Increasing concern about energy consumption and thesimultaneous need for an acceptable thermal environment makesit necessary to estimate in advance what effect differentthermal factors will have on the occupants. Temperaturemeasurements alone do not account for all climate effects onthe human body and especially not for local effects ofconvection and radiation. People as well as thermal manikinscan detect heat loss changes on local body parts. This factmakes it appropriate to develop measurement methods andcomputer models with the corresponding working principles andlevels of resolution. One purpose of this thesis is to linktogether results from these various investigation techniqueswith the aim of assessing different effects of the thermalclimate on people. The results can be used to facilitatedetailed evaluations of thermal influences both in indoorenvironments in buildings and in different types ofvehicles. This thesis presents a comprehensive and detaileddescription of the theories and methods behind full-scalemeasurements with thermal manikins. This is done with new,extended definitions of the concept of equivalent temperature,and new theories describing equivalent temperature as avector-valued function. One specific advantage is that thelocally measured or simulated results are presented with newlydeveloped "comfort zone diagrams". These diagrams provide newways of taking into consideration both seat zone qualities aswell as the influence of different clothing types on theclimate assessment with "clothing-independent" comfort zonediagrams. Today, different types of computer programs such as CAD(Computer Aided Design) and CFD (Computational Fluid Dynamics)are used for product development, simulation and testing of,for instance, HVAC (Heating, Ventilation and Air Conditioning)systems, particularly in the building and vehicle industry.Three different climate evaluation methods are used andcompared in this thesis: human subjective measurements, manikinmeasurements and computer modelling. A detailed description ispresented of how developed simulation methods can be used toevaluate the influence of thermal climate in existing andplanned environments. In different climate situationssubjective human experiences are compared to heat lossmeasurements and simulations with thermal manikins. Thecalculation relationships developed in this research agree wellwith full-scale measurements and subject experiments indifferent thermal environments. The use of temperature and flowfield data from CFD calculations as input produces acceptableresults, especially in relatively homogeneous environments. Inmore heterogeneous environments the deviations are slightlylarger. Possible reasons for this are presented along withsuggestions for continued research, new relationships andcomputer codes. Key-words:equivalent temperature, subject, thermalmanikin, mannequin, thermal climate assessment, heat loss,office environment, cabin climate, ventilated seat, computermodel, CFD, clothing-independent, comfort zone diagram. / <p>QCR 20161027</p>

A framework is developed for the assessment of climate change impacts on water resources systems. The applied techniques include: quantifying global climate model (GCM) skill over a range of time scales; developing future climate scenarios based on GCM data that are found to skillfully represent the observed climate over an historical baseline period; and using the climate scenarios together with hydrologic and water resources models to make assessments of the potential impacts and implications of climate change on water resources systems. A statistical analysis of GCM skill in East Africa shows that temperature is well represented in the GCMs at monthly to annual time scales. Precipitation is found to be much less reliable in the models and shows skill in fewer seasons and nodes than temperature. Eight climate scenarios, stemming from three global climate models and two atmospheric emissions scenarios, project temperature increases between 2 and 5 ° Celsius by the year 2080. Precipitation projections vary widely across models as well as regionally. The scenarios project changes in precipitation from -38% to +42%. The climate change impact methodology is applied to the Nile River Basin. It is shown that, in spite of widely varying precipitation projections, the major sub-basins of the Nile River will experience decreases in watershed runoff under all eight climate scenarios. Detailed water resources models are employed to assess the system wide response to the climate-induced hydrologic changes. The assessments indicate that water supply deficits will emerge by 2030 and continue to grow in frequency and magnitude by 2080. Additional impacts include reservoir depletion and reduced hydropower generation. An assessment of the river system response to basin development projects, including additional water storage and wetlands water conservation, indicates that adverse climate impacts may be mitigated for 30 to 40 years. The assessments demonstrate the relevance of climate change considerations to water resources management and the development of water policy.

