Doctorat en Sciences / info:eu-repo/semantics/nonPublished

Total Productive Maintenance (TPM), recently interests many major industrial companies, for the need to maintain the physical assets and the continuity of work. According to the Japan Institute of Plant Maintenance (JIMP), the (TPM) is based on eight principles: focused improvement, autonomous maintenance, planned maintenance, training and skills development, initial phase management, quality maintenance, TPM in Office, and safety environment. Through the implementation of those principles, an increased productivity can be achieved by reducing faults, improving quality, delivering times when specified, improving working conditions and raising the morale of the workers. This Research focused on factors and obstacles that effect this program. The research aims to design a framework that identifies the most important factors that affect the success of the application of TPM, as well as the tools and techniques that help in the application process. To determine the factors and obstacles when applying TPM, Libyan Iron and Steel Company LISCO has been selected as case study. This study analyzed impediments and obstacles to the implementation procedure and revealed key success ranked factors concluding with a conceptual framework for a successful TPM implementation along with the identification of tools and techniques to support implementing TPM. Also, TPM cannot be applied unless there is cooperation and coordination between the maintenance department and other sections of the company. Accordingly, this research also provided several recommendations, including the application of the concepts and principles of TPM in the company and make it the responsibility of everyone, and work in light of the proposed improvement plan.

Libya as many other regions under arid climates suffer from inadequate water resources to cover all the needs of this rapidly developing country. Increasing water amounts for population supply, agricultural irrigation and use for industry are needed. As groundwater is the main water source in the country it represents a natural resource of the highest economic and social importance. Conceptual and numerical models were implemented in a regional scale to show how the natural situation has been changed after heavy groundwater abstraction having occurred in the last decades in the northwestern part of Libya. Results of the numerical model indicated that the current zones of depression in piezometric surface could have been caused by smaller withdrawn amounts than previously estimated. Indicated differences in assessed withdrawn groundwater volumes seem to be quite high and might influence considerably the future possibilities of groundwater use in the study region. 6

The aim of this work is to determine whether the concept of Responsibility to Protect is able to explain why in case of the Syrian civil conflict the international community did not intervene in a similar manner as it did in Libya. Primarily, the theoretical framework is defined using the concept of Responsibility to Protect. In order to answer the research question, all criteria applied in the analysis were operationalized in accordance with the Report of the International Commission on Intervention and State Sovereignty and the Outcome Document from 2005. At the same time, concept of state sovereignty and humanitarian intervention is designed. Although the conflicts in Libya and Syria started simultaneously in 2011 during the rule of authoritarian regimes, the intrastate situations were not identical. Based on the analysis of two case studies, I came to the conclusion that the concept of Responsibility to Protect is able to sufficiently explain the different reaction of the international community, which confirmed my hypothesis. Specifically, it is the principle of right authority, which was not fulfilled in Syria, while it is necessary to note the criterion of reasonable prospect becomes with the gradual development of the conflict more and more problematic. In contrast, the intervention in...

The methods developed in this study are for the purpose of assessing the potential of small-scale surface water impoundments, or ponds, to provide local water supplies and detain sediments from going to the main reservoir on the Wadi Zarat watershed, northwestern Libya. The Wadi Zarat watershed has an area of about 213 km2 and receives a mean annual rainfall of 270 mm. A stochastic rainfall model was developed to simulate rainfall. This model was then combined with a deterministic model to estimate runoff. A modification of the Soil Conservation Service runoff model was utilized. The results of the rainfall and runoff models were then used to estimate sediment yield using the Modified Universal Soil Loss Equation. Parameters for these models were obtained from data and studies on the Wadi Zarat watershed. A combined model that incorporates the rainfall, runoff, and sediment yield models along with equations to route the runoff and sediment through the ponds was developed. A FORTRAN V computer program was written to perform the tasks of the combined model. The computer program was designed to give the results for a set of pond performance criteria. These criteria were developed to provide an easy and comprehensive tool to compare the interaction of the pond with the rainfall, runoff, and sediment coming from a given watershed. To have a representative range of watershed-pond combination, a total of 8 watersheds, 8 ponds, and 2 seepage rates were examined. The models used gave satisfactory results and indicated a great potential for future use in other parts of the study area region and possibly other regions of the country. The results of the main model were used to develop relationships and guidelines that can be used by the planner to decide on a particular watershed-pond combination on the Wadi Zarat watershed. Equations to predict the optimum pond volume on a particular watershed size and characteristics were also developed. The study showed a great potential for small-scale surface water ponds on the Wadi Zarat watershed. The methods developed in this study are encouraging and open the door for future use in other parts of the country.

