In South Africa, there is concern about the poor achievement by first additional language (FAL) English learners in mathematics, and this is a consequence not solely of the apartheid era but more appropriately, the existing current situation in the classroom. Since 2006, the Department of Basic Education in South Africa introduced mathematical literacy (ML) as another learning area for the Further Education and Training (FET) band. ML, as an alternative choice to mathematics, is envisaged as a key to the understanding of our everyday world filled with numbers. Mathematical literacy FAL English learners and teachers are exposed to a ML curriculum that demands high linguistic skills in English in order to engage with the mathematical concepts through the medium of English which is not their home language. While the Language-in-Education Policy (DoE, 1997) recommends that school language policies promote additive bilingualism and the use of learners’ home languages as languages of learning and teaching (LoLT), there has been little implementation of these recommendations by schools, for the reason that all assessments and learner and teacher support materials (LTSM) are only available in English. Thus it appears that ML creates a language gap when FAL English learners and teachers have to possess a high level of communication and language proficiency of the LoLT English to successfully engage with the mathematical context and content of the ML curriculum since the language itself carries all the meaning. The majority of FAL English learners and teachers struggle with the necessary English language proficiency to successfully interact with the ML curriculum and are often required to use their own home language (code switching) to bring about understanding. In this study, I explore how teachers and learners who are dominantly FAL English speakers, engage in teaching and learning of ML in bi/multilingual classrooms. The main aim of the study is to investigate the FAL English learners’ and teachers’ experiences and perceptions concerning the use of English as the LoLT in bi/multilingual ML classrooms. Qualitative measures were generated through personal interviews (teachers [n=15] and learners [n=25]) from five different secondary schools situated in the rural areas of the Midlands in KwaZulu-Natal. This study is framed by Wenger’s (1991) model of situated learning and Vygotsky’s socio-cultural perspectives, which propose that learning involves a process of engagement in a community of practice and reflects the learners’ sociocultural relationship to school mathematics respectively. The study also describes Cummins’ quadrants and explores the benefits of Cummins’ notion of language use (Cummins, 1984). Analysis of the semi-structured interviews revealed that, despite both teachers’ and learners’ difficulty with the language, English is the more popular language to be used in teaching and learning in bi/multilingual mathematical literacy classrooms since English is accepted as a global language. Worldwide emphasis and dominance of English as a powerful language that gives access to goods and social mobility were also highlighted. However, overall results in this study showed that most participants did express their preference for using their home language isiZulu alongside English through the extensive practice of code switching for the teaching and learning of ML.

tRNA genes have the fundamental role of translating the genetic code during protein synthesis. Beyond solely a passive decoding role, the tRNA pool exerts selection pressures on the codon usage of organisms and the viruses that infect them because processing codons read by rare tRNAs can be slow or even erroneous. To better understand the interactions of codons and anticodons in eukaryotic species, we first investigated whether tRNAs packaged into HIV-1 particles may relate to the poor codon usage of HIV-1 genes. By comparing the codon usage of HIV-1 genes with that of its human host, we found that tRNAs decoding poorly adapted codons are overrepresented in HIV-1 virions. Because the affinity of Gag-Pol for all tRNAs is non-specific, HIV packaging is most likely passive and reflects the tRNA pool at the time of viral particle formation. Moreover, differences that we found in the codon usage between early and late genes suggest alterations in the tRNA pool are induced late in viral infection. Next, we tested whether a reduced tRNA anticodon pattern, which was called into question by predicted tRNA datasets, is maintained across eukaryotes. tRNA prediction methods are prone to falsely identifying tRNA-derived repetitive sequences as functional tRNA genes. Thus, we proposed and tested a novel approach to identify falsely predicted tRNA genes using phylogenetics. Phylogenetic analysis removed nearly all the genes deviating from the anticodon pattern, therefore the anticodon pattern is reaffirmed across eukaryotes.

