonlinear model of the hydro turbine, in which the power of the hydro turbine is calculated using algebraic equation. A new control model is thus proposed in which the dynamic of the surge tank is taken as an additional input of control items. As such, the complex hydraulic system is decomposed into a classical one penstock and one machine model with an additional input control. Therefore, the order of the system is descended. As a result, the feasibility of the system is largely improved. The simulated results show that the additional input of the surge tank is effective and the proposed method is realizable. / National Natural Science Foundation of China (50839003, 50949037, 51179079), Natural Science Foundation of Yunnan Province (No. 2008GA027)

Šiuolaikinės demokratinės visuomenės kūrimo vienas iš svarbiausių veiksnių – vertybių ugdymas. Vien pamokoje neįmanoma kokybiškai padaryti visko, kad atsiskleistų prigimtiniai moksleivių gabumai, vystytųsi kūrybinės galios, susidarytų vertybinės orientacijos. Dėl šių priežasčių turi būti ypatingas dėmesys skiriamas papildomajam ugdymui, kuriame galima kokybiškai įgyvendinti daug į formalius rėmus netelpančių uždavinių. Tyrimo tikslas – ištirti Vilniaus miesto bendrojo lavinimo mokyklų papildomojo ugdymo ypatybes ir organizavimo prielaidas. Tyrimo uždaviniai: 1. Išsiaiškinti papildomojo ugdymo kaip neformaliojo švietimo raiškos ypatumus. 2. Ištirti papildomojo ugdymo veiklos poreikius ir pasiūlą Vilniaus miesto bendrojo lavinimo ugdymo įstaigose ir nustatyti neišnaudojamus rezervus bei jų atsiradimo priežastis. 3. Ištirti papildomojo ugdymo būrelių populiarumą pagal kryptį ir numatyti tendencijas. Tyrimo bazė Kiekybiniam tyrimui buvo apklaustos visos Vilniaus miesto bendrojo lavinimo mokyklos: 17 pradinių, 16 pagrindinių, 49 vidurinės mokyklos bei 17 gimnazijų. Tyrimas buvo atliekamas trejus metus iš eilės: 2004-2005 m. m., 2005-2006 m. m., 2006-2007 m. m. Tyrimo metodai Tyrimas atliktas taikant teorinius ir empirinius metodus: mokslinės literatūros bei dokumentų analizė, lyginamoji analizė, sisteminė analizė, apibendrinamoji analizė, kritinė analizė, anketinė apklausa. Atlikus tyrimą buvo padarytos tokios išvados: 1. Vilniaus miesto bendrojo lavinimo mokyklose... [toliau žr. visą tekstą] / One of the important subjects of our present democratic society is the development of values. During the lesson it is impossible to do everything so that natural pupils abilities could be shown, creative might could be developed, valuable orientation could be formed. That is why special attention should be paid to additional development where you can fulfil a lot of the tasks which cannot be placed into the formal limits. The aim of the research – to research the pecularities of the additional development in secondary schools in Vilnius and the precondition of its organizing. The tasks of the research: 1. To find out the expression of the pecularities of the additional development as the informal education. 2. To explore the needs of the additional development and its offer to Vilnius secondary education institutions and to determine the unused reserves and the reason of their origin. 3. To do a research of the popularity of the circles of the extracurricular activities according to their direction, to forsee the tendencies. The basis of the research For quantative research for the survey has been carried out in all Vilnius secondary education schools: 17 primary schools, 16 principal schools, 49 secondary schools and 17 gymnasia. The research has been done for 3 years: 2004-2005, 2005-2006, 2006-2007. The methods of the research The research has been done using theoretical, empirical methods: the analysis of scientific literature and documents, comparative analysis... [to full text]

