Context: In the present world, there is an increase in the usage of com- munication services. The growth in the usage and services relying on the communication network has brought in the increase in energy consumption for all the resources involved like computers and other networking compo- nent. Energy consumption has become an other efficient metric, so there is a need of efficient networking services in various fields which can be obtained by using the efficient networking components like computers. For that pur- pose we have to know about the energy usage behavior of that component. Similarly as there is a growth in use of large data-centers there is a huge requirement of computation resources. So for an efficient use of these re- sources we need the measurement of each component of the system and its contribution towards the total power consumption of the system. This can be achieved by power profiling of different heterogeneous computers for es- timating and optimizing the usage of the resources. Objectives: In this study, we investigate the power profiles of different heterogeneous computers, under each system component level by using a predefined workload. The total power consumption of each system compo- nent is measured and evaluated using the open energy monitor(OEM). Methods: In oder to perform the power profile an experimental test bed is implemented. Experiments with different workload on each component are conducted on all the computers. The power for all the system under test is measured by using the OEM which is connected to each system under test(SUT). Results: From the results obtained, the Power profiles of different SUT’s are tabulated and analyzed. The power profiles are done in component level under different workload scenarios for four different heterogeneous comput- ers. From the results and analysis it can be stated that there is a variation in power consumed by each component of a computer based on its con- figuration. From the results we evaluate the property of super positioning principle.

Abstract The aim of this study has been to present the percieved influence of Facebook usage among young adults. Five subjects, two men and three women aged 20-25, was the respondents of qualitative, semistructured, interviews with an emphesis on social phenomenons that might affect psychosocial health. After applying coding and thematc analasis to the collected data, the findings were analyzed using socialpsychological theory and theory of identity and earlier findings on the subject. The results show that the interviewed young adults tend to express that Facebook usage is affecting their health in different ways, that Facebook as such has both positive and negative sides and lastly that the individuals’ usage and represenatation on Facebook can be linked to different roles and that the process of representation on Facebook can affect the identification process.

A Research Report submitted to Faculty of Science, University of the Witwatersrand, in partial fulfilment of the requirements for the degree of Masters of Science. Johannesburg July 2016. / The study reported in this research report was motivated by the continuous poor performance by South African learners in physical sciences. This poor performance is evidenced by the below expectations year in, year out grade 12 physical science final examinations results. Several factors may be contributing to this poor performance such as lack of resources (both financial and human resources), overcrowding, ineffective teaching methods, and the language of teaching and learning. The assertion for this study was that teacher’s oral classroom instructional language impacts on learning of classroom science. The study, hence investigated how South African physical science teachers use their oral instructional language to enhance the understanding of science concepts. The raw data was gathered through naturalistic observation and video recording of physical science lessons by two participant South African physical science teachers drawn from two different high schools located in the Gauteng Province. The two school were chosen on the basis of their matric results that are also below average. Follow up educator interviews were also conducted and video recorded. The videos of the lesson observations and educator interviews were transcribed verbatim and analysed. The study revealed that the participant educators were not explaining the meanings of all technical and non-technical words that were used in the observed lessons. Teachers did not distinguish between the everyday meanings and scientific meanings of non-technical words used. Participant educators did not seek and make use of the participant learners’ pre-instructional meanings of non-technical words to help learners understand better the new scientific meanings of these words. One of the participant educators did not engage learners in the ongoing lesson talk. The findings of this study will sensitise physical science teachers to important role of their oral instructional language to successful learning of science concepts in the classroom. This might help in ensuring science teachers use their oral instructional language effectively to enhance understanding of science concepts, by adopting teaching approaches that facilitate shared meanings of vocabulary used in science classrooms. Key words: technical and non-technical words, instructional language, science language. / LG2017

A research report submitted to the Faculty of Science, University of Witwatersrand, Johannesburg, in partial fulfilment of the requirements for the Master’s Degree in Science Education May 2016 / Studies have revealed that the teacher’s science classroom language plays a critical role in learners’ understanding of science concepts. The quality of the teacher’s science language impacts on the quality of learning. Learners encounter difficulties with the science classroom language irrespective of whether they are first or second language speakers of the language of instruction. The difficulty of the science language is mainly due to words having different meanings in science as compared to their everyday meanings, and also the foreignness of some science words (Oyoo, 2012). The language in science is therefore distinct from everyday language. In the South African context, the strategies to improve the quality of science education in secondary schools have not included the language. This study focus on the quality of the teachers’ science language in physical science classrooms. In this study data was collected by means of lesson observations of participant teachers followed by interview of one of the participant teacher. Two teachers participated in the study, and both teachers were from the same school. One teacher was teaching grade 10 physical science and the other teacher was teaching grade 11 physical science. Content analysis was used to analyse both lesson observation and interview transcripts. The findings from the lesson observation revealed that participant teachers overlooked explanation of some technical words as well as some non-technical words used in science context. The interview with one of the teachers showed an unawareness of the difficulty of the science language as he pointed that there was little difference between the science language and everyday language. The study recommends that there should be teacher development programmes dealing specifically with the language problem in science. / M T 2016

