A thesis submitted in fulfilment of the requirements for the Degree Doctor of Philosophy for the Department of Curriculum and Instructional Studies, Faculty of Education at the University of Zululand, 2018. / The continuous protest from various quarters of society about the weakening education standard are a concern. Chess has been found to be a solution to remedy this problem in many countries through studies testing its effectiveness on the learners. However, very little is said about the teachers who are key in the success of this integration. This study aimed at getting the perspectives of the stakeholders regarding the incorporation of chess into the curriculum in the four subjects in the Foundation Phase, namely, isiZulu, English, Mathematics and Life skills. This qualitative design research looks at the perspectives of the stakeholders about the impact of incorporating chess into the curriculum practice through the Tsogo Sun Moves for Life programme piloted in the King Cetshwayo district. Through interviews, observations and document analysis, this study acquired the insights of 14 teachers who work as Tsogo Sun Moves for Life facilitators in schools under the programme, the district official who is tasked with ensuring that the curriculum is well delivered in schools, and the Tsogo Sun Moves for Life co-ordinator who assist the facilitators in incorporating chess into the curriculum. The study reveals that teachers find chess to be helpful as it helps the learners learn better while having fun, their attention span is increased, and they tend to concentrate better when chess is integrated. However, the teachers face many challenges as they struggle to merge chess into the curriculum, from those who view it as an add- on detached from the curriculum, and therefore see it as additional workload for them. The language used in the chess instruction appeared to be a challenge as the chess resources are not written in the learners’ home language.

There is a growing public concern that emissions of mobile source air toxics (MSATs) from motor vehicles may pose a threat to human health. At present, no state or federal agencies require dispersion modeling of these compounds, but many agencies are concerned about potential future requirements. Current air pollution professionals are familiar with Federal Highway Administration (FHWA) and U.S. Environmental Protection Agency (EPA) requirements for dispersion modeling to produce predicted concentrations for comparison with appropriate standards. This research examined a method in which the potential near-road concentrations of MSATs were calculated. It was believed that by assessing MSATs in much the same way that are used for other pollutants, the model and methods developed in this research could become a standard for those quantifying MSAT concentrations near-roadways. This dissertation reports on the results from short-term (1-hour) and long-term (annual average) MSATs dispersion modeling that has been conducted on seven intersections and seven freeway segments in the state of Florida. To accomplish the modeling, the CAL3QHC model was modified to handle individual MSAT emissions input data and to predict the concentrations of several MSATs around these roadway facilities. Additionally, since the CAL3MSAT model is DOS based and not user-friendly, time was invested to develop a Windows® graphical user interface (GUI). Real-world data (traffic volumes and site geometry) were gathered, worst-case meteorology was selected, mobile source emission factors (EFs) were obtained from MOVES2010a, and worst-case modeling was conducted. Based on a literature search, maximum acceptable concentrations (MACs) were proposed for comparison with the modeled results, for both a short-term (1-hour) averaging time and a long-term (1-year) averaging time. iv Results from this CAL3MSAT modeling study indicate that for all of the intersections and freeway segments, the worst-case 1-hour modeled concentrations of the MSATs were several orders of magnitude below the proposed short-term MACs. The worst-case 1-year modeled concentrations were of the same order of magnitude as the proposed long-term MACs. The 1-year concentrations were first developed by applying a persistence factor to the worst-case 1-hour concentrations. In the interest of comparing the predicted concentrations from the CAL3MSAT persistence factor approach to other dispersion models, two EPA regulatory models (CAL3QHCR and AERMOD) with the ability to account for yearly meteorology, traffic, and signal timing were used. Both hourly and annual MSAT concentrations were predicted at one large urban intersection and compared for the three different dispersion models. The shortterm 1-hour results from CAL3MSAT were higher than those predicted by the two other models due to the worst-case assumptions. Similarly, results indicate that the CAL3MSAT persistence factor approach predicted a worst-case annual average concentration on the same order of magnitude as the two other more refined models. This indicated that the CAL3MSAT model might be useful as a worst-case screening approach.

No description available.

