In wastewater management big variations in flowrates, caused by precipitation, leads to high peak loads forcing treatment facilities to maintain large over capacity. Wastewater management is a capital-intensive industry, meaning that new investments are costly and should therefore be avoided. But as peak load levels increase and stricter regulations are imposed it becomes increasingly hard to maintain sufficient reduction rates and facilities are likely to face new investments if the highest flowrates can’t be reduced. One way to reduce flowrates is to charge higher prices for the peak loads through an efficient tariff design. This thesis includes a literature review to define what constitutes an efficient tariff and then moves on to develop a model including marginal cost pricing and increasing block tariff design that examine how the marginal cost price is affected by constructing the tariff in different ways. The results show that the marginal price can be significantly increased by adapting this approach compared to a two part tariff with one fixed and one variable part which is commonly used by wastewater utilities today. The biggest deciding factor will be how the marginal block is defined.

The study developed from realisation that there is no information available about strategies or processes in the iBT speaking scoring rubrics, although ETS (Educational Testing Service) claims that the iBT speaking test is designed to measure strategic processes, which is one constructs of academic proficiency. Therefore, the study investigates which strategic processes are used to complete given speaking tasks. This would provide evidence to help in the evaluation of the validity claims proposed by the test designers. Six Korean participants, studying at English-medium universities, completed 2 independent tasks and 2 integrated tasks both in a test and in their class. Participants’ speech samples were collected during the performances and stimulated recall verbalisation was conducted after they had completed the tasks. Speech samples were coded into five categories: approach, compensation, cognitive, metacognitive strategies and feelings. Consequently, the study examined how strategies reported through stimulated recalls were present in actual speech. The findings showed that metacognitive strategies were used most frequently under both conditions. Fair-level speakers employed more strategies in the test, while good-level speakers used more strategies in the class. Moreover, integrated task types elicited more strategy use for both conditions. Speakers reported that they felt significantly more negative under test conditions than in the class. More importantly, two conditions shared 67.74% of the strategy types, and 84% of the strategy types used in the test were also used in the classroom, which may strengthen the validity of the iBT speaking test in terms of strategy use. Finally, evidences of strategy use were identified in actual speech, which can open the way to operationalised strategy use assessment in speaking test. However, the figure of evidenced strategy use was very low: 5.28% and 2.66% respectively in the test and in the class. It is recommended that future research be carried out with a large number of participants in order to generalise strategy use in speaking performance. Moreover, further studies might be conducted to examine the significance of observable strategic evidence in speech, to inform decisions to include strategies in the scoring rubrics.

This thesis aims to gain a better understanding of how customers behave with email and spontaneous online shopping and in which degree prospects or customer would be affected by functions in interactive e-mails.

Made available in DSpace on 2016-04-28T18:22:57Z (GMT). No. of bitstreams: 1 Renata Mendes Simoes.pdf: 1583071 bytes, checksum: b2dfb5b69b92ceadf64ea28788255342 (MD5) Previous issue date: 2014-11-26 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research aims at investigating how an English for Specific Purpose one-to-one course, mainly focused on the speaking skill, meets the students learning needs and prepares them to take the TOEFL iBT test (Test of English as a Foreign Language Internet-based Test). The study is grounded on the theoretical principles about English for Specific Purposes as supported by Hutchinson and Waters (1987); Dudley-Evans and St. John (1998); Ramos (2004, 2009); Belcher (2009); Basturkmen (2010); needs analysis according to Hutchinson and Waters (1987); Dudley-Evans and ST. John (1998); Long (2005); task-based teaching as proposed by Willis (1996); Willis and Willis (2001, 2007); Ellis (2003, 2005); Skehan (2003); Nunan (2004); course design and material development according to Hutchinson and Waters (1987); Dudley Evans and St. John (1998); Graves (2000); Tomlinson (2001, 2003); and language assessment as defended by McNamara (2000) and Scaramucci (2004, 2009, 2011). Methodologically, this research is considered a case study (STAKE, 1998; JOHNSON, 1992), and it made use of the following instruments for data collection: questionnaires in the beginning of the course to identify the students profiles, and at the end of the course to learn about the students perceptions as to their progress; audio recording of two speaking tasks on the first and last day of class; teacher-researcher s diaries at the end of every class containing the students perceptions of their performance in class. The results revealed the students satisfaction regarding the course methodology and material, as well as the perception of reading and listening skills improvement. It was interesting to note that, although the main focus of the course was on the speaking skill, the perception of improvement of the writing skill was higher than that of the speaking skill. The students narratives also indicated the importance of teacher-student interaction and praised the attention given by the teacher to their emotional aspects. This work aims at bringing contributions not only to ESP course teachers and to those who work with language assessment, but also to the research field as it lacks studies related to the speaking skill and private classes / Este trabalho tem por objetivo investigar como um curso de Inglês para Fins Específicos, com priorização na produção oral, realizado por meio de aulas particulares, atende as necessidades de aprendizagem de alunos e os capacita a prestar o exame TOEFL iBT (Test of English as a Foreign Language Internet-based Test). O referencial teórico englobou os conceitos sobre Inglês para Fins Específicos de acordo com Hutchinson e Waters (1987); Dudley-Evans e St. John (1998); Ramos (2004, 2009); Belcher (2009); Basturkmen (2010); análise de necessidades conforme proposto por Hutchinson e Waters (1987); Dudley-Evans e ST. John (1998); Long (2005); ensino baseado em tarefa segundo Willis (1996); Willis e Willis (2001, 2007); Ellis (2003, 2005); Skehan (2003); Nunan (2004); desenho de curso e desenvolvimento de materiais à luz de Hutchinson e Waters (1987); Dudley Evans e St. John (1998); Graves (2000); Tomlinson (2001, 2003); e avaliação de línguas conforme defendido por McNamara (2000) e Scaramucci (2004, 2009, 2011). Este trabalho, caracterizado como estudo de caso (STAKE, 1998; JOHNSON, 1992), utilizou para coleta de dados os seguintes instrumentos: questionários no início do curso para investigar o perfil do aluno, e ao final do curso, para identificar as percepções dos alunos quanto a seu progresso; gravação em áudio no primeiro e no último dia de aula de duas tarefas de produção oral; diários da professora-pesquisadora ao final de cada aula com as percepções do aluno referente ao desempenho em aula. Os resultados revelaram a satisfação dos alunos quanto à metodologia e material didático empregados no curso e a percepção da melhora na compreensão oral e escrita. Foi interessante notar que, embora o curso tivesse mantido o foco principal na produção oral, a percepção de melhora da produção escrita foi superior à melhora da produção oral. Os relatos dos alunos também indicaram a importância da interação professora-aluno e a atenção dada pela professora ao aspecto emocional dos alunos para essa percepção de melhora. Este trabalho pretende trazer contribuições não só para aqueles que lecionam em cursos de Inglês para Fins Específicos e trabalham com avaliações de língua, mas também para o campo de estudos por ser este ainda carente de pesquisas sobre aulas particulares e produção oral

