Dissertations / Theses: 'Additional support'

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Herd, Elizabeth. "Supporting pupils with additional support needs in mainstream settings : the views of pupils." Thesis, University of Edinburgh, 2010. http://hdl.handle.net/1842/5497.

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This thesis is the study of experiences of a group of mainstream secondary pupils identified as having additional support needs within the terms of the Education (Additional Support For Learning ) (Scotland) Act (2004). This means that they have been categorised as having entitlements to whatever support they require to ensure that they can attain good educational outcomes. Prior to the 2004 legislation, practices were based on categorisation of such pupils into separate, often segregated, provision which reflected assumptions about their restricted potential. The 2004 legislation is part of a policy agenda concerned with social justice and equity of educational provision for all pupils. It requires that all barriers to learning are removed for each individual pupil. Such a policy shift, and the move towards an inclusive person-centred approach, seem consistent with Scottish education as it is widely regarded, that is, with a strong tradition of, and a commitment to, egalitarianism. However, there is research which also suggests that Scottish education has been, and continues to be, meritocratic and with a strong focus on academic attainment, and that the belief in the tradition of egalitarianism, which is now regarded as a myth, can still influence perception and policy. It has also been argued that the neo-liberal reforms of the public services since the 1980s have narrowed teachers‟ work, led to a focus on its measurable aspects and led to less time being available for other areas of work, including supporting non-academic learning and attainment. In this thesis I discuss how the influence of the „myth‟, a tradition of meritocracy, and a performativity focus on attainment, shape teachers understandings and practices as they are required to reconcile them with a concurrent policy agenda which has a focus on social inclusion and equity of educational opportunity. To enable the voices of pupils and their teachers to be heard, I use semi-structured interviews and an interpretivist approach to study the experiences and attitudes of 8 teachers and 17 pupils in 2 comprehensive schools in a Scottish local authority. Through doing this I identify factors which might prevent teachers from developing inclusive approaches and support for learning practices which are helpful and acceptable to pupils. I also consider any apparent tensions between a person-centred inclusive policy agenda and a tradition of meritocracy. I found that pupils were generally positive about their experience of learning and identified practices they thought would be both helpful and acceptable to them: peer working; teachers mediating learning through discussion/questioning; work which was interesting to them and/or relevant to life beyond school. There was also a degree of consensus that difficulties associated with the reading/writing tasks they were required to do could be barriers to fully accessing the curriculum. The study also found that the teachers interviewed showed a commitment to provide support to pupils with additional support needs and that they provided a range of in-class arrangements to achieve this. However, they seemed also to be influenced by academic traditions/assumptions and felt that what they were able to do was limited by the agenda created by national examination requirements and it was that which drove the curriculum. The study concludes that the practices and power relations in schools are influenced by the conservative thinking which characterises Scottish education, that these practices and power relations can be oppressive and disempowering to teachers and pupils and that pupils are still labelled, sometimes segregated and treated differently from their peers. It also emerged that while there are no real opportunities for pupils to express their views and challenge the identities ascribed to them, when they are given that opportunity they can have well formed views about their education and what changes to existing practice would better help them to improve their attainment and develop useful skills. Not all of the pupils did express such views, and this may link to effect of the power relations in schools. Of those who did express views about what they would like to see change, the changes they identified seem to be generally possible within the pedagogical and curriculum framework changes as suggested in Curriculum for Excellence documents. However, given the findings of this study about power relations and the persistence of academic traditions and assumptions, it is relevant to note that these changes in themselves will require alterations to existing in-school power relations, working arrangements and conceptualisations of what constitutes educational success and how it is measured.

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Brown, Joan. "Professional environment of post-school transitions of young people with additional support needs." Thesis, University of Edinburgh, 2012. http://hdl.handle.net/1842/9454.

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The focus of this qualitative study is the professional environment where post-school transitions take place. It seeks to identify some possible means for improving outcomes for young people with low educational achievement, dyslexia, social, emotional and behavioural difficulties as they move on from school. The study picks up a recommendation made by Ward and Thomson (1997), following their Scotland-wide survey, that further investigation is needed into post-school transitions of such ‘unrecorded’ young people. Taking ahead this task brings together different areas of knowledge, for example, inclusive education, youth transitions and social theory. To orient the research, initial data were gathered through a questionnaire completed by 14 educational professionals and in structured interviews with 16 youngsters, mostly recently enrolled at college, and their families. Ideas occurring here were then used to inform the main data gathering process. This was conducted in 17 semi-structured audio-recorded interviews, each approximately one hour’s duration, with school teachers, college lecturers and other professionals associated with transition. The methodology utilised a critical friends group to shape the research as it progressed. The thematic analysis of the data produced information about dissimilar models of transition support, varying constructions of young people and difficulties in partnership working. The ensuing discussion considered the roles of trusted signals of youth’s value, of careership based on transformations of identity and aspects of social capital on transitions of young people with additional support needs. The conclusion sets out areas for improvement and asks that greater consideration be given to the constraining factors within the professional environment of the post-school transitions of young people with additional support needs.

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Rushton, Teresa. "Exploring the lived experience of being an occupational therapy student with additional support requirements." Thesis, University of Derby, 2018. http://hdl.handle.net/10545/622927.

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This study explored the lived experience of being an occupational therapy student with additional support requirements. Individuals with disabilities have the right to access education and have unique skills and attributes which are highly desirable within Health and Social Care professions. The number of students with disabilities undertaking Health and Social Care programmes is increasing and Universities have sought to improve facilities, resources and support for these students. However, Occupational Therapy education which is truly inclusive remains elusive (Jung et al, 2008). No previous research exploring this phenomenon has been completed within the United Kingdom. Two small scale studies in USA (Velde et al, 2005) and in Canada (Jung et al, 2014) have been previous published, alongside a number of autobiographical descriptions of individual’s personal experiences of OT education from those with disabilities (Archer, 1999; Bennett, 1989; Guitard and Lirette, 2005; Sivanesan, 2003). However, the age and predominant international context limits applicability within the UK. Unlike previous studies, Interpretative Phenomenological Analysis (IPA) was used to investigate the phenomenon of being an Occupational Therapy student with a disability, from the individual’s unique perspective. Viewing each individual participant as a unique occupational being allowed me to reveal findings which have been previously unidentified and unexplored. This study illuminated a journey that all participants experienced as they engaged in the occupation of studying to become an Occupational Therapist. The journey was described by two participants using the metaphor ‘a rollercoaster’ and this became the overarching theme. Other themes generated from individual participant journeys, as described in their own words, were ‘like a bull at a gate’, ‘that was when the bubble burst’, ‘heal thy self’ and the ‘world is my oyster’. The findings indicated that there was a therapeutic benefit of studying to become an Occupational Therapist for those who had successfully completed the programme. Whilst never the original intention of the research, when interpreting the findings, I was drawn to how the concepts within Model of Human Occupation (MOHO) (Kielhofner, 1985) were evident within each participant’s journey and thus applied MOHO to each individual. It is recommended that further research is undertaken to explore if the findings of this study are only applicable to those who participated in the study or if studying Occupational Therapy is indeed therapeutic and the Model of Human Occupation is applicable to all students who study OT with or without additional support requirements.

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Cook, Laura. "Beginning teachers' experiences of preparation & additional well-being support throughout initial teacher education." Thesis, Cardiff University, 2017. http://orca.cf.ac.uk/104925/.

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Beginning Teacher (BT) attrition in the UK has been described as problematically high (Hughes, 2012). Whilst many contributing factors towards teacher attrition have been identified (Schaefer (2013), Foreman-Peck (2015)) suggests that the role of well-being, and the contextual-level issues that influence it, are frequently overlooked. Given that many of the same reasons are cited by BTs for both negative well-being and premature attrition (Harfitt, 2015), Hamilton and Clandinin (2011) identify research into BT well-being as a worthwhile area of study. This study adopted a pragmatist, mixed-methods approach in exploring BTs’ experiences of preparation and additional well-being support throughout Initial Teacher Education (ITE) in Wales at two time-points: end of ITE (Time 1) and approximately eight weeks into teaching (Time 2). At Time 1, online- questionnaires, containing both quantitative and qualitative questions, captured the experiences of 109 BTs. Six BTs also participated in semi-structured interviews. At Time 2, 34 BTs from the original questionnaire-cohort completed a follow-up questionnaire, whilst five of the original interviewees participated in a follow-up interview. Interpretative Phenomenological Analysis (IPA) was conducted (Smith, Flowers & Larkin, 2009). The IPA-process utilised by Snelgrove, Edwards and Liossi (2013) was also adopted as a guide for analysing interview data from two time-points. Findings outlined a need for more in-depth preparation during ITE; particularly in relation to some of the aspects of teaching that can have a detrimental impact on well- being. Also found was the need for more direct well-being support for BTs, focusing first on reducing the stigma associated with teacher well-being and increasing communication between ITE staff, placement-school staff and BTs. Recommendations for developments within ITE to support BTs’ well-being from the outset of their careers are made, with consideration as to how educational psychologists might contribute.

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Bannon, Stephanie. "The psychological impact of the internet on young people with additional support needs (ASN)." Thesis, University of Edinburgh, 2013. http://hdl.handle.net/1842/26218.

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Introduction: This thesis investigates the psychological impact of the internet on adolescents with Additional Support Needs (ASN). Benefits and risks related to internet use have been evidenced in the general population. Little research has considered these factors with young people with ASN. Methodology: Due to limited research having been completed with the ASN population with regards to the impact of internet use, a systematic review was conducted considering the long-term psychological impact of cyberbullying on children and adolescents in the mainstream population. In addition, an empirical study was conducted with a total of 36 young people with ASN (aged 13-18) who participated in one of six focus groups. Group discussions were recorded, transcribed and analysed using Framework Analysis. Results: Findings of the systematic review showed that a range of difficulties (including depression, quality of life outcomes, substance use and aggression) were considered to be linked to the experience of cyberbullying in the general child and adolescent population. Although variation between studies existed, the review does show a tentative trend that cyberbullying is linked to long-term negative psychological outcomes. The empirical study using Focus Group data identified two main themes: Identity and Connectedness and Issues relating to Risk. Theme one indicated that young people with ASN were making use of the internet to develop their own identity, competence and sense of social connectedness; suggesting that internet use for this group can have a positive impact on their psychological well- being. Some potential barriers to this were also identified. With regards to the second theme, it was shown that young people with ASN do experience risk on the internet. It was highlighted that young people with ASN are aware of a range of risks online, are able to make use of some risk management strategies to stay safe but also experience particular difficulties which can negatively impact on their ability to protect themselves against potential psychological harm as a result of internet use. Considered together it was therefore found that the internet may provide important opportunities for young people with ASN with the potential of having a positive psychological impact. This must be considered however in the context of risks present to this group when online and their ability to manage these effectively. Discussion: Findings were discussed in relation to the relevant literature considering the specific advantages and risks relating to internet use by children and adolescents with ASN. Clinical implications and areas for future research were highlighted as well as the strengths and limitations of the current study. Conclusion: This thesis demonstrates that young people with ASN are making use of the internet and able to benefit from it in the same way as other children and adolescents. However, this population has also been shown to be at risk online and may be more vulnerable due to their impaired ability in particular areas of functioning, when compared to young people without ASN. Additional research into this area is required to ensure that this group are being adequately supported to remain safe online whilst taking full advantage of what the internet has to offer.

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Richardson, Thomas Duncan. "Collaborative practice to support young people with ASN during the school to post-school transition in Scotland : the perspectives of young people, their families and professionals." Thesis, University of Dundee, 2014. https://discovery.dundee.ac.uk/en/studentTheses/051a8211-cca2-4003-8312-dac455ae93fe.

