The design of two-dimensional signal constellations for the transmission of binary non-uniform memoryless sources over additive white Gaussian noise channels is investigated. The main application of this problem is the implementation of improved constellations where transmitted data is highly non-uniform. A simple algorithm, which optimizes a constellation by re-arranging its points in a pairwise fashion (i.e., two points are modified at a time, with all other points remaining fixed), is presented. In general, the optimized constellations depend on both the source statistics and the signal-to-noise ratio (SNR) in the channel. We show that constellations designed with source statistics considered can yield symbol error rate performance that is substantially better than rectangular quadrature amplitude modulation signal sets used with either Gray mapping or more recently developed maps. / Thesis (Master, Mathematics & Statistics) -- Queen's University, 2009-10-06 22:22:40.096

Un Barrage contre le Pacifique, L'Amant and L'Amant de la Chine du Nord, three books written by Marguerite Duras, can be distinguished from the rest of the author's literary production by their will to rewrite the author's love story with a Chinese man. In the first novel of this cycle, cinema occupies such an important place as a theme that it influences the characters' life. In the two other novels, it appears less as a theme than through cinematographical devices that transform the author's literary style. / This thesis attempts to explain in what way cinema influences the novelistic writing of Marguerite Duras. More specifically, this study exposes the three novels' generical, intertextual, thematical and semiotical characteristics in order to establish how they contribute to the creation of a particular writing style influenced by cinema.

Yeasts form an important part of many ecosystems and significantly contribute to biodiversity. However, yeast biodiversity in the North West Province remains largely unexplored. The aim of this study was to determine the diversity and characteristics of yeasts from water sources in the North West Province, South Africa. Samples were collected over a two year period and included three rivers, a spruit and an inland lake. Temperature, pH, and electrical conductivity (EC) were measured on site using a multi-probe. Nitrate (NO3-N), nitrite (NO2-N) and phosphate (PO42-) levels were determined in the laboratory using Hatch kits and equipment. The pH ranged from 7.2 to 9.2. Elevated EC levels (36-70 mS) were detected especially at the Harts River and Barberspan (38-165 mS) sites. Physico-chemical parameter levels were higher during the cold dry sampling period compared to the warm rainy sampling period. Levels and diversity of yeasts were determined using the membrane filtration method. The highest level of yeasts was detected in the Mooi River and Schoonspruit during 2010 and 2011 sampling periods. Pigmented and non-pigmented yeasts were enumerated from all samples. Over the two year period the highest number of pigmented yeasts was detected in the Schoonspruit samples. In some cases there were significant (P<0.05) differences between pigmented and non-pigmented yeast levels among the sites. The diazonium blue B (DBB) test was carried out to distinguish between ascomycetous and basidiomycetous yeasts. These isolates were then identified using the API ID 32C system. Yeasts isolates were identified as belonging to the following genera: Candida, Cryptococcus, Pichia, Rhodotorula and Zygosaccharomyces. In addition using 26S rRNA gene sequencing Aureobasidium spp., Clavispora spp., Cystofilobasidium spp., Hanseniaspora spp., Meyerozyma spp., Sporidiobolus spp., and Wickerhamomyces spp.were also identified. The diversity and abundance of yeasts in the water sources demonstrated that opportunistic pathogens were present. This was supported by results that indicated some isolates could grow at 37°C and higher. In conclusion, our results provide preliminary information on the distribution and diversity of yeasts in water sources of the North West Province, South Africa. / Thesis (MSc (Environmental Sciences))--North-West University, Potchefstroom Campus, 2013.