In the Japanese language, there are various modal elements, which mark speakers' subjective attitudes toward propositions. One of the most common modals is the noda predicate, which possesses the dual function of either asserting the truth of the position or relaying the speaker's desire for information sharing. Japanese Native Speakers (JNSs) use noda frequently in conversation; however, Japanese Language Learners (JLLs) often face difficulty in learning noda because of its wide variety in function and use. To determine the nature of noda use, this study examines conversational data from role-plays and a case study of two JLLs. The main aims of this thesis are 1) to review research on noda and to provide a cohesive and concise explanation of its functions and 2) to examine the use and acquisition of noda by JLLs. Following Noda's (1997) categorization, noda can be divided broadly into two types: scope and mood. Noda of scope exhibits the speaker's assertion that the proposition is true, while noda of mood marks the speaker's strong desire for information to be shared by speaker and hearer. This study proposes a framework with which to understand the functions of noda, and classifies information which is speaker-oriented (+ Speaker/- Hearer knowledge), hearer-oriented (-Speaker/+ Hearer), and shared (+ Speaker/+ Hearer). JLLs first tend to use noda with speaker-oriented information, and later acquire functions related to hearer-oriented and shared information. In the study of role-plays, JLLs with higher oral proficiency levels as rated by the ACTFL-OPI (Oral Proficiency Interview) used a higher frequency of noda. Both the JLLs and JNSs used noda primarily to provide and seek explanations. The intermediate-level JLLs underused noda in providing supplemental explanations. Other uses of noda in the role-plays included emphasizing information, seeking validity, and back-channeling. The two JLLs in the case study did not notice the use of noda during conversations with the JNS, but began to use noda more frequently during practice conversations upon receiving explicit instructions on the use of noda. While the post-test did not demonstrate increased use of noda due to the limited time of this study, there are clear indications for pedagogy. First, because the functions of noda are varied and numerous, Japanese language textbooks and classrooms should not be limited in providing only the 'explanation' function of noda. Second, the frequent use of noda in Japanese conversation suggests that it should be an area of focus in oral practice. Finally, JLLs need to develop skills in both comprehension and production of noda to improve their Japanese discourse. / Arts, Faculty of / Asian Studies, Department of / Graduate

La consommation énergétique, et en particulier électrique, des bâtiments est grandement influencée par le comportement de ses usagers. L'analyse de l'usage électrique au travers d'un retour d'expérience réalisé sur une plateforme bâtiment-test nous a permis d'identifier qu'il pouvait exister différentes formes de satisfactions des usagers remettant en question la notion même d'efficacité énergétique d'un bâtiment. Afin de pouvoir intégrer l'acteur humain dans la conception de systèmes complexes bâtiment, nous proposons de définir la notion d'efficacité énergétique d'usage (EUE). Cette notion repose en particulier sur la satisfaction des usagers vis à vis d'un service que l'on a pu décomposer et quantifier au travers de fonctions de satisfaction rationnelles et sensibles. Le but de cette proposition est la construction d'un diagramme de compromis Coût / Satisfaction qui se positionne à la fois comme un outil effectif d'aide à la décision pour la conception de systèmes énergétiques du bâtiment intégrant l'usager et comme outil d'aide à la sobriété énergétique. / Energy consumption, particularly electric consumption, in buildings is greatly influenced by the behavior of its occupants. The analysis of the electrical uses thanks to a feedback performed on a test-building platform makes it possible to identify different forms of user satisfaction calling into question the notion of energy efficiency in buildings. In order to take into account the human actors in the design of building systems, it is proposed to define the notion of energy use efficiency (EUE). This notion is based on the user satisfaction about services that has been split and quantified as rational and sensitive satisfaction functions. This notion led to the construction of a cost / satisfaction compromise diagram, which is an effective tool for decision support during the design of building energy systems taking into account the occupants but also a support tool for energy sobriety during operation.

