Construction is increasing due to increased demand and degradation of existing infrastructure. This construction often results in a reduced number of traffic lanes or lane width during construction, which often creates queue at the entrance to work zones. Variable Advisory Speed Systems (VASS) provide drivers with advanced warning regarding traffic speeds downstream to help them make better decisions in advance of problems that may exist downstream. The purpose of this study was to evaluate the effectiveness of a VASS at mitigating queues in work zone entrances during peak hour conditions. It was anticipated that by implementing a VASS queues would be reduced and vehicle flow increased in work zone areas. Three objectives of this study were: (1) research VASS systems that are available to be tested, (2) select and deploy a VASS in Utah at a long-term work zone, and (3) perform a statistical analysis on traffic flow characteristic data to evaluate the effectiveness of the VASS on queue mitigation. A literature review on the use of VASS for work zones returned minimal studies on advisory speeds in work zones. Most of the advanced speed notification systems, found during the literature review, used variable speed limit (VSL) applications. A VASS was selected and deployed at the northbound approach to the I-15 Beck St. widening project in North Salt Lake City. In this study the VASS consisted of five sensors and two variable message signs (VMSs). To determine if the system was effective at reducing queue the speed data were analyzed in detail to come to statistical conclusions. The collected data shows that the VASS investigated was effective on weekends during evening peak hours when there was a slow down. No consistent significance was seen on week days during the evening peak. There was no statistical difference between before and after speed data on any day of the week when there was no slow down. This study is valuable because it is unique in studying an advisory speed using VMSs and other ITS technology. This study recommends that further studies be conducted without a movable median barrier system, as was used in this construction project, to evaluate further about the effectiveness of VASSs. It is recommended that, if a VASS is considered, studies be done to see whether queues are expected to form at the work zone entrance, as VASSs will not be effective if queues do not form.

Made available in DSpace on 2017-07-21T20:31:54Z (GMT). No. of bitstreams: 1 CeliaHonorato.pdf: 1218289 bytes, checksum: b5bc4f3a8911a2a50d8a48fafdd57fef (MD5) Previous issue date: 2011-05-30 / This research presents the understanding of how occurs the articulation between academic and theoretical practice formation and pedagogical practice together with the living of the discipline of Advised Trainee in Physical Education the schools into two College Graduation Institutions‟: one of public nature and the other of private nature. The research objectives were: a) investigate the possibility of come close with the academic knowledge to the pedagogical practice in the school by means of the living proposed by the discipline of Advised Trainee; b) revel the elements that focus on/out the academic formation from the pedagogical practice; c) support a list of items to build a critical reflection that corroborates to the improvement in order to grab the theory and practice, specially, in the curricular proposal which advise the graduation of pre service Physical Education teachers.The theoretical support to this work was built beyond the studies conducted by: Critical Curricular theories (SACRISTÁN, 2000; APLLE, 2002; 2005; GIROUX, 2005) and the College and its space of interlocution with different universes in which it is build (VEIGA, 2004, 2010; SANTOS 2005; CHAUÍ, 2001; PIMENTA; ANASTASIOU, 2002); the discipline of Advised Trainee as a space of interlocution between the theory and the practice (CANDAU, 1987; PIMENTA, 1997; SOUZA JUNIOR 2005; BORGES, 2010) the professional formation in Physical Education (FARIA JUNIOR, 1987, 1992; TAFFAREL, 1993; SANTOS JUNIOR, 2005). It was considered the curricular composition by means of legal Act related to Physical Education. The methodological option was constructed by means of qualitative research (LUDKE; ANDRÉ, 1986; THOMAS; NELSON; SILVERMAN, 2007; GIL, 2009). The planning was done covering a case study, more specifically a multi case (YIN, 2005). The research participants were four College Professors, whose were responsible for the Advised Trainee discipline, as well as, forty nine pre service teachers attending classes in the Course of