<p>Increasing concern about energy consumption and thesimultaneous need for an acceptable thermal environment makesit necessary to estimate in advance what effect differentthermal factors will have on the occupants. Temperaturemeasurements alone do not account for all climate effects onthe human body and especially not for local effects ofconvection and radiation. People as well as thermal manikinscan detect heat loss changes on local body parts. This factmakes it appropriate to develop measurement methods andcomputer models with the corresponding working principles andlevels of resolution. One purpose of this thesis is to linktogether results from these various investigation techniqueswith the aim of assessing different effects of the thermalclimate on people. The results can be used to facilitatedetailed evaluations of thermal influences both in indoorenvironments in buildings and in different types ofvehicles.</p><p>This thesis presents a comprehensive and detaileddescription of the theories and methods behind full-scalemeasurements with thermal manikins. This is done with new,extended definitions of the concept of equivalent temperature,and new theories describing equivalent temperature as avector-valued function. One specific advantage is that thelocally measured or simulated results are presented with newlydeveloped "comfort zone diagrams". These diagrams provide newways of taking into consideration both seat zone qualities aswell as the influence of different clothing types on theclimate assessment with "clothing-independent" comfort zonediagrams.</p><p>Today, different types of computer programs such as CAD(Computer Aided Design) and CFD (Computational Fluid Dynamics)are used for product development, simulation and testing of,for instance, HVAC (Heating, Ventilation and Air Conditioning)systems, particularly in the building and vehicle industry.Three different climate evaluation methods are used andcompared in this thesis: human subjective measurements, manikinmeasurements and computer modelling. A detailed description ispresented of how developed simulation methods can be used toevaluate the influence of thermal climate in existing andplanned environments. In different climate situationssubjective human experiences are compared to heat lossmeasurements and simulations with thermal manikins. Thecalculation relationships developed in this research agree wellwith full-scale measurements and subject experiments indifferent thermal environments. The use of temperature and flowfield data from CFD calculations as input produces acceptableresults, especially in relatively homogeneous environments. Inmore heterogeneous environments the deviations are slightlylarger. Possible reasons for this are presented along withsuggestions for continued research, new relationships andcomputer codes.</p><p><b>Key-words:</b>equivalent temperature, subject, thermalmanikin, mannequin, thermal climate assessment, heat loss,office environment, cabin climate, ventilated seat, computermodel, CFD, clothing-independent, comfort zone diagram.</p>

Orientador: Alessandra de Morais / Resumo: Nesta dissertação de mestrado buscou-se avaliar o clima escolar em um processo de ressignificação da Educação com educadoras e educadores de uma Escola municipal de Educação Infantil e Ensino Fundamental I. O clima escolar é caracterizado por um conjunto de percepções dos integrantes da comunidade escolar com relação a diferentes aspectos que compõem a instituição, como os procedimentos de ensino e concernentes à aprendizagem, os relacionamentos sociais, a segurança, justiça, participação, infraestrutura e possibilidades de pertencimento. Então, para realizar uma avaliação do clima escolar é preciso investigar as percepções dos sujeitos inseridos nesse contexto, de modo a propiciar à unidade escolar a ampliação do conhecimento de sua realidade, podendo realizar propostas que visem sua transformação. Nesse sentido, esta pesquisa tem como objetivo geral compreender possíveis alterações na qualidade do clima escolar, a partir de um processo de ressignificação no âmbito da formação continuada de educadores. O recurso utilizado para a avaliação do clima escolar é um questionário específico, voltado para a realidade escolar brasileira e adaptado para o Ensino Fundamental I, que avalia as seguintes dimensões, na perspectiva dos estudantes: relações com o ensino e a aprendizagem; relações sociais e os conflitos; regras, sanções e segurança; situações de intimidação entre os alunos, relações entre a família, comunidade e a Escola, infraestrutura e a rede física da Escola. Trata-se de ... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The aim of this workf is to evaluate the school climate in a process of ressignification of Education with male and female educators of an municipal school de Pre-kindergarten and Elementary School I. The school climate is characterized by na set of perceptions of the school community members with regards to diferente aspects that composse the institution, like the teaching procedures and concerning learning, the social relationships, safety, justice, participation, infrastructure and belonging possibilities. Than, to conduct a school climate assessment, it is necessary to the perceptions of the subjects inserted in this context, in order to provide to the school unit the expansion of knowledge and reality, being able to make proposals that aim its transformation. In this sense, this research have the overall goal to understand possible changes in the quality of the school climate, from a ressignifitacion within the scope of continuing formation of educators. The methodology to be used is through a specific survey, focused on the brazilian school reality and adapted for Elementary Education I, that evaluates the following dimensions, on the students’ perspectives: relations with teaching and learning; social relations and conflicts; rules, sanctions and security; intimidation situations bewteen students, relationships between family, community and school and infrastructure and the school’s physical network. This is an nearly experimental design research, with quanti-qualitati... (Complete abstract click electronic access below) / Mestre