This research overview aimed to answer what different fields of use there is in mathematical homework and also how these varied between different grades. This was done by summarizing different studies and reports. The result showed that there were five different areas of use in mathematical homework. These were repetition-/ practice homework, immersion homework, preparatory homework, homework that is given for grades and the lack of homework. Furthermore, it showed that the usage changed with the grades. The conclusion showed that in earlier grades mathematical homework tended to be used to develop study techniques and responsibility. Whereas in the higher grades, homework is used to prepare the students for their next lesson or repetition.

In Shanghai, an increasing number of parents believe that learning English at an early age will bring their children an advantage in future competition. As a result, kindergarten English as a Foreign Language (EFL) classes have become popular in recent years. Although previous studies revealed that picture books are frequently used as teaching materials in kindergarten EFL classes, what is happening in these kindergarten EFL classes and the ways teachers use picture books to teach children English still remain largely unknown. To have a better understanding of the kindergarten EFL classes in Shanghai, this study aimed to explore kindergarten EFL teachers’ perspectives on and usage of picture books in their classes, as well as the challenges they face. Four experienced kindergarten EFL teachers selected by a criteria survey were invited to participate in this qualitative study. Data were collected from them by interviews, classroom observations and documents. Results showed that participants believed that picture books have linguistic, cognitive and cultural awareness values. Findings of this study also revealed the ways participants use picture books to teach children English and the challenges they faced. Findings of this study were discussed in connection with previous studies of picture books, Krashen’s language acquisition hypotheses, and Five Big Ideas on how children learn to read. This study also led to suggestions for further implications based on the findings of teachers’ reported challenges. Teachers faced great challenges in developing EFL classes, on self-development, and on building relationships with parents. To work on solutions to these problems and improve the quality of kindergarten EFL classes in Shanghai, it was determined that both the Chinese government and kindergartens or language training institutions should make efforts to support teachers. Shanghai’s kindergarten EFL classes are the product of market choices and are still in their beginning phase of development. As such, they need the support from those in all walks of life to better develop in the future.

Philosophiae Doctor - PhD / The experiences and perceptions of ICT access and usage by women in marginalised South African communities is sorely under researched. Where information from a gender-based perspective reflecting potential digital gender disparities exists, it is typically a statistical view of the ICT landscape (largely reflecting access). Exploration of the complex underlying socio-cultural factors affecting women’s ICT usage is under-represented. There is an urgent need to hear women’s own voices and perspectives on such intricate and often obscure subject matter. This research has aimed to bring traditionally overlooked perspectives to the fore by exploring the experiences and perceptions of women in marginalised South African communities regarding ICT access and usage. This qualitative study, guided by a feminist phenomenological perspective, focused on the individual lived experiences of twelve women living in three marginalised areas of the Western Cape of South Africa. Data were collected via semi-structured interviews and analysed through the Interpretative phenomenological analysis (IPA) approach. The findings showed that the women had strong attachments to ICT and had integrated it into their own individual contexts, to fit their needs and activities. ICT had been interwoven into various social, economic, educational, political, cultural, recreational and spiritual dimensions of life. A range of factors emerged as having influence on women’s digital participation. Some of the more significant barriers were digital skills and confidence, poor social support systems, affordability of ICT, awareness of personally beneficial opportunities, time constraints, resistance from a male partner and poor literacy. Additionally, the women lived in highly gendered environments, with sociallyconstructed gender norms, roles and identities, which had a strong influence on digital experiences and perceptions. This socio-cultural gender inequality was fundamental in the time constraints, and in the power dynamics and resistance women faced from male partners. Findings indicated that gender identities and traits disadvantage females in the digital context, for example ideas of femininity being viewed as conflicting with a perceived ‘dirty’ ICT field. Detrimental perceptions associating sophisticated ICT activity with males were reportedly prevalent in the communities and some of the women interviewed subscribed to the essentialist theory which considers men inherently better suited to technology. These findings have important implications for policies and practices in view of enhancing the digital inclusion of women in marginalised South African communities. Recommendations towards this end are outlined, specifically centred on gendersensitive approaches in the planning and implementation of digital inclusion initiatives.