Syftet med studien är att undersöka hur F-3 lärare beskriver att de arbetar för att utveckla de matematiska förmågorna hos elever. Detta tog vi oss an genom att besvara följande forskningsfrågor: Hur beskriver lärare i F-3 att de arbetar för att ge elever möjlighet att utveckla de fem matematiska förmågorna? och Vilka utmaningar beskriver lärarna att de upplever i att ge eleverna möjlighet att utveckla de fem matematiska förmågorna? Vi har intervjuat åtta lärare från olika skolor, kommuner och årskurser för att besvara studiens forskningsfråga. Vi använde oss av en kvalitativ ansats med semistrukturerade intervjuer. Vi har valt att använda oss av de matematiska förmågorna som teoretiskt ramverk för att analysera studiens resultat. Resultatet visar att flera lärare beskriver att de fokuserar på arbete i läroboken för att utveckla de fem matematiska förmågorna. Resultatet visade också att lärarna upplever att det inte finns tillräckligt med förutsättningar och tid för att arbeta med alla förmågor. Det finns ambitioner hos lärare att nå alla elever för att utveckla förmågorna, däremot finns det utmaningar som gör det svårt och därför förblir det ibland ett önskemål. / The purpose of this study was to gain more knowledge of how primary school teachers work to develop pupils’ five mathematical competencies. We addressed the purpose by answering the following research questions: How do primary school teachers describe that they teach to give pupils the opportunity to develop the five mathematical competencies? and What challenges do primary school teachers describe that they experience in giving the pupils opportunities to develop the five mathematical competencies? We have interviewed eight teachers from different schools, municipalities and grades to answer our research question. We used a qualitative approach with semi structured interviews. We have chosen to use the mathematical competencies as a theoretical framework to analyze the results of the study. The result shows that many of the teachers describe that they focus on working in the mathematics textbook to develop pupils’ five mathematical competencies. The result also showed that the teachers experience that there are no prerequisites nor enough time to be able to work with all the competencies. There are ambitions among the teachers to reach all pupils to develop their competencies, however, there are challenges that makes it hard and so their ambitions sometimes remain as a wish.

<p>Abstract</p><p>This study examines the use of dance in the special education classes in high school. The purpose is to study the teachers’ thoughts about dance within this school form. I want to see if they see any gains from having dance as a subject, and what might these be? Earlier research states that dance has a positive influence on mentally handicapped children and young people, and that it strengthens their general development. There is little research literature available, but there is an agreement that dance gives these young people a stronger self-esteem, a sense of belonging to a group, and the possibility of non-verbal communication. I have, in this study, interviewed five teachers of these special education classes. The resultants show that these teachers are positive to having dance on the schedule for these students. The gains that they mention are: an increased awareness of their own bodies, an increased self-esteem, movement, cultural understanding, a greater awareness of room and space, a sense of community, and another means of expressing themselves and communicating. In addition, they also describe dance as something that is fun.</p><p>Key words: Dance, dance in school, senior high school for children in special needs, moves</p> / <p>Sammanfattning</p><p>Denna studie handlar om dans i gymnasiesärskolan. Syftet är att studera lärares tankar om ämnet dans inom gymnasiesärskolan. Jag ville också se om lärarna ansåg att det fanns några vinster med att ha dans som ämne i gymnasiesärskolan och i så fall vilka. Tidigare forskning säger att dans har positiv inverkan på handikappade barn och ungdom då det stärker den allsidiga utvecklingen. Det har varit svårt att finna litteratur som berör dans i gymnasiesärskolan men i all litteratur som beskriver dans, så är samtliga överens om att dansen ger ungdomar en stärkt självkänsla, en grupptillhörighet och en möjlighet till en icke verbal kommunikation. Jag har i min studie intervjuat fem lärare på gymnasiesärskolan och resultatet visar att just denna intervjugrupp är positivt inställda till att dans ska finnas på schemat för elever på gymnasiesärskolan. Vinster som nämns är kroppskännedom, stärkt självkänsla, rörelse, kulturell förståelse, socialt samspel, rumsuppfattning, gemenskap och ett språk för att uttrycka sig och kommunicera. Dessutom beskriver alla dans som något roligt.</p><p>Nyckelord: Dans, dans i skolan, gymnasiesärskola, rörelse</p>