The purpose of this study is to determine if research on the concept “the fear of the Lord” can lead to a better understanding of the message of the Pentateuch in different times and contexts. The study begins with a discussion regarding the shortcomings of studies done on “the fear of the Lord” in both Old Testament theology and the Pentateuch research. These studies are often dated or deal insufficiently with the problem. The place and function of the concept “the fear of the Lord” in the Pentateuch has not yet been determined. In chapter two a discussion follows on “the fear of the Lord” in relation to education and the retelling of “history”. The concept “the fear of the Lord” is compared with historical developments in biblical interpretation. This section of the study comes to the conclusion that “the fear of the Lord” emphasises the meaning the Scripture has for the reader and does not necessarily present an objective/rational reading thereof. Chapter three discusses the developments in semantics. The different words that can be translated with “fear” are discussed according to their semantic domains. This chapter also discusses the possible development of the concept “the fear of the Lord” within the Old Testament. The idea of the fear of the gods in Middle Eastern texts is also considered. Chapter four is a discussion of the composition of the Pentateuch. The history of its research is discussed and conclusions are drawn with regard to the different sources in the Pentateuch. This chapter comes to the conclusion that “ the fear of the Lord” is present in the Elohist, J material, Deuteronomist source as well as the Holiness code, but is absent from the Priestly material. Chapter five is an exegetical study of texts that contain references to fear directed towards God. Words translated with “fear” are discussed according to their semantic domains. The exegetical study also involves a study of other terms or subjects in the Pentateuch which are used in close relation to “the fear of the Lord”. The study concludes that research based on the concept “the fear of the Lord” and its function in the Pentateuch in its final form as well as its different sources, does indeed lead to a better understanding of the message of the Pentateuch in different times and contexts. / PhD (Biblical Studies/Theology), North-West University, Vaal Triangle Campus, 2014

Yeasts form an important part of many ecosystems and significantly contribute to biodiversity. However, yeast biodiversity in the North West Province remains largely unexplored. The aim of this study was to determine the diversity and characteristics of yeasts from water sources in the North West Province, South Africa. Samples were collected over a two year period and included three rivers, a spruit and an inland lake. Temperature, pH, and electrical conductivity (EC) were measured on site using a multi-probe. Nitrate (NO3-N), nitrite (NO2-N) and phosphate (PO42-) levels were determined in the laboratory using Hatch kits and equipment. The pH ranged from 7.2 to 9.2. Elevated EC levels (36-70 mS) were detected especially at the Harts River and Barberspan (38-165 mS) sites. Physico-chemical parameter levels were higher during the cold dry sampling period compared to the warm rainy sampling period. Levels and diversity of yeasts were determined using the membrane filtration method. The highest level of yeasts was detected in the Mooi River and Schoonspruit during 2010 and 2011 sampling periods. Pigmented and non-pigmented yeasts were enumerated from all samples. Over the two year period the highest number of pigmented yeasts was detected in the Schoonspruit samples. In some cases there were significant (P<0.05) differences between pigmented and non-pigmented yeast levels among the sites. The diazonium blue B (DBB) test was carried out to distinguish between ascomycetous and basidiomycetous yeasts. These isolates were then identified using the API ID 32C system. Yeasts isolates were identified as belonging to the following genera: Candida, Cryptococcus, Pichia, Rhodotorula and Zygosaccharomyces. In addition using 26S rRNA gene sequencing Aureobasidium spp., Clavispora spp., Cystofilobasidium spp., Hanseniaspora spp., Meyerozyma spp., Sporidiobolus spp., and Wickerhamomyces spp.were also identified. The diversity and abundance of yeasts in the water sources demonstrated that opportunistic pathogens were present. This was supported by results that indicated some isolates could grow at 37°C and higher. In conclusion, our results provide preliminary information on the distribution and diversity of yeasts in water sources of the North West Province, South Africa. / Thesis (MSc (Environmental Sciences))--North-West University, Potchefstroom Campus, 2013.

No description available.

Includes abstract / Bibliography: leaves (8-1)-(8-10) / 1 v. (various pagings) : ill ; 30 cm. / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / Thesis (Ph.D.)--University of Adelaide, 1988

