Thesis (M.S.)--University of Florida, 2001. / Title from first page of PDF file. Document formatted into pages; contains xii, 237 p.; also contains graphics. Vita. Includes bibliographical references (p. 235-236).

Thesis (M.S.)--State University of New York at Binghamton, Watson School of Engineering and Applied Science (Electrical Engineering), 2005. / Includes bibliographical references.

M.Bibl. / Please refer to full text to view abstract

With an increase in the amount of information being exchanged every day, there is a need for storage repositories and faster networks to retrieve data with a minimum amount of time delay. Keeping this in mind, inroads have been made in developing different types of storage network technologies including Direct Attached Storage (DAS), Network Attached Storage (NAS), and Storage Area Network (SAN). Developments have also been made in building faster and parallel Input/Output (I/O) peripheral interface systems such as the Small Computer System Interface (SCSI). With the help of SCSI high-speed bus systems that quickly transfer large amounts of data requested by the user have been made, which is a very important need in storage are networks. Internet SCSI (iSCSI) protocol is a Small Computer System Interface (SCSI) transport protocol developed by the Internet Engineering Task Force (IETF), which maps block-oriented storage data over Transmission Control Protocol/Internet Protocol (TCP/IP) networks. This iSCSI storage technology is a viable solution utilizing IP networks for low-cost implementation of managing storage networks. Unlike the file access mechanism provided by protocols such as Network File System (NFS), iSCSI implementation has a block access mechanism to provide better performance and throughput. Remote Direct Memory Access (RDMA) technology provided by Internet Wide Area RDMA Protocol (iWARP), which runs over TCP/IP networks provides efficient data transfers. RDMA protocol is primarily chosen because it efficiently uses storage I/O (Input/Output) systems by providing a Zero Copy transfer mechanism. Implementing iSCSI over RDMA-enabled network adapters exploits RDMA operations for efficient data transfers using the existing infrastructure. This thesis involves the implementation and performance evaluation of iSCSI over RDMA, a process that maps iSCSI This study analyzes, the performance of SAN storage devices, demonstrating that iSCSI over RDMA performs better than running only iSCSI. In addition, the low cost and ease with which an iSCSI over RDMA can be managed make it superior to iSCSI, considering the performance gained. The iSCSI target from iSCSI Enterprise Target (IET) installed in a Fedora Core 5 machine with a 2.6.16 kernel was used to evaluate the iSCSI. The Initiator, was built using a Fedora Core 5 source iSCSI Initiator in a Fedora Core 5 machine with a 2.6.16 kernel and Microsoft iSCSI Initiator in a Microsoft server 2003 machine [1] [2]. This research used RNICs developed by Ammasso Corporation, to directly place data into Initiator buffers using Zero Copy transfer. Hence, unnecessary multiple copying procedures are eliminated, there by memory bus utilization and improving performance, which definitely impacts the overall performance of a system when there is large amount of data being transferred as occurs with iSCSI. The iSCSI over RDMA protocol implementation gives high performance and low overhead for I/O storage. / Thesis (M.S.)--Wichita State University, College of Engineering, Dept. of Electrical and Computer Engineering. / "July 2006." / Includes bibliographic references (leaves 43-46)

Thesis (Ph. D.)--University of Texas at Austin, 2005. / Supervisor: Nur A. Touba. Vita. Includes bibliographical references.

Zugl.: Mannheim, Universiẗat, Diss., 2004.

