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Yes / Wave-seabed-pipelines interaction is of critical importance in the design of submarine pipelines. Previous studies mainly focus on investigating the characteristics of flow fields and hydrodynamics around a single pipeline. In this study, laboratory experiments and numerical simulations have been performed to examine the effect of burial depth and space between the centers of twin pipelines on the wave-seabed-twin pipelines interaction subject to waves. In the mathematical model, the Volume-Averaged Reynolds-Averaged Navier-Stokes (VARANS) equations are used to describe the wave motion in the fluid domain, while the seabed domain is described by using the Biot's poro-elastic theory. Numerical models are validated using these experimental measurements and available relevant experimental data. Experimental and numerical results indicate that the burial depth and relative position of twin pipelines can significantly affect the wave-averaged flow velocity field and the pore-water pressure distribution as well as effective stress.

Educationists, linguists and other stakeholders are concerned about the effectivity of the level of teaching regarding Afrikaans Additional Language. Some of the teachers of Afrikaans Additional Language are not qualified in the teaching of specifically a foreign language. There is a lot of uncertainty concerning the difference between the teaching of a home language and additional language teaching. In order to ensure learners improvement and achievement as well as future use of Afrikaans Additional Language it is necessary that the teaching of additional languages, especially Afrikaans must be given appropriate attention. The purpose if this study was to determine the selection the teachers made regarding teaching and learning approaches, methods and teaching materials, including the curriculum, textbooks and other documents, as well as to establish the perceptions of the learners regarding these approaches, methods and materials in the teaching of Afrikaans Additional Language in the Dr. Kenneth Kaunda District through empirical research, and to undertake a literature study to establish a teaching-learning program framework that can facilitate to the effective implementation of the National Curriculum and Assessment Policy Statement in all the language skills of Afrikaans Additional Language. An interpretive research paradigm was used as foundation for this study. A literature study was undertaken to establish what such a framework should look like with specific attention to language skills. Qualitative research was undertaken through using multiple case studies where teachers and learners who were willing to take part were questioned and observed regarding the teaching of Afrikaans Additional Language as well as the problems they experienced. Documents such as teaching materials and the curriculum were analysed as well. The analyses had a two-pronged focus: thematic analysis with the use of the computer software program, NVivo 8, where the data was reduced and thereafter analysed manually by the researcher. The researcher then used a comparative analysis to compare the different case studies (schools). The results of this study showed that the implementation of the curriculum was problematic for teachers, they were uncertain about the degree of difficulty of the teaching materials, and would rather stick to textbooks. The results also indicated that the teachers who did not use the communicative approach preferred to teach mainly through direct instruction. The communication in the classrooms was mainly teacher-orientated and the learners got little chance to use the language in interactive activities. The proposed teaching-learning programme framework for Afrikaans Additional Language should help teachers with the planning of their teaching as well as the implementation of the curriculum that could result in more effective Additional Language Teaching to learners. / Thesis (Ph.D. (Teaching and Learning))--North-West University, Potchefstroom Campus, 2012

This research explores the identity reconstruction of graduate students in additional language (AL) contexts. It addresses not only the issue of language proficiency in self-representation, but also more complicated factors that influence self-positioning and perceived social positioning in an additional culture, as well as ways of establishing the self in academic writing. The research is grounded in language learning theories in second language education and identity theories in linguistics, sociology, and cultural studies. Eleven graduate students participated in the study, among whom five were international students at a Chinese university and six were Chinese students at a Canadian university. Data were drawn from a questionnaire, writing samples, interviews, and email correspondence. Commonalities and divergences were found between groups and within groups. I developed a framework of writer identity for AL graduate students prior to the study and modified it in the discussion. Based on the data, I elaborated on the connections of personal identity and writer identity, and conceptualized for AL speakers a mediated space incorporating home culture and host culture but going beyond the overlap of the two, as well as a mediated self that is achieved through negotiation with the available options in their respective social context. / Thesis (Ph.D, Education) -- Queen's University, 2008-04-24 23:24:36.208

