Dissertations / Theses on the topic 'EALP'
To see the other types of publications on this topic, follow the link: EALP.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'EALP.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Muneesamy, Loganaden. "Strengthening leadership through networking: a mixed method evaluation of a core component of the Emerging African Leaders Programme (EALP)." Master's thesis, Faculty of Health Sciences, 2021. http://hdl.handle.net/11427/33847.
Full textAbstract:
In line with its mission to promote public leadership in Africa, the UCT Nelson Mandela School of Public Governance (NMSPG) implements the Emerging African Leaders Programme (EALP). With the use of an intensive two-week residential workshop in Cape Town, integral coaching and an EALP alumni network, the programme endeavours to enhance the leadership capacity of emerging African leaders. The purpose of the EALP alumni network is to keep EALP alumni connected, enable them to have an ongoing dialogue and facilitate collaborations with the ultimate objective of making a contribution to addressing Africa's wicked challenges. A mixed method formative outcome evaluation of the networking component of the EALP was conducted. Data was collected by means of a document review, an online survey, semi-structured interviews and focus group discussions involving the main stakeholders. The findings showed that the EALP alumni network had created, albeit in a suboptimal resource-constrained context, positive outcomes at individual, network, organisational and policy-making levels. The network helped to increase the self-confidence, connectivity, networking ability, networking, problem-solving and decision making capacity, learning, social capital and career prospects of EALP alumni. Furthermore, most of the EALP alumni expressed above average trust and commitment in the EALP alumni network, and, opined that efforts were made to ensure effective inclusion of all network members. On the other hand, on average, EALP alumni, were generally connected and interacted with others within their respective cohort, with mutual support and exchange of information and other resources only occasionally taking place among them. Of the sample, fifty percent of the EALP alumni experienced network cohesion. On average, EALP alumni, reported that it was easy to collaborate on the network but they had developed few productive collaborations with others. Slightly more than half of EALP alumni were satisfied with the management of the EALP alumni network and one fifth of them had fully internalised the network goal. Some positive outcomes were also noted at organisational and policy-making levels. With a view to strengthening the EALP alumni network, ensuring its sustainability and improving its effectiveness, the following recommendations have been made: formulation of a strategy and plans for the network, introduction of a monitoring, evaluation and learning system, formalisation of the network, appointment of a dedicated network manager to engage and support EALP alumni, and ongoing capacity-building.
2
Lorentzen, Peter, and Johan Lindh. "Evaluation of EAP-methods." Thesis, Blekinge Tekniska Högskola, Sektionen för datavetenskap och kommunikation, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-4452.
Full textAbstract:
Network administrators typically employ di erent methods for authenticating and authorizing the access to their networks. A exible and scalable network access method is needed to combat the ever increasing network ubiquity brought on by technological advancements. The IEEE 802.1x Port-Based Network Access is a technology that allows transparent authentication to a network. It uses EAP-methods in order to authenticate against a server. There are a lot of di erent EAP-methods to choose from, and they vary in complexity and security. This report will bring up the di erences between the most commonly used authentication methods regarding the authentication time depending on di erent delay and network load. Results showed that EAP-methods that are less complex take less time to perform authentication than their counterparts. When there is no delay, or a very small delay, this might not matter, but when the delay is higher complex EAP-methods take signi cantly longer time to perform the authentication process. This is very negative considering the nature of transparent authentication, and could lead to users becoming annoyed. A general formula for determining how long time an EAP-authentication process will take is presented.
3
Manning, Anthony. "EAP teacher assessment literacy." Thesis, University of Leicester, 2013. http://hdl.handle.net/2381/28268.
Full textAbstract:
The first chapter of this thesis begins with an introduction to the background associated with the research project and an overview of significant issues in English for Academic Purposes (EAP) and its assessment. This leads on to an explanation of the need for EAP Assessment Literacy. It is clarified, through reference to the research questions, that this study has been undertaken in order to investigate the extent to which the views of EAP teachers, on the topic of EAP testing and assessment, reflect language testing research and practices which comprise Assessment Literacy. Statement of the research questions and the hypothesis under investigation also explains that the thesis aims to ascertain how EAP Assessment Literacy can be sustained or enhanced. Chapter 2 of the study presents the Literature Review which examines the conceptual frameworks surrounding Assessment Literacy and the context of EAP. The views of key proponents of Assessment Literacy are discussed alongside a review of associated research in the fields of Education, Applied Linguistics and EAP. Other resources and mechanisms available for the enhancement of Assessment Literacy through formal training or in-service learning opportunities are also discussed. In the third chapter, the Research Design and Methodology, the researcher’s philosophical approach is rationalised and an appropriate set of research methods for this enquiry into EAP Assessment Literacy is identified. For this particular study the choice of a pragmatic paradigm is clarified. A mixed methods approach is also described in addition to the design of a questionnaire and an interview protocol for data collection purposes. Chapter 4 presents the Findings section of the research. Features of the research participant population are described and, in the case of the questionnaire, a method for filtering the total number of respondents to provide a more representative group is outlined. The results from the two main research tools are then presented in terms of key sets of data. These data sets include different question types and investigate the key areas of Assessment Literacy in EAP. Through Chapter 5, Analysis and Discussion, the meaning revealed within the Findings chapter is interpreted further. This will serve to identify key information relating to EAP teachers’ views on EAP testing and assessment practices and the extent to which these reflect language testing research practices which comprise Assessment Literacy. A synthesis of the main outcomes of the research is then provided in Chapter 6, Conclusions and Recommendations. Suggestions regarding what needs to be undertaken in order to sustain or enhance EAP teacher Assessment Literacy are also provided in the recommendations. In addition, the limitations of the study are also acknowledged, so that the scope of the research is appropriately contextualised. In Chapter 7, a list of references is provided detailing resources which have been cited during the research. Finally, an Appendix is included in Chapter 8 which includes the full questionnaire and the full set of interview questions. Access is also provided to transcripts from each of the interviews, the series of open question responses from the questionnaire and number of charts and diagrams which are not included in the main body of the thesis.
4
Frewin, Robert Duncan. "Ideation in ESL EAP teaching." Thesis, Queensland University of Technology, 1997. https://eprints.qut.edu.au/36558/1/36558_Frewin_1997.pdf.
Full textAbstract:
Ideation, the selection and arrangement of information to build a
text, though a necessary skill for tertiary students, is not
satisfactorily addressed in writing skills textbooks for English as a
Second Language/English for Academic Purposes. To develop a
pedagogical approach to ideation, teachers need a theory of
language. The most fruitful theory is systemic-functional
linguistics, but systemic-functional theory has not yet fully
developed a theory of ideation. A related theory, Rhetorical
Structure Theory, offers a useful tool to analyse ideation both in
well formed model texts and, with slight modification, in not well
formed student texts. With Rhetorical Structure Theory, the
analyst can separate semantic value from syntax. The resulting
analysis indicates with clarity certain problem areas in ideation
which teachers need to address. Teachers are thus better equipped
to devise teaching approaches to address ideation in the classroom.
5
Jackewitz, Iver. "Evolutionary application service providing (eASP) ein Ansatz der Softwarebereitstellung." Hamburg Hamburg Univ. Press, 2005. http://deposit.ddb.de/cgi-bin/dokserv?id=2771176&prov=M&dok_var=1&dok_ext=htm.
Full text
6
Freadling, Amy H. "The Decision-Making Processes of Expert EAP Practitioners and EAP Affiliates When Faced with Dual-Client Ethical Dilemmas." Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent147924538318579.
Full text
7
Золотова, Світлана Григорівна, Светлана Григорьевна Золотова, and Svitlana Hryhorivna Zolotova. "A few practical ideas about teaching eap." Thesis, Видавництво СумДУ, 2012. http://essuir.sumdu.edu.ua/handle/123456789/25967.
Full textAbstract:
Teaching English for academic purposes – EAP - aims to provide students with the integrated language skills: to develop their general and professionally- oriented communicative language competences in English. Keeping in mind professional needs of postgraduates and Master’s students in Ukrainian higher educational institutions, we recognise that their learning outcome level may be required for highly verbal specialism, which will ensure their independent English language communicative competence to function effectively in their academic and professional fields. In the process of growing international academic mobility this level for postgraduates and Master’s students opens up the opportunity for Ukrainian universities to join the European Higher Education Area. Speaking about teaching techniques we often think about methods – the theoretical principles and classroom practices. Modern educators propose some practical ideas on how to improve student’s academic vocabulary, grammar, academic skills in reading and using discourse markers, and academic skills in making presentations.
When you are citing the document, use the following link http://essuir.sumdu.edu.ua/handle/123456789/25967
8
Raszkowska, Beata Kryspina. "Conceptualising EAL within the context of EAL policy of mainstreaming : a case study of a secondary school in England." Thesis, University of Bristol, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.723452.
Full text
9
McCarthy, Donald M. C. "Sliding bearings for hydropower applications : novel materials, surface texture and EALs /." Luleå : Division of Machine Elements, Department of Applied Physics ans Mechanical Engineering, Luleå University of Technology, 2008. http://epubl.luth.se/1402-1544/2008/14.
Full text
10
Bohn, Clayton Claverie. "Dynamic antifouling structures and actuators using EAP composites." [Gainesville, Fla.] : University of Florida, 2004. http://purl.fcla.edu/fcla/etd/UFE0006640.
Full text
11
Lochmatter, Patrick. "Development of a shell-like electroactive polymer (EAP) actuator /." München : Verlag Dr. Hut, 2007. http://e-collection.ethbib.ethz.ch/show?type=diss&nr=17221.
Full text
12
Rosenblatt-Weinberg, Florence. "Modelling and optimisation of Electro-Active Polymer (EAP) devices." Thesis, Imperial College London, 2013. http://hdl.handle.net/10044/1/17855.
