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Dias, Ires 1959. "Formas quadraticas sobre LG-aneis." [s.n.], 1988. http://repositorio.unicamp.br/jspui/handle/REPOSIP/306608.
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Orientador: Antonio PaquesTese (doutorado) - Universidade Estadual de Campinas, Instituto de Matematica, Estatistica e Computação Científica
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Doutorado
Doutor em Matemática
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Chen, Wei-Chieh David. "Attenuation of the Lg wave in Alabama." Thesis, Georgia Institute of Technology, 1990. http://hdl.handle.net/1853/25884.
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Carulla, Areste Maria del Mar. "Thin LG AD timing detectors for the ATLAS experiment." Doctoral thesis, Universitat Autònoma de Barcelona, 2019. http://hdl.handle.net/10803/667283.
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El gran col· lisionador de hadrons (LHC), el qual te un circumferencia de 27 quilometres, és l'accelerador de partícules més gran i potent del món. El LHC esta dissenyat per fer col· lisionar protons a 14 TeV en el seu centre de massa, aconseguint una lluminositat de 1024 cm-2 s-1, quan 2808 paquets amb 1011 protons cada un, circulen per l'accelerador. Els paquets estan espaiats per 25 ns, que corresponen a una freqüencia de col · lisió de 40 MHz en cada un dels quatre punts d'interacció.
Actualment, la principal prioritat de la estrategia europea per la física de partícules consisteix la explotació del LHC al seu maxim potencial. Es per aquest motiu que una actualització del LHC va ser planejada per tal d'assolir una nova fase d'intensa lluminositat del LHC (HL LHC). Aquesta nova fase del LHC (HL-LHC) necessitara una actualització tant de la maquina com dels detectors per tal que en 2030 es col · lecti deu vegades més dades que en el disseny inicial. El principals reptes que hauran de combatre els detectors per aquesta nova fase d'intensa lluminositat seran l'increment de l'ocupació, del pile-up, del ritme de dades i la resistencia a la radiació dels detectors. L'increment en l'ocupació sera mitigat utilitzant detectors amb major granularitat. Per altra banda detectors amb una resolució temporal de 30 ps seran utilitzats per recluir el pile-up.
L'objectiu de la present tesis es el disseny, desenvolupament i estudi de detectors de silici amb una elevada granularitat i amb una resolució temporal de 30 ps, els quals compleixen amb les especificacions necessaries per l'actualització del experiment ATLAS (A Toroidal LHC Apparatus). La col· laboració RD50, la qual investiga en l'estudi de detectors resistents a la radiació, ha proposat els detectors de allau amb baix guany (LGAD) com a detectors per a timing en les Endcap Timing Layers (ETL). En aquesta tesis tres estrategies diferents s'han dut a terme per tal de complir amb les especificacions de granularitat, resolució temporal i resistencia a la radiació de la ETL. La primera estrategia ha consistit en la reducción del gruix dels LGAD per tal de recluir el temps de col · lecció, el temps de pujada i la contribució del intrínsec Landau noise en la resolució temporal. La segona estrategia duta a terme ha estat la minimització de la capacitat per tal de recluir el soroll i la contribució del jitter en la resolució temporal, desenvolupant detectors LGAD pixelats i en strips. Finalment, l'última estrategia s'ha focalitzat en l'ús de diferents impureses per tal de recluir efectes de la radiació derivats de l'ús del bor coma impuresa dopant.
La estructura d'aquesta tesis es la següent: en el capítol 2 s'introdueixen el experiments d'altes energies on els detectors seran col · locats, les especificacions que han de complir els detectors en la nova fase d'intensa lluminositat, el funcionament dels detectors, la determinació de la resolució temporal, els efectes de la radiació en els detectors i un resum dels detectors utilitzats actualment per realitzar mesures de timing; en el capítol 3 es presenta les simulacions
tecnologiques i experimentals dels detectors dissenyats; en el capítol 4 es resumeix els processos tecnológics realitzats en la fabricació dels detectors; el capítol 5 presenta els resultats cxpcrirncntals dcls dispositius fabricats aba.ns i dcsprós de irradiar-los: el capítol 6 sintctitza la simulació, producció i resultats dels inverse Low Gain Avalanche Detectors (i-LGAD), i el capítol 7 presenta les conclusions i treball fntur dels detectors fabricats.The Large Hadron Collider (LHC) with its 27 kilometer in circumference is the world's largest and most powerful particle accelerator. The LHC was designed to collide protons at 14 TeV energy at the center-of-mass. The design luminosity is 1034 cm2 s-1, which is achieved with 2808 circulating bunches, each with - 1011 protons. Bunches are spaced by 25ns, corresponding to a collision rate of 40 MHz at each of the four interaction points. The main priority of the European Strategy for P article Physics is the exploitation of the full potential of the LHC. An upgrade of the LHC to the high-luminosity LHC (HL-LHC) was planned for this purpose. The HL-LHC will require an upgrade of the machine and detectors with a view to collecting ten times more data than in the initial design, by around 2030. The major challenges for the high-luminosity phase are the occupancy, pile-up, high data rates, and radiation tolerance of the detectors. The increase in occupancy will be mitigated using higher granularity. Fast timing detectors with time resolution in the range of 30 ps will be used to reduce pile-up. Fur thermore , precision timing will provide additional physics capabilities. The purpose of the present thesis is the design, development and study of silicon detectors with high granularity and 30 ps time resolution suitable for the upgrade of the A Toroidal LHC Apparatus (ATLAS) experiment in the HL-LHC phase. Low Gain Avalanche Detectors (LGAD) have been proposed by RD50 collaboration as timing detectors for the Endcap Timing Layer (ETL) of ATLAS experiment. Three different strategies have been studied in order to fulfil with the high granularity, time resolution and radiation hardness specifications of devices for the ET L. The first strategy has consisted in detectors thickness reduction to decrease its collection time, rise time and intrinsic Landau noise. The second strategy has been the minimization of the capacitance developing strips and pixels with gain. Finally, the last strategy has lied in the use of other dopants to reduce radiation effects as boron removal. The structure of the thesis is as follows: chapter 2 introduces the major issues in the LHC upgrade, the CERN experiments, the required specifications of particle detectors for the HL LHC phase, their working principles, the measurement of time resolution, the microscopic and macroscopic radiation effects, and the state of the art in timing detectors; chapter 3 presents the technological and electrical simulation of the designed devices after the calibration of the technological simulation with the process characterization; chapter 4 gives an outline of the different device processes; chapter 5 presents the obtained results of unirradiated and irradiated devices; chapter 6 condenses the simulation, production and results of inverse Low Gain Avalanche Detectors (i-LGAD), and chapter 7 reports the conclusions and future work of the measured devices.
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Lupton, Claire Maria. "Propagation of Lg seismic waves and lithospheric heterogeneity in Africa." Thesis, University of Leeds, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.305640.
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Conn, Ariel. "Q Models for Lg Wave Attenuation in the Central United States." Thesis, Virginia Tech, 2013. http://hdl.handle.net/10919/19317.
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A series of small- to moderate-sized earthquakes occurred in Arkansas, Oklahoma and Texas from 2010 to 2012, coinciding with the arrival of the EarthScope Transportable Array (TA). The data the TA recorded from those earthquakes provide a unique opportunity to study attenuation of the Lg phase in the mid-continent and Gulf Coastal region. The TA data reveal previously unrecognized regional variability of ground motion propagation in the central United States. A study of the Fourier amplitude spectra shows the Lg phase exhibiting strong attenuation for ray paths from Arkansas, southwest through the Ouachita Orogenic Belt and into central Texas, and south into the Gulf Coastal region. Less attenuation is seen in central Texas for ray paths extending directly south from Oklahoma, though attenuation remains strong along the Gulf Coast. In contrast, ray paths to the north, regardless of source location, exhibit very little attenuation, especially in northern Missouri and southern Iowa.
Regression models that incorporate near-receiver (distance-independent) attenuation due to thick sediments in the Gulf Coastal Plain successfully reduce path-related bias in the regression residuals for stations near the Gulf Coast. Dividing the central United States into three regions (the Gulf Coastal Plain, the Great Plains and the Midwest) further reduced bias, and allowed for the development of Q models in the Gulf Coastal Plain and the Great Plains. In the Gulf Coastal Plain, the Q model for that part of the ray path through the basement, from the earthquake to the base of the sediment deposits below the receiver, was found to be Q=(295±11)*f^(0.645±0.029). The model for attenuation in the sediment section near the receiver in the Gulf Coastal Plain is Q=(72±6.7)*f^(0.32±0.06) (velocity through the sediments is unconfirmed but thought to be approximately 1 km/s). The Q model for the Great Plains is Q=(692±61.3)*f^(0.43±0.07). The Midwest region exhibited extremely complicated behavior: the data indicate little or no attenuation of amplitudes in the frequency band from approximately 0.7 to 2.0 Hz. As a consequence, Q in the Midwest region in that frequency range could not be realistically determined.
Master of Science
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Kim, Sung Hwan 1965. "Product development strategy for LG Electronics in optical storage-based consumer electronics." Thesis, Massachusetts Institute of Technology, 2004. http://hdl.handle.net/1721.1/17865.
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Thesis (S.M.M.O.T.)--Massachusetts Institute of Technology, Sloan School of Management, Management of Technology Program, 2004.Includes bibliographical references (leaves 87-88).
With the dawning of the digital era, many home electronic products are emerging. One of the fastest growing and most wide-spread products in the market is the DVD player. Few digital products have achieved as fast a market penetration, and with as rapid a price drop, as the DVD player. This thesis touches on the product development strategy for my company, LG Electronics, in terms of short-range and mid (long)-range plan, specifically on means to sustain and keep the profit margin reasonable in spite of the current competitive market situation. The system dynamics tool is used as a method of analysis and assessment on the current DVD player market situation. Based on the results of the analysis, I propose the following strategies, in terms of products and technologies, for LG Electronics to maintain sustainable growth in the industry. Firstly, in terms of mid-range plan, the company should broaden its DVD product scope and make profit by adding value. Secondly, in terms of long-range plan, the company should draw a big picture for further growth by taking into account the development of new disruptive technologies and products in the industry.
by Sung Hwan Kim.