Abstract This study examines the use of dance in the special education classes in high school. The purpose is to study the teachers’ thoughts about dance within this school form. I want to see if they see any gains from having dance as a subject, and what might these be? Earlier research states that dance has a positive influence on mentally handicapped children and young people, and that it strengthens their general development. There is little research literature available, but there is an agreement that dance gives these young people a stronger self-esteem, a sense of belonging to a group, and the possibility of non-verbal communication. I have, in this study, interviewed five teachers of these special education classes. The resultants show that these teachers are positive to having dance on the schedule for these students. The gains that they mention are: an increased awareness of their own bodies, an increased self-esteem, movement, cultural understanding, a greater awareness of room and space, a sense of community, and another means of expressing themselves and communicating. In addition, they also describe dance as something that is fun. Key words: Dance, dance in school, senior high school for children in special needs, moves / Sammanfattning Denna studie handlar om dans i gymnasiesärskolan. Syftet är att studera lärares tankar om ämnet dans inom gymnasiesärskolan. Jag ville också se om lärarna ansåg att det fanns några vinster med att ha dans som ämne i gymnasiesärskolan och i så fall vilka. Tidigare forskning säger att dans har positiv inverkan på handikappade barn och ungdom då det stärker den allsidiga utvecklingen. Det har varit svårt att finna litteratur som berör dans i gymnasiesärskolan men i all litteratur som beskriver dans, så är samtliga överens om att dansen ger ungdomar en stärkt självkänsla, en grupptillhörighet och en möjlighet till en icke verbal kommunikation. Jag har i min studie intervjuat fem lärare på gymnasiesärskolan och resultatet visar att just denna intervjugrupp är positivt inställda till att dans ska finnas på schemat för elever på gymnasiesärskolan. Vinster som nämns är kroppskännedom, stärkt självkänsla, rörelse, kulturell förståelse, socialt samspel, rumsuppfattning, gemenskap och ett språk för att uttrycka sig och kommunicera. Dessutom beskriver alla dans som något roligt. Nyckelord: Dans, dans i skolan, gymnasiesärskola, rörelse

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-03-20T19:18:35Z No. of bitstreams: 1 MariaLuizaAssuncaoChacon_DISSERT.pdf: 788438 bytes, checksum: d30d2c797345d3fdcf3e33ae29cd2046 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-03-21T21:34:46Z (GMT) No. of bitstreams: 1 MariaLuizaAssuncaoChacon_DISSERT.pdf: 788438 bytes, checksum: d30d2c797345d3fdcf3e33ae29cd2046 (MD5) / Made available in DSpace on 2017-03-21T21:34:46Z (GMT). No. of bitstreams: 1 MariaLuizaAssuncaoChacon_DISSERT.pdf: 788438 bytes, checksum: d30d2c797345d3fdcf3e33ae29cd2046 (MD5) Previous issue date: 2015-10-26 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) / Esta pesquisa pretende analisar a obra Tu n?o te moves de ti (1980), de Hilda Hilst (1930-2004). Em nossa investiga??o, observaremos primordialmente a complexidade do comportamento das personagens. ? importante destacar, no entanto, que o fato de a personagem ser a categoria principal de nossa an?lise n?o implica na exclus?o de outros elementos da narrativa. Detectamos que a personagem, elemento mais atuante da fic??o, encontra-se radicalmente ensimesmada no texto hilstiano, e ? sobre esse aspecto que pretendemos nos deter. Sendo assim, investigaremos a rela??o estabelecida entre a subjetividade exacerbada das personagens e a linguagem utilizada pela autora. Para tanto, observaremos o recurso discursivo que ? bastante recorrente em seus textos: o fluxo da consci?ncia. Refletir acerca desse recurso ? de fundamental import?ncia para a nossa pesquisa, pois a problematiza??o do indiv?duo, na escrita de Hilst, passa tamb?m pelo desordenamento da linguagem. ? v?lido ressaltar, ainda, que consideraremos o contexto social no qual a obra se insere, promovendo di?logos entre ambos a fim de evidenciar de que forma a sociedade se configura no romance. Em fun??o disso, n?o entenderemos o isolamento das personagens somente em sua dimens?o ontol?gica, mas tamb?m em sua dimens?o hist?rica e social. / Esta pesquisa pretende analizar la obra Tu n?o te moves de ti (1980), de Hilda Hilst (1930-2004). En nuestra investigaci?n, observaremos primordialmente la complejidad del comportamiento de los personajes. Es importante destacar, sin embargo, que la elecci?n del personaje como categor?a principal de nuestro an?lisis no implica la exclusi?n de otros elementos de la narrativa. Detectamos que el personaje, elemento m?s actuante de la ficci?n, se encuentra radicalmente ensimismado en el texto hilstiano, y es acerca de este aspecto que pretendemos detenernos. Por lo tanto, investigaremos la relaci?n establecida entre la subjetividad exacerbada de los personajes y el lenguaje utilizado por la autora. Para eso, observaremos el recurso discursivo que es bastante recurrente en sus textos: el flujo de conciencia. Reflexionar acerca de este recurso es de fundamental importancia para nuestra investigaci?n, ya que la problematizaci?n del individuo, en la escrita de Hilst, pasa tambi?n por el desordenamiento del lenguaje. Es v?lido resaltar, todav?a, que consideraremos el contexto social en el cual la obra se inserta, promoviendo di?logos entre ambos con fin de evidenciar de qu? forma la sociedad se configura en la novela. En funci?n de esto, no entenderemos el aislamiento de los personajes solamente en su dimensi?n ontol?gica, pero tambi?n en su dimensi?n hist?rica y social.