Educationists, linguists and other stakeholders are concerned about the effectivity of the level of teaching regarding Afrikaans Additional Language. Some of the teachers of Afrikaans Additional Language are not qualified in the teaching of specifically a foreign language. There is a lot of uncertainty concerning the difference between the teaching of a home language and additional language teaching. In order to ensure learners improvement and achievement as well as future use of Afrikaans Additional Language it is necessary that the teaching of additional languages, especially Afrikaans must be given appropriate attention. The purpose if this study was to determine the selection the teachers made regarding teaching and learning approaches, methods and teaching materials, including the curriculum, textbooks and other documents, as well as to establish the perceptions of the learners regarding these approaches, methods and materials in the teaching of Afrikaans Additional Language in the Dr. Kenneth Kaunda District through empirical research, and to undertake a literature study to establish a teaching-learning program framework that can facilitate to the effective implementation of the National Curriculum and Assessment Policy Statement in all the language skills of Afrikaans Additional Language. An interpretive research paradigm was used as foundation for this study. A literature study was undertaken to establish what such a framework should look like with specific attention to language skills. Qualitative research was undertaken through using multiple case studies where teachers and learners who were willing to take part were questioned and observed regarding the teaching of Afrikaans Additional Language as well as the problems they experienced. Documents such as teaching materials and the curriculum were analysed as well. The analyses had a two-pronged focus: thematic analysis with the use of the computer software program, NVivo 8, where the data was reduced and thereafter analysed manually by the researcher. The researcher then used a comparative analysis to compare the different case studies (schools). The results of this study showed that the implementation of the curriculum was problematic for teachers, they were uncertain about the degree of difficulty of the teaching materials, and would rather stick to textbooks. The results also indicated that the teachers who did not use the communicative approach preferred to teach mainly through direct instruction. The communication in the classrooms was mainly teacher-orientated and the learners got little chance to use the language in interactive activities. The proposed teaching-learning programme framework for Afrikaans Additional Language should help teachers with the planning of their teaching as well as the implementation of the curriculum that could result in more effective Additional Language Teaching to learners. / Thesis (Ph.D. (Teaching and Learning))--North-West University, Potchefstroom Campus, 2012

The study explored the community role in support of adolescents’ sexual reproductive health (ASRH) in Acholi sub-region, which was affected by over two decades of LRA war. The study aimed at establishing the impact of the war on Acholi socio-cultural norms of adolescents’ socialisation on sexual matters by exploring the effects of the war, mass media and the modern education system on the socio-cultural norms of socialisation and compared with the current modes of promoting sexual education among adolescents as mandated by the national adolescent health policy; the study then assessed the community responsiveness to ASRH needs. Based on the findings, community strategy for enhancing community response to adolescent health was developed. Exploratory, descriptive and case study methodology was used to execute a three- phased concurrent study with five sub-studies. Data were collected from selected participants and respondents including teen mothers, guardians, midwives, parents, adolescents, local, cultural and religious leaders as well as policy makers, technocrats and implementers at the community and district levels. The study was implemented in Gulu, Kitgum and Pader districts of Northern UgandaThe study results found that the LRA war greatly impacted on the Acholi tradition of socialising children; the war destroyed the socio-cultural, economic and family protection structures. The teen mothers’ case study vividly documented the stories. Confounded by the influence of mass media and modern education system, the Acholi community is experiencing what the study called ‘intergenerational cultural shock’ in which the old and young generations are shocked and amazed with the cultural difference. community responsiveness to adolescent health needs, amidst the societal changing contexts and emerging new youth cultures, the study proposes a community model and a strategy to promote community participation in ASRH but with many implications to policy, programs, and further research as detailed under the recommendations.. / Health Studies / D. Litt. et Phil. (Health Studies)