S.M.M.O.T.
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Arellano, Soto Michael Alonso, and Céspedes Eduardo Alexis Arias. "Desarrollo de un Videojuego Retro con LG Smart TV y Android – Bomberman." Bachelor's thesis, Universidad Peruana de Ciencias Aplicadas (UPC), 2020. http://hdl.handle.net/10757/654982.
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Este proyecto brinda una solución que satisface las necesidades específicas de los desarrolladores que desean implementar videojuegos en el sistema operativo WebOS, ya que el objetivo fundamental es de realizar mejoras a un framework para que se acople adecuadamente a videojuegos que serán desarrollados en los Smart Tv LG. Estas mejoras que se implementaran al framework, están ligadas al performance de la conexión y su disponibilidad. Esta herramienta, mediante el uso de Websocket ofrece la facilidad de la conexión bidireccional entre los dispositivos Android con los dispositivos Smart Tv LG con una latitud menor a la anterior de un 60% de tiempo de espera gracias al uso de la tecnología de los Web Workers. Por otra parte, será capaz de unir a más de un dispositivo Android a la red local, donde así, se podrá implementar juegos multijugador de una forma sencilla y fácil. Por último, para validar estas mejoras, se realizó un videojuego retro multijugador donde se prueba en varias ocasiones las optimizaciones del framework.This project provides a solution that meets the specific needs of developers who want to implement video games in the WebOS operating system, since the main objective is to make improvements to a framework so that it is properly coupled to video games that will be developed on LG Smart Tv. These improvements that will be implemented to the framework, are linked to the performance of the connection and its availability. This tool, through the use of Websocket, offers the ease of bidirectional connection between Android devices with LG Smart Tv devices with a latitude less than the previous 60% of waiting time thanks to the use of Web Workers technology. On the other hand, it will be able to join more than one Android device to the local network, where it will be possible to implement multiplayer games in a simple and easy way. Finally, to validate these improvements, a retro multiplayer video game was made where the optimizations of the framework are tested on several occasions.
Trabajo de investigación
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Seo, Bo. "Global Talks: Estrategia de mercado de LG en el Perú y el mundo." Universidad Peruana de Ciencias Aplicadas (UPC), 2019. http://hdl.handle.net/10757/625884.
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La conferencia se enfocó en primer lugar en las características de la cultura coreana que permitieron el despegue económico del país y sus empresas, hoy conglomerados económicos de impacto mundial. En segundo lugar, en base a la ventaja competitiva de Corea como desarrolladores de tecnología, LG logró posicionarse como uno de las principales empresas innovadoras del mercado de tecnología. En tercer lugar, en el Perú, la estrategia de LG busca tropicalizar la tecnología coreana a los usos y costumbres de nuestra cultura.
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García, Fernández Mariano J. "Atenuación espectral de ondas Lg y pseudoaceleración máxima del terreno en la Península Ibérica." Doctoral thesis, Universitat de Barcelona, 1989. http://hdl.handle.net/10803/667589.
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El objetivo de este trabajo de investigación ha sido determinar, en el marco geográfico de la Península Ibérica, valores regionales de la atenuación anelástica espectral de las ondas Lg en función de la frecuencia; así como formulas regionales de pseudoaceleración en función de la magnitud, la distancia epicentral y la atenuación anelástica.
La menor atenuación corresponde al conjunto de la Península Ibérica. La atenuación en la región NE es intermedia, y la más elevada aparece en las regiones SSE y Granada. La dependencia frecuencial de la atenuación es más acusada en la región NE, mientras que en el resto los valores son semejautes entre si. Los valores del coeficiente de atenuación anelástica son consistentes, en general, con otros resultados obtenidos para diversas zonas de la Península, así como con los calculados para otras areas geográficas, a partir de métodos diferentes; guardando una relación estrecha con las caracteristicas geotectónicas de la zona y con el resto de los parámetros geofísicos conocidos.
Se han determinado fórmulas empíricas regionalizadas de pseudoaceleración maxima en función de la magnitud, la distancia epicentral y la atenuación. El objetivo de este trabajo de investigación ha sido determinar, en el marco geográfico de la Península Ibérica, valores regionales de la atenuación anelástica espectral de las ondas Lg en función de la frecuencia; así como fórmulas regionales de pseudoaceleración en función de la magnitud, la distancia epicentral y la atenuación anelástica de las ondas Lg, para la frecuencia característica de 5 Hz. Estas relaciones permiten distinguir, para distancias epicentrales mayores de unos 50 km y terremotos de caracteristícas idénticas, zonas de pseudoaceleración alta (P. Ibérica), media (NE) y baja (SSE y Granada). Comparando con los cuatro registros de aceleración máxima vertical disponibles en la Península Ibérica, se puede afirmar que las predicciones empíricas propuestas proporcionan una estima adecuada de la aceleración máxima del terreno, por lo que pueden considerarse representativas de las regiones estudiadas.
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Monte, Bruno Gabriel Oliveira do. "QTLs associados com emocionalidade em fêmeas pósparto de camundongos LG/J x SM/J." Universidade Federal de São Carlos, 2012. https://repositorio.ufscar.br/handle/ufscar/5497.
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In mammals, newborns need parental care, mostly maternal care, to succeed in development. Mother emotionality may affect development at initial stages or even emotionality of the offspring in adulthood. In the present study we investigate emotionality, in maternal period, by performing the open field test in mice females from SM/J, LG/J inbred lines and generations F1 and F2 from this intercross. F2 females were also tested in nonmaternal phase. We investigate if F2 females emotionality was associated with variation in weight gain and offspring viability. Finally, we perform QTLs analysis (Quantitative Trait Loci) aiming to study genetic architecture of emotionality at postpartum phase. Ethological analysis indicates that LG/J females seem to have higher level of anxiety when compared to SM/J females. F1 and F2 generations did not show significant differences in most of the phenotypes analyzed. In the contrast between maternal and non-maternal phases of F2 females, it seems females were less anxious in non-maternal phase. In the relationship between anxiety and weight gain among F2 females we observed that several ethological data show significant association with weight gain in some period of life of these females. However, the ethological variations do not seem to interfere in the offspring survival. QTL analysis revealed 11 individual QTLs associated to the phenotypes grooming, immobility, activity at center, and motor activity, that accounts between 5 and 9% of emotionality variation. Beside individual QTLs, we found a total of 88 epistatic QTLs involving the five evaluated phenotypes that together with the individual QTLs explain 24 to 53% of emotionality variation in postpartum females. The present study allowed the identification of putative candidate genes, as well as their relative size effects and patterns of gene action affecting mice emotionality. These results reveal that genetic architecture of emotionality of LG/J x SM/J dams is complex, since indicate the existence of many genes, including the interaction among them in a complex network of epistasis. Besides the genetic basis, is worth noted that environment also have a important impact in emotions through epigenetic mechanisms.
Em mamíferos, filhotes recém-nascidos necessitam de cuidados para que tenham sucesso em seu desenvolvimento. Esse sucesso está diretamente relacionado ao cuidado materno, cujas alterações na emocionalidade da mãe podem afetar o desenvolvimento dos filhotes nos estágios iniciais ou mesmo a própria emocionalidade dos filhotes na idade adulta. No presente estudo investigamos a emocionalidade no período materno, utilizando o teste de campo aberto, em fêmeas de camundongos SM/J, LG/J e gerações F1 e F2 deste intercruzamento, sendo a última também testada para fase não materna. Também averiguamos se a emocionalidade em fêmeas F2 estava associada com a variação do ganho em peso nestas fêmeas e com a viabilidade de sua progênie. Finalmente, utilizamos a análise de QTLs (Quantitative Trait Loci) com o intuito de estudar a arquitetura genética da emocionalidade na fase pós-parto. A análise etológica revela indícios de que fêmeas LG/J apresentam um maior nível de ansiedade quando comparadas com fêmeas SM/J. As gerações F1 e F2 não apresentaram diferenças significativas na maioria dos fenótipos analisados e no contraste entre fase materna e não materna para fêmeas F2, as últimas parecem ser menos ansiosa que as primeiras. Na relação entre ansiedade e ganho em peso entre as fêmeas F2, verificamos que vários dados etológicos estão significativamente associados com o ganho em peso em algum período da vida destas fêmeas. No entanto, as variações etológicas parecem não interferir na sobrevivência da progênie. A análise de QTL revelou 11 QTLs individuais associados aos fenótipos groming, imobilidade, atividade no centro e atividade motora, que respondem entre 5 a 9% da variação de emocionalidade. Além dos QTLs individuais, encontramos um total de 76 QTLs epistáticos envolvendo os cinco fenótipos avaliados, que juntamente com os QTLs individuais explicam de 24 a 53 % da variação de emocionalidade em fêmeas pós-parto. Este estudo permitiu a identificação de potenciais genes candidato, bem como o tamanho relativo dos efeitos do gene e os padrões de ação gênica afetando emocionalidade em camundongos. Esses resultados revelam que a arquitetura genética da emocionalidade de mães LG/J x SM/J é complexa, pois indica a existência de muitos genes, incluindo as interações entre eles em uma complexa rede de epistasia. Além da base genética, vale ressaltar que o ambiente também pode apresentar um grande impacto nas emoções por meio de mecanismos epigenéticos.
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Clouse, Sean Travis. "Development and validation of the perceived parental social support scale-lesbian gay (ppss-lg)." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4730.
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Thesis (Ph. D.)--University of Missouri-Columbia, 2007.The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on September 20, 2007) Vita. Includes bibliographical references.
