Thesis--Cornell. / Vita. Bibliography: p. 427-448.

Thesis (doctoral)--Johannes Gutenberg-Universität, 2000. / Includes bibliographical references (p. 268-275).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1981. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 222-228).

Thesis (doctoral)--Universität, Köln, 2000. / Includes bibliographical references (p. 245-259).

Thesis (doctoral)--Johann Wolfgang Goethe-Universität zu Frankfurt am Main, 1980. / Includes bibliographical references (p. 369-380).

The presence of a hydrothermal system at Taal volcano is evident from the presence of a craterlake (Main Crater Lake, MCL), a caldera lake (Lake Taal) and several hot springs on the flanksof Taal volcano island and in the crater. Taal MCL, covering an area of 1.2 km², is acidic (pH= 3), warm (T = 30-33 °C) and its composition is dominated by Cl, Na and SO4. This thesisaims at understanding the geochemistry of Taal volcano’s hydrothermal system and the wayCO2 is transported through the hydrothermal system and MCL towards the atmosphere.The long-term geochemical evolution of MCL indicates that the hydrothermal system is madeof two reservoirs, one being volcanic and one geothermal in origin. The geothermal componentin Taal MCL has stayed rather constant since 1991, while the volcanic component hasdecreased.The low pH makes Taal volcano the perfect natural laboratory to study the behaviour of CO2,because there is no dissociation of CO2. A combined approach of total CO2 flux measurementsvia accumulation chamber and gaseous CO2 flux measurements via echo sounder shows thatmore than 90% of the total CO2 output of Taal volcano is due to the influx of dissolved CO2,migrating from the hydrothermal system to MCL via thermal springs under the lake surface.After verification of both horizontal and vertical homogeneity of dissolved CO2 concentrations,a continuous monitoring station was installed in 2013, measuring dissolved CO2 using aninfrared gas analyser protected by an ePTFE membrane, as well as several meteorological andenvironmental parameters. Several environmental and lacustrine processes influence CO2transport in MCL, including stratification, solar heating and rainfall.Taal volcano regularly goes through periods of unrest, characterised by seismic swarms,ground deformation and increased carbon dioxide flux. In 1991-1994, this was accompaniedby geochemical changes in MCL, including pH decrease and F, Si and Fe concentrationincrease. These changes can be attributed to an intrusion of magma to shallow levels less thanone kilometre deep. More recent unrests do not show these geochemical changes and are likelycaused by pressure changes in the hydrothermal system. The permanent monitoring stationrecorded hourly data on the 2015 unrest and showed that abnormally high CO2 concentrationswere recorded before the start of seismic or deformation activity, which makes continuous CO2monitoring a very valuable addition to current monitoring activities at Taal volcano. / La présence d’un système hydrothermal au volcan Taal se manifeste par la présence d’un lac de cratère (Main Crater Lake, MLC) ainsi qu’un lac de caldera (Lake Taal) et de multiples sources d’eau chaudes sur les flancs et dans le cratère. Le MCL, avec une surface de 1.2 km², est acide (pH = 3), chaud (T = 30-33 °C) et composé principalement de Cl, Na et SO4. Le but de cette thèse est de comprendre la géochimie du système hydrothermal du Taal et la manière dont le CO2 est transporté à travers de celui-ci ainsi qu’à travers le MCL vers l’atmosphère. L’évolution géochimique à long terme indique que le système hydrothermal est composé de deux réservoirs, un d’origine volcanique et un autre d’origine géothermale. Le composant géothermal est resté plutôt constant depuis 1991, tandis que le composant volcanique a diminué. Le pH plutôt bas fait que le volcan Taal est le laboratoire naturel parfait pour étudier le comportement du CO2, parce qu’il n’y a pas de dissociation de CO2. Une approche combinée du flux de CO2 total via chambre d’accumulation, et flux de CO2 gazeux via echo sondeur montre que plus que 90% du flux de CO2 total est dû au CO2 dissout, qui migre depuis le système hydrothermal au MCL via des sources thermales sous la surface du lac. Après vérification de l’homogénéité horizontale et verticale du CO2 dissout, une station de monitoring en continu a été installée en 2013. Cette station mesure le CO2 dissout à l’aide d’un analyseur de gaz infrarouge protégé par une membrane en ePTFE, ainsi que de multiples paramètres météorologiques et environnementaux. Le transport de CO2 dans le MCL est influencé par plusieurs processus environnementaux et lacustre, comprenant la stratification, l’échauffement solaire et la pluie. Le volcan Taal connait régulièrement des périodes de crises caractérisées par une activité sismique, par une déformation du sol et par un flux élevé du CO2. En 1991-1994, ceux-ci ont été accompagnés par des changements géochimiques du MCL, comprenant une diminution du pH et une augmentation de la concentration de F, Si et Fe. Ces changements peuvent être attribués à une intrusion superficielle de magma à moins d’un kilomètre de profondeur. Les crises plus récentes ne montrent pas ces changements en géochimie et sont probablement causés par des changements de pression dans le système hydrothermal. La station de monitoring en continu a enregistré des données toutes les heures pendant la crise en 2015 et a montré que des concentrations particulièrement élevées en CO2 dissout ont été enregistrées avant le début de l’activité sismique et de déformation. Ceci a montré que le monitoring en continu du CO2 est une addition très précieuse aux activités de monitoring du volcan Taal. / Doctorat en Sciences / info:eu-repo/semantics/nonPublished