Thesis (PhD)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: South Africa‟s hydrological and geographical characteristics, coupled with the location of a large part of its mineral endowment, required the development of the complex Vaal River Supply System, including inter-basin water transfer (IBT) projects which have been in operation for over twenty-five years. This research compares the actual water transfers of two such IBTs with their original, appraisal stage, predictions. Transfers are shown to be significantly less and also more variable than predicted. Further research reveals that the state of the receiving system has a large bearing on year-to-year decisions regarding transfers. Past appraisals, following what is called the Incremental Approach, do not adequately consider the likely future inter-basin transfer operating regime. Examination of six case studies, four South African, one Chinese and one Australian, shows that the Incremental Approach is still in general use – despite tools available for an improved approach. A new approach is proposed to upgrade estimations of variable costs associated with water transfers – often substantial life-cycle cost components of IBTs. The generally used unit reference value (URV) measure for appraising and ranking water resource projects in South Africa is also rooted in the economic theory of cost-effectiveness. This shows that the current approach is conceptually flawed; it fails to distinguish between water transfers and effectiveness outputs. The determination of the URV equation is expanded and improved. The upgraded appraisal approach, inclusive of the improved URV methodology, is named the Comprehensive Approach. A step-wise demonstration of the Comprehensive Approach is provided. Uncertainty regarding future water transfers and associated variable costs are provided for by stochastic simulation modelling. Decision analysis theory is applied to obtain the appropriate input value of variable costs. It is shown that the Comprehensive Approach can lead to an outcome significantly different from the Incremental Approach. The research provides new insights, placing water resource planning practitioners in a better position to recommend appropriate IBTs in future. These insights can also be transferred to the design of institutional and financial models related to IBTs, as well as the configuration and operation of supply systems including sea-water desalination projects. / AFRIKAANSE OPSOMMING: Suid-Afrika se hidrologiese en geografiese eienskappe, gekoppel aan die ligging van 'n groot deel van sy minerale bates, het gelei tot die ontwikkeling van die komplekse Vaalrivier Voorsieningstelsel, insluitend tussen-bekken oordragskemas waarvan sommige al vir meer as vyf-en-twintig jaar in werking is. Hierdie navorsing vergelyk die werklike wateroordragte van twee sulke oordragskemas met die oorspronklike vooruitskattings tydens die beplanning-stadium. Daar word getoon dat oordragte noemenswaardig minder en ook meer onreëlmatig was as wat voorspel is. Verdere ondersoek toon dat die stand van die stelsel, aan die ontvangskant, die besluitneming rakende die jaar-tot-jaar oordrag beïnvloed het. Historiese evaluerings het 'n “Inkrementele Benadering” (soos hier genoem) gevolg, wat nie voldoende die toekomstige bedryfsomgewing ten opsigte van tussen-bekken oordragte inagneem nie. Ondersoek van ses gevalstudies, vier Suid-Afrikaans, een Sjinees en een Australies, toon dat die Inkrementele Benadering nog algemeen in gebruik is, ten spyte daarvan dat hulpmiddels vir 'n verbeterde benadering beskikbaar is. 'n Nuwe benadering word voorgestel vir die verbetering van vooruitskattings van veranderlike koste wat met wateroordragte geassosieer word – dikwels 'n aansienlike gedeelte van die lewenssiklus-koste van sodanige skemas. Die Eenheidverwysingswaarde (EVW) maatstaf, wat algemeen in Suid-Afrika gebruik word om waterbronprojekte te beoordeel en in rangorde te plaas, word ook geanker in die ekonomiese teorie van koste-effektiwiteit. Daarmee word getoon dat die huidige gebruik van die EVW konsepsioneel gebrekkig is; dit tref nie 'n onderskeid tussen wateroordragte en effektiwiteitsuitsette nie. Die bepaling van die EVW vergelyking is verbreed en verbeter. Die opgegradeerde benadering, met insluiting van die verbeterde EVW metodiek, word die Omvattende Benadering genoem. 'n Stapsgewyse uiteensetting van die Omvattende Benadering word voorsien. Onsekerhede ten opsigte van wateroordragte en geassosieerde veranderlike koste word deur middel van stogastiese modellering aangespreek. Besluitnemingontledingsteorie word ingespan om die toepaslike insetwaarde van die veranderlike koste te bepaal. Daar word getoon dat die Omvattende Benadering tot 'n resultaat kan lei wat aansienlik verskil van wat met die Inkrementele Benadering verkry word. Die navorsing verskaf nuwe insigte wat die waterbronbeplanner in 'n beter posisie sal plaas om gepaste tussen-bekken oordragskemas voor te stel. Hierdie insigte kan ook oorgedra word na die ontwerp van institusionele en finansiële modelle rakende oordragskemas, asook die uitleg en bedryf van voorsieningstelsels, insluitend seewater-ontsoutingsaanlegte.