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Hébert-Leclerc, Claudie. "Étude de l'activité immunomodulatrice du peptide B-LG f96-99 chez des souris saines." Thesis, Université Laval, 2011. http://www.theses.ulaval.ca/2011/28076/28076.pdf.
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Guy, Marie-Michèle. "Caractérisation des interactions moléculaires menant à l'auto-assemblage du peptide B-lg f1-8." Thesis, Université Laval, 2011. http://www.theses.ulaval.ca/2011/28111/28111.pdf.
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Hébert-Leclerc, Claudie. "Étude de l'activité immunomodulatrice du peptide ß-LG f96-99 chez des souris saines." Master's thesis, Université Laval, 2011. http://hdl.handle.net/20.500.11794/23298.
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Des travaux antérieurs ont démontré que certains peptides contenus dans la 0- lactoglobuline stimulaient la sécrétion de cytokines pro- ou anti-inflammatoires chez des splénocytes murins, permettant ainsi d'envisager des applications potentielles de ces peptides pour la santé du système immunitaire. L'objectif du présent projet de recherche était d'évaluer l'effet de l'ingestion orale du peptide ß-LG f96-99 chez des souris saines sur la réponse immune. Les résultats ont montré que l'ingestion de ce peptide à des doses de 0,1 et 0,5 mg par jour pendant 7 jours permettait d'augmenter significativement les concentrations d'IgA dans les fèces. Une augmentation significative de la sécrétion d'IL-4 a aussi été mesurée dans les surnageants de culture des splénocytes isolés chez les souris ayant reçu une dose en peptide de 0,25 mg. L'ensemble de ces résultats suggère donc que le peptide ß-LG f96-99 pourrait stimuler la réponse immune adaptative. Il serait donc intéressant d'évaluer l'effet de ce peptide dans des modèles animaux de maladies inflammatoires.
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Arble, Jessica R. "An Examination of the LG/J Murine Strain as a Model of Tendon Regeneration." University of Cincinnati / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1460730232.
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Rüegsegger, Adrian. "Einfluss von Cadmium aufd die Gluatathionsynthese von Mais (Zea mays L. cv LG 9) /." [S.l : s.n.], 1993. http://www.ub.unibe.ch/content/bibliotheken_sammlungen/sondersammlungen/dissen_bestellformular/index_ger.html.
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Kim, Wonseok. "A critical investigation into the discourse of educational neutrality in South Korea (1987-2017)." Thesis, University of Warwick, 2018. http://wrap.warwick.ac.uk/111740/.
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There has been a steady proliferation of discourses concerned with neutral education in South Korea since the democratisation of 1987. The problem of educational neutrality has been raised particularly by conservative forces. This thesis offers a critical examination of the conservative use of educational neutrality. Three inter-connected questions guide the thesis. First, what events and elements are combined in the discourse of educational neutrality in what ways? Second, how do non-discursive practices (e.g. techniques of power) help realise the discourse of educational neutrality? Finally, how do teachers and students resist pressure to be neutral? In order to address these questions, by drawing on theoretical tools offered by Kim Dong-choon and Michel Foucault, I, first of all, contextualize the conservative use of educational neutrality in relation to war-politics where critical thought and action are punished and regulated in the name of protecting society. I then combine Critical Discourse Analysis with Foucault's genealogical approach in order to grasp multiple dimensions of the discourse of educational neutrality. The construction of the discourse of educational neutrality is investigated through an analysis of a conservative newspaper's editorials. The deployment of power techniques in the realization of the discourse of educational neutrality is examined through a genealogical study of how critical teachers' unions have been regulated and how history textbooks have been sanitised. Last but not least, I explore courageous speech activities carried out by teachers and students. Those speeches, as forms of resistance to the myth of neutral education, serve to introduce a break in war-politics that draws an arbitrary line between what is and what is not say-able and do-able. The thesis concludes by highlighting that education cannot be reduced to the mere transmission of technical knowledge from teachers to students. Rather, education should take on the task of regenerating critical thought and action particularly in a pluralistic democratic society where different individuals, values, and views coexist not in an antagonistic way but in a harmonious way.
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Feng, He. "A Study on Heterotic Target Space Duality – Bundle Stability/Holomorphy, F-theory and LG Spectra." Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/102383.
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In the context of (0, 2) gauged linear sigma models, we explore chains of perturbatively dual heterotic string compactifications. The notion of target space duality (TSD) originates in non-geometric phases and can be used to generate distinct GLSMs with shared geometric phases leading to apparently identical target space theories. To date, this duality has largely been studied at the level of counting states in the effective theories. We extend this analysis in several ways.
First, we consider the correspondence including the effective potential and loci of enhanced symmetry in dual theories. By engineering vector bundles with non-trivial constraints arising from slope-stability (i.e. D-terms) and holomorphy (i.e. F-terms) the detailed structure of the vacuum space of the dual theories can be explored. Our results give new evidence that GLSM target space duality may provide important hints towards a more complete understanding of (0,2) string dualities. In addition, we consider TSD theories on elliptically fibered Calabi-Yau manifolds. In this context, each half of the "dual" heterotic theories must in turn have an F-theory dual. Moreover, the apparent relationship between two heterotic compactifications seen in (0,2) heterotic target space dual pairs should, in principle, induce some putative correspondence between the dual F-theory geometries. It has previously been conjectured in the literature that (0,2) target space duality might manifest in F-theory as multiple K3- fibrations of the same elliptically fibered Calabi-Yau manifold. In this work we investigate this conjecture in the context of both six-dimensional and four-dimensional effective theories and demonstrate that in general, (0,2) target space duality cannot be explained by such a simple phenomenon alone. Finally, we consider Landau-Ginzburg (LG) phases of TSD theories and explore their massless spectrum. In particular, we investigate TSD pairs involving geometric singularities. We study resolutions of these singularities and their relationship to the duality.Doctor of Philosophy
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Alwattar, Noori Yousef. "The use of the microcomputer in teaching Arabic grammar (verbal sentences) in the intermediate schools of the State of Kuwait." Thesis, University of Glasgow, 1988. http://theses.gla.ac.uk/6353/.
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This study is concerned with the issue of using the microcomputer in teaching Arabic Grammar (verbal sentences) in the intermediate schools of the State of Kuwait. It lays down some of the essential foundation work necessary for bringing about systematic and constructive improvements in the teaching of Arabic Grammar by computers. However, our main concern in this study is, as we have said, with the teaching of one of the aspects of Arabic Grammar, in the above situation. Although the use of computers for this purpose has only just begun, the perspective of our approach will hopefully to some extent, encourage their wider use. The present study is divided into five chapters. Chapter one offers a general introduction to the main subject. The hypotheses made in this chapter constitute the general framework for the following chapters. The teaching of Western languages by computer as opposed to the non-availability of such methods in the Arab world, is discussed in chapter two. Chapter three provides a background on which the practical side of our study is based. The sources and methodology of our experimental work in this thesis are also treated in this chapter. vii Chapter four is concerned with the results of this experiment and the measurement of pupils' achievements in Arabic Grammar during the experiment. A comparison between the traditional method and that of the computer is established by means of analysing the data concerned. The last chapter concludes with suggestions for further specific research needed in this field.
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Mailafiya, Madu Garga. "Nigeria and the open university system." Thesis, University of Glasgow, 1986. http://theses.gla.ac.uk/4138/.
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concept and its application in various parts of the world; and (ii) investigate the problems and prospects for an open university in Nigeria. The term "open university" is defined as distance teaching university systems created to offer programmes of study exclusively to external students. The concepts of "distance education" and "open learning" are examined and their precise usage in this thesis clarified. A distinction is also drawn between Western, indigenous and Koranic education. The thesis is divided into three parts. The first part (Chapters 1 - 3), examines the concepts and the methodologies chosen for the study and provides a political, economic and educational background to Nigeria, with emphasis on the problems of higher education. Part two (Chapters 4, 5 and 6), provides a general illumination to the particular problems of the open university system and current trends in established open university institutions. In Chapter 4, a review is made of the distance education provision in Nigeria while Chapter 5 is devoted to a review of the literature. Chapter 6 is concerned with the Open University of the United Kingdom (aU-UK), especially its original concept, practices in the institution and the implications of applying the British experience elsewhere. (xi) The third part of the thesis (Chapters 7 and 8), investigates the particular problems and prospects for an open university system in Nigeria, through a study of the perceptions of a cross-section of the country's policy-makers and potential open university candidates. Chapter 7 focuses principally on the analysis of the collected empirical data on policy-makers while Chapter 8 is concerned with the personal characteristics of potential open university candidates, interpretations of their personal circumstances, their perceptions and the implications for university level home-study. The last Chapter (9) is concerned with conclusions on the findings of the thesis, their policy implications, suggested open university models for Nigeria and fruitful areas for further research.
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Emblen, Valerie. "Money alone cannot solve everything : a study of donor aid to education reform in the Loa People's Democratic Republic." Thesis, University of Birmingham, 2012. http://etheses.bham.ac.uk//id/eprint/3728/.
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The starting point for the study is concern for the quality of education available to the rural child in Lao PDR. Donor agencies are supporting the Government of Lao in education reform and the study explores how education policy becomes practice in one small, poor, socialist, country. Using a variety of research methodologies based in critical ethnography and including interviews and observations, the study explores some significant discourses that make up the discourse of donor supported education reform. A contention of the study is meanings and ultimately changed practice are generated in action and reaction between constituent discourses, at a number of levels and in a range of contexts. Attention is given to the use and impact of the concept, ‘capacity development’, in development aid and the study questions the inexplicit manner of its use and its negative connotation. Data inspection for this study is based in Fairclough’s procedures for critical discourse analysis, with adaptation to the particular social, political, cultural and language contexts of Lao PDR. The procedure was found a useful tool for following policy into practice at classroom level. The study is also able to question how far either research or policy is emancipatory.
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Kimaliro, Eunice. "Teachers' professional identity in the context of education change within Trans Nzoia East District, Kenya." Thesis, University of Worcester, 2015. http://eprints.worc.ac.uk/3850/.
