Unpaved roads comprise about 72 percent of the national and provincial road network in South Africa and substantially more of the total southern African road network. Significant costs are incurred annually by the authorities on the maintenance of these roads and enormous sums are associated with the cost of using these roads. Specifications for the use of materials for unpaved roads in southern Africa abound, the origin of most of these, however being rather obscure. It would appear that many of them have been transferred from other countries, mostly in the northern hemisphere. The geological materials used for construction in southern Africa, having been subjected to aeons of weathering and minimal major periods of recent glaciation, differ greatly from those in the northern hemisphere. One of the main objectives of this research was to investigate the performance of local geological materials used in wearing courses for unpaved roads and relate this to their geotechnical properties. This involved the sampling, testing and monitoring of 110 sections of unpaved road in the Transvaal and South West Africa over a period of more than three years. A large data base of gravel height, roughness, rut and corrugation measurements and the severity and extent of dustiness, stoniness, potholes, cracks, loose material, slipperiness and trafficability was compiled. The material and performance data were then used to develop performance related specifications and prediction models for roughness progression and gravel loss with the aim of providing improved unpaved roads and consequently reducing the road user and maintenance costs, in the national interest. Some of the savings will obviously be off-set to some extent by slightly increased materials location and construction costs. These costs are, however, shown to be minimal in comparison with the potential savings to the road user, the national economy and the generally improved quality of life of many road users in southern Africa. A good knowledge of the geotechnical properties of potential wearing course materials (which are significantly dependent on the geological origin) is necessary to differentiate good gravels from poor ones. / Ongeplaveide paaie maak ongeveer 72 persent uit van die nasionale en provinsiale padnetwerk in Suid Afrika en heelwat meer van die totale padnetwerk van suidelike Afrika. Groot kostes word jaarliks aangegaan deur die owerhede vir die instandhouding van hierdie paaie, asook enorme kosts wat in verband gebring kan word met die gebruik van hierdie paaie. Materiaalspesifikasies vir ongeplaveide paaie in suidelike Afrika is volop. Die oorsprong van die meeste hiervan is egter twyfelagtig en dit wil voorkom of dit uit ander lande, hoofsaaklik in die noordelike halfrond, afkomstig is. Die geologiese materiale gebruik vir padkonstruksie in suidelike Afrika verskil grootliks van die in die noordelike halfrond. Dit was onderwerp aan eeue se verwering en minimale groot-skaalse onlangse glasiale werking verskil grootliks van die. Een van die hoof doelwitte van hierdie navorsing was om ondersoek in te stel na die werkverrigting van plaaslike geologiese materiale wat gebruik word vir die slytlaag van ongeplaveide paaie en om dit in verband te bring met hul Geotegniese eienskappe. Dit het behels monsterneming en toets van materiale, asook monitering van 110 seksies ongeplaveide pad in Transvaal en Suid-Wes Afrika oor 'n tydperk van drie jaar. 'n Groot databasis bestaande uit inligting oor metings van gruishoogte, ongelykheid, spoor en sinkplaat asook inligting van graad en omvang van stof, klipperigheid, slaggate, krake, los materiaal, glibberigheid en rybaarheid is saamgestel. Die materiaal- en werkverrigtingsdata is toe gebruik om werkverrigtingsverwante spesifikasies op te stel, asook om modelle daar te stel om verswakking in gelykheid, en gruisverlies te voorspel. Die doel is om beter ongeplaveide paaie te voorsien en gevolglik die padverbruikers- en onderhoudskoste in nasionale belang te verminder. 'n Gedeelte van die besparing sal onvermydelik deur effens duurder konatruksiekoste en moontlike langer vervoerafstande van materiaal gekanselleer word. Hiedie koste is egter minimaal in verhouding tot die potensiele besparing vir die padgebruiker, die nasionale ekonomie en die algemene verbetering in lewenskwaliteit van baie padgebruikers in suidelike Afrika. 'n Goeie kennis van die geotegniese eienskappe van potensiele slytlaagmateriale (wat grootliks afhanklik is van geologiese oorsprong) is noodsaaklik om te differensieer tussen goeie an swak gruise. / Thesis (PhD)--University of Pretoria, 1989. / Civil Engineering / Thesis (PhD)--University of Pretoria, 1989. / Unrestricted

Poster presentation from the Living the Future 8 Conference, April 23-24, 2012, University of Arizona Libraries, Tucson, AZ. / The cost and accessibility of textbooks and other required course materials has been an issue at both the local and national levels for a long time. Indicative of this is a new requirement in Arizona that universities provide students with a total cost of attendance for each course before they enroll. Universities must do more to improve students' access to required course materials and to reduce the overall cost of education. In the past, supplying students with required course texts was delegated to the bookstore in coordination with teaching faculty. Today, with emerging electronic options and business models, a more nuanced, multi-tiered, and campus-wide approach may be possible and necessary. This poster will detail the major issues and describe some potential solutions.