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The school to post-school transition has been identified as a time when young people with Additional Support Needs (ASN) need extra support. This thesis focuses on the school to post-school transition planning and preparation process for young people with ASN in Scotland. In particular, the author scrutinised the collaborative planning and preparation that takes place amongst professionals to support young people with ASN and their families during this transition. The author also examined the influence of the Education (Additional Support for Learning) (Scotland) Act 2004 upon the process. A mixed-methods research design was used to undertake three studies. Study 1 was a national on-line survey of professionals involved in post-school transition planning and preparation. Study 2 was a longitudinal study in which professionals involved in transition planning and preparations from one local authority were interviewed at 2 time periods (2004 before the implementation of the Education (Additional Support for Learning) (Scotland) Act 2004 and 2010). Minutes of transition meetings from both periods were also examined. Study 3 was a case study of a further education college undertaken in the same local authority as Study 2, to understand the experiences of transition planning and preparation from the perspectives of the young people with ASN who had experienced post-school transition and their families, along with school and college professionals. Participants (young people, parents and professionals) were interviewed. Visual resources were developed by the author to support the interviews with the young people. Data in all the studies were analysed using a thematic analysis approach. Finally, the findings of the three studies are presented and discussed. These include the perception that transition planning and preparation has become more young person centred since the Act was introduced. Implications for policy makers, practitioners, and future research are also discussed.

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Kyffin, Felicity. "A study of communication support for children with Down's syndrome and English as an additional language." Thesis, Bangor University, 2018. https://research.bangor.ac.uk/portal/en/theses/a-study-of-communication-support-for-children-with-downs-syndrome-and-english-as-an-additional-language(6619264a-62d8-477f-a9ec-e5e477be0d4f).html.

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Young children with Down’s syndrome (DS) and English as an additional language (EAL) require a high level of communication support, but there is no guidance for practitioners in the Early Years Foundation Stage (EYFS) about how to meet these needs. This thesis explores early years’ practice in mainstream and specialist provision through case studies of two city boroughs with different demographics. The crosscutting themes of experience, training, multi-agency working and policy were identified in the literature and found to be inter-linked in how they influenced the teaching strategies reported in the study. All practitioners working with children with DS and EAL were found to be using a wide range of teaching strategies. These matched the statutory guidance for the EYFS curriculum, suggestions given in early years’ texts and practitioner guidance, and available research evidence relating to the communication of children with DS, with EAL, and with other special educational needs (SEN), although participants did not recognise this. Teachers’ practice was also influenced by the SEN Code of Practice which was current at that time. A vital role was played by the speech and language therapy service in providing training and evidence-based interventions; however, support from this service was reported to be decreasing within mainstream settings. The exchange of information about children’s communication between agencies and settings at times of transition was poor, and SEN coordinators had a challenging role in managing services around the child. The availability of support for children’s home languages differed greatly between the boroughs, with better provision for children in settings where there were high numbers of children with EAL. Children with DS who were international new arrivals are identified in the study as being particularly vulnerable, with delayed access to services and agencies. The need for equity in the communication support available for children with DS and EAL is an important feature of this study’s findings. Addressing this issue has implications for teacher training, joined-up working for EYFS settings and services, the role played by the speech and language therapy service, and the availability of home language support and assessment.

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Stollery, R. L. "A Q methodological study of the support valued by students with English as an additional language." Thesis, University of Sheffield, 2013. http://etheses.whiterose.ac.uk/4428/.

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This study investigated the viewpoints of students with English as an Additional Language (EAL). Specifically, I used Q methodology to highlight some of the viewpoints of learners with EAL on the strategies used by adults to support them in school. A Q set of 46 statements was produced, with each statement describing a strategy for supporting learners with EAL. The Q set was developed firstly through the use of two focus groups involving 11 students aged between 9 and 15, secondly through consultation with relevant professionals, and thirdly through a literature review. I then asked 30 participants aged between 9 and 18 to express their viewpoint through a Q sort exercise, by ranking strategies according to helpfulness. Factor analysis was used to identify viewpoints which were common to a group of participants. In the results section I present each of the emerging viewpoints as a Q sort arrangement, and also as a written description produced by interpreting the factor analysis results. The four viewpoints which emerge are discussed, along with the implications for professionals needing to provide personalised support, and also stay in touch with the viewpoints of individual students with EAL in school. It is hoped that the current research will address the need within the literature to include the voice of students with EAL in planning for their education.

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Mwinyi, Adina, Achim Meyer, Christoph Bleidorn, Bernhard Lieb, Thomas Bartolomaeus, and Lars Podsiadlowski. "Mitochondrial genome sequence and gene order of Sipunculus nudus give additional support for an inclusion of Sipuncula into Annelida." Universität Potsdam, 2009. http://opus.kobv.de/ubp/volltexte/2010/4491/.

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Background: Mitochondrial genomes are a valuable source of data for analysing phylogenetic relationships. Besides sequence information, mitochondrial gene order may add phylogenetically useful information, too. Sipuncula are unsegmented marine worms, traditionally placed in their own phylum. Recent molecular and morphological findings suggest a close affinity to the segmented Annelida. Results: The first complete mitochondrial genome of a member of Sipuncula, Sipunculus nudus, is presented. All 37 genes characteristic for metazoan mtDNA were detected and are encoded on the same strand. The mitochondrial gene order (protein-coding and ribosomal RNA genes) resembles that of annelids, but shows several derivations so far found only in Sipuncula. Sequence based phylogenetic analysis of mitochondrial protein-coding genes results in significant bootstrap support for Annelida sensu lato, combining Annelida together with Sipuncula, Echiura, Pogonophora and Myzostomida. Conclusion: The mitochondrial sequence data support a close relationship of Annelida and Sipuncula. Also the most parsimonious explanation of changes in gene order favours a derivation from the annelid gene order. These results complement findings from recent phylogenetic analyses of nuclear encoded genes as well as a report of a segmental neural patterning in Sipuncula.

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Stockton, Karen. "An explorative study considering the process of change at school and local authority level as a result of implementation of the Education (Additional Support for Learning) (Scotland) Act 2004 and The Additional Support for Learning (Changes in School Education) (Scotland) Regulations 2005, with its support document, Supporting children's learning - code of practice 2006." Thesis, University of East London, 2007. http://roar.uel.ac.uk/3818/.

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This research evaluates the process of change at school and local authority level, as a result of the implementation of the Education (Additional Support for Learning) (Scotland) Act 2004. Five research questions investigate the perceptions of those school staff taking part in the process of change, in that they query: the properties staff attach to the process of change; the conditions they believe may foster or inhibit the process of change; the skills they feel are important to facilitating a process of change; what changes there may be for children with Additional Support Needs; and, importantly, what meaning they infer from taking part in the process of change. This research pursues a flexible qualitative design, marrying Grounded Theory and a Constructivist philosophical perspective. The method utilised to address these questions involved administering initial Quality Indicator Schedules, followed by twelve semi-structured interviews in three phases (A, B & C) with staff in two schools. Interpretative Phenomenological Analysis of the transcribed interviews took place at the end of phases A, B and C. The research findings suggested that those staff taking part attached the following properties to the process of change: change in school practice; good understanding; and an understanding and attitudinal shift. In addition, staff were able to depict the conditions, from their own perspective, that either fostered or inhibited the process of change, to the extent that, during phase C, they had conceptualised their thinking into a framework: the Bottom-Up Model/Approach which offered them a preferred framework to help support future processes of change. The meaning inferred, from the perspective of those staff taking part in the process of change, focused on self and school improvement better to support children with Additional Support Needs.

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Mitchell, Jill M. "An exploration of early years practitioners understanding of play and how it is used to support young children's additional needs." Thesis, University of Bristol, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.686818.

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This study looks at early years practitioners understanding of play and how they use it to support young children they perceive to have additional needs. There is a profusion of literature and theory presenting the value of play in the early stages of development and learning, however there are variations in the definitions of what constitutes play. Semi-structured interviews were carried out with seven practitioners working in the private, voluntary and independent sector of early years provision. A grounded theory approach was undertaken to collect and analyse the data to develop theories regarding their understanding of play and how they seek effective play based interventions to support young children's continued development. A number of concepts emerged through the findings suggesting that understanding of play was to some extent limited. Furthermore speech and language was identified as the main area of need the participants had experience of identifying and supporting. The findings revealed how the implementation of effective interventions were affected by the participant's confidence in how they perceived their job role and in working with external professional agencies. The findings consider the implications for Educational Psychologists working within the early years sector.

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Cook, William. "Modelling the effects of the inclusion of pupils with additional support needs (ASN) on attainment and attendance in primary schools." Thesis, University of Manchester, 2014. https://www.research.manchester.ac.uk/portal/en/theses/modelling-the-effects-of-the-inclusion-of-pupils-with-additional-support-needs-asn-on-attainment-and-attendance-in-primary-schools(50a782b7-7821-4711-95dd-569b242bb6aa).html.

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This thesis applies methods from social statistics to answer the question as to whether pupils with support needs that are additional to those that can be catered for by mainstream educational provision (i.e. pupils with English languages needs or those with Special Educational Needs), exert an effect on the attainment and attendance of their classmates during the second half of primary schooling in England. Including such pupils within mainstream schools has been the dominant policy paradigm since the 1980s, though the effect on other pupils has not been comprehensively assessed, despite being of concern to parents, teachers and policymakers. The main findings of this thesis are:- The effect on pupil attainment of peers with Special Educational Needs, and, to a lesser extent, peers with English language needs, is heterogeneous by a pupil’s own prior attainment. Pupils at the higher end of the prior attainment distribution experience the largest negative effects from such pupils. Such heterogeneity is predicted by theory and this thesis represents the first demonstration of these effects on pupils in England, refining and updating existing research. The size of these effects are however small relative to other influences on a pupil’s attainment.- Peers with Behavioural, Emotional and Social Difficulties have a stronger negative effect on classmates’ attainment than do other ASN peer types. This supports the theory that classroom disruption may be a mechanism by which peer effects in schools operate. This finding concurs with studies from the USA and is consistent with concerns of the teaching profession with regard to the inclusion of such pupils within schools.- Peers with Behavioural, Emotional and Social Difficulties are also found to induce absenteeism in their classmates, but only where the classmates are in receipt of free schools meals, a common proxy for low household income. This finding represents one of the first quantitative analyses of pupil absence in England and contributes to a very small but growing literature on non-academic outcomes within schools. The findings have implications for debates on inclusion of ASN pupils within schools and provide evidence of why educational inequalities are present in the English schools system.

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Воропай, Алексей Валериевич, П. А. Егоров, and Евгений Сергеевич Малахов. "Нестационарное деформирование балок и пластин при наличии дополнительных опор и ребер жесткости." Thesis, Харьковский национальный университет им. В. Н. Каразина, 2017. http://repository.kpi.kharkov.ua/handle/KhPI-Press/41156.

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Non-stationary vibrations of complex mechanical systems that can be considered in the form of beams and plates with various mechanical features are investigated. Modeling of features (concentrated masses, additional supports and stiffeners) is made by replacing their influence with non-stationary concentrated forces (reactions), which are determined from the solution of Volterra integral equations using Tikhonov's regularizing algorithm.

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Docherty, Rebecca Louise. "What does it mean to support? : a study of how education auxiliaries interpret their experiences of supporting children with additional support needs in mainstream classes using interpretative phenomenological analysis." Thesis, University of Sheffield, 2011. http://etheses.whiterose.ac.uk/14992/.

