Objective: To test the hypothesis that the incidence of animal bites increases at the time of a full moon. Design: Retrospective observational analysis. Setting: Accident and emergency department at a general hospital in an English city. Subjects: 1621 consecutive patients, irrespective of age and sex. Main outcome measures: Number of patients who attended an accident and emergency department during 1997 to 1999 after being bitten by an animal. The number of bites in each day was compared with the lunar phase in each month. Results: The incidence of animal bites rose significantly at the time of a full moon. With the period of the full moon as the reference period, the incidence rate ratio of the bites for all other periods of the lunar cycle was significantly lower (P <0.001). Conclusions: The full moon is associated with a significant increase in animal bites to humans.

Yes

Ship motions in a seaway have long been of great importance, and today with advanced hull forms and higher speeds they are as important as ever. While one can now often adequately predict heave, pitch, sway, yaw and even surge, roll motions are much more difficult. Roll is the one motion that is very dependent upon viscous effects of the fluid. Recently, at David Taylor Model Basin, there have been model experiments where the bilge keels were instrumented in order to directly measure their damping force upon the vessel. To build upon this work and to validate it when applied to full scale vessels, a trial using the Italian naval vessel Nave Bettica was performed. The objective of this thesis is to describe the experiment, present and analyze the results, and offer some conclusions based upon these results. The process of instrumenting the port bilge keel using strain gages and correlating their output to pressures and total forces is described. Selected results for different forward speeds are presented, with full results in the appendices. Particle image velocimetry (PIV) was also performed during the test and was used to measure the flow field in a three foot by three foot area under the aft end of the same bilge keel. Selected image series are presented, as is a methodology for using these images to calculate the center of pressure and the corresponding results. / Master of Science

The full cost of climate change is not accounted for in today’s financial reporting. Today’s sustainability reporting mainly consists of disclosures which do not affect any financial statement. If externalities were accounted for it would help stakeholders become aware of companies’ true sustainability. The purpose of this thesis is to identify and describe ways for companies to account for their climate impact, in general and by incorporating externalities into the financial statements. A qualitative method is used in the form of a descriptive case study with a Swedish perspective. The study is based on interviews with accountants and company representatives who work actively with sustainability reporting issues. The main finding of the study is that the best way to account for negative externalities is to use full cost accounting. However, it is difficult to use in practice since monetising externalities is difficult. The currently most used frameworks (the GRI guidelines and the GHG Protocol) account for externalities to some extent, but have no connection to financial reporting. An evolving framework within integrated reporting has the potential to increase the connection between the current disclosures in sustainability reports and financial reporting. So far the best solution to account for externalities is to separately account for taxes, fees and cap-and-trade since externalities are internalised in these costs. The effects of accounting for negative externalities will differ depending on the degree of climate impact the company has. It will also depend on how far down the value-chain emissions are accounted for. It will nevertheless be an incentive to reduce climate impact and act as a management tool. / Den fulla kostnaden av klimatförändringar redovisas inte i dagens finansiella redovisning. Dagens hållbarhetsredovisning består mestadels av upplysningar som inte påverkar några finansiella rapporter. Om externaliteter redovisades skulle det hjälpa intressenter att bli medvetna om företags verkliga hållbarhet. Syftet med uppsatsen är att identifiera och beskriva sätt för företag att redovisa sin klimatpåverkan. Både generellt och i de finansiella rapporterna. En kvalitativ metod används i form av en beskrivande fallstudie med svenskt perspektiv. Studien är baserad på intervjuer med redovisningskonsulter och företagsrepresentanter som arbetar aktivt med frågor som rör hållbarhetsredovisning. Den viktigaste slutsatsen av studien är att det bästa sättet att redovisa negativa externaliteter är att använda full cost accounting. Dock är det svårt att använda i praktiken eftersom det är svårt att monetärisera externaliteter. De för närvarande mest använda ramverken (GRIs riktlinjer och GHG Protocol) inkluderar till viss del externaliteter, men har ingen koppling till finansiella rapporter. Ett ramverk inom integrerad rapportering är under utveckling och det kan potentiellt öka kopplingen mellan upplysningarna i hållbarhetsredovisningar och finansiell rapportering. Den hittills bästa lösningen för att redovisa externaliteter är att separat redovisa miljöskatter, avgifter och handel med utsläppsrätter eftersom externaliteter internaliseras i dessa kostnader. Effekterna av att redovisa negativa externaliteter kommer att bero på företagets grad av klimatpåverkan. Det kommer också att bero på hur långt ner i värdekedjan utsläpp redovisas. Det kommer oavsett att bli ett incitament för att minska klimatpåverkan och fungera som ett verktyg för förvaltning och styrning av företaget.

