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No description available.

No description available.

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This study investigates the experience of students of German when reading German texts for academic purposes. Research into reading in a second or foreign language has focused predominantly on English as a Second or Foreign Language but there have been more studies recently exploring reading in languages other than English. The research community has acknowledged a greater need for studies in this area, particularly with focus on reading in a foreign language for academic purposes. Indeed, there has been a call for thorough qualitative research that responds to the complex activity of reading in a foreign language, which, as has been recognised, is influenced by a multitude of sociocultural factors, factors pertaining to the process of language acquisition, factors that impact the imminent reading situation as well as individual learner factors. This investigation into students' experience of reading German for academic purposes looks at the individual learner experience, with an attempt to take into account various factors that influence the individual student's approach to texts. The goal of the study is to gain a more detailed insight into students' reading processes and to provide suggestions for a teaching approach that guides students towards developing their strategic competence in reading for academic purposes. The study is based on social-constructivist principles (discussed in chapter 3) and incorporates a focused review of research into foreign and second language reading and reading strategies (chapter 2). Students' reading processes were investigated using a multiple stage and method approach to data collection conducted over the course of three academic years at a German Department of a British university. This included a pre- and post-module reading comprehension test and questionnaire, a questionnaire on reading for academic purposes which included a four-tiered reading comprehension test, and a think-aloud study with two student cohorts incorporating both paired and individual think-aloud sessions. The pre-and post-module questionnaire and the think-aloud study were directly related to my teaching of the applied linguistics module Fachsprachen im Alltag aimed at developing students' text analysis skills. In an effort to apply constructivist principles and respond to student feedback. I revised the module to develop a more student-led and cooperative teaching approach. Its impact on student performance was tested in the post-module questionnaire as well as the think-aloud sessions. The questionnaire on reading for academic purposes investigated students' attitudes and motivations towards reading and allowed them to assess the role of the university as well as their own reading abilities. Chapters 4 to 7 discuss the results of the data collection. Chapter 4 looks at students' self-evaluation of reading comprehension skills and strategy use. Chapter 5 investigates the role of the university as well as students' attitudes towards reading for academic purposes. Chapter 6 focuses on self-recorded strategy use based on the four-tiered self-administered reading comprehension test that formed part of the questionnaire study. Chapter 7 discusses the results of the think-aloud study, which allowed insight into students' actual strategy use as could be observed in the think-aloud sessions. Findings reveal that students are capable of evaluating their own performance and have the ability to assess their strategy use, demonstrating meta-cognitive awareness. Students are also cognizant of the apparent gap that exists between studying German at A-Levels and studying German at university, and of the problems that this gap creates for them. Related to this is their expectation that the university is to take on a certain level of responsibility to bridge that gap and for developing students' reading comprehension skills by offering the necessary support. With regards to students' reading comprehension skills and strategy use, this study provides evidence that students understand the purpose of reading academic texts in German as 'reading to learn', i.e., to construct new knowledge and apply a critical approach to working with the text. They tend to apply mainly those types of reading strategies that help them understand the text at word and sentence level but their approach can often be tedious and inefficient. Students seem to lack a sufficiently advanced set of reading strategies that they can apply flexibly and effectively. Results of the reading comprehension tests also provide evidence that students struggle with linguistic features that are typically and frequently used in German texts for academic purposes. Finally, an analysis of the think-aloud protocols allows the conclusion that a teaching approach that promotes students' responsibility for their own learning, both as individuals as well as in collaborative settings, is beneficial to developing students' reading strategy repertoire.

The West had to somehow solve its water deficit if that region were ever to overcome its retarded growth and development. Irrigation offered at least a partial solution if the rivers could be tapped, and this concept opened a whole new phase in the legislative, political, and economic development of the West and of the nation.

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A dissertation submitted to the Faculty of Science, University of the Witwatersrand, Johannesburg, in fulfilment of the requirements of the Master degree in Science. 2017. / This study presents the combined processing, integration and inverse modelling of magnetic and gravity data for first-order crustal scale structures in southern Mali and northeast of Guinea. Southern Mali and northeast Guinea form part of the Palaeoproterozoic Baoulé-Mossi domain, which is part of the West African craton (WAC). The current understanding of the geology region is limited to exploration camp-scale studies with limited borehole investigations, and regional interpretations of historic geophysical datasets. In this study geophysical modelling is used to attempt to advance the understanding of the geology at depth. The combination of geophysical methods is an optimization that can support geophysical interpretations and contribute to the determination of the geological and structural characteristics that are important in understanding the subsurface geology. Geophysical inversion modelling broadly resolved geology and structures under thick sedimentary cover (850-1100, thick) that is interpreted as comprising basinal sediments of the Taoudenni basin, or Cretaceous ferricrete. Geological constraints reduced the non-uniqueness, but could not control the quality. Nonetheless, the architecture, geometry and form of structures and dykes were predicted when compared with experimental analogue models as being a reasonable predictive tool for the behaviour of structures and dykes at depth. The use of surface physical properties added more information to the inversion modelling, but was very limited. The enhancement of magnetic and gravity data, using filters, defined tip damage zones for firstorder scale Yanfolila and Banifing shear zones that host gold mineralisation for example, at the Morila gold mine, and Kalana, Kodieran mines and Komana prospects. Second-order structures were also defined including in the tip damage zones of the Siguiri, Fatou and Syama shear zones, and the Manakoro fault, Madina-Yanfolila fault and Madina fault. / LG2017

Thesis (Ph.D.)--Boston University. / The purpose of this study is to describe American legitimate (i.e., non-slave) commerce with West Africa for the period 1789-1914. Emphasis is placed on the influence of American commerce on historical events in West Africa. The sources include logbooks, merchants' paper and memoirs, colonial records, unpublished theses and published historical studies. Research was carried on in libraries and archives in the United States, Britain, France, Senegal, Sierra Leone, Ghana, Dahomey and Nigeria. [TRUNCATED]