Sustainability, service innovation, and digitalization are topics discussed around the world. The three areas are each developing rapidly and are needed to be intertwined to find solutions to the environmental crisis the world is currently facing. However, how this is supposed to be done is still unclear. Therefore, this study investigates how to organize digital service offerings to make organizations move towards more sustainable practices. The study was conducted as a case study of a company operating in the IT-sector. Data collection consisted of semi structured interviews performed with the case company, the company’s customer, and with researchers from digitalization, servitization, and environmental areas. Via a thematic data analysis, it was pointed out that there is important with a holistic perspective on sustainability work, where a company must consider their impacts from a network perspective. This promotes responsible actions with trustworthy incentives for making sustainable moves that prioritizes environmental and societal aspects. The findings revealed that the business model of a company needs to be adjusted to a changing surrounding for responsible actions to take place and last over time. Therefore, business model innovation via the dimensions of value proposition, value creation, and value delivery and capture, outlines an important perspective to consider when developing new sustainability-oriented service innovations. This in turn provides beneficial circumstances for their implementation. However, the three perspectives of the business model innovation are not enough for sustainability-oriented service innovations to be implemented without a risk for putting the company into greenwashing. Therefore, this study develops models and procedures that also considers perspectives of what sustainability is about, and what risks are associated with greenwashing and how to avoid it. It is all based upon three building blocks: knowledge, awareness, and network perspectives. At last, a workflow for how to offer a climate assessment analysis (CAA) as a sustainability-oriented service innovation is presented which contributes to a company’s movement towards more sustainable practices.

The research aim was firstly to establish the prevailing organisational climate of the primary schools in the North West Province, and secondly, to develop management strategies to establish an effective organisational climate in primary schools. The study was conducted by means of a thorough literature study with a view to place the concept organisational climate in context. Following this, the information gained during the literature study was empirically verified, and certain findings were made based on the data. From the last-mentioned data and findings, a number of management strategies could be developed and certain recommendations were also formulated. In Chapter 1 the problem statement as well as four research objectives were formulated. The research aim was motivated and the research methodology discussed. The chapter division was explained and a number of relevant ethical aspects were discussed. A few contributions made by this study were discussed briefly. The nature of organisational climate was discussed in Chapter 2. Organisational climate was placed in the correct context by discussing a number of relevant concepts, namely: school climate, organisational climate, educational climate, classroom climate, quality of work life, systemic factors and the influence thereof on organisational climate, individual factors, job satisfaction, job performance, work stress and job motivation. The maintenance and the importance of a positive organisational climate also received attention. The determinants of an effective organisational climate received attention in Chapter 3. Determinants such as presented in the literature were discussed. Following this, determinants identified from different measuring instruments were also discussed. The "Organizational Climate Description Questionnaire for Elementary Schools" (OCDQ-RE) was discussed in detail, since this questionnaire was used for the research in question. The research approach and methodology was discussed in Chapter 4. Different research approaches were discussed, namely the interpretivistic, the critical, the positivistic and the postpositivistic approaches. Next, the quantitative investigative method was discussed fully, since this is the manner in which the data in this research were obtained. The statistical data processing was discussed comprehensively. The chapter was concluded with a number of relevant ethical aspects. In Chapter 5 the data interpretation was discussed. The responses were processed statistically and certain findings were inferred from it. The following statistical