The availability and management of water resources is a global issue, this is particularly true in countries with limited water resources, such as Palestine, which falls under the Water Stress Line (1000 m3/person/year)1. Palestine has operated under an -unstable political, economic and social conditions for more than six decades. This uncertainty has resulted in mismanagement, inefficient institutions and the over-xploitation of water resources. The main aim of this study was to produce socioeconomic indicators based on the water tariff structure in order to be pro-poor and to enable water utilities to cope with uncertainties. The study s recommendation is for a flexible, pro-poor and socially acceptable tariff structure have been based on empirical work and socio-economic data which has been collected by rigorous research and reinforced with case studies. Initial results based on a pilot survey showed that there was a 33% increase in the revenue of the water supplier equivalent to 13% of the total water costs and an increase in the number of beneficiaries that paid their bills ranging from 10.5% to 38.6%. If applied at national level, the model application based on current socioeconomic data would have a wide positive socio-economic impact in reducing poverty, financial equality, social security and reduction of the effect of uncertainties. The reform of the existing legal and institution framework are a prerequisite for the application of this kind of model. Institutional and legal reforms coupled with the application of this model, would produce a dynamic water pricing policy as part of the efforts to have an integrated water management and would serve as a tool for the national goal of poverty alleviation and food security.

Environmental sustainability has grown to become a widely discussed topic in today's society, putting great pressure on companies to limit their climate impact. Still, companies continue to use International Business Air Travel for strategic benefits, in an era where concepts such as “flight shame” are emerging. Hence, the balance of attaining the advantages of IBAT, while simultaneously increasing the focus on Corporate Environmental Sustainability, is a challenge faced by companies today. The main purpose of this study is to investigate how Swedish it-companies work with Corporate Environmental Sustainability in the different strategic phases of International Business Air Travel.

Τα σύγχρονα πληροφοριακά συστήματα μάθησης τα οποία υποστηρίζουν εξ’ αποστάσεως εκπαίδευση, επιτρέπουν τη συστηματική διαχείριση του εκπαιδευτικού υλικού και υποστηρίζουν τις εκπαιδευτικές διαδικασίες των μαθημάτων. Τα συστήματα αυτά έχουν λειτουργικότητες όπως: η ανάρτηση ψηφιακού υλικού, η διεξαγωγή συζητήσεων, η ανάρτηση ασκήσεων-εργασιών, η πραγματοποίηση εξετάσεων και πολλές άλλες. Στόχος της συγκεκριμένης εργασίας είναι η διερεύνηση του χώρου των συστημάτων μάθησης τα οποία υποστηρίζουν εξ’ αποστάσεως εκπαίδευση καθώς επίσης και η παρουσίαση και η εφαρμογή μεθόδου αξιολόγησης τους, αξιολογώντας τα συστήματα σύμφωνα με μια λίστα λειτουργικών απαιτήσεων. Στο 1ο κεφάλαιο της διπλωματικής εργασίας γίνεται μια περιγραφή των βασικών εννοιών της εξ’αποστάσεως εκπαίδευσης καθώς επίσης και έννοιες που αφορούν τα συστήματα υποστήριξης μάθησης όπως:CBT, VLE, LMS, LCMS, CMS, Mobile Learning. Στο 2ο κεφάλαιο γίνεται μια επισκόπηση του χώρου των Συστημάτων Μάθησης Learning Course Management Systems (LCMS). Συγκεκριμένα γίνεται μία καταγραφή των χαρακτηριστικών των πιο δημοφιλών συστημάτων τόσο των εμπορικών όσο και των συστημάτων ανοικτού κώδικα με τη χρήση ενός κοινού template όπου καταγράφονται τα εξής στοιχεία: Κατασκευαστής, Σύντομη περιγραφή Λογισμικού, Πλεονεκτήματα (Δυνατά Σημεία ), Μειονεκτήματα (Αδυναμίες, Ελλείψεις), Πελατολόγιο, Τρέχουσα