This work examines the word yea in the Book of Mormon, the Earliest Text and enumerates the usages found therein. Already recognized definitions in addition to new definitions are given with examples. Also included are textual variations from the Earliest Text and the current Book of Mormon used generally as scripture in the Church of Jesus Christ of Latter Day Saints.

Användarbaserade försäkringar är förhållandevis nya produkter på den svenska försäkringsmarknaden. Till skillnad från ”traditionella” försäkringar bygger användarbaserade försäkringar i större utsträckning på personlig data om försäkringstagaren vilket ger förutsättningar för mer individanpassade premier och villkor. Med hjälp av ”smarta” produktersom exempelvis smartphones i kombination med verktyg som automatiskt analyserar datan har det blivit möjligt att frångå riskbedömningar som grundar sig på generell statistik och istället fokusera på den individuella risken. Tekniken kan användas i hela försäkringskedjan men i denna uppsats är det riskurvalet och premiesättningen som är i fokus. Trots ett brett användningsområde tillämpas användarbaserade försäkringar främst inom tre områden: hem, fordon och hälsa. Fördelarna med dessa produkter är bland annat att försäkringstagaren själv kan påverka sin premie genom att justera sitt risktagande. Det kan i sin tur ge ringar på vattnet och ge positiva effekter även i andra delar av samhället. Användarbaserad fordonsförsäkring utgör ett bra exempel på detta. Genom att uppmuntra en säkrare körstil minskar risken för olyckor även för andra trafikanter som inte valt denna försäkringslösning. Färre olyckor innebär även en lägre belastning på sjukvården, att färre personer sjukskrivs till följd av trafikolyckor minskar sannolikt också företagens kostnader.  Att behöva dela personlig data med försäkringsgivaren kan dock ses som ett intrång i den egna integriteteten. Det finns viss risk att användarbaserade försäkringar leder till att försäkrings-barheten minskar i samhället och att vissa grupper riskerar att stängas ute från den så viktiga försäkringsmarknaden. Ett annat problem är att försäkringstagarnas data analyseras automatiskt med hjälp av artificiell intelligens (AI). Det kan därför bli svårt att avgöra om ett negativt beslut för en person beror på att hänsyn tagits till otillåtna faktorer som exempelvis etnicitet eller om risken faktiskt varit högre. Det gör det också svårare för konsumenter att jämföra olika försäkringsprodukter och välja den som erbjuder det bästa priset.  Min slutsats är att det inte finns någon lagstiftning som förbjuder användarbaserade försäkringar i dagsläget. Dock inskränker viss lagstiftning försäkringsbolagens möjligheter att fritt utforma dessa försäkringsprodukter. Min bedömning är att det inte föreligger någon akut risk för att försäkringsbarheten skulle minska på grund av användarbaserade försäkringar eller att vissa grupper missgynnas, men det är ett tänkbart scenario i framtiden – vilket innebär att ny lagstiftning på området kan bli nödvändig. Tekniken kan också användas i andra delar av försäkringskedjan och därav ge ytterligare skäl till att överväga ny lagstiftning.

Philosophiae Doctor - PhD / Most poverty studies ignore the dimension of time and are merely concerned if an individual meets certain money-metric or non-income welfare (e.g., access to services and asset ownership) criteria. They fail to recognise the limited time (24hours per day) available to complete tasks and the added difficulties they have even though there is an abundance of money-metric and asset-related non-money-metric poverty studies. (Kim et al. 2014:1). For example, individuals/households deemed poor by standard measures cannot afford market alternatives to assist them with non-market work (like childcare). Therefore, they find themselves spending all their time in market and non-market work without taking time for rest and improving themselves.