Currently, only the TSI assesses complex traumatic reactions and patient response styles. However, its feigning scale, ATR, uses a flawed detection strategy and is potentially confounded by experiences of complex PTSD. As a consequence, clinicians using the TSI to evaluate severely traumatized patients have no useful method for discriminating genuine and feigned responding. Several detection strategies have demonstrated utility within evaluations of feigned trauma including the assessment of rare symptoms, symptom combinations, symptom selectivity, and symptom severity. The current study created scales on the TSI according to these strategies using a development sample of 107 severely traumatized patients. Validation of all TSI feigning scales was then performed with a second independent sample of 71 severely traumatized patients using a mixed simulation design. Results found support for each scale's convergent validity with SIRS primary scales (M rs = .52) and discriminant validity with measures of defensiveness on the SIRS (M rs = -.07) and TSI (M rs = -.19). Each scale also produced expectedly mild to moderate relationships with SADS-C clinical scales (M rs = .32) and the SCID-IV PTSD module (M rs = -.02). Support for their criterion validity was only moderate (M ds = .69) when comparing the scores of genuine patients to those simulating disability. Potential explanations for this trend were reviewed, including (a) the impact of comorbidity, (b) the restrictions associated with creating embedded feigning scales, and (c) the influence of simulator knowledge in analogue designs. Limitations of the study and future avenues of research were discussed.

The master´s thesis is focused on the design of the multi-point CNG injection for the VW 1.4 TSI intake manifold turbocharged spark ignited engine. The 3D model that was created using Autodesk Inventor Professional 2012 is based on the real intake manifold. This model served as an input for CFD analyses of mixing CNG with air. These were made in STAR-CCM+ software.

Syftet med studien är att undersöka hur sex mellanstadielärares undervisningssätt och metoder har påverkats och förändrats av innehållet från det uppmärksammade och delvis kritiserade projektet En läsande klass. Ett antal utvalda lärare intervjuades och deras svar undersöktes med hjälp av en kvalitativ innehållsanalys. Intervjusvaren analyserades utifrån befintlig teori angående läsförståelse och läsförståelsestrategier. Resultatet av studien visar att lärarna hade en positiv syn på projektet och att de i varierande utsträckning har applicerat innehållet på undervisningen. Sammantaget upplevde lärarna att projektets innehåll kompletterade och förbättrade deras undervisning med kunskaper som de inte fått med sig från sin lärarutbildning. De intervjuade lärarna visade på förmågan att anpassa materialet till sin egen yrkesutövning och elevgrupp. Kritiken mot projektet upplevdes därmed till viss del missriktad.

This research was aimed at determining the psychometric properties of the Teacher Stress Inventory (TSI; Boyle, Borg, Falzon & Baglioni, 1995) and in doing so enabling the possible development of a much needed, more culture sensitive inventory for the measurement of teacher stress as it manifests in the South African context. A review of international literature revealed that the stress associated with the teaching profession is a well-known phenomenon, and has received increasing recognition and research attention in recent years (e.g., Brown, Howcroft & Jacobs, 2010; Chaplain, 2008; Ngidi & Sibaya, 2002; Olivier & Venter, 2003; Schwarzen & Hallum, 2008; Sharplin, O‘Neill & Chapman, 2011; Vandeyar, 2005). However, only a few studies on teacher stress in the South African context could be found. The studies that were done within the South African teaching context (Ferreira, 2008; Lund & Fisher, 2006; Møller, 2007) did report various and specific challenges that add to the stressors South African teachers need to overcome in order to maintain psychological well-being. Furthermore, these studies mostly implemented scales that were developed within a Eurocentric context, and thus did not incorporate cultural and contextual factors that are known to impact directly on both the construction and experience of psychological well-being (Temane & Wissing, 2008; Wissing & Temane, 2008; Wissing, Wissing, Du Toit, & Temane, 2006) and stress. The need for a teacher stress scale which will be valid in the South African context became apparent. Therefore, the aim of this study is to validate the TSI for use in a South African context. A cross-sectional design for data collection was used as part of the Sympathetic Activity and Ambulatory Blood pressure in Africans (SAPBA) study. The research sample consisted of urban Caucasian (n=209) and African (n=200) teachers subsiding in the North-West Province of South Africa. The TSI, the General Health Questionnaire (GHQ) and the Mental Health Continuum-Short Form (MHC-SF) were administered to all participants, together with physiological measures of stress that were taken under controlled circumstances. Based on the results from the exploratory factor analysis and item analysis that was conducted separately on the different ethnic groups, it was decided to omit items 1, 3 and 6 due to evidenced problematic psychometric properties in this study population. A further factor analysis that was conducted on the total study group showed sufficient communalities and yielded a two-factor model, with a robust factor structure and satisfactory reliability indices for both extracted factors, namely (1) General circumstance related stress and (2) Learner related stress. Satisfactory criterion-related validity was determined by correlating the TSI with other measures of psychological health, the GHQ and the MHC-SF, as well as physiological measures of health. In conclusion, the TSI proved to be a useful, brief self-report questionnaire for the assessment of occupational stress within this cohort of South African teachers. If replicated within a sample more representative of the South African context, the findings of this study will allow the impact of different sources of teacher stress to be determined and compared within the South African context. It further holds promising possibilities for influencing public policy with regard to the education system in South Africa and to contribute to the exploration of teacher stress in this context, with the aim of contributing to the psychological well-being of South African teachers. Further psychometric evaluation is however necessary before the TSI can be considered to be a valid instrument in the broad South African context. / Thesis (M.Sc. (Clinical Psychology))--North-West University, Potchefstroom Campus, 2011.

