The topic of this thesis is the process of'normalisation' by which a translator accommodatesa sourcet ext to the norms of the target languagea nd culture. The researchi nvestigatest his phenomenonin two ways: first, through text analysis identifying features in the target text which potentially contribute to easy readability, and, subsequentlyt,h rough readersr espondingt o the translation and the sourcet ext. Computer tools were used to compare the source text and the target text, resulting in a list of eleven identifiable main features which were found to contribute to a normalising effect. One of the features, 'patterns of repetition', was examined in detail. The translation had less repetition in part because of systemic differences but also due to the translator's choice, whether conscious or unconscious, to use variant terms. A section of the thesis investigates negativity which is of considerable literary relevance in the case of A Hora da Estrela, and evidence is supplied that negativity is reduced in the translation. Other featuresi n the sourcet ext which are mostly associatedw ith spoken aspects of language were found to have shifted to a written style, contributing to a normalising shift from spoken to written register. Such features suggest that the translation hasb een 'domesticatedt' o suit the English-speakingr eader. The second way in which normalisation was investigated was via readers' responses. A number of studies were carried out, using non-specialists and'semi-specialised readers' (students of literature). Critical reactions to the various translations of the novel suggested that normalisation was perceived when the source and the target were compared, but not by readers of the target version alone. iii

This project investigates the heat flow from the rock into ventilating airways by studying various parameters. Two approaches have been used: laboratory measurement of thermal properties to study their variation, and analytic and numerical models to study the effect of these variations on the heat flow. Access to a heat-flux system and special treatment of contact resistance has provided the opportunity to study thermal conductivity as a function of moisture contained in rock specimens. For porous sandstone, tuff, and concretes, thermal conductivity can double when the specimens are soaked; the functional dependence of conductivity on moisture for the first two cases is definitely non-linear. Five previous models for conductivity as a function of porosity are shown not to explain this new phenomenon. A preliminary finite element model is proposed which explains the key features. Other variations of conductivity with applied pressure, location, constituents, weathering or other damage, and anisotropy have been measured. In the second phase of the research, analytical and numerical methods have been employed to consider the effects of the variation in the thermal properties plus the use of insulation on the heat flow from the rock into the ventilated and cooled airways. Temperature measurements taken in drill holes at a local mine provide confirmation for some of the models. Results have been provided in a sensitivity analysis mode so that engineers working on other projects can see which parameters would require more detailed consideration. The thermal conductivity of the rock close to the airways is a key factor in affecting heat loads. Dewatering and the use of insulation, such as lightweight foamed shotcretes, are recommended.

Past research highlights the important role of the teacher-child relationship in children's school adjustment and success. The primary purpose of the present study was to examine the role of child gender in teacher-child relationship quality across elementary school grades. Specifically, this study explored: 1) stability of teacher-child relationship quality over time for girls and boys, 2) gender differences in relationship quality at first, third, and fifth grade, 3) possible relational mechanisms that could mediate the association between child gender and teacher-child relationship quality, 4) child gender as a moderator between relationship quality and child outcomes both concurrently and over time and 5) the influence of teacher gender and teacher-child gender match on relationship quality. Using data from the NICHD Study of Early Childcare and Youth Development (SECCYD), these questions were explored in a sample of 682 children at first, third, and fifth grade. Analyses revealed relative stability in teacher-child relationship quality across grade level with no significant gender differences in stability. However, girls were consistently rated higher in closeness and boys higher in conflict across the grade levels. The child's affiliative orientation toward the teacher was found to partially mediate the link between child gender and relationship quality, such that girls' greater affiliation predicted greater closeness and lower conflict with the teacher. Child gender was found to moderate associations within grade level, such that closeness was associated with greater social competence for girls than boys. Conflict was also associated with more externalizing behaviors for girls than boys. Teacher-child gender match was also found to play a significant role in predicting teacher-child closeness. This study highlights important and significant contributions gender makes to teacher-child relationship quality.

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Restricted classification and similarity rating tasks employing the dimensions of line length and density were used to investigate several issues. One of these was developmental differences in the overall separability of those dimensions. The contribution of perceptual limitation and strategic factors to levels of dimensional responding and to developmental changes in that responding were also investigated. Finally, changes in levels of dimensional responding across trials with simuli and the contribution of those changes to observed developmental differences were studied. Adults (college students) gave more dimensional responses than did children (4 to 6 year olds) and tended to give more dimensional classifications than other type of response.