processing was done: two factor analyses were done, the reliability of the questionnaire was determined, openness indexes were discussed, categorisation was done regarding the prevailing organisational climate in the schools, the practical meaningfulness was reported on and finally, the South African data were compared with that of the American research. A number of management strategies were designed in Chapter 6 to establish an effective organisational climate in the primary school. These management strategies were formulated from existing literature concerning organisational climate, as well as from the processed data in the empirical study. The management strategies were formulated based on the actions and behaviour of the school principal as well as those of the educators. The research was concluded in Chapter 7 with a summary, findings and recommendations. Firstly, a brief summary of each chapter was given, followed by a few findings, and the chapter was concluded with seven recommendations, each coupled with a motivation. The following important findings stemmed from the research: Research objective ONE: The nature of organisational climate in the primary school. • Certain aspects such as school climate, educational climate and classroom climate regarding the organisational climate of the school are intertwined and they form a unit that determines the organisational climate of the school. • The organisational climate of a school is influenced by a variety of factors. Examples of these factors are as follows: quality of the work life of educators, tangible and non- tangible factors, task, maintenance and development needs, job satisfaction, job performance, job motivation and work stress. However, it is important to take cognisance of the fact that these factors are people driven and that all role-players in the school are responsible for the development, establishment and maintenance of an effective organisational climate. • The importance of an effective organisational climate is accentuated by the creation and maintenance of a positive work life, positive values and norms and effective communication. By meticulously applying these above-mentioned principles, a positive organisational climate will become a reality in schools. Research objective TWO: The nature of the different determinants of organisational climate in the primary school: • The findings in the literature correspond to a large extent with the findings that came to the fore from the measuring instruments. The findings are categorised in two determinants for organisational climate, namely the actions or behaviour of the school principal and those of the educators. Research objective THREE: The current standing of the organisational climate in the primary schools: • The total openness index of the schools in the study population explains the actions and behaviour of the principals, as well as those of the educators, as a mean. • The schools were divided into four categories as follows: Uninvolved organisational climate (22.73%), Closed organisational climate (22.73%), Open organisational climate (21.21%), Involved organisational climate (33.33%). Research objective FOUR: Management strategies for the development and establishment of an effective organisational climate in the primary school: • Four management strategies were formulated concerning the actions or behaviour of the school principal and three regarding the actions or behaviour of the educators. The following important recommendations were made: Recommendation 1: Principals need to be empowered to fulfil a more supporting role, mainly in the case of black and Coloured educators. Constructive criticism, reasons for criticism and paying attention to the well-being of educators are examples of fields in which principals need to be empowered. Recommendation 2: Principals need to be empowered to follow alternative managerial styles, rather than an autocratic and "iron-fist" approach. Recommendation 3: Principals need to demonstrate less restrictive behaviour towards educators, especially in the case of Coloured educators. Examples of restrictive behaviour principals need to devote attention to are as follows: educators are expected to serve on too many committees and the amount of administrative work needs to be cut back on. Recommendation 4: Educators need to be empowered to act more fraternally towards one another. Examples of fields in which empowerment is required are as follows: educators do not accept one another's shortcomings, educators often depart for home directly after school hours, and educators socialise in small, selected groups. Recommendation 5: The extent to which trusting behaviour occurs among educators requires active improvement. Factors that need attention are as follows: colleagues do not invite one another for home visits, educators do not know one another's home backgrounds, educators socialise during work hours, and educators do not arrange social meetings for one another. Recommendation 6: Educators' attitude towards and involvement in the school's activities need to be addressed actively and improved. The following factors need to receive attention: the problem that educators describe staff meetings as futile, and also that they converse amongst each other during staff meetings. Recommendation 7: Further research is needed regarding the validation of a measuring instrument that is directly meant for the South African context. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2010.

