我們把經濟體視為一個複雜適應系統(complex adaptive system), 強調系統中異質性(heterogeneous)agent的學習適應行為與agent之間的互動性交互作用, 此時主流經濟學裡的分析架構, 如:代表性個人模型(represesentive agent model)、理性預期(rational expectation)、固定點均衡分析(fixed-point equilibrium analysis)等將不再適用, 取而代之的是演化經濟學(evolutionary economics)的研究典範, 這樣的研究架構下, 並沒有適當的數學分析工具可資運用, 因此我們改以agent-based建模(agent-based modelng)的社會模擬(social simulation)來建構一個人工的經濟體(artificial economy), 以此為主要研究方法, 這就是agent-based計算經濟學(agent-based computational economics)或稱人工經濟生命(artificial economic life)。 本文中以股票市場為主要的研究課題, 我們以遺傳規劃(genetic programming)的人工智慧(artificial intelligence)方法來模擬股市中有限理性(bounded rational)異質交易者的交易策略學習行為, 建構出一個人工股票市場(artificial stock market), 在這樣的架構下, 我們成功地產生出類似真實股票市場的股價時間序列特性, 我們同時也檢定了人工股票市場中價量的因果關係, 說明了在沒有外生因素之下, 人工股票市場的複雜系統可自發地產生出雙向的價量因果關係, 進一步地, 我們研究下層agent(交易者)行為與上層股價時間序列行為的關聯性, 我們也發現個體的行為並不能直接加總或推論出複雜適應系統的總體行為, 這就是突現性質(emergent property)的發生, 最後, 本文描述了agent-based計算經濟學研究架構的優勢與缺點, 再附帶介紹一個用以進行agent-based建模相關研究的軟體程式庫-SWARM。

South Africa’s current performance on national and international studies is an indication that all is not well with our literacy teaching. In spite of the implementation of the National Curriculum Statement Grade R-9, illiteracy is currently a serious problem in South Africa. Current international and national documents call for direct, explicit, systematic teaching of reading and language concepts to beginning readers. The five principal components of reading instruction, namely phoneme awareness; phonics; word study and spelling; reading fluency; and text comprehension encompass language instruction at the phoneme, grapheme, syllable, word, sentence, and discourse levels. Teachers need specific and explicit linguistic knowledge to recognise and address the needs of all learners on the continuum of reading and language proficiency. Phonological awareness skills are considered as the most important indicators of early reading skills. Literature suggests a strong positive correlation between phonological awareness skills and reading skills development. Longitudinal studies show that children who don’t have phonological awareness skills have difficulties in reading. Experimental studies on phonological awareness suggest that the implementation of phonological awareness training has positive effects on the development of reading and spelling abilities. Phonological awareness is a key component in the prevention of reading failure. The information collected through the assessment of phonological awareness, enables teachers to make informed decisions about modifications of the literacy learning programme and implement reading interventions to prevent failure of reading acquisition. This early, preventative intervention reduces the possibility that learners fall behind in reading. The teaching of phonological awareness is par excellence for emergent literacy in the grade R class. Phonological awareness can be improved through the systematic, explicit instruction thereof. Therefore, teachers need to be able to implement a variety of phonological awareness activities in their classroom instruction. Teachers need content knowledge about phonological awareness, and how to implement it successfully. The purpose of this study was to determine: What a SWOT analysis reveals about grade R-teachers’: * Current in-depth knowledge of phonological awareness. * Preparedness to teach phonological awareness. * Implementation of instructional practices relevant to phonological awareness. * Perceptions of the support received from DoBE, in terms of relevant documentation, teaching and learning support material and professional development. The limitations, if any, in the teacher support documents of the DoBE, regarding the teaching of phonological awareness in grade R and to make suggestion with regard to the improvement thereof. What the perceptions of grade R teachers are about their in-depth knowledge, instructional practices and preparedness, concerning phonological awareness, after the implementation of a teacher training programme, focussing specifically on phonological awareness. The study was conducted utilizing a case study with thirteen grade R teachers from Lichtenburg, and the surrounding towns, Koster, Coligny and Itsoseng in the North West Province, Department of Basic Education, in South Africa. Data was collected in three phases, using questionnaires, interviews, observations and document analyses. In the first phase, the researcher gathered information on the knowledge and implementation of phonological awareness before the intervention (i.e., a teacher training programme). In the second phase, the teachers received training about the concept of phonological awareness and its relevance in reading acquisition. The training programme included relevant teaching activities as well as learning and teaching support material. In the third phase, the researcher trained the participants in the implementation of phonological awareness and gathered data about the implementation process. The results indicated that if teachers received explicit training about phonological awareness and are provided with relevant learning and teaching support material, they are able to implement phonological awareness activities in grade R classrooms. The results of this study have implications for teacher training. The concept of phonological awareness, its relevance in reading acquisition as well as relevant teaching activities need to be included in the training of grade R teachers. / Thesis (Ph.D. (Learning and Teaching))--North-West University, Potchefstroom Campus, 2011.

