The purpose of this research is to look for a legal basis which a parent whose child has been abducted can retrieve his child. The Hague Convention deals with the question of parents who abduct their own children and take them to foreign countries. Discusses to what extent the African Human Rights System can complement the mechanism provided by the Hague Convention. The significance of this study is that it captures a seemingly harmless act for what it truly is. / Thesis (LLM (Human Rights and Democratisation in Africa)) -- University of Pretoria, 2007. / Dissertation submitted to the Faculty of Law University of Pretoria, in partial fulfilment of the requirements for the degree Masters of Law (LLM in Human Rights and Democratisation in Africa). Prepared under the supervision of Associate Professor John-Jean Barya of the Faculty of Law, University of Makerere, Uganda. / http://www.chr.up.ac.za/ / Centre for Human Rights / LLM

The problem with which this investigation is concerned is that of discerning the traits of a group of pupils who have low levels of learning and developing for them a more appropriate "differentiated program" of instruction in language arts.

The problem of this study was to determine patterns of response of Texas schools in implementing the Texas Education Agency mandate to phase out below grade level courses. High schools were instructed to phase out these courses, using one of four options outlined by the Texas Education Agency. The study was conducted in two parts with both a telephone survey and a mail survey. The data collected from the telephone survey was used to construct and validate the mail survey instrument. The mail survey was sent to a stratified sample of Texas high schools based on school size, district wealth, and geographical location.

Electric power is becoming more and more important in the modern world. Since most electric power utilizations should be supplied by the power transmission and distribution system, the security of power system is paid more and more heed to nowadays. All over the world, there are some trends to introduce the deregulated power system into the power system operation, and to increase the stability of electric power supply. As a result, making accurate predictions for the power system operating conditions is an important task for the current power system research. The research mainly interests in checking if the operating conditions are acceptable after contingencies. Dynamic Security Assessment (DSA) is proposed and studied under such context. One tool to implement the DSA is to create the Stability Indices (SI) system. The SI system is used to indicate the operating conditions for the power system. This master thesis project aims to develop the appropriate Remedial Actions Scheme (RAS) by using the SI system. The RAS is used against different instabilities. Firstly, all indices of the SI system are summarized. The summarization is based on theoretical study on to-date DSA researches. The indices of the SI system are able to predict power system operating conditions. They are also able to release the stress of DSA computing, and to reduce misclassification and failed-alarm. The SI system is computed by quantities of state variables from the components of the power system. Secondly, the functionalities of different remedial actions are clarified. Then, those remedial actions are used to develop the RAS. The RAS is developed according to the evaluation by the SI system. Using the SI system, different remedial actions are tested and evaluated. The results of evaluation are used to develop and categorize different RASs against different instabilities. After that, the RASs are analyzed, and qualities of RASs are ranked by the SI. In this way, more suitable RAS against each type of instability is developed. The results show the process of analysis is both fast and accurate. All analysis and evaluations are implemented by simulation software of PSS TMNETOMAC. The thesis has been implemented between cooperation of Royal Institute of Technology (KTH) in Sweden and Energy Sector of Siemens AG in Germany.

Thesis (M. A. (English Studies)) -- University of Limpopo, 2020 / This study evaluated the application of the ‘process approach’ to writing in secondary schools in Limpopo Province; The initial plan was to involve two rural and two urban schools. However, the urban schools did not cooperate as initially promised when preparations were made. It is for this reason that the sample was made up of two rural and two peri-urban schools. The study investigated English writing as a basic language skill that second language learners needed to acquire, in a process writing context. Related literature was reviewed to develop knowledge in the area of writing as a process. An exploratory research design was employed and a qualitative approach was followed to mainly collect in-depth data in a Grade 12 English language classroom. The Grade 12 learners and their teachers were interviewed and observed in their writing classrooms. The process that learners followed when engaged in writing an assigned essay was scrutinized in line with what is required by Curriculum and Assessment Policy Statement (CAPS) in order to confirm the teachers’ responses and the observations made during writing lessons. Thematic analysis was used for the data emanating from interview responses, an observation checklist and the learners’ essay marking rubric. The study revealed that the method of teaching writing and the learners’ writings resembled the process approach. This implies that teachers and learners implement process writing even though the teachers do so to a varying degree due to overcrowded classrooms and a lack of resources experienced more in rural schools than in the peri-urban ones

