The focus of this study is female migrants who moved from Zimbabwe to South Africa in the 1990s. The main purpose of the study is to explore the reasons for this move and the consequences of their migration. More specifically, the study has three objectives. The first objective is to examine the reasons why many women migrated from Zimbabwe to South Africa in the 1990s. The second objective is to establish ways in which the migration of Zimbabwean women has changed their lives. The third objective is to consider the impact that their migration has had on their families in Zimbabwe. Although rooted in the demographic tradition, this study uses qualitative methodology. A semi-structured in-depth method was used to interview twenty-one Black Zimbabwean women found in the Lindela repatriation camp and in the Limpopo province. The findings revealed that the economic and socio-political situation in Zimbabwe compelled women to use migration as a strategy to sustain their families. Some of the participants were actively engaged in the trading of knitted work, woodwork and other commodities in South Africa. Others were found in different occupations such as street vending, domestic services and other menial jobs. In their migration to South Africa, the Zimbabwean women redefined the stereotypes of women as inert, passive and dependent and showed the self-reliance, resourcefulness and assertiveness of women who opted to migrate. While education was perceived to be expensive, participants needed finances to educate their children. In addressing the conditions under which migration occurred, the findings showed that some participants moved on their own, and others moved as part of the family. Finally, participants had gained control over their economic, social and familial lives though they remained within the boundaries of their normative roles. / Dissertation (MA)--University of Pretoria, 2005. / Sociology / Unrestricted

The aim of this work is to design belt conveyor and front and rear hydraulic moved tailboard for large volume carrier body. The carrier body is constructed for silage with emptying time lower than one minute. This work also contains choice of concept of the proposed solutions, than their calculation and the design itself. The work is accompanied by drawings.

In the study, the thickness of wave moved-sediment layers was measured under regular wave conditions as well as the initial slope of sea bed with grain size of medium diameter 0.237mm and 0.128mm. The initial bottom slope ( tan£\) is 1/45, and nineteen wave conditions were studied. For each case, we analyzed the results after about 28800 waves were made. Sands are similar density and grain size but different colors. After wave action, the clear boundary between the two layers (two different colors) of sands will be mixed into gray color by wave-induced vortex.According to unmoved-layer(white) and gray-layer to get the total wave-moved sediment quantity. Finally, we get the relationship between the wave-moved sediment quantity per wave( q) and two parameters( £`b and £Kb ) which were established by Liao (2005, doctorate draft). The grain size does not affect £`b , and we get the q= 6.486*10^-5*£`b . The relationships between and ¡G 0.110mm gets q=5.103*10^-6£Kb , 0.128mm gets q=1.139*10^-5*£Kb, and 0.237mm gets q=1.933*10^-5*£Kb .

In the study, an innovative method is developed in 2-D wave flume tests to explore how much sand is set in motion by waves, and how wave-moved sediment is related to wave properties. Wave conditions on an initial sea bed slopes with grain size of about 0.1mm are varying during the experiments. Three initial bottom slopes of 1/30, 1/45, and 1/60 are analyzed in the study. The total number of waves acting is about 39,600 for each wave condition. The accumulated time of generated waves during the study is more than 1,280 hours; this is equivalent to about 2.45 million waves. The dark sands, along the observing window of the wave tank, of an initial sea bed are replaced by a slice column of white sands. The mixing caused by the waves moved dark and white sands together which generates a layer of grey sands that marks the interface of moved and unmoved white sands on the window. In some cases, three additional white sand columns are merged into the dark sand body perpendicular to the window to verify the uniformity of the moved layer in the wave crest direction. The quantity of the moved sediment is then computed and the wave-moved sediment by each wave is evaluated. Results show that the wave-moved sediment by each wave is linearly correlated to the wave breaking induced turbulent eddy viscosity, based on Prandtls mixing length model. The corresponding proportional coefficient reaches an asymptotic value as the number of acting waves is more than about 10,000. A Similar trend, but more diverse, is found when the wave-moved sediment is related to a movable parameter defined from the Shields number in which the Komars relation of bottom friction and slope is applied. However, the results indicate that the wave-moved sediment does not linearly correlate with the breaking wave power as proposed by most previous studies.

