Thèse. / Bibliogr. p. 313-325. Glossaire.

The subject of this diploma thesis is paid attention to the influence of different dosing of R-material containing unmodified asphalt on the properties of asphalt concrete for abrasive layers (AC011 +) bonded with polymer highly modified asphalt (binder type HiMA). The properties of asphalt mixtures will be evaluated by means of the stiffness modulus test and the test of low-temperature properties by a uniaxial tensile test.

No description available.

The diploma thesis deals with technology for the implementation and use of asphalt concrete for very thin layers (BBTM) with use of asphalt binder of high-polymer modification (HiMA). Further, there are described selected and performed functional tests. Thesis also contains design of a mixture for bituminous concrete type targeted for very thin layers with different types of binders. After a suitable design of the mixture, laboratory tests were carried out (stiffness modulus, resistance to permanent deformation, low temperature characteristics, water resistance and particle loss). The output of this work is a set of measured values and processed results with their interpretation.

HIMA! / NOW! - translation from Armenian In light of recent and ongoing protests, demonstrations and riots in Ukraine, Egypt, Israel or Armenia, some actual questions arise such as how is the built environment used as an area of protest, how it is chosen as a focal point or path for resistance, what are the common characteristics of revolutionary spaces and how the environment effects on success. Lack of democracy from the government and in everyday life of Armenia society, total corruption and feeling of impunity oligarchy, the government and most of governmental institutions, weak economic growth accompanied by alarming number of emigration as well as successful scenarios in neighboring Georgia and Ukraine, force to predict a inescapable eruption of protests Armenia in near future. History shows that protests and civil disobedience are inevitable and necessary expressions of dissent in any democratic nation and country. However there are different passive tools to improve democratic institutions in the society and country in general such as public forums, open discussions and debates, freedom of speech and media etc. With this project I want to create a great Park with generous program embracing main democratic principles as a Public Space and Forum for everyone in capital of Armenia, Yerevan, BUT in case of nascent civil resistance the Park will become a space as a tool with urban inventory that people can use, manipulate, claim in order to defend their values and save own life's. This will be a Playground/Fortress for Democracy !

This study examines the current pastoralists' education situation in Uganda in the context of the education policy established, and non-formal education interventions being conducted among the Bahima and Karimojong pastroralists by both Governmental and Non-Governmental Organizations, as an attempt to address the problems and issues of illiteracy and pastoral development. It is evident that education for pastoralists in Uganda creates a social consciousness with values, norms, knowledge and skills, which have a complex and dynamic relationship among the pastoralists. The problems of investigation in this research focus on information available on the functioning of pastoralism for effective provision of non-formal education programmes to the Bahima and Karimojong pastoralists; and how effectively the providers of non-formal education programmes can integrate the nomadic livelihood in the provision of non-formal education The literature review has focused on the Bahima and Karimojong pastoralists, but attempts have also been made to draw relevant lessons from other nomadic groups like Gypsies, travellers, and occupational travellers. The review has been intended to sharpen specific aspects related to pastoral and national education practices that can enable appropriate and strategic provision and implementation of non-formal education programmes to occur among the Bahima and Karimojong pastoralists in their pastoral context. Qualitative research methods used in the study were fundamentally relevant and suited for locating the meaning that semi-nomadic Bahima and Karimojong pastoralists placed on events, processes and structures of their lives, their perceptions, assumptions, prejudgments, presumptions, and for connecting these meanings to the social world around them. Presentation and analysis of data is divided into three sections including a recast of the items in the interview schedules, a summary of the research findings presented on a conceptually clustered Matrix Sheet, and a presentation of the data analysis resulting form the data displayed on the Matrix Sheet. Recommendations of the study have been clustered under the following three thematic categories: · Relevance of non-formal education programmes to the Bahima and Karimojong pastoraslist, · Factors for implementation of non-formal education programmes, and · Strategies for implementation and sustenance of non-formal education programmes among the Bahima and Karimojong pastoralists. / Educational Studies / MED (COMPARATIVE EDUCATION)

This study examines the current pastoralists' education situation in Uganda in the context of the education policy established, and non-formal education interventions being conducted among the Bahima and Karimojong pastroralists by both Governmental and Non-Governmental Organizations, as an attempt to address the problems and issues of illiteracy and pastoral development. It is evident that education for pastoralists in Uganda creates a social consciousness with values, norms, knowledge and skills, which have a complex and dynamic relationship among the pastoralists. The problems of investigation in this research focus on information available on the functioning of pastoralism for effective provision of non-formal education programmes to the Bahima and Karimojong pastoralists; and how effectively the providers of non-formal education programmes can integrate the nomadic livelihood in the provision of non-formal education The literature review has focused on the Bahima and Karimojong pastoralists, but attempts have also been made to draw relevant lessons from other nomadic groups like Gypsies, travellers, and occupational travellers. The review has been intended to sharpen specific aspects related to pastoral and national education practices that can enable appropriate and strategic provision and implementation of non-formal education programmes to occur among the Bahima and Karimojong pastoralists in their pastoral context. Qualitative research methods used in the study were fundamentally relevant and suited for locating the meaning that semi-nomadic Bahima and Karimojong pastoralists placed on events, processes and structures of their lives, their perceptions, assumptions, prejudgments, presumptions, and for connecting these meanings to the social world around them. Presentation and analysis of data is divided into three sections including a recast of the items in the interview schedules, a summary of the research findings presented on a conceptually clustered Matrix Sheet, and a presentation of the data analysis resulting form the data displayed on the Matrix Sheet. Recommendations of the study have been clustered under the following three thematic categories: · Relevance of non-formal education programmes to the Bahima and Karimojong pastoraslist, · Factors for implementation of non-formal education programmes, and · Strategies for implementation and sustenance of non-formal education programmes among the Bahima and Karimojong pastoralists. / Educational Studies / MED (COMPARATIVE EDUCATION)