This research was aimed at determining the psychometric properties of the Teacher Stress Inventory (TSI; Boyle, Borg, Falzon & Baglioni, 1995) and in doing so enabling the possible development of a much needed, more culture sensitive inventory for the measurement of teacher stress as it manifests in the South African context. A review of international literature revealed that the stress associated with the teaching profession is a well-known phenomenon, and has received increasing recognition and research attention in recent years (e.g., Brown, Howcroft & Jacobs, 2010; Chaplain, 2008; Ngidi & Sibaya, 2002; Olivier & Venter, 2003; Schwarzen & Hallum, 2008; Sharplin, O‘Neill & Chapman, 2011; Vandeyar, 2005). However, only a few studies on teacher stress in the South African context could be found. The studies that were done within the South African teaching context (Ferreira, 2008; Lund & Fisher, 2006; Møller, 2007) did report various and specific challenges that add to the stressors South African teachers need to overcome in order to maintain psychological well-being. Furthermore, these studies mostly implemented scales that were developed within a Eurocentric context, and thus did not incorporate cultural and contextual factors that are known to impact directly on both the construction and experience of psychological well-being (Temane & Wissing, 2008; Wissing & Temane, 2008; Wissing, Wissing, Du Toit, & Temane, 2006) and stress. The need for a teacher stress scale which will be valid in the South African context became apparent. Therefore, the aim of this study is to validate the TSI for use in a South African context. A cross-sectional design for data collection was used as part of the Sympathetic Activity and Ambulatory Blood pressure in Africans (SAPBA) study. The research sample consisted of urban Caucasian (n=209) and African (n=200) teachers subsiding in the North-West Province of South Africa. The TSI, the General Health Questionnaire (GHQ) and the Mental Health Continuum-Short Form (MHC-SF) were administered to all participants, together with physiological measures of stress that were taken under controlled circumstances. Based on the results from the exploratory factor analysis and item analysis that was conducted separately on the different ethnic groups, it was decided to omit items 1, 3 and 6 due to evidenced problematic psychometric properties in this study population. A further factor analysis that was conducted on the total study group showed sufficient communalities and yielded a two-factor model, with a robust factor structure and satisfactory reliability indices for both extracted factors, namely (1) General circumstance related stress and (2) Learner related stress. Satisfactory criterion-related validity was determined by correlating the TSI with other measures of psychological health, the GHQ and the MHC-SF, as well as physiological measures of health. In conclusion, the TSI proved to be a useful, brief self-report questionnaire for the assessment of occupational stress within this cohort of South African teachers. If replicated within a sample more representative of the South African context, the findings of this study will allow the impact of different sources of teacher stress to be determined and compared within the South African context. It further holds promising possibilities for influencing public policy with regard to the education system in South Africa and to contribute to the exploration of teacher stress in this context, with the aim of contributing to the psychological well-being of South African teachers. Further psychometric evaluation is however necessary before the TSI can be considered to be a valid instrument in the broad South African context. / Thesis (M.Sc. (Clinical Psychology))--North-West University, Potchefstroom Campus, 2011.