South Africa’s current performance on national and international studies is an indication that all is not well with our literacy teaching. In spite of the implementation of the National Curriculum Statement Grade R-9, illiteracy is currently a serious problem in South Africa. Current international and national documents call for direct, explicit, systematic teaching of reading and language concepts to beginning readers. The five principal components of reading instruction, namely phoneme awareness; phonics; word study and spelling; reading fluency; and text comprehension encompass language instruction at the phoneme, grapheme, syllable, word, sentence, and discourse levels. Teachers need specific and explicit linguistic knowledge to recognise and address the needs of all learners on the continuum of reading and language proficiency. Phonological awareness skills are considered as the most important indicators of early reading skills. Literature suggests a strong positive correlation between phonological awareness skills and reading skills development. Longitudinal studies show that children who don’t have phonological awareness skills have difficulties in reading. Experimental studies on phonological awareness suggest that the implementation of phonological awareness training has positive effects on the development of reading and spelling abilities. Phonological awareness is a key component in the prevention of reading failure. The information collected through the assessment of phonological awareness, enables teachers to make informed decisions about modifications of the literacy learning programme and implement reading interventions to prevent failure of reading acquisition. This early, preventative intervention reduces the possibility that learners fall behind in reading. The teaching of phonological awareness is par excellence for emergent literacy in the grade R class. Phonological awareness can be improved through the systematic, explicit instruction thereof. Therefore, teachers need to be able to implement a variety of phonological awareness activities in their classroom instruction. Teachers need content knowledge about phonological awareness, and how to implement it successfully. The purpose of this study was to determine: What a SWOT analysis reveals about grade R-teachers’: * Current in-depth knowledge of phonological awareness. * Preparedness to teach phonological awareness. * Implementation of instructional practices relevant to phonological awareness. * Perceptions of the support received from DoBE, in terms of relevant documentation, teaching and learning support material and professional development. The limitations, if any, in the teacher support documents of the DoBE, regarding the teaching of phonological awareness in grade R and to make suggestion with regard to the improvement thereof. What the perceptions of grade R teachers are about their in-depth knowledge, instructional practices and preparedness, concerning phonological awareness, after the implementation of a teacher training programme, focussing specifically on phonological awareness. The study was conducted utilizing a case study with thirteen grade R teachers from Lichtenburg, and the surrounding towns, Koster, Coligny and Itsoseng in the North West Province, Department of Basic Education, in South Africa. Data was collected in three phases, using questionnaires, interviews, observations and document analyses. In the first phase, the researcher gathered information on the knowledge and implementation of phonological awareness before the intervention (i.e., a teacher training programme). In the second phase, the teachers received training about the concept of phonological awareness and its relevance in reading acquisition. The training programme included relevant teaching activities as well as learning and teaching support material. In the third phase, the researcher trained the participants in the implementation of phonological awareness and gathered data about the implementation process. The results indicated that if teachers received explicit training about phonological awareness and are provided with relevant learning and teaching support material, they are able to implement phonological awareness activities in grade R classrooms. The results of this study have implications for teacher training. The concept of phonological awareness, its relevance in reading acquisition as well as relevant teaching activities need to be included in the training of grade R teachers. / Thesis (Ph.D. (Learning and Teaching))--North-West University, Potchefstroom Campus, 2011.

