Studien syftar till att undersöka hur tunnplåt som material fungerar som armeringsmaterial för betongkonstruktioner inom byggindustrin. Undersökningen är en förstudie åt Lindab AB för att studera eventuella begränsningar som finns för tunnplåtsarmering och ifall det kan vara mer effektivtän traditionellt armeringsstål.Metoden som används för arbetet är av kvantitativt innehåll och den inhämtade informationen för arbetet är inhämtad från såväl experter inomområdet, vetenskapliga texter och mätbara tester. Resultatet som erhållsanalyseras med hjälp av sammanställningar och viktning mot redan befintliga produkter.Resultatet visar att betongkonstruktioners hållfasthet är beroende på armeringens volym och hur den är utformad. Hålade profiler är starkare ochmer fördelaktigara att använda än homogena profiler. Detta för att hålentillåter betongen att tränga genom och skapa en formbetingad funktion.Hålade profiler minimerar risken för betongen att kunna spricka horisontellt och på så sätt släppa från armeringen.

In a Smart School, the teacher is a co-participant in the learning process. Researchers have identified the importance of the social presence of teachers using blended teaching platforms. They emphasise that social presence is an important factor on how learners perceive their blended learning experience, and that lower interaction was often related with lower satisfaction from learners using the blended teaching platforms (Waugh & Su, 2016). It was therefore crucial for the research study to investigate the teachers’ voice. This was done to gain an insight to how they, as the end users in their facilitation role, experience a Smart School setting, and how their role influences the effectiveness of the learning process. Teachers’ experiences with a blended mode of delivery are interconnected complex processes. This study aimed to investigate and gain an understanding of how teachers experience blended teaching in Natural Sciences subject in a Smart School environment. In a Smart School, the teacher is a co-participant in the learning process. Researchers have identified the importance of the social presence of teachers using blended teaching platforms. They emphasise that social presence is an important factor on how learners perceive their blended learning experience, and that lower interaction was often related with lower satisfaction from learners using the blended teaching platforms (Waugh & Su, 2016). It was therefore crucial for the research study to investigate the teachers’ voice. This was done to gain an insight to how they, as the end users in their facilitation role, experience a Smart School setting, and how their role influences the effectiveness of the learning process. Teachers’ experiences with a blended mode of delivery are interconnected complex processes. This study aimed to investigate and gain an understanding of how teachers experience blended teaching in Natural Sciences subject in a Smart School environment. The challenges of blended teaching and learning identified included teachers' increased work load due to external challenges such as load shedding, inoperable devices, connectivity challenges, and of stolen smart equipment. These all impact teaching and learning. This research also focused on gaining an understanding of the teachers’ views on their support structures that included technical support, school management team support, and the Department of Education’s support. It was found that where teachers saw value in their support structures or where the response of these support structures was effective and prompt, they had better confidence levels in the utilisation of blended teaching tools. Teachers technophobia influenced the way the teachers used the tools, as well as their pedagogical inclusion of using smart equipment in their classrooms. There is undoubtedly extensive value in Smart Schools for teaching and learning, especially for learners to be able to cope in a technological society. However, few Smart Schools exist in South Africa, so a major expansion and re-addressing of technology in schools is needed. / Dissertation (MEd)--University of Pretoria, 2021. / Science, Mathematics and Technology Education / MEd / Restricted

The way in which you decide the price for electricity is on it’s way to change in Sweden and to decrease the amount you pay for electricity you can use something called Peak Shaving. Peak Shaving is a method to reduce the overall power kWh peaks that an average power consumer uses monthly in order to reduce the price of the electricity bill. Furthermore, Peak shaving can be a method to resolve the lack of power in bigger cities. This is done by installing battery packs which store power when the power consumption is low. When power peaks occur, the power in the battery pack is used to help the grid and lower the peaks in the amount of power bought. With this method, you can reduce the power peaks you draw from the grid which leads to a lower monthly fee for the consumers.  In this report we investigated if Peak Shaving was profitable, more specifically for farmers and households with already installed solar panels. A model was designed to determine whether or not it is beneficial for the farmer to install battery packs for Peak Shaving depending on the power peaks they had per month. Data was received from two different farmers in Sweden containing energy bought, sold, produced(solar) and consumed. When comparing this to the price of power peaks per month as well as the price of the battery packs needed to contain the power to Peak Shave, the conclusion was made that Peak Shaving is not profitable with the current prices for batteries and their lifespan. However the price is on it’s way down. This could lead to Peak Shaving becoming a solution to save money for the customer but also to reduce the stress on the grid when Sweden transitions to fully renewable power.

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