No description available.

No description available.

A digital signature scheme is the process of signing an electronic message that can be transmitted over a computer network. Digital signatures provide message authentication that can be proved to a third party. With the rise of electronic communications over the Internet, digital signatures are becoming increasingly important, especially for the exchange of messages of legal significance. In 1988, Goldwasser, Micali and Rivest (GMR) [31] defined a signature scheme as a collection of algorithms: key generation, signature generation and signature verification. They defined a signature scheme as secure if it was existentially unforgeable against a chosen-message attack. These general definitions suited most signatures at the time, however, over the last decade digital signatures have emerged for which the GMR definitions are unsuitable. These signature schemes, together with their applications and security and efficiency considerations, will be explored in this thesis. These signature scheme variations have been classified by the additional services they provide to ordinary signature schemes, namely increased efficiency, increased security, anonymity, and enhanced signing and verifying capabilities.

A digital signature scheme is the process of signing an electronic message that can be transmitted over a computer network. Digital signatures provide message authentication that can be proved to a third party. With the rise of electronic communications over the Internet, digital signatures are becoming increasingly important, especially for the exchange of messages of legal significance. In 1988, Goldwasser, Micali and Rivest (GMR) [31] defined a signature scheme as a collection of algorithms: key generation, signature generation and signature verification. They defined a signature scheme as secure if it was existentially unforgeable against a chosen-message attack. These general definitions suited most signatures at the time, however, over the last decade digital signatures have emerged for which the GMR definitions are unsuitable. These signature schemes, together with their applications and security and efficiency considerations, will be explored in this thesis. These signature scheme variations have been classified by the additional services they provide to ordinary signature schemes, namely increased efficiency, increased security, anonymity, and enhanced signing and verifying capabilities.

The focus of this study was to describe childrens literacy learning in multicultural home and school contexts and identify and explore the intersection between the home and school literacy learning environments. Participant families and their teachers described various aspects of home and school literacy learning. Through interviews, photography, and journals, participants answered the following research questions: How do school institutions understand and encourage literacy practices outside the school and how are these practices used to support diverse literacy learners? How do learning experiences within the home and community differ from learning experiences within the school?<p> Data were collected via semi-structured interviews and researcher observations within the home and school contexts. Additionally, parent participants were asked to capture literacy and learning events through the use of cameras and daily journaling. The qualitative nature of the study allowed the researcher to record participants literacy experiences and understandings in the authentic environments of the home and school.<p> This research study reflects the theory of literacy as a socio-cultural phenomenon. This theory recognizes that literacy learning in any environment cannot be separated from its context and recognizes that literacy is more than individual skills, but rather a community resource that is developed through interaction with others. Although all families possess useful knowledge and understandings that allow them to arbitrate their daily lives, unfortunately, as this study demonstrates, literacies are often ranked as more or less legitimate by school institutions. Literacy practices which are in close alignment with the schools are more widely accepted, and those outside the realm of the school may be undervalued or ignored.<p> Based on this qualitative study, numerous characteristics of home and school literacy were illuminated. School based literacy was more formal and based on measurable goals for each grade, defined by the school, division, and curriculum. Literacy of the school was viewed in a more traditional sense, as a set of skills which could be measured and recorded. Home literacy, in contrast, was more informal and spontaneous and based on the needs and interests of the learner. Learners within the home were apprenticed by their parents in learning practical, hands-on skills which were used to help mediate their daily activities. Additionally, the study highlights the literacy understandings of both the parents and the teachers of the immigrant learners. Both parent and teacher views of literacy and learning were influenced by their prior knowledge and learning experiences. The learning experiences of the parent and teacher participants were in sharp juxtaposition. Parent participants recalled larger social issues in literacy and learning such as poverty, self-sacrifice, and education as a social mobility agent. Teacher participants recalled early learning experiences based on traditional Euro-centric understanding of literacy which emphasized the importance of early skills such as phonics, word recognition, and storybook reading. The teachers did not include larger social issues which affect learning.<p> The research found that students authentic home literacy experiences were used in the home and community to aid children to problem solve and mediate every day activities. The literacy activities were purpose driven and had practical applications. In the school context, home literacy experiences were incorporated into oral literacy learning activities and narrative and creative writing assignments such as journal and story writing. Despite the incorporation of home experiences in student assignments, these experiences were not used to inform teaching and learning in the classroom. Teaching methods and evaluation techniques were not regularly adapted to meet the needs of the English as Additional Language (EAL) learners. Students who struggled to meet the demands of the curriculum were often removed from the classroom setting to work on specific skills or referred to the resource room with learning challenged students. The teachers revealed reasons which they felt impeded them from delivering more culturally responsive programs and teaching methods including time restraints, large class sizes, and inadequate resources.<p> This study identified several broad issues in literacy practices and understandings. There is an evident disconnect between home and school literacy and their uses. This is partially due to the varied experiences and understanding of parents and teachers. Closing this gap means incorporating educational reform on many levels. Teachers must be aware of student and family backgrounds, experiences, and understandings in order to create a truly inclusive learning program for diverse learners. Culturally responsive teaching means using the wide knowledge bases of all families to inform instruction and evaluation.<p> Teachers need to be provided with adequate education in preparing them for the realities of todays classroom. Culturally and linguistically diverse modern classroom have challenges which many teachers do not feel prepared. Providing adequate pre-service education on EAL learning and student diversity seeks to prepare teachers. Additionally, in-service education experiences on literacy practices for teaching in the culturally diverse classroom are essential in providing teachers with current information and resources. Furthermore, in examining existing parental engagement strategies, teachers can learn to create engaging opportunities for families to participate in their childrens learning.The broadest issue within the study is the multicultural reality for the immigrant and EAL student. The education system needs to move away from multiculturalism as a Canadian catch phrase involving foods and celebrations toward culturally responsive teaching which uses students linguistic and cultural knowledge to inform learning.

