A new one-semester tertiary bridging course in chemistry was designed with constructivist concept-learning as a major aim. This aim was monitored by Concept Learning Test Sequences (CLTSs), developed for each of ten fundamental chemical concept-clusters, selected from ten theory-practical work-units of an expressly written book. The concept-clusters were: density, mixture/compound, structure/bonding, base/salt, redox, mole, rate, metal, halogen, hydrocarbon. Each CLTS comprised a pre-instruction item; two-tier multiple-choice item(s); a post-instruction item; each provided data from a class of 21 students of widely different backgrounds. Separate chapters discuss class results and individual results.Concept-learning Improvement Categories that estimated individual improvement in each CLTS were quantified by assigning numerical values. Summation of these numerical values for all ten CLTSs produced individual Concept-learning Improvement Indices (CLIIs). Improvement in concept-learning appears independent of prior academic background. Rankings by CLIIs and by final assessment percentage were strongly correlated. The mean CLII for the class assessed concept-learning improvement (per concept) at Moderate-to-Intermediate.Various probes revealed that factors which influenced learning included: pre-laboratory reports; practical work; learning partnership(s); positive personal qualities; mathematical skills; confidence; visualisation; integration of theoretical and practical studies; bench problem-solving; a relaxed tutorial atmosphere; historical approaches to chemical concepts. Students assessed the course overall as 'good'.

In the rapidly changing ‘knowledge economy’ where ‘innovation’ and ‘responsiveness’ are vital, tertiary education can be at a point transformation. Since the late 1990s the New Zealand government began to shift part of its tertiary education policy with an increasing focus on what is commonly called ‘foundation’ education. The shift was aimed at ensuring all New Zealanders are equipped for the knowledge economy and raising the skills of individuals. A variety of research and education programmes were launched, and existing foundation or bridging programmes strengthened through policy, research and educational endeavours. Bridging education programmes (a subset of foundation education) are designed to prepare non-traditional and under-prepared students for ongoing study at a higher level. This current research sought to identify the influence of a university bridging programme (Level 4) on students who progressed into further study at undergraduate level. The bridging programme commenced in 2003 providing a pathway for students into undergraduate health degrees. The key question for this thesis was: how does bridging education influence students? To determine the influence of the bridging programme, this research was based on a case-study of seven students who completed four or eight papers in the bridging programme. Participants were in ongoing study (for at least one year) in a Bachelor of Health Science (any major). The methodology was qualitative in design, drawing extensively on a case-study approach to research the influences of the bridging programme. The method of data collection utilised was individual semi-structured interviews with former bridging students to ascertain their perceptions, views and experiences of the influence of a bridging programme, both historically and currently. In examining this unique context, information on the influences of bridging education was explored and the importance of bridging education, from the participant’s perspective, understood more clearly. This thesis and the research within revealed that the influence of the bridging programme began at the participant’s time of enrolment and continued into their undergraduate study and their lives. The bridging programme influenced the way participant’s interacted with a range of factors including: the institution; their undergraduate programme; with educators and peers; and with family, friends and others in society. Equally, it is acknowledged that these factors influenced the participant’s, facilitating or impeding their ongoing learning. The participants also identified several challenges (financial and relational) related to the influence of tertiary study which they faced. The research revealed the programme influenced their ongoing success and continuation in undergraduate study. The programme provided an effective bridge into tertiary education (academically, emotionally and socially). Participant’s acknowledged the influence on their cognitive and meta-cognitive growth and development. The range of tertiary leaning skills and knowledge gained and/or enhanced was considerable. Close links between the academic skills taught in the bridging programme and required in undergraduate study were evident. Positive improvements in confidence, self-efficacy and motivation were also attributed to the influence of the programme. Holistic personal development occurred as the skills and knowledge gained and developed were transferred and extended from academia into other areas of the lives of former bridging students and thus further influenced their family, personal friends and society. The influence of the bridging programme has enabled new opportunities, ways of being and employment to become more than a dream, but a reality which the participants continue to move towards. Overall, it could be claimed that the influence of the bridging programme was holistic. A series of recommendations are provided for theory, policy and practice. The significance for social issues and action are discussed and avenues for further research outlined.

