A large proportion of the pulp and paper industry product cost is for energy. Increases in the cost of energy have led to energy conservation and energy management in mills. Energy costs can be reduced by scheduling production in such a way that demand charges for purchased electrical power are avoided, and by loading boilers in an efficient manner. A production planning method is presented that reduces energy costs by appropriately scheduling the operation of production units. The schedules are optimized by a multi-pass, successive approximations, variation of dynamic programming. The optimization program is designed with pulp and paper mills as the target application, but it applies to other mills that can be modelled as a first order dynamic system of process units, interconnected by storage units. / Applied Science, Faculty of / Electrical and Computer Engineering, Department of / Graduate

M.Com. (Business Management) / Please refer to full text to view abstract

This study describes the development of an instrument which would permit educators to carry out more meaningful education goal selection surveys, or "needs assessments", than is presently done. The instrument, called the Reasons Selection Questionnaire (RSQ), enables educators to identify the reasons which people used to judge the worth of educational goals, and provides information needed to select defensible goals. The-study was undertaken in the educational setting of a unique post-primary schooling program, offered in Honiara, the capital of the Solomon Islands. The Reasons Selection Questionnaire was field tested using a stratified random sample of people in the community of Honiara, and all the students at the Solomon Island Teachers' College. The data obtained were interpreted to show that the RSQ successfully met appropriate validity criteria, was generally easily understood and completed by the people in the samples, and provided results which had high test-retest stability. Different analysis strategies, appropriate for the RSQ data, are explored in this study. In addition, suggestions are made for potential applications of, and for further research on the RSQ technique. / Education, Faculty of / Graduate

The accurate modeling of travelers' route choice decision making when faced with unreliable (risky) travel times is necessary for the assessment of policies aimed at improving travel time reliability. Two major objectives are studied in this thesis. The first objective is to evaluate the applicability of a process model to route choice under risk where the actual process of decision making is captured. Traditionally, we adopt "as-if" econometric models to predict people's route choice decisions. The second objective is to investigate travelers' capability to incorporate future real-time traffic information into their current route choice decision making. Two separate stated preference (SP) surveys were conducted for each objective. The first SP survey used an interactive map in a computer based test. The second SP survey used a full-scale high-fidelity driving simulator. Compared with econometric models, process models have been rarely investigated in travel decision making under risk. A process model aims to describe the actual de cision making procedure and could potentially provide a better explanation to route choice behavior. A process model, Priority Heuristic (PH), developed by Brand statter et al. (2006) is introduced to the travel choice context and its probabilistic version, Probabilistic Priority Heuristic (PPH), is developed and estimated in this study. With data collected from a stated preference (SP) survey which is based on an animated computer interface, one econometric model, Rank-Dependent Expected Utility (RDEU) model, and two other alternative models were compared with the PPH model in a cross validation test to investigate their data-fitting and predictive performance. Our results show that the PPH model outperforms the RDEU model in both data-fitting and predictive performance. This suggests that the process modeling paradigm could be a promising new area in travel behavior research. With the advance of information and telecommunication technology, real-time traffic information is increasingly more available to help travelers make informed route choice decisions when faced with unreliable travel times. A strategic route choice refers to a decision taking into account future diversion possibilities at downstream nodes based on real-time information not yet available at the time of decision-making. Based on the data collected from a driving simulator experiment and a matching PC based experiment, a mixed Logit model with two latent classes, strategic and non strategic route choice, is specified and estimated. The estimates of the latent class probabilities show that a significant portion of route choice decisions are strategic and subjects can learn to make more strategic route choice as they have more experience with the decision scenarios. Non-parametric tests additionally show that network complexity adversely affects travelers' strategic thinking ability in a driving simulator environment but not in a PC environment and a parallel driving task only affects strategic thinking ability in a difficult scenario but not a simple one. In addition, we find that people's strategic thinking ability are influenced by their gender and driving experience (mileage) in the non-parametric analysis, but not in the modeling work. These findings suggest that a realistic route choice model with real-time traffic information should consider both strategic and non-strategic behavior, which vary with the characteristics of both the network and the driver.