The aim of this study was to investigate the contribution of grades 4 – 6 Mathematics (English LOLT) textbooks on the development of conceptual understanding of 2-D shapes. A review of literature concerning the textbooks, readability, the language of learning and teaching (LOLT), curriculum and conceptual understanding, was conducted in order to frame a better understanding of the key words, build the statement of the title as well as find and review relevant literature. The contribution of the textbooks as tools towards the development of conceptual understanding of 2-D shapes, is understood by the researcher to either be present or not present at all. It cannot be satisfied halfway because the purpose of the textbook is full compliance with the CAPS. Thus, the contribution of the textbooks is evidenced and confirmed by full compliance to the relevant intended curriculum requirements and refuted by partial or no compliance at all. A pragmatic worldview, with both a document and conceptual analytical research design methodology as strategy of inquiry, was implemented for this qualitative research to study the state and level of the English LOLT, curriculum and research compliance in five of eight approved series of grades 4 - 6 Mathematics textbooks. The five series identified for evaluation were the only ones in use by the English LOLT schools in the greater Potchefstroom area. The ordinary English language of the textbooks was analysed with the Gunning Fog Readability Test (GFRT); the Mathematics topics, concepts and skills of 2-D shapes were analysed and evaluated for compliance with the specification of content and clarification notes of the CAPS, as well as the Van Hiele theory levels 0 and 1 descriptors. The GFRT was proposed by a research advisor. It was used electronically online and the similar but separate and different CAPS-based and Van Hiele theory-based measuring instruments were designed and used by the researcher to analyse and evaluate the textbooks. The findings of this research contradict the evaluation of the DBE that resulted in the approval of eight series of textbooks from which five were identified and studied, and suggest that all five approved series of grades 4 – 6 Mathematics textbooks evaluated are not “fit for their purpose” on the topics, concepts and skills of 2-D shapes. Only 20% of the five series of textbooks per grade in the intermediate phase are readable with ease and understanding and can thus contribute to the conceptual understanding of 2-D shapes. All fifteen textbooks are not CAPS compliant according to the focus of this research, and can therefore not be relied on to interpret and give meaning to the intended curriculum. They are also not Van Hiele compliant and thereby demonstrate that the world renowned research findings of the Van Hieles have either not been incorporated in the textbooks’ teaching and learning method and pedagogical approach or simply not fully incorporated. Three recommendations follow from the findings of the research. The first one is that the readability of every textbook be evaluated when they are considered for approval and adoption into the national catalogue. One or more of the existing foreign readability measuring instruments can be used for this purpose; however the development and use of a special South African tailored and owned English as a First Additional Language instrument is strongly suggested to ensure correct, consistent and appropriate English LOLT level for the grade and age group of the learners. Secondly, for CAPS compliance, the DBE must design and utilise much more methodical, indepth and stringent evaluation processes according to the topics, concepts and skills in the CAPS documents. Thus textbooks should be scored on specific topics, concepts and skills and not in general terms as it seems to be the case currently. There must be specific minimum CAPS progression level(s) in percentage and measurement set for acceptable progression levels between any two consecutive grades in terms of topics, concepts and skills, the content area and the entire grade. Furthermore, only 100% CAPS compliant textbooks must be approved for inclusion in the national catalogue of textbooks from which the teachers of school choose textbooks for their learners. Thirdly and lastly, that the world renowned Van Hiele Theory of Geometric Thought be incorporated into the South African Mathematics curriculum policies, practice and research as part of strengthening South African Mathematics education. / MEd (Mathematics Education), North-West University, Potchefstroom Campus, 2014