<p>Companies and authorities of today often handle large amount of data, not unusually with a restricted content which should be kept secret from outsiders. One way of accomplish this is to encrypt stored data in real time. For this a hardware solution is ideal since it can be independent, fast enough, and easily added to already existing systems.</p><p>This report is a starting point to achieve this with two of the most common mass storage standards SATA and SCSI in focus. It is based on the task to develop a FPGA based SATA controller and investigate the possibility to ”speak” SCSI with SATA devices.</p><p>The working process has involved theoretical studies, system design, test driven development using simulations and hardware tests and technical investigation.</p><p>The thesis resulted in a SCSI-to-SATA translation investigation pointing out difficulties and presenting a translation model. A SATA host was also implemented in VHDL on a Virtex-5 FPGA that can execute a number of SATA commands on different devices. Simulations performed shows that the total latency reaches one <em>μ</em>s/32 bits in the SATA host and that should not be much of a problem for most applications in a possible bridge solution. </p>

Studien syftar till att undersöka forskares upprätthållande av säkerhetiseringen av Irans kärnkraftprogram och hur detta påverkar deras roll som potentiella policyskapare. Studien ämnar vara teoriutvecklande genom att definiera Köpenhamnsskolans aktörsroll inom säkerhetiseringsteorin på ett mer nyanserat och precist sätt. Studien går igenom olika perspektiv inom debatten kring ”bridging the gap” mellan teori och praktik och använder Köpenhamnsskolans säkerhetiseringsteori som analytiskt ramverk vid analysen av det empiriska materialet. Studien analyserar artiklar skrivna av amerikanska forskare i amerikanska tidskrifter och undersöker hur och om dessa upprätthåller säkerhetiseringen av Irans kärnkraftprogram. Studien sätter därmed forskarna i rollen som säkerhetiserande aktörer för att se hur detta kan påverka forskarnas roll i att ”bridge the gap”. Studien menar att forskare genom att ha ”dubbla roller” som både ”forskare” och ”aktörer” kan använda sig av säkerhetisering för att ”bridge the gap” mellan forskning och policyskapande.

In cultural adaptation, the translator has a solid theoretical ground to stand upon; scholars have elaborated strategies that are helpful to this effect. However, there is little research, if any, to rely upon in the matter of temporal adaptation. The aim of this paper is to fill this gap. The primary data used in this translational study consists of an English source text that was published in 2008 and the resulting target text, translated to Swedish in 2012. Hence, in order for the target text to function in its time, there was a four-year long time gap to fill with accurate and relevant data and in a style that would not deviate from the author’s original intentions; the target text needed to be temporally adapted. In what follows, I will suggest a set of strategies for temporal adaptation. The model is elaborated with strategies for cultural adaptation as a starting point and based upon measures taken to relocate the target text to 2012. The suggested strategies are time bridging, updating, adjustment and omission. These four strategies make up the model that I put forward to bridge the theoretical gap that seems to prevail in the matter of temporal adaptation. However, considering that the data used in this study was relatively limited, the applicability of the strategies may be the scope of future studies.

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No description available.