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If the battle of Bir Hakeim was but one of many feats of arms during the Second World War, it particularly marks the memory of "Fighting France", because the exploit of the Free French Forces occurred during a period in which the Allies were having few successes on the Pacific and Mediterranean fronts. Allied propaganda therefore celebrated this battle, thus attracting adherents to the cause of "Fighting France", and aiding general de Gaulle's French National Committee in obtaining recognition from the British and American governments. General de Gaulle's challenge was to keep France at war so that France would participate in the Allied victory, offsetting the Vichy's government's collaboration. The legendary epic of the Free French Forces at Bir Hakeim is an important part of the myth, and the reality, of "Fighting France". While the official memory of "Free France" still celebrates the unity of Frenchmen under the banner of "the Cross of Lorraine", the soldiers at Bir Hakeim could not forget the franco-french tensions they experienced.

The study aims at investigating the problems that learners of English as a foreign language in three secondary schools in Tripoli, Libya, have in developing English reading skills. The study is conducted within a conceptual framework for the study of reading and the development of reading skills, developed on the basis of a literature study. Information was obtained by requesting 60 Grade 11 learners in the three selected schools to complete an English comprehension test (to determine their ability to interpret a written text), by observing teachers teaching English reading in these schools, by conducting interviews with the learners and by interviewing selected lecturers at a Teachers' Training College in Tripoli. The information obtained in this way was analysed and interpreted in order to answer the following questions: <ul><li> What problems do learners in Libyan secondary schools experience with reading in EFL? </li> <li> What are the main causes of these problems? </li> <li> Do the curricula for EFL reading and the didactic approaches of educators contribute to the problem? </li> <li> What are the possible ways to resolve these problems? </ul> </li><ul>Findings include: <li>EFL learners in Tripoli cannot recognise sentences and paragraphs. </li> <li>They have restricted vocabulary knowledge. </li> <li>They are not able to extract correct information from texts. They cannot understand both implied and explicitly stated information. </li> <li>They do not understand figurative language. </li> <li>They cannot express the technical relations between parts of texts through the use of cohesive devices. </li> <li>They cannot determine or identify the main idea of texts. </li></ul> The reasons for these problems are that the learners do not have a structured knowledge of the English language, their English reading skills are underdeveloped and non-appropriate didactic approaches are used by educators in EFL classrooms. Possible ways to resolve these problems are that EFL learners must acquire better proficiency in English, their English reading skills must be developed properly, and educators in EFL learners' classrooms must use more appropriate didactic approaches to enable EFL learners to acquire proficiency in English and to develop their reading skills, by following the steps prescribed in the EFL reading curriculum. The curriculum that is used in the Teachers' Training College must be implemented more effectively in teacher training programmes, and lecturers must ensure that teacher trainees have a proper understanding of the curriculum of EFL reading skills when they graduate. / Dissertation (MA(Applied Language Studies))--University of Pretoria, 2007. / Afrikaans / unrestricted

“For too long the world has stood by in the face of atrocities. The Responsibility to Protect is a commitment to act.” After the 2005 World Summit, the international community endorsed a new international norm, the Responsibility to Protect. This new international norm stipulates that the primary responsibility to protect the population of a country lies with the state itself. When a state is either unable or unwilling to protect peoples, the responsibility shifts to the international community. The obligation must be exercised preventively and the tools of action include diplomatic, legal and other peaceful measures; coercive measures such as sanctions; and, as a last resort, military force. / Thesis (LLM (Human Rights and Democratisation in Africa)) -- University of Pretoria, 2011. / http://www.chr.up.ac.za/ / nf2012 / Centre for Human Rights / LLM

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