Full textAbstract:
The control of boundary layers either for skin-friction reduction or for fight control can be achieved by their manipulation using deformable surfaces. In the case of the former, it is known that the manipulation of coherent structures in the turbulent boundary layer can lead to significant drag reductions. However, the challenge is to find actuators and sensors that are functional at these spatial scales (10 micron to 0.1 mm) and the associated temporal scale (100 kHz). Electro-Active Polymers (EAPs) provide excellent performance, are light weight, flexible, and low cost. Therefore EAPs, and in particular Dielectric Elastomer Actuators (DEAs), provide many potential applications as micro-actuators and micro-sensors. Modelling DEA devices is a cost-effective way of providing a better understanding of the devices and optimising their designs. Acquiring a model for the EAP material itself is the first essential step in DEA modelling. A modelling technique taking into account the material non-linearities and its behaviour at large deformations (`hyperelasticity') is presented in the third chapter of this thesis. The main challenge in modelling DEA devices is the modelling of their electro-mechanical coupling. Commercially available electro-mechanical modelling does not apply to non-linear materials such as EAPs. The ANSYS Finite Element (FE) software is the tool used in this work to develop a novel model presented in the fourth chapter. Various means of optimising the design of DEA devices are suggested in the sixth chapter using the developed DEA model. A novel design of an EAP-based pressure sensor is suggested in the seventh chapter; FE modelling is used to study the abilities and performance of such a device. To complete the model, its time-dependent properties are examined by a modal analysis examined in an eighth chapter. The thesis is completed by examining the potential for DEA in providing a `smart' surface for distributed aerodynamic control.
13
Crisóstomo, Ana Catarina Oliveira. "EAP : versão portuguesa, estádios da puberdade e sintomas psicológicos." Master's thesis, Universidade de Aveiro, 2013. http://hdl.handle.net/10773/11584.
Full textAbstract:
Mestrado em PsicologiaA adolescência é um período de grandes transformações a variados níveis. A maioria das investigações com esta faixa etária não avalia o desenvolvimento pubertário, tendo apenas em atenção a idade ou ao sexo dos participantes. Assim, este estudo tem como objetivo desenvolver uma versão portuguesa da “Self-rating Scale for Pubertal Development” (SSPD, Carskadon & Acebo, 1993, baseando-se em Petersen et al., 1988) e ainda verificar se existem associações entre alguns sintomas psicopatológicos e o estádio de desenvolvimento pubertário. Usámos dois questionários: a Escala de Autoavaliação de Puberdade (EAP - versão experimental portuguesa do SSPD de Crisóstomo, Couto, Marques & Gomes, 2012) e a versão portuguesa (Gonçalves, Dias & Machado, s/d) do inventário de sintomas psicopatológicos de Achenbach (2001), Youth Self Report (YSR) para idades dos 11-18. A EAP é um questionário breve, de autorrelato, destinado a crianças/jovens a partir dos 9 anos. É uma escala do tipo Likert, com 4 opções de resposta na maioria dos itens, contendo duas questões específicas por género. A nossa amostra foi composta por 431 crianças/jovens (49,0% do sexo masculino), com idades compreendidas entre os 9 e os 15 anos de idade, a frequentar do 3º ao 9º ano de escolaridade, que responderam à EAP após o seu acordo e o consentimento informado dos encarregados de educação. Uma subamostra (de 241 participantes, 49% dos quais rapazes) respondeu também ao YSR. Os resultados mostraram que a EAP apresentou características psicométricas satisfatórias com alfas de Cronbach de 0,81 na versão masculina e 0,74 na versão feminina, sugestivos de consistência interna adequada. As correlações item-total corrigido situaram-se entre 0,31 e 0,66. Como espectável, as pontuações médias na EAP mostraram-se estatisticamente correlacionadas com a idade (r=,691 nos rapazes e r=,625 nas raparigas) e foram significativamente superiores nas raparigas (2,26 ± 0,68) comparativamente com os rapazes (1,96 ± 0,64), p < 0,001, o que aponta para a validade da escala. Para além disso verificaram-se várias associações entre o estádio de desenvolvimento pubertário e alguns sintomas psicológicos, principalmente no caso das raparigas. No sexo feminino, o desenvolvimento pubertário associou-se de forma significativa com mais escalas do YSR (I, II, V, VII, VIII, internalização e externalização) do que a idade. Estes resultados vão ao encontro da literatura anterior. Os resultados do presente estudo apontam para a importância de se avaliar o desenvolvimento pubertário aquando da avaliação e intervenção com adolescentes no âmbito da psicologia clínica e da saúde. São ainda discutidas algumas limitações deste estudo e sugestões para investigações futuras.
Adolescence is a period of great changes at various levels. Most research with this age group does not assess pubertal development, taking only into account the age or sex of participants. Thus, the aims of this study were to develop a Portuguese version of the “Self-rating Scale for Pubertal Development” (SSPD, Carskadon & Acebo, 1993, based in Petersen et al., 1988), and to examine if there were associations between psychopathological symptoms and pubertal development stages. We used two questionnaires: EAP (the Portuguese experimental version of SSPD, Crisóstomo, Couto, Marques & Gomes (2012)) and the Achenbach (2001) inventory Youth Self Report (YSR), Portuguese version of Gonçalves, Dias & Machado (s/d). The EAP/SSPD is a brief self-rating scale for children from the age of 9. It is a 4-point Likert scale with two specific questions by gender. Our sample was composed by 431 children (49,0% male), aged between 9 and 15 years old, and attending 3rd to 9th grades, who completed the EAP after informed consent. A sub-sample (241 participants, 49,0% males) answered also to the YSR. The results showed adequate internal consistency of EAP, as indicated by Cronbach alphas .81 in male version and .74 in female version. Corrected item-total correlations ranged from .31 to .66. As expected, mean EAP scores were both statistically related with age (r = .691 in boys, and r = .625 in girls), and significantly higher in girls (2.26 ± 0.68) than in boys (1.96 ± 0.64), p < .001, thus supporting the validity of the scale. In addition, there were several associations between pubertal development stage and some psychological symptoms, mainly in girls. In female students pubertal development was associated with a higher number of YSR scales (I, II, V,VII, VIII, internalizing and externalizing) than age. These results are in line with previous literature in the area, and point to the pertinence of considering pubertal status when assessing mental health in adolescents. Some limitations of this study are also addressed, as well as suggestions for future research.
14
Dearing, Stella. "Electro-active polymer (EAP) dimple actuators for flow control." Thesis, Imperial College London, 2008. http://hdl.handle.net/10044/1/11995.
Full textAbstract:
The design and fabrication of electro-active polymers (EAP) actuators, in the form of active dimples is described. Active dimples alter the flow by creating time-dependent vorticity flux at the wall, by virtue of changes in surface pressure gradients and local surface accelerations. Potential elastomer films for the EAP dielectric are evaluated. It was found that elastomers could not be characterised using uniaxial testing. Instead biaxial testing, in the form of bulge tests, was carried out. Electro-mechanical tests are used to evaluate the dielectric breakdown strength and strain at different electric fields. There was good agreem
15
Jackewitz, Iver [Verfasser]. "Evolutionary application service providing : (eASP) ; ein Ansatz der Softwarebereitstellung / Universität Hamburg. Iver Jackewitz." Hamburg : Hamburg Univ. Press, 2006. http://d-nb.info/978382072/34.
Full text
16
Buhse-Jackewitz, Iver [Verfasser]. "Evolutionary application service providing : (eASP) ; ein Ansatz der Softwarebereitstellung / Universität Hamburg. Iver Jackewitz." Hamburg : Hamburg Univ. Press, 2006. http://d-nb.info/978382072/34.
Full text
17
Armin, Richard Alan. "RED CHERT-CLAST CONGLOMERATE IN THE EARP FORMATION (PENNSYLVANIAN-PERMIAN), SOUTHEASTERN ARIZONA: STRATIGRAPHY, SEDIMENTOLOGY, AND TECTONIC SIGNIFICANCE." Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/187538.
Full textAbstract:
A single interval of red chert-clast conglomerate and associated strata (RCC/CRCC interval) occur within the Earp Formation (pennsylvanian-Permian) at many localities in southeastern Arizona, southwestern New Mexico, and northern Mexico, and record a middle Wolfcampian erosional event in the Pedregosa shelf and northern basin. The RCC and CRCC intervals are respective proximal and distal braidplain deposits, in contrast to the Earp Formation exclusive of the RCC/CRCC interval, which consists of interbedded carbonate and fine-grained siliciclastic strata that were deposited in mostly shallow- and marginalmarine environments. Deposition of stream channel, gravel bar, and interfluvial shale beds of the RCC/CRCC interval occurred on a broad, low-lying surface with negligible local topography. Paleocurrents were generally southward. Biostratigraphic evidence suggests that lower Wolfcampian strata below the RCC/CRCC interval were beveled northward. Much of the chert present- in the RCC/CRCC interval is probably residual material from the beveled strata, as well as from a region just north of the Pedregosa shelf. The evolution of the Pedregosa shelf and northern basin during depoSition of the Earp Formation is illuminated by identification of facies belts for three time intervals: (1) restricted shelf, inner shelf, and open-marine shelf facies belts during Virgilian through early Wolfcampian ttme, (2) proximal and distal braidplain facies belts during middle Wolfcampian time, and (3) restricted shelf, estuarine-marginal marine, and tidal-flat facies belts during middle through late(?) Wolfcampian time . The middle Wolfcampian erosional event caxnpanying the deposition of the RCC/CRCC interval was probably related to the Ouachita orogeny. Stratigraphic evidence suggests that the southern Pedregosa basin in Chihuahua, Mexico, evolved rapidly to a deep foreland basin during early or middle Wolfcarrpian tine because of downflexure under northward overthrusts during the Ouachita orogeny. Flexural subsidence of the Pedregosa foreland basin was accanpanied by peripheral forebulging, causing subaerial exposure of large parts of the Pedregosa shelf and northern basin. Deposition of the FCC/CFfX interval probably occurred on the subaerially exposed forebulge. Flexural mxlels predicting the deflection of the lithosphere under isostatic thrust and secliIrent loads agree satisfactorily with the forebulge concept for the origin of the RCC/CRCC interval.