Title: Intergenerational differences in attitudes towards the sport and its popularity. Objectives: The aim is to identify differences of opinions between two different generations, which are divided by age- group 18-25 years and group 60 years and more. Methods: In developing this thesis research was used written and electronic polling. Results: The result should be a diversity of groups in views on sports nowadays and in the past. Keywords: Differences, intergenerational, sport, popularity

The goal of this research was to determine whether relational aggression in girls was similar to overt aggression in boys in terms of social-psychological adjustment. A total of 199 fifth through ninth grade children (86 boys, 113 girls) participated in this study. Relational and overt aggression scores were used to form groups of children who varied on the two types of aggression. Results indicated that overtly aggressive boys did not differ from relationally aggressive girls in terms of depression, anxiety, psychopathy, sensation seeking, ADHD, delinquency, and drug use. Further, boys in the aggressive groups scored consistently higher than boys in the nonaggressive groups on all indices of maladjustment. The results of the current study provide support for the hypothesis that relational aggression in girls is not different from overt aggression in boys in terms of social-psychological adjustment problems.

The goals of this exploratory study were to: (a) compare counselor educators’ ideal ratings of importance with their perceptions of the institutions’ importance ratings on tasks related to scholarship, teaching, service, and supervision and (b) expand the understanding of the importance that counselor education faculty members assign to those same tasks. Group differences based on characteristics of gender, ethnicity, tenure status, program type, type of institution, and type of college or university in ideal importance ratings for scholarship, teaching, service and supervision tasks were also examined in this study. Participants in this study were counselor education faculty members working in CACREP-accredited counseling graduate programs (N=169). All participants completed the Counselor Education Task Importance Instrument (CETII) that was designed for this study to assess participant's ideal and perceived institutional importance of tasks related to scholarship, teaching, service, and supervision. Paired ttests on all CETII items resulted in statistically significant differences between participants’ ideal importance ratings and their perceived institutional importance ratings in scholarship, teaching, service, and supervision tasks. Multivariate analyses of variance (MANOVA) resulted in statistically significant differences for participants’ ideal importance ratings for variables gender, type of program, type of institution, and type of college or university. Results for the MANOVA demonstrated nonsignificant statistical differences between ideal ratings for variations in the ethnicity and tenure status of participants. Faculty members in counselor education can use the findings from this study to establish priorities for their work in higher education and advocate for a professional counseling identity that is distinct from other disciplines in the social sciences. Administrators in higher education who have responsibility for establishing and maintaining tenure and promotion criteria for counselor education can utilize the same findings to create benchmarks that encourage equity for the advancement of counseling faculty members. Results from comparing ideal and perceived institutional importance ratings suggest that counselor educators have conflicting priorities for their professional counseling and their academic careers. Future research can compare actual institutional ratings to participants' ideal and perceived institutional ratings on the CETII in order to clarify counselor educators' multiple identities as practitioner, researcher, and educator.

Ph.D. (Applied Mathematics) / In this thesis we introduce new numerical methods for solving nonlinear ordinary and partial differential equations. These methods solve differential equations in a manner similar to the Gauss Seidel approach of solving linear systems of algebraic equations. First the nonlinear differential equations are linearized by simply evaluating nonlinear terms at previous iterations. To solve the linearized iteration schemes obtained we use either the spectral method or higher order compact finite difference schemes and we call the resulting methods the spectral relaxation method (SRM) and the compact finite difference relaxation method (CFD-RM) respectively. We test the applicability of these methods in a wide variety of ODEs and PDEs. The accuracy and computational efficiency in terms of CPU time is compared against other methods as well as other results from literature. We solve a range of chaotic and hyperchaotic systems of equations. Chaotic and hyperchaotic are complex dynamical systems which are characterised by rapidly changing solutions and high sensitivity to small perturbations of the initial data. As a result finding their solutions is a challenging task. We modify the proposed SRM to be able to deal with such systems of equations. We also consider chaos control and synchronization between too identical chaotic systems. We also make a comparison between the SRM and CFD-RM and between the spectral quasilinearization method (SQLM) and the compact finite difference quasilinearization method (CFD-QLM). The aim is to compare the performance between the spectral and the compact finite difference approaches in solving similarity boundary layer problems. We consider two examples. First, we consider the flow of a viscous incompressible electrically conducting fluid over a continuously shrinking sheet. We also consider a three-equation system that models the problem of unsteady free convective heat and mass transfer on a stretching surface in a porous medium in the presence of a chemical reaction. We extend the application of the SRMand SQLMto PDEs. In particular we consider two unsteady boundary layer flow problems modelled by a PDE or a system of PDEs. We solve a one dimensional unsteady boundary layer flow due to an impulsively stretching surface and the problem of unsteady three-dimensional MHD flow and mass transfer in a porous space. Results are compared with results obtained using the Keller-box method which is popular in solving unsteady boundary layer problems. We also extend the application of the CFD-RM to PDEs modelling unsteady boundary layer flows and again compare results to Keller-box results. We consider two examples, the unsteady one dimensional MHD laminar boundary layer flow due to an impulsively stretching surface, and the unsteady three-dimensional MHD flow and heat transfer over an impulsively stretching plate.