Abstract in Afrikaans Onderwyseresse is dikwels onseker oor die wyse waarop hulle tweede of addisionele taal graad R-leerders behoort te onderrig. Gevolglik stel hulle dieselfde kommunikasie-eise en op dieselfde wyse aan tweede taal leerders as aan moedertaalleerders. `n Groot aantal Suid-Afrikaanse graad R-leerders se basiese interaktiewe taalvaardighede in Engels as onderrigtaal, is dikwels nie op peil aan die einde van graad R nie, omdat hulle nie Engels magtig is by toetrede tot graad R nie. Gevolglik kan hierdie leerders se kognitiewe akademiese taalvaardighede nie toereikend ontwikkel in Engels nie en beskik hulle nie aan die einde van graad R oor doeltreffende kommunikasievaardighede vir skool-gereedheid nie. Vir die doel van hierdie studie is daar spesifiek gefokus op graad R-onderwyseresse asook op leerders se kommunikasievaardighede vir skoolgereedheid. `n Transformerend-opeenvolgende ontwerp bestaande uit `n gemengde metodiek van kwalitatiewe en kwantitatiewe benaderings in drie fases is vir die uitvoer van die studie geselekteer. Fase een het bestaan uit `n literatuurstudie, vir fase twee is graad R-onderwyseresse as deelnemers geselekteer en by fase drie is data van fases een en twee met mekaar vergelyk. Data-insameling het deur middel van vraelyste, `n onderhoudskedule vir semi-gestruktureerde onderhoude, en `n skedule vir die fokusgroepbespreking geskied. `n Omvattende ontwikkelingsgebaseerde lys voorvereistes van kommunikasievaardighede (die lys), is in die literatuur vir spraak-taalpatologie geïdentifiseer asook kommunikasievaardighede wat deur die amptelike graad R-kurrikulum geïmpliseer word. Resultate van fase twee het getoon dat graad R-onderwyseresse nie al die kommunikasievaardighede van graad R-leerders in ooreenstemming met die lys vereis het nie. Volgens fase drie se bevindinge het die onderwyseresse meer kommunikasievaardighede van leerders verwag as wat deur die graad R-kurrikulum geïmpliseer word. Die kliniese waarde van die studie is geleë in die feit dat riglyne verskaf word vir interaksie tussen graad R-onderwysers en leerders vir die fasilitering van taalontwikkeling by die leerders. Die navorsingsbevindinge beaam vorige bevindinge dat graad R-onderwysers kan baat by addisionele opleiding oor spraak-taalontwikkeling en kommunikasievaardighede vir skoolgereedheid. Hierdie addisionele opleiding kan gesamentlik volgens die model van samewerkende dienslewering deur die onderwysers en die spraak-taalterapeut beplan word. Die navorsingsresultate kan aangewend word as uitgangspunt vir toekomstige navorsing oor die problematiek wat deur hierdie navorsing geïdentifiseer is. Op grond van die gevolgtrekkings is kliniese implikasies en aanbevelings vir toekomstige navorsing geïdentifiseer. Die data wat tydens die navorsing ingesamel is, word as betekenisvol beskou vir die ontwikkeling van `n aanvullende program vir onderwysers om jong kinders se taalontwikkeling te fasiliteer. / Dissertation (Master of Communication Pathology)--University of Pretoria, 2007. / Speech-Language Pathology and Audiology / unrestricted