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The study of how education auxiliaries (EAs) make sense of their experiences of supporting children provides an opportunity to consider how support processes could be adjusted, thereby enabling more effective practice. Adult support in classrooms has been used extensively over recent years in the hope of removing the barriers to education faced by some children. This area was chosen for study as, with such a high level of both financial input and expectation, it seems appropriate that careful consideration is given to the support process. The subjective experience and perspective of adult support has had little previous investigation. Through detailed analysis of interviews, this study seeks to illuminate what it means to support children with additional support needs, what influences this work, what EAs believe they are doing through support and what the outcomes are that they hope to realise. Three schools were approached and two participants volunteered from each school to be part of the study. Semi-structured interviews were recorded and transcribed. Interpretative phenomenological analysis has been used as it allows an in depth, idiographic analysis of the participants' account, while acknowledging the researcher's own interpretations of the participants' words. The four analysed themes are; communication. interface and role perceptions between class teacher and education auxiliary. development of and outcomes from a genuine and reciprocal relationship with the supported child, judging the level of support, fulfilment and engagement with the role. I hope that this study affords greater insight into an experience that few other professionals in education are a part of. As such, implications are outlined here for the training of support staff and teachers as well as practice within schools.

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Dahlin, Jenny. "Second Language Learner Development : A Study of English as an Additional Language Support Program at The Early Learning Centre in Bangkok, Thailand." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-29473.

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This is a qualitative study focusing on support of English as an Additional Language provided to students in an international school in Bangkok. The study aims to answer the following questions through literature and responses from interviewees: To what extent does EAL benefit second language learners’ development of language acquisition? and How is the EAL learners’ language proficiency monitored? The study was conducted at the international school The Early Learning Centre in Bangkok, including interviews with five EAL students with Swedish as their L1, and one EAL teacher, and questionnaires sent to three parents. The theoretical starting point describes the aspects that are of concern in this study: language acquisition, second language acquisition, English as an additional language in general and at The Early Learning Centre, and English as an additional language continuum. The data indicates that EAL programs that deliver both mainstream and withdrawal support is the accurate way to connect it to the curriculum. The results showed that EAL support provides students with sufficient help in acquiring academic and social language skills. ELC uses withdrawal support to improve language skills in smaller groups where the focus lies in learning language and transfer knowledge between L1 and L2. The study also indicates that to monitor language proficiency, assessments are important to monitor skills and development.

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Colville, Tracey. "Cultural-historical activity theory and additional support needs decision-making processes in a Scottish local authority : partnership working as a learning zone intervention." Thesis, University of Strathclyde, 2012. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=18817.

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The area of enquiry is a Scottish local authority decision-making process for specialist educational provision for children with additional support needs (ASN). The study had two aims. Firstly, to evaluate the extent to which Cultural Historical Activity Theory (CHAT) and Developmental Work Research (DWR) are useful analytical and intervention tools for local authority organizational change processes (Engestrèom 2007b, 1987) and secondly, to contribute to the change process of local authority policy and practice for children with ASN. Education professionals and authority officers participated in the study which utilized a flexible case study design. The empirical investigation involved three workshops based DWR interventionist methodology, the aim of which was to consider stakeholders' views of the problems associated with the PAG process and to consider the change potential of authority systems. Ethnographic data from two internal authority studies of the PAG process together wit h case study presentations was used as 'mirror' data in the empirical investigation as catalysts for critical discussion. A CHAT analysis of workshop transcripts illuminated hypotheses about systemic contradictions within the process. Contradictions were hypothesized in terms of CHAT concepts of tools, division of labour and rules and the extent to which they mediated the PAG decision-making process. Key themes included ineffective assessment methodology and decision-making criteria, problematic multi-disciplinary working and partnerships with parents, lack of clarity of the role of the educational psychologist, the persistence of traditional categorization of need, and the PAG process as overly complex and non-transparent. Inclusion and special education discourses permeated all of the themes. The authority decision-making process was viewed as a network of activity systems undergoing a cycle of expansive learning and development, artificially provoked via the DWR work intervention, applying Vygotskian notions of dual stimulation and the zone of proximal development (ZPD) as mechanisms to mediate collective learning and change. The cycle of expansive learning reflected a collective journey through the ZPD of the PAG process, mediated by the researcher-practitioner, during which established practice was first challenged via a historical analysis and then developed in consideration of future professional practice. The extent to which expansive learning and knowledge development had occurred in the DWR workshops was assessed against key turning points in discussion, the development of new instrumentalities and participants' evaluation of the workshop sessions. As the object of PAG activity was expanded, key turning points included an initial focus on the decision-making process, then on wider developments to promote inclusive practice and finally on a re-structuring of the authority service delivery model. The expanded object of activity reflected collective le arning in the ZPD of the PAG process, evidenced in a shift in participants' understanding of the PAG process from everyday understandings to a more theoretical, systems-based understanding. Evidence of impact of the DWR intervention on policy and practice was demonstrated via analysis of new policy documentation, professional discourse in strategic working groups and external validation by Inspection processes. The DWR workshops were viewed as a 'marginal microcosm' of the wider authority context with 'centripetal potential' to make inroads into central structures and processes. A key contribution to the authority change process is that the PAG decision-making process has been re-configured as case management review groups (CMRGs), located within the re-structuring of ASL services and in alignment with the new Children's Services Delivery Model (GIRFEC). Allocating specialist provision is no longer a separate process; rather it is part of a coherent, systems-based approach, the principles of which are progressive and proportionate intervention with an emphasis on presumption to mainstream. Findings support the thesis that CHAT and DWR provide a theoretical, conceptual and methodological framework within which to undertake historical analysis of contradictory professional practice to gain a system-based understanding of complex work settings leading to organizational change and observable impact on policy and practice.

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Ravell, Sara. "Offering of support services : threat or opportunity for the estate agency branch?" Thesis, University of Gävle, Department of Business Administration and Economics, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-148.

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During several years influencing opinions has been working for a renewal of the Estate agents act. One of the matters that the Commission of Inquiry is handling is the question whether estate agents will be permitted to offer support services to their customers. In the light of the current investigation it has been my objective with this memorandum to describe the complexity about support services and also to what use these services could be for the consumers as well as to the estate agency branch. During my work with this memorandum I have identified two main theories. While one of the theories is emphasising customer orientation, the other theory is stating that there is a disadvantage with scattered services and that the service company should focus on its core business. When the theories were brought together with the empirics it became my opinion that estate agents should use these services to position themselves towards competitors. Above all it’s my opinion that for smaller estate agents support services can be of decisive importance for the future survival.

Under många år har opinionsbildare såsom Mäklarsamfundet arbetat för en förnyelse av Fastighetsmäklarlagen. Den 31 december 2007 skall utredningsarbetet kring den nya Fastighetsmäklarlagen vara klart och en av de frågor som utredningsgruppen avhandlar är huruvida fastighetsmäklare skall få förmedla kringtjänster till sina kunder eller ej. Mot bakgrund till det utredningsarbete som för närvarande förs kring den nya Fastighetsmäklarlagen har det varit mitt syfte med denna promemoria att beskriva komplexiteten om kringtjänsternas vara eller icke vara, och med vilken nytta tjänsten kan bidra med till konsumenterna och fastighetsmäklarbranschen. Jag har under mitt arbete stött på teorimotsättningar då den ena teorin förespråkar att det är kunden som är i fokus och bestämmer, menar den andra teorin att det är ej bra att ha en alltför spridd tjänst då tjänsteföretaget skall fokusera på kärntjänsten. När dessa teorier har sammanvävts med empirin anser jag att fastighetsmäklarföretagen kan använda sig av kringtjänsterna för att positionera sig gentemot sina konkurrenter och framförallt för mindre fastighetsbyråer kan det vara avgörande för hur de skall överleva i framtiden.

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Gorton, Heather. ""Are they ready? Will they cope?" : an exploration of the journey from pre-school to school for children with additional support needs who had their school entry delayed." Thesis, University of Dundee, 2013. https://discovery.dundee.ac.uk/en/studentTheses/70ae56b1-8896-4b69-9c1a-d00cfd3fb859.

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From the author’s work as an educational psychologist in a Scottish local authority and her initial literature review, concerns were raised by her colleagues and local education authority about delaying school entry of children with additional support needs. This study aimed to: explore how the decision making process for delaying school entry operated; develop and trial a methodology to capture the children’s perspective and explore the experiences of the children and their families in nursery and during their first year of school. A qualitative case study approach was used to explore the decision making process for six children and their families and the experiences of five children and their families. Techniques from the mosaic methodology (Clark and Moss, 2001) were adapted to capture the children’s voices. The study revealed that participants held different models of school readiness, in line with other international research, and this influenced their decision to retain. Participants reported a range of positive and negative outcomes of delayed school entry and identified factors that had been supportive in managing the children’s transitions. Children’s perspectives were captured and often offered a unique insight into the children’s views. At the end of the children’s first year in primary school four parents were still happy with their decision to delay school entry but one parent regretted her decision. In conclusion it is suggested that a more interactionist (Meisels, 1998) approach to school readiness should be taken when supporting the transition from nursery to school. A moderated system should be developed to support the decision making process for delaying school entry, with an inbuilt process to follow up longer-term outcomes for the children and families concerned. The methodology developed for gathering children’s views offered a way for children with additional support needs to express their own views and take an active role at this important transition point. There is potential to develop this methodology further to ensure that children’s voices are heard in this first universal educational transition.

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Matorkienė, Žaneta. "Mokinių dalyvavimo popamokinėje veikloje galimybių analizė." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2010. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2010~D_20100907_092649-41777.

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Darbe atlikta teorinė papildomo ugdymo sampratos, mokinių laisvalaikio užimtumo poreikių tenkinimo bendrojo lavinimo mokyklose ir socialinio pedagogo dalyvavimo popamokinės veiklos procese analizė. Iškelta hipotezė, vaikų dalyvavimą popamokinėje veikloje tėvai, ugdantys pedagogai bei socialiniai pedagogai įtakoja tik iš dalies, jų pasirinkimą labiau lemia pasiūla, galimybės ir pačių apsisprendimas. Buvo naudojamas turinio analizės metodas, kurio tikslas - išsiaiškinti popamokinės veiklos mokykloje ypatumus, galimus trūkumus ir daromas klaidas bei socialinių pedagogų galimybes dalyvauti laisvalaikiou žimtumo tenkinime, atliekant atvirų klausimų ir interviu atsakymų turinio analizę. Anketinės apklausos metodu buvo siekta identifikuoti mokinių ir tėvų nuostatų į papildomąjį ugdymą raišką ir išsiaiškinti, kaip mokyklos vaidmenį, tenkinant laisvalaikio užimtumo poreikius, vertina patys proceso dalyviai. Tyrime naudoto interviu tikslas – gauti būtiną tyrimui informaciją apie neformaliojo ugdymo situaciją mokyklose, įvairius šio proceso ypatumus, mokytojų ir mokinių išgyvenimus, subjektyvią jų nuomonę apie socialinio pedagogo vaidmenį, tenkinant laisvalaikio užimtumo poreikius. Į tyrimą buvo įtraukti 454 asmenys. Anketinėje apklausoje dalyvavo 436 respondentai: 234 mokiniai ir 202 jų tėvai. Pusiau struktūruotame interviu buvo atliktas devyniose šalies mokyklose, kur buvo apklausti 9 mokyklų administracijos atstovai, kuruojantys neformalųjį ugdymą švietimo įstaigoje, ir 9 mokyklų... [toliau žr. visą tekstą]
The paper deals with the theoretical analysis of additional education purpose, the schoolchildren’s spare – time entertainment participation in the comprehensive school and social educator participation in the out–of- school activity. Hypothesis: children’s participation in the out–of- school activity parents, teachers and social educator affects only partly, their choice determined by supply, opportunities and self determination. Content analysis was used to extracurricular activities at school find out the characteristics, shortcomings and mistakes, and opportunities for social educator to participate in spare – time entertainment to analyze the open questions and interview responses of content analysis. Questionnaire survey method was sought to identify schoolchildren’s and parent's attitudes towards the resolution of additional education and to explore how the role of the school, meet the needs of the entertainment, value participants themselves. Study used interviews aim to study the information about non-formal educational situation in the schools, teacher‘s and schoolchildren’s experiences, their subjective views on the social educator. The study included 452 persons. Questionnaire survey involved 436 respondents: 234 students and 202 parents. Semi-structured interviews were conducted in nine schools of the country, where were interviewed nine representatives of school administrations, the umbrella non-formal education in educational institution and nine school... [to full text]

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Moffat, Vivien Jane. "Experiences and perceptions of mothers of young people with and without additional support needs and autistic spectrum disorder in relation to behaviour, maternal stress, access to services and family quality of life." Thesis, University of Edinburgh, 2007. http://hdl.handle.net/1842/4335.