A Thesis submitted to the Faculty of Education in fulfilment or partial fulfilment of the requirements for the degree of DOCTOR of EDUCATION in the Department of Philosophy of Education at the University of Zululand, 1987. / The study on "The School Curriculum and its Relevance to Black Societal Pressures" is in the field of Philosophy of Education. Some educators may not see how relevant this study is to Philosophy of Education as they maintain that language analysis should be the primary role with which philosophy of education should be concerned. Their contention is that deliberate education should be more precise and scientific, and analysis offers one way for doing this. According to them many educational problems are largely language problems. If these can be solved then education problems may' then be solved. To this view JI Reid in Archambault (1972) replies that analysis is a legitimate part of philosophical analysis - a part only, and a culture wholly devoted to analysis would be decadent. He argues that if analysis loses the sense of the whole it ceases to be an intelligent analysis. This conviction is made clear in the assertion that:- "analysis without synthesis is blind, or at least pointless or -feckless." (p. 24) Philosophy of education should be understood as the use of philosophical instruments. the application of philosophical methods. to questions of education. as well as the relation to education of the relevant results of philosophical thinking. A philosophy of education will be a more worked out. systematic philosophical treatment of those aspects of educational theory that are susceptible to philosophical treatment. Philosophy of education is conceived of by Kneller (1972) as seeking to understand education in its entirety. interpreting it by means of concepts which shall guide choice of educational - ends and policies. Philosophy of education/ "education depends on formal philosophy to the extent that problems in education are of' a general philosophical character~i Criticism of educational Policies or suggestion of new ones cannot be gotten into prior to such general philosophical questions -as: 'the nature of the good life to which education should lead; the nature of man himself. because it is man who is being educated; . the nature of society. since education is a social endeavour; the nature of ultimate reality. that all knowledge seeks to, penetrate . Kneller (1972) maintains that. nothing contributes more to. continuous.• patient and careful reflection "than. the treatment of' an educational problem in its metaphysical dimensions. - Philosophers of education draw on established branches of philosophy and bring them together in ways that' 'are relevant to educational issues. In the same tone the importance of philosophy in determining curriculum trends and decisions-has. been expressed by Hopkins who is quoted by Doll~ (l982: p, 25) as maintaining that:" "There is rarely a moment in a school day when a teacher is not- confronted. with occasions . where philosophy is a vital part of action. An inventory of situations where philosophy was not used in curriculum and teaching would lead to a pile of chaff thrown out of educative experiences." This thesis is founded on Oakeshott’s concept of education as A specific human engagement. This notion is important because it should be recognized. that the neonate does not grow and develop by reacting to the environment like a biological organism, He must be welcomed. be led. 'be brought up. by an adult. and be initiated into the world to be helped to participate in it .. This adult t has a goal of which he is forever conscious. 'A human being is the sojourner in a world of meanings not things.' I t is .a. world of occurrences in some manner recognised. identified. 'understood and -responded to in terms of this understanding. It is a world of sentiments and beliefs. 'I t includes artifacts that 'are expressions which 'have meanings and require to be 'understood in order to be used and enjoyed. Laok of this_ understanding presupposes being a -stranger to the human condition. Human conduct subscribes to . procedures composed of rules and rule-like considerations. to which "human beings should" subscribe if there" is ~something they want to say or do. In Oakeshott's words (1972: p.18-19): "Being human is recognizing oneself to be related to others in virtue of participation in multiple understood relationships and.. in the enjoyment of understood historic languages of feelings. sentiments, imaginings. 'fancies desires. recognitions. moral ~and religious beliefs. intellectual and practical enterprises, customs. conventions, procedures-and . . practices, canons. maxims and principles of conduct. rules which denote obligations and offices which specify duties," Education •then is important for a human neonate because of his human condition that demands that he be. initiated. into an inheritance of human •achievements of understanding, conviction, belief. and attitude.This inheritance is composed of states > of .mind that may be entered into only in an education endeavor. To - be human. involves engaging in Activities, knowing and being aware of what one is doing and why. Initiation into this condition can only be in an engagement in which the child learns to understand.. Education is not a transfer 'of the wisdom of earlier '. generations to the ,child. ',nor "is' the .child to be Adept.. adept at mimicking current adult performances .. Education does ~not involve internalizing a whole gamut. of. ready-made ideas. images. sentiments. beliefs. anxieties, aspirations and .expectations of adults. It demands "acquiring the abilities of looking. listening. thinking, feeling, imagining. believing. understanding, deciding. choosing and wishing. The~ child should develop the ability of throwing. back upon the world his own version of a human: being-in-conduct, which is both a self disclosure and a self-enactment. Educational engagement between the adult and child . rests on the belief of the worth of what is to be conveyed to the child.• The only essential medium through which this spectrum. of knowledge can be transmitted to a child is the curriculum. Such a curriculum, if it must be-effective, should bear the background of a child. The adult must be an active interventionist in the 'education activity. He must explain, instruct as well as guide and stimulate the child positively. What children are taught is to be seen worthy by them. To foster' this, it must be of such a kind that it can by degrees be made their own. Instead of remaining an alien school matter. it must become deeply• formative of, children’s ways of thinking, feeling, and acting. To accomplish this objective the teacher must find the right balance between pressure and permissiveness, between. freedom and authority • between' self-expression and submission' to , disciplines. This help-enables the ,child to find the best in himself in terms of what society thinks to be the best in their culture.