Syfte: Städer behöver grönska, ekosystem och ekosystemtjänster. Grönytefaktor (GYF) är ett verktyg som säkerställer grönska i urbana miljöer. Jönköpings kommun ska som del i sin stadsutveckling av Södra Munksjön inkludera GYF i sin grönstrukturplan. För att utforma en GYF-modell måste man veta platsens förutsättningar och målbilden för staden. Denna studie syftar till att kartlägga de ES som finns i området idag samt vilka som bör skapas, skyddas, stärkas eller rent av skippas i den nya stadsdelen. Vidare studeras även hur den lokala GYF-modellen kan användas i andra områden i Jönköpings kommun. Metod: En kvalitativ studie har genomförts med hjälp av metoderna litteraturstudie, dokumentanalys, observation och intervjuer. Med utgångspunkt i Ekosystemtjänster i stadsplanering - en vägledning framtagen av ℅ city har ekosystemtjänster identifierats. Intervjuer har genomförts med landskapsarkitekter som arbetat med GYF i sammanhang som liknar det Södra Munksjön och Jönköpings kommun står inför. Resultat: Kartläggningen av ekosystemtjänster i Södra Munksjön visar att de flesta tjänsterna på ℅ citys lista kan identifieras och att de kulturella tjänsterna bör premieras i den GYF-modell som ska utformas för området. För att den lokala GYF-modellen ska kunna appliceras på andra områden underlättar det om modellens formuleringar är generella och kompletteras med separat platsspecifik information. För att GYF ska ge bra resultat är dock uttalade och formulerade mål att styra mot den viktigaste faktorn. Konsekvenser: Genom god planering kan en och samma lösning gynna flera ekosystemtjänster samtidigt, vilket rekommenderas i stadsmiljö. Slutsatsen är därför att fokus bör ligga på kulturella ekosystemtjänster och mångfunktionalitet som resulterar i att alla tjänster gynnas. Då GYF är ett nytt verktyg för Jönköping är det av stor vikt att inkludera berörda aktörer och byggherrar i ett tidigt skede. Begränsningar: Den kartläggning av ekosystemtjänster som gjorts i Södra Munksjön har utgått från en geografisk plats och dokument knutna till denna vilket gör att resultatet är begränsat till Södra Munksjön. Av den analys och diskussion som förs gällande hur en GYF-modell kan tas från ett aktuellt område till att appliceras på andra platser kan dock tas vidare av städer som planerar att använda GYF eller vill utveckla en befintlig GYF-modell. / Purpose: Cities need greenery, ecosystems and ecosystem services. Green area ratio (GAR) is a tool that ensures greenery in urban environments. As a part of its urban development of the new city area Södra Munksjön the municipality of Jönköping will include GAR in the local plan for green structure. In order to design a GAR model, one must know the conditions of the site and vision of the city. This study aims to map the ecosystem services located in the area today as well as the ecosystem services that can be created, protected, strengthened or skipped in the new city area. Furthermore, it is also investigated how the local GAR model can be used in other areas in Jönköping municipality. Method: A qualitative study has been conducted with the help of literature studies, document analysis, observation and interviews. With starting point in the model of guidance on ecosystem services in city planning from ℅ city ecosystem services has been identified. Interviews have been conducted with landscape architects with experience from working with GAR in a context similar to the one in Jönköping. Findings: The mapping of ecosystem services in the area of Södra Munksjön shows that most services from ℅ city can be identified and that the cultural ecosystem services should be premiered in the GAR model designed for the city area. In order for the local GAR model to be applied in other areas, it's easier if the formulations in the model are general and supplemented with separate site-specific information. However, in order for GAR to produce good results the most important factor is to have stated and well formulated goals to aim for. Implications: Through good planning, one solution can benefit several ecosystem services at the same time, which is recommended in urban environments. Thus the conclusion is that focus should lay on cultural ecosystem services and multi-functionality that result with all services benefiting. Since GAR is a new tool for Jönköping, it is of great importance to include stakeholders and building contractors at an early stage. Limitations: The mapping of ecosystem services made in Södra Munksjön has been based on a geographical location and documents linked to this place, which means that the results are limited to Södra Munksjön. However, the analysis and discussion of how a GAR model can be taken from a current area to be applied elsewhere could be taken on by cities that are planning to use GAR or want to develop an existing GAR model.

The present work studies methods of scheduling in heterogeneous distributed systems. First there are introduced some theoretical basics which contain not only the scheduling theory itself but also the graph theory and the computational complexity theory. After that, compile-time scheduling methods and some well-known algorithms solving the problem are presented, followed by real-time scheduling basics and by classification of used methods. In the main part of the work there are proposed algorithms which respect additional restrictions. These algorithms are tested via the enclosed application and compared either to each other or to another algorithms which mostly don't respect additional restrictions. The mentioned application and the documentation for this application are a part of this work as well.

The study investigated 6 Soweto primary school teachers’ ability to analyse and give feedback on the errors of English First Additional Language learners. Drawing on literature on assessment for learning and feedback, as well as on error analysis of English second language learning, I developed a conceptual framework that enabled me to classify learner errors and teachers feedback strategies. I used a qualitative approach to investigate assessment abilities. Firstly, the teachers marked a written assessment task, identified errors, evaluated learner performance and gave feedback based on identified errors. Secondly, the teachers were interviewed on why learners made those errors and what feedback strategies they suggested for remediating the errors. The findings indicated that the teachers: i) were generally capable of identifying the errors, ii) struggled to correct the identified errors, iii) were still working in a summative mind-set, and iv) were insecure about their abilities to deal with English First Additional Language errors. Therefore, assessment for learning has a long way to go for the township primary school teachers.