In situ chemical oxidation (ISCO) using permanganate has been increasingly applied to deplete mass from dense nonaqueous-phase liquid (DNAPL) source zones. However, uncertainty in the performance of ISCO on DNAPL contaminants is partially attributable to a limited understanding of interactions between the oxidant, subsurface hydrology, and DNAPL mass transfer, resulting in failure to optimize ISCO applications. To investigate these interactions, a factorial design experiment was conducted using one-dimensional flow through tube reactors to determine how groundwater velocity, permanganate concentration, and DNAPL type affected DNAPL mass depletion rates. DNAPL mass depletion rates were found to increase with increasing groundwater velocity, or increasing oxidant concentration. An interaction occurred between the two factors, where high oxidant concentrations had little impact on mass depletion rates at high velocities. High oxidant concentration systems experienced gas generation. Mass depletion rates were fastest at high velocities, but required additional oxidant mass and pore volume addition to achieve complete mass depletion. Lower-velocity systems were more efficient with respect to oxidant mass and pore volume requirements, but mass depletion rates were reduced.

This paper describes laboratory studies conducted to evaluate the impact of varying environmental conditions (dense non-aqueous phase liquid (DNAPL) type and mass, and properties of the subsurface porous media) and design features (oxidant type and load) on the effectiveness and efficiency of in situ chemical oxidation (ISCO) for destruction of DNAPL contaminants. Porous media in 160 mL zero-headspace reactors were employed to examine the destruction of trichloroethylene and perchloroethylene by the oxidants potassium permanganate and catalyzed hydrogen peroxide. Measures of oxidation effectiveness and efficiency include (1) media demand (mg-oxidant/kg-porous media), (2) oxidant demand (mol-oxidant/mol-DNAPL), (3) reaction rate constants for oxidant and DNAPL depletion (min-1), (4) the percent (%) DNAPL destroyed, and (5) the relative treatment efficiency, i.e., the rate of oxidant depletion versus rate of DNAPL destruction. While an obvious goal of ISCO for DNAPL treatment is high effectiveness (i.e., extensive contaminant destruction), it is also important to focus on oxidation efficiency, or to what extent the oxidant is utilized for contaminant destruction instead of competing side reactions, for improved cost effectiveness and/or treatment times. Results indicate that DNAPL contaminants can be treated both effectively and efficiently under many environmental and design conditions. In some cases, DNAPL treatment was more effective and efficient than dissolved/sorbed phase treatment. In these experiments, permanganate was a more effective oxidant, however catalyzed hydrogen peroxide treated contaminants more efficiently (e.g., less oxidant required per mass contaminant treated). Results also indicate that oxidation treatment goals can be dictated by environmental conditions, and that specific treatment goals can dictate remediation design parameters (e.g., faster contaminant destruction was realized in catalyzed hydrogen peroxide systems, whereas greater contaminant destruction occurred in permanganate systems). Journal of Environmental Engineering

Roughly 60% of first-year community college students attending a community college in Idaho need to take remedial courses. Such a high percentage of first-year community college students in remedial courses indicates that students are not being properly prepared for collegiate studies. The purpose of this study was to understand college readiness through the perception of first-year community college students who were taking remedial courses. The framework for this study builds on Conley's multidimensional model of college readiness. Data from 10 semi structured interviews conducted with community college students taking remedial courses provided information about the opinions and ideas about college readiness, in addition to evaluations regarding what was missing in their K-12 education to prepare them for collegiate studies. Through open-ended data coding, interrelated themes were analyzed, and the interpreted meaning was shared through a qualitative narrative. The findings from this study suggest that college readiness is more than academic knowledge and understanding. The K-12 education system shall help students to focus on specific skills such as time management and note taking and to seek out their passions and goals. The findings also suggest that the K-12 education system within the United States needs to be restructured to incorporate a system that encourages and supports student success through more individualized learning that places focus on student passions. When students are given the opportunity to seek after their passions, they gain more interest and motivation to learn and build a strong sense of self-efficacy.

