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Diploma thesis is focused on usability of software AviX and on analysis of selected manufacturing processes for division of transformer in the ABB company. The first part analyzes the usability and suitability of software AviX for the production and thereby confirm or disprove whether it is suitable to continue to invest in the software license. The next section deals with the analysis and work measuring on the selected production workplaces. The draft chapter contains solutions to eliminate waste occurring in the processes.

This thesis work addresses the limitations of a web application called the Public Information Officer Monitoring Application (PMA). This application helps Public Information Officers (PIOs) to gather, monitor, sort, store, and report social media data during a crisis event. Before this work, PMA was unable to handle large data sets and as a result, it had not been adequately tested with potential users of the application. This thesis describes changes made to PMA to improve its ability to handle large data sets. After these changes were made, the application was then tested with target users. All test participants found the application useful and relevant to their work. Testing also revealed many ways to improve the usefulness of the application, which were subsequently implemented. The thesis concludes with suggestions for future work and distribution of PMA.

Doctor of Philosophy / Curriculum and Instruction Programs / John A. Hortin / Secondary adolescents with disabilities (AWD) have been mandated participants in their Individual Education Plan (IEP) and Individual Transition Plan (ITP) meetings since 1990, yet overprotective and well-meaning adults have assumed their advocacy role (Janiga & Costenbader, 2002). This has weakened their (secondary AWD) ability to become self-determined. Secondary AWD should be involved with the development, implementation and execution of services and supports in their IEP/ITP in order to benefit from their participation in general education as well as develop self-determination skills. To improve transition outcomes, this study examined self-determination and socio-cultural factors (race/ethnic and gender groups) among secondary adolescents with disabilities by differentiating baseline skills among race and gender groups. The two independent variables were race/ethnicity and gender. The dependent variables were the self-determination total score and each of four domain total scores (Autonomy, Self-Regulation, Psychological Empowerment, and Self-Realization) of the Arc’s Self-Determination Scale. The literature revealed that there was not a standard for self-determination training programs for students with disabilities and teachers (Brunello-Prudencio, 2001). However, empirical data has emphasized that socio-cultural development (i.e. gender and race) could impact self-determination. Understanding the socio-cultural perspective of race/ethnicity and gender on self-determination has the potential to improve transition practices as well as highlight the importance for self-determination (Trainor, 2005). This study utilized information from the Arc’s Self-Determination Scale (Wehmeyer & Kelchner, 1995) score of secondary adolescents with disabilities to determine whether differences existed among race/ethnic and gender groups. Research findings from this study indicated significant differences in total scores among race/ethnic groups for: (1) the autonomy domain (the ability to express personal preferences or beliefs); (2) self-determination; and (3) there was no significant difference for gender on either domain score or self-determination total scores. This research revealed that a self-determination assessment instrument could be used to isolate essential abilities and behaviors by gender and race for secondary adolescents with disabilities. To promote positive outcomes among deficit areas of self-determination for secondary adolescents with disabilities, this researcher recommended differentiated strategies for educational practitioners. Differentiated strategies could focus on collaborative learning communities, experiential learning options, and reduced emphasis on competitive learning environments.

Submitted in fulfillment of the requirements for the Master of Technology Degree in Business Administration, Durban University of Technology, 2014. / The UoTs are operating in an environment in which they have to deal with multifarious and complex challenges. Responding effectively to such challenges has become critical for UoTs in achieving a competitive advantage and in outsmarting competitors. Traditional approaches which deal with rapid changes in the higher education landscape have become obsolete. The fact is that UoTs are faced with transformational challenges - increasing student intake, the need for improving throughput rate, the need for remaining financially sustainable while producing the top graduates required by industry. Given this background, this study investigates the application of a learning organisation philosophy for improving processes and practices in the UoTs of KwaZulu-Natal. Learning organisation philosophy has been identified as one of the best approaches for organisations in the corporate sector. It is used to achieve and sustain a competitive advantage. Learning organisation philosophy encourages the culture of continuous learning by members of the organisation, so as to achieve strategic objectives. This study provides UoTs’ perspectives of the learning organisation theory. Data was collected from employees of DUT. The sample was drawn from both administrative and academic employees. A self-administered questionnaire was used in collecting the data. The findings of this study reveal that the application of a learning organisation philosophy will help UoTs improve their processes and practices. Based on the findings, the majority of participants indicated that they would embrace and support the application of a learning organisation philosophy at DUT. It has to be noted that in the study, DUT was used as a case study.

Research and the literature show that there is a culture of failure in science subjects in South African schools. Among many factors responsible for this state of affairs, it is assumed that lack of language proficiency in the Language of Learning and Teaching (LoLT) could be the cause. Studies indicate that mother-tongue learning is key to better academic performance in schools. The question of which language should be used as the LoLT in South African schools is a hugely debated issue. Arguments regarding this debate centre around two main issues, namely, the Language in Education Policy (LiEP) and psycholinguistic theories. Means have to be sought to address the issue of poor academic performance by learners in these schools. One of the central areas which needs attention to improve learners academic performance in these schools is learner comprehension. An empirical research study was done in an attempt to determine whether mother-tongue subtitling would improve learners‟ comprehension of science. A total of 93 Grade 12 learners from two schools in one township were used in this study. The participants were divided into two equivalent groups: one group watched and listened to mother-tongue subtitled science content material, and the other group watched and listened to the same science content material that was not subtitled. Both groups then wrote a physical science comprehension test after watching and listening to the video. This process was repeated over a period of six weeks during which one lesson was given and one video was shown each week. The comprehension test questions were divided into the recall and understanding domains. The results of this experiment revealed that mother-tongue subtitling improved the science comprehension of learners in as far as recall is concerned. / MA (Language Practice), North-West University, Vaal Triangle Campus, 2013

The aim of this research was to develop guidelines for improving the implementation of Quality Management Systems to provide quality service delivery in education. The research was done by means of both a literature review and an empirical research. The focus of the literature review was to determine the nature and purpose of existing Quality Management Systems (QMS) in education; and the role of District Officials and Schools Management Teams (SMTs) in the implementation of QMS to provide quality service delivery in education. Factors that contribute to the ineffectiveness of the implementation of the existing QMS in education were highlighted. The empirical research findings revealed that SMTs, being responsible for the implementation of QMS, lack knowledge and understanding of QMS implementation. Responses obtained from questionnaires revealed: limited support by District Officials, non-availability of support programmes; limited knowledge of the vision, mission and goals of the Department of Education; and limited resources provision. SMTs indicated dissatisfaction with the manner in which guidance and regulations pertaining to QMS implementation are provided. Curriculum and assessment support programmes were stated as limited, thus affecting learners’ and teachers’ performance. The impact of limited provision of resources; limited dedication to individual employees’ personal development by leadership and management; unclear communication means; and poor rewarding strategies to encourage employees and learners to perform were further highlighted. Based on the results obtained from the literature study and the empirical research, guidelines for improving the implementation of QMS to provide quality service delivery in education were developed and presented. / PhD, Education Management, North-West University, Vaal Triangle Campus, 2012