As páginas que seguem trazem uma reflexão sobre um trabalho que está sendo realizado na Escola Municipal de Ensino Fundamental Especial para Surdos Vitória, em Canoas. Movimento e espacialidade estão presentes no cotidiano de todos nós. Pensando nesta perspectiva a proposta em questão tenta articular à experiência do dia-a-dia um olhar mais elaborado, mediado pelas categorias geográficas e tendo como suporte a gramática espacial da Língua de Sinais. No momento em que se discute a inclusão como elemento facilitador para uma convivência melhor entre as diferenças, busca-se ampliar as discussões trazendo as questões práticas envolvendo alunos surdos e suas vivências diárias no contexto da cidade. As experiências contextualizadas em Ambiências Móveis, inspiradas nas idéias de Rego (2003), norteiam as etapas do processo de apropriação do espaço vivido presente em trânsito. / Then following pages show a paper’s meditation that is being realized at the Special Studies to Deaf Vitória Municipal School. The movimentns and spaciality are present every day in our lives. Thinking in this perspective thatn this proporse tries to articulate our own experiences. A different lok from the rest of the students, that is mediated by geographics categories, that’s having like basis structures the gramar sign’s linguage. At the moment that we are discussing about the inclusion like eased element to a better coexistence between the people and the differences it’s necessary to making the discus bigger bringing practical questions involving deaf students and their daily routine in the city’s context. The experiences in context in moved environments inspired in the Rego’s ideas (2003) the stages of process of appropriate the lived space presents in circulation.

As páginas que seguem trazem uma reflexão sobre um trabalho que está sendo realizado na Escola Municipal de Ensino Fundamental Especial para Surdos Vitória, em Canoas. Movimento e espacialidade estão presentes no cotidiano de todos nós. Pensando nesta perspectiva a proposta em questão tenta articular à experiência do dia-a-dia um olhar mais elaborado, mediado pelas categorias geográficas e tendo como suporte a gramática espacial da Língua de Sinais. No momento em que se discute a inclusão como elemento facilitador para uma convivência melhor entre as diferenças, busca-se ampliar as discussões trazendo as questões práticas envolvendo alunos surdos e suas vivências diárias no contexto da cidade. As experiências contextualizadas em Ambiências Móveis, inspiradas nas idéias de Rego (2003), norteiam as etapas do processo de apropriação do espaço vivido presente em trânsito. / Then following pages show a paper’s meditation that is being realized at the Special Studies to Deaf Vitória Municipal School. The movimentns and spaciality are present every day in our lives. Thinking in this perspective thatn this proporse tries to articulate our own experiences. A different lok from the rest of the students, that is mediated by geographics categories, that’s having like basis structures the gramar sign’s linguage. At the moment that we are discussing about the inclusion like eased element to a better coexistence between the people and the differences it’s necessary to making the discus bigger bringing practical questions involving deaf students and their daily routine in the city’s context. The experiences in context in moved environments inspired in the Rego’s ideas (2003) the stages of process of appropriate the lived space presents in circulation.

abstract: EMBRACE (Enhanced Moved By Reading to Accelerate Comprehension in English) is an IPad application that uses the Moved By Reading strategy to help improve the reading comprehension skills of bilingual (Spanish speaking) English Language Learners (ELLs). In EMBRACE, students read the text of a story and then move images corresponding to the text that they read. According to the embodied cognition theory, this grounds reading comprehension in physical experiences and thus is more engaging. In this thesis, I used the log data from 20 students in grades 2-5 to design a skill model for a student using EMBRACE. A skill model is the set of knowledge components that a student needs to master in order to comprehend the text in EMBRACE. A good skill model will improve understanding of the mistakes students make and thus aid in the design of useful feedback for the student.. In this context, the skill model consists of vocabulary and syntax associated with the steps that students performed. I mapped each step in EMBRACE to one or more skills (vocabulary and syntax) from the model. After every step, the skill level is updated in the model. Thus, if a student answered the previous step incorrectly, the corresponding skills are decremented and if the student answered the previous question correctly, the corresponding skills are incremented, through the Bayesian Knowledge Tracing algorithm. I then correlated the students’ predicted scores (computed from their skill levels) to their posttest scores. I evaluated the students’ predicted scores (computed from their skill levels) by comparing them to their posttest scores. The two sets of scores were not highly correlated, but the results gave insights into potential improvements that could be made to the system with respect to user interaction, posttest scores and modeling algorithm. / Dissertation/Thesis / Masters Thesis Computer Science 2016

As páginas que seguem trazem uma reflexão sobre um trabalho que está sendo realizado na Escola Municipal de Ensino Fundamental Especial para Surdos Vitória, em Canoas. Movimento e espacialidade estão presentes no cotidiano de todos nós. Pensando nesta perspectiva a proposta em questão tenta articular à experiência do dia-a-dia um olhar mais elaborado, mediado pelas categorias geográficas e tendo como suporte a gramática espacial da Língua de Sinais. No momento em que se discute a inclusão como elemento facilitador para uma convivência melhor entre as diferenças, busca-se ampliar as discussões trazendo as questões práticas envolvendo alunos surdos e suas vivências diárias no contexto da cidade. As experiências contextualizadas em Ambiências Móveis, inspiradas nas idéias de Rego (2003), norteiam as etapas do processo de apropriação do espaço vivido presente em trânsito. / Then following pages show a paper’s meditation that is being realized at the Special Studies to Deaf Vitória Municipal School. The movimentns and spaciality are present every day in our lives. Thinking in this perspective thatn this proporse tries to articulate our own experiences. A different lok from the rest of the students, that is mediated by geographics categories, that’s having like basis structures the gramar sign’s linguage. At the moment that we are discussing about the inclusion like eased element to a better coexistence between the people and the differences it’s necessary to making the discus bigger bringing practical questions involving deaf students and their daily routine in the city’s context. The experiences in context in moved environments inspired in the Rego’s ideas (2003) the stages of process of appropriate the lived space presents in circulation.

