Diploma thesis describes the design of main structure reinforcement of the railway bridge ,,Gagarin’’ in the 5,872 km of route Český Těšín – Ostrava Kunčice. Reinforcement is achieved by combination of composite slab-shaped channel with the continuous gravel ballast and free additional prestressing cables. There are 3 variants for which the design and assessment of main structure is performed. Evaluation of the options is performed on basis of calculations. There are made additional calculations and drawings for best variant.

The diploma work is focused on a complex design of a high mobility multipurpose vehicle. We live in a world full of dramatic changes and it brings many situations, which for a special equipment is needed. That should be right this vehicle. Thanks to its unique character, especially total variability and driving abilities, it is possible to solve various quests in all kinds of weather, terrain or environmental conditions. It is specially aimed on an projects economy and on an future development upgrade possibility.

The thesis first provides a survey of acceleration tests with the focus on automotive component testing. The survey covers multiple types of acceleration tests and sources of stress. The thesis then includes a MATLAB application for the removal of inertia forces, which is applied on two shaft configuration models developed in Pro Engineer. Both models are subjected to stress analysis using FEM in Ansys. The thesis has been carried out in collaboration with TRW-DAS Dačice.

This diploma thesis deals with plasma cladding and electron beam cladding. The theoretical part is divided into several chapters which is focused on description of these methods of cladding process. In the practical part the particular experiment of electron beam cladding (EBC) and plasma cladding (PC) is described. In the conclusion overall results were assessed, both methods were compared each other and possible exploitation in industry was described.

The classification of observations based on repeated measurements performed on the same subject over a given period of time or under different conditions is a common procedure in many disciplines such as medicine, psychology and environmental studies. In this thesis repeated measurements follow the Growth Curve model and are classified using linear discriminant analysis. The aim of this thesis is both to examine the effect of missing data on classification accuracy and to examine the effect of additional data on classification robustness. The results indicate that an increasing amount of missing data leads to a progressive decline in classification accuracy. With regard to the effect of additional data on classification robustness the results show a less predictable effect which can only be characterised as a general tendency towards improved robustness.

An intercomparison exercise of the world-harmonized light-duty vehicle test procedure (WLTP) aiming at measuring ethanol, formaldehyde and acetaldehyde emissions from a flex-fuel light-duty vehicle using E85 was conducted in the Vehicle Emission Laboratory (VELA) at the European Commission Joint Research Centre (EC-JRC), Ispra, Italy. The instruments used during the intercomparison allowed online measurements of these compounds directly from the diluted exhaust. Measurements were done either in real time or immediately after the test. The measurement and analysis of exhaust emissions over the world-harmonized light-duty vehicle test cycle was done by means of Fourier transform infrared spectroscopy (FTIR), proton transfer reaction-mass spectrometry (PTR-Qi-ToF-MS), photoacoustic spectroscopy (PAS) and gas chromatography (GC). Results showed that online systems can perform measurements from the vehicle diluted exhaust assuring a good repeatability (within instrument variance) and reproducibility (between instrument variance) of the results. Measurements from all the instruments were in good agreement (|Z-score| < 2). Results showed that online systems can perform measurements from the vehicle diluted exhaust assuring the reproducibility and repeatability of the results. Results obtained measuring at the tailpipe using a FTIR were in good agreement with those acquired measuring at the constant volume sampler (CVS). Considering the low sensitivity of the current technique used to measure hydrocarbons emissions towards oxygenated compounds (flame ionization detector; FID), non-methane organic gases (NMOG) were calculated applying their FID response factors to the measured emissions of ethanol, acetaldehyde and formaldehyde. NMOG resulted to be up to 74% higher than measured non-methane hydrocarbons (NMHC).

