L’utilisation de ciment à haute teneur en laitier est envisagée dans le cadre du conditionnement des déchets nucléaires. Dans ce contexte, il est nécessaire de connaître les propriétés structurales et de transport des gaz formés par la radiolyse de l’eau contenue dans cette matrice. Selon la littérature, ces propriétés sont impactées par l’ajout de laitier de haut-fourneau. L’objectif de cette thèse est de relier les processus d’hydratation des ciments au laitier aux propriétés de transport des gaz. La première partie de cette étude est consacrée à l’étude de l’hydratation des ciments au laitier. La Résonance Magnétique Nucléaire (RMN) du silicium et de l’aluminium a été utilisée pour suivre l’évolution de la quantité des différentes phases anhydres du clinker (C3S, C2S, C3A et C4AF) et des principaux oxydes de la phase vitreuse du laitier (SiO2, Al2O3, MgO et SO3). La quantité de calcium dissoute provenant du laitier a, quant à elle, été déduite en comparant la quantité de portlandite [Ca(OH)2] mesurée par ATG avec celle calculée par un logiciel de spéciation chimique (Phreeqc). Cette approche a permis de déterminer l’évolution du degré d’hydratation des principaux oxydes de la phase vitreuse du laitier dont une dissolution progressive (comparé au clinker) et incongruente (la vitesse de dissolution des différents oxydes et différente) a ainsi pu être mise en évidence. Cette plus faible réactivité du laitier a pu être mise en relation, pour un temps donné, avec la diminution de la quantité d’eau liée au ciment, de la contraction chimique et de la chaleur dégagée. La prise en compte quantitative de la dissolution des phases du clinker et des oxydes du laitier permet une description plus précise de la minéralogie. La deuxième partie de ce travail porte sur l’évolution de la microstructure et de son influence sur les propriétés de transport en phase gazeuse (diffusion et perméabilité). L’évolution du coefficient de diffusion effectif à l’hélium et à l’azote et de la perméabilité intrinsèque a été suivie au cours du temps et comparée à l’évolution de certaines grandeurs, telles que la porosité globale, le diamètre d’entrée critique, la surface spécifique et le degré de connectivité des pores. Les résultats montrent une diminution du coefficient de diffusion effectif et de la perméabilité au cours du temps, ce qui a pu être relié, pour un même matériau, à la diminution de la porosité totale. Une réduction de ces propriétés avec la teneur croissante de laitier a également été observée. Cette baisse est liée à une diminution de la porosité capillaire et à une augmentation de la nanoporosité, due à une modification de la microstructure des C-S-H. La dernière partie de ce projet concerne la relation entre les processus d’hydratation, la microstructure et les propriétés de transport. Dans ce but, des bilans volumiques des réactions d’hydratation ont été réalisés en considérant de façon indifférenciée ou séparée chaque phase du ciment. La prise en compte séparée des différentes phases du ciment permet d’évaluer avec une précision de 10 % la porosité totale, la teneur en eau liée et le volume de contraction chimique. Cette description permet d’expliquer les variations des propriétés de transport d’un même matériau dans la durée. Pour établir ce lien au cours du temps et pour tous les ciments, le volume apparent des C-S-H a été recalculé pour rendre compte de la microstructure de ces hydrates. / Cements with high slag content are currently studied as possible candidate for nuclear waste containment materials. In this context it is important to know their microstructure and the transport properties (permeability and diffusion) of the gases that are formed by the radiolysis of the water present in this material. According to literature, these properties are strongly impacted by the addition of blast furnace slag. The aim of this work is to correlate the hydration processes of slag blended cements with their transport properties. In the first part of this work, the hydration of the slag blended cements, for which only few results have been reported to date, has been studied. Silicon-29 and aluminium-27 Magic-Angle Spinning Nuclear Magnetic Resonance (MAS NMR) were used to follow the variations of anhydrous phases of clinker (C3S, C2S, C3A and C4AF) and of the main oxides of the slag (SiO2, Al2O3, CaO, MgO and SO3). The quantity of calcium dissolved from slag was deduced by fitting the quantity of portlandite [Ca(OH)2] calculated by a geochemical software (PHREEQC - coupled to a thermodynamic database) with TGA measurements. Our approach enabled the evolution of the hydration degree (percentage of reacted material) of various oxides of slag to be determined. A progressive and an incongruent dissolution (the rate of dissolution of the oxides is different) of the slag is observed. The low reactivity of slag could be linked, at a hydration time, to a lower content of bound water, chemical shrinkage and heat of hydration. Quantitatively accounting for the dissolution of clinker and oxide of slag yields a more accurate description of the hydration process. The second part of this work is focused on the microstructure evolution and its influence on the transport properties (diffusion and permeability). Time-evolution of the diffusion coefficients and the intrinsic permeability could be monitored and were then compared to that of the microstructure (global porosity, pore entry size distribution, specific surface area and the degree of connectivity). The results showed a decrease in the diffusion coefficient and permeability over time which is due to the progressive filling of the porosity. A decrease of these parameters with the slag content increasing was also observed. This is a consequence of the diminution of the capillary porosity and augmentation of the nanoporosity resulting from changes in the microstructure of C-S-H. The last part concerns the relation between the hydration processes, the microstructure and the transport properties. To this aim, volumetric balances of reactions involved in the hydration processes were made by considering globally or specifically the hydration of the different phases. Accounting for the hydration of each phase of the cement allowed us to determine the global porosity, the bound water content and the chemical shrinkage with accuracy of the order of 10 %. This description allows the understanding of the transport properties variations in time for a same material To establish this time evolutions for all the cements, the apparent volume of C-S-H was recalculated to account for the microstructure of these hydrates