Background: the concept of postponement primarily aims at reducing uncertainty, not to say eliminate it. It is achieved by postponing processes until the required information be- comes available. Although the concept of postponement is not new, its application and connection with e-commerce companies operating on the B2C sector has gained little at- tention. Postponement is presented as having four forms: the full postponement strategy, the logistics postponement strategy, the manufacturing postponement strategy and the full speculation strategy. Although every strategy presents pros and cons, some are more ade- quate given different circumstances. Purpose: the purpose of this study is to explore (1) which factors determine whether e- commerce companies use postponement, and (2) which determinants are responsible for their strategy selection. Method: a qualitative research approach was used, with a multiple-case study as the re- search design. The empirical data was collected through in-depth semi-structured inter- views with four respondents, from four different companies. Conclusion: the authors presented a revised version of the framework they used to con- duct this research. Some determinants, present in the original framework, were removed given the authors’ findings. However, eight of the remaining determinants were kept in the revised version of the framework. The ones concerned were: the volume, the product type, the product range, the value profile, the relative delivery time, the delivery frequency, the uncertainty of demand and the economies of scale. Furthermore, the authors’ findings sug- gested a new determinant should be added to the framework, namely the number of key suppliers. With the help of the framework e-commerce companies can now evaluate their products according to the framework and decide accordingly whether they should apply postponement, and if so, which strategy suits them the best.

Full Configuration Interaction Quantum Monte–Carlo (FCIQMC) al- lows for exact results to be obtained for the ground state of a system within a finite-basis approximation of the Schrödinger equation. Work- ing within imposed symmetry constraints permits dramatic reductions in the size and internal connectivity of the Hilbert space considered, with associated reductions in the computational cost involved, as well as permitting exclusion of the natural ground state to extract a se- ries of excited states of the system. As all converged solutions are ˆ eigenfunctions of the square of the total spin operator, S 2 , as well as the Hamiltonian and the projected spin, imposing spin-purity as an additional ‘symmetry’ is a natural extension. In this thesis, the use of various spin-pure spaces is compared to the previously used determinental spaces. Variations on the FCIQMC al- gorithm which work in non-orthogonal (and non-normalised) basis sets, and with the arbitrary discretisation of imaginary time removed, are considered along with the implications of the differences to the normal FCIQMC algorithm.