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Despite the growing literature on teachers’ professional identity (Beijaard et al. 2004, Day et el 2006, Hextall et al.2007,Sutherland et al. 2010, Canrinus et al.2011), there is little concurrence on what it should mean and few examples of studies from schools in sub Saharan Africa (Smit and Fritz 2008, Barrett 2006). This sociological study contributes to the knowledge of teachers’ professionalism by presenting subjectivities and socio-institutional discourses said to shape teachers’ post training identity and role in education change as experienced within a given Kenyan primary school. The literature indicates that whilst identity is perceived to be core to motivation, the different expressions of self, subject and identity placed alongside competing discourses of professionalism widen the scope for diverse discourses of teachers’ professional identity (Sachs 2005) to emerge. Since professional identity is socially derived (Cohen 2008) and discourse mediated this study contributes to knowledge by illustrating how contextually held interpretations of teacher professionalism influence their role in reform contexts. Teachers’ role expectations are examined alongside the social suggestions of significant others. Ethnographic data collection methods and thematic analysis are intended to highlight the emerging discourses and their impact on the given population. The findings suggest teachers are caught between expectations influenced by organisational and occupational professionalism which put reform processes outside their immediate jurisdiction but appeal to their altruistic occupational orientation in fulfilling managerially determined objectives. Teachers post training identity is said to be influenced by pre-service training, the interface between curriculum and examination requirements, pedagogical practices framed by professional and community norms and by their individual sense of discipline, dedication, self-sacrifice and moral purpose. Pupil and parental expectations seen against contextual realities challenge various forms of teacher professionalism and education reforms.
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Che, Md Ghazali Nor Hasnida. "An evaluation of the implementation of the school-based assessment system in Malaysia." Thesis, University of Southampton, 2015. https://eprints.soton.ac.uk/381724/.
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Payukmag, Wuttiya. "The perceived effectiveness of the implementation of task-based language teaching and mediation procedures for the teaching of business presentations at a Thai university." Thesis, University of Warwick, 2014. http://wrap.warwick.ac.uk/71178/.
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This case study investigates the impact of task-based language teaching (TBLT) and mediation procedures on the teaching of business presentations at a university in Thailand. A task-based course was developed, which took into account national and institutional education policies regarding the development of business-related knowledge and skills and the limited English proficiency and knowledge of the business world possessed by the learners. Three core tasks, namely Describing Company Profiles, Describing Products, and Describing Trends were designed utilising Willis’ framework (Willis, 1996). The course was delivered over the course of six sessions to two groups of students (n = 22 and 25 respectively). Mixed methods data collection techniques were employed to examine 1) the appropriateness of the designed tasks, 2) the effectiveness of TBLT, 3) the effectiveness of mediation procedures integrated in task implementation and 4) suggestions for the improvement of tasks, TBLT and mediation practices. The data was collected through pre- and post-intervention questionnaires, observer and student interviews, research journals, class observation notes, and audio and video recording of class interactions from four observers and the two groups of students mentioned above. The qualitative analysis of data focused on participant perceptions of TBLT and mediation as well as on participant recommendations. The findings indicate both positive feedback and the existence of a number of critical issues. Participants were generally satisfied with the use of a wide range of materials and the usefulness of course content. The most significant participant concerns were related to teaching and learning conditions, content relevance and coverage, task complexity and difficulty, task materials, language focus (i.e. vocabulary and grammar teaching), peer feedback and teacher feedback, peer engagement as well as teacher mediation. Implications are also discussed, particularly the greater incorporation of explicit grammar teaching and the increase in number of teaching hours to allow for individual presentation practice and mediation on linguistic difficulties.
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Qin, Tong Chun. "Influence of heterogeneity on the hydro-thermal behavior of an embankment dam." Doctoral thesis, Université Laval, 2015. http://hdl.handle.net/20.500.11794/25775.
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Cette thèse contribue au domaine de la modélisation numérique de l’influence de l’hétérogénéité sur le comportement hydro-thermique d’un barrage en remblai. Les conductivités hydrauliques à saturation des couches du noyau de barrage sont estimées par la méthode géostatistique en considérant la continuité spatiale de la teneur en particules fines, la teneur en eau et la densité sèche. Les valeurs plus faibles de conductivités hydrauliques dans la partie aval du noyau sont fournies à partir de la modélisation numérique de la dissolution, de transport, de l’exsolution, et de la diffusion du gaz à la frontière amont du noyau. Les conductivités hydrauliques à saturation prédites ainsi que les valeurs les plus faibles de conductivités hydrauliques non saturées dans la partie aval sont utilisées comme paramètres d’entrée dans la simulation numérique de l’influence de l’hétérogénéité. Cinq études paramétriques ont été effectuées avec la présence d’une ou plusieurs couches dans le noyau, incluant des valeurs variables de conductivité hydraulique, afin d’étudier l’influence de la variabilité de la conductivité hydraulique ainsi que de l’emplacement et l’épaisseur de couches perméables face à la réponse thermique. Le modèle numérique permet également de simuler la réponse thermique mensuelle du noyau, ce qui révèle l’existence d’une autre zone plus perméable dans la partie inférieure du noyau.This thesis contributes to the field of numerical modeling of the influence of heterogeneity on the hydro-thermal behavior of an embankment dam. The layering saturated hydraulic conductivities are estimated by the geostatistical method with the consideration of spatial continuities of fines content, water content and dry density. The lower values of hydraulic conductivities in the downstream portion of the core are provided from the numerical study on the dissolution, transportation, exsolution and diffusion of the gas at the upstream boundary. The predicted saturated hydraulic conductivities as well as the lower value of unsaturated hydraulic conductivities in the downstream portion are used as input parameters in the numerical simulation of heterogeneous influence. Five parametric studies performed with presence of one or more layers within the core with increased values of hydraulic conductivity are simulated in numerical models to investigate the influence from variable values of hydraulic conductivities as well as the changing locations and thickness of pervious layers on the thermal response. The numerical model also simulates the monthly thermal response of the core, which reveals the existence of another more pervious zone in the lower portion of the core.
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Ask, Marie-Michélle, and Frida Robertson. "Co-branding och dess effekter på Brand Equity : En fallstudie på samarbetet mellan Prada och LG." Thesis, Södertörn University College, School of Business Studies, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-1541.
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This dissertation is a case study on the Co-branding between Prada and LG, ”The Prada phone by LG”. The purpose of the study is to broaden the understanding of Co-branding and the effects this type of collaboration can have on a company’s brand. The research questions are: “What effects can a Co-branding have on a company’s Brand Equity?” and “How can these effects be measured?”. The study has been made using questioners, which have been exposed in diagrams. The sampling frame used is the target group for “The Prada phone by LG”. We decided to construct the questioners by using the four parts of Aakers theory of how to measure Brand Equity. The parts that were relevant for the study were brand loyalty, brand knowledge, perceived quality and brand associations. Through this study we have developed a tool to measure Brand Equity and we have established a, for this study, relevant way to measure the effects of a Co-branding. The result of the study showed that the Co-branding ”The Prada phone by LG” has given positive effects on all four parts of Brand Equity on LG: s brand.
Denna uppsats är en fallstudie på Co-brandingen mellan Prada och LG, ”The Prada phone by LG”. Syftet med uppsatsen är att närma oss fenomenet Co-branding och de effekter ett sådant samarbete kan få på ett varumärke. Frågeställningarna är följande; ”Vilka effekter kan Co-branding ge på ett företags Brand Equity?” och ”Hur kan dessa effekter mätas?”. Data har insamlats via frågeformulär och redovisats i diagram. Urvalsramen är målgruppen för ”The Prada phone by LG”. Vid utformandet av frågeformulären har vi utgått ifrån Aakers teori om hur man mäter de fyra delarna av Brand Equity som är relevanta för studien, nämligen varumärkeslojalitet, varumärkeskännedom, kundupplevd kvalitet och varumärkesassociationer. Genom denna studie har vi utvecklat ett mätverktyg för att kunna mäta Brand Equity, dessutom har vi fastställt ett, för denna studie, relevant tillvägagångssätt att mäta effekterna av en Co-branding. Resultatet av undersökningen visar att Co-brandingen ”The Prada phone by LG” har gett positiva effekter på alla de fyra delarna av LGs Brand Equity.
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山根, 眞一. "韓国財閥とコーポレート・ガバナンス : LGの歴史と経営発展." 京都大学, 2006. http://hdl.handle.net/2433/143920.
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Noriega, Salmón Raquel. "Seismic Attenuation Analysis using Lg waves and Ambient Noise Recordings: Application to the Iberian Peninsula and Morocco." Doctoral thesis, Universitat de Barcelona, 2016. http://hdl.handle.net/10803/400704.
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In this thesis I have carried out a comprehensive study of the attenuation properties of the Earth´s crust of the Iberia-Morocco region (IMR). I have investigated the crustal attenuation by means of the quality factor Q, which is inversely proportional to attenuation, using both earthquakes and noise-derived measurements. In order to fulfill the thesis objectives a large dataset including earthquake waveforms and seismic noise records has been used.
Three different traditional earthquake methods have been implemented to estimate Q in the IMR: the two-station (TS) method, the coda normalization (CN) method and the spectral amplitude decay (SAD) method. For the estimation of Q, these approaches measure the spectral amplitude of the Lg wave (direct and coda) of regional events. Among all the methods evaluated, the TS method allows imaging the spatial variation of the Lg wave attenuation in the Iberian Peninsula whereas the CN and the SAD methods only estimate average attenuation values as well as its frequency dependence.
For the Iberian Peninsula, high Lg Q values are observed in the stable Iberian Massif in western Iberia, while lower values are mainly found in the Pyrenean Range and in eastern and southern Iberia.
For Morocco, the CN and the SAD methods produce similar results, indicating that the Lg Q models are robust to differences in the methodologies. The frequency-dependent Q estimates represent an average attenuation across a broad region of different structural domains and correlate well with areas of moderate seismicity.