Blended learning blir allt vanligare inom högskoleutbildningar och majoriteten av kurser äridag kopplade till onlineportaler. För att enkelt kombinera klassrumsundervisning medonline learning används olika learning management system (LMS). Lärare kan dock intealltid förlita sig på att studenterna har en inre motivation och entusiasm till att lära, det finnsdock möjligheter att påverka den inre motivationen med hjälp av yttre faktorer. Medgamification används yttre motiverande faktorer för att skapa en rolig och engagerandemiljö utan att påverka studiernas trovärdighet. Gamification innebär att komponenter avspeldesign används utanför spelkontexten. Detta kan leda till ökad motivation hos studenterna.För att förstå olika typer av motivation bättre används Self-determination theory (SDT).Utifrån spelelement som lyfts fram i litteratur bekräftar eller bestrider och kompletterardenna uppsats detta med en empirisk studie som utgår ifrån en gamifierad kurs på högskolenivå.Spelelementen analyseras med SDT för att se hur de påverkar de tre inre psykologiskabehoven. Utifrån detta skapades tre designmönster som är till för att stödja utvecklare ochadministratörer av LMS då en gamifierad kurs utformas. / Blended learning is becoming more common within university education and the majoritiesof courses today are connected to an online portal. To easily combine teaching in theclassroom with online learning different types of learning management systems (LMS) arebeing used. Even though teachers cannot always put their trust in the students’ intrinsicmotivation and enthusiasm for learning, it is possible to affect the intrinsic motivation withthe help of extrinsic factors. With gamification extrinsic factors are used to create a fun andengaging environment without affecting the credibility of the studies. Gamification meansthat components of game design are used outside the context of gaming. This can lead to anincrease in motivation for the students. To better understand different types of motivationSelf-determination theory (SDT) is used. Based on the gameplay elements identified inscholarly texts this thesis confirms or denies, and complements this with an empirical studybased on a gamified course at university level. The gameplay elements were analyzed withSDT to see how they affected the three intrinsic psychological needs. Based on this, threedesign patterns were created to support developers and administrators of LMS whenforming a gamified course.