Submitted by NEIVA SOLANGE DA SILVA null (neiva_lee@hotmail.com) on 2016-03-22T14:17:40Z No. of bitstreams: 1 TRABALHO NEIVA_Versão Final_04.03.2016 - Cópia.pdf: 1388043 bytes, checksum: 58fa9ed9f590d68624989ea081fa806f (MD5) / Approved for entry into archive by Sandra Manzano de Almeida (smanzano@marilia.unesp.br) on 2016-03-22T19:14:52Z (GMT) No. of bitstreams: 1 silva_ns_me_prud.pdf: 1388043 bytes, checksum: 58fa9ed9f590d68624989ea081fa806f (MD5) / Made available in DSpace on 2016-03-22T19:14:52Z (GMT). No. of bitstreams: 1 silva_ns_me_prud.pdf: 1388043 bytes, checksum: 58fa9ed9f590d68624989ea081fa806f (MD5) Previous issue date: 2016-01-29 / Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) / Esta investigação foi desenvolvida no interior da linha de pesquisa “Formação dos profissionais da educação, políticas educativas e escola pública” do Programa de Pós-Graduação em Educação da Faculdade de Ciências e Tecnologia da Universidade Estadual Paulista (FCT/UNESP). Aborda a complexidade da formação docente e a sua articulação com a escola de tempo integral, defendendo a necessidade e a importância de investimentos na formação dos professores e gestores, ainda que estes não sejam o foco da proposta política. Visa refletir sobre a forma como a escola e seus atores traduzem a implementação e a formação do professor desta modalidade de escola, considerando-os como sujeitos dotados de conhecimentos, experiências, habilidades e possibilidades que os credenciam a integrar o debate na perspectiva de expandir oportunidades formativas a estes sujeitos com vistas a melhorar a qualidade do ensino público e da formação integral dos estudantes. Procurou responder à seguinte questão de pesquisa: Como a escola e seus atores “traduzem” a implementação e a formação de professores para o projeto de Escola de Tempo Integral? O estudo, de natureza qualitativa, utilizou a pesquisa bibliográfica (em bases de dados nacionais) e a documental (leis, resoluções, portarias, decretos, pareceres etc.), bem como o grupo dialogal como estratégia do trabalho para a coleta de dados empíricos. O trabalho de campo foi desenvolvido no município de Araçatuba, SP, envolvendo três escolas que implantaram o projeto de Educação Integral a partir do ano de 2007. Participaram da investigação um total de 26 profissionais, entre os quais gestores, professores e monitores de oficinas curriculares das respectivas instituições. Nesta etapa, os principais instrumentos de coleta de dados foram: questionário e o Grupo Dialogal. O tratamento dos dados obtidos ocorreu por meio da análise de conteúdo que é uma técnica com determinadas características metodológicas, a saber: objetividade, sistematização e inferência (FRANCO, 2008; RICHARDSON, 2010). Os resultados apontaram para uma tradução da realidade da educação integral no município ainda frágil, fundamentalmente ancorada na ampliação do tempo e na execução da proposta prescrita sem a compreensão (legal, teórica e prática da organização da unidade escolar no âmbito do sistema municipal de ensino) do significado desta, seguido da respectiva ressignificação para a realidade de cada contexto. Contudo, a despeito das dificuldades e dos desafios enfrentados, os atores da escola têm buscado êxito nas formas de operacionalização, algumas mais progressistas e outras ainda focadas no assistencialismo. Os resultados desta pesquisa confirmam o que a literatura já aponta sobre a formação de professores e a necessidade de investimento em seu desenvolvimento profissional como sujeito protagonista no processo de transformação no interior das escolas. Além disso, indica a necessidade de repensar a cultura da escola e seus agentes como oportunidade e possibilidade de trabalho coletivo para a reorganização, a partir dos desafios identificados, de uma escola de tempo integral em tempo integral que favoreça o desenvolvimento dos cidadãos abrangendo os aspectos cognitivo, emocional, social e valorativo, do acesso à informação e ao conhecimento e de consolidação dos princípios democráticos. / This investigation was developed within the research área of “Training ofneducation professionals, educational policies and public school” of the Post-Graduate Education, from tehe University of Science and Technology of the Estadual Paulista Universityb (FCT/UNESP). It addresses the complexity of teacher education and its relationship with the school full-time, defending the need and importance of investments in the training of teachers and administrators, thoug these are not the focus of the proposed policy. Aims to reflect on how the school and its actors translate the implementation and training of teachers of this school of contracts, considering them as subjects endowed with knowledge, experience, abilities and possibilities that accredit to join the debate from the perspective of expanding opportunities training to these subjects with a view to improving the quality of public education and integral formation of students. He sought to answer the following research question: How does the school and its actors translate the implementation and training of teachers to the Full Time School project? The qualitative study, used the literature (in national databases) and documentary (laws, resolutions, ordinances, decrees, opinions etc.) and the dialogical group as work strategy for the collection of empirical data. Fieldwork was developed in the county of Araçatuba, SP involving three schools that have implemented the Integral Education Project from the year 2007. Research was attended by a total of 26 professionals, including managers, teachers and monitors curriculum of workshops respective institutions. At this stage, the main data collection tools were: questionnaire and dialogical Group. The processing of data occurred through content analysis which is a technique with certain methodological characteristics namely: objectivity, systematization and inference (Franco, 2008; Richardson, 2010). The results pointed to a translation of the reality of comprehensive education in the still fragile county; fundamentally anchored in the expansion of time and performing the prescribed proposal without understanding (legal, theoretical and pratical of the school unit organization within the town school system) the significante of this, followed by its redefinition to the reality of each context. However, despite the difficulties and challenges faced, the school actors have sought success in the forms of operation, some more progressive and still others focused on welfare. The results confirm what the literature points already on the training of teachers and the need to invest in their professional development as the main actor in the transformation process within schools. Also, indicates the need to rethink the school culture and its agents as an opportunity of collective work for the reorganization, from the challenges identified in a school full-time to promote the development of citizens covering the cognitive, emotional aspects, social and evaluative. / FAPESP: 201414750-4