Additionally, I have studied the Lg propagation efficiency across the IMR. Results reflect an inefficient or even blocked propagation across the Gulf of Cádiz and for most paths crossing the western Alboran basin. The continental crust of the Iberian Peninsula and Morocco shows efficient Lg propagation.
I have also investigated the potential of using ambient noise measurements to retrieve information about the anelastic structure of the Earth´s crust. Since noise preprocessing techniques modify the amplitude of the recovered empirical Green function of the medium, additional tests have to be done in order to verify the reliability of the attenuation results obtained. In this regard, I have carefully examined the influence of the distribution of noise sources and receivers on Q estimates. Azimuthally and spatially averaged Q values derived from noise recordings were further compared with earthquake attenuation measurements. Results reveal that the average Q estimates are in concordance with previous long-period
surface-wave measurements from earthquakes in the central part of the Iberian Peninsula. Accurate Q estimates are also found in Morocco.
I would like to emphasize that this thesis presents new contributions and improvements to the knowledge of the attenuation structure of the IMR. The first regional map that images the lateral variation of the Lg Q has been estimated for the Iberian Peninsula improving the spatial resolution of earlier studies. The frequency dependence of Lg Q has been also calculated for the first time in Morocco. Furthermore, this work is the first attempt to recover attenuation information from ambient seismic noise measurements in the study area. This novel technique allows us to investigate the attenuation structure of the Earth without the occurrence of earthquakes. Exploiting ambient seismic wavefields for attenuation studies will be a powerful tool to extract information about the anelastic structure and the geodynamics in areas of very low seismicity in the near future.
It should be also noticed that recovering crustal attenuation values is important for many reasons. Attenuation estimates can be used to better quantify the hazard associated with earthquake ground shaking. Attenuation is also a valuable property in exploration seismology. For example, the presence of fluids can significantly attenuate the amplitude of the seismic waves.
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Fong, Yoke Sim. "Learners in transition : a longitudinal study of seven People's Republic of China students at the National University of Singapore." Thesis, University of Nottingham, 2014. http://eprints.nottingham.ac.uk/27832/.
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This doctorate thesis reports on a qualitative research project to investigate the English learning experiences of seven People’s Republic of China (PRC) students during nearly five years of studies at the National University of Singapore (NUS). The research questions for this longitudinal, multiple-case study are: 1. What are some key learner characteristics of PRC students and what transitions, if any, do they make in their English learning journey as a result of studying in NUS? 2. What pedagogical implications can I draw from the findings? For the purpose of triangulation, four instruments were used to collect data in two stages. In the students’ first year in NUS, the instruments were learner diaries and face-to-face interviews while those used in the students’ final year, were email interviews and an autobiography. This research design facilitated the broad to narrow approach adopted for the study, and made possible the collection of increasingly more in-depth data. The analysis of the initial data, through coding, categorising and summarising, was carried out alongside the collection of the later data, similar to the grounded theory approach. However, this study also started with some a priori categories culled from literature and a decade’s teaching and research experience associated with PRC students. The findings indicate that the traditional Chinese culture of learning as well as the NUS L2 context had an influence on the seven participants’ key learner characteristics. These students underwent a variety of transitions in their beliefs, strategies, motivation, affective dimension, and identity, agency and investment. However, certain aspects of their key learner characteristics also remained stable. Based on these findings, pedagogical implications were drawn and limitations stated to teachers of PRC learners to better equip themselves and their students to successfully navigate the latter’s transition from EFL to ESL/EIL contexts.
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Digby, Sarah Jayne. "Ugandan pupils as decision makers : freedoms and constraints." Thesis, University of Glasgow, 2018. http://theses.gla.ac.uk/30813/.
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The thesis comprises a qualitative study exploring the freedoms and constraints to pupils participating in decisions relating to their education. The context of the study is within rural Uganda and includes an analysis of political, cultural and structural frameworks which may inhibit or enhance pupils from making decisions.
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Kieu, Hieu Thi. "Globalisation and reforming higher education in Vietnam : policy aspirations, public institutional changes and reform imaginaries." Thesis, University of Huddersfield, 2017. http://eprints.hud.ac.uk/id/eprint/34642/.
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This thesis analyses the mediation of globalisation on higher education in Vietnam (VHE) in policy (the Agenda of reforming VHE 2006-2020–the Agenda), the universities (public institutional changes), and individual practitioners (reform imaginaries). Using the critical interpretive paradigm, it draws on Appadurai’s (2001) vernacular globalisation, Ball’s (1993) textual and discursive sides of policy, Gale’s (2003) the “who” in realising policy, Rizvi and Lingard’s (2010) globalising education policy, and Weaver-Hightower’s (2010) policy ecology. It was designed in two parts: the analysis of the Agenda and the comparative case studies of three public universities. Data include policy documents, 22 semi-structured interviews with three groups of university leaders and retired senior policy-makers, and fieldwork notes. This thesis argues for the indirect but significant influence of globalisation on the Agenda’s reform aspirations, public institutional changes, and individual perspectives. It demonstrates changes and transformations of VHE from an inward to an outward system; from the State-controlled system to the State-supervised system; from the State-owned system to the multiple-owned system; and lastly from national to global and back. Despite the Agenda’s great expectations, it is unknown to leaders of three public universities. Thus, its reform solutions remain policy aspirations whilst institutional changes are ongoing without their direct link to the Agenda. These public universities are at the threshold of transformation marked by their beginning of being autonomous institutions. If the Agenda focuses on the VHE’s future scenarios, reform imaginaries generate insight into the present unsettled practices. This study contributes to the discussion of globalisation and higher education in Vietnam where what is global about reforming VHE is present but less powerful than what is national about it. The country’s historical consequences, cultural traditions, and ideological commitments alter the nature and method of global influences that are manifested in policy and institutional changes.
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Liu, Dan. "Students' choice of postgraduate education at G University in Guangzhou, Guangdong Province, China : an in depth case-study." Thesis, University of Nottingham, 2016. http://eprints.nottingham.ac.uk/31019/.
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Previous studies of students’ higher education choices have been mainly examined in the US, European and Australian context, with few related empirical research studies in the context of China (Hemsley-Brown and Oplatka, 2015). Although there is no lack of various online surveys about the reasons driving students towards postgraduate education in China, little is known about how far their decisions were shaped by their specific circumstances which is the purpose of this study, which investigates the main factors influencing students’ decision-making about postgraduate education at G University in Guangzhou, Guangdong Province. To achieve this aim, three main research questions were asked: what motivated students to undertake PG education, why did they choose their particular subjects for PG studies, and why did they choose G University as their place of study? This study employs an-in depth case study approach. The research was conducted in two stages. In the first stage, questionnaires were distributed among the first-year postgraduate students at G University to get a general idea of what motivated them to undertake PG education and why they chose their particular subjects and place of study. In the second stage, 30 students who indicated their willingness in the questionnaires to participate in follow-up interviews were interviewed to explore the responses to the questionnaires in greater depth. The findings of this research were analysed from the theoretical aspects of human, cultural and social capital, as well as the related Chinese concept of guanxi. The findings indicated that students’ decisions to undertake PG education was mainly to enhance their employment competitiveness and to gain jobs with higher salaries and better advancement opportunities. In addition, the findings indicated that personal interest influenced either by their family's education or school teacher’s instruction constituted the main reason for choosing their specific fields of study. The findings also showed that family social capital and the social capital formed in the school context exerted great influence on students’ choices of postgraduate education. Further, students chose G University as their place of study mainly for its academic reputation, the quality of its faculties and resources, and its convenient location. The data indicated that students’ choices of postgraduate education were influenced by their individual economic, social and cultural backgrounds, or the interplay between human, cultural and social capital from the theoretical aspect. Enquiring into the students’ choices of postgraduate education in the specific Chinese social and cultural context contributes to the literature on students’ choices of higher education. It is hoped that the findings will provide some informed knowledge for students who plan to invest in their future employability through postgraduate education in China, as well as for the Chinese further and higher education system, which may gain a better understanding of its students and so be able to provide a better service to them.
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Abbas, K. M. "Knowledge-sharing behaviour intentions of academics and their determinants." Thesis, Liverpool John Moores University, 2018. http://researchonline.ljmu.ac.uk/8242/.
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Nowadays, the dynamic, global economic environment is presenting the sector for higher education within developing countries with numerous challenges. Increasing demand and rapid technological changes mean that knowledge and knowledge sharing (KS) are now recognised as key resources for organisations to gain competitive advantage. The management of knowledge and promotion of KS amongst organisational members have been shown to be key elements of the process of learning since they assist in the conversion of tacit knowledge of individuals by way of interaction into knowledge that is explicit. Previous literature noted that KS is a key factor for knowledge management and it also enhances organisational knowledge sharing behaviour (KSB). Within developing countries, especially Iraq, however, institutions for higher education tend to lack KSB. This study has aimed at assessing the attitudes, perceptions and behaviours of academics and the identification of factors that support or hinder KSB of academics within developing countries, with a particular focus upon Baghdad University as a prime example for the Middle East and Northern Africa (MENA) region. An approach with mono-methods was used, i.e. a survey; a total of 326 responses were gathered that were valid so that testing could be done of the relationship between the dependent variable KSB and the independent variables; attitude towards knowledge sharing (ATT), subjective norm (SN), and perceived behavioural control (PBC). Through the use of AMOS Version 23 software and the structural equation modelling (SEM) software of IBM (Version 23), the research project discovered that the aforementioned predictors played a key role for KSB relationships in the Iraqi setting. Cultural differences and similarities were shown by the multi-group SEM in relation to the effects upon the university, and the results make a significant contribution to KSB theory in relation to, and in support of, the ATT, SN and PBC predictors. A deeper understanding is also provided of those relationships for educational environments in developing countries, particularly Iraq – a setting that previous research has overlooked. A more lucid picture is provided, then, of the position for Baghdad University and, with regard to the practical implications of the study, the survey results have shown that educational institutions seeking to embed knowledge sharing strategies would find it beneficial to spend time and energy upon communication, training and the exchange of knowledge skills and upon the development of relationships amongst their employees.