Physical Education Graduation. The chosen research instruments were: documental analysis of Pedagogical Projects´ Course (PPC); direct enterview to the professors and in service teachers; questionnaires with open questions to the service teachers. The option related to the data analysis and discussion was based on the subject (BARDIN, 1977). The methodological strategy chosen to corroborate with the subject analysis was to cross out the data. The results discussion shed lights on Critical theory Curriculum. From the perspective of dialog about Physical Education Teachers´ Formation by means of the discipline of two colleges Advised Trainee, it was noticed that the conception of Curriculum is yet, a pattern that had an attempt to overcame in the decade of 1990 and triangular picture that had as intention to built, taking into account the three research instruments, It was not constructed , once that in the current process, it was reveled that it has a great amount of focus that go on and out the untidily about theory/practice of the discipline of Advised Trainee going on the concept of the Curriculum, in the statements concerned with Graduation Institutions, in the superficial comprehensions of the Professors` staff related to the elaboration of Pedagogical Project Course and in the Professors` Identity of the Formational Institution and the pre service teacher in the school. / Esta pesquisa apresenta o entendimento de como se dá a articulação entre formação teórica acadêmica e a prática pedagógica junto às vivências da disciplina de Estágio Supervisionado na escola em duas Instituições de Ensino Superior: uma de natureza pública e outra de natureza privada. Os objetivos da pesquisa foram: a) investigar a possibilidade de articulação dos saberes acadêmicos à prática pedagógica na escola por meio das vivências proporcionadas pela disciplina Estágio Supervisionado; b) desvelar os elementos que aproximam/distanciam a formação acadêmica da prática pedagógica; c) elencar subsídios para reflexões críticas que contribuam no sentido de avanço da unicidade teoria e prática na proposta curricular que norteia a formação dos futuros professores. A fundamentação teórica foi consubstanciada por estudos referentes: às teorias críticas de currículo (SACRISTÁN, 2000; APLLE, 2002; 2005; GIROUX, 2005) e à universidade e seu espaço de interlocução com os diferentes universos em que está constituída (VEIGA, 2004, 2010; SANTOS 2005; CHAUÍ, 2001; PIMENTA; ANASTASIOU, 2002); à disciplina Estágio Supervisionado como espaço de interlocução entre teoria e prática (CANDAU, 1987; PIMENTA, 1997; SOUZA JUNIOR 2005; BORGES, 2010) e à formação profissional em Educação Física (FARIA JUNIOR, 1987, 1992; TAFFAREL, 1993; SANTOS JUNIOR, 2005). Considerou-se ainda a composição curricular por meio do ordenamento legal referente à Educação Física. A opção metodológica se deu por meio de uma abordagem qualitativa (LUDKE; ANDRÉ, 1986; THOMAS; NELSON; SILVERMAN, 2007; GIL, 2009). O delineamento foi feito por meio de um estudo de caso de tipo multicasos (YIN, 2005). Os sujeitos participantes da pesquisa foram quatro professores de Educação Física, responsáveis pela disciplina Estágio Supervisionado e quarenta e nove acadêmicos inseridos no curso de Licenciatura em Educação Física. Os instrumentos de pesquisa escolhidos foram: a análise documental do Projeto Pedagógico do Curso (PPC); entrevista do tipo direta para os professores de Educação Física; questionário com questões abertas para os acadêmicos. Para a análise e discussão dos dados optou-se pela análise de conteúdo (BARDIN, 1977). A estratégia metodológica escolhida para corroborar com a análise de conteúdo foi a triangulação dos dados. A discussão dos resultados foi realizada à luz das teorias críticas de currículo. A partir do diálogo sobre a formação do professor de Educação Física por meio da disciplina Estágio Supervisionado das duas Instituições, constatou-se que o conceito de currículo ainda se constitui no modelo que se pretendeu superar a partir da década de 1990 e a figura triangular que se pretendia formar, a partir dos três instrumentos de pesquisa, não se constituiu, uma vez que no decorrer do processo foram descortinados inúmeros vieses que distanciaram a unicidade teoria/prática na disciplina Estágio Supervisionado imbricados no conceito de currículo, nas demandas concernentes às Instituições de Ensino, na superficialidade da compreensão do corpo docente no que diz respeito à elaboração do projeto pedagógico do curso e na identidade docente do professor da Instituição formadora e identidade docente do futuro professor da escola.