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The study aimed to explore full-service school teachers’ sense of self-efficacy in teaching within an inclusive education system. This study formed part of a follow up qualitative phase of an international collaborative research project between South Africa, Finland, China, Slovenia, Lithuania and England. The main purpose of this comparative project was to produce a knowledge base that sheds light on the nature of the development of inclusive education in different countries from a teacher’s perspective. The data from the first quantitative phase indicated that many South African teachers experience a lack of self-efficacy in the implementation of inclusive education. Inclusive education has brought many challenges for full-service school teachers. Classrooms now have a wider range of diverse learning needs and this impacts significantly on classroom practice. This situation often creates stress and can exacerbate feelings of inefficiency. When teachers acquire abilities, skills and professional expertise they often accept the responsibilities of inclusive education and subsequently become more confident about inclusion which in turn empowers them to be more effective in teaching. Adequate professional development and sufficient support can, therefore, help teachers to feel more equipped to address and consequently experience positive self-efficacy beliefs. Teachers with improved self-efficacy will, therefore, become more motivated to implement inclusive education successfully. Consequently, in this research teachers’ sense of self-efficacy within an inclusive education environment with specific reference to South African teachers was further explored. The purpose of my research was to explore factors that influence full-service school teachers’ sense of self-efficacy, enabling or disabling them to implement inclusive education successfully. Bandura’s social cognitive theory of self-efficacy as well as Bronfenbrenner’s bio-ecological framework formed the theoretical framework of this study. To achieve this purpose, a qualitative interpretive design was decided upon by employing a multiple case study (two full service schools) as strategy of inquiry. Twenty one teachers voluntarily participated in this research, eleven from the first school and ten from the second school. Data was collected through qualitative data generation methods which included focus group and individual interviews, collages and an open questionnaire. The findings from the literature review as well as the empirical data revealed that self-efficacy as a concept was best described and understood in relating low with high teacher self-efficacy. A teacher with a high sense of self-efficacy can be viewed as a person who exhibits and portrays certain traits and skills. It was evident that sufficient knowledge about what inclusive education entails, intra- and inter-personal skills, as well as values that take the best interest of the learner into consideration, are essential for teachers to experience a high sense of self-efficacy in an inclusive education environment. The findings also indicated that certain ecosystemic factors are currently enabling and disabling teachers’ sense of self-efficacy to implement inclusive education successfully. These factors were reflected in the specific needs of teachers to be more self-effective in an inclusive education system. This included more and effective continuous professional development opportunities (CPD) for professional and personal development; increased and improved support from the Department of Basic Education (DBE) (provincial and district) as well as the school and peers; improved collaboration with parents, NGO’s and HEI’s; a more flexible curriculum; and more acknowledgement for achievements from the school, parents and the DBE. These needs were addressed in recommendations for teachers themselves, the schools and the DBE in order to develop and enhance teachers’ sense of self-efficacy, within an inclusive full-service school. / PhD (Learner Support)--North-West University, Vaal Triangle Campus, 2015.

The study aimed to explore full-service school teachers’ sense of self-efficacy in teaching within an inclusive education system. This study formed part of a follow up qualitative phase of an international collaborative research project between South Africa, Finland, China, Slovenia, Lithuania and England. The main purpose of this comparative project was to produce a knowledge base that sheds light on the nature of the development of inclusive education in different countries from a teacher’s perspective. The data from the first quantitative phase indicated that many South African teachers experience a lack of self-efficacy in the implementation of inclusive education. Inclusive education has brought many challenges for full-service school teachers. Classrooms now have a wider range of diverse learning needs and this impacts significantly on classroom practice. This situation often creates stress and can exacerbate feelings of inefficiency. When teachers acquire abilities, skills and professional expertise they often accept the responsibilities of inclusive education and subsequently become more confident about inclusion which in turn empowers them to be more effective in teaching. Adequate professional development and sufficient support can, therefore, help teachers to feel more equipped to address and consequently experience positive self-efficacy beliefs. Teachers with improved self-efficacy will, therefore, become more motivated to implement inclusive education successfully. Consequently, in this research teachers’ sense of self-efficacy within an inclusive education environment with specific reference to South African teachers was further explored. The purpose of my research was to explore factors that influence full-service school teachers’ sense of self-efficacy, enabling or disabling them to implement inclusive education successfully. Bandura’s social cognitive theory of self-efficacy as well as Bronfenbrenner’s bio-ecological framework formed the theoretical framework of this study. To achieve this purpose, a qualitative interpretive design was decided upon by employing a multiple case study (two full service schools) as strategy of inquiry. Twenty one teachers voluntarily participated in this research, eleven from the first school and ten from the second school. Data was collected through qualitative data generation methods which included focus group and individual interviews, collages and an open questionnaire. The findings from the literature review as well as the empirical data revealed that self-efficacy as a concept was best described and understood in relating low with high teacher self-efficacy. A teacher with a high sense of self-efficacy can be viewed as a person who exhibits and portrays certain traits and skills. It was evident that sufficient knowledge about what inclusive education entails, intra- and inter-personal skills, as well as values that take the best interest of the learner into consideration, are essential for teachers to experience a high sense of self-efficacy in an inclusive education environment. The findings also indicated that certain ecosystemic factors are currently enabling and disabling teachers’ sense of self-efficacy to implement inclusive education successfully. These factors were reflected in the specific needs of teachers to be more self-effective in an inclusive education system. This included more and effective continuous professional development opportunities (CPD) for professional and personal development; increased and improved support from the Department of Basic Education (DBE) (provincial and district) as well as the school and peers; improved collaboration with parents, NGO’s and HEI’s; a more flexible curriculum; and more acknowledgement for achievements from the school, parents and the DBE. These needs were addressed in recommendations for teachers themselves, the schools and the DBE in order to develop and enhance teachers’ sense of self-efficacy, within an inclusive full-service school. / PhD (Learner Support)--North-West University, Vaal Triangle Campus, 2015.