1 augusti 2011 upphävdes Arbetsmiljöverkets dispens för uttag av extra mertid och extra övertid. Istället är det nu upp till arbetsgivaren att bedöma ifall det finns särskilda skäl för uttag av extra övertid och extra mertid samt att bedöma att situationen inte går att lösa på annat rimligt sätt. Skyddsombuden får nu som ett led i regleringen möjlighet att göra framställningar till arbetsgivaren om det behövs för att säkerställa att arbetstidslagen följs. Syftet med uppsatsen har varit att ta reda på vilka omständigheter och situationer, som krävs för att en arbetsgivare ska kunna ta ut extra övertid och extra mertid. Uppsatsen beskriver den gällande rätten för uttag av extra övertid och extra mertid. Syftet har också varit att redogöra för hur skyddsombudens befogenheter har påverkats av de nya reglerna kring uttag av extra övertid och extra mertid. Uppsatsen har baserats på en rättsdogmatisk metod, vilket innebär att den har haft sin utgångspunkt utifrån olika befintliga rättskällor. Uppsatsen har varit avgränsad till att endast beröra den ändring som skett i arbetstidslagen och berör inte nödfallsövertid, studerande skyddsombud eller elevskyddsombud. Slutsatser som har dragits är att särskilda skäl för att göra uttag av extra övertid och extra mertid, kan vara tillfälliga arbetsanhopningar som varit omöjliga att förutse, oförutsedda sjukdomsfall eller förlust av spetskompetens som inte gått att ersätta omedelbart. Bedömningen att situationen inte går att lösa på annat rimligt sätt, ska göras i varje enskilt fall. Arbetsgivaren ska se över möjligheter som att rekrytera personal, hyra in personal eller utföra organisatoriska åtgärder för att lösa situationen. Skyddsombuden har sedan tidigare möjlighet att kontrollera arbetstidsfrågor, men endast rätt att agera, då det innebär en risk ur ett arbetsmiljöperspektiv. Nu har det rätt att agera vid minsta övertramp av extra övertid och extra mertid samt möjlighet att begära att arbetsgivaren ska vidta åtgärder.  Ändringen i arbetstidslagen ger skyddsombuden en begränsad rätt att agera, eftersom regeln kan avtalas bort genom kollektivavtal. Den nya regleringen i arbetstidslagen innebär en mindre ökning av skyddsombudens befogenheter. / On August 1, 2011 the Swedish Work Environment Authority repealed their exemption for the take out of extra overtime and extra additional time. It is now up to the employer to determine if there are special reasons for the employee to take out extra overtime and extra additional time and to decide whether the situation has not been able to be solved in any other reasonable way. Currently the safety representatives of the company get the possibility to make suggestions to the employer if needed, to ensure that the Act regulating the working time is enforced. The main purpose of this paper was to determine the circumstances and situations that require an employer to be able to charge extra overtime and extra additional time. The paper describes the established law for the collection of extra overtime and extra additional time. The purpose has also been to explain how the safety representatives’ authority has been affected by the new regulations around the extra overtime and extra additional time. The paper is based on the law of dogmatic approach, which means that it is based on various existing sources of law. The paper has been limited to only concern the change that has occurred in the Act regulating the working time and shall not affect emergency overtime and student safety representatives. The conclusions that has been drawn, is that the special reasons for taking out extra overtime and extra additional time, may be temporary situations of higher workload that were impossible to predict, unforeseen illness or loss of front edge competence that is not possible to replace immediately. In each specific case, an assessment shall been made, to determine that the situation hasn’t been able to be resolved in any other reasonable way. The employer shall review the possibility of recruiting new employees, hire employees from a temporary work agency or implementing organizational arrangements to resolve the situation. The safety representatives already have the authority to control issues regarding working time, but only the authority to act when the working time has developed in to a working environment problem. Now they have the right to act at the slightest infractions of extra overtime and extra additional overtime and the possibility to ask the employer to take action. The amendment to the Act, regulating the working time, provides the safety representatives with a limited right to act, because the rules can be negotiated through collective labor agreements. The new regulations in the Act, regulating the working time, results in a small increase of the safety representatives’ authority.