Writing from sources is a common academic task for L2 students in higher education. It is a task that requires the orchestration of numerous skills such as reading source texts, incorporating information from the source texts within the written text, and reading the rhetorical context to interpret the task. Being such a complex activity, it has received relatively little attention. Therefore, the aim of this study was to investigate the complexity of a writing-from-sources task within an L2 environment. Using an ethnographic design, I examined the writing of four Chinese (L1) students with varying levels of English (L2) proficiency completing an argumentative writing-from-sources essay task for a required writing class. The task spanned two and a half weeks and required the participants to cite five sources within a 1500-word essay. Over the course of writing, I interviewed each participant several times about their writing process, observed the participants during class, and collected all notes, drafts, and reading materials. The results revealed the complexity of the writing-from-sources task. Constructing a suitable cognitive representation of the task was one key to success and there were a number of personal and contextual factors that influenced the creation of the participants’ task representations, factors such as individual background experiences, the writing process, and information from and interactions with the teacher and other people within the writing context. These factors varied in the strength of their influence from the beginning to the end of the essay assignment, and I present a tentative theory of task representation to explain the points at which these influencing factors had the greatest impact within the writing process. Low L2 proficiency constrained the writing performance of some of the participants. This resulted in one participant avoiding elements of the writing task requirements in order to earn passing marks and two other participants producing plagiarized texts and receiving failing marks on the assignment. The two participants who plagiarized showed no ill intentions and, consequently, felt receiving zero marks for their writing efforts was unjust. / New Zealand Tertiary Education Commission

Writing from sources is a common academic task for L2 students in higher education. It is a task that requires the orchestration of numerous skills such as reading source texts, incorporating information from the source texts within the written text, and reading the rhetorical context to interpret the task. Being such a complex activity, it has received relatively little attention. Therefore, the aim of this study was to investigate the complexity of a writing-from-sources task within an L2 environment. Using an ethnographic design, I examined the writing of four Chinese (L1) students with varying levels of English (L2) proficiency completing an argumentative writing-from-sources essay task for a required writing class. The task spanned two and a half weeks and required the participants to cite five sources within a 1500-word essay. Over the course of writing, I interviewed each participant several times about their writing process, observed the participants during class, and collected all notes, drafts, and reading materials. The results revealed the complexity of the writing-from-sources task. Constructing a suitable cognitive representation of the task was one key to success and there were a number of personal and contextual factors that influenced the creation of the participants’ task representations, factors such as individual background experiences, the writing process, and information from and interactions with the teacher and other people within the writing context. These factors varied in the strength of their influence from the beginning to the end of the essay assignment, and I present a tentative theory of task representation to explain the points at which these influencing factors had the greatest impact within the writing process. Low L2 proficiency constrained the writing performance of some of the participants. This resulted in one participant avoiding elements of the writing task requirements in order to earn passing marks and two other participants producing plagiarized texts and receiving failing marks on the assignment. The two participants who plagiarized showed no ill intentions and, consequently, felt receiving zero marks for their writing efforts was unjust. / New Zealand Tertiary Education Commission

Writing from sources is a common academic task for L2 students in higher education. It is a task that requires the orchestration of numerous skills such as reading source texts, incorporating information from the source texts within the written text, and reading the rhetorical context to interpret the task. Being such a complex activity, it has received relatively little attention. Therefore, the aim of this study was to investigate the complexity of a writing-from-sources task within an L2 environment. Using an ethnographic design, I examined the writing of four Chinese (L1) students with varying levels of English (L2) proficiency completing an argumentative writing-from-sources essay task for a required writing class. The task spanned two and a half weeks and required the participants to cite five sources within a 1500-word essay. Over the course of writing, I interviewed each participant several times about their writing process, observed the participants during class, and collected all notes, drafts, and reading materials. The results revealed the complexity of the writing-from-sources task. Constructing a suitable cognitive representation of the task was one key to success and there were a number of personal and contextual factors that influenced the creation of the participants’ task representations, factors such as individual background experiences, the writing process, and information from and interactions with the teacher and other people within the writing context. These factors varied in the strength of their influence from the beginning to the end of the essay assignment, and I present a tentative theory of task representation to explain the points at which these influencing factors had the greatest impact within the writing process. Low L2 proficiency constrained the writing performance of some of the participants. This resulted in one participant avoiding elements of the writing task requirements in order to earn passing marks and two other participants producing plagiarized texts and receiving failing marks on the assignment. The two participants who plagiarized showed no ill intentions and, consequently, felt receiving zero marks for their writing efforts was unjust. / New Zealand Tertiary Education Commission