Digital technology has vastly increased the ability of individuals to copy, produce and distribute information, making the behavior of individuals a far more significant factor in the enforcement of copyright and fair use laws than in the past. This research investigates the resources used by university faculty and their knowledge of fair use regarding web-based course materials. Specifically, the research A) identifies prevailing trends in faculty use of resource materials in the development of web-based courses including digital images, text, video and sound; B) determines how faculty members have gained and applied their fair use knowledge; and C) interprets any differences based on demographic data. To obtain data for this study, the researcher designed, developed and posted online an IRB-approved survey instrument. In addition, the researcher used an online focus group within Blackboard to obtain qualitative data to assist in guiding interpretation of the quantitative results from the survey. Quantitative findings indicated that aside from the small percentage of faculty members who have had web design training or copyright training, very few are aware of this institution's specific copyright and fair use policies. Qualitatively, this study pointed to the themes of lack of training, a desire to comply, and urgency in designing online course materials in time for the start of a new semester as a major decision-making factor in whether to include/exclude copyrighted content. Despite these difficulties, most focus group participants reported they knew the appropriate person or department to ask for guidance, pointing to the role of deterrence theory in their decision-making.

Com base nos pressupostos teóricos da Análise do Discurso (AD) de linha francesa e na interface que estabelecemos com a Glotopolítica, este trabalho interroga características do discurso pedagógico (DP) sobre a língua espanhola (LE) na construção dos sentidos instalados na relação sujeito brasileiro/LE. Partindo da problematização sobre a recorrência da imagem de língua de cultura que circula e ganha força nos contextos de ensino-aprendizagem da LE, indagamos a forma como, no DP, essa imagem é construída e se torna dominante. Para tanto, nos valemos da análise de um corpus composto por atividades didáticas com canções - elaboradas por um grupo de professores atuantes em diversos níveis e âmbitos de ensino no Brasil e um questionário com comentários sobre a aplicação dessas atividades. Cotejamos os resultados obtidos com atividades de um site espanhol (que disponibiliza material didático para professores e aprendizes) e com livros didáticos brasileiros. Considerando as especificidades das condições de produção relativas a cada tipo de material que analisamos, detectamos relações interdiscursivas que confirmam que o trabalho de orientação de sentidos disparado pelo DP se dá na contradição entre: (1) uma abordagem da LE que acaba por \"coisificá-la\" pois tem como foco didático-pedagógico o plano gramatical da língua, como \"forma esvaziada de sentido\", e o plano lexical, que a coloca numa lógica unívoca \"palavra-objeto do mundo\" e (2) outra abordagem que, a partir de diferentes formas de remissões, enfatiza os processos sócio-historicamente localizados, com especial atenção à recorrência de temáticas ligadas às ditaduras militares da América Latina. Esta forma de trabalho se dá como predominante nos materiais produzidos no Brasil e nos leva a associar tal regularidade à construção da imagem de língua de cultura. Detectamos, assim, duas formações discursivas em colisão no interior do DP sobre a LE: uma globalizante e a outra particularizante. Associamos o jogo de forças que as coloca em funcionamento, por um lado, aos efeitos das ideologias linguísticas forjadas na medida em que a LE é imbuída de um valor de mercado, e por outro, entendemos que o confronto se dá pela forma como diferentes acontecimentos em torno da história da LE no Brasil atualizam relações de sentido. Mobilizamos a noção de memória na AD para discutir sobre o entrelaçamento dessas relações e apontar movimentos no espaço de enunciação em que sujeitos e línguas (co)habitam. Em nossas conclusões, indicamos o papel da universidade nesse jogo de forças e discutimos como a LE se configura como uma dimensão da linguagem em que o \"sujeito da resistência\" emerge, e apontamos, por fim, como a canção exerce uma função específica na convocação desse sujeito. / Based on theoretical assumptions of French Discourse Analysis and on the interface that we establish with Glotopolytics, this work questions features of the pedagogical discourse about the Spanish language in the building of meanings regarding the Brazilian subject. From the problematization of the recurrence of the image of cultural language that strengthens in the teaching-learning contexts of the Spanish language, we question the ways in which this image is built and becomes dominant. To that end, we rely on the analysis of a corpus of learning activities with songs - selected by a group of teachers acting in