The aim of this study was fourfold. Firstly the nature of training for Foundation Phase student teachers in Life Skills had to be determined. Secondly, the outcomes for Life Skills training for Foundation Phase student teachers had to be ascertained. Thirdly, effective teaching-learning methods for training had to be identified to achieve outcomes in the most effective way. New methods of presentation and assessment had to be exploited to address the new challenge of reduced contact time. Lastly, the nature of Life Skills training at other higher teaching institutions in South Africa had to be determined so that general outcomes and guidelines for effective training of Foundation Phase student teachers in Life Skills could be established. A literature study was done to determine the nature of Life Skills for Foundation Phase student teachers. Four outcomes were identified were identified from this study, namely health promotion, promotion of the environment, development of human potential and the promotion of moral, cultural and religious values as main components of Life Skills. In addition a literature study was done on effective teaching-learning methods which should be applied to ensure effective Life Skills training for student teachers. The four most important components or essential features that should be considered during the facilitation of Life Skills for Foundation Phase student teachers, namely the lecturer, student, learning environment as well as the aim of teaching, including teaching content and assessment were set out. After questionnaires regarding the nature of training for Foundation Phase student teachers in Life Skills were sent to institutions for higher education and the responses were statistically analysed, it was possible to make a number of findings and recommendations. From the empirical research it became clear that the identified outcomes were also valued and applied by lecturers at other institutions for higher education. Furthermore, it became apparent that active teaching learning-methods and self-regulated learning are valued as important aspects of effective teacher training. Skills should not only be practised during contact sessions, but learning environments should be extended. It should include a variety of contexts like community service, practical teaching experience at schools under supervision of mentors as well exposure to diverse and multicultural teaching learning-environments. By effective planning and organising, it is possible for lecturers to guide students to become self regulated and effective learners within the context of reduced contact time. / Thesis (M. Ed.)--North-West University, Potchefstroom Campus, 2005.

Biological filtration (Biofiltration) processes have been used first in Europe and then in North America for decades, however currently there is not a good overall parameter to guide biofiltration design and operation except adopting parameters from traditional particle- removal filtration process. On the basis of the biofilm model developed by Rittmann and McCarty (1980a) and the pseudo-analytical solution for the model, Zhang and Huck (1996a) obtained an analytical solution for PF (plug flow) reactors (which can be used for biofilters approximately) after demonstrating that axial dispersion could be reasonably ignored and developed a new parameter, X*, which incorporates considerations of physical contact time, filter media particle size, kinetics, etc. A small-scale application on peers’ engineering/research data by Huck (1999) demonstrated it was a better indicator than other parameters for biofiltration performance. By collecting, screening and investigating literature on AOC, BDOC and odorous compounds removal by biofiltration process, this thesis applied the X* concept to the collected investigations to assess process performances among different target parameters, different filters and different investigations. To the author’s knowledge, this is the first such attempted comprehensive comparison of literature studies, interpreted in terms of a common parameter (X*). The wide ranges of particle sizes, EBCTs, temperatures and high diversity of pre-treatment and operation conditions for the collected cases were considered to be able to well represent biofiltration practices for studied removal targets. No significant relationship between EBCTs and removal percentages were found, indicating that EBCT alone is not able to guide biofiltration design and operation. Based on kinetics parameter comparison, BDOC removal-X* relationship was established. A new parameter, θα, was developed in this thesis to refer to estimated X* values only considering EBCT and particle size. θα parameter values were estimated by comparison of ratios of θα products ((θα)’) based on the properly chosen calculation bases. Distribution of the θα values for temperature-favored (i.e. temperature ≥15°C) AOC and BDOC removal biofiltration processes matched the established removal-X* relationship reasonably. Given the exploratory nature of this research and the complexity of attempting quantitations, fits were assessed based on visual comparison. With the assistance of supporting information and by adopting available temperature activity coefficients, temperature-adjustment coefficients for θα values were determined for the different temperature ranges. Temperature-adjusted AOC and BDOC removal-θα relationships were developed and temperature-adjusted θα parameter values for AOC and BDOC removal were also estimated. Comparisons were conducted, showing fair matches based on visual examinations, for most of the temperature ranges. No relationships were found between ozone dosages and AOC/BDOC removal percentages and the statistical analysis indicated there was significant difference of removal efficiencies between ozonated and non-ozonated influents for biofilters, suggesting ozonation may not only increase the amount of BOM for following biofilter and increase the biodegradability of bulk water; it may also increase the biodegradability of AOC and BDOC themselves. It may not be realistic to obtain the estimated θα values for MIB and geosmin removal by biofiltration. However, plotting θα product vs. removal percentage for the collected MIB and geosmin removal cases shows more positive co-relationships than EBCT-removal percentage relationships visually. A utilization factor η was proposed to guide biofilter design and operation and to assess “over-design” and “under-operated”. Biofilter over-design or under-operated is common for the collected cases. In general, examining X* (or θα, a parameter incorporating the physical components of X*) provided useful information in terms of evaluation and prediction of biodegradable organic compounds removal by biofiltration, which confirms that X* is a better parameter for biofiltration design and operation than other parameters, such as EBCT.