18
Kothaluru, Tirumala Rao, and Mohamed Youshah Shameel Mecca. "Evaluation of EAP Authentication Methods in Wired and Wireless Networks." Thesis, Blekinge Tekniska Högskola, Sektionen för datavetenskap och kommunikation, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-4240.
Full textAbstract:
In any networking environment, security, connection time and scalability of the network are the major concerns to keep network safe, faster and stable. Administrators working within the networking environment need to have complete account of manageability, scalability and security of the network, so that the organizational data can be kept confidential and maintain integrity. There are different authentication methods used by network administrators for accessing network in wired and wireless environments. As network usage and attacks on network increases, a secure, scalable and standard network protocol is needed for accessing and to keep data safe in both wired and wireless networks. IEEE 802.1x is an IEEE standard used to provide authentication and authorization to the devices over LAN/WLAN. The framework IEEE 802.1x uses EAP for authentication and authorization with a RADIUS server. In this report, an experimental analysis for different EAP authentication methods in both wired and wireless networks in terms of authentication time and the total processing time is presented. Wireshark is used to capture the network traffic on server and client ends. After analyzing each packet timestamps that are captured using Wireshark, it is seen that EAP-MD5 takes less time in both wired and wireless networks, if the number of users increases, there is not much difference in the network connection time. Concerning with security of the network, EAP-MD5 is vulnerable to many attacks so it is not used by many companies. The alternative methods with their strengths and weaknesses are discussed.
19
Clapham, Caroline Margaret. "The effect of background knowledge on EAP reading test performance." Thesis, Lancaster University, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.239069.
Full text
20
Pearman, Akisha Estelle. "A multimodal social semiotic exploration of the 'glocal' in EAL." Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/20135.
Full textAbstract:
Many English as an additional language (EAL) teachers around the world want to improve their professional practice in classrooms. In Angola, one particular approach to teacher training utilized two different video series published by the United States Department of State, to address the pedagogical concerns and methodological needs of teachers. One video is distributed around the world and the other is designed for particular local teachers. Both training videos utilize editing techniques like those in film to merge moving and still images, written and spoken text, voiceover and music. Reactions to the videos in Angola varied, but generally informal feedback from teachers after trainings implied that the video used methods that were not relevant for Angolan contexts. Although studies have investigated the impact of training materials on teacher practice (Kuter, Gazi, & Aksal, 2012; Kaskaya, 2011; Britsch, 2010; Orlova, 2009; Mitchell, 2008; Taylor, 2002; Maheshwari & Raina, 1998), no studies have examined the materials themselves in order to explore this mismatch between pedagogical material and context. Thus, this study contributes to an understanding of how multimodal semiotic resources in EAL teacher training videos construct English teaching in global settings. The investigation of the videos utilizes a multimodal social semiotic lens based in the work of Kress and Van Leeuwen (2006) and grounded in Halliday (1978). The study includes three steps: The first explores multimodal semiotic resources within the videos that construct 'glocal' configurations. The second examines what the configurations realize about the field of EAL teaching. The third explores how these configurations can inform principles to consider in future video production that are mindful of local contexts within current sociolinguistic dynamics of pluralism (Canagarajah, 2006) and super-diversity (Blommaert and Dong, 2010). Multimodality conceptualizes communication as being possible through multiple modes such as the written, spoken and the musical. Social semiotics can be defined as "what can be said and done with images (and other visual means of communication) and how the things people say and do with images can be interpreted" (Jewitt & Oyama, 2001: 134). Thus, the combination of multimodality and social semiotics used in the study provides a suitable framework for exploring meaning potential within the semiotic choices of resources in the videos. The analytical lens also allows for an exploration of the power-related assumptions and ideologies about EAL teaching that are constructed through the semiotic choices made in the videos. Many English as an additional language (EAL) teachers around the world want to improve their professional practice in classrooms. In Angola, one particular approach to teacher training utilized two different video series published by the United States Department of State, to address the pedagogical concerns and methodological needs of teachers. One video is distributed around the world and the other is designed for particular local teachers. Both training videos utilize editing techniques like those in film to merge moving and still images, written and spoken text, voiceover and music. Reactions to the videos in Angola varied, but generally informal feedback from teachers after trainings implied that the video used methods that were not relevant for Angolan contexts. Although studies have investigated the impact of training materials on teacher practice (Kuter, Gazi, & Aksal, 2012; Kaskaya, 2011; Britsch, 2010; Orlova, 2009; Mitchell, 2008; Taylor, 2002; Maheshwari & Raina, 1998), no studies have examined the materials themselves in order to explore this mismatch between pedagogical material and context. Thus, this study contributes to an understanding of how multimodal semiotic resources in EAL teacher training videos construct English teaching in global settings. The investigation of the videos utilizes a multimodal social semiotic lens based in the work of Kress and Van Leeuwen (2006) and grounded in Halliday (1978). The study includes three steps: The first explores multimodal semiotic resources within the videos that construct 'glocal' configurations. The second examines what the configurations realize about the field of EAL teaching. The third explores how these configurations can inform principles to consider in future video production that are mindful of local contexts within current sociolinguistic dynamics of pluralism (Canagarajah, 2006) and super-diversity (Blommaert and Dong, 2010). Multimodality conceptualizes communication as being possible through multiple modes such as the written, spoken and the musical. Social semiotics can be defined as "what can be said and done with images (and other visual means of communication) and how the things people say and do with images can be interpreted" (Jewitt & Oyama, 2001: 134). Thus, the combination of multimodality and social semiotics used in the study provides a suitable framework for exploring meaning potential within the semiotic choices of resources in the videos. The analytical lens also allows for an exploration of the power-related assumptions and ideologies about EAL teaching that are constructed through the semiotic choices made in the videos.
21
Toumi, Naouel. "A comparative study of reflexive metadiscourse in research articles : an EAP perspective, with implications for teaching writing to EAP learners at tertiary level in Tunisia." Thesis, University of Reading, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.577979.
Full textAbstract:
Nowadays, most scholars looking for promotion and other academic rewards must publish in impacted journals that use English. However, writing in this language is difficult for Non Native English (NNE) academics, who use other languages in their national disciplinary context. In such contexts, NNE researchers may benefit from comparative studies of the local and the native English (NE) writing conventions. Results from these studies can help NNE academics write more felicitous research texts in English. The present study comparatively analyses reflexive metadiscourse use in research articles (RAs) written in English by NE and Tunisian researchers. The analysis investigates reflexive metadiscourse in a corpus of 100 RAs from hard and soft sciences, with 50 RAs from each cultural group. The focus of this work is on Economics, Business and Management RAs as samples of the soft sciences and Earth and Planetary Sciences RAs as samples of the hard sciences. This work uses an analytical model which draws its main components from Mauranen (1993b) and Adel (2006). A number of adjustments are made in order to render the model more applicable to the research article genre. Employing corpus linguistics methods, this thesis has shown that the NE writers use more markers of total reflexive metadiscourse in the soft than in the hard sciences, while Tunisian authors use equal amounts in the two sciences. It was also found that reflexive metadiscourse is denser in the argumentative RA sections followed by the opening and closing sections, while it is much less frequent in the expository sections. This work also proved that there are more reflexive metadiscourse markers in theoretical than in empirical RAs. As such, the present work contributes to EAP by providing more accurate guidance to Tunisian EAP course designers and/or instructors about the use of reflexive metadiscourse in English RAs.
22
Krafczyk, Ralph [Verfasser], and Kirsten [Akademischer Betreuer] Jung. "Exceptionally sweet - Studies on the bacterial arginine rhamnosyltransferase EarP / Ralph Krafczyk ; Betreuer: Kirsten Jung." München : Universitätsbibliothek der Ludwig-Maximilians-Universität, 2018. http://d-nb.info/1185393838/34.
Full text
23
Diego, Navalón Joan de. "Modelo de evaluación para los Equipos de Asesoramiento Psicopedagógico (EAP), Un." Doctoral thesis, Universitat de Barcelona, 2005. http://hdl.handle.net/10803/1353.
Full textAbstract:
El asesoramiento psicopedagógico a los centros educativos es una práctica profesional muy compleja que resulta difícil de evaluar. Al tratarse de una práctica construida a partir de la interacción entre las preocupaciones e intereses de diversos grupos i/o sujetos implicados (profesorado, centros, directivos, familias, administración, asesores, ...) no se pueden describir con facilidad criterios para evaluar su adecuación. Si además optamos por una evaluación que se oriente a la comprensión y a la mejora de los servicios ofrecidos por los Equipos y no solo a la medida de algunos indicadores poco relevantes, la tarea se vuelve francamente compleja.La tesis que se presenta aquí pretende proponer un "modelo de evaluación" que aporte conocimiento relevante para la comprensión y la mejora de la práctica asesora respetando su complejidad, partiendo de las aportaciones de los diversos implicados y de la rica tradición de reflexión interna que ha caracterizado a los Equipos de Asesoramiento Psicopedagógico (EAP) desde su creación dentro del sistema educativo en Cataluña.
La investigación se ha desarrollado en 3 fases sucesivas en las que se ha entrevistado a profesionales significativos de los diferentes sectores implicados en la práctica asesora estudiada (centros, profesionales de EAP, tácnicos de la administración, especialistas en el estudio del asesoramiento), se han aplicado las primeras propuestas del modelo a la evaluación real de 3 EAP de Barcelona y se ha expuesto el modelo al "Juicio de 2 expertos en Evaluación" (Miguel Ángel Santos Guerra y Saville Kushner).