Magister Educationis - MEd / Writing is an important aspect of language learning and a tool for assessment in Basic and Higher Education across the globe. Learners need to acquire proficient writing skills to learn and to demonstrate their knowledge and creativity. Given the importance of creative writing in expressing one’s thoughts, emotions and imagination, this study sought to investigate how creative writing was taught through the medium of English First Additional Language (FAL) to Grade 9 learners in one primary school in the Western Cape province. It also sought to observe and analyse the teaching strategies employed by teachers in creative writing to Grade 9 learners who were isiXhosa home language speakers, and who were taught all the subjects (except isiXhosa language) through the medium of English (FAL). Through the lens of Vygotsky’s Social Constructivism Theory, this study explored how the learners’ social context and language played a role in the teaching-learning process. The Social Constructivism theory assumes that the home environment is a primary factor in learning and it is concerned with how learning is facilitated in the classroom. This study employed a qualitative research design by making use of classroom observations, focus group interviews with randomly selected Grade 9 learners, and an interview with the Grade 9 teacher to determine how English (FAL) creative writing was taught and the barriers encountered by learners when taught writing in this language. Data was collected in a township school in Cape Town where the majority of learners were isiXhosa home language speakers. Thematic data analysis was used to make sense of the collected data. Ethical considerations were observed throughout the data collection process. One of the key findings of this study is that the Grade 9 English teacher made use of a teacher centred approach and code-switching in the teaching and learning of creative writing through the medium of English FAL. The findings also indicate that learners had limited English proficiency due to limited exposure to this language in their home environment. This study concludes that writing in English is a challenge to Grade 9 English FAL learners, and this could impede their success in other subjects across the curriculum.

Thesis (M.A. (English Studies)) -- University of Limpopo, 2021 / The study explored essay writing errors of English First Additional Language (EFAL) FET rural learners. The aim of the study was to analyse essay writing errors of the EFAL FET learners in rural schools. EFAL Grade 11 learners together with their educators from 4 circuits in Mopani West District of Limpopo Province (LP), South Africa (SA), participated in the study. The learners’ 40 essays were analysed. Additionally, the learners and educators were interviewed and the data generated were analysed. A qualitative Content Analysis (CA) research method was used to collect data. The sample was made up of 3 instruments; an essay checklist for the 40 essays, EFAL learners’ group interviews that consisted of 4 equal groups made up of 10 learners per school, and interviews with 4 educators from each of the school represented. N – Vivo was used for data transcription, storage and analysis. Errors populated in the checklist were arranged into smaller units, identified, analysed, described and reported. Data obtained through semi-structured interviews with EFAL learners and educators were transcribed and analysed thematically. The analysis of the EFAL FET rural learners’ essay writing errors revealed weaknesses pertaining to choice of essay topics, proofreading, spelling, punctuation and grammar.

This essay describes an action research project conducted twice in the same high school with second year students within the subject English. Students are often unwilling or unable to relate to Shakespeare and his language. It is boring, they say. It is difficult, inaccessible and has nothing to do with us, they say. But how is falling in love unrelatable and boring? How are gangs and families far away from today's society? Romeo and Juliet is relatable and as current today as it was 400 years ago.  The subject English in the Swedish curriculum requires different literary time periods and dramatic text as well as living conditions, attitudes, values, traditions, social issues as well as history, politics and culture from the world where English is used should be integrated into the teaching. Which means that Shakespeare is perfect.  Teaching English using drama is a challenge with students who do not see themselves as ‘actors’, the didactic challenges themselves being of interest in this essay. Students are asked to create a modern devised version of William Shakespeare’s Romeo and Juliet where they work on character using for example Stanislavsky’s methods and improvisation. The aim is to see which didactic changes need to be made for character work and performance to be effective, run smoothly and be fun. The aim is also to better understand how it feels for the students to take on a character. The results show the importance of relevance for the students, leading them slowly into using drama as a method. The play has to be relatable and have a connection to the students own lives. In conclusion, in-depth character work linked to improvisation and devising is important for the development of character.

Magister Educationis - MEd / Writing is an important aspect of language learning and a tool for assessment in Basic and Higher Education across the globe. Learners need to acquire proficient writing skills to learn and to demonstrate their knowledge and creativity. Given the importance of creative writing in expressing one’s thoughts, emotions and imagination, this study sought to investigate how creative writing was taught through the medium of English First Additional Language (FAL) to Grade 9 learners in one primary school in the Western Cape province. It also sought to observe and analyse the teaching strategies employed by teachers in creative writing to Grade 9 learners who were isiXhosa home language speakers, and who were taught all the subjects (except isiXhosa language) through the medium of English (FAL). Through the lens of Vygotsky’s Social Constructivism Theory, this study explored how the learners’ social context and language played a role in the teaching-learning process. The Social Constructivism theory assumes that the home environment is a primary factor in learning and it is concerned with how learning is facilitated in the classroom.