Moralisches und unmoralisches Verhalten kann mit starken Emotionen verbunden sein. Beispielsweise kann das Beobachten einer Ungerechtigkeit echte Empörung auslösen (d. h. third-party anger). Außergewöhnliche Hilfsbereitschaft dagegen kann zu Gefühlen des Bewegtseins und der Überwältigung führen (d. h. being moved). Am Beispiel dieser Emotionen beleuchtet die vorliegende Dissertation wie Moral und Emotionen zusammenhängen. Dafür wurde die Rolle von Konsequenzen und Normen für emotionale Reaktionen und damit verbundene Verhaltensweisen anhand von sechs empirischen Studien untersucht. Die Ergebnisse zeigen, dass Gefühle des Bewegtseins das positive Pendent zu Ärger darstellen. Während Ärger durch Normverletzungen ausgelöst wird (z. B. Ungerechtigkeit oder Respektlosigkeit), werden Gefühle des Bewegtseins durch das Beobachten positiver Normabweichungen ausgelöst (z. B. ungewöhnliche Hilfsbereitschaft oder außergewöhnliche Leistung). Diese emotionalen Episoden scheinen wesentlich für ein soziales Zusammenleben zu sein, da sie mit Bestrafungsentscheidungen, politischen Wahlentscheidungen und ehrenamtlicher Arbeit verbunden waren. Wie diese Emotionen ausgelöst werden konnte wesentlich besser erklärt werden, wenn bestehende Methoden zur Erfassung von Appraisals (d. h. subjektiven Bewertungen) erweitert wurden. Zusammengenommen zeigen diese Befunde auf, wie Appraisaltheorien auf moralische Emotionen angewendet werden können und tragen dazu bei, Verbindungen zwischen moralischen Grundsätzen und Emotionen zu identifizieren. Sie weisen außerdem auf praktische Implikationen hin, wie der Auslösung von Ärger durch Medien und der Rolle von Gefühlen des Bewegtseins in Überzeugungsprozessen. / Moral and immoral behavior can elicit strong emotions. For instance, people can get outraged when they witness unfair behavior (i.e., they experience third-party anger) and they can be intensely moved and overwhelmed by exceptional helpfulness (i.e., they experience feelings of being moved). Using these feelings of third-party anger and being moved as examples, this dissertation set out to clarify how morality and emotions are related. Specifically, the role of outcomes and norms for emotional reactions and behavioral consequences were investigated within six empirical studies. Results indicate that third-party anger and feelings of being moved are counterparts: whereas witnessing behavior that violates norms (e.g., unfairness or disrespect) elicits anger, witnessing behavior that surpasses norms (e.g., exceptional helpfulness or outstanding achievement) elicits feelings of being moved. These emotional episodes seem to be highly relevant for social life as they were associated with punishment decisions, voting intentions and voluntary work. Explaining the elicitation of these emotions was improved when expanding established appraisal assessment methods. Taken together, these findings provide a framework for applying appraisal research to moral emotions and contribute to identifying links between moral principles and emotions. In addition, they point to practical implications concerning anger-induction through the media and the role of being moved in persuasion processes.

The purpose of this qualitative study was to examine the perceived motivators contributing African American educators' decision to migrate from a suburban school district to an urban school district. The case study approach was used in an effort to capture the participants' voices and the motivators contributing to their decision to migrate to an urban school district after working as an educator in a suburban school district. The findings from this study will contribute to the existing body of literature by providing national policy makers, state policy makers, local school leaders and school district personnel information to create national, state, and local policy initiatives regarding African American educator personnel. The seven informants in this study were members of a large metropolitan area in the state of Texas and the suburban school districts bordering that metropolitan area. Since the enactment of the federal No Child Left Behind Act (2001), the achievement gap has been discussed and studied. However, few studies have investigated African American educator migration from suburban school districts to urban school districts and the strategies used by African American educators to close the achievement gap for African American students who attend those suburban schools left void of African American educators. The interpretational analysis process selected was based on Glaser and Strauss' constant comparative approach to analysis. The constant comparative data analysis generated five major themes of the motivators contributing to African American educator migration: (1) educators migrated to become social change agents, (2) educators migrated for growth opportunities, (3) educators migrated for financial increases, (4) educators migrated due to workplace relationships, and (5) educators migrated due to their perceptions and experiences in their suburban school district. My findings, based on the context of these seven African American educators, suggest that while the school district as an institution is not responsible or accountable for the African American educators migration, it can provide systems of support and initiatives for African America educators to assist them in overcoming the motivators inside of the school walls that contribute to their decision to leave.