Έκδοση έτσι ώστε να μπορεί κάποιος εύκολα να τα συγκρίνει και να τα αξιολογήσει. Στο 3ο κεφάλαιο πραγματοποιείται ανάλυση απαιτήσεων ενός σύγχρονου συστήματος μάθησης έτσι ώστε να μπορεί να εφαρμοστεί η μεθοδολογία αξιολόγησης σε μια λίστα από χαρακτηριστικά-απαιτήσεις για τα συστήματα που παρουσιάζονται στο κεφάλαιο 2. Στο 4ο κεφάλαιο παρουσιάζεται η μεθοδολογία Αξιολόγησης των συστημάτων μάθησης η οποία στηρίζεται στη θεωρία της ασαφούς λογικής. Η συγκεκριμένη μεθοδολογία εφαρμόστηκε σαν μελέτη περίπτωσης για την αξιολόγηση συστημάτων εκπαιδευτικών δραστηριοτήτων προκειμένου να βρεθεί το πλέον κατάλληλο σύστημα για τις ανάγκες του Ελληνικού Ανοικτού Πανεπιστημίου. Τέλος στο κεφάλαιο 5 πραγματοποιείται η εφαρμογή της μεθοδολογίας αξιολόγησης μεταξύ των συστημάτων μάθησης και παρουσιάζονται τα αποτελέσματα- συμπεράσματα που εξάγονται από την εφαρμογή της μεθόδου ενώ στο τελευταίο κεφάλαιο (6ο ) παρουσιάζονται τα συμπεράσματα της εργασίας. / Modern learning information systems are designed to support distance education and have many features to support learning sequence such as: management of educational material, tools for uploading projects in several kinds (documents, multimedia files), many kinds of quizzes, grades management, forums, reports wiz and many others. The aim of this master thesis is the investigation of available learning course management systems(LCMS), requirements analysis for LCMS and presentation and implementation of an evaluation methodology for LCMS based on a requirements list. In the first chapter of this thesis, we describe the basic concepts and definitions of e-Learning, as well as concepts relating to learning support systems such as: CBT(Computer Based Training), VLE(Virtual Learning Environment), LMS(Learning Management Systems), LCMS(Learning Course Management Systems), CMS (Course Management Systems), Mobile Learning etc. The second chapter contains an investigation in the area of Learning Course Management Systems (LCMS). We used a common template in order to describe the features of the most popular LCMS (either Open Source or Commercial). The template contains features like: Small Description of any LCMS (Software Manufacturer and History, Active Users and Installations, Database Requirements, Web Server, Manufacturer Clients, Current Stable Version), Strengths of the Software, Weaknesses of the Software, Available Mobile Version. This features have been chosen in order to become easy the comparison and after that the evaluation of the systems. The third chapter contains requirements analysis of a modern learning course management system so that the evaluation methodology can be applied to a specified list of features-requirements for the systems presented in chapter 2. In the fourth chapter there is the presentation of the evaluation methodology which uses a multicriteria technical analysis which belongs to the field of methods of Multi-Criteria Group-based Decision Making Techniques, while uses methods of (intuitionistic) fuzzy logic. This method exports the results using a technique TOPSIS(Technique for Order Preference by Similarity to Ideal Solution). In this chapter there is the theoretical description of the methodology which has been implemented as a case study for evaluating learning management systems in order to find the most suitable system for the needs of the Hellenic Open University(HOU). In Chapter 5 we will find the implementation steps of the methodology in order to exclude the most suitable LCMS for HOU and the final results(list of Systems). We will also find the conclusions of the implementation of this method. Finally the last chapter (6th) presents the final conclusions of the whole thesis and the added value this thesis offers in this field of research .