Conselho Nacional de Desenvolvimento Científico e Tecnológico / Com a demanda por energia elétrica nos dias atuais e a grande quantidade de bacias hidrográficas presentes no Brasil, a geração de energia hidrelétrica se tornou a principal forma de suprimento. Dentre as diversas mudanças ocorridas em represamento de rios, a redução na vazão da água influencia no acúmulo de nutrientes afetando diretamente na qualidade da água, podendo acarretar em um processo denominado eutrofização, caracterizado pelo aumento na quantidade de nutrientes em um sistema e contribuindo para o desenvolvimento de produtores primários (fitoplâncton e macrófitas aquáticas) em níveis acima do crescimento natural. Para identificar o estado de trofia dos reservatórios pertencentes ao Complexo Hidrelétrico de Ribeirão das Lajes (RJ) foi utilizada a metodologia de Lu e Lo (2002) de avaliação trófica fuzzy (ou difusa) sintética e não sintética, além da avaliação trófica através do índice de estado trófico de Carlson (1977). As classes de estado trófico utilizadas na metodologia é da OECD (1982) e utiliza transparência, concentrações de fósforo total e de clorofila-a como variáveis. Outras variáveis limnológicas como temperatura, oxigênio dissolvido, condutividade elétrica, turbidez, pH e sólidos dissolvidos totais foram utilizadas para caracterização dos reservatórios. As coletas foram realizadas em três momentos, no período seco de 2011, no período chuvoso de 2012 e no período seco de 2012. As análises fuzzy não sintéticas apontaram os reservatórios de Santana, Vigário e Ponte Coberta como oligotrófico/eutrófico durante o período de estudo. O reservatório de Ribeirão das Lajes foi classificado como oligotrófico nos períodos secos no ano de 2011 e 2012, e como mesotrófico no período chuvoso de 2012, assim como o reservatório de Tocos. Foram observadas diferenças significativas entre o período seco e o chuvoso em relação às concentrações de clorofila-a, transparência e turbidez, demonstrando influência sazonal no grau de trofia dos reservatórios, uma vez que clorofila-a e transparência são variáveis utilizadas em índices de estado trófico / The demand of electricity and the abundance of watersheds turned made hydroelectric power generation into the greatest way to fill this demand in Brazil. As a consequence, the damming of a river implicates in different physical, chemical and biological changes in that ecosystem. Among these changes, a reduction in water flows can make an accumulation of nutrients affecting the water quality. An increase of nutrients inputs contributes to the development of primary producers, as phytoplankton and aquatic macrophytes, above its natural level. This process is called eutrophication and its a natural aging process of any water body, fastened by human activities as industrial, agricultural and domestic waste. To identify the trophic state of the reservoirs of the Ribeirão das Lajes Hydroelectric Complex, the methodology of Lu and Lo (2002) on fuzzy synthetic and non-synthetic evaluation was used, and also Carlsons trophic index evaluation. The trophic state categories used were from OECD (1982), using the following variables: transparency, concentrations of total phosphorus and chlorophyll-a. Other limnological variables such as water temperature, dissolved oxygen, electric conductivity, turbidity, pH and total dissolved solids were used to do a reservoirs characterization. Sampling was carried out in three periods, in August 2011 during the dry season, in January 2012 during the rainy season and in June 2012 during the dry season. Fuzzy non-synthetic analysis of eutrophication classified Santana and Vigário reservoirs as oligotrophic/eutrophic in dry and rainy seasons, although both reservoirs presented high incidence of water macrophytes. In Ponte Coberta reservoir there were no water macrophytes and it was also classified as oligotrophic/eutrophic in both periods. The Ribeirão das Lajes and Tocos reservoirs were considered oligotrophic during the dry period in both years and as mesotrophic in the rainy season. Significant differences of chlorophyll-as concentrations, transparency and turbidity were observed between the dry and wet seasons, showing a seasonal influence on the assessment of the water bodies trophic degree, since the chlorophyll-a and transparency are used as variables in indexes for evaluation of trophic states