El resultado es la propuesta del modelo de evaluación denominado EDSOM-EAP (Evaluación, Dialógica, Sistemática, Orientada a la Mejora de los EAP) que combina el caràcter autoevaluativo (se desarrola por iniciativa y bajo la gestión de los propios EAP) con la sistematización del procedimiento cíclico y el contraste con el resto de implicados mediante los 4 diálogos que propone como fuente de indagación práctica:
- Diálogo con el conocimiento y la experiencia interna
- Diálogo con el conocimiento externo
- Diálogo con los contextos de la práctica (usuarios, administración,...)
- Diálogo con colaboradores críticos.
En el modelo EDSOM-EAP se describen y argumentan sus bases y opciones teóricas, los procedimientos que pueden seguirse para desarrollar la evaluación, los roles que pueden jugar distintos implicados dentro y fuera de los equipos, las opciones de proceso y la necesidad de adaptarlos a las necesidades y características de cada equipo y se ofrecen ejemplos de instrumentos que pueden facilitar la reflexión para la mejora.
Entre los instrumentos que se han desarrollado en la investigación se encuentra el Sistema Abierto de Criterios de Calidad (SACC) que ofrece un conjunto de criterios que pueden servir para valorar la práctica asesora, este conjunto de criterios se ha construido a partir de las aportaciones de los profesionales de los diferentes sectores consultados.
Psychopedagogical advising in schools is a very complex professional practice and its evaluation is often difficult. This thesis is an attempt to suggest a "Model of Evaluation" for the Psychopedagogical Advise Teams (EAP) which provides them with relevant knowledge for the understanding and improvement of the advising practice.
Research has been developed in three consecutive phases. During the first phase reputed professionals of various sectors were interviewed. The interviews were carried out to professionals implied in the studied advising practice (schools, EAP professionals, administration technicians, specialists in advising theory). During the second phase the first proposals of the evaluation model have been applied to the actual evaluation of three EAPs in Barcelona. During the third phase the model has been expounded to the "judgement of two evaluation experts" (Miguel Ángel Santos Guerra and Saville Kushner).
Its result is the proposal of the Evaluation Model named EDSOM-EAP (Dialogical, Systematic, Evaluation, Oriented towards the Improvement of EAPs). This model combines the self-evaluation nature (it is developed under the EAP management and initiative) with the sistematization of a cyclical process and the contrast with the rest of the people implied by means of the four dialogues suggested as a source of practical inquiry:
- Dialogue with internal knowledge and experience
- Dialogue with external knowledge
- Dialogue with the contexts of practice (users, administration and so forth)
- Dialogue with critical collaborators
In the EDSOM-EAP model its base and theoretical options, as well as the procedures that might be used in order to develop the evaluation, are described and argued. This model also defines the roles that the implied members can play inside and outside the teams, the process options and the need to adapt them to the necessities and characteristics of each team. Examples of tools that can be used to make the reflection for improvement easier are also provided in this model.
Amongst the tools that have been developed in this research one can find the SACC(Open System of Quality Criteria) which offers a set of criteria that can be used to evaluate the advising practice. This tool has been constructed from the contribution of the enquired professionals of various sectors.
24
Foley, Yvonne. "Exploring teachers' beliefs about the reading literacy needs of EAL pupils." Thesis, University of Edinburgh, 2013. http://hdl.handle.net/1842/7929.
Full textAbstract:
Across international boundaries, linguistic and cultural diversity among pupils present teachers with pedagogic challenges. Research on teachers’ perceptions (e.g. Pajares, 1992; Woods, 1996; Farrell, 2005) suggests that the beliefs that teachers hold impact significantly on their classroom practices. This study adds to the existing body of international literature on teacher beliefs and literacy practices by exploring teachers’ perceptions about the reading literacy needs of EAL pupils and how these were met in Scottish secondary mainstream classroom contexts. In Scotland, policy specifies a Framework for Inclusion where pupils learning English as an additional language (hereafter EAL) are placed in mainstream classrooms. Schools are encouraged to play a key role in making sure that the needs of such pupils are addressed in an effort to raise achievement. A sociocultural theoretical lens was used to examine the shared and divergent beliefs and reading literacy practices of sixteen mainstream English teachers; five EAL teachers; and five head/depute head teachers across three local authorities. Participants’ responses communicated an undifferentiated understanding of the distinctive reading literacy needs of EAL pupils. The majority of teachers foregrounded reading as a set of universal skills that emphasised a knowledge of vocabulary and grammar. Ill-fitting policies and teachers’ experiences within the varying school contexts appeared to mediate how EAL pupils’ needs were constructed. Findings concerning the beliefs and practices of these teachers revealed that there was a lack of available ways of thinking about how to meet the reading literacy needs of EAL pupils effectively; such a lack impacted on the quality and number of learning opportunities EAL pupils had as they faced the reading literacy demands of mainstream classrooms. Teachers also highlighted their uncertainty about how to meet the reading literacy needs of such pupils effectively and this seemed to impact on how they constructed their identities as teachers within linguistically and culturally diverse classroom settings. In contrast, an overview of classroom literacy practices revealed that teachers enacted confident identities as they operated out of a secure knowledge base for developing reading literacy in monolingual English speaking classrooms. The study concludes with a discussion of the limitations related to the research design, and outlines the implications of the findings for policy, classroom literacy practices, and teachers’ professional development opportunities. It is argued that Scottish schools are no longer monolingual, monocultural environments, but rather cross-cultural sites. It is recommended that policy needs to reconceptualise and broaden how second language development is framed within its documents. It is also suggested that secondary classroom contexts address the importance of multidimensional critical literacy practices as a way to challenge the dominant undifferentiated constructions that permeate teachers’ beliefs about the development of reading literacy for pupils learning EAL. Such changes would position EAL pupils as legitimate participants in classroom literacy practices. The thesis concludes with a consideration of teacher identity and emphasises the need of ITE providers to provide a continuum of provision for pre-service and in-service teachers to enable them to develop the necessary knowledge and practices that would support the growing numbers of pupils learning EAL.
25
Al-Maamari, Faisal Said Ali. "The micropolitics of assessment in EAP programmes : a critical realist perspective." Thesis, University of Bristol, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.541618.
Full text
26
Hall, Bernadette. "Investigating lexical understanding : a study of EAL and L1 primary pupils." Thesis, Brunel University, 2002. http://bura.brunel.ac.uk/handle/2438/5365.
Full textAbstract:
The increasing multicultural and multilingual population of the UK has set new challenges for the education system. This study focuses on a particular aspect of this, namely pupils in schools in the city of Leicester who use English as an additional language (EAL). It compares their lexical understanding with that of their monolingual English-speaking peers, when both sets of pupils appeared to have attained the same surface proficiency in reading. This work also investigates teachers' awareness of any lexical comprehension gap that might exist for their EAL pupils. These key issues could not be studied in isolation, so this research was set in a sociocultural framework. This drew together social and cultural strands to give a situational understanding of the target pupils in city schools. It encompassed their teachers' observations and perceptions through a series of thirty interviews undertaken with these practitioners. This was complemented by interviews with ten key management personnel from the Language Support Service undertaken to investigate the objectives of the Service, and how successfully these were implemented in schools. The empirical research of this study was a Vocabulary Test undertaken with one hundred primary school pupils to test the key hypothesis that EAL pupils' lexical understanding was not as comprehensive as that of their L1 peers. Fifty of the pupils used English as an additional language, forming the EAL group of this study, and these were matched with fifty monolingual English-speaking pupils, the L1 group. The results of the Vocabulary Test substantiated this hypothesis for the target lexemes included in the test, and they also substantiated the additional hypothesis that mainstream teachers did not always fully recognise lexical misunderstandings that their EAL pupils might have. The research was classroom-based, and incorporated some principles of action research. A key factor in the action research paradigm has been disseminating the finding to schools and to teachers to effect changes in classroom practice by increasing awareness of lexical difficulties that EAL pupils might have. For this study, the dissemination has taken the form of Vocabulary Workshops for school staff, and these are ongoing at the present time. The workshops are designed to help teachers enhance EAL pupils' understanding of lexis in English and their learning through English.
27
Jordan, R. R. "English for academic purposes (EAP) and needs analysis: implications and implementation." Thesis, University of Manchester, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.488346.
Full textAbstract:
The research into aspects of EAP covers the twenty-five-year period from 1972 to 1997. The main focus of the submission is the use of needs analysis in relation to EAP, the implications of the findings, and their implementation with regard to teaching materials, course design and methods of teaching. Various methods are used to investigate the language and study skills needs of international students, mostly postgraduates at Manchester University: these include - language tests, self-assessment, questionnaires and surveys, observation and monitoring in class. Evaluation, feedback and follow-up investigations are used to assess the effectiveness of EAP courses and materials. The research covers the common core or study skills strand of EAP which includes the main study skills of listening and note-taking, academic writing, academic reading, speaking and discussion, reference skills, and examination skills. In addition, it covers subject-specific areas, exemplified here through Economics. One of the results of the investigations and the trial of teaching materials is the production of several books catering for students' needs in the main areas of study skills, especially academic writing. Co-operation with the Department of Economics enabled a framework to be developed which was used as the basis for designing and constructing materials for postgraduate students of Economics who needed to improve their study skills and English for Economics. The result of the co-operation was an improved language service for the students and the joint production of a book for their use. One of the main methods of collecting data for use in analysing the needs of students was the structured questionnaire and survey. The findings enabled the needs of students to be prioritised, and enabled EAP courses to be structured so that they met the students' changing needs. Course design was assisted by conducting the first national survey of EAP courses in British universities. Although the main focus of the research is upon the needs of students, the needs of EAP teachers are not overlooked. It had been discovered years ago that no single book catered specifically for the needs of EAP teachers. This had been -confirmed while writing a state-of-the-art article on EAP. Consequently, the first guide and resource book for EAP teachers and those undergoing training to become EAP teachers was written, and published in 1997.