Background: This study formed part of a larger longitudinal research study by Jordaan (2009), who tracked the development of language for academic purposes in grade 1- 3 English Additional Language (EAL) and English First Language (EFL) learners attending English only programmes in Gauteng over a period of three years. These learners attended schools in two different educational contexts where there is a marked heterogeneity in the linguistic backgrounds of both the learners and teachers investigated. Results from Jordaan’s (2009) study revealed that some EAL and EFL learners appeared to be slow in the development of their academic language abilities (as no progress was evident over the period of three years), relative to their peers, and thus these learners may have a language impairment. Purpose: This study investigated in detail, these “slow to learn” EAL and EFL learners in the foundation phase, in order to determine whether they have a language impairment and to determine how the language impairment manifests in these learners. Participants: Sixteen learners (5 EFL learners and 16 EAL learners) who demonstrated no improvement in their academic language abilities from grade one to grade two as determined by their performance on the Diagnostic Evaluation of Language Variation Criterion Referenced (DELV-CR) test were the participants of this study. Method: The participants were assessed on the Automated Working Memory Assessment (AWMA) test, a Non Word Repetition test (Dollaghan & Campbell, 1998), a Sentence Repetition test (Redmond, 2005) and the Gray Oral Reading Test (GORT-4). Educators were also asked to rate these learners’ oral language, written language and reading comprehension abilities on a scale of 0- 5. The research design utilized was a non experimental, descriptive quantitative design, involving both correlational and comparative components. The data obtained was then analysed using descriptive and inferential statistics. Pearson correlation coefficients were calculated to establish whether there was a relationship between the cognitive processing and the language proficiency measures as well as the teacher ratings in order to provide information regarding these tests as assessment tools for EAL learners as well as to further enhance the validity of this study. Independent sample t-tests were also conducted to determine whether there were any significant differences between the EFL and EAL learners’ performance in the two different educational contexts, so as to establish whether bilingual learners with language impairment are more severely impaired than monolingual learners with language impairment. Results: Based on the analysis of these learners’ performance on the DELV-CR test, results indicated that all sixteen participants presented with SLI and were not just “slow to learn”. The EAL-SLI learners in both contexts performed poorly on the reading comprehension test and were rated lower than their aged matched peers on the teacher rating scales. Furthermore, when comparing these EAL-SLI learners’ performance on the DELV-CR test to the performance of the EFL-SLI learners, the EAL-SLI learners as a group appeared to have performed more poorly than the EFL-SLI learners on all three subtests. As significant differences were found between the EAL and EFL learners’ performance on the DELV-CR test, the results suggested that bilingual learners with SLI, who acquire a second language sequentially, are more impaired than monolingual learners with SLI. The EAL-SLI learners also presented with visuo-spatial short term and working memory deficits and even though a large majority of the learners presented with verbal short term and working memory difficulties, not all the learners presented with cognitive processing difficulties. This finding has implications for the theories of SLI. However, the sentence repetition task was found to be a useful tool in differentiating between the “slow to learn” EAL learners and EAL-SLI learners and furthermore this test also positively correlated with various sections of the DELV-CR test which adds to the value of this test as an assessment tool in EAL learners. Positive correlations were also found between the teacher ratings of the EAL-SLI learners and the subtests of the DELV-CR test which indicates that teachers have the ability to correctly identify learners with language learning difficulties. Positive correlations were also found between the digit repetition subtest, the non word repetition test and the sentence repetition test which adds to the validity of this study. Conclusion: The results obtained from this study demonstrated that bilingual learners with SLI who acquire a second language sequentially are additionally disadvantaged compared to their EFL-SLI peers in the acquisition of certain aspects of academic language. Furthermore, although research has shown that cognitive processing measures are less biased in the assessment of linguistically diverse learners, results indicated that the DELV-CR test identified more accurately, learners with language impairment whereas the cognitive processing measures provided contradictory and biased results with the verbal working memory subtest over identifying learners “at risk” for language impairment. Finally, the use of sentence repetition tasks in the differentiation between “slow to learn” and language impaired EAL learners proves to be promising.