Problem This study was concerned with the effectiveness of two different programs for teaching remedial mathematics to community college students. An individualized instruction program, making use of independent study and the small group setting, was compared with the traditional lecture-textbook instruction program to determine if there existed significant differences in (a) the rate of attrition, and (b) mathematics performance. A secondary objective was to determine if significant differences existed between students enrolled in remedial mathematics classes at 9 AM and those enrolled at 12 Noon. Method The target population consisted of all students in fourteen community colleges in the Los Angeles area. The sample consisted of all students enrolled in the 9 AM and 12 Noon elementary algebra classes at Rio Hondo College during the fall semester, 1972. One experimental group and one control group were randomly formed from all the students enrolled at 9 AM. The same procedure was used at 12 Noon. The posttest-only control group design was utilized in the study. A chisquare test was used to determine if frequency of dropout is associated with being in the control or experimental groups. Mean scores on a mathematics posttest of achievement were analyzed by two -way analysis of covariance to determine if mathematics performance is associated with being in the control or experimental groups, and if mathematics performance is associated with being in the 9 AM or 12 Noon classes. Results According to the study, there appeared to be no significant differences, at the .05 level, in either the rate of attrition or mathematics performance of community college students taught remedial mathematics under an individualized instruction program as compared with those students taught under the traditional lecture-textbook instruction program. Also, there appeared to be no significant difference, at the .05 level, in the mathematics performance of community college students enrolled in 9 AM remedial mathematics classes compared to students enrolled in 12 Noon remedial mathematics classes. Conclusions As a result of the findings of this study, the following conclusions were drawn. Community college remedial mathematics classes using an individualized instruction program as described in this study did not have significantly fewer dropouts than those classes using the traditional lecture-textbook approach. Community college students enrolled in remedial mathematics courses taught under an individualized instruction program as described in this study did not receive significantly higher scores on a mathematics posttest of achievement than those students taught under the traditional lecture-textbook instruction program. There was no significant difference in mathematics performance of community college students enrolled in remedial mathematics courses taught at 9 AM and those taught at 12 Noon. The study, even though the results did not show significant differences at the .05 level, proved to be very helpful in planning for further mathematics classes at the community college.

Evaluating a Daily 90-Minute, Remedial Reading Intervention for Influence on Students’ Reading Achievement. Loretta Faith Harris, 2011: Applied Dissertation, Nova Southeastern University, Abraham S. Fischler School of Education. ERIC Descriptors: Achievement Level, High School, Reading Fluency, Remedial Reading, Criterion Referenced Tests. The goal of NCLB educational reform was to bring all students to a level of academic proficiency by 2014-2015. Tenth-grade students are expected to show success in meeting the state standards by achieving a passing score of 1926 DSS on the reading section of the criterion-referenced test. Level 1 students demonstrating need in the areas of decoding or fluency are required to have an extended block of reading intervention with the same teacher for the entire 90-minute period of instruction. The research examined the effects of such extended time on Level 1 tenth-grade students’ reading-achievement levels as indicated by the state-mandated criterion-referenced test scores and oral reading fluency. The study revealed a daily 90-minute high school remedial reading program influenced Level 1 tenth-grade students’ fluency scores as measured by oral-reading fluency probes. On the other hand, a daily 90-minute high school remedial reading program did not adequately prepare students to demonstrate success in terms of state standards as measured by the state criterion-referenced test. A recommended change to the current reading program included the use of grade-level texts with increasing levels of complexity during whole-group and small-group instructions. Exposure to grade-level texts heightens students’ comprehension proficiency, essential for the increasingly complex texts encountered on the state-mandated criterion-referenced test. Overall, the results of the 90-minute high school remedial reading program confirmed the sustainability of the program.