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Carroll, Andrew Mark. "Exploration of the genetic architecture of soleus muscle fibre properties in the LG/J and SM/J mouse strains." Thesis, University of Aberdeen, 2013. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=206601.
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Skeletal muscles are involved in numerous processes including postural maintenance, locomotion, ventilation of lungs and protection of the bones and viscera. Muscle also plays important roles in chronic diseases including sarcopenia, cachexia, insulin resistance and diabetes. The major component of muscle is the constituent muscle fibres. Muscle fibre cross-sectional area (CSA), fibre number, and proportion of fibre types are important determinants of muscle function, overall metabolism and the quality and quantity of meat in livestock. Genetic variation plays a substantial role in the variation observed in fibre traits. The underlying pathways and genes remain poorly understood; therefore a greater understanding can potentially lead to treatments of disease. The aim of this thesis was to gain a deeper understanding of the genetic mechanisms which underlie variation in the number, CSA and type of muscle fibres. Linkage analysis of soleus fibre properties was performed in an F2 intercross, and refined in the F34 intercross of two strains selected for high and low bodyweight, LG/J and SM/J respectively. Quantitative trait loci (QTL) were then integrated with LG/J and SM/J muscle transcriptome data to identify candidate genes. Genome-wide association analysis identified 6 QTL affecting properties of muscle fibres. Transcriptome analysis indicated a number of differentially expressed candidate genes within the QTL; Ppp1r16b, Gm826, Chd6, Alad, Akap2, E130308A19Rik, Gm9174 and Hdhd3. Functional testing of a mouse Chd6 knockout 5 model confirmed no involvement in fibre properties and has therefore been discounted from the candidate genes. The genetic mechanisms accounting for the differing fibre properties in the LG/J and SM/J strains have been elucidated in greater detail. Integration of QTL mapping and transcriptome data led to a manageable number of candidate genes which could underlie the effects of the QTL via differential expression or coding sequence differences. Available knockout models will facilitate validation of the candidate genes.
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Zhu, Chuanyan. "Students' understanding of values diversity : an examination of the process and outcomes of values communication in English lessons in a high school in mainland China." Thesis, University of Huddersfield, 2011. http://eprints.hud.ac.uk/id/eprint/11037/.
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The recent transformations in Chinese society are creating a society with diverse values where individuals suffer values conflict and values confusion generally. The socialist core values system is still consistently promoted by the government, and transmitting these core values to students is the main goal of moral education in schools. In the recent curriculum reform, this goal has again been stressed. These values are built into all the academic subjects and extra curricular activities and the implementation of values education has been advocated through every element in schools. However, Confucian values are also deeply engrained in Chinese society, while at the same time increased economic activity is generating a greater openness to the influence of western values. Against such a social backdrop, this study explores what values are communicated in the English lessons in a class in a senior high school in Beijing and how the students understand values. The processes and outcomes of the communication of values in the English lessons are examined from a symbolic interactionist perspective. The focus of this examination is the discourses of the students and the English teacher, through which the values in their communications and their personal values are manifested. Observation and interviews are used to collect the discourses of the students and the English teacher. The values communicated in the English lessons and the personal values of the students and teachers are analyzed through comparisons with the values promoted through the educational system, with those communicated in the English lessons in three other classes and with the personal values of their counterparts. The analysis reveals that: a) the English teachers do convey the values which they are expected to transmit to the students through the English curriculum, while they also subconsciously convey the values which they take for granted as commonsense; b) the students do understand the values communicated through the curriculum and the hidden curriculum in the English lessons, while their understanding reflects the individual differences in their personal values systems and the diverse values in society. A constructivist lens is used to examine further the process of understanding and to clarify the relationship between students’ understanding of values and the processes and outcomes of the values communication, and the relationship between students’ understanding of values and their cognitive background, moral judgement, moral decision making, and moral development. Based on the analysis and interpretation, a new approach to assessing moral development is discussed and suggestions for moral education in schools are given in the conclusion.
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Chen, Yih Shyuan. "Implementing and sustaining ICT integration in schools : a case study of two primary schools in Taiwan." Thesis, University of Birmingham, 2010. http://etheses.bham.ac.uk//id/eprint/1328/.
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The main purpose of this research was to explore the reasons why some schools are successful in pedagogical innovations in ICT integration, while others are less so. This research centres on two rural schools in Taiwan with different levels of sustainability of ICT implementation. In this research, ‘School A’ was identified as successfully sustaining pedagogical innovations in ICT integration; ‘School B’ was identified as not yet successfully sustaining pedagogical innovations in this regard. Questionnaires, interviews and documentary reviews were the research sources. The results confirmed a clear difference between School A and School B in their leadership approaches in the processes of implementing ICT. Leadership in School A was collaborative and proactive. Leadership in School B was limited to ICT experts and formal leaders. Moreover, compared with ICT resources and training, perceived compatibility of the ICT-integrated pedagogy and informal learning had a greater impact on teachers’ persistence of ICT integration. Finally, compared with parents’ support and cross-school learning, the governmental support was found to be more influential to ICT implementation in school settings. Currently, there is still limited research examining ICT implementation in Taiwanese rural schools. This study could serve as a reference for further research in this regard.
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Cookson, Christopher James. "An investigation into Chinese students' experiences of, and attitudes towards, tutor feedback at a Chinese University." Thesis, University of Warwick, 2015. http://wrap.warwick.ac.uk/70970/.
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This thesis explores formative assessment and feedback in China. The study examined how Chinese students at a university in China experienced different feedback types from their Chinese instructors, and what their attitudes towards those were. A mixed-methods approach, using a self-administered, electronically distributed questionnaire and a semi-structured, one-on-one, face-to-face interview, was employed to this end. A total of 232 students – mostly undergraduates – took part, each of whom completed the questionnaire and 30 of whom were interviewed. A large number of students conveyed an awareness of the formative potential of feedback as well as an expectation towards it playing this role, primarily in terms of learning improvement and being psychologically supportive. Marks and grades were shown to play a dominating and not always unsupportive role. The majority of participants reported overall positive effects of the feedback they were given on aspects of their learning and psychology. However, many felt the feedback they received to be qualitatively as well as quantitatively insufficient. The study aimed to shed light on a research area and geographical context where accounts in English from a Western perspective are limited. The overarching conclusion of the study’s findings is that there appears to be significant convergence between scholars’ and Chinese students’ expectations of effective feedback. A key recommendation for future research is to conduct further studies into students’ perceptions of feedback in non-Western contexts.
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Radwan, Abir Anwar. "An examination of the ability of the heads of department to make decisions in Libyan universities." Thesis, Liverpool John Moores University, 2011. http://researchonline.ljmu.ac.uk/6004/.
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The overarching purpose of this study is to discover the ability of the heads of department to make decisions in universities in Libya. This was accomplished through the examination of three main aims: firstly, to examine the level of department heads' ability to make decisions; Secondly, to determine the level of department heads' ability to make decisions according to certain fields of study including the decision making concept, the stages of making the decision, objectivity, flexibility, quality, control, and communication; and thirdly, and finally, to examine if there are any differences in the level of department heads' ability to make decisions attributed to the variables of scientific qualification, experience, gender, age, and specialization. The data collection tools consisted of two main dimensions including one hour interviews with 11 heads of department in Libyan universities and a questionnaire distributed to heads of department in Libyan Universities. The semi-structured interviews included two phases with initial interviews carried out with 11 heads of department at Libyan Universities during the summer of 2008. The researcher then undertook further in-depth interviews that were carried out during the summer of 2009 with the same 11 heads of department at Libyan universities in order to gather rich data about the topic under scrutiny. Over the course of reading some of the interviews, the researcher analyzed the statements that reflected the respondents' actions and views. The questionnaire distributed to heads of department in Libyan universities included a total sample of 500 heads of department and questionnaires were handed out and collected in person by the researcher. The response rate was high with 448 completed questionnaires collected in addition to 2 forms that were returned without being completed. All statistical analyses of the data were accomplished using the statistical package for the social sciences (SPSS) software (version 16). As will be revealed in the presentation of findings provided later in this study, the level of the ability of the heads of department to make decisions overall was considered to be high and the most important factor which helped the heads of department to make good decisions in Libyan universities was perceived to be the length of experience as a head of department. All heads of department felt that theydemonstrated a high level of ability to make decisions according to the fields of the study, which included the decision-making concept, the stages of making the decision, objectivity, flexibility, quality, control, and communication. However, all heads believed that there were differences in decision-making ability according to such factors as gender, age group, and whether a scientific or humanities based departments. It is suggested that the results of the study may help in developing education administration and management at universities in Libya and internationally. Recommendations for practice are provided including the suggestions that better selection and training of heads of department are crucial if the ability of heads of department to make decisions is to be improved. It should be noted that the study relied on the perceptions of the heads of department and although respondents noted comparatively few differences in the quality of decision-making ability based on the level of qualification or training there was a strong consensus that good decision making was contingent upon level of experience. Findings suggest that more rigorous pre-service and in-service training will enable heads of department to act with confidence in their decision making from an earlier point in their career. Moreover, the researcher proposes that best practice in other developed systems of higher education suggests that heads of department in Libyan universities require more systematic training in the softer leadership and management skills relating to human resource management.
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Restoum, Maysoun F. "Improving library performance in Syrian private academic libraries based on end-users' expectations and requirements : case study : the library of Arab International University." Thesis, University of Huddersfield, 2016. http://eprints.hud.ac.uk/id/eprint/31104/.