The aim of this study was fourfold. Firstly the nature of training for Foundation Phase student teachers in Life Skills had to be determined. Secondly, the outcomes for Life Skills training for Foundation Phase student teachers had to be ascertained. Thirdly, effective teaching-learning methods for training had to be identified to achieve outcomes in the most effective way. New methods of presentation and assessment had to be exploited to address the new challenge of reduced contact time. Lastly, the nature of Life Skills training at other higher teaching institutions in South Africa had to be determined so that general outcomes and guidelines for effective training of Foundation Phase student teachers in Life Skills could be established. A literature study was done to determine the nature of Life Skills for Foundation Phase student teachers. Four outcomes were identified were identified from this study, namely health promotion, promotion of the environment, development of human potential and the promotion of moral, cultural and religious values as main components of Life Skills. In addition a literature study was done on effective teaching-learning methods which should be applied to ensure effective Life Skills training for student teachers. The four most important components or essential features that should be considered during the facilitation of Life Skills for Foundation Phase student teachers, namely the lecturer, student, learning environment as well as the aim of teaching, including teaching content and assessment were set out. After questionnaires regarding the nature of training for Foundation Phase student teachers in Life Skills were sent to institutions for higher education and the responses were statistically analysed, it was possible to make a number of findings and recommendations. From the empirical research it became clear that the identified outcomes were also valued and applied by lecturers at other institutions for higher education. Furthermore, it became apparent that active teaching learning-methods and self-regulated learning are valued as important aspects of effective teacher training. Skills should not only be practised during contact sessions, but learning environments should be extended. It should include a variety of contexts like community service, practical teaching experience at schools under supervision of mentors as well exposure to diverse and multicultural teaching learning-environments. By effective planning and organising, it is possible for lecturers to guide students to become self regulated and effective learners within the context of reduced contact time. / Thesis (M. Ed.)--North-West University, Potchefstroom Campus, 2005.

Syfte och frågeställning Syftet med studien är att studera hur svenska elitlöpares totaltider förhåller sig till de olika variablerna markkontakt, flygtid, hastighet, stegfrekvens och steglängd, med största fokus på hur markkontakterna påverkar hastigheten. Studiens två frågeställningar var: (1) Hur ser sambandet ut mellan de fyra variablerna markkontakt, flygtid, steglängd samt stegfrekvens vid den maximala hastigheten vid upprätt löpning hos elitlöpare verksamma inom sprintdistansen 100 meter? (2) Hur korrelerar markkontakt och hastighet hos elitlöpare verksamma inom sprintdistansen 100 meter? Metod En kvantitativ studie genomfördes där 33 manliga och 20 kvinnliga försökslopp på flygande 30 kartlades med mätutrustningen Optojump. Dessa mätvärden analyserades i SPSS för att jämföra korrelation mellan varje mätvärde, ett sambandsdiagram mellan markkontakt och hastighet gjordes samt den översiktliga statistiken analyserades. Resultat Resultaten visar att kortare markkontakter kan ge en högre hastighet, att flygtiden mellan män och kvinnor är lika, att genomsnittet av löparna i studien hade än lägre stegfrekvens och steglängd än litteraturen som presenteras i studien. Slutsatser Resultatet i studien visar att, i likhet med forskningsstudier, att en kortare markkontakt kan ge en höge horisontell löphastighet än en lång. Studien åskådliggör dock att betydligt fler variabler, än endast markkontakt, har stor inverkan på hastighet och totaltid. Jämfört visar detta att mer forskning inom området behövs för att kunna optimera träningsupplägg för löpare. / Purpose and question The purpose of the study is to show how Swedish elit runners total times relate to the different variables ground contact, flight time, speed, step rate and step length, with the main focus on how the ground contacts time affect speed. The study's two main questions were: (1) What is the relationship between the four variables: ground contact, flight time, step length and the velocity at the maximum speed at upright running (2) How do the variable ground contact and velocity correlate between elite runners competing within the track and field event 100 meters? Method A quantitative study was conducted in which 33 male and 20 female runs attempts were mapped with the measuring equipment Optojump. These measured values were analyzed in SPSS to compare correlation between each measurement value, a scatterplot between ground contact and speed, and the summary statistics were taken out. Results The results show that shorter ground contacts times can provide a faster running velocity, that the flight time between men and women is equal, the average of the runners in the study have lower step rate and step length then the literature presented in the study. Conclusions The result of the study shows that, like research studies, a shorter ground contact time can provide a higher horizontal running speed than a longer ground contact. However, the study illustrates that significantly more variables, than only ground contact, have a major impact on velocity and total time. In comparison, this shows that more research in the field is needed to optimize training for runners.

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