Σκοπός της παρούσης έρευνας είναι η μελέτη της συνεισφοράς που μπορεί να έχει η διδασκαλία μέσω επίλυσης προβλήματος στην κατανόηση των ανισώσεων και στην ανάπτυξη της ικανότητας μοντελοποίησης από μαθητές της Β΄ Γυμνασίου. Σχεδιάστηκε ένα οιονεί πείραμα που αφορούσε τη διαφοροποιημένη διδασκαλία του κεφαλαίου των ανισώσεων σε δύο τμήματα 17 μαθητών (πειραματική ομάδα και ομάδα ελέγχου). Αξιολογήθηκαν η κατάκτηση του γνωστικού αντικειμένου και η ικανότητα μοντελοποίησης-επίλυσης μιας κατάστασης-προβλήματος μέσω γραπτής δοκιμασίας, ενώ διενεργήθηκαν και συνεντεύξεις. Παράλληλα σκοπός μας ήταν η διερεύνηση της ικανότητας μοντελοποίησης-επίλυσης μιας κατάστασης-προβλήματος ενός ευρύτερου δείγματος μαθητών Β΄ Γυμνασίου, σχολείων αγροτικής, ημιαστικής και αστικής περιοχής. Πραγματοποιήθηκε επισκόπηση σε ένα δείγμα 39, 48 και 53 μαθητών αντίστοιχα, οι οποίοι κλήθηκαν να αντιμετωπίσουν γραπτώς μια κατάσταση-πρόβλημα, ενώ επίσης διενεργήθηκαν συνεντεύξεις. Από την ποσοτική και ποιοτική ανάλυση των αποτελεσμάτων προκύπτει ότι οι μαθητές μεσαίας επίδοσης είναι αυτοί που κυρίως επωφελήθηκαν από την διδασκαλία μέσω επίλυσης προβλήματος. Επιβεβαιώθηκε η διάκριση τεσσάρων επιπέδων ανάπτυξης στην ικανότητα δόμησης και χρήσης μαθηματικών μοντέλων από μέρους των μαθητών, ενώ κατέστησαν εμφανείς οι μεγάλες δυσκολίες που αντιμετωπίζουν οι τελευταίοι στην ανωτέρω διαδικασία. / The purpose of this research is to study the contribution of teaching through problem solving, in understanding inequalities and in the development of modeling capacity by students of the 2nd high school. A quasi-experiment was designed on differentiated instruction of inequalities in two classes of 17 students (experimental and control group). The achievement of the knowledge object and the ability to resolve a problem situation through mathematical modeling, were assessed by means of a written test and interviews. At the same time, our aim was to investigate the modeling capacity of a larger sample of 2nd high school students, of rural, suburban and urban schools. A survey was carried out in a sample of 39, 48 and 53 students respectively, who were invited to address a problem situation in writing, while interviews were also conducted. The quantitative and qualitative analysis of the results shows that medium performance students were the ones who largely benefited from the “teaching through problem solving” approach. The identification of four levels in the development of constructing and using mathematical models was confirmed, while became apparent major problems faced by the students in the above process.

The Government of South Africa adopted a policy on Free Open Source Software (FOSS) in 2003. This policy requires all government entities to migrate their IT to open source. This adoption of the FOSS policy is based on evidence of potential FOSS contributions to economic development generally, and directly support South African economic development priorities. In spite of the adoption of this policy, rates of adoption of FOSS in the SA government are low. This is partly because there is a lack of documentation of successful cases of migration. In addition, there is no strategic management framework that managers can use as a guide for migration. This lack of documentation may result in managers in government finding it difficult to know how best to go about migrating to FOSS. A failure to address this problem will delay the take-up of FOSS, in spite of all its stated benefits. Evidence so far within the government of South Africa is that the adoption of FOSS is progressing rather slowly. Making use of a qualitative research method that combines grounded theory with a case study method in four South African Government organisations, this study develops a strategic management framework for IT migration to FOSS in the South African public service. The four organisations that were part of this study were: the National Library of South Africa; the Presidential National Commission on Information Society and Development; the Electronic National Traffic Information System and the State Information Technology Agency. Data was collected using an open-ended interview guide. A strategic management framework for Information Technology migration to FOSS will assist the Government of South Africa with the better implementation of its FOSS policy. The framework will provide guidance to public sector managers regarding how the process of migrating can best be managed. Content analysis is used to derive the framework that shows that IT migration to FOSS in the public sector of South Africa follows a strategic management process. This process goes through the phases of strategic planning, operational planning, implementation and monitoring and evaluation. The framework is developed using eclectic explanations of strategic management, including mechanistic and organic perspectives. Correspondence analysis is used to corroborate and validate the framework. The framework is accompanied by a set of management guidelines that managers in the public sector can use in migrating their organisations' IT to FOSS. / School for Business Leadership / (D.B.L. (Strategic Management))