Submitted in fulfillment of the requirements of the Degree of Master of Information & Communications Technology, Durban University of Technology, Durban, South Africa, 2017. / Computer-programming dexterity is an essential skill for students of computer science, information technology and engineering who are intrinsically expected to be able to do programming. However, teaching and learning computer-programming concepts and skills have been recognised as a great challenge for both teachers and students, for many reasons. Computer-programming requires new ideas in thinking and conceptualising practical solutions. It requires creative skills in solving practical, but often difficult problems. Moreover, computer-programming students, generally lack problem-solving skills and self-efficacy. They typically find it difficult to use artificial programming languages to solve challenging problems. There is the problem of poor background in science and mathematics that would help students to rapidly understand the intricacies of computer-programming. Students are not motivated to overcome the fear of the bizarre syntax of computer-programming codes. These challenges, coupled with the huge potential of computing applications in the society have made the development of effective pedagogies and environments for computer-programming courses, an important issue. To address this issue in a unique way, this study proposes to explore a web-based, blended learning technique with minimal instructor intervention, to improve the computer-programming competence of information technology students. These students are expected to have developed an acceptable level of computer-programming competence at university to be job ready and to be self-reliant in their future careers. The technique being proposed in this study was implemented in a blackboard ™/®/© web-based environment. The effectiveness of the technique was demonstrated using experimentation coupled with the data analysis method that is based on the three-parameter item response theory and retrospective pretest. The method used in this study to evaluate computer- programming competence of students reflects the perspective of the students in the evaluation process. The results of the study indeed show that using the proposed technique, information technology students dynamically collaborate with their peers with minimal instructor intervention towards improving their computer-programming competence. / M

需求高度時間彈性、學習時數低的華語成年學習者漸增，對混成遠距教學的需求增加，然而網路科技輔助的工具繁多，功能多樣而混雜。本研究蒐集各種科技輔助數位教學工具，運用其平台的多媒體、計時、評分、社群互動、角色對話、語音識別等功能，針對這類學習時數少、高度需求時間彈性的華語學習者，創造出高互動性的非同步學習活動，以提升學生動機、趣味及溝通意願，與同步教學相輔相成。並以ADDIE模式，進行教學實驗，透過觀察、訪談、課程錄影以及測驗，分析此教學設計模式及活動的學習體驗，並總結最能有效鼓勵學習動機的遠距教學模式設計。 本研究結果發現，在非同步學習活動設計中，若能提升學生的自主學習願望、細部經營遠距的人際互動方式，並關注回饋機制的設計，並運用同步課程在科技問題、學習內容上輔助非同步的學習活動，如此能有效調動學習者的學習動機。提升自主學習願望的方式包含運用競爭心理、社交願望，並透過資源整合增加學生感知的活動學習效率。在遠距人際互動方面，需仔細經營互動氣氛，提供恰當的工具，在回饋機制的設計上，關注獎勵的間隔時間、及回饋的即時性。 / There are more and more adult learners who require time flexibility for Mandarin learning. The demand for distant learning has increased. There are various online technological tools to assist learning, however, the features on the various websites are often disorganized. This study collects different kinds of technology assisted digital learning websites, and applies their features - such as multimedia players, timers, scoring systems, social interaction, role playing, and speech recognition - into Mandarin teaching. It is designed for adult learners who have fewer learning hours and require time flexibility to learn Mandarin. It aims to create asynchronous learning activities, with high interaction, in order to increase students’ motivation, interest, and communication willingness along with synchronous lessons. It applies the ADDIE model for systematic instructional design and concludes with the most efficient distance lesson model that could best encourage students’ motivation. It draws conclusions from the students’ interview about their learning experience, the teacher’s observations during the lessons, and from the recordings of the experimental lessons. The study result reveals the keys to foster motivation in distance Mandarin lessons: raising learner autonomy, undertaking distant social interaction, focusing on the design of a feedback mechanism, and utilizing synchronous lessons to help solve their learning or technical problems during asynchronous self-learning time. Making good use of students’ tendency for competition, willingness to socialize, and increasing the students’ awareness of learning efficiency, effectively fosters motivation for self-learning in distance Mandarin lessons.