There is a generally accepted reality among first and second language reading researchers and practitioners that learners who study in a second or foreign language are almost always at a disadvantage, particularly in the area of reading. In light of this learners who register for high school study each year in South Africa are very often under prepared for high school education and many of these learners also have low levels of reading ability. This has an adverse effect on their chances of academic success. In order to meet the reading needs of these learners, educators need to develop effective instructional means for teaching reading comprehension and reading strategy use. It is evident from the volume and quality of research published that the teaching of reading strategies enhances the learners' reading comprehension ability. The purpose of this study was to: • determine what reading strategies Grade 11 ESL learners use; • determine what reading strategies should be taught; • determine how and when reading strategies should be taught in the ESL classroom; • determine what the effect of an implemented reading strategy programme is on the reading comprehension of the Grade 11 ESL learners participating in this study; and • provide guidelines in terms of the composition (i.e. format, outcomes, content, teaching method 1 approach, etc.) of a reading strategy instruction programme. In this study a quasi-experimental pretest - posttest control group design was used. The participants in this study included a total of 60 Grade 11 ESL learners from a high school in the Eastern Cape. Two intact randomly selected classes participated in the study. Both males and females participated in the study and ranged in age from 18 - 22 years. The Reading Performance Test in English: Advanced Level (Roux, 1996) and a Reading Strategy Questionnaire based on the work of Oxford (1990), Pressley and Afflerbach (1995) and Pressley et al. (1995) was used in this study. A t-test was used to determine whether the mean scores of the experimental and control group differed statistically significantly from each other. Cohen's (1977) effect size d was used to determine whether the mean differences were practically significant. The results of the study can be summarized as follows: The results indicated that the learners who followed the reading strategy programme and received strategic reading instruction (experimental group) obtained both statistically and practically significantly higher marks on the reading comprehension test (posttest) than did the learners in the control group. The posttest results indicated that the learners in the experimental group used certain strategies statistically (p<0.05), as well as practically significantly (small to large effect size), more often than the learners in the control group. The reading instruction programme developed in this study focuses on five reading strategies, namely guessing the meaning of words from the context, making inferences, predicting what is to come in a text, identifying the main idea and summarising. The programme presents an overview of the guidelines for a reading strategy instruction programme. It outlines the purpose, target group, content and other aspects, instruction, classroom procedure and assessment concerning a meaningful reading strategy instruction programme. English Second Language teachers may find it worth their while to implement reading strategy training models of a similar nature in order to develop their learners' proficiency in reading comprehension and reading strategy use. / Thesis (Ph.D. (English))--North-West University, Potchefstroom Campus, 2007

第19回名古屋大学年代測定総合研究センターシンポジウム平成18(2006)年度報告<第2部> Proceedings of the 19th symposiumon on Chronological Studies at the Nagoya University Center for Chronological Research in 2006 日時:平成19 (2007)年1月15日(月)～17日(水) 会場:名古屋大学シンポジオン Date:January15th-17th, 2007 Venue:Nagoya Uhiversity Symposion Hall

There is a generally accepted reality among first and second language reading researchers and practitioners that learners who study in a second or foreign language are almost always at a disadvantage, particularly in the area of reading. In light of this learners who register for high school study each year in South Africa are very often under prepared for high school education and many of these learners also have low levels of reading ability. This has an adverse effect on their chances of academic success. In order to meet the reading needs of these learners, educators need to develop effective instructional means for teaching reading comprehension and reading strategy use. It is evident from the volume and quality of research published that the teaching of reading strategies enhances the learners' reading comprehension ability. The purpose of this study was to: • determine what reading strategies Grade 11 ESL learners use; • determine what reading strategies should be taught; • determine how and when reading strategies should be taught in the ESL classroom; • determine what the effect of an implemented reading strategy programme is on the reading comprehension of the Grade 11 ESL learners participating in this study; and • provide guidelines in terms of the composition (i.e. format, outcomes, content, teaching method 1 approach, etc.) of a reading strategy instruction programme. In this study a quasi-experimental pretest - posttest control group design was used. The participants in this study included a total of 60 Grade 11 ESL learners from a high school in the Eastern Cape. Two intact randomly selected classes participated in the study. Both males and females participated in the study and ranged in age from 18 - 22 years. The Reading Performance Test in English: Advanced Level (Roux, 1996) and a Reading Strategy Questionnaire based on the work of Oxford (1990), Pressley and Afflerbach (1995) and Pressley et al. (1995) was used in this study. A t-test was used to determine whether the mean scores of the experimental and control group differed statistically significantly from each other. Cohen's (1977) effect size d was used to determine whether the mean differences were practically significant. The results of the study can be summarized as follows: The results indicated that the learners who followed the reading strategy programme and received strategic reading instruction (experimental group) obtained both statistically and practically significantly higher marks on the reading comprehension test (posttest) than did the learners in the control group. The posttest results indicated that the learners in the experimental group used certain strategies statistically (p<0.05), as well as practically significantly (small to large effect size), more often than the learners in the control group. The reading instruction programme developed in this study focuses on five reading strategies, namely guessing the meaning of words from the context, making inferences, predicting what is to come in a text, identifying the main idea and summarising. The programme presents an overview of the guidelines for a reading strategy instruction programme. It outlines the purpose, target group, content and other aspects, instruction, classroom procedure and assessment concerning a meaningful reading strategy instruction programme. English Second Language teachers may find it worth their while to implement reading strategy training models of a similar nature in order to develop their learners' proficiency in reading comprehension and reading strategy use. / Thesis (Ph.D. (English))--North-West University, Potchefstroom Campus, 2007