The aim of this study was to investigate the contribution of grades 4 – 6 Mathematics (English LOLT) textbooks on the development of conceptual understanding of 2-D shapes. A review of literature concerning the textbooks, readability, the language of learning and teaching (LOLT), curriculum and conceptual understanding, was conducted in order to frame a better understanding of the key words, build the statement of the title as well as find and review relevant literature. The contribution of the textbooks as tools towards the development of conceptual understanding of 2-D shapes, is understood by the researcher to either be present or not present at all. It cannot be satisfied halfway because the purpose of the textbook is full compliance with the CAPS. Thus, the contribution of the textbooks is evidenced and confirmed by full compliance to the relevant intended curriculum requirements and refuted by partial or no compliance at all. A pragmatic worldview, with both a document and conceptual analytical research design methodology as strategy of inquiry, was implemented for this qualitative research to study the state and level of the English LOLT, curriculum and research compliance in five of eight approved series of grades 4 - 6 Mathematics textbooks. The five series identified for evaluation were the only ones in use by the English LOLT schools in the greater Potchefstroom area. The ordinary English language of the textbooks was analysed with the Gunning Fog Readability Test (GFRT); the Mathematics topics, concepts and skills of 2-D shapes were analysed and evaluated for compliance with the specification of content and clarification notes of the CAPS, as well as the Van Hiele theory levels 0 and 1 descriptors. The GFRT was proposed by a research advisor. It was used electronically online and the similar but separate and different CAPS-based and Van Hiele theory-based measuring instruments were designed and used by the researcher to analyse and evaluate the textbooks. The findings of this research contradict the evaluation of the DBE that resulted in the approval of eight series of textbooks from which five were identified and studied, and suggest that all five approved series of grades 4 – 6 Mathematics textbooks evaluated are not “fit for their purpose” on the topics, concepts and skills of 2-D shapes. Only 20% of the five series of textbooks per grade in the intermediate phase are readable with ease and understanding and can thus contribute to the conceptual understanding of 2-D shapes. All fifteen textbooks are not CAPS compliant according to the focus of this research, and can therefore not be relied on to interpret and give meaning to the intended curriculum. They are also not Van Hiele compliant and thereby demonstrate that the world renowned research findings of the Van Hieles have either not been incorporated in the textbooks’ teaching and learning method and pedagogical approach or simply not fully incorporated. Three recommendations follow from the findings of the research. The first one is that the readability of every textbook be evaluated when they are considered for approval and adoption into the national catalogue. One or more of the existing foreign readability measuring instruments can be used for this purpose; however the development and use of a special South African tailored and owned English as a First Additional Language instrument is strongly suggested to ensure correct, consistent and appropriate English LOLT level for the grade and age group of the learners. Secondly, for CAPS compliance, the DBE must design and utilise much more methodical, indepth and stringent evaluation processes according to the topics, concepts and skills in the CAPS documents. Thus textbooks should be scored on specific topics, concepts and skills and not in general terms as it seems to be the case currently. There must be specific minimum CAPS progression level(s) in percentage and measurement set for acceptable progression levels between any two consecutive grades in terms of topics, concepts and skills, the content area and the entire grade. Furthermore, only 100% CAPS compliant textbooks must be approved for inclusion in the national catalogue of textbooks from which the teachers of school choose textbooks for their learners. Thirdly and lastly, that the world renowned Van Hiele Theory of Geometric Thought be incorporated into the South African Mathematics curriculum policies, practice and research as part of strengthening South African Mathematics education. / MEd (Mathematics Education), North-West University, Potchefstroom Campus, 2014

Lung cancer is one of the most serious and common cancer types of today, with very uncomfortable and potentially cumbersome diagnostic techniques in x-ray, CT, CT-PET scans, bronchoscopies and biopsies. Completing all these steps can also take a long time and be time consuming for hospital staff. So finding a new safer and faster technique to diagnose cancer would be of great benefit. The objectives of this pilot study is to create an effective data storage system that can be scaled for larger data sets in a later study. The aim was also to see whether a E-nose can be used to find the differences in smell-prints from a healthy lung and a cancerous lung. As well as seeing if the E-nose can distinguish samples drawn from the lungs from exhaled air samples. Samples were taken on patients by the staff at ”Lung kliniken” at Link¨oping University Hospital during a bronchoscopy on patients with one-sided lung cancer. These samples were then analyzed by the E-nose which sensory response is later used to test the classification system that uses a mix of Principal Component Analysis (PCA) and K-Nearest Neighbour (KNN). Using a k = 7, the system was able to correctly classify 60 % of the samples when comparing cancerous and healthy lung samples. Comparing exhaled, healthy and cancerous samples the accuracy was calculated to 55.56 %. Comparing all lung samples against exhaled samples the accuracy was 86.67 %

published_or_final_version / Business Administration / Master / Master of Business Administration