The goal of this dissertation is to consolidate the theoretical foundation of variable-resolution (VR) methods in general and the partially-averaged Navier-Stokes (PANS) approach in particular. The accurate simulation of complex turbulent flows remains an outstanding challenge in modern computational fluid dynamics. High- fidelity approaches such as direct numerical simulations (DNS) and large-eddy simulation (LES) are not typically feasible for complex engineering simulations with cur- rent computational technologies. Low-fidelity approaches such as Reynolds-averaged Navier-Stokes (RANS), although widely used, are inherently inadequate for turbulent flows with complex flow features. VR bridging methods fill the gap between DNS and RANS by allowing a tunable degree of resolution ranging from RANS to DNS. While the utility of VR methods is well established, the mathematical foundations and physical characterization require further development. This dissertation focuses on the physical attributes of fluctuations in partially-resolved simulations of turbulence. The specific objectives are to: (i) establish a framework for assessing the physical fidelity of VR methods to examine PANS fluctuations; (ii) investigate PANS simulations subject to multiple resolution changes; (iii) examine turbulent transport closure modeling for partially-resolved fields; (iv) examine the effect of filter control parameters in the limit of spectral cut-off in the dissipative region; and (v) validate low-Reynolds number corrections with RANS for eventual implementation with PANS. While the validation methods are carried out in the context of PANS, they are considered appropriate for all VR bridging methods. The key findings of this dissertation are summarized as follows. The Kolmogorov hypotheses are suitably adapted to describe fluctuations of partially-resolved turbulence fields, and the PANS partially-resolved field is physically consistent with the adapted Kolmogorov hypotheses. PANS adequately recovers the correct energetics in instances of multiple resolution changes. Scaling arguments are used to determine the correct transport closure model for a partially-resolved field in a boundary layer. The need to modify the fε filter control parameter for cut-off in the dissipation range is highlighted. A low-Reynolds number near-wall correction was evaluated on a RANS model with the intent of adapting to it VR methods. Overall, PANS shows promise as a theoretically sound modeling approach, and this work lays the foundation for future PANS investigations.

No description available.

In the rapidly changing ‘knowledge economy’ where ‘innovation’ and ‘responsiveness’ are vital, tertiary education can be at a point transformation. Since the late 1990s the New Zealand government began to shift part of its tertiary education policy with an increasing focus on what is commonly called ‘foundation’ education. The shift was aimed at ensuring all New Zealanders are equipped for the knowledge economy and raising the skills of individuals. A variety of research and education programmes were launched, and existing foundation or bridging programmes strengthened through policy, research and educational endeavours. Bridging education programmes (a subset of foundation education) are designed to prepare non-traditional and under-prepared students for ongoing study at a higher level. This current research sought to identify the influence of a university bridging programme (Level 4) on students who progressed into further study at undergraduate level. The bridging programme commenced in 2003 providing a pathway for students into undergraduate health degrees. The key question for this thesis was: how does bridging education influence students? To determine the influence of the bridging programme, this research was based on a case-study of seven students who completed four or eight papers in the bridging programme. Participants were in ongoing study (for at least one year) in a Bachelor of Health Science (any major). The methodology was qualitative in design, drawing extensively on a case-study approach to research the influences of the bridging programme. The method of data collection utilised was individual semi-structured interviews with former bridging students to ascertain their perceptions, views and experiences of the influence of a bridging programme, both historically and currently. In examining this unique context, information on the influences of bridging education was explored and the importance of bridging education, from the participant’s perspective, understood more clearly. This thesis and the research within revealed that the influence of the bridging programme began at the participant’s time of enrolment and continued into their undergraduate study and their lives. The bridging programme influenced the way participant’s interacted with a range of factors including: the institution; their undergraduate programme; with educators and peers; and with family, friends and others in society. Equally, it is acknowledged that these factors influenced the participant’s, facilitating or impeding their ongoing learning. The participants also identified several challenges (financial and relational) related to the influence of tertiary study which they faced. The research revealed the programme influenced their ongoing success and continuation in undergraduate study. The programme provided an effective bridge into tertiary education (academically, emotionally and socially). Participant’s acknowledged the influence on their cognitive and meta-cognitive growth and development. The range of tertiary leaning skills and knowledge gained and/or enhanced was considerable. Close links between the academic skills taught in the bridging programme and required in undergraduate study were evident. Positive improvements in confidence, self-efficacy and motivation were also attributed to the influence of the programme. Holistic personal development occurred as the skills and knowledge gained and developed were transferred and extended from academia into other areas of the lives of former bridging students and thus further influenced their family, personal friends and society. The influence of the bridging programme has enabled new opportunities, ways of being and employment to become more than a dream, but a reality which the participants continue to move towards. Overall, it could be claimed that the influence of the bridging programme was holistic. A series of recommendations are provided for theory, policy and practice. The significance for social issues and action are discussed and avenues for further research outlined.