This dissertation aims at motivating a redevelopment of the Wynberg Precinct which includes reconnecting the western and eastern fabric of the precinct which has been initially divided due to the installation of a train station. Wynberg is located in the southern suburb of Cape Town and is a highly active transport interchange which includes a train station and 3 taxis ranks with an estimated average daily density of 21,000 commuters. Subsequently, the high density of commuters transiting daily through the Wynberg precinct has consequently generated the opportunities for informal traders - street traders - to appropriate open spaces and street edges within the precinct to develop their micro enterprises. Associated together, the transport interchange, the street traders and commuters, had overtime shaped the character of the precinct and stimulate the public realm. This dissertation is also motivated by the current 'informal trading and mass commuting' phenomenon arising within the Wynberg precinct. The precinct is an arena for contest for spaces and spatial inclusivity between the street traders, commuters and taxis. The planning and configuration of the Wynberg precinct has predominantly been driven towards the integration of the train station and the taxis ranks but not much considerations have been placed on the integration of the street traders in the precinct. Consequently, as a result of such planning attitude, traders contest for space to trade, pedestrians contest for clear sidewalks while Taxis contest for clear streets without any obstructions. Furthermore, the dissertation also aims at reconnecting the commuter's routes between the transport facilities. There is a discontinuity in the commuter's routes from one transport facility to the other. Commuters are required to find alternative routes - using the street itself - to have access to their respective transport facilities since the street traders in the precinct occupies the sidewalks. Subsequently, using the street as a pedestrian route holds a further impact on the vehicular flow around the precinct.

Dating back to the late 1700's from the skirt of Devil's Peak down to what used to be the shoreline of Cape Town, this once walled off city has undergone plentiful re-inscriptions of the landscape till today. Remnants of the old French line fortifications remain along the slope of Trafalgar Park, disregarded and lost in the city 'scapes. The reading and re-tracing to pre-existing and existing layers of the precinct has been developed through blackout art methods of incisions and insertions to acknowledge the pre-existing and the existing in order to create a new narrative for this land without a landscape. In establishing the character of the narrative and the architecture thereof, the imagination of the space transcribed from archetypes - people - from the surrounds and what could be their ultimate feeling for what should be placed forms the landscape and how their individual expectations meet with others. The narrative is split twofold, the one is that the moments along the Bigger story is the park intervention - traces of the incision old fort wall - strung into the city block and the other is the pedestrian insertion armature which cuts through the site, providing for a short cut to the train station. The path aims to take the pedestrian through a series of spatial experiences through the site. These experiences are shaped by the tectonic expression. The architecture of the new is at constant dialogue with the existing, playing on a series of incisions and insertions. The cross pollination of the varying programme in the precinct facilitates this dynamic spatial experience through the link.