The IMRD structure with its constituents Introduction, Method, Results and Discussion is acknowledged as the norm for writing abstracts by most. Researchers need to adhere to the norm in order for their abstracts to function as effective advertisements for their research articles, and students need to comply with the norm should they want their abstracts to serve as connectors to the academic world. The aim of this thesis is to examine to what extent abstracts written in English by Swedish students adhere to the IMRD norm. A total of 40 bachelor’s thesis abstracts in English linguistics and physics were analyzed in terms of macro structure, the inclusion, exclusion and order of the constituent parts, and micro structure, the linguistic realization of the constituents. The results show that the English linguistics and physics abstracts fail to meet the requirements of the IMRD norm on several points. This suggests that the students are either unaware of the important function fulfilled by abstracts or need more guidance and practice. The conclusions are necessarily tentative since further research is required to provide a comprehensive picture, but still, the results suggest that Swedish students’ abstract writing needs to be given higher priority.

This diploma paper describes the process of managing of exchange rate risk in an export company. At the beginning of the work there is short overview of the basic concepts of the exchange rate theory. The next part is focused on the determination of the exchange rate and on the basic methods of exchange rate prediction -- fundamental, technical and psychological analyses. These chapters are followed by the next steps in the process of the exchange rate risk managing with a view to the analyses of the firm's exchange exposition (especially to its quantification) and to instruments used to exchange rate hedging (especially to currency derivatives). In the end of the diploma paper there is a brief summary of development of the financial crises 2008/09 with reference to its influence on the exchange rate of the Czech crown to Euro.

<p>Teacher talk is a powerful pedagogical tool in the science classroom. Educators use their talk to provide information, guide discussions, check for understanding, and develop students' scientific identities. However, few researchers have investigated how teachers use their talk during an integrated science, technology, engineering, and math (STEM) unit. This three-study dissertation investigates how teachers use their talk to introduce a new discipline to students and how their talk affects student learning and engagement during an integrated STEM unit. I designed these research studies to answer the overall question: What talk moves do teachers use during an integrated STEM unit, and how does the teacher talk affect student engagement and learning? Study 1 is a multiple case study investigating how teachers guide classroom discussions and how that teacher talk affects student learning during the integrated STEM unit. Results demonstrate the importance of teachers carefully balancing dialogic discussions and providing information during these instructional units. Study 2 is an interpretative qualitative study that investigates how a teacher's autonomy-supportive and/or suppressive talk affects student engagement during the integrated unit. Results show that each student responded differently to the teacher talk that occurred in the classroom. While some became more engaged when the teacher used autonomy-supportive talk, others became disengaged during the same type of talk. Study 3 is a multiple case study investigating the talk moves teachers use when integrating engineering concepts in the curriculum. Results show that the two teachers requested student participation in the conversation about engineering more during the first lesson of the unit than the last. In addition, only one of the two teachers in this study incorporated talk about engineering into the science lessons. The last chapter of this dissertation synthesizes the data from all three studies. This chapter identifies some common themes across the studies, including the complex nature of teacher talk, the influence of non-talk factors, and the importance of dialogic discussion. This chapter also identifies some implications for teaching, including the need to restructure the curriculum units and to coach teachers during their first implementation of an integrated STEM unit.</p>