28
Dhakal, Nayan. "Tribology of newly developed EAL versus water in hydropower turbine bearings." Thesis, Luleå tekniska universitet, Institutionen för teknikvetenskap och matematik, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-76864.
Full textAbstract:
The increasing demand for more readily bio-degradable, renewable and non-toxic environmentally adaptive lubricants with a lower degree of bioaccumulation has escalated the investigation of water-based lubricants as the potential alternatives for conventional mineral-based oils. Water is an excellent environmentally adapted lubricant; however, it is a low viscous fluid and holds downsides of having corrosive nature and extremely low pressure-viscosity coefficient leading to insufficient load-carrying capacity. These shortcomings make pure water a poor choice for operations involving high load and low speed, for instance, within hydropower applications. Therefore, the choice of appropriate modifiers and additives is crucial to improve the viscosity, friction-reducing performance and anti-wear properties of water as a base lubricant. Appropriate selection and combination of bearing materials also significantly improve the tribological performance of the lubricants. In the presented work, tribological behavior of polyvinylpyrrolidone (PVP) and poly(sodium 4-styrenesulfonate) (PSS) thickening agents with water as a base fluid in the lubrication of pure UHMWPE and SCF reinforced UHMWPE bearing materials has been investigated individually under reciprocating tribometer. The results showed that both PVP and PSS are excellent viscosity modifiers. PVP exhibited excellent friction-reducing and anti-wear performance, while PSS revealed increased wear rates with an insignificant reduction of friction coefficients. This study aims to explore the potential for using newly developed water-based lubricants in the replacement of traditional mineral-based lubricants for hydropower turbine bearings.
29
Rosseto, Flávio Rodolfo. "Estudos estruturais e funcionais de STM3615 de Salmonella enterica: uma proteína contendo ambos os domínios GGDEF-EAL envolvidos na biossíntese de c-di-GMP." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/76/76132/tde-23032017-093752/.
Full textAbstract:
A formação de biofilmes bacterianos é um fenômeno bem conhecido, caracterizado pela formação de uma comunidade bacteriana estática, embebida em uma matriz exopolimérica, regulada pela molécula sinalizadora c-di-GMP. Os domínios proteicos que catalisam a síntese (GGDEF) e degradação (EAL e HD-GYP) de c-di-GMP estão presentes em grande quantidade em quase todos os genomas bacterianos sequenciados até hoje. Dentre as diversas proteínas envolvidas nas vias de sinalização mediadas por esse nucleotídeo, uma grande parcela são proteínas transmembranares que possuem ambos domínios GGDEF e EAL. Funcionalmente, esses domínios se apresentam em todas combinações: ambos degenerados ou conservados e combinações GGDEF-degenerado/EAL-conservado ou vice-versa. Enquanto que domínios conservados potencialmente apresentam atividade catalítica, os degenerados geralmente convertem-se em domínios estruturais ou receptores de c-di-GMP. Embora recentes estudos estruturais revelaram detalhes de proteínas com ambos domínios degenerados (LapD) ou ativos (MorA), pouco se sabe sobre uma das combinações mais representativas: GGDEF-degenerado/EAL-conservado. Nesse trabalho, realizamos um estudo estrutural e funcional da proteína STM3615 de Salmonella enterica, que apresenta um domínio periplasmático de função desconhecida, seguido pelos domínios citoplasmáticos HAMP, GGDEF-degenerado e EAL-conservado. Através de diferentes construções citoplasmáticas solúveis de STM3615, confirmamos que essa proteína apresenta atividade fosfodiesterase, mesmo quando o domínio EAL encontra-se isolado. Corroborando com sua atividade catalítica, estudos em solução, tais como SAXS e cromatografia de exclusão molecular, mostraram que o EAL isolado de STM3615 é dimérico, um pré-requisito para ser ativo. Utilizando uma construção com os domínios GGDEF-EAL determinamos sua estrutura cristalográfica a uma resolução de 2,5 Å. Comparada com proteínas de arquitetura próxima, como o receptor de c-di-GMP LapD de Pseudomonas fluorescens, ou a enzima bifuncional MorA de Pseudomonas aeruginosa, sua estrutura se assemelha muito mais a essa última. Em particular, a hélice que conecta os domínios GGDEF e EAL possui a mesma extensão que a de MorA, maiores que a encontrada em LapD. Como a hélice pequena de LapD está relacionada com sua plasticidade conformacional interdomínios, a estrutura apresentada nesse trabalho sugere as proteínas dual domain cataliticamente ativas (EAL-mono ou bifuncionais) sejam estruturalmente rígidas. Combinando esses resultados com uma análise computacional feita em outras 150 sequências representativas de proteínas dual domain, propomos mecanismos catalíticos distintos para as enzimas bifuncionais e as EAL-monofuncionais. Enquanto que essas últimas formam dímeros estáveis através do domínio EAL, numa conformação apta para interagir e degradar c-di-GMP, as enzimas bifuncionais apresentam transições oligoméricas mediadas por interação de c-di-GMP com EAL, impondo atividades ciclase (GGDEF) e fosfodiesterase (EAL) excludentes. Por fim, baseados nesses mecanismos e na arquitetura de STM3615, ainda especulamos mecanismos funcionais in vivo compatíveis com o tema emergente de interações proteicas e localização do sinal nas vias de sinalização mediadas por c-di-GMP.The formation of bacterial biofilms is a well-established phenomenon regulated by the signaling molecule c-di-GMP, characterized by the establishment of a static bacterial community embedded in a exopolymeric matrix. The domains responsible for the synthesis (GGDEF) or degradation (EAL and HD-GYP) of c-di-GMP are present in multiple proteins in nearly all bacterial genomes sequenced to date. Among the multiple and structurally diverse proteins involved in c-di-GMP signaling and biosynthesis, a large class are transmembrane proteins bearing both EAL and GGDEF domains. Functionally, these domains are presented in all combinations: both degenerate or conserved and combinations GGDEF-degenerated/EAL-conserved or vice versa. While the predicted conserved domains exhibit catalytic activity, the degenerate usually converted into structural domains or c-di-GMP receptors. While structural studies have revealed details of proteins with both domains degenerated (LapD) or conserved (MorA), little is known about one of the most representative combinations: GGDEF-degenerated/EAL-conserved. In this work, we conducted a structural and functional study of Salmonella enterica STM3615 protein, which has a periplasmic domain of unknown function, followed by cytoplasmic domains HAMP, GGDEF-degenerated and EAL-conserved. Through different soluble cytoplasmic constructs of STM3615, we confirmed that this protein has phosphodiesterase activity, even with the isolated EAL domain. In agreement with its catalytic activity, solution studies, such as SAXS and size exclusion chromatography, showed that STM3615 isolated EAL is dimeric, a prerequisite for phosphodiesterase activity. Using a construct with the isolated EAL-GGDEF domains, we determine its crystal structure to a resolution of 2.5 Å. Compared to the architectural closed c-di-GMP receptor LapD from Pseudomonas fluorescens and the bifunctional enzyme MorA from Pseudomonas aeruginosa, STM3615 structure is more similar to the latter. In particular, the α-helix connecting the domains GGDEF and EAL has similar extension, longer than the helix found in LapD. Given that this helix in LapD is essential for its inter-domain conformational plasticity, the structure presented in this study suggests the dual domain catalytically active proteins are structurally rigid. Combining these results with a computational analysis with 150 representative sequences containing the tandem GGDEF-EAL domains, we propose distinct catalytic mechanisms for bifunctional and monofunctional EAL enzymes. While the latter form stable dimers through the EAL domain, a conformation prompted to interact and degrade c-di-GMP, the bifunctional enzymes present oligomeric transitions mediated by interaction of c-di-GMP with EAL domain, imposing excluding cyclase (GGDEF) or phosphodiesterase (EAL) activities. Finally, based on these mechanisms and STM3615 architecture, we also speculated about functional mechanisms in vivo consistent with the emerging theme of protein interactions and localized signal involved in signaling pathways mediated by c-di-GMP.
30
Baloyi, Vincent. "Marketing strategies during the developmental and implementation phases of an employee assistance programme in the public service (Gauteng)." Diss., University of Pretoria, 2014. http://hdl.handle.net/2263/41586.
Full textAbstract:
EAP, as part of the organizational Human Resource Management services, assists
employees in dealing with challenges that affect their productivity at work. It is
offered according to different approaches, depending on the size, availability of
resources and nature of the organization. Employee Assistance Programmes (EAPs)
provide services designed to help employees, managers and organizations meet life
challenges and remain healthy, engaged, and productive.
However, the services that an EAP offers in an organization need to be marketed to
its users. This allows the users, who are the employees of that particular
organization, to understand and familiarize themselves with those services. Various
strategies are used to market EAP. However its influence differs from one
organization to another. The study was conducted in the public service to determine
the effect of marketing strategies by EAPs during the developmental and
implementation phases.
More importantly, this study seeks to examine the most effective strategies for EAP
marketing in the public service by means of the following objectives:-
• A description of marketing strategies for EAPs from a theoretical point of
view;
• An exploration of marketing strategies which have been applied in the
public service by means of an empirical study.
• Formation of guidelines on marketing strategies that may ensure effective
marketing during the developmental and implementation phases of EAP.
The literature study outlines the processes and guidelines for implementation of the
EAP during the developmental phases. This includes needs assessment,
management consultation, EAP mainstreaming and EAP launch and management
training. There is a direct link between the implementation plan for EAP and the
marketing strategies to be employed. The main reason for conducting this study is
vi
therefore to try to align the implementation plan for the EAP with the relevant
strategies to be employed, for the benefit of the public service.
The empirical findings obtained from a sample of EAP practitioners and EAP heads
in the public service have established the main purpose of the study, which will be
conducted by following the mixed method research approach. The researcher
applied the mixed method approach to find the general understanding by EAP
practitioners of the subject being investigated and to verify such information with
EAP heads in the public service. Data were presented by means of exact figures
gained from precise measurement and the themes in chapter 3. This methodology
was aimed at exploring the effective marketing strategies for EAP during the
developmental and implementation phases in the public service (Gauteng).