Conselho Nacional de Desenvolvimento Científico e Tecnológico / Com a demanda por energia elétrica nos dias atuais e a grande quantidade de bacias hidrográficas presentes no Brasil, a geração de energia hidrelétrica se tornou a principal forma de suprimento. Dentre as diversas mudanças ocorridas em represamento de rios, a redução na vazão da água influencia no acúmulo de nutrientes afetando diretamente na qualidade da água, podendo acarretar em um processo denominado eutrofização, caracterizado pelo aumento na quantidade de nutrientes em um sistema e contribuindo para o desenvolvimento de produtores primários (fitoplâncton e macrófitas aquáticas) em níveis acima do crescimento natural. Para identificar o estado de trofia dos reservatórios pertencentes ao Complexo Hidrelétrico de Ribeirão das Lajes (RJ) foi utilizada a metodologia de Lu e Lo (2002) de avaliação trófica fuzzy (ou difusa) sintética e não sintética, além da avaliação trófica através do índice de estado trófico de Carlson (1977). As classes de estado trófico utilizadas na metodologia é da OECD (1982) e utiliza transparência, concentrações de fósforo total e de clorofila-a como variáveis. Outras variáveis limnológicas como temperatura, oxigênio dissolvido, condutividade elétrica, turbidez, pH e sólidos dissolvidos totais foram utilizadas para caracterização dos reservatórios. As coletas foram realizadas em três momentos, no período seco de 2011, no período chuvoso de 2012 e no período seco de 2012. As análises fuzzy não sintéticas apontaram os reservatórios de Santana, Vigário e Ponte Coberta como oligotrófico/eutrófico durante o período de estudo. O reservatório de Ribeirão das Lajes foi classificado como oligotrófico nos períodos secos no ano de 2011 e 2012, e como mesotrófico no período chuvoso de 2012, assim como o reservatório de Tocos. Foram observadas diferenças significativas entre o período seco e o chuvoso em relação às concentrações de clorofila-a, transparência e turbidez, demonstrando influência sazonal no grau de trofia dos reservatórios, uma vez que clorofila-a e transparência são variáveis utilizadas em índices de estado trófico / The demand of electricity and the abundance of watersheds turned made hydroelectric power generation into the greatest way to fill this demand in Brazil. As a consequence, the damming of a river implicates in different physical, chemical and biological changes in that ecosystem. Among these changes, a reduction in water flows can make an accumulation of nutrients affecting the water quality. An increase of nutrients inputs contributes to the development of primary producers, as phytoplankton and aquatic macrophytes, above its natural level. This process is called eutrophication and its a natural aging process of any water body, fastened by human activities as industrial, agricultural and domestic waste. To identify the trophic state of the reservoirs of the Ribeirão das Lajes Hydroelectric Complex, the methodology of Lu and Lo (2002) on fuzzy synthetic and non-synthetic evaluation was used, and also Carlsons trophic index evaluation. The trophic state categories used were from OECD (1982), using the following variables: transparency, concentrations of total phosphorus and chlorophyll-a. Other limnological variables such as water temperature, dissolved oxygen, electric conductivity, turbidity, pH and total dissolved solids were used to do a reservoirs characterization. Sampling was carried out in three periods, in August 2011 during the dry season, in January 2012 during the rainy season and in June 2012 during the dry season. Fuzzy non-synthetic analysis of eutrophication classified Santana and Vigário reservoirs as oligotrophic/eutrophic in dry and rainy seasons, although both reservoirs presented high incidence of water macrophytes. In Ponte Coberta reservoir there were no water macrophytes and it was also classified as oligotrophic/eutrophic in both periods. The Ribeirão das Lajes and Tocos reservoirs were considered oligotrophic during the dry period in both years and as mesotrophic in the rainy season. Significant differences of chlorophyll-as concentrations, transparency and turbidity were observed between the dry and wet seasons, showing a seasonal influence on the assessment of the water bodies trophic degree, since the chlorophyll-a and transparency are used as variables in indexes for evaluation of trophic states

This master’s thesis deals with the draft and design of HID periphery Touchpad. The Kinetis microcontroller produced by NXP, TSI periphery and embedded library NXP Touch are used for the design. The resulting device is connected as USB HID type mouse or trackpad. Hardware part of the project is implemented by whole MCU Kinetis Family on PCBs designed by author, one part also uses evaluation kits NXP Freedom KL25z and KE15z.

Läsförståelse är en vital förmåga att besitta för individen. Läsförståelse bidrar till individens deltagande i samhället och krävs för att tillgodogöra sig innehållet i texter och möjliggör elevers lärande av kunskaper inom alla skolämnen. Att skapa och utveckla elevers läsförståelse är således ett viktigt uppdrag som vilar på skolan. För att realisera detta uppdrag finns det olika strategier som lärare kan tillämpa i undervisningen. Denna studie syftar till att, med hjälp av tidigare forskning, redogöra för olika strategier som kan tillämpas för att utveckla elevers läsförståelse. Den frågeställning som väglett denna studie är: Vilka strategier kan lärare tillämpa, enligt tidigare forskning, för att utveckla elevers läsförståelse? Denna systematiska litteraturstudie har utgått från sammanlagt 17 vetenskapligt granskade studier som, på olika sätt, har relevans för ämnet. Dessa studier har presenterats och analyserats. De huvudsakliga slutsatser som framkommit i denna studie visar att det finns en mängd olika strategier som lärare kan applicera i undervisningen för att utveckla elevers läsförståelse. Bland dessa utmärker sig reciprok undervisning, Transaktionell strategiundervisning (TSI) och Concept Oriented Reading Instruction (CORI). Tidigare forskning visar att dessa tre läsförståelsestrategier har en statistisk signifikant positiv inverkan på elevers läsförståelse. Ytterligare en slutsats och en gemensam nämnare som tidigare forskning pekar på är lärarens roll i undervisningen. Lärarens roll i läsförståelseundervisningen är central, då dennes uppdrag handlar om att presentera, modellera och införliva strategier för och hos eleverna.

No description available.