Recent research has elucidated the sustained benefits of early mathematics instruction. With growing concern about the performance of South Africa’s senior learners in mathematics, it is imperative to look at long-term solutions within the education process. One such solution may be to focus on improved mathematics instruction as early as preprimary school. However, children at this young age are not typically suited to formal teaching. Alternative methods of mathematics instruction must be considered for maximum and effective impact. The study was conducted to test the notion that not all early methods of mathematics instruction are equal. During the empirical research approximately 200 preprimary school children in three different socio-economic environments (urban higher SES, township and rural) were tested after experiencing a teacher-guided play-based mathematics teaching intervention, or after experiencing a worksheet-based or free-flow play-based curriculum. The test performance of the participants was primarily compared to find relations between teaching methods and early mathematics performance. The study found that a teacher-guided play-based curriculum is superior to other curriculums in the instruction of mathematics in all educational settings, regardless of socioeconomic background. / Psychology of Education / M. Ed. (Psychology of Education)

Collaboration between the parents and the school has a powerful influence on a child’s literacy development. However, home-school partnerships to support young learners’ emergent literacy development are weak in South Africa. Research into family literacy in South Africa is particularly important due to many socio-economic factors impacting negatively on family life and on children’s literacy development. The South African education system lacks a dedicated policy for the promotion of family literacy. Against this background the present study investigated the role of family literacy programmes in supporting emergent literacy among young children. A literature study on family literacy and family-school-community partnerships to support literacy framed an empirical inquiry following an interpretivist approach, using an action research design and qualitative techniques of data collection. The Wordworks Home-School Partnerships programme was selected for implementation and the programme was modified through the design and inclusion of a children’s component. A multicultural independent primary school situated in Pretoria, South Africa was selected through a combination of purposeful and convenience sampling. The school principal, four Foundation Phase teachers and seven families including nine children participated in the study. Criteria for family inclusion were that the participating families should have at least one child enrolled in Grade R and at least one parent should agree to attend the full six-week duration of the modified Wordworks School-Family Partnerships programme. Data was gathered during parallel sessions from parents, children and teacher-facilitators through multiple techniques: observation, interviews, feedback sessions, artefacts and journals. Data was analysed according to qualitative principles and the findings were presented in a narrative format substantiated by verbatim quotations. Key findings indicated a greater sense of community among the families and the teachers, improved quality of parent-child interactions, parents’ improved knowledge of emergent literacy skills and improved confidence in supporting their children with early literacy development. The medium term impact of the programme includes benefits for the whole school, the teaching staff, parent body and children. Based on the findings of the literature study and the implementation of the family literacy programme through action research, recommendations were made to improve school-family partnerships with a view to supporting emergent literacy development among young learners. / Educational Foundations / D. Ed. (Socio-Education)

Cette thèse s'intéresse aux phénomènes électrostatiques émergents dans les modèles magnétiques toroïdaux bi-dimensionnels à symétrie XY, fournissant ainsi un support pour de plus amples recherches dans le domaine de la transition de phase Berezinskii-Kosterlitz-Thouless (BKT).Dans de nombreux systèmes bi-dimensionnels, dont le modèle bi-dimensionnel XY du magnétisme, la transition BKT contrôle la dissociation thermique de paires de défauts topologiques liés. Le modèle XY est analogue au gaz de Coulomb bi-dimensionnel, à ceci près qu'il peut être simulé sans avoir à modéliser les interactions à longue distance du système Coulombien. Cette thèse élucide ce paradoxe en démontrant que l'approximation de Villain appliquée au modèle XY est strictement équivalente au modèle électrostatique de Maggs-Rossetto (MR) appliqué au système Coulombien bi-dimensionnel.Cette équivalence est utilisée pour sonder la transition BKT par l'application de l'algorithme MR au gaz de Coulomb bi-dimensionel. En simulant le système Coulombien, il est prouvé que les fluctuations dans l'organisation des charges autour du tore sont activées à la température de transition BKT. Ces fluctuations du champ électrique indiquent ainsi la phase de haute température de la transition.Il est ensuite montré que l'exposant critique effectif de la théorie de Bramwell-Holdsworth (BH) peut être mesuré dans les films d'hélium 4 superfluide, qui correspondent à des gaz de Coulomb effectifs dans la limite de systèmes de grandes tailles finies. / This thesis addresses the emergent electrostatics of two-dimensional, toroidal magnetic models that possess XY symmetry, providing a platform for novel investigations into the Berezinskii-Kosterlitz-Thouless (BKT) phase transition.The BKT transition drives the thermal dissociation of bound pairs of topological defects in many two-dimensional systems, including the two-dimensional XY model of magnetism. The XY model is closely analogous to the two-dimensional Coulomb gas, but can be simulated without computing the long-range interactions of the Coulombic system. This thesis elucidates this paradox by showing that Villain's approximation to the XY model is strictly equivalent to the Maggs-Rossetto (MR) electrostatic model when applied to the two-dimensional Coulomb gas.The mapping is used to probe the BKT transition through the application of the MR algorithm to the two-dimensional Coulomb gas. By simulating the Coulombic system, fluctuations in the winding of charges around the torus are shown to turn on at the BKT transition temperature. These topological-sector fluctuations in the electric field therefore signal the high-temperature phase of the transition.It is then shown that the effective critical exponent of Bramwell-Holdsworth (BH) theory can be measured in superfluid 4He films, which correspond to effective Coulomb gases in the limit of large but finite system size. With the Coulombic system taken as the base BKT system, it is inferred that BH theory is a general property of BKT systems.