This is a qualitative study focusing on support of English as an Additional Language provided to students in an international school in Bangkok. The study aims to answer the following questions through literature and responses from interviewees: To what extent does EAL benefit second language learners’ development of language acquisition? and How is the EAL learners’ language proficiency monitored? The study was conducted at the international school The Early Learning Centre in Bangkok, including interviews with five EAL students with Swedish as their L1, and one EAL teacher, and questionnaires sent to three parents. The theoretical starting point describes the aspects that are of concern in this study: language acquisition, second language acquisition, English as an additional language in general and at The Early Learning Centre, and English as an additional language continuum. The data indicates that EAL programs that deliver both mainstream and withdrawal support is the accurate way to connect it to the curriculum. The results showed that EAL support provides students with sufficient help in acquiring academic and social language skills. ELC uses withdrawal support to improve language skills in smaller groups where the focus lies in learning language and transfer knowledge between L1 and L2. The study also indicates that to monitor language proficiency, assessments are important to monitor skills and development.

Vocabulary is well acknowledged as playing a critical role in language and reading development for young children, particularly for children learning English as an Additional Language (EAL) in school (Scarborough, 2001; Stahl & Nagy, 2005). However, most previous research on vocabulary has focused on measuring individual words and failed to examine knowledge of multi-word phrases, despite corpus evidence that these items are common in the English lexicon (Erman & Warren, 2000). The nature of multi-word vocabulary knowledge and its possible contribution to literacy skills among children remains underexplored, possibly due to a lack of available suitable measures. The current thesis details the development and administration of an original multi-word phrase task containing transparent, semi-transparent and non-transparent verb + object phrases to 108 British monolingual English speakers and learners with EAL in school years 3, 4 and 5. Results showed a strong effect of item transparency, even greater than frequency. Year 4 monolingual English speakers had significantly higher scores than year 3 monolingual learners on non-transparent items, while among learners with EAL year 3 and 4 performances were similar and year 5 learners’ scores were significantly higher. The second phase of the study explored the contribution of multi-word phrase knowledge to reading among 40 year 4 monolingual English speaking children and Bengali speakers with EAL. Multiple regression analysis showed that multi-word task performance accounted for a significant amount of variance in reading scores, when controlling for non-verbal intelligence, receptive and expressive single word vocabulary and language background. These findings are of import for increasing our understanding of vocabulary development among young learners and provide insight into the particular needs of learners with EAL.

The focus of this qualitative study is the professional environment where post-school transitions take place. It seeks to identify some possible means for improving outcomes for young people with low educational achievement, dyslexia, social, emotional and behavioural difficulties as they move on from school. The study picks up a recommendation made by Ward and Thomson (1997), following their Scotland-wide survey, that further investigation is needed into post-school transitions of such ‘unrecorded’ young people. Taking ahead this task brings together different areas of knowledge, for example, inclusive education, youth transitions and social theory. To orient the research, initial data were gathered through a questionnaire completed by 14 educational professionals and in structured interviews with 16 youngsters, mostly recently enrolled at college, and their families. Ideas occurring here were then used to inform the main data gathering process. This was conducted in 17 semi-structured audio-recorded interviews, each approximately one hour’s duration, with school teachers, college lecturers and other professionals associated with transition. The methodology utilised a critical friends group to shape the research as it progressed. The thematic analysis of the data produced information about dissimilar models of transition support, varying constructions of young people and difficulties in partnership working. The ensuing discussion considered the roles of trusted signals of youth’s value, of careership based on transformations of identity and aspects of social capital on transitions of young people with additional support needs. The conclusion sets out areas for improvement and asks that greater consideration be given to the constraining factors within the professional environment of the post-school transitions of young people with additional support needs.