ICTs have had a tremendous impact on our educational environment. There have been a huge number of developments and support in implementation of ICT in Higher Education teaching and learning, also referred to as e-learning. Similarly there appears to be quite a number of research conducted on the use of ICTs in blended learning settings worldwide and as well as in South Africa. Very little research however, has focussed on the experiences of lecturers with e-learning, specifically as it relates to Learning Management Systems (LMS). In trying to meet the requirements of its academic programmes and be in line with new developments worldwide, the University which is the focus of this study pilot projected the use of an LMS in a blended learning approach which integrates face-to-face classes with Blackboard, an ICT-based system or tool. Following the implementation of the pilot project, this study explores the experiences of lecturers in their blended learning environments at this university in the Eastern Cape province of South Africa. The research design was that of an interpretative paradigm within a qualitative research approach in a case study methodology. Purposive sampling of six lecturers from departments within faculties across two campuses was done. The data was gathered through interviews, a follow-up questionnaire and document analysis was employed. Using Critical and Social Realism as meta-theories the study employed aspects of Activity Theory as substantive theory to understand particular experiences of blended learning environments and identify conditions which enable and constrain engagement in these environments so as to explore potential lessons to inform the kind of educational support which could be offered to facilitate uptake of the LMS.

Tertiary institutions in South Africa are currently faced with several challenges: Student numbers are increasing, funding is not necessarily sufficient and the type of student who enters Higher Education is part of a generation which grew up with technology (Prensky, 2001). Expectations are that tertiary education institutions need to keep up with the changing environment, whilst still maintaining high standards. Interaction within the learning environment is essential, both from an academic, as well as a social point of view. Students who leave the institution need to be able to function in a working environment, with all the challenges that accompany it, as well as be academically qualified for their careers. Universities, and specifically Economics departments, are often accused of being ivory towers with no regard for the real world (Fullbrook, 2003). The design for this study is a case-study within a qualitative research design. The study focuses on the use of an LMS to aid the learning process in a blended learning environment at the department of Economics, at the University of the Free State. In this study, several tools were used to support students and add another dimension to learning economics. Data-collection instruments include a literature review, focus group meetings, semi-structured questionnaires and observations. The value of this study is that it forms a basis for lecturers in other disciplines to include aspects of blended learning in their courses. The findings of the research include the usability of the different LMS tools, students’ experiences of these tools and the effect that these tools have on their understanding and integration of economics. The rationale of this study is based on the fact that students who attend university come from a generation identified as Digital Natives (Prensy, 2001) and have certain methods of data integration. The purpose of this study is, therefore, to focus and analyse students’ experiences of using WebCT tools as an additional aid to the course. The target group for the study was the Economics firstyear, second semester, English medium of instruction students. The course runs over a full semester, with two traditional facetoface classes, as well as tutor groups. In addition to two semester tests and an examination, students had to participate in a biweekly discussion forum, based on economic events and four online, multiple choice quizzes. They also had access to class notes, additional readings, informal discussions and a forum for questions. This research makes use of a qualitative approach and a casestudy, because it studies a “…human activity embedded in the real world which can only be studied or understood in context … which exists in the here and now that merges in with its context so that precise boundaries are difficult to draw” Gillham (2000). This study falls within the Interpretivist paradigm (Burrel and Morgan). Data were collected by means of focus group meetings, informal discussions, openended questionnaires, observations and a course evaluation. In this way, students’ attitudes towards the LMS could be gauged. Three categories were identified during the data analysis and coding process. The first category relates to interaction between students and lecturers (or tutors), the second to peerinteraction and the last category refers to contentstudent interaction. The findings of this study concludes that students need interaction with lecturers, peers and content in order to make sense of what they are learning, to link the theory with realworld issues and to enhance generic skills. Lecturers should consider making use of a hybrid learning system, but must consider their specific course content before deciding which of the available tools to use. / Thesis (PhD (Curriculum Studies))--University of Pretoria, 2006. / Curriculum Studies / unrestricted

A la fois phénomène social et institution juridique, il n’est d’organisation familiale qui échappe à la règle de droit. La place de chacun de ses membres est fixée en fonction d’un statut identifié. De singulière, la famille peut, dans ses rapports avec l’enfant, être plurielle. L’enfant et ses familles, nucléaires et élargies, n’existe que par ses liens familiaux. Son statut hétéroclite l’amène à coexister avec le groupe familial. Les schémas d’existence et de coexistence de l’enfant, de sa naissance à son décès, ne sont pas neutres juridiquement, tant les enjeux extrapatrimoniaux que patrimoniaux sont marqués. / At the same time social phenomenon and legal institution, it is not of family organization which escapes the legal provision. The place of each one of its members is fixed according to an identified statute. Of singular, the family can, in her relationship with the plural child, being. The child and his families, nuclear and widened, exist only by his family ties. Its heteroclite statute leads it to coexist with the family group. The diagrams of existence and coexistence of the child, of his birth to its death, are not neutral legally, as well the extrapatrimonial challenges as patrimonial are marked.