The findings of the study and the analysis revealed the effective strategies that
should be employed by practitioners when EAP is introduced into a specific public
service department to ensure effective and efficient use of its services. The study
also formulated guidelines on the effective use of the EAP in the public service. The
research conclusions and recommendations served as a basis for the development
of a guideline to effectively market the EAP services in the public service during the
developmental and implementation phases.Dissertation (MSW)--University of Pretoria, 2014.
lmchunu2014
Social Work and Criminology
unrestricted
31
Francis, Nalda J. "ESL College Students' Perspectives on Classroom Content Delivery and Assessments." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7139.
Full textAbstract:
The purpose of this qualitative case study was to gather the perspectives of English as a Second Language (ESL) students to determine their views regarding content delivery and assessments in their content’ specific classes. This case study is based on the concept that students’ perspectives should be considered when planning content delivery and assessments for ESL students at Constitution College (pseudonym), a 4-year college in South Florida. ESL college students receive content and assessments in the same manner as native English - speaking students at Constitution College after completing an English for Academic Purposes (EAP) program. Even after this program, some still had trouble with reading comprehension. For students to be successful in their content-specific classes, they must understand the subject matter. Individual interviews were used to gather the perspectives of 13 ESL college students enrolled in EAP courses, selected through purposeful sampling. The questions related to connections between content delivery, assessments, and academic struggles in content-specific classes. As data were collected, they were organized according to recurring themes, common patterns, and categories. The findings suggested that colleges need to ensure that instructors are fully prepared to provide quality instruction during EAP courses for ESL students. If this suggestion is enacted, these ESL students will also benefit as they will be able to use English for academic and social mobility change. The findings will also provide information specific to Constitution College that will add to the body of knowledge regarding the perspectives of ESL college students in the United States.
32
Nxumalo, Lindelwa. "An investigation into the trends and patterns of requests for proposals for Employee Assistance Programmes (EAPs) from ICAS Southern Africa." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/61096.
Full textAbstract:
The study aimed to investigate the trends and patterns in Requests for Proposals (RFPs) for Employee Assistance Programme (EAP) services from ICAS Southern Africa. The sample was forty RFPs from the public and private sectors. The sample of forty was drawn from the ICAS Southern Africa archives of RFPs for 2012 to 2016, using probability sampling. The quantitative research approach was followed, using document analysis design. The researcher utilised the content analysis technique to extract the information from the RFPs and quantify it into a coding sheet. The findings reflect changes in requests for EAP services by corporate clients in South Africa over the past five years. There was a trend towards the integration of services from the EAP, Health and Wellness, Work-life and other related fields. The service delivery models requested also showed changes with electronic services emerging strongly, which presents an opportunity for the three fields to further integrate and provide holistic services.Mini Dissertation (MSocSci)--University of Pretoria, 2017.
Social Work and Criminology
MSocSci
Unrestricted
33
El-adawy, Rasha Mahmoud. "Teaching EAP Through Distance Education: An Analysis of an Online Writing Course." Thesis, Connect to resource online, 2010. http://hdl.handle.net/1805/2187.
Full textAbstract:
Thesis (M.A.)--Indiana University, 2010.Title from screen (viewed on July 19, 2010). Department of English, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Thomas A. Upton, Julie A. Belz, M. Catherine Beck. Includes vitae. Includes bibliographical references (leaves 97-106).
34
A, l.-Zefeiti Ali Salim. "A stakeholder evaluation of an English for Academic Purposes (EAP)writing programme." Thesis, University of Bristol, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.520651.
Full text
35
Cummings, Nicki. "Employee Assistance Program (EAP) as a context for social work practice placement." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/15314.
Full textAbstract:
The Bachelor of Social Work degree is a four year course consisting of classroom and field practicum training. In 2013, the Automotive Information and Development Centre (AIDC) and Nelson Mandela Metropolitan University agreed upon placing fourth year social work students within the Employee Assistance Programs affiliated with the AIDC. The research goal of this study is to enhance an understanding of Employee Assistance Programs (EAP) as a context for practicum training for (4th) fourth year social work students by exploring and describing the perceptions and experiences of students, campus supervisors and EAP company representatives. In this respect, the study seeks to determine whether EAP provides the opportunity to meet the Exit Level Outcomes for the Bachelor of Social Work degree. This study is focussed on the practical application of social work knowledge and skills; it is framed within the principles of the Outcomes Based Educational Approach to Education. It was thus considered relevant to introduce a literature review on this particular approach with the focus on the achievement of outcomes. In order to understand whether EAP is an effective learning context the researcher needed to understand how students apply the experience and bridge the gap between theory and practice to gain meaning and understanding and, essentially, learn from the practicum training experience thus further enhancing the framework. The experiential learning cycle presented by Kolb (1984) extended the framework to provide an appropriate model for facilitating learning by linking practice to theory and knowledge. Kolb’s experiential learning cycle was thus explored. The study utilised an exploratory, descriptive, qualitative approach, which is contextual in nature. Non-probability, purposive sampling was utilised to select fourth year social work students, supervisors and company representatives who were involved with EAPs and fourth year social work students at their company. Data collection incorporated semi-structured interviews. Data analysis resulted in themes, sub-themes, categories and sub-categories emerging. Upon analysis of these themes, it was clear that with the appropriate support and creativity, students were able to meet the required Exit Level Outcomes of the Bachelor of Social Work degree. The study concludes that the overall the experience of fourth year social work students placed at EAP companies has been a positive one, with students meeting the Exit Level Outcomes for the Bachelor of Social Work degree. Although this was a positive experience, greater preparation is required and communication between the relevant parties needs to be improved.
36
Ngoc, Hung Nguyen, and n/a. "Proposed EAP and ESP syllabuses for Vietnamese students going to study overseas." University of Canberra. Information Sciences, 1986. http://erl.canberra.edu.au./public/adt-AUC20060731.132843.
Full textAbstract:
The increasing number of economic and cultural aid programmes for
Vietnam to reconstruct its war-torn economy in recent years from the
United Nations Development Programme and other international and
governmental organizations has created a great demand for English language teaching and learning in Vietnam. The language problems
that face Vietnamese scientists and technicians working in these aid
programmes have been a major concern of many educational
institutions in Vietnam and a reason for the author of this Study
Report to take up this study.
Chapter one of this study covers major stages of development of the
teaching of English for Specific Purposes (ESP) and various factors
that influence the teaching of ESP.
Chapter two discusses some current issues in the teaching of ESP in
Vietnam with special reference to course organization, syllabus and
material design at the Hanoi Foreign Language College. It also
points out some misunderstanding and misconception in the teaching
of English to Vietnamese scientists and technicians.
Chapter three looks at major language problems that Vietnamese
students meet when they go to study at different colleges or
universities in English speaking countries. A close investigation
will be carried out over a number of Vietnamese veterinary doctors
studying at the university of Queensland in Australia.
Chapter four is concerned with the selection of suitable syllabus
models for ESP/EAP courses at HFLC and also attempts to work out
appropriate syllabuses for EAP courses for Vietnamese students going
to study overseas.
The final chapter suggests some further considerations for
organizing ESP/EAP courses at HFLC especially for material
production, ESP teacher training and ESP testing.
It is hoped that this Study Report will give language teachers in
the ESP Department at the Hanoi Foreign Languages College a clearer
picture of what ESP is all about and provide some guidelines for
successful organization of teaching ESP and EAP to Vietnamese
students.
37
D'Silva, Reginald Arthur. "Promoting reading skills of young adult EAL learners through voice recognition software." Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/37665.
Full textAbstract:
The growing international student population in post-secondary institutions in Canada calls for Academic Exchange Programs (AEPs) to focus on promoting reading skills of English as an Additional Language (EAL) students in order to help them read academic and non-academic texts more proficiently. The current study, conducted at a major western Canadian university, investigated the effectiveness of a computer-based software program called the Reading Tutor (RT) in enhancing the reading performance of EAL young adults.
A survey determined the reading preferences of participants and reading materials related to news articles were incorporated into the software. Two experimental groups, one (n=16) that self-reported a preference and the other that self-reported a non-preference (n=12) for such reading materials used the software over a period of eight weeks. A control group (n=14) served as a comparison.
Results showed that a preference for reading materials positively influenced the non-transfer and transfer of reading fluency skills for non-academic reading materials in a computer-based environment. These skills also transferred to academic texts. However, the gain in reading fluency did not result in gains in comprehension. There was also a positive gain in how students self-assessed their ability to read in English in both of the experimental groups when compared to the control group.
The survey also probed reading habits and found that students were in concentric domains of ESL and EFL, spending a majority of their time mainly reading in English for academic purposes. Reading for pleasure in English was only a small part of the students’ reading repertoire. The model of Concentric Domains of Instructional Environments (CDIE) stemming from these results suggests that AEPs, such as the one in the current study, may benefit from reading programs that incorporate extensive reading of non-academic reading materials.
There appears to be a small number of studies investigating the effectiveness of computer-based literacy tools in promoting reading skills, among university EAL learners. This study makes a unique and valuable contribution to the understanding of such tools in promoting reading skills with student-preferred materials. In addition, the study adds to the understanding of reading habits of Japanese students in AEPs.
38
Levet-Paulo, Mélanie. "Rôle des protéines à domaines GGDEF et/ou EAL chez Legionella pneumophila." Phd thesis, Université Claude Bernard - Lyon I, 2011. http://tel.archives-ouvertes.fr/tel-00832970.