The aim of the study was to carry out an investigation into the impact of donor-funded community empowerment projects on poverty alleviation. The data for this study were from the use of triangulation method of data collection which enhanced the assessment of the impact of donor funded community empowerment projects on poverty alleviation with specific focus on selected projects in the Chiredzi district of Zimbabwe. The findings of the study show the need for adoption of empowerment inclined practices by the local NGOs. There is need for community involvement in decision making, project ownership, and clear lines of communication with the NGOs, among others. However the findings also show the strength in linking project members with relevant institutions, and training, in order to ensure sustainability of community projects in ensuring community empowerment towards poverty eradication.

Thesis (D. Litt. et Phil. (Communication)) / This study is broadly conceived within the case study format, as is exemplified by the focus on the exploration of the orientations and operational contexts of a single media-support organisation, the Open Society Initiative for Southern Africa (OSISA). Within that research approach, the thesis examines the historical and ideological designs of OSISA, the rationale for its existence, and its interlocking linkages with international and Southern African-based media civil society organisations. The study argues that OSISA was formed in response to the evolving political situations in parts of Southern Africa in the mid-1990s, which include the collapse of apartheid in South Africa, and the crumbling of many authoritarian regimes on much of the rest of the sub-continent. With all these events taking place in a relatively short space of time, the initiators of OSISA saw a window of opportunity for supporting and influencing the political and social transformation processes, as well as spreading the ideology of social ‘openness’. As such, the thesis approaches OSISA as an institution that forms a part of the movement towards democracy or Westernisation. The study therefore documents and analyses the theoretical antecedents that contributed to the evolution of open society ideals, and their transplantation to Southern Africa. Thereafter, the study explores the nexus between OSISA and local civil society groups. This exploration is done from the theoretical assumption that no financial aid is given without strings attached. The study thus concludes that although locally based civil society organisations try to negotiate their operational spaces, in the final analysis, such groups are all embedded in (and expected to play a role within) the 9 modernisation project, of which OSISA is just one of many instruments in that grand global venture. Finally, the study proposes a few areas for additional investigations which could enhance our understanding of the global forces at work in Southern Africa. / Communication Science

Thesis (D. Litt. et Phil. (Communication)) / This study is broadly conceived within the case study format, as is exemplified by the focus on the exploration of the orientations and operational contexts of a single media-support organisation, the Open Society Initiative for Southern Africa (OSISA). Within that research approach, the thesis examines the historical and ideological designs of OSISA, the rationale for its existence, and its interlocking linkages with international and Southern African-based media civil society organisations. The study argues that OSISA was formed in response to the evolving political situations in parts of Southern Africa in the mid-1990s, which include the collapse of apartheid in South Africa, and the crumbling of many authoritarian regimes on much of the rest of the sub-continent. With all these events taking place in a relatively short space of time, the initiators of OSISA saw a window of opportunity for supporting and influencing the political and social transformation processes, as well as spreading the ideology of social ‘openness’. As such, the thesis approaches OSISA as an institution that forms a part of the movement towards democracy or Westernisation. The study therefore documents and analyses the theoretical antecedents that contributed to the evolution of open society ideals, and their transplantation to Southern Africa. Thereafter, the study explores the nexus between OSISA and local civil society groups. This exploration is done from the theoretical assumption that no financial aid is given without strings attached. The study thus concludes that although locally based civil society organisations try to negotiate their operational spaces, in the final analysis, such groups are all embedded in (and expected to play a role within) the 9 modernisation project, of which OSISA is just one of many instruments in that grand global venture. Finally, the study proposes a few areas for additional investigations which could enhance our understanding of the global forces at work in Southern Africa. / Communication Science