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This research explores experiences and perceptions of mothers of adolescents and young adults (13-22yrs) with Additional Support Needs (ASN) in relation to stress, service provision and family and individual Quality of Life (QoL). A particular focus is the effect of having a family member with ASN who also has a diagnosis of Autistic Spectrum Disorder (ASD) or where the young person with ASN may have an ASD which has not been diagnosed. Mothers of young people from 4 groups were recruited: i) those with ASN and no ASD (n=41), ii) those with ASN and a diagnosis of ASD (n=18), iii) those with ASN, no diagnosis of ASD but with a positive score on an ASD screening measure (n=17) and iv) typically developing controls (n=17). The mothers of young people with ASN (n=76) completed standardised questionnaires about family and individual QoL, stress, service provision, child behaviour and presence and severity of ASD traits. Twenty two of these mothers also took part in a semi-structured interview about coping with issues identified as most stressful by them in the stress questionnaire. The mothers of typically developing young people (n=17) completed standardised questionnaires on individual and family quality of life and on the behaviour of their similarly aged son or daughter. Data collected via these questionnaires showed that increased severity of ASD was associated with increased maternal stress, which in turn was associated with decreased family and maternal QoL. Mothers of typically developing young people had significantly higher individual and family QoL scores than each of the three other groups. The findings from the interviews supported the questionnaire results and gave further insight into mothers’ life experiences. Mothers identified many perceived barriers to their child’s progress including: lack of support and lack of co-ordinated service provision. The results suggest that mothers of young people with ASN experience lower individual and family quality of life than mothers of typically developing young people. Parenting an adolescent or young adult with ASN is perceived as stressful and that the presence of behaviour associated with ASD is additionally stressful. Possible reasons for differences in quality of life outcomes amongst the study groups are discussed. Implications for adequate services and recommendations for future research are suggested.

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Svensson, Camilla. "Samsyn kring uppdraget om extra anpassningar och särskilt stöd : Vilka mönster kan identifieras i uppfattningarna hos mentorer, lokala elevhälsoteam och skolledare?" Thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-37153.

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Tidigare forskning visar att det finns brister i den samsyn och samverkan mellan skolpersonal som är en framgångsfaktor för hög måluppfyllelse i grundskolan (Nilholm & Göransson, 2013; SOU 2010:95; www.skolinspektionen.se; m fl). Mentorer, lokala elevhälsoteam och skolledare är de aktörer som ansvarar för utbildningen till elever med olika förutsättningar. Graden av samsyn dessa aktörer emellan är därför intressant. Denna studies syfte har varit att identifiera och beskriva eventuella mönster i mentorers, lokala elevhälsoteams och skolledares uppfattningar om extra anpassningar och särskilt stöd, utifrån frågeställningar om anledningar till olika insatser, vem/vilka som ska ansvara för insatserna samt om orsaker till bristande insatser. En totalundersökning i en kommun har genomförts via webbenkät och kvantitativ multivariat analys. Utgångspunkterna har varit socialkonstruktivistisk teori om ett kontextberoende lärande tillsammans med andra, och ett relationellt perspektiv på skolsvårigheter. Studien visar att störst samsyn finns kring det faktum att inte alla elever med behov ges tillräckligt stöd i skolorna, och att tid för arbete för dessa elever saknas i personalens scheman. Viss samsyn finns också angående när elever ska ges stöd, men i mindre grad gällande vem/vilka som ska utföra insatserna. Studien har också visat att en relativt stor andel av respondenterna upplever bristande samsyn med kollegor gällande att se/tolka behov hos elever, avgöra lämpliga åtgärder samt utföra åtgärderna, samtidigt som alla tre grupperna i hög grad är överens om att de själva sällan eller aldrig har bristande kompetens gällande just att tolka behov och avgöra/utforma åtgärder. Resultaten visar att samsyn och samverkan behöver vidareutvecklas inom skolorna via strategiska kontaktytor. Utifrån resultaten och teorin bör samtalen handla om uppdragsuppfattning, elevsyn och gemensamma strategier för ökad inkludering, delaktighet och måluppfyllelse.
Previous research shows that there are shortcomings in the consensus and collaboration among school personnel, a success factor for high achievement in primary school (Nilholm & Göransson, 2013; SOU 2010:95; www.skolinspektionen.se; m fl). Mentors, local student health teams and school leaders are those responsible for the education of students with different qualifications. The degree of consensus between these actors is therefore interesting. The purpose of this study has been to identify and describe any patterns of mentors' , local student health teams' and school leaders' perceptions about additional adjustments and special support, based on the questions of reasons for different actions, who/which is responsible for action and reasons for lack of action. A total survey in a municipality has been conducted via online questionnaire and quantitative multivariate analysis. The starting point has been the social constructivist theory of context-dependent learning with others, and a relational perspective on school difficulties. The study shows that the greatest consensus is about the fact that not all students in need are given sufficient support, and that time to work for these students is lacking in staff schedules. Some consensus is also about which students should receive support, but less so regarding which staff should perform it. The study has also shown that a relatively large proportion of respondents perceive lack of consensus with colleagues regarding interpreting the needs of pupils, determining appropriate actions and bringing them into action, while all three groups largely agree that themselves rarely or never lack of expertise regarding just that; interpreting the needs and determining/performing measures. The results show that consensus and collaboration need to be developed within schools through strategic contacts. Based on the results and theory, the discourse should be about assignment, perception of difficulties and concerted strategies for greater inclusion, participation and achievement.

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Wrang, Elisabeth. "Man trollar med knäna och väcker inte den björn som sover : Några lärares syn på extra anpassningar." Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-142037.

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Lagen om extra anpassningar, särskilt stöd och åtgärdsprogram trädde i kraft den 1 juli 2014. Denna lag påverkade all personal från förskola till gymnasium och till sin hjälp fick skolorna allmänna råd från Skolverket med kommentarer om hur arbetet med extra anpassningar ska utföras. Syftet med detta examensarbete är att bidra med lärdomar om gymnasielärares erfarenheter av och kunskaper om extra anpassningar. För att få reda på det har sex gymnasielärare intervjuats om sitt arbete med extra anpassningar. Deras svar har sedan tolkats utifrån tematisk analys. I denna studie framkommer det bland annat att ingen av lärarna har något dokument att följa som beskriver vad extra anpassningar är. Det framkommer en osäkerhet bland lärarna gällande vad begreppet extra anpassning innebär, likaså när det gäller hur de ska nå de omotiverade eleverna med hjälp av extra anpassningar, samt vid betygsättning av elever som fått extra anpassningar. Det verkar vara de informella samtalen och diskussionerna lärare emellan som främst ger de idéer och lösningar gällande extra anpassningar som efterfrågas av lärarna. Slutsatsen i min studie är bland annat att de lärare som jag intervjuat inte riktigt har de förutsättningar som behövs för att arbeta med de extra anpassningar som lagen föreskriver. När lärare behöver hjälp kring stödformen extra anpassning från elevhälsan är det inte alltid att de får det. Tydligt är också att information från Skolverket om vad extra anpassningar är, är bristfällig och svår att tolka för lärarna.
The Act on Additional Adjustments, Special Support and Action Programs came into force on July 1, 2014. This law affected all staff in preschool to upper secondary school and, in turn, the schools received general advice from the National Agency for Education with comments on how to work with additional adjustments. The purpose of this graduate project is to contribute lessons learned from secondary teachers' experience and knowledge of additional adjustments. To find this out, six secondary teachers have been interviewed about their work with additional adjustments. Their answers were after that interpreted based on thematic analysis. In this study, it is found that none of the teachers have any document describing what additional adjustments imply. There is an uncertainty among teachers regarding what additional adjustments means, and how to reach the unmotivated students with the help of additional adjustments, as well as in the assessment of pupils who have received additional adjustments. It seems to be the informal conversations and the discussions between teachers, that mainly gives the ideas and solutions regarding additional adaptations demanded by the teachers. The conclusion in my study is, among other things, that the teachers I interviewed do not really have the conditions needed to work on the additional adjustments required by the law. When teachers need help with the additional adjustment from pupil health, it is not always that they get it. Clearly, information from the National Agency for Education about what additional adjustment is, is insufficient and difficult to interpret for the teachers.

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Steen, Jenny. "Anpassningar i lärmiljön för elever med NPF : Pedagogers uppfattning om hur, i relation till upplevt stöd och den egna kunskapen." Thesis, Högskolan i Gävle, Pedagogik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-27791.

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Skolan har i uppdrag att verka för att alla elever når de fastställda kunskapskraven. När elever inte når upp till dessa kunskapskrav ska åtgärder vidtas. Har eleven en funktionsnedsättning ska de förmågor som är nedsatta kompenseras. Därför har skolan att göra extra anpassningar och om det inte är tillräckligt ska ett beslut om särskilt stöd fattas. Denna studie undersöker vilken uppfattning som pedagoger har om den egna kunskapen och upplevelsen av stöd i det komplexa arbetet med att genomföra extra anpassningar utifrån elever som har en NPF-diagnos. Undersökningen genomförs som en webbaserad enkät som sprids till skolor i norra uppland. Resultatet visar att upplevelsen av stöd är förhållandevis stort från den egna interna organisationen men det finns behov av ett större stöd. Samtidigt finns det en önskan att hämta stöd från externt håll som BUP och HAB. Ofta genomförs extra anpassningar dagligen och uppfattningen om den egna kunskapen är god. Samtidigt finns önskemål om att få delta i utbildning eller föreläsning i syfte att lära sig mer om extra anpassning för elever. Sambandsanalysen visar dock inte på ett signifikant samband.

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Расцвєтаєв, Валерій Олександрович, Валерий Александрович Расцветаев, and V. A. Rastsvetaev. "Обґрунтування параметрів взаємодії підвісних монорейкових доріг з кріпленням дільничних виробок для інтенсифікації підготовчих робіт." Thesis, Видавництво НГУ, 2012. http://ir.nmu.org.ua/handle/123456789/178.