Esta pesquisa foi realizada para avaliar criticamente a recomendação clássica proposta por Huber (1978), que há necessidade de se promover novo período de adaptação à uréia dietética se os bovinos se abstiverem de receber este nutriente por mais de três dias. Vinte e cinco garrotes foram alimentados com dieta baixa em proteína bruta (10%) e sem uréia dietética e em seguida distribuídos aleatoriamente em cinco grupos iguais, ou seja: controle (O) dieta basal; grupos A, B, C e D alimentados durante 21 dias com a dieta basal e uréia (1% MS). Todos os grupos foram desafiados com uma infusão intravenosa de solução de cloreto de amônio (1,5 M) até o surgimento da convulsão, quando esta foi interrompida. O desafio no grupo A ocorreu no 22o dia do recebimento de uréia; nos grupos B, C e D os desafios foram respectivamente nos dias 4, 15 e 30 dias da abstinência da uréia dietética. O exame clínico e a coleta de amostras de sangue e urina total foram realizados durante a infusão e nas três horas seguintes. Os animais adaptados à uréia (A, B, C e D) necessitaram de maior quantidade de cloreto de amônio para manifestarem convulsão (p<0,001), e demoraram mais para exibirem este sintoma que o grupo controle. Em relação ao grupo controle, os garrotes adaptados, com exceção do grupo C, tiveram um quadro clínico mais brando, se recuperaram mais prontamente e não necessitaram de tratamento médico após o término do experimento. Isto ocorreu devido a maior queda na concentração de amônia sangüínea, causada por uma maior atividade do ciclo da uréia, maior volume urinário e eliminação de amônio neste. Demonstrou-se ainda que a maior produção e eliminação de uréia pelos rins provocou maior diurese, que por sua vez estimulou maior excreção de amônio pela urina, aumentando a eficiência de desintoxicação, especialmente no momento mais crítico do quadro (até uma hora pós-convulsão). Concluiu-se que os animais alimentados previamente com uréia e com abstinência desta na dieta por até um mês não necessitam de novo período de adaptação, contrariando o axioma preconizado por Huber (1978). / This study was carried out to investigate the recommendation stated by Huber (1978) that there is a need to re-adapted cattle that were fed previously with dietary urea, but subsequently were deprived of this nutrient for more than 3 d. Twenty four steers fed a low crude protein ration, deprived of urea, were randomly distributed into 5 equal groups, and were fed as follows: O (control; basal diet); the remaining groups (A,B, C and D) were fed the basal diet + urea (1% D.M.) for 21 d; afterwards the groups B,C and D were fed only the basal diet for 4, 15 and 30 d, respectively. Thereafter, all steers were challenged with an intravenous infusion of ammonium chloride (1.5 M) up to the outcome of convulsion when the infusion was stopped. Throughout the infusion and for 3 h later clinical examination was carried out; blood samples and whole urine were also collected. The steers adapted to urea (A,B,C and D) needed a greater amount of ammonium chloride to cause convulsion (p < 0.001) and took longer to exhibited this symptom than the control group. As compared to the control, all the adapted groups, but the C, had a less severe clinical picture and recovered sooner, and did not require any medical treatment after the end of the experiment. This resistance was due a faster fall in the blood ammonia level, caused by a greater activity of the urea cycle, excretion of a higher excretion of ammonium and urinary volume. It was demonstrated that the higher the production and excretion urea by the kidneys, the greater the diuresis, that by its turn increased the excretion of ammonium into the urine improving the efficiency of detoxification, principally at the most critic moment of the poisoning (from the convulsion up to 1st h later). It was concluded that cattle fed previously with urea and afterwards restricted of urea for up to 30 d do not require a new re-adaptation period, contradicting Huber\'s axiom.