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In spite of improving the library performance (LP) of academic libraries (ALs) is based on a set of standards and criteria, improving the SPALs is relied on the vision of the ALs’ decision-makers; and subjected by a number of barriers that hinder improvement. This research aims to improve the LP of the Arab International University (AIU) in Syria. The focus is made to achieve improvement based on the end-users’ expectations and requirements (EUERs). Thus, identifying the EUERs is aimed in this research also. Data was collected by adopting a mixed methods approach, embraced to a single case study (LAIU). Primary quantitative data was collected by distributing two questionnaires to the end-users (undergraduates & academics). A printed-format questionnaire was designed for the undergraduates, while the academics’ questionnaire was designed using Smart-survey. The aim of these questionnaires was to understand the end-users’ perspectives, expectations, and their requirements of the LAIU. 11 semi-structured interviews were conducted with 8 librarians and 3 administrators to identify the situation of the LAIU, and understand the library staffs’ perspectives about the EUERs and end-users’ ISB. SOWT analysis was used to address the strengths, weakness, and threats facing the library, and their suggestions to improve the LP. Furthermore, the analysis of the secondary statistics collected from the LAIU and related websites took place in this study to support the primary data collected. A total of 228 undergraduates, and 30 academics have participated in this study. The data collected from the questionnaires were analysed using PASW software; version 18.0, while the collected data of the interviews was analysed thematically using NVivo 10.0 software. To maximise the outputs of the research and understand the holistic situation of the LAIU, the tools of the SSM were implemented. This assists in identifying the problematic areas of the situation. A number of challenges and barriers have been discovered relating to four categories: EUERs, end-users’ information-seeking behaviour, end-users’ satisfaction, and the LP. The analysis showed that although the EUERs are academic in the first place, there are differences regarding their demographic variables. It presented that end-users are not strongly satisfied with their LP. Furthermore, the findings reflected the need to improve the LP. They addressed the end-users’ behavior during their journey in seeking information. Based on the use of the rich picture, these barriers have been classified into internal and external barriers. The focus was limited to investigate internal barriers. Additionally, the implementation of the SSM’s tools helps in developing the root definitions and related conceptual models that led to improving the situation of the LAIU. This study contributes to establish an appropriate and vital strategy to improve the LP based on a set of recommendation driven from the implementation of the SSM’s tools. It contributes to generate the S-diamond model addressing the requirements of improvement. It develops a model of the end-users’ ISB in the SPALs. Furthermore, this study reflects a theoretical significance by providing unique findings discovering the relationships between the themes under the investigation (EUERs, LP, end-users’ ISB, and EUS).
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Adoum, Issak. "Etude de la sismicité du Tchad et des anomalies de propagation des ondes sismiques enregistrées à la station d'Abéché." Paris 6, 2003. http://www.theses.fr/2003PA066500.
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Chen, Qing. "Issues relating to information and communication technology in middle schools in northern China with specific reference to two cities." Thesis, University of Huddersfield, 2007. http://eprints.hud.ac.uk/id/eprint/742/.
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The use of information and communications technology (ICT) in schools has become widespread in many countries throughout the world. The extent to which it has been incorporated into the work of schools varies widely from simply as a tool to help produce documents to one that is fully integrated into the whole school curriculum. Initiatives taken to encourage teaches to use ICT in their teaching and learning methodologies inevitably raise awareness of pedagogical issues and how these should be reappraised in the light of the demands of encompassing the new technology. China started the process of introducing ICT into its schools later than many other countries. This study examines the use of ICT in middle schools in cities in north east China to discover the attitudes of teachers and students to how effective the use of ICT is from their viewpoints. In addition the study ascertains the possibilities for further development of the use of ICT to enrich the students’ education. Where possible the interpretation of the analyses of the findings are generalised further from the two cities in which the survey took place.
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Ahmed, Ahmed A. M. "Washback : examining English language teaching and learning in Libyan secondary school education." Thesis, University of Huddersfield, 2018. http://eprints.hud.ac.uk/id/eprint/34799/.
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This thesis critically analysed the influence of the Libyan public examination on English Language Teaching (ELT) and on learning strategies and practice in secondary school classrooms. It investigated the washback of the Secondary Education Certificate Examination (SECE) on ELT teachers and explored practitioners’ perceptions and practices. It also examined washback on students’ perception, motivation, learning strategies and outcomes. Weir’s socio-cognitive framework for test validity was chosen as a conceptual framework for its capability of conceptualising appropriate evidence on how testing constructs (policy & design) are operationalised and interpreted (use) in practice. This thesis describes an interpretative qualitative case study research conducted in the south west of Libya. Data were generated through interviews, classroom observation and document analysis. Semi-structured interviews were conducted with two ELT teachers and inspectors, a school headteacher and a representative of the examination office. Group interviews were also conducted with a number of the final year secondary school students within the research context. All the research data were analysed using a thematic data analysis. The findings reveal that the lack of alignment between the focus of the English SECE and the objectives of the curriculum had a significant adverse effect on the Libyan ELT teachers, inspectors and students’ perceptions about the aim and the value of ELT in the school education and their role within the policy as well as on Libyan school students’ motivation. The study participants held the perception that developing language skills is not the aim of teaching English in Libyan secondary school since these skills have never been assessed in public examinations despite their integration in the curriculum. The Libyan ELT teachers and inspectors prioritised the aim of completing the curriculum through the use of traditional approaches of teacher-centred and Grammar Translation Method(GTM) and teaching to the test rather than meeting the pedagogical objectives of ELT or implementing the Communicative Language Teaching (CLT) proposed in the school curriculum. The Libyan on-going conflict, the public examination policy, and teachers’lack of assessment literacy were also significant on classroom testing. Students were largely passive in English classrooms as teaching focused on the SECE. Accordingly, students utilised different learning strategies to cope with the teaching such as prioritising the translation of textbook texts, relying on rote-learning, engaging in test-preparation activities and developing test-taking strategies. Evidence accumulated through this study clearly indicates that Libyan students’ experience of the public examination had a significant effect on their attitudes, perceptions and choice of learning strategies. This finding represented an important implication for developing the socio-cognitive framework for test validity. The public examination strategies improved the Libyan secondary school students’ examination performance in the SECE but not their English learning outcomes. The examination content and format as well as a social acceptance of cheating all have a significant effect on students’ performance in the SECE and threaten its score validity.
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Tanaka, Chisato. "An exploration of teacher motivation : a case study of basic shool teachers in two rural districts in Ghana." Thesis, University of Sussex, 2010. http://sro.sussex.ac.uk/id/eprint/6292/.
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Retaining motivated teachers is a major concern across countries. Ghana, like other Sub- Sahara African countries, has been trying to address challenges, such as the lack of teachers, particularly in rural areas, and the low levels of motivation among them. On the other hand, teachers in developing countries are not necessarily trained and, even if they are, they may not be competent, effective and efficient (Lockheed and Verspoor 1991). Mere enthusiasm and good intentions may not be enough to improve the quality of education. Nevertheless, motivation is necessary, since without it, teachers – especially those facing difficult circumstances – cannot persevere; and, no matter how skilled, without drive, teachers are unable to perform in the long term. As a consequence, without well-motivated teachers, children are less likely to attain the desired level of education. Moreover, if parents/guardians do not believe that education equips their children with the necessary skills and knowledge for a better life, access to and completion of basic education will not increase and government efforts to achieve EFA and the Millennium Development Goals (MDGs) may be in vain. Teacher motivation is not a new area of research. Extensive quantitative and qualitative research has been carried out, especially in the UK and the US, but not in Sub-Saharan Africa. Moreover, in the case of Ghana, most of the research is based on surveys and oneshot interviews and tends to describe why teachers have low job satisfaction and motivation. As working and living conditions for most teachers are challenging, studies into 'motivation' have tended to be superficial. More specifically, little research has been carried out into investigating why some teachers are able to stay motivated in conditions that others do not consider to be conducive to effective practice − or how they are able to manage. In addition, what research has been done has been concentrated in the southern part of the country, which is considered to be better off compared to the northern part according to many gauges. This study has aimed to investigate how basic school teachers‟ perception of teaching as a career is shaped by social and professional environment in rural Ghana. It has also intended to explore local realities with respect to the policy and its implementation for basic education. One-year field research from 2007 to 2008 was conducted by using a mixedmethods approach in two 'deprived'1 districts − one from the north and the other from the south − which are geographically, socio-culturally, and economically different. The methods of data collection involved survey, ethnographic research, interviews, and teacher focus group discussions. This research echoes previous research findings that physical disadvantages − such as the lack of conducive infrastructure, the shortage of teaching and learning materials, and poor salaries − are factors that contribute to a lower commitment to the profession. However, this research also suggests that two other key stakeholders at micro-level − in addition to the teachers themselves − play a role in teacher motivation. These are: colleague teachers, including head teachers; and the communities in which teachers live and work. Support at this level – both material such as the provision of accommodation and food and nonmaterial like morale support – can not only enhance teachers‟ well-being and self-esteem but also help them to see their current positions as a part of their goals. On the other hand, at macro-level, local authorities − the main implementers of policies and strategies formulated at central level and of teacher management − are particularly influential, as it affects teachers‟ long-term vision. They tend to discourage teachers in their operation, mainly due to its organisational culture that teachers perceive neither fair nor rational. With the same reason, strategies put in place to motivate teachers do not always produce the expected outcomes. Moreover, teachers are more likely to be subordinates to the authority even in school management and to feel powerless in the system. Too much emphasis on teacher motivation at school level may overlook the important role of the District Education Offices (DEOs), since teachers‟ lives are much more related to how the DEO manages them than is the case with similar hierarchical relationships in the West.
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Anthony, Jane H. "Towards inclusion : influences of culture and internationalisation on personhood, educational access, policy and provision for students with autism in Ghana." Thesis, University of Sussex, 2010. http://sro.sussex.ac.uk/id/eprint/2347/.