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Дисертація на здобуття наукового ступеня кандидата технічних наук за спеціальністю 05.15.02 – «Підземна розробка родовищ корисних копалин». Державний вищий навчальний заклад «Національний гірничий університет» Міністерства освіти і науки, молоді та спорту України, м. Дніпропетровськ, 2012.
Диссертация на соискание ученой степени кандидата технических наук по специальности 05.15.02 - «Подземная разработка месторождений полезных ископаемых». Государственное высшее учебное заведение «Национальный горный университет» Министерства образования и науки, молодежи и спорта Украины, г. Днепропетровск, 2012
Dissertation for the degree of candidate of technical science on speciality 05.15.02 – «Underground mining operations» State Higher Aducational Establishment «National Mining University» Ministry of Education and Science, Youth and Sport of Ukraine Dnepropetrovsk, 2012.
Дисертація присвячена обґрунтуванню параметрів транспортно-технологічних схем проведення дільничних виробок з використанням дизельних підвісних монорейкових доріг. У процесі дослідження вперше встановлено, що при підготовці нових виїмкових стовпів до очисної виїмки та виконанні монтажно-демонтажних робіт із застосуванням підвісних монорейкових доріг для транспортування великотоннажних секцій механізованого кріплення величини додаткових вертикальних деформацій елементів арочного кріплення в замкових з’єднаннях несучих арок коливаються в діапазоні 50 – 150 мм залежно від маси рухомого складу, що на 35% більше за величину деформацій рядових арок, до яких не підвішується монорейковий постав. В дисертації запропоновані та науково обґрунтовані параметри швидкості переміщення негабаритних і великотоннажних вантажів у криволінійних та з геологічними порушеннями ділянках траси, що дозволяє скоротити терміни перемонтажу очисного обладнання з діючих очисних вибоїв у монтажну камеру нового виїмкового стовпа та на 3 – 5 % підвищити темпи підготовчих робіт. На основі координації витрат часу на перемонтаж секцій механізованого кріплення, формування монтажної камери та транспортування очисного обладнання обґрунтовані параметри транспортно-технологічних схем підвищеної адаптаційної спроможності, інтегрованих до умов шахт Західного Донбасу. Очікуваний річний економічний ефект від упровадження рекомендацій – 0,62 млн. грн.
Диссертация посвящена обоснованию параметров транспортно-технологических схем проведения участковых выработок с применением дизельных подвесных монорельсовых дорог. В процессе исследования впервые установлено, что при подготовке новых выемочных столбов к очистной выемке и выполнению монтажно-демонтажных работ с применением подвесных монорельсовых дорог для транспортирования крупнотоннажных секций механизированной крепи величины дополнительных вертикальных деформаций элементов арочного крепления в замковых соединениях несущих арок колеблются в диапазоне 50 – 150 мм в зависимости от массы подвижного состава, что на 35% больше величины деформаций рядовых арок, на которые не подвешивается монорельсовый став. В диссертации предложены и научно обоснованы параметры скорости перемещения негабаритных и крупнотоннажных грузов в криволинейных и с геологическими нарушениями участках трассы, что позволяет сократить сроки перемонтажа очистного оборудования с действующих лав в монтажную камеру нового выемочного столба и на 3 – 5 % повысить темпы подготовительных работ. Впервые процесс перемещения грузов в подземных выработках рассмотрен как взаимодействующая транспортно-технологическая система «массив горных пород – арочная крепь – подвесная монорельсовая дорога», которая для более детального изучения была разделена на подсистемы: «массив горных пород – крепь подготовительной выработки», «крепь подготовительной выработки – став монорельса подвесной дороги», «став монорельса – подвижной состав монорельсовой дороги». Результаты исследования процесса взаимодействия указанных подсистем позволили установить рациональный способ крепления става монорельсовой дороги к верхняку арочной крепи при различных схемах компоновки горно-транспортного оборудования в сечении подготовительной выработки. Рекомендованный способ крепления става подвесной монорельсовой дороги обеспечивает необходимую устойчивость арочной крепи, уменьшая деформацию ее элементов при изменении площади поперечного сечения транспортной выработки. Достигается это за счет распределения статических и динамических нагрузок, которые возникают и передаются арочной крепи от монорельса в моменты прохождения грузовых «тележек» подвижного состава через стыковые соединения несущего профиля. Кроме того, указанный способ дает возможность транспортировать секции механизированной крепи, исключив потери времени на погрузочно-перегрузочные операции и предварительную их разборку (сборку) при перемонтаже, из отработанного очистного забоя в подготавливаемый. На основе координации потерь времени на перемонтаж секций механизированной крепи, формирование монтажной камеры и транспортирование очистного оборудования, обоснованы параметры транспортно-технологических схем повышенной адаптационной способности, интегрированных к условиям шахт Западного Донбасса. Ожидаемый годовой экономический эффект от внедрения рекомендаций – 0,62 млн. грн.
Dissertation is aimed to substantiate parameters of transport and technological schemes of driving road sections using diesel overhead monorails. While studying it was first established that under preparation new extraction pillars to second mining and assembling and disassembling operations using overhead monorails for transporting bulk sections of powered support the values of additional vertical deformations of arch support components within joints of bearing arches is ranged from 50 to 150 mm depending on the movable railway vehicles that is 35% more then the value of serious arch deformation where monorail structure is not fixed. Parameters of traversing speed of oversized and bulk cargoes at curvilineal and geologically disturbed road sites that enables to reduce the time of relocating cleaning equipment from operated faces to cutting-room of new extraction pillar and increase the rate of development work as much as 3-5% are offered and scientifically substantiated. Parameters of transport and technological schemes of increased adaptive capacity integrated to conditions of Western Donbas mines are substantiated on the basis of coordination of time loss spent on reassembling powered support sections, cutting-room formation and transporting cleaning equipment. Expected annual economic effect from introducing recommendations is 0,62 mln.gr.

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25

Yim, Anne-Marie. "Réactivité des "alpha, bêta"-déhydroaminoacides : additions radicalaires en solution et sur support solide." Montpellier 2, 1999. http://www.theses.fr/1999MON20072.

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Kababji, Ala'a Hamed. "Effects of Diluent Addition and Metal Support Interactions in Heterogeneous Catalysis: SiC/VPO Catalysts for Maleic Anhydride Production and Co/Silica Supported Catalysts for FTS." Scholar Commons, 2009. https://scholarcommons.usf.edu/etd/2035.

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This work begins with an introduction to catalysis focusing on heterogeneous systems and surface science phenomena. A study on the partial oxidation reaction of n-butane to maleic anhydride (MA) is presented in the first part. MA supplies are barely adequate for market requirements due to continued strong demand. Only slight improvement in catalytic performance would be welcome in the industrial community. The vanadium phosphorus oxide (VPO) catalyst was used in this work. The reaction is highly exothermic and the need to properly support the catalyst, not only for good dispersion but adequate heat dissipation is of crucial importance. For this, alpha-SiC commercial powders were used in synthesizing the catalyst due to its high thermal conductivity. Up to 25% MA yields were obtained and the reaction temperature was lowered by up to 28% using SiC/VPO mixed catalysts. The second part of this work is focused on the Fischer-Tropsch synthesis (FTS) process using cobalt silica supported catalysts. The main objective is the production of synthetic ultra high purity jet fuel (JP5). This is a very timely topic given the energy issues our world is facing. Almost all aspects of the FTS process have been extensively studied, however the effects of calcination temperature and silica support structure on the catalyst performance are lacking in literature. The catalysts were prepared using various silica supports. The catalysts had different drying and calcination temperatures. It was found that lower support surface area and calcination temperature catalysts exhibited higher activity due to lower support cobalt phase interaction. Co/silica catalysts calcined at 573K showed the highest CO conversion and the lowest CH4 selectivity. Catalysts prepared with 300m²/g support surface area exhibited 79.5% C5+ selectivity due to higher reducibility and less metal support interaction. The properties and performance of various prepared catalysts in both VPO and Co/silica systems are characterized by FTIR, XRD, BET, GC and XPS techniques. Theoretical FTS deactivation by sintering calculations and SiC/VPO particle temperature gradient calculations are presented as well. Finally, conclusions and future work on improving the yield and selectivity and scaling up the bench top setups are also presented.

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Manning, Jill C. "A qualitative study of the supports women find most beneficial when dealing with a spouse's sexually addictive or compulsive behaviors /." Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1171.pdf.

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Chirowodza, Helen. "Polymer-clay nanocomposites prepared by RAFT-supported grafting." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71914.

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Thesis (PhD)--Stellenbosch University, 2012.
ENGLISH ABSTRACT: In materials chemistry, surface-initiated reversible deactivation radical polymerisation (SI-RDRP) has emerged as one of the most versatile routes to synthesising inorganic/organic hybrid materials consisting of well-defined polymers. The resultant materials often exhibit a remarkable improvement in bulk material properties even after the addition of very small amounts of inorganic modifiers like clay. A novel cationic reversible addition–fragmentation chain transfer (RAFT) agent with the dual purpose of modifying the surface of Laponite clay and controlling the polymerisation of monomer therefrom, was designed and synthesised. Its efficiency to control the polymerisation of styrene was evaluated and confirmed through investigating the molar mass evolution and chain-end functionality. The surface of Laponite clay was modified with the cationic chain transfer agent (CTA) via ion exchange and polymerisation performed in the presence of a free non-functionalised CTA. The addition of the non-functionalised CTA gave an evenly distributed CTA concentration and allowed the simultaneous growth of surface-attached and free polystyrene (PS). Further analysis of the free and grafted PS using analytical techniques developed and published during the course of this study, indicated that the free and grafted PS chains were undergoing different polymerisation mechanisms. For the second monomer system investigated n-butyl acrylate, it was apparent that the molar mass targeted and the monomer conversions attained had a significant influence on the simultaneous growth of the free and grafted polymer chains. Additional analysis of the grafted polymer chains indicated that secondary reactions dominated in the polymerisation of the surface-attached polymer chains. A new approach to separating the inorganic/organic hybrid materials into their various components using asymmetrical flow field-flow fractionation (AF4) was described. The results obtained not only gave an indication of the success of the in situ polymerisation reaction, but also provided information on the morphology of the material. Thermogravimetric analysis (TGA) was carried out on the polymer-clay nanocomposite samples. The results showed that by adding as little as 3 wt-% of clay to the polymer matrix, there was a remarkable improvement in the thermal stability.
AFRIKAANSE OPSOMMING: Oppervlakgeïnisieerde omkeerbare deaktiveringsradikaalpolimerisasie (SI-RDRP) is een van die veelsydigste roetes om anorganiese/organiese hibriedmateriale (wat bestaan uit goed-gedefinieerde polimere) te sintetiseer. Die produk toon dikwels ŉ merkwaardige verbetering in die makroskopiese eienskappe – selfs na die toevoeging van klein hoeveelhede anorganiese modifiseerders soos klei. ŉ Nuwe kationiese omkeerbare addisie-fragmentasie kettingoordrag (RAFT) middel met die tweeledige doel om die modifisering van die oppervlak van Laponite klei en die beheer van die polimerisasie van die monomeer daarvan, is ontwerp en gesintetiseer. Die klei se doeltreffendheid om die polimerisasie van stireen te beheer is geëvalueer en bevestig deur die molêre massa en die funksionele groepe aan die einde van die ketting te ondersoek. Die oppervlak van Laponite klei is gemodifiseer met die kationiese kettingoordragmiddel (CTA) deur middel van ioonuitruiling en polimerisasie wat uitgevoer word in die teenwoordigheid van ŉ vrye nie-gefunksionaliseerde CTA. Die toevoeging van die nie-gefunksionaliseerde CTA het ŉ eweredig-verspreide konsentrasie CTA teweeggebring en die gelyktydige groei van oppervlak-gebonde en vry polistireen (PS) toegelaat. Verdere ontleding van die vrye- en geënte PS met behulp van analitiese tegnieke wat ontwikkel en gepubliseer is gedurende die verloop van hierdie studie, het aangedui dat die vry- en geënte PS-kettings verskillende polimerisasiemeganismes ondergaan. n-Butielakrilaat is in die tweede monomeer-stelsel ondersoek en dit was duidelik dat die molêre massa wat geteiken is en die geënte polimeerkettings. ŉ Nuwe benadering tot die skeiding van die anorganiese/organiese hibriedmateriale in hulle onderskeie komponente met behulp van asimmetriese vloeiveld-vloei fraksionering (AF4) is beskryf. Die resultate wat verkry is, het nie net 'n aanduiding gegee van die sukses van die in-situ polimerisasiereaksie nie, maar het ook inligting verskaf oor die morfologie van die materiaal. Termogravimetriese analise (TGA) is uitgevoer op die polimeer-klei nanosaamgestelde monsters. Die resultate het getoon dat daar 'n merkwaardige verbetering in die termiese stabiliteit was na die toevoeging van so min as 3 wt% klei by die polimeermatriks.