Function words are known to be shorter than content words. I investigate the function words BE and HAVE (with its content word homonym) and show that more reduction, operationalized as word shortening or contraction, is found in some grammaticalized meanings of these words. The difference between the words’ uses cannot be attributed to differences in frequency or semantic weight. Instead I argue that these words are often shortened and reduced when they occur in constructions in which they are highly predictable. This suggests that particular grammaticalized uses of a word are stored with their own exemplar clouds of context-specific phonetic realizations. The phonetics of any instance of a word are then jointly determined by the exemplar cloud for that word and the particular context. A given instance of an auxiliary can be reduced either because it is predictable in the current context or because that use of the auxiliary usually occurs in predictable contexts. The effects cannot be attributed to frequency or semantic weight. The present study compares function word production in the speech of school-aged children and their caregivers and in inter-adult speech. The effects of predictability in context and average predictability across contexts are replicated across the datasets. However, I find that as children get older their function words shorten relative to content words, even when controlling for increasing speech rate, showing that as their language experience increases they spend less time where it is not needed for comprehensibility. Caregivers spend less time on function words with older children than younger children, suggesting that they expect function words to be more difficult for younger interlocutors to decode than for older interlocutors. Additionally, while adults use either word shortening or contraction to increase the efficiency of speech, children tend to either use contraction and word shortening or neither until age seven, where they start to use one strategy or the other like adults. Young children with better vocabulary employ an adult-like strategy earlier, suggesting earlier onset of efficient yet effective speech behavior, namely allocating less signal to function words when they are especially easy for the listener to decode.

by Guo Sujuan. / Bibliography: leaves 145-151 / Thesis (M.Ph.)--Chinese University of Hong Kong, 1986

呂淑貞 = A study of lexical errors of secondary school students in Hogn Kong / Lui Suk Ching. / 據手稿本影印. / Thesis (M.A.)--香港中文大學硏究院敎育學部. / Ju shou gao ben ying yin. / Includes bibliographical references (leaves 278-284). / Lü Shuzhen = A study of lexical errors of secondary school students in Hong Kong / Lui Suk Ching. / Thesis (M.A.)--Xianggang Zhong wen da xue yan jiu yuan jiao yu xue bu. / 論文摘要 / Chapter 第一章 --- 引言 --- p.1 / Chapter (I) --- 香港寫作教學的現狀 --- p.4 / Chapter (II) --- 研究動機與目的 --- p.6 / Chapter (III) --- 研究意義 / Chapter 第二章 --- 文獻回顧 / Chapter 甲 --- 詞是什麼 / Chapter (I) --- 詞的定義 --- p.8 / Chapter (II) --- 詞和詞組 --- p.11 / Chapter (III) --- 詞和詞素 --- p.14 / Chapter (IV) --- 詞的詞匯意義和語法意義 --- p.16 / Chapter (V) --- 漢語的造詞法體系 --- p.25 / Chapter 乙 --- 現代漢語詞匯現範化的標準和內容 --- p.27 / Chapter (I) --- 方言詞的規範 --- p.28 / Chapter (II) --- 外來詞的規範 --- p.29 / Chapter 丙 --- 語誤分析 --- p.31 / Chapter (I) --- 語誤分析與語誤分類 --- p.31 / Chapter (II) --- 語誤分析的理論依据 --- p.31 / Chapter (III) --- 錯誤的來源 --- p.33 / Chapter (IV) --- 語誤分析的應用 --- p.34 / Chapter 丁 --- 謬詞分準則的釐訂 --- p.35 / Chapter (I) --- 謬詞的主要類型舉隅 --- p.35 / Chapter (II) --- 謬詞分類依據 --- p.37 / Chapter (III) --- 謬詞分類模式 --- p.38 / Chapter 第三章 --- 研究設計 --- p.41 / Chapter (I) --- 研究問題 --- p.41 / Chapter (II) --- 研究方法 --- p.42 / Chapter (III) --- 研究對象與取樣 --- p.43 / Chapter (IV) --- 研究工具 --- p.46 / Chapter (V) --- 實驗程序 --- p.47 / Chapter (VI) --- 資料分析及整理 --- p.49 / Chapter (VII) --- 研究局限 --- p.51 / Chapter 第四章 --- 研究結果及計論 / Chapter (I) --- 香港一般中學生作文中謬詞類型的分佈情況 --- p.52 / Chapter (II) --- 不同年級、不同語文程度及中、英文中學學生作文中謬詞類型分佈情況的差異 --- p.58 / Chapter (III) --- 各類型謬詞錯誤的原因 --- p.65 / Chapter 第五章 --- 建議 --- p.78 / Chapter 第六章 --- 結論 --- p.81 / 表（二）至表（五十五） --- p.84 / 註釋 / Chapter 附錄(一) --- 謬詞的主要類型舉隅 --- p.116 / Chapter (二) --- 謬詞的主要類型舉隅 --- p.117 / Chapter (三) --- 謬詞的主要類型舉隅 --- p.121 / Chapter (四) --- 各類型謬詞實錄 --- p.123 / 中文參考書目 --- p.278 / 英文參考書目 --- p.283