Learning and assessment are inextricably intertwined, since assessment not only measures learning, but future learning is also dependent on assessment. The purpose of this two phase sequential mixed-methods study was to examine the interplay between informal and formal assessment in Grade 9 EFAL classrooms in order to gain a better understanding of teachers’ assessment practises. Argued from a constructivist point of view, the study endorses continuous assessment (CASS), which balances informal and formal assessment. In order to direct the study towards the stated purpose, the researcher embarked on a literature study to contextualise English as First Additional Language against the background of educational developments in South Africa since 1994 and to examine assessment of English First Additional Language in an OBE framework. The literature study was followed by an empirical study. By applying a sequential mixed-methods research design, 66 conveniently sampled EFAL teachers in the Johannesburg-North District of the Gauteng Department of Education participated in the quantitative phase of the empirical study. By means of a survey as strategy of inquiry, these teachers completed a questionnaire. Six randomly selected teachers from the initial sample participated in the qualitative phase of the empirical study which followed a case study strategy of inquiry and consisted of individual interviews and observations. The empirical research findings revealed that the sampled teachers experienced the official Departmental documents as regulatory, overwhelming and ambiguous and that they gave more attention to formal assessment than informal assessment. Due to this emphasis on formal assessment, the teachers felt uncertain about the purposes of informal assessment which, as a consequence, was considered as less important than formal assessment. A preference of conventional assessment methods was also disclosed which implied that the sampled teachers were not willing to experiment with alternative assessment methods. In conclusion, the researcher discovered that although CASS was implemented in the sampled teachers’ classrooms, learner-centred teaching founded on constructivism with the aim of encouraging scaffolding, was not high on the teachers’ teaching agendas. / MEd (Learning and Teaching), North-West University, Vaal Triangle Campus, 2013

Sveriges kommuner är enligt lag ansvariga för att skapa goda boendemöjligheter till kommuninvånarna. I dagsläget råder det stor efterfrågan på bostäder, främst i Sveriges storstadsregioner. I kommuner med höga markpriser och växande invånarantal råder stor efterfrågan på hyresrätter. Det är därför av intresse för kommunerna att säkerställa byggnation av hyresrätter samt att ändamålet kvarstår, detta för att förhindra ombildning i spekulations- och vinstsyfte. Syftet med studien är att undersöka hur kommunerna kan säkerställa att det byggs och förblir hyresrätter vid försäljning av kommunal mark, med fokus på hur regleringen sker i praktiken. För att ge studien ett bredare perspektiv har även köpare kontaktats i syfte att ta reda på hur de ställer sig till kommunernas krav. I studien har en kvalitativ avtalsgranskning genomförts med kompletterande intervjuer för att undersöka hur kommunerna säkerställer byggnation av hyresrätter i praktiken. En förfrågan om avtal, som reglerar försäljning eller upplåtelse av kommunal mark, skickades ut till Sveriges 20 största kommuner till befolkningen räknat. Av dessa bidrog 16 kommuner med avtal. Val av intervjupersoner gjordes utifrån de inkomna avtalen för att representera samtliga metoder som används för att säkerställa byggnation och bevarande av hyresrätter. Resultatet visar att kommunerna tillämpar tomträtt, tilläggsköpeskilling, vite och förfogandeförbud för att styra upplåtelseform. Vissa av kommunerna väljer att inte styra upplåtelseform i avtal, utan förlitar sig på ett förtroende mellan kommun och byggherre. I dagsläget finns inget verktyg i PBL för att styra upplåtelseform och det finns inte heller någon given lösning att i avtal säkerställa hyresbyggnation och dess bevarande. Avtalsgranskningen visar att det finns skillnader i praktiken gällande hur kommunerna tillämpar de olika metoderna. Sammanfattningsvis kan det konstateras att det finns ett stort intresse från kommunernas sida att utforma en hållbar och fungerande metod. Att bygga och bevara hyresrätter är en svårhanterlig fråga i dagsläget. Det visar sig genom att det råder viss bristande kunskap i en del kommuner gällande avtalens laglighet. Mot bakgrund av detta vore ett tydligare tillvägagångssätt att föredra både för kommun och byggherre. / Sweden's municipalities are legally responsible for creating good housing opportunities for the inhabitants. In the current situation there is a great demand for housing, mainly in Sweden's big-city regions. Municipalities with rather expensive prices on land and growing population create high pressure on the rental apartments. Therefore, it is of interest to local authorities to ensure the construction of rental apartments and that the apartments remain as rental apartments and are not converted to other forms of tenure, in order to prevent conversion of contemplate and profit. The purpose of the study is to examine how local authorities can ensure building strategies and keep tenancy rights to the sale of municipal land, with a focus on how regulation is done in practice. To give the study a broader perspective also the building companies were contacted in order to find out their attitude to the municipalities requirements. The study is conducted through a qualitative contract review procedure with additional interviews to examine how municipality authorities will ensure the construction of rental apartments in practice. A request for an agreement was sent to Sweden's 20 largest municipalities, counted in population size. 16 of the 20 municipalities contributed with agreements. Selection of interviewees was based on the in-originated agreements to represent all methods to ensure the construction and preservation of rental apartments. The result shows that the municipalities apply leasehold, additional consideration, payment and prohibition against conversion to direct tenure. Some municipalities choose not to control tenure in the contract, instead they rely on trust between the municipality and the developer. In the current situation there is no tool in the PBL for controlling tenure and there is neither no obvious solution to contractually guarantee the rental building and its preservation. Con-examination shows that in practice there are differences regarding how local authorities applied different methods. In conclusion, there is a great interest of local authorities to design a sustainable and operational approach. To build and maintain rental apartments is a difficult question in the cur-rent situation. It is manifested by the municipality, that there is some lack of knowledge regarding the legality of contracts. In this perspective it would clearly be preferable for both municipal and builder if the procedure was more explicit.