The combination of two factors, temperature and salinity might affect zoeal survival and morphological pattern of Thalamita crenata. In order to know the effect, newly hatched zoeae were reared under 45 combinations of temperature and salinity (i.e. combinations of five temperatures variables: 20, 25, 30, 33, 35¢J and nine salinity variables: 18,20,22,25,30,35,38,40,42 psu ). The zoeae were fed with newly hatched Artemia nauplii. The results showed that temperature and salinity as well as the interaction of the two parameters significantly affected the survival rate of zoeae. The effect of temperature at 20¢J and 35¢J resulted in no zoeal survival from zoea to megalopa stage. Under the temperature range of 25~33¢J, There is significant difference between the survival rates of zoeae (p < 0.05). High survival rate (above 64%) occurred at temperature range of 25~30¢J and salinity range of 30~35 psu. Survival rate decreased at salinity range of 20,22,25,38 psu. Under 30¢J and 18 psu condition, zoeae could develop into megalopa stage. Temperature, salinity and their interaction also significantly affected zoeal development. At 25¢J, the shortest zoeal developmental time to reach megalopa was 18 days under salinity 30 and 35 psu conditions and the developmental time extended to 20 and 21 days under salinity 38 and 20 psu conditions. At 30¢J, the shortest zoeal developmental time to reach megalopa was 11 days under salinity 30 psu conditions and the developmental time extended to 23 days under salinity 18 psu conditions. Under 33¢J and 25 psu condition, the zoeal developmental time to reach megalopa ranged from 16 to 22 days. The larval development of Thalamita crenata has five zoeal stages. Four tested zoeae had morphological differences in antennules, maxillule and maxilla in fifth stage which are shown as follow. There are 5 additional setae on the top of antennule exopod . The endite of maxillule coxal has 14 plumose setae; The basal endite has 8 plumose setae. The maxilla basal endite has 8 plumose setae. The scaphognathite has 27 plumose setae. In addition to basic five zoeal stages, an additional zoeal stages was observed from the tested crab. There were evidences suggested that the appearance of the additional zoeae was associated with limited temperature condition for life and lower salinity. Based on exuviae and larval specimens, the major morphological characteristics of the additional zoeal larvae were as follow: oblong carapace, lateral spine disappeared; prolonged cheliped and pereiopods compared to Z5 stage; with setae on pleopods.

Climate change concerns, high oil prices and increasing government support are some of the driving reasons of increasing renewable energy legislation, incentives, and commercialization. Hydroelectricity is the most widely used form of renewable energy and refers to electricity generated by hydropower. In this study, a storage facility is proposed to store some additional water and increase the profitability of the existing Birkapili Hydroelectric Power Plant. The storage facility is composed of a gravity dam and an uncontrolled spillway. With the help of the proposed storage facility, maximum utilization of the water is provided and shift of the electricity generation to peak demand periods becomes possible. Consequently, feasibility of the existing power plant is improved. A number of alternatives for a spillway are taken into account and the corresponding concrete gravity dam is designed. Stability analyses and operation studies are conducted using spreadsheets to achieve an economical solution.

No description available.

No description available.

2005 - 2006 metais Lietuvos Žemės ūkio universiteto Bandymų stotyje, karbonatingame sekliai glėjiškame išplautžemyje (Calc(ar)i-Epihypogleyic Luvisols) IDg8-k (LVg-p-w-cc) atlikti tyrimai, siekiant įvertinti žieminių kviečių Titicum aestivum L. derlingumą ir kokybinių rodiklių pokyčius, naudojant skirtingas skystųjų kompleksinių trąšų KAS 32 ir Lyderis 25 - 3 S koncentracijas atskirais javų brendimo tarpsniais. Tyrimams pasirinkta žieminių kviečių veislė Lars, kuri priskiriama gerų kepimo savybių grupei. Nustatyta, kad papildomam žieminių kviečių tręšimui naudojant skystąsias kompleksines trąšas, patikimas derliaus priedas (1,64 – 2,14 t ha-1) gautas visuose variantuose, kuriuose tr��������šta N130 norma per augalų vegetaciją ir variante papildomai tręštame krūmijimosi tarpsnyje (N80) bei bambėjimo tarpsnyje (N20) norma. Žieminių kviečių papildomas tręšimas skystosiomis kompleksinėmis trąšomis gerino grūdų kokybę. Didžiausias kiekis šlapiojo glitimo ir baltymų nustatyta variantuose, kurie papildomai tręšti vėlyvaisiais augimo tarpsniais didesne N norma. / The productivity and quality traits of winter wheat (Triticum aestivum L.) under the influence of different liquidity fertilizers ‘KAS 32’ and ‘Lyderis 25-3S’ on special cereal ripeness were investigated at the Experimental Station of Lithuanian University of Agriculture in 2005-2006. The winter wheat variety ‘Lars’, which ascribable to well cooking group, were grown in the soil on trial fields – carbonate shallow gracious (Calc(ar)i-Epihypogleyic Luvisols) IDg8-k (LVg-p-w-cc). Our results showed, that using liquid manure for additional fertilization influenced significant yield additive (1.64-2.14 t ha-1) in all experiments, using N130 rate of fertilizers on plant growing season and additionally fertilized on tillering (N80) and stooling (N20) stages. Additional fertilization of winter wheat using liquid fertilizers improved grain quality. The greatest amount of wet gluten and protein were estimated in the experiments, using nitrogen at a premium rate for additional fartilization on late growth stages.