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Li, Yan Song Chunshan. "Influence of ceria and nickel addition to alumina-supported rhodium catalyst for propane steam reforming at low temperatures." [University Park, Pa.] : Pennsylvania State University, 2009. http://etda.libraries.psu.edu/theses/approved/WorldWideIndex/ETD-4554/index.html.

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30

Norris, Elizabeth L. "Steam reforming of methane over alumina supported nickel catalysts : influence of calcination temperature, gold doping and sulfur addition." Thesis, Keele University, 2013. http://eprints.keele.ac.uk/3817/.

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Alumina supported nickel and gold-doped nickel catalysts have been investigated for their use as hydrocarbon steam reforming catalysts. The influence of calcination temperature during preparation has been investigated using a variety of techniques including X-ray powder diffraction (XRD), X-ray photoelectron spectroscopy (XPS), BET surface area analysis, scanning electron microscopy (SEM) and temperature-programmed reduction (TPR). It has been shown that the nickel phases present and their subsequent reducibility are strongly dependent upon the calcination temperature during preparation. As the calcination temperature is increased nickel aluminate (NiAl2O4) is formed and nickel oxide–support interactions increase. The addition of gold to the catalyst increases nickel oxide–support interactions, lowering the sample reducibility and increasing formation of NiAl2O4 at lower calcination temperatures. The calcination temperature significantly influences the steam methane reforming characteristics under both stoichiometric and methane-rich reaction conditions and the presence of unreduced NiAl2O4 significantly alters catalytic activity. Under the reaction conditions employed, the presence of gold provides no long-term benefit towards catalyst performance, resulting in a reduced reforming activity, especially at lower reaction temperatures, and in certain cases an increase in carbon laydown. Sulfur addition to the reaction mixture results in catalyst poisoning and in some cases complete deactivation, particularly at low reaction temperatures. However, sulfur addition does significantly increase resistance to carbon deposition. The addition of sulfur to the reaction mixtures and gold-doping of catalysts provides an increase in carbon resistance, whilst significantly reducing the rate of sulfur poisoning and increasing catalyst lifetime. This research discusses the influence of calcination temperature on steam methane reforming activity, catalyst resistance towards carbon formation and sulfur tolerance under variable reforming conditions over alumina supported nickel and gold-doped alumina supported nickel catalysts.

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31

Zhang, Hang. "Distributed Support Vector Machine With Graphics Processing Units." ScholarWorks@UNO, 2009. http://scholarworks.uno.edu/td/991.

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Training a Support Vector Machine (SVM) requires the solution of a very large quadratic programming (QP) optimization problem. Sequential Minimal Optimization (SMO) is a decomposition-based algorithm which breaks this large QP problem into a series of smallest possible QP problems. However, it still costs O(n2) computation time. In our SVM implementation, we can do training with huge data sets in a distributed manner (by breaking the dataset into chunks, then using Message Passing Interface (MPI) to distribute each chunk to a different machine and processing SVM training within each chunk). In addition, we moved the kernel calculation part in SVM classification to a graphics processing unit (GPU) which has zero scheduling overhead to create concurrent threads. In this thesis, we will take advantage of this GPU architecture to improve the classification performance of SVM.

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32

Demir-kivrak, Hilal. "Synthesis And Characterization Of Ethanol Electro-oxidation Catalysis." Phd thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12613887/index.pdf.

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ABSTRACT SYNTHESIS AND CHARACTERIZATION OF ETHANOL ELECTRO-OXIDATION CATALYSIS Demir-Kivrak, Hilal Ph.D., Department of Chemical Engineering Supervisor : Prof. Dr. Deniz Ü
ner Co-supervisor : Dr. Sadig Kuliyev October 2010, 196 pages In this study, the role of defects, the role of Sn in relation to defects, and the role of oxide phase of tin in ethanol electro-oxidation reaction were investigated. Firstly, adsorption calorimetry measurements were conducted on monometallic (1%Pt, 2%Pt, and 5%Pt) and bi-metallic (5% Pt-Sn) &gamma
-Al2O3 supported Pt catalysts. It was observed that while saturation coverage values decreased, intermediate heats remained same for Pt-Sn catalysts by the increasing amount of tin. The effect of particle size was investigated on Pt/C (pH=5), Pt/C (pH=11) catalysts at different scan rates. At high scan rates (quite above diffusion limitations), current per site activities were nearly the same for 20% Pt/C (E-Tek), Pt/C (pH=11), and Pt/C (pH=5) catalysts, which explained as electro-oxidation reaction takes place at the defects sites. Furthermore, the effect of support on ethanol electro-oxidation was investigated on CNT supported Pt catalyst. Results indicate that only the metal v dispersions improved ethanol electro-oxidation reaction and support did not have any effect on ethanol electro-oxidation reaction. Results on the 20% Pt-Sn/C (15:1 to 1:1 Pt: Sn atomic ratios) and 20% Pt-SnO2/C (6:1 and 1:1) catalysts indicated that ethanol electro-oxidation activity increased by increasing tin amount. For 20% Pt-Sn/C catalysts, Pt-Sn (6:1)/C indicated best activity. On the other hand, 20% Pt-SnO2 (6:1)/C catalyst was better than Pt-Sn (6:1)/C in terms of ethanol electro-oxidation activity due to the fact that there was low contact between Pt and tin oxide particles.

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Soutif, Jean-Claude. "Etude de l'addition des acides carboxyliques sur les structures oxiranne : application aux polymeres epoxydes." Le Mans, 1987. http://www.theses.fr/1987LEMA1010.

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La modification chimique au deuxieme degre de polymeres epoxydes a ete etudiee pour developper une methode de fixation de principes actifs (medicaments, colorants, complexants) comportant des fonctions acides, sur des supports macromoleculaires. Le catalyseur est un sel de tetramethylammonium de l'acide a fixer. Epoxydation de polyisoprene et polybutadiene

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Cuillier, Cheryl, Robyn Huff-Eibl, and Michael Brewer. "To Fee or Not to Fee: Building Student Support for Additional Library Revenue." 2012. http://hdl.handle.net/10150/222211.

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Poster presentation from the Living the Future 8 Conference, April 23-24, 2012, University of Arizona Libraries, Tucson, AZ.
The University of Arizona has had a student library fee since 2006. The fee started out at $15/year for students and now stands at $120/year. In FY2011-12, fee revenue for the University Libraries is expected to be about $3.5 million—a critical chunk of our budget. This poster will describe the approach that enabled the Libraries to successfully implement a fee. Garnering support from student government leaders and advisory boards has been crucial. The poster will also detail how student fee money is used, challenges we’ve faced, and strategies that might work at your institution.

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Ajok, Florence Odong Pinny. "Exploring community support of adolescent's sexual reproductive health in the Acholi sub-region, Uganda." Thesis, 2017. http://hdl.handle.net/10500/23155.

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The study explored the community role in support of adolescents’ sexual reproductive health (ASRH) in Acholi sub-region, which was affected by over two decades of LRA war. The study aimed at establishing the impact of the war on Acholi socio-cultural norms of adolescents’ socialisation on sexual matters by exploring the effects of the war, mass media and the modern education system on the socio-cultural norms of socialisation and compared with the current modes of promoting sexual education among adolescents as mandated by the national adolescent health policy; the study then assessed the community responsiveness to ASRH needs. Based on the findings, community strategy for enhancing community response to adolescent health was developed. Exploratory, descriptive and case study methodology was used to execute a three- phased concurrent study with five sub-studies. Data were collected from selected participants and respondents including teen mothers, guardians, midwives, parents, adolescents, local, cultural and religious leaders as well as policy makers, technocrats and implementers at the community and district levels. The study was implemented in Gulu, Kitgum and Pader districts of Northern UgandaThe study results found that the LRA war greatly impacted on the Acholi tradition of socialising children; the war destroyed the socio-cultural, economic and family protection structures. The teen mothers’ case study vividly documented the stories. Confounded by the influence of mass media and modern education system, the Acholi community is experiencing what the study called ‘intergenerational cultural shock’ in which the old and young generations are shocked and amazed with the cultural difference. community responsiveness to adolescent health needs, amidst the societal changing contexts and emerging new youth cultures, the study proposes a community model and a strategy to promote community participation in ASRH but with many implications to policy, programs, and further research as detailed under the recommendations..
Health Studies
D. Litt. et Phil. (Health Studies)

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Koornhof, Hannchen. "From conception to consumption : an examination of the intellectual process of producing textbooks for Foundation Phase in South Africa." Thesis, 2012. http://hdl.handle.net/10539/11021.

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This study examines the factors that shape decision-making in relation to the development of Learner Teacher Support Materials (LTSMs) in South Africa by focusing on the processes that govern the development of Foundation Phase LTSMs, and on how publishers understand the educational nature of LTSMs that will lead to effective literacy acquisition. Findings are based on elite interviews with members of senior management in the publishing industry, and triangulated with interviews with authors and academic specialists of Foundation Phase. It was found that the close alignment between government directives and processes and the publishing industry form the core of all LTSM development and production, creating some symbiosis as well as restraints. Factors that shape the production of LTSMs include full compliance with the specific outcomes of the curriculum; producing LTSMs that are affordable in terms of set criteria by selection committees; selection committees that, determine acceptance of LTSMs for placement on approved lists; time frames that preclude in-depth research and trialling, a market that is deeply stratified and where this stratification is reinforced by curriculum imperatives relating to language; and the monitoring of classroom productivity through the filling in of Learner Book worksheets. Best practice strategies for literacy acquisition requires materials considerably beyond what the industry is producing for South Africa’s most disadvantaged markets, namely the English First Additional Language market. Teacher training done by both publishers and the Department of Basic Education suggest a different conceptualisation of Teachers’ Guides are required in order for professional development to take place through LTSMs.

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Chang, Shang-Chun, and 張尚鈞. "A System to Support the Event Explanation and Rule Addition of Intrusion Detection Systems." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/17079577509606893251.

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Hung, Ying-Shen, and 洪英伸. "A Web-based Gaming Environment That Supports CAL In Addition And Subtraction." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/76078292564747229975.