diverse teaching levels and scopes in Brazil - and a questionnaire containing comments on the application of such activities. We have compared the results with the activities form a Spanish website which offers teaching materials to instructors and learners of Spanish and with two Brazilian schoolbooks. Considering the specificities of the production conditions of different analysed materials, we have found interdiscursive relations which confirm that the meaning-making orientation triggered by the pedagogical discourse occurs in the contradiction between: (1) an approach which objectifies the Spanish language - having its pedagogical focus on the grammatical level of the language, as if emptied of meaning, and the lexical level, which gives a single logics of \"object-word in the world\" - and (2) another approach, which emphasizes the socio-historically located processes, with special attention to the recurrence of topics linked to military dictatorships in Latin America in the Brazilian materials. The latter is predominant in the materials produced in Brazil and leads us to associate this orientation with the building of the image of cultural language. We have thus detected two conflicting discursive modes in the pedagogical discourse of the Spanish language: one globalizing and the other particularizing. We associate the power play which put them in motion, on the one hand, to the effects of linguistic ideologies made as the Spanish language acquires market value, on the other, we understand that the confrontation occurs through the way different events in the history of Spanish language in Brazil modify the meaning relations. We mobilize the notion of memory in discourse analysis to argue the intertwining of these relations and point to movements in the enunciation space where subjects and languages (co)habit. In our conclusion, we indicate the role of the university in this power play and discuss how the Spanish language is laid out as a dimension of the language in which the \"subject of resistance\" emerges, and point at how songs plays a specific part in the summons of this subject.

Den här uppsatsen studerar läroböcker anpassade för gymnasieskolans grundkurser i samhällskunskap för att undersöka läroböckernas beskrivning av politiskt deltagande. Syftet är att undersöka om läroböckerna uppmuntrar till politiskt deltagande. Ytterligare syften är att undersöka om läroböckerna fokuserar på någon form av det politiska deltagandet samt om det finns någon skillnad mellan läroböckerna för de praktiska- respektive de teoretiska programmen. Utifrån tidigare forskning och teori skapades ett analysschema. Analysschemat innehåller fyra fält: parlamentariskt kollektivt politiskt deltagande, parlamentariskt individuellt politiskt deltagande, utomparlamentariskt kollektivt politiskt deltagande samt individuellt utomparlamentariskt deltagande. Med hjälp av de fyra fälten har en kvalitativ innehållsanalys genomförts. Läroböckerna, två för det praktiska programmet och två för det teoretiska programmet, har därefter analyserats var för sig och slutligen jämförts. Resultatet visar att läroböckerna i stor utsträckning uppmuntrar till politiskt deltagande. Ytterligare resultat visar att läroböckerna har ett kollektivt och parlamentariskt fokus på politiskt deltagande. Dessutom visade analysen att läroböckerna för de praktiska programmen presenterade en mer nyanserad bild av politiskt deltagande än vad läroböckerna på de teoretiska programmen gjorde. Dock var resultatet att samtliga läroböckerna presenterade en relativt ensidig bild av politiskt deltagande. / This paper is examining the textbooks adapted for the basic courses in social studies in Swedish upper secondary school, in order to examine the descriptions of political participation. The aim is to investigate if the textbooks encourage political participation. Additional aims are to investigate whether the textbooks focus on some form of political participation, and if there is any difference between the textbooks for the practical and the theoretical programs. Previous research and theory generated in an analytical model. The analytical model contains four fields: parliamentary collective political participation, parliamentary individual political participation, non-parliamentary collective political participation and individual non-parliamentary participation. Based on the four fields, a qualitative content-analysis has been conducted. The textbooks, two for the practical program and two for the theoretical program, have subsequently been analyzed separately and finally compared. The result shows that the textbooks largely encourage political participation. Further results show that the textbooks have a collective and parliamentary focus on political participation. Additionally, the analysis showed that the textbooks for the practical programs presented a more nuanced view of political participation than the textbooks on the theoretical programs did. However, the result was that all the textbooks presented a relatively narrow view on political participation.