The London British Museum Manuscript Additional 35087, hereafter referred to as London Add. 35087, is an important parchment manuscript in large octavo choirbook arrangement from the beginning of the sixteenth century. Its measurements are 19.4 x 29.3 centimeters. The manuscript contains ninety-five folios and one stub where a leaf has been torn out (f. 4).1 The last composition in the manuscript is incomplete, which indicates that one leaf is lacking at the end (f. 96). Two sets of foliation are shown: the original Roman and a more recent Arabic. Both are placed in the upper right hand corner of folio recto. The sets agree in folios 4-93. Folios 1 and 2 show no Roman figures now; folio 3 has "ii," and therefore the missing leaf probably had "iii." The Arabic numbering does not account for this missing leaf. This folio might have been assigned "4," but this number is given on the next complete leaf to coincide with the Roman "iiii." At the end, by mistake, folio 94 has "xciii" and folio 95 has "xciiii."

This study examines the factors that shape decision-making in relation to the development of Learner Teacher Support Materials (LTSMs) in South Africa by focusing on the processes that govern the development of Foundation Phase LTSMs, and on how publishers understand the educational nature of LTSMs that will lead to effective literacy acquisition. Findings are based on elite interviews with members of senior management in the publishing industry, and triangulated with interviews with authors and academic specialists of Foundation Phase. It was found that the close alignment between government directives and processes and the publishing industry form the core of all LTSM development and production, creating some symbiosis as well as restraints. Factors that shape the production of LTSMs include full compliance with the specific outcomes of the curriculum; producing LTSMs that are affordable in terms of set criteria by selection committees; selection committees that, determine acceptance of LTSMs for placement on approved lists; time frames that preclude in-depth research and trialling, a market that is deeply stratified and where this stratification is reinforced by curriculum imperatives relating to language; and the monitoring of classroom productivity through the filling in of Learner Book worksheets. Best practice strategies for literacy acquisition requires materials considerably beyond what the industry is producing for South Africa’s most disadvantaged markets, namely the English First Additional Language market. Teacher training done by both publishers and the Department of Basic Education suggest a different conceptualisation of Teachers’ Guides are required in order for professional development to take place through LTSMs.