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碩士
中原大學
資訊工程研究所
89
Today, the computer and Internet technologies become more mature. Because Internet is a superior learning environment, many educational applications are now available on the Internet. This thesis discusses how to design and implement a web-based, computer assisted learning environment for elementary arithmetic. The system analyzes the level of competence of the student and assists him/her in learning. It also increases the student’s interest of learning by playing games with multimedia characteristic. Three are three main objectives： 1.Building a web gaming platform: We must build a platform for playing games on the web, and this platform must win the general acceptance of the end-users. 2.Adaptive learning: The system should assist students in problem solving. During the gaming process, the system analyzes the level of competence of the student. The analyzed result is then passed on to the instructor of the student as a reference for teaching. 3.Collecting student knowledge: The system dynamically collects the knowledge of each student. This includes questions, answers, time-to-answer, et al. In the future, the system can use this information to analyze the source of bugs in the student’s answers. The system is based on the current Internet technology, and uses Web-Based Client-Server framework. The knowledge base of the teaching materials includes the following (1) the concepts of the first and second grade primary school arithmetic, (2) the learning hierarchies related to addition and subtraction, and (3) learning components. We use the knowledge base and the knowledge of students to guide the students in their problem solving activities. According to these guiding rules, the students will be led to solve easier problems whenever they can not solve a problem that is comparatively more difficult.

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Tain, Chung-Ping, and 譚仲萍. "The Denitrification and Phosphorous Removal Performance in AO / AOAO Wastewater Treatment System by the Addition of Bioimmobilization Support Matrix." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/92798135349544546524.

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碩士
國立雲林科技大學
環境與安全工程系碩士班
89
In this study the denitrification and phosphorus removal performance in the Anaerobic-Aerobic process（AO）and Anaerobic-Aerobic-Anoxic-Aerobic process（AOAO）were studied for the piggery wastewater treatment with high-nitrogen（TKN: 360~430mg/L）and high-phosphorus（TP: 140~ 160mg/L）. For nitrogen removal, during 8days of sludge retention time, 0.3~0.4 kg COD / kg MLSS day of F/M ratio, the total nitrogen removal rate in AO process is about 82%, and the effluent TN was in the range of 65 to 75mg/L, NO3--N from 34 to 39mg/L, NO2--N from 6 to 8mg/L, NH4+-N from 15 to 25mg/L, The total nitrogen removal rate in AOAO process is about 93%, and the effluent TN from 27 to 37mg/L, NO3--N from 13 to 15mg/L, NO2--N from 1.8 to 2.5mg/L, NH4+-N from 7 to 10mg/L. The performance of nitrogen removal in AO/AOAO process added by 20% of immobilized support matrix, the effluents TN range from 63 to 66mg/L. although the effluent NH4+-N and TKN had decreased. Thus, the effect of immobilized support matrix on the nitrogen removal of AO process is not apparently. For AOAO process with adding 20% of immobilized support matrix, the effluent NH4+-N range from 3.5 to 7.5mg/L, and the total nitrogen removal rate about 82%, and the effluent TN from 18 to 23mg/L. For phosphorus removal, the performance of the AOAO process is better than that of AO process. In AO process, the phosphate removal rate is about 57%, the effluent PO43-from 44 to 49mg/L. The phosphate concentration in the waste sludge at AO process is from 5.4 to 6.7%. In AOAO process, the phosphate removal rate is about 76%, the effluent PO43- from 44 to 49mg/L. The phosphate concentration in the waste sludge at AOAO process is from 9.2 to 10.5%. For AOAO process with adding immobilized support matrix, because of the immobilized microorganism make up by phosphate esterification, so that phosphate had released slowly from immobilized microorganism to wastewater and affected the effluent wastewater characteristics. In this study, the phosphate removal rate of anoxic reactor is higher than that of aerobic reactor in AOAO process, because of the external carbon source in the first aerobic reactor is excessive and lead phosphate release while phosphate uptake. Based on the results, the benefits of this immobilized support matrix added are as follows: （1）to promote the nitrification in the first aerobic reactor nitrogen used efficiency in AOAO process, and abated nitrification appearance at reactor.（2）nitrification reaction is complete in the first aerobic reactor at AOAO process , and there is almost not nitrite accumulated in the first aerobic reactor.（3）it is plenty of biomass in immobilized support matrix, and the autographic of the biomass in immobilized support matrix is more than activate sludge. So it could reduce the reaction time in aerobic reactor.

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40

Li, Yu-Cheng, and 李育誠. "Oxidative Addition of I2 on Dinuclear Gold(I) Complexes Supported by Se Donor Ligands." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/07072015742724487279.

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41

Morgan, Erin. "Rhodium and Iridium Pincer Complexes Supported by Bis(phosphino)silyl Ligation: Applications in Bond Cleavage Chemistry." 2013. http://hdl.handle.net/10222/27968.

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Group 9 transition metal pincer complexes have shown tremendous utility in a variety of E-H (E = main group element) bond activation reactions. In an effort to access new types of highly reactive pincer-like transition metal complexes this research focuses on the development of new late metal complexes supported by tridentate bis(phosphino)silyl ligands of the type [?3-(2-R2PC6H4)2SiMe]- ([R-PSiP]; R = Cy, iPr). The incorporation of a strongly electron donating and highly trans-labilizing silyl group at the central anionic position may promote the formation of new coordinatively unsaturated compounds capable of enhanced reactivity. In this regard, the synthesis of coordinatively unsaturated Rh and Ir complexes supported by R-PSiP ligation and their ability to activate E-H bonds will be detailed. The synthesis of Cy-PSiP ligated Rh and Ir species and the ability to access the products of N–H bond oxidative addition with these species was investigated. Both [Cy-PSiP]Rh and [Cy-PSiP]Ir complexes were shown to form isolable complexes of the type [Cy-PSiP]M(H)(NHR) (M = Rh, R = aryl; M = Ir, R = H, aryl). However, attempts to generate such amido hydride complexes by N-H activation of the corresponding amine led to divergent reactivity, where adducts of the type [Cy-PSiP]Rh(NH2R) were obtained for Rh, while N-H bond oxidative addition was observed for Ir to form the targeted amido hydride complexes, including a rare example of ammonia N-H bond oxidative addition to form a monomeric, terminal parent amido complex that was crystallographically characterized. Due to the scarcity of transition metal complexes that are capable of N-H bond oxidative addition, a thorough investigation of the N-H bond activation mediated by [Cy-PSiP]Rh and Ir with various N-H containing substrates, including alkyl amines, hydrazine derivatives, and benzamides was initiated. Extension of this reactivity to the related diisopropylphosphino derivative [iPr-PSiP]IrI was also probed, as the resulting complexes were envisioned to be less susceptible to potential cyclometalation processes. Indeed, oxidative addition of primary alkyl amines, hydrazines, and benzamides was observed for [R-PSiP]Ir. These results comprise an unprecedented example of a metal complex that is capable of facile N-H bond activation in such a wide range of substrates, including challenging substrates such as ammonia and alkyl amines. A rare example of Rh-mediated N-H oxidative addition was also observed for the reaction of [Cy-PSiP]RhI with benzophenone hydrazone. The potential for these [R-PSiP]Ir(H)(NHR) complexes to insert unsaturated substrates was investigated, as the development of new pathways for the formation of C-N bonds via transition metal catalyzed N-H bond oxidative addition to a metal center followed by insertion of an alkene or alkyne into the M-N or M-H bond may provide a new pathway for accessing intermolecular amination reactions. Insertion chemistry attempts with various alkenes, alkynes, allenes, C=O and C?N containing compounds is described. Lastly, the synthesis of IrIII complexes of the type {[R-PSiP]IrR'}+X? (R = Cy, iPr; R’ = H, Me; X = OTf, BF4, B(C6F5)4) and their interactions with the C-H bonds of arenes and aldehydes, as well as, the Si-H bonds of hydrosilanes is detailed. The Si-H bond activation chemistry observed was typically influenced by the counter anion X. Thus, the more coordinating anions OTF and BF4 were shown to coordinate to and stabilize the highly electrophilic Si in transiently generated Ir silylene species.

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42

Jalama, Kalala. "Fischer Tropsch synthesis over supported cobalt catalysts: effect of ethanol addition, precursors and gold doping." Thesis, 2008. http://hdl.handle.net/10539/4937.

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The effect of the addition of ethanol (2% and 6%) during the Fischer-Tröpsch (FT) synthesis has been investigated using a 10%Co/TiO2 catalyst in a stirred basket reactor (T = 220°C, P = 8 bar, H2/CO = 2). The transformation of ethanol vapour (2% and 6% in nitrogen) over the Co/TiO2 catalyst was also studied in the absence of the synthesis gas under FT reaction conditions. Ethanol was observed to be incorporated in the growing chain and was found to (i) increase the selectivity to light products, (ii) increase the olefin to paraffin ratio and (iii) significantly decrease the catalyst activity. These effects were almost completely reversed when the ethanol in the feed was removed. Thermodynamic predictions, TPR and XRD analysis have shown that cobalt metal particles were oxidised to CoO by ethanol but that re-reduction to Co metal was possible when ethanol was removed from the feed stream allowing the catalyst to recover most of its initial performance, in particular when high flow rates were used. The effect of the cobalt carboxylate chain length (C2, C5 and C9) used in the preparation of alumina supported cobalt catalysts has been studied by TPR, XRD and hydrogen chemisorption techniques. The activity and selectivity of the prepared catalysts have been evaluated for the Fischer-Tröpsch (FT) reaction in a stirred basket reactor. It is shown that for catalysts with Co content of 10 wt.% the activity increases as the carboxylate chain length increases while the selectivity towards methane and light hydrocarbons decreases with the carboxylate chain length. The catalyst prepared using cobalt acetate was found to present the highest metal-support interaction and the poorest performance for the Fischer-Tröpsch reaction. When the metal content was increased to 15 wt.% Co and 20 wt.% Co respectively, the metal-support interaction for the catalyst prepared from cobalt acetate significantly decreased making it a better catalyst for the FT reaction compared to the catalysts prepared from C5 and C9 cobalt carboxylates. The effect of the addition of Au to a Co FT catalyst supported on titania, alumina and silica respectively, has been investigated by varying the amount of Au (0.2 to 5 wt.%) added to the catalyst. The catalysts were characterized by atomic absorption spectroscopy, XRD, XPS and TPR analysis. The catalyst evaluation for the Fischer- Tröpsch reaction activity and selectivity was achieved in a fixed bed micro-reactor (H2:CO = 2; 20 bar; 220°C). Addition of Au to supported Co catalysts improved the catalyst reduction and the cobalt dispersion on the catalyst surface. The catalyst activity for the FT reaction and the methane and light product selectivity increased with Au loading in the catalyst.

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43

Tai, Yu-Lung, and 戴玉龍. "Effect of yttria addition on ceria-supported nickel catalyst for carbon dioxide reforming of methane." Thesis, 2000. http://ndltd.ncl.edu.tw/handle/39092815773364149131.

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碩士
國立清華大學
化學工程學系
88
Interaction between metal and support influence catalytic behavior apparently. To obtain insight into the effect of metal—support interaction (MSI) in the CO2 reforming of CH4, the reaction was studied using pure CeO2 and yttria-doped ceria (YDC), respectively. For comparison, Ni/γ-Al2O3 catalysts were also prepared. The catalysts were characterized by temperature-programmed reduction (TPR), electron paramagnetic resonance (EPR) and X-ray photoelectron spectroscopy (XPS). For Ni/CeO2 and Ni/YDC catalysts, two TPR peak, namely β and γ, were observed. Specific rates (μ mol/(s g cat) ) for the CO2 reforming of CH4 decrease in the order Ni/CeO2 > Ni/5YDC > Ni/10YDC > Ni/20YDC > Ni/40YDC > Ni/γ-Al2O3. Ni/γ-Al2O3 showed appreciable activity for CH4—CO2 reforming. Compare to the Ni/ γ-Al2O3 catalysts Ni/CeO2 showed a dramatic increase in activity is attributed to the creation of new sites in the metal—support interaction region which promote CH4 dissociation, CO2 dissociation and reduction, and subsequent CHxO decomposition, beside activity, a dramatic stability is also fund, combination the result of temperature—programmed hydrogenation of used catalysts and temperature—programmed reduction of fresh catalysts clearly showed that the morphology of Ni on CeO2 surface consisted of very thin platelets and inhibit the rate of deep dehydrogenation of CH4 to carbon, thus improving activity maintenance.