The following dissertation will attempt to establish an approach to dealing with the issue of waste contamination and water conservation in the natural and urban landscapes of the riverbed, its rivers' edges and its man-made peripheries. This research locates itself at the northern boundary of the city of Windhoek along a stretch of polluted riverbed in the Kilimanjaro Informal Settlement (KIS) where public environments are undefined, unhealthy and in many ways disconnected from the greater metropolitan areas. In the creation of an architectural approach 'urban acupuncture' will be explored in an attempt to create Architecture that has the potential to influence areas beyond its physical boundaries and which can re-establish and re-imagine the value of the river for its unseen influence in shaping the city as rapid urbanisation is taking place. In this section of the city, particular aspects of environmental degradation, water conservation and lack of basic infrastructure form a basis of inquiry to which an urban framework has been proposed. Drawing on theories of landscape urbanism, this urban framework acts to establish an alternative and more efficient infrastructural system which collects, stores, recycles and reuses wastewater for both drinking and irrigation purposes. Seen as the bi-product of this urban framework, the KIS Agricultural Learning Centre has been proposed which provides the necessary link between this infrastructural insertion and both the public and social constructs of the Kilimanjaro Informal Settlement.

South African cities have a complex social and physical post-Apartheid layering. The historical legacy, referring here specifically to the inadequate roll-out of public facilities in areas and uprooting as well as separating of communities, have resulted in under serviced environments that can lack social cohesion and often struggle with poverty. Public institutions play a catalytic role within a community. To this end, health care portrays the government in a legible 'provider' role and is, in some ways, an obvious way to make citizens feel valued in comparison with other public institutions. Health care institutions impact the community in a unique way due to the combination of specificity of service and the emotive way it is experienced by the individual. This dissertation aims to research, define (and ultimately) test a strategy that aims to stitch together the fissure between community and institutions, by rethinking the urban interface of generic primary health care facilities. This research is structured around themes of theory, policy, the continuum of care and physical environments; each in order to better understand what and how the 'gap' between health care institution and community is constructed. Programmatic and/or spatial ideas that inform the architectural design. This dissertation asserts that providing 'traditional' generic institutions sustains rather than improves the life of the community. The research suggests that existing health care facilities can be more effective as public spaces by introducing new programmes, disaggregating the formal interface, redefining and activating a new urban threshold and providing meaningful open space. The design ultimately aims to act as a new skin or threshold through which institutions relate to the community.

My interest this year was an architecture based on experience and how the architect rationalizes the complexities of the ineffable. With experience being such an intangible phenomena, whilst architecture is such an intransigent material, the process became about how to translate the one to the other through the process of drawing. By using Table Mountain as a site for exploration, the intangible experience of dwelling on the mountain was studied as an experience to be translated into architecture. This was explored through a process of cognitive and architectural drawings; ephemeral to tectonic details. The disser tation follows the process of landing on site, experiencing the space subconsciously through the intelligence of the body, and reflecting thereupon through cognitive drawing. The exploration follows the translation of these cognitive drawings into architectural drawings, in a way that returns to the experiential quality that which they originally depicted. Translating two-dimensional paper into three-dimensional imagined experience, which is embodied all the way through to the tectonic details. The process informs an architecture which allows the user 's mind to drift to the memory of the mountain, re-orientating themselves to their natural surroundings and enhancing their dwelling experience.