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This research explores the ways in which local knowledge, attitudes and beliefs surrounding disability influence the socially constructed experience of autism in Ghana. It further explores the impact of these beliefs on educational access, policy and provision as well as on inclusion in wider society for both children with autism and their families. It is argued throughout that conceptualisations of both autism and disability are subtly, and at times unconsciously, shaped by cultural influences as well as individual experiences. Using semi-structured interviews, participatory methods and text analysis, this thesis first examines internationally accepted diagnostic criteria for cultural relevancy and concludes that while 'autism'does indeed transcend cultural barriers, its presentation is nonetheless culturally bound. The presentation of each of autism's 'triad of impairments' is explored in Ghana, namely communication and socialisation impairments alongside a restricted range of interests and repetitive behaviour patterns. Significantly, the experience of autism demonstrated in this thesis, at both a personal and familial level, is linked to, and negotiated through, cultural belief systems. A relatively shared 'worldview', understood as the culturally mediated lens through which autism and impairment are understood and managed in Ghanaian society, is outlined. Traditional values, a deep sense of spirituality and communal kinship responsibilities are highlighted. Next, an exploration of causal attributions, valued and de-valued personhood traits and the expected role of an adult in society each highlights significant influences on the perception and management of autism in Ghana. Throughout, this thesis focuses on the impact of autism, as constructed and understood in urban Ghana, on the individual, one's kin and broader society. The second half of this thesis focuses on educational access, policy and provision with particular attention to Ghana's burgeoning inclusive education efforts. Conceptualisations of disability and difference, as negotiated through Ghanaian culture, norms and history are explored alongside the implications of these beliefs in designing educational provision for students with autism as well as the socio-political pressures to adhere to large scale international movements such as Education for All (EFA). In particular, tensions between local and international conceptualisations of 'disability' and 'inclusion' are highlighted and it is concluded that adoption of international declarations into local policy, and subsequently into local practice, needs to be better negotiated alongside culturally relevant systems and beliefs. International declarations, rooted in a social model of disability, are found to clash with local conceptualisations of disability rooted in an often intuitive understanding of disability consistent with an individual model. However, consistency with an individual model did not equate to biomedical understandings of disability, which was instead mediated through a lens of socialrelational causation and management more consistent with religious or cultural models of disability. It is concluded that acknowledging and respecting Ghanaian understandings of disability is a prerequisite to ensuring inclusion of children with autism, both in education and their community. Adoption of laudable rights based international declarations must also ensure adaptation to local culture and context. Conclusions and recommendations for synergy between advocacy for, and education of, students with autism in Ghana are proffered.
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Kwon, Ki-Seok. "Universities' academic research and knowledge-transfer activities in a catch-up country : the case of Korea." Thesis, University of Sussex, 2010. http://sro.sussex.ac.uk/id/eprint/2337/.
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The main research topic of this study is universities' academic research and knowledge-transfer activities in a catch-up country, particularly the relationship between the two activities, which has been rarely examined in previous research. In order to understand this issue against existing literature, a critical review of previous studies has been attempted, considering the idiosyncratic characteristics of the Korean national innovation system. As a result, at the three analysis levels (i.e. national, organisational and individual levels), we propose three conceptual elements respectively: a tentative historical path of universities in catch-up countries; critical factors influencing knowledge transfer activities of universities in catch-up countries; and academics operating in synergy mode. Thereafter, based on the methodology integrating not only the three analysis levels but also qualitative and quantitative approaches, we analyse the data collected from the interviews with Korean academics, survey responses from Korean academics and government White Papers on the activities of Korean universities. The results show a close and positive relationship between Korean universities' academic research and knowledge-transfer activities across the three levels. Firstly, during the last several decades, the Korean government has strongly encouraged the development of teaching, academic research and knowledge-transfer activities of Korean universities in harmony with the different developmental stages of Korean industry. This has resulted in selective patterns of the universities' three activities (e.g. concentration of scientific activities in certain fields). Secondly, organisational factors such as scientific capacity and industry funding are important for universities' knowledge-transfer activities in a catch-up country, which corroborates the positive relationship between the two activities. Finally, in terms of the factors influencing the synergy mode (i.e. a positive relationship between academic research and knowledge-transfer activities), academics' career stage and disciplines are important. This is related to the rapid expansion of the Korean academic system and the selectivity found in its activities. Based on these findings, it is tempting to conclude that universities in East Asian catch-up countries have developed their own academic system different from those in developed countries, which can be characterised as having strong government control and a high level of interaction with other actors in the national innovation system. Therefore, the application of the controversy over the direct economic contribution of universities in western countries to the context of catch-up countries is quite limited.
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Essuman, Ato. "Perspectives on community-school relations : a study of two schools in Ghana." Thesis, University of Sussex, 2010. http://sro.sussex.ac.uk/id/eprint/2326/.
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In 1987, the Government of Ghana embarked on a process to decentralise education management to districts throughout the country as part of a programme of wider social and democratic governance reforms. A vital element of this reform was the prescription of active community participation in the affairs of schools within their localities. The establishment of school management committees (SMCs) was to create a new school governance landscape based on community participation, as well as devolution of power to the metropolitan, municipal and district assemblies. In this regard, considerable attention has been focused on central government‟s understanding of how this devolution of authority to communities and schools should work and how communities should assume responsibility for increased participation in schools. From the inception of this policy over two decades ago, there seems to have been no feedback through research findings or diagnostic policy reviews on how this new role of the community has been received, interpreted and executed in its engagement with schools, particularly in the rural poor and underserved areas. Mindful of this, this study sought to explore the multiple understandings of how community and school relations work, as well as the challenges and pressures which influence community – school relationships. The study employed the qualitative methods of interview and documentary analysis to collect data on the understanding and experiences of community – school relations from SMCs and PTAs; other members of the community; the school; and education management. The findings suggest that many of the theoretical and policy expectations about representation and participation in school improvement through the SMC and PTA concept are only evident in form and not in practice. Furthermore, in poor rural contexts, it is often the comparatively better educated and influential members of the community, including informal groups who become the new brokers of decision-making, and who through their actions close spaces for the genuine representation and participation of others. In some cases, SMCs seldom work as the de facto representatives of the community, as decisions are made and critical interactions occur outside this formal structure for community representation and engagement in school governance. This affects the visibility of SMCs and undermines their credibility and capacity to play their intended role. Moreover, the degree of community participation in schools appears to be shaped by the school fulfilling community expectations of schooling and on a „social contract‟ based on the principle of reciprocity. These findings support the view that the fate of schools is increasingly tied to and powerfully shaped by key players at the local level, and that this happens through more informal and traditional roles which are more trusted but not necessarily representative of the image presented by policy on community participation in school governance. The findings also highlight the threat to voluntarism, a key assumption of the policy on community participation and the importance of seeking ways in which schools can play a more active role as change agents in the community, thereby legitimising in the community‟s eyes their importance in the life of the community.
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Okugawa, Yukiko. "International assistance to educational development : a case study of the basic education section in Ghana." Thesis, University of Sussex, 2010. http://sro.sussex.ac.uk/id/eprint/2516/.
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Since the advent of international assistance, the aid paradigm has changed continually and the choice of mechanisms for providing assistance has evolved in order to try and pursue better approaches. Along with the traditional project approach, the sector-wide approach involving budgetary support has emerged as a new aid modality since the mid-1990s. While many donors – e.g. the UK Department for International Development (DFID), the World Bank and the European Union (EU) – have embraced the new modality, some donors have kept their distance from this trend, relying mostly on project assistance – e.g. United States Agency for International Development (USAID) and Japan International Cooperation Agency (JICA). However, the extent to which aid resources are absorbed in the recipient government/sector under the different aid delivery mechanisms is not well known. This thesis provides insight into this question by exploring the process of absorbing foreign funds in the education sector. Employing a phenomenological research approach, the process is examined from the point of view of local actors and beneficiaries of aid aimed at improving education quality. The context chosen is basic education (primary and junior secondary) in Ghana after the introduction of the national basic education reform, which was announced as the Free Compulsory Universal Basic Education (FCUBE) programme in 1996. Two cases are chosen for comparison: the Whole School Development (WSD) programme financed by the DFID; and the Quality Improvements in Primary Schools (QUIPS) programme facilitated by USAID. The former constitutes a sector-wide type of assistance, which put Ghanaian officials in charge of DFID funds and the implementation of the programme; while the latter adopted a project type model, with implementation managed directly through a USAIDfunded project office. The major part of the data is derived from interviews conducted in 2006 with significant educational personnel at three different levels: Ministry of Education (MoE) headquarters, the District Education Office (DEO), and the schools). The analysis reveals a complex picture of aid absorption, which illuminates the pros and cons of the two approaches in relation to impact and sustainability. The study finds that the QUIPS project achieved tangible results in the pilot schools, while the WSD programme made little impact at the school level. The WSD programme, which used existing structures within the education system to deliver funds and resources to schools, showed evidence of high fungibility, but appears to have strengthened the Ministry‟s administrative capacity. On the other hand, the QUIPS approach, which had low fungibility, has been severely criticised by Ghanaian officials, who questioned its sustainability and contribution to system-wide change. The thesis concludes by stating its specific contribution to the literature on international aid assistance to developing countries and making recommendations for the Ghanaian context.
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Ratté, Gabriel. "Interaction entre un peptide de B-lactoglobuline bovine (B-lg f1-8) et les protéines du lactorésum: Le cas de l’a-lactalbumine." Thesis, Université Laval, 2013. http://www.theses.ulaval.ca/2013/30439/30439.pdf.
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Des observations préliminaires ont montré que l’auto-assemblage d’un peptide issu de l’hydrolyse trypsique de la β-lactoglobuline (β-lg f1-8) modifiait la composition de mélanges de protéines de lactosérum, particulièrement en α-lactalbumine (α-la) soluble. Le but du présent travail était de démontrer l’occurrence d’interactions entre le peptide β-lg f1-8 et l’α-la. L’étude de l’auto-assemblage du peptide β-lg f1-8 en présence d’α-la à 25 et 55 °C a permis