姜貝玲. / 據手稿本影印. / Thesis (M.A.)--香港中文大學硏究院敎育學部. / Ju shou gao ben ying yin. / Includes bibliographical references (leaves 142-146). / Jiang Beiling. / Thesis (M.A.)--Xianggang Zhong wen da xue yan jiu yuan jiao yu xue bu. / Chapter 第一章 --- 導言 --- p.1 / 研究緣起與目的 --- p.1 / 理論根據 --- p.4 / 假設 --- p.25 / 術語說明 --- p.26 / Chapter 第二章 --- 研究方法 --- p.30 / 研究設計 --- p.30 / 研究對象 --- p.34 / 研究工具 --- p.36 / 實驗程序 --- p.44 / 資料分析 --- p.47 / Chapter 第三章 --- 結果與討論 --- p.51 / 結果 --- p.51 / 討論 --- p.98 / Chapter 第四章 --- 摘要、結論與建議 --- p.128 / 摘要 --- p.128 / 結論 --- p.133 / 建議 --- p.138 / 參考文獻 --- p.142 / 附錄 --- p.153 / Chapter 一 --- 按提示在語段中填詞測驗卷 --- p.153 / Chapter 二 --- 按提示選詞在語段中填空測驗卷 --- p.157 / Chapter 三 --- 按提示在句子中填詞測驗卷 --- p.162 / Chapter 四 --- 按提示選詞在句子中填空測驗卷 --- p.166 / Chapter 五 --- 遣詞能力測驗評分參考 --- p.171

Cette thèse vise à explorer le sens de l’intégration et l’usage des TIC dans l’enseignement universitaire en Colombie. Nous questionnons la réalité de ce phénomène à travers l’analyse de documents et des données recueillies dans un travail de terrain mené auprès de cinq universités. Notre travail s’inscrit dans l’élargissement du champ des objets d’analyse de la sémiotique et aborde notre objet d’étude comme une configuration mouvante dont les effets de sens se construisent en situation. Il se fonde, principalement, sur les acquis de lathéorie sémiotique greimassienne et post-greimassienne, dans une approche sociosémiotique. Cette thèse contribue à la compréhension de la réalité de l’intégration etl’usage des TICE dans la société colombienne et met également en évidence la pertinence de l’approche sociosémiotique et esthésique dans la compréhension des pratiques sociales. Cette étude examine, d’abord, les dispositifs d’usages mis en place par les universités etdégage les logiques dans lesquelles ces établissements inscrivent les rapports à l’autre. Dans un second temps, elle traite des politiques d’intégration proposées par le Ministère de l’Éducation Nationale et les établissements universitaires pour comprendre comment ces instances modalisent leurs énonciataires et orientent cette intégration. Enfin, elle explore les perceptions des sujets participant aux pratiques pédagogiques médiées et met en avant leur ressenti par rapport à la construction intersubjective du sens dans cette expérience. / This thesis aims at exploring the meaning within the integration and usage of theInformation and Communication Technologies (ICT) in the university teaching in Colombia. We question the reality of this phenomenon through the analysis of the documents and data collected during the fieldwork performed in five universities. Our work is part of the broadening field of objects of analysis in semiotics, and approaches our object of study as a moving configuration whose effects of meaning are constructed in situation. It is based mainly, on the proposals of the Greimassian and post-Greimassian semioticstheory, in a sociosemiotic approach. This thesis contributes to understanding the reality of integration and use of the ICTs in Colombian society and also highlights the pertinence ofthe sociosemiotic and aesthesic approaches in the understanding of social practices. Thisstudy examines firstly, the devices implemented by the universities and identifies the logicsin which the latter inscribe the reports to the other. Secondly, it deals with the integrationpolicies proposed by the National Ministry of Education and the academic institutions to understand how these instances modalize the enunciators and guide this integration. Finally, it explores the perceptions of the subjects participating in mediated pedagogical practices and highlights their feelings concerning the intersubjective construction of meaning within this experience.