Awards or grant programs are a common way for higher education institutions to incentivize the use of Open Educational Resources (OER) and other affordable course materials. This study evaluates the results of a two-year pilot OER awards program at East Tennessee State University. To assess the awards program, we used data from student savings and program costs, grades, drop-fail-withdrawal (DFW) rates, and survey results compiled within the COUP framework (Cost, Outcomes, Usage, and Perception). The initial monetary return on investment was moderately positive, while the grades and DFW rates remained steady. The faculty and students rated the open and affordable materials as well as the OER awards program favorably but expressed some issues with using and implementing open and affordable resources. Based on these results, we determined that the awards program was worth the costs and efforts but needed improvements specifically to address the faculty’s feedback around the lack of time to implement OER and the absence of OER for their courses.

Diese Arbeit stellt einen Prozess vor, der das Ziel hat, automatisch Kursmaterialen aus Wissen zu generieren und zu einem Kurs zusammenzusetzen. Dazu werden vier Phasen durchlaufen. Im ersten Prozess wird das Wissen gesammelt und strukturiert. Das gewünschte Material für einen Kurs wird in der zweiten Phase aus dem vorhanden Wissen generiert und in der dritten Phase zu einem Kurs zusammengesetzt. Die letzte Phase kann über die Zeit neuen Wissen erlangen und die Kursmaterialien aktualisieren. Dieser Prozess wird als Model-Driven Teaching (kurz MDTea) eingeführt. Bisher ist dieser Begriff nicht definiert wurden. Diese Arbeit erklärt die einzelnen Phasen von MDTea, zeigt verwandte Arbeiten zu dem Thema 'Generirung von Kursmaterialen/Kursen' und zeigt einen ersten Prototypen, welcher die zweite und dritte Phasen teilweise als 'Proof of concept' umsetzt.:1. Einleitung 1.1. Motivation 1.2. Forschungsfragen 2. Grundlagen 2.1. E-Learning und Lernplattformen 2.2. Model-Driven Development 2.3. Wissensgenerierung 3. Model-Driven Teaching 3.1. Architektur 3.2. Definierte Begriffe 3.3. Aggregation 3.3.1. Benötigte Materialien 3.3.2. Ablauf 3.3.3. Erzeugte Materialien 3.4. Generation 3.4.1. Benötigte Materialien 3.4.2. Ablauf 3.4.3. Materialgruppen 3.4.4. Erzeugte Materialien 3.5. Finalization 3.5.1. Benötigte Materialien 3.5.2. Ablauf 3.5.3. Erzeugte Materialien 3.6. Synchronization 3.6.1. Benötigte Materialien 3.6.2. Ablauf 3.6.3. Erzeugte Materialien 4. Verwandte Arbeiten 4.1. Phasen von MDTea 4.1.1. Arbeiten zu Aggregation 4.1.2. Arbeiten zur Generation 4.1.3. Arbeiten zur Finalization 4.1.4. Arbeiten zur Synchronization 4.2. Art der Umsetzung 4.2.1. Modell-getrieben 4.2.2. Modell-basiert 4.2.3. Anderer Ansatz 4.3. Weitere Konzepte aus der Literatur 4.4. Zusammenfassung 5. Design 5.1. Wissensmodell 5.1.1. Struktur 5.1.2. Elemente und Relationen 5.1.3. Quellen 5.2. Der Kursplan 5.2.1. Allgemeine Struktur 5.2.2. Metadaten 5.2.3. Inhalt 5.2.4. Struktur 5.3. Generator 5.4. Vorlagen 5.5. Synchronisationsinformationen 6. Implementierung 6.1. Das Wissensmodell 6.1.1. Datenhaltung 6.1.2. Wissensmodellgenerator 6.2. Der Kursplan 6.2.1. Datenhaltung 6.2.2. Der Lehrplangenerator 6.3. Das Tool - MDTea-Gen 6.3.1. Generation mit MDTea-Gen 6.3.2. Finalization mit MDTea-Gen 7. Auswertung 7.1. Testumgebung 7.1.1. Befüllung des Wissensmodell 7.1.2. Erstellung des Testkurses 7.2. Möglichkeiten und Limitationen des Prototypen 7.3. Möglichkeiten und Limitationen des generierten Kurses 7.4. Auswertung einer Fallstudie 7.4.1. Versuchsaufbau 7.4.2. Auswertung von Probanden 7.5. Zusammenfassung 8. Ausblick und Zusammenfassung 8.1. Beantwortung der Forschungsfragen 8.2. Ausblick 8.3. Zusammenfassung Literatur A. Bilder B. Listen 69 B.1. Antworten zu Frage 9 B.2. Antworten zu Frage 10 C. Weiters 71 C.1. Weitere Kommentare von P2 C.2. Fragebogen