The research aim was firstly to establish the prevailing organisational climate of the primary schools in the North West Province, and secondly, to develop management strategies to establish an effective organisational climate in primary schools. The study was conducted by means of a thorough literature study with a view to place the concept organisational climate in context. Following this, the information gained during the literature study was empirically verified, and certain findings were made based on the data. From the last-mentioned data and findings, a number of management strategies could be developed and certain recommendations were also formulated. In Chapter 1 the problem statement as well as four research objectives were formulated. The research aim was motivated and the research methodology discussed. The chapter division was explained and a number of relevant ethical aspects were discussed. A few contributions made by this study were discussed briefly. The nature of organisational climate was discussed in Chapter 2. Organisational climate was placed in the correct context by discussing a number of relevant concepts, namely: school climate, organisational climate, educational climate, classroom climate, quality of work life, systemic factors and the influence thereof on organisational climate, individual factors, job satisfaction, job performance, work stress and job motivation. The maintenance and the importance of a positive organisational climate also received attention. The determinants of an effective organisational climate received attention in Chapter 3. Determinants such as presented in the literature were discussed. Following this, determinants identified from different measuring instruments were also discussed. The "Organizational Climate Description Questionnaire for Elementary Schools" (OCDQ-RE) was discussed in detail, since this questionnaire was used for the research in question. The research approach and methodology was discussed in Chapter 4. Different research approaches were discussed, namely the interpretivistic, the critical, the positivistic and the postpositivistic approaches. Next, the quantitative investigative method was discussed fully, since this is the manner in which the data in this research were obtained. The statistical data processing was discussed comprehensively. The chapter was concluded with a number of relevant ethical aspects. In Chapter 5 the data interpretation was discussed. The responses were processed statistically and certain findings were inferred from it. The following statistical processing was done: two factor analyses were done, the reliability of the questionnaire was determined, openness indexes were discussed, categorisation was done regarding the prevailing organisational climate in the schools, the practical meaningfulness was reported on and finally, the South African data were compared with that of the American research. A number of management strategies were designed in Chapter 6 to establish an effective organisational climate in the primary school. These management strategies were formulated from existing literature concerning organisational climate, as well as from the processed data in the empirical study. The management strategies were formulated based on the actions and behaviour of the school principal as well as those of the educators. The research was concluded in Chapter 7 with a summary, findings and recommendations. Firstly, a brief summary of each chapter was given, followed by a few findings, and the chapter was concluded with seven recommendations, each coupled with a motivation. The following important findings stemmed from the research: Research objective ONE: The nature of organisational climate in the primary school. • Certain aspects such as school climate, educational climate and classroom climate regarding the organisational climate of the school are intertwined and they form a unit that determines the organisational climate of the school. • The organisational climate of a school is influenced by a variety of factors. Examples of these factors are as follows: quality of the work life of educators, tangible and non- tangible factors, task, maintenance and development needs, job satisfaction, job performance, job motivation and work stress. However, it is important to take cognisance of the fact that these factors are people driven and that all role-players in the school are responsible for the development, establishment and maintenance of an effective organisational climate. • The importance of an effective organisational climate is accentuated by the creation and maintenance of a positive work life, positive values and norms and effective communication. By meticulously applying these above-mentioned principles, a positive organisational climate will become a reality in schools. Research objective TWO: The nature of the different determinants of organisational climate in the primary school: • The findings in the literature correspond to a large extent with the findings that came to the fore from the measuring instruments. The findings are categorised in two determinants for organisational climate, namely the actions or behaviour of the school principal and those of the educators. Research objective THREE: The current standing of the organisational climate in the primary schools: • The total openness index of the schools in the study population explains the actions and behaviour of the principals, as well as those of the educators, as a mean. • The schools were divided into four categories as follows: Uninvolved organisational climate (22.73%), Closed organisational climate (22.73%), Open organisational climate (21.21%), Involved organisational climate (33.33%). Research objective FOUR: Management strategies for the development and establishment of an effective organisational climate in the primary school: • Four management strategies were formulated concerning the actions or behaviour of the school principal and three regarding the actions or behaviour of the educators. The following important recommendations were made: Recommendation 1: Principals need to be empowered to fulfil a more supporting role, mainly in the case of black and Coloured educators. Constructive criticism, reasons for criticism and paying attention to the well-being of educators are examples of fields in which principals need to be empowered. Recommendation 2: Principals need to be empowered to follow alternative managerial styles, rather than an autocratic and "iron-fist" approach. Recommendation 3: Principals need to demonstrate less restrictive behaviour towards educators, especially in the case of Coloured educators. Examples of restrictive behaviour principals need to devote attention to are as follows: educators are expected to serve on too many committees and the amount of administrative work needs to be cut back on. Recommendation 4: Educators need to be empowered to act more fraternally towards one another. Examples of fields in which empowerment is required are as follows: educators do not accept one another's shortcomings, educators often depart for home directly after school hours, and educators socialise in small, selected groups. Recommendation 5: The extent to which trusting behaviour occurs among educators requires active improvement. Factors that need attention are as follows: colleagues do not invite one another for home visits, educators do not know one another's home backgrounds, educators socialise during work hours, and educators do not arrange social meetings for one another. Recommendation 6: Educators' attitude towards and involvement in the school's activities need to be addressed actively and improved. The following factors need to receive attention: the problem that educators describe staff meetings as futile, and also that they converse amongst each other during staff meetings. Recommendation 7: Further research is needed regarding the validation of a measuring instrument that is directly meant for the South African context. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2010.