Full textAbstract:
Legionella pneumophila est un pathogène intracellulaire, agent de la Légionellose, et dont le réservoir dans l'environnement est constitué d'amibes aquatiques comme Acanthamoeba castellani. Mes objectifs de thèse étaient l'identification de mécanismes moléculaires contrôlant la virulence et la multi-résistance chez L. pneumophila, et en particulier l'exploration du rôle des protéines " GGDEF/EAL ". Les domaines GGDEF et EAL sont retrouvés dans des enzymes permettant respectivement de synthétiser (diguanylate cyclase, DGC) ou dégrader (phosphodiestérase, PDE) le di-GMP cyclique, un second messager spécifique des bactéries, qui participe au contrôle de fonctions clés comme la virulence ou la mobilité. L. pneumophila Lens possède 22 gènes codant des protéines GGDEF/EAL, et dont la plupart sont exprimés lorsqu'elle est dans sa phase virulente. L'activité enzymatique des 22 protéines " GGDEF/EAL " a été analysée in vitro : sur 10 protéines purifiées, 6 sont des DGC, dont 2 présentes une double activité DGC/PDE. L'inactivation de 5 gènes des 22 gènes et la surexpression de 2 autres entrainent une baisse de la virulence vis-à-vis d'A. castellanii. De plus, nous avons montré que l'activité DGC d'au moins 2 de ces protéines est requise lors du cycle infectieux. Enfin, nous avons décrit un système à deux composants original comprenant l'histidine kinase (HK) Lpl0330, capable de s'autophosphoryler sur un nouveau domaine HisKA, retrouvé dans 64 autres HK potentielles, et Lpl0329, le premier régulateur de réponse à double activité enzymatique caractérisé, dont la phosphorylation conduit à moduler le taux de di‐GMPc en favorisant une de ses deux activités (Levet-Paulo et al., 2011).
39
Sert, Olcay. "A micro-analytic investigation of claims of insufficient knowledge in EAL classrooms." Thesis, University of Newcastle Upon Tyne, 2011. http://hdl.handle.net/10443/1331.
Full textAbstract:
This PhD thesis primarily investigates the interactional unfolding and management of students’ claims and teachers’ interpretations of insufficient knowledge in two ‘English as an Additional Language’ classrooms from a multi-modal, conversation analytic perspective. The analyses draw on a close, micro-analytic account of turn-taking practices, repair, and preference organisation as well as various multi-semiotic resources the participants enact during talk-in-interaction including gaze, gestures, body movements, and orientations to classroom artefacts. In this respect, this is the first study to investigate claims of insufficient knowledge (e.g. I don’t knows) from a multimodal perspective. Furthermore, although the phenomenon has been investigated from a CA perspective in casual talk and institutional interactions (e.g. Beach and Metzger 1997), this is the first study thus far to thoroughly examine students’ claims and teachers’ interpretations of insufficient knowledge in educational contexts, and in particular in instructed language learning environments, where English is taught as an additional language. The research draws upon transcriptions of 16 (classroom) hours of video recordings, which were collected over a six-week period in 2010 in a public school in a multilingual setting; Luxembourg. The findings show that establishing recipiency (Mortensen 2009) through mutual gaze and turn allocation practices have interactional and pedagogical consequences that may lead to claims of insufficient knowledge. The findings also illustrate various multi-modal resources the students use (e.g. gaze movements, facial gestures, and headshake) to initiate embodied claims of no knowledge and that are a focus of orientation for the teacher to interpret insufficient knowledge by initiating ‘epistemic status checks’. Finally, it is suggested that certain interactional resources (e.g. embodied vocabulary explanations, Designedly Incomplete Utterances) deployed by the teacher after a student’s claim of insufficient knowledge may lead to student engagement, which is a desirable pedagogical goal. The findings of this thesis have implications for the analysis of insufficient knowledge, teaching, and language teacher education. It also has direct implications for L2 Classroom Interactional Competence (Walsh 2006) and the effect of teachers’ language use on student participation.
40
Scott, Catriona. "Washback in the UK primary context with EAL learners : exploratory case studies." Thesis, University of Bristol, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.483610.
Full text
41
Hartill, Julie Ann. "The role and application of descriptive research to course design in EAP." Thesis, University of Essex, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.369355.
Full text
42
Burgoyne, Kelly. "The comprehension skills of children learning English as an additional language (EAL)." Thesis, University of Central Lancashire, 2007. http://clok.uclan.ac.uk/20233/.
Full textAbstract:
The attainment gap between monolingual, English-speaking children and children learning EAL is a continuing cause for concern (NALDIC, 2004). Investigations into EAL learners' literacy skills have identified comprehension as a key area of difficulty for this group (e.g. Hutchinson, Whiteley, Smith & Connors, 2003). For monolingual children, difficulties with comprehension impact on learning and attainment across the curriculum (Cain & Oakhill, 2006). Increasing our understanding of the comprehension difficulties faced by children learning PAL may, therefore, contribute to an understanding of their continuing underachievement. This report begins with a review of the research pertinent to the development of comprehension and related skills with particular relevance to children learning EAL. This is followed by details of a series of experimental studies designed to investigate and extend current knowledge in relation to the comprehension skills of children learning EAL and their monolingual peers. Children in school Years 3 and 4 completed a range of measures which reflect the knowledge sources and component processes that are critical to comprehension, for example vocabulary knowledge and inferential processing. In addition, longitudinal analysis examined the developmental progression of comprehension-related skills between Year 3 and Year 4. Findings demonstrate that the comprehension difficulties of children learning EAL are largely restricted to problems understanding written text. Difficulties with reading comprehension are not attributable to limited decoding skills; rather, lower levels of lexical knowledge and a focus on decoding during reading place significant constraints on comprehension and limit the efficacy of higher-order strategic processing for this group of learners. Findings further illustrate that, without support, the comprehension difficulties of children learning PAL persist over time and are likely to make a significant contribution to the relative underachievement of this group of children. The results are discussed in terms of their theoretical importance and practical implications for supporting the development of comprehension skills in young PAL learners.
43
Breen, Paul. "Teachers in transition : developing actions, knowledge, and practice in the EAP classroom." Thesis, University of Manchester, 2015. https://www.research.manchester.ac.uk/portal/en/theses/teachers-in-transition-developing-actions-knowledge-and-practice-in-the-eap-classroom(1b963085-b14d-4c4d-b873-cd1c9763e354).html.
Full textAbstract:
This study investigates developments in the practice of teachers who have engaged in a series of workshops on the integration of new technologies into their work in the English for Academic Purposes (EAP) classroom. It looks specifically at developments in actions and knowledge during and after a teacher education programme, and how these developments shape or reshape teachers' specific professional practice of using technology in EAP teaching. Added to this, it explores ways in which teachers articulate their sense of EAP as a subject and EAP teaching as a profession, and tries to situate technology's role within that. Drawing on a theoretical framework of Technological Pedagogical Content Knowledge (TPACK) (Mishra & Koehler, 2006; Koehler & Mishra, 2009), and second-generation Activity Theory (Engeström, 1987), this story of development unfolds through a case-study narrative over the bounded timeframe of eighteen months. The setting is a university language centre in the United Kingdom, where the workshops took place, and three teachers have been selected as cases to represent the story of developments, and changes in practice occurring in line with the delivery and aftermath of this teacher education programme. Significant changes were noted in the teachers' specific professional practice of using technology in their teaching, and the study suggests that as technology becomes embedded in EAP teaching, there is an associated re-thinking of practice in other areas, particularly the role played by, and nature of, EAP content. As such, this supports one of the central arguments for the development of TPACK, in that the introduction of technology to existing conceptualisations of Pedagogic Content Knowledge (PCK) (Shulman, 1986) has demanded that teachers question their existing pedagogy, and lay the foundations for development in their practice as a whole (Mishra & Koehler, 2006, p. 1063). This study then is a story of development and teachers' personal reflections on practice, giving shape to a final report that hopes to make a contribution to understanding, defining, and opening the way for further research into EAP practice in the digital age.
44
Hadley, Gregory Stuart. "Blended EAP professionals in corporatized higher educational institutions : a critical grounded theory." Thesis, University of Birmingham, 2012. http://etheses.bham.ac.uk//id/eprint/3543/.
Full textAbstract:
As momentous changes continue to sweep across higher education, tertiary-level English for Academic Purposes (EAP) has experienced a time of challenging and sometimes painful professional transition. In many Higher Educational Institutions (HEIs) around the world, EAP units have been transferred from academic departments to administrative offices responsible for international student recruitment and entrepreneurial talent development. The new locus of conflict for many teachers of EAP has centered on the significant disconnect between them and their new administrative managers about the purposes of second language pedagogy. This thesis is a qualitative grounded theory study situated within these restive dynamics. Drawing from in-depth interviews of over ninety informants at eleven higher educational institutions in the UK, Japan and the United States, I focus upon the new middle managers of EAP units, referred to in this thesis as Blended EAP Professionals (BLEAPs). I develop a Critical Grounded Theory about the processes and strategies BLEAPs use to survive in corporatized HEIs while working with international students and Teachers of EAP (TEAPs). It was discovered during the course of analysis that, even while BLEAPs are often responsible for teaching EAP classes, those who succeed in corporatized HEIs dedicated most of their energies to processes identified as Hunting & Gathering, Weighing & Measuring, and Molding & Shaping. All of these are linked to a basic social process, which is theorized to be that of Struggling to Manage and to Lead. This thesis discusses each of these processes in detail, and after explaining how the data used in this grounded theory study was philosophically construed, methodologically structured and theoretically analyzed, I consider the implications of this theory for Tertiary EAP as the profession approaches the middle of the 21st century.
45
Solombela, Babalwa. "Management challanges regarding employees with disabilities at Eskom Gauteng : an EAP experience." Diss., University of Pretoria, 2019. http://hdl.handle.net/2263/73045.
Full textAbstract:
It is important that employees with disabilities are recognised as valuable contributors to the growth and profitability of organisations and ultimately the country. However, on the broad status of disability and equality, data reveals that despite access to guidelines, there has been very little progress regarding the awareness of and action to address the stigma and misconceptions about disability, nor enough work to enable the development of skills to accommodate persons with disabilities into the workplace adequately.