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44

Kuyper, Nadine. "The influence of schooling on the resilient behaviour and academic performance of poverty-stricken adolescents in Gauteng schools." Diss., 2014. http://hdl.handle.net/10500/14303.

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The social and economic environments in which children develop are regarded as important variables which relate to academic performance. In order to support learners in achieving academically, an understanding of the role of these different variables is essential. The aim of the study was to investigate the influence of additional educational support on the resilient behaviour and subsequent academic performance of adolescents in Grades 9 and 10. A sample of 117 high school adolescents was used. Schools that offer additional educational support tend, on average, to show a healthier teacher-learner relationship, more parental involvement, superior cognitive development and better study orientation. All these factors were also found to contribute to a learner’s potential to demonstrate resilient behaviour. Based on the literature study and the empirical investigation, recommendations to parents, teachers and schools have been made.
Psychology of Education
M. Ed. (Guidance and Counselling)

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45

Maringa, Audacity. "The effect of addition of ceria on platinum supported on carbon materials in the hydrogenation of ethylene." Thesis, 2011. http://hdl.handle.net/10539/10275.

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This study reports the synthesis of carbon materials (carbon nanotubes (CNTs), coiled carbon nanofibers (CCNFs) and carbon spheres (CSs)) using the chemical vapour deposition (CVD) method. The as-synthesized carbon materials were functionalized using nitric acid in order to introduce functional groups and improve the hydrophilic behavior of the carbon materials. Both the as-synthesized and functionalized carbon materials were characterized by TEM, TGA, Raman and FTIR spectroscopy. The presence of functional groups was confirmed by alkalimetry titration and IR spectroscopy data. Ceria (synthesized using the sol-gel method), activated carbon (AC) and titania (P25) were other catalysts supports used and their morphologies were determined by TEM. Platinum was deposited on the various supports to give Pt loadings of 0.5, 1 and 5 % using the polyol method. It was found that small Pt particle sizes were obtained with average particle sizes of 1.8, 2.3, 2.6, 2.9, 2.7 and 1.6 nm for Pt/CCNF, Pt/CNT, Pt/CS, Pt/AC, Pt/CeO2 and Pt/TiO2 respectively at 0.5 % Pt loading. Pt was also deposited on the CeO2/CM supports (5 % and 10 % CeO2 loadings) to make Pt-CeO2/CM catalysts. The Pt supported catalysts were characterized by TEM, EDS, XRD, TPR, BET and TGA. The platinum supported catalysts were tested for the hydrogenation of ethylene. The effect of functionalization of the carbon materials was determined. Pt/functionalized carbon materials had better activity than Pt/as-synthesized carbon materials. On the effects of supports; Pt/TiO2 showed the best activity compared to Pt/CCNF, Pt/CNT, Pt/CS, Pt/AC, Pt/CeO2 and this was attributed to the small Pt sizes formed on TiO2 (Pt mean size was 1.6 nm). An interesting feature in this study was the higher activity of the Pt-CeO2/CM as compared to Pt/CM. This was due to the effect of ceria in preserving the surface area of Pt by suppressing sintering. The effect of increasing the ratio of hydrogen to ethylene was investigated and the findings indicated that all the ethylene was converted to ethane. This was attributed to the fact that at a high hydrogen concentration, the rate of formation of the carbon deposit is slow and the rate of hydrogenation is high. No carbon deposits are thus expected on the Pt catalyst particles. It was found that an increase in the Pt loading resulted in an increase in the rate of reaction.

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46

Chang, Yu-wei, and 張祐瑋. "The Structure-Activity Relationship of Carbon-Supported PtRu Catalysts for Ethanol Oxidation Reaction: The Promotional Effect of the Sn Addition and Oxidation Treatment." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/74195517152337121065.

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碩士
國立中央大學
材料科學與工程研究所
98
The direct alcohol fuel cells have been studied extensively because of their stationary, mobile and portable applications. Ethanol is an attractive alternative fuel, because it is less toxic than methanol and can be produced in large quantities from agricultural products or biomass. However, the application of ethanol as fuels also exists some challenges, for example, ethanol is more difficult to be oxidized to CO2 and H2O than methanol owing to the difficulties in C–C bond breaking and the formation of CO-intermediates poison the Pt active sites. Therefore, in order to promote the electroactivity of the Pt-based catalysts toward ethanol oxidation reaction (EOR), the addition of some modifiers and the formation of the oxygen containing species have been elucidated as practical methods. In this study, PtRu/SnxC (x = 0 - 20 wt %) electrocatalysts are prepared by the deposition-precipitation (DP) method using H2 as the reducing agent and Sn as the modifier for the EOR. Besides, the oxidation treatment is applied to generate the oxygen-containing species of the catalysts. The composition, structure, and surface-activity relationship of the Sn modified PtRu/C catalysts can be investigated systematically by the thermal gravimetric analysis (TGA), inductively coupled plasma-atomic emission spectrometer (ICP-AES), energy dispersive spectrometer (EDS), X-ray diffraction (XRD), high resolution transmission electron microscope (HRTEM), temperature-programmed reduction (TPR), X-ray photoelectron spectroscopy (XPS) measurements, and cyclic voltammetry (CV) measurements, respectively. For the as-reduced PtSn/C or PtRu/SnxC catalysts, it is observed that, some Sn exist as the metallic state and alloy with Pt to form Pt-Sn phase, and excess Sn exist as the amorphous SnO or crystalline SnO2. Those amorphous SnO instead of the crystalline SnO2 and the surface Ru on the Snx samples are beneficial for the EOR. During the O2-treatment, Ru and/or Sn diffuse out from the Pt-based alloy phase and exist as RuO2, SnO2 and/or Pt3Sn, respectively. These species can not only promote dissociative adsorption of ethanol on Pt surface but remove CO and carboxyl groups adsorbed on the adjacent Pt active sites. However, the excess oxides may block the active sites on the electrocatalyst surface and deteriorate the EOR or CO-oxidation reaction. Consequently, the surface composing of amorphous SnO and appreciate Ru species are significant condition of PtRn/SnxC toward EOR and CO-oxidation, thus the as-reduced PtRu/Sn10C electrocatalyst has the best EOR activity and CO-oxidation reaction among all samples. In terms of oxidized catalysts, PtRu/C containing RuO2 phase displays high EOR activity.

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47

Ndawuni, Mzikayise Patrick. "Pyridine and amine functionalized polymers by anionic and controlled free radical polymerization methods." Thesis, 2009. http://hdl.handle.net/10500/3906.

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The synthesis of dipyridyl functionalized polysulfones with improved hydrophilicity, enhanced membrane morphology and excellent ATRP polymeric ligand properties was conducted by the following method: (a) the formation of lithiated polysulfone from unmodified polysulfone and the subsequent reaction with 2,2'-vinylidenedipyridine in tetrahydrofuran at -78 oC under argon atmosphere to afford the corresponding dipyridyl functionalized polysulfone. The stoichiometry of the reaction affects the degree of functionalization of the product. When equimolar amounts of 2,2'-vinylidenedipyridine are added to the lithiated polysulfone, the degree of functionalization obtained was 45%. However, the addition of 10% and 20% molar excess of 2,2'-vinylidenedipyridine to the corresponding lithiated polysulfone produced dipyridyl functionalized polysulfones with degrees of functionalization of 80% and 95%, respectively; and (b) the membranes obtained from unmodified polysulfone as well as dipyridyl functionalized polysulfones were characterized by atomic force microscopy, scanning electron microscopy, pure water permeation measurements and contact angle measurements. Amine chain end functionalized polystyrene and poly(methyl methacrylate) were prepared by Atom Transfer Radical Polymerization (ATRP) methods as follows: (a) •-Aminophenyl functionalized polystyrene was prepared in quantitative yields by ATRP methods using a new primary amine functionalized initiator adduct, formed in situ by the reaction of 1-(4-aminophenyl)-1-phenylethylene and (1-bromoethyl)benzene in the presence of copper (I) bromide/2,2'-bipyridyl as catalyst in diethyl ether at 110 oC, for the polymerization of styrene.(b) New •-bis(aminophenyl) and •,ω-tetrakis(aminophenyl) functionalized polymers were prepared in quantitative yields by the ATRP method using the following synthetic strategy: (i) the initiation of styrene polymerization with a new primary diamine functionalized initiator adduct, generated in situ by the reaction of stoichiometric amounts of 1,1-bis(4-aminophenyl)ethylene with (1-bromoethyl)benzene in the presence of copper (I) bromide/2,2'-bipyridyl as catalyst, afforded •-bis(aminophenyl) functionalized polystyrene; and (ii) •-bis(aminophenyl) functionalized poly(methyl methacrylate) was prepared by the ATRP method using the primary diamine functionalized initiator adduct as initiator for methyl methacrylate polymerization; and (iii) well defined •,ω-tetrakis(aminophenyl) functionalized polystyrene was prepared by the post ATRP chain end modification reaction of •-bis(aminophenyl) functionalized polystyrene with 1,1-bis(4-aminophenyl)-ethylene at the completion of the polymerization reaction. (c) Similarly, •-bis(4-dimethylaminophenyl) functionalized polystyrene was prepared by using a new tertiary diamine functionalized initiator adduct, formed in situ by treatment of equimolar amounts of 1,1-bis[(4-dimethylamino)phenyl]-ethylene with (1-bromoethyl)benzene in the presence of copper (I) bromide/2,2'-bipyridyl as the catalyst in diphenyl ether at 110 oC for the initiation of styrene polymerization by the ATRP method. Furthermore, the ATRP of methyl methacrylate, initiated by the new tertiary diamine functionalized initiator adduct, produced •-bis(4-dimethylaminophenyl) functionalized poly(methyl methacrylate). In addition, •,ω-tetrakis(4-dimethylaminophenyl) functionalized polystyrene was synthesized via a post ATRP chain end modification reaction of •-bis(4-dimethylaminophenyl) functionalized polystyrene with equimolar amounts of 1,1-bis[(4-dimethylamino)phenyl]ethylene at the completion of the polymerization process. vi Quantitative yields of the different amine functionalized polymers with predictable number average molecular weights (Mn = 1.3 x 103 – 16.4 x103 g/mol), narrow molecular weight distributions (Mw/Mn = 1.03 – 1.29) and controlled chain end functionality were obtained. Polymerization kinetics data was employed to determine the controlled/living character of each ATRP reaction leading to the formation of the different amine chain end functionalized polymers. The polymerization processes were monitored by gas chromatographic analyses. Polymerization kinetics measurements for all reactions show that the polymerizations follow first order rate kinetics with respect to monomer consumption. The number average molecular weight of the amine functionalized polymers increases linearly with percentage monomer conversion and polymers with narrow molecular weight distribution were obtained. The ATRP of styrene, catalyzed by a novel dipyridyl functionalized polysulfone/CuBr supported catalyst system, afforded well defined polystyrene with predictable number average molecular weight and narrow molecular weight distribution in a controlled/living free radical polymerization process. The substituted 1,1-diphenylethylene initiator precursor derivatives and the functionalized polymers were characterized by nuclear magnetic resonance spectrometry, fourier transform infrared spectroscopy, thin layer chromatography, column chromatography, size exclusion chromatography, non-aqueous titrations, differential scanning calorimetry and thermogravimetrical analysis.
Chemistry
M. Sc. (Chemistry)

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