A dynamic movement known as wealth creation education attracts many thousands of people seeking education for the vocation of an entrepreneur in the UK. Entrepreneurship education in these collectives includes venturing know-how but also co-constructs existential meaning and purpose for adherents, a role traditionally fulfilled by religion. This emergent sectarian movement is identified as wealth creationism. Led by charismatic entrepreneurs this newly identified research domain represents rich opportunities to study entrepreneurs in naturally arising settings, but has been neglected and understudied. While publicly subsidised educational support for small-business owners has suffered from low uptake, this study provides new knowledge about the kind of education that is engaged with in large numbers, despite being more expensive. This inquiry critically examines the attraction of these educational collectives and evaluates the social processes of eight wealth creation education providers in England. Teaching content and methods were also investigated. This qualitative study takes an interpreted approach through a social constructionism perspective. Using grounded theory methodology the providers were initially researched through participative observation in the educational settings followed by theoretically sampling data with various collection methods. Interdisciplinary theories, including the sociology of religion, accounted for findings, which were analysed at the meso-group level. The movement teaches entrepreneurship know-how and 'mindset' - ways of thinking and being. Insulating directives of behaviour and the construction of stigmatised out-groups maintain social boundaries. Employing similar narrative features and resources as religious sects, the socially constructed co-extensive nomos and cosmos privileges esoteric knowledge and is closely identified with modern Gnosticism. Participants do not acknowledge religious interpretations of their activities, yet three North American authors provide plausible canonical works that legitimise the movement. Wealth Creationists display entrepreneurial chauvinism, which equates employment with bondage, viewing the employed as slaves. Adherents choose educators with perceived entrepreneurial credibility to lead them on a purposeful mission for the type of knowledge that promises emancipation. This study is significant for both researchers of entrepreneurs and the sociology of religion. It offers participating entrepreneurs critical insights into the charismatic settings, which can be both enabling and disabling for venturing. This study has implications for academics engaged in outreach to small-business owners who may learn from the marketing tactics of these groups, although academics may still lack perceived credibility. Insights into business group formation will be of interest to business group researchers. A map of educational provision may interest researchers and educators of small and microbusiness owners, and those from the fields of entrepreneurial learning.

This thesis proposes an Ecosystem perspective for the engineering of SoS and CPS and illustrates the impact of this perspective in three areas of contribution category First, from a conceptual and Systems Engineering perspective, a conceptual framework including the Ecosystems of System Unified Language Modeling (EoS-UML) profile, a set of Ecosystem Ensemble Diagrams, the Arms :Length Trust Model and the Cyber Physical Threat Model are provided. Second, having established this conceptual view of the ecosystem, we recognize unique role of the cryptographic credentials within it, towards enabling the ecosystem long-term value proposition and acting as a value transfer agent, implementing careful balance of properties meet stakeholder needs. Third, we propose that the ecosystem computers can be used as a distributed compute engine to run Collaborative Algorithms. To demonstrate, we define access control scheme, risk-balanced Cellular Access Control (rbCAC). The rbCAC algorithm defines access control within a cyber-physical environment in a manner which balances cost, risk, and net utility in a multi-authority setting. rbCAC is demonstrated it in an Air Travel and Border Services scenario. Other domains are also discussed included air traffic control threat prevention from drone identity attacks in protected airspaces. These contributions offer significant material for future development, ongoing credential and ecosystem design, including dynamic perimeters and continuous-time sampling, intelligent and self optimizing ecosystems, runtime collaborative platform design contracts and constraints, and analysis of APT attacks to SCADA systems using ecosystem approaches.