Evidence shows that employers still discriminate against employees with disabilities and do not fully utilise the talents and skills that persons with disabilities can bring to the workforce.
The ideal outcome is that managers should strive to create an inclusive workforce and to implement all labour and Employment Equity legislation meaningfully.
The goal of the study was to identify and describe the challenges experienced by managers of employees with disabilities. By law, employers are obligated to evaluate the effectiveness of their workplace strategy on the management of disability at regular intervals and make improvements where required. The study was motivated by lack of availability of research and understanding of the experiences and challenges of managers of employees with disabilities.
It was found that managers are predominately unable to effectively manage employees with disabilities because they are not trained nor provided with the requisite skills and knowledge to deal with issues of disability in the workplace.
The study from an EAP perspective was motivated by the minimal research on the involvement and role of EAP in disability management in the workplace. The potential role of EAP regarding disability management was identified in the study. The role for EAP in disability management and recommendations in the regard is likely to have implications on the practice of EAP in relation to the management of employees with disabilities within the workplace.Mini Dissertation (MA)--University of Pretoria, 2019.
Social Work and Criminology
MA
Unrestricted
46
Tan, Andrea Geok Poh. "Pedagogical strategies to teach and support children with both EAL and SEN." Thesis, Bangor University, 2015. https://research.bangor.ac.uk/portal/en/theses/pedagogical-strategies-to-teach-and-support-children-with-both-eal-and-sen(7667f543-3be3-4e23-a40a-de74fc5f35f0).html.
Full textAbstract:
The increasing ethnic diversity in the UK has highlighted the importance of supporting primary school pupils with English as an Additional Language (EAL), some of whom also have special educational needs (SEN). While research has been done in the EAL and SEN fields respectively, there is relatively little research on children with both EAL needs and SEN. Adopting a case study approach, the thesis examines the strategies used to teach and support these children in four mainstream primary schools in North-West England. Possible reasons for the use of these strategies are explored. The preliminary analysis revealed that EAL pupils with Speech, Language and Communication Needs (SLCN) or Learning Difficulties (LD) constituted the two largest groups. Thus, the analysis focused on these two groups. A variety of research methods were used such as lesson observations, staff and pupil interviews. Staff supporting the EAL/SLCN group seemed to use a greater variety of sub-strategies, more language-related strategies and provided differentiated support at the individual and group levels. Staff supporting the EAL/LD group employed more task-related strategies and provided support to the class as a whole. All staff members felt that there are needs specific to a particular group and/or groups of learners. Factors which might have influenced the choice of strategies include: class demographics, school profiles and resources, staff training and experience, pedagogical beliefs and staff’s understanding/knowledge of the child’s EAL needs and SEN. The study proposes a framework incorporating the above results and theoretical perspectives regarding the nature of pedagogic needs and inclusive practice. In particular, the study discusses the notion of pedagogic needs which are specific to more than one group of learners and yet not common to all. Finally, implications and recommendations are made for training and resource allocation within schools.
47
Li, Mimi. "Small Group Interactions in Wiki-Based Collaborative Writing in the EAP Context." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5254.
Full textAbstract:
Due to recent developments in Web 2.0 technologies, computer-mediated collaborative writing has captured the growing attention of second language researchers and instructors. The affordance of wikis for collaborative writing has been hailed, but few studies have explored the nature of wiki collaboration and interaction during small group writing using wikis. This dissertation investigated dynamic group interactions in wiki-based collaborative writing tasks in an English for Academic Purposes (EAP) course at a southeastern public research university in the U.S. A total of twenty-nine English as a Second Language graduate students collaboratively worked on two writing tasks within small groups in Wikispaces sites. By adopting a multiple-case study approach, I closely examined four small groups that had diverse L1 background composites and presented a comprehensive picture of students' wiki-based collaborative writing.
Informed by sociocultural theory, particularly the notions of scaffolding and zone of proximal development, I explored small group interactions to derive how they negotiated writing tasks, co-constructed writing, and mutually scaffolded wiki writing processes. I also examined what factors mediated the dynamic interactions, and in what ways the interactions influenced wiki writing products and connected with students' reflections about wiki collaborative writing. The triangulated data sources included archived wiki "Discussion," "Comments," "History," and "Page" records, pre-task and post-task questionnaire surveys, post-task and follow-up interviews, students' reflection papers, instructors' assessment of students' wiki group writing, and my research logs. In terms of the data analysis, I mainly conducted qualitative procedures using constant comparative method and content analysis, supplemented with descriptive analysis.
The results revealed that the four small groups demonstrated four characteristic patterns of interaction. The patterns were not static across two wiki writing tasks. Mixed patterns were found in Group 1 (Collective-- Active/withdrawn) and Group 3 (Dominant/defensive-- Collaborative). Group dynamics were also evident in Group 2 (Expert/novice) and Group 4 (Cooperating in parallel). These patterns were featured with language functions that small groups performed while negotiating writing tasks, writing change functions that they performed while constructing joint texts, and scaffolding strategies that they applied throughout collaborative writing processes. In addition, multiple factors mediated small groups' wiki interactions: motives/goals, agency and emotion, and prior experiences in such aspects of cultural background, small group work, and technology use. Moreover, the group interactions had influences on joint wiki writing products and also connected with students' reflections about wiki affordances and their learning experiences. This study bridged the gap in computer-mediated collaborative writing research, and also shed new light on the networked writing pedagogy in the EAP context.
48
Mundalamo, Tokai. "Factors affecting the utilisation of EAP services in a waste management company." Diss., University of Pretoria, 2015. http://hdl.handle.net/2263/53448.
Full textAbstract:
Success of Employee Assistance Programme (EAP) is mostly determined by high utilisation rate of EAP services. However, there are various factors that contribute towards utilisation of EAP services in the workplace such as confidentiality, marketing and accessibility. Good and high utilisation of EAP services positively affects the company s bottom line, (Berry, 2010:1) resulting in improved productivity, low staff turnover, high employee morale, low levels of absenteeism and low cost of health care in the workplace (Brennan & Beidel, 2006:36).The researcher conducted a quantitative study in a waste management company using a questionnaire which was distributed to 128 selected respondents from four different depots that falls within Cluster South, referred to as Custer B in the study. The study explored factors affecting the utilisation of EAP services in a Waste Management Company. The results of the study proved that the success and utilisation of EAP services depends on various factors. Amongst the factors, awareness and marketing of EAP services were found to encourage utilisation of EAP by all stakeholders. Regular communication with employers was also found to promote EAP services and high utilisation rate. EAP s success and credibility was found to depend on the maintenance of confidentiality. Supervisors are the key players in implementing EAP services and are the EAP s most significant lint to the company. Support from top management was found to be one of the contributing factors in making the EAP a success through their buy-in of the programme. Other important factors that affected utilisation of EAP services included the physical location of EAP offices, the level of employees education, gender, and perception. Stigma and discrimination also affected utilisation of EAP service. It can be assumed that organisations with successful EAP services benefits through the reduction of workplace accidents and errors, lost workdays as well as increase in the morale of workers and productivity.Mini Dissertation (MSW)--University of Pretoria, 2015.
Social Work and Criminology
MSW
Unrestricted
49
Winstanley, Ellen. "Radionuclide uptake during iron (oxyhydr)oxide formation : application to the Enhanced Actinide Removal Plant (EARP) process." Thesis, University of Manchester, 2018. https://www.research.manchester.ac.uk/portal/en/theses/radionuclide-uptake-during-iron-oxyhydroxide-formation-application-to-the-enhanced-actinide-removal-plant-earp-process(393a7b52-efcf-4b4d-ab8e-f6a3950da128).html.
Full textAbstract:
The Enhanced Actinide Removal Plant (EARP) located at Sellafield, is a key facility for processing nuclear effluents in the UK. The EARP process decontaminates radioactive waste effluent by inducing the coprecipitation of Fe(III) along with any radionuclides in solution. The resulting radioactive solid phase is then separated from the decontaminated aqueous phase by ultrafiltration processes over several weeks. In the future the EARP facility's role will be expanded to treat effluents produced from nuclear decommissioning activities. However there remains a limited understanding around the mechanisms of radionuclide removal from solution and subsequent sequestration within the solid phase under conditions relevant to such industrial effluent treatment facilities. In this work, the fate of U(VI) and Th(IV) were investigated during the EARP process. XRD and TEM analyses revealed that the solid product from the EARP coprecipitation process was 2-line ferrihydrite which transformed over time to form hematite, with some goethite formation observed in the Th containing system. During this coprecipitation process U was initially removed from solution by adsorption to ferrihydrite as a bidentate, edge-sharing surface complex associated with ternary carbonate complexes. As the U containing system was aged, a maximum range of 61 - 75% U became consistently incorporated within the newly formed hematite phase for a wide range of systems containing 6 orders of magnitude total U:Fe molar ratio. Such a constant proportion of incorporated U suggests that this incorporation occurs during a particle mediated mechanism of hematite growth, such as oriented attachment. Interestingly, Th was removed from solution during the EARP coprecipitation process by a combination of both adsorption and occlusion mechanisms. EXAFS analyses revealed that the local coordination environment of Th associated with the solid phase altered considerably with increased aging time, and correspondingly Th became increasingly recalcitrant to remobilisation over time suggesting the formation of further occluded or even incorporated Th species within the transforming iron (oxyhydr)oxide phases. This thesis progresses the fundamental understanding of radionuclide interactions with iron (oxyhydr)oxide phases during coprecipitation and aging processes under conditions relevant to industrial waste treatment processes such as EARP.
50
Haggar, Axana. "Interaction between Extracellular adherence protein (Eap) from Staphylococcus aureus and the human host." Stockholm, 2005. http://diss.kib.ki.se/2005/91-7140-496-1/.
Full text