Dissertation focuses on issues of ICT skills in relation to the development of hybrid forms of teaching (education), its potential application in developing skills, education and practice. The work focuses mainly on methodological issues and approaches to capacity, information and communication technologies to effectively deploy and use in improving skills of future and current workforce. The main goal of the thesis is based on the results of surveys and analysis of statistical data suggest methodological solutions for qualifying projects respecting the development of the newly defined needs of computer science, or other qualification, taking account of new technologies in ICT. The analytical part is devoted to a comprehensive view on the issue of education in computer science. The classification of roles and professions in computer science is defined, the knowledge domain and analytical conclusions followed with the application of job classification and specified uses. Concepts in project management qualification are analyzed and unified. Surveys of the current situation in the management skills of ICT professionals in the world and the CR are also presented and analyzed. There are identified trends in improving the management skills of projects in connection with the development and promotion of ICT technologies and tools. The application part is devoted to methodological design solutions and builds upon the results of the analysis. There are the major components of the methodology defined and the qualifying phase of the project at the conceptual level designed. The following are classified ICT tools supporting the educational processes in the project management skills. The final part of the doctoral thesis is focused on the evaluation of proposals processed and experience of implementing new approaches and technologies in education in computer science. This section summarizes and evaluates the results of the surveys carried out consecutively evaluated experiences are associated with implementations of qualifying projects using ICT technologies.

Denna studie är en intervjustudie som presenterar lärares användning av flerformsundervisning (blended teaching), flippat klassrum (flipped classroom) och fjärrundervisning i engelskundervisning. I studien har totalt fem engelsklärare som undervisar i årskurs 4, 5 eller 6 och som använder sig av fjärrundervisning, flippat klassrum och/flerformsundervisning intervjuats. Resultatet har visat att dessa lärare generellt upplever att deras pedagogiska-, ämnes- och tekniska kunskaper inte påverkas om de undervisar med något av det tidigare nämnda eller i en klassrumsundervisningssituation (face-to-face teaching), vilket kan liknas med att undervisning som sker i klassrummet utan tekniska hjälpmedel. I intervjuerna har det även tydliggjorts för vilka tekniska verktyg och pedagogiska metoder som kan användas i flippat klassrum, flerformsundervisning och fjärrundervisning i engelskämnet. Dessutom uttrycker flera av respondenterna att de under utbrottet av covid-19 fått utveckla sina kunskaper om fjärrundervisning och att de dessutom kommer fortsätta med denna undervisningsform när covid-19 är över.

The purpose of this thesis is to gain a deeper understanding of the term impact investing and examine how Nordic impact investors manage risk, return, and social and/or environmental in emerging markets. Relevant aspects to impact investing have been identified to enable this thesis to be conducted. The thesis derives from a qualitative research method, this to gain a deeper understanding of the term and how Nordic impact investors conduct their business in emerging markets. The thesis is based on a deductive research approach due to that the term impact investing has a limited amount of previous research.   The literature review highlights relevant theories related to the research questions. The concepts presented are impact investing, emerging markets, dual interest, and risk management. These theories have later been put into a conceptual framework to showcase the interconnections. From the conceptual framework, three main concepts (impact investing, dual interest, and risk management in emerging markets) have been established and then later analysed based on the empirical data gathered from a multi-case study.   The analysis chapter includes a comparison and discussion between the empirical findings and the literature review in order to answer the thesis research questions. Furthermore, the analysis follows the same concepts presented in the operationalization. The final chapter reveals the conclusions drawn based on the analysis conducted. The final chapter further highlight implications both theoretical and practical, followed by suggestions for future research. The theoretical implications of the thesis pinpoint that impact investing require conceptual clarity to raise more awareness and gain recognition. Furthermore, risk management is an essential part of conducting investments in emerging markets. The practical implications showcase that impact investing can be conducted in several different ways and that there are no distinct patterns on how to manage impact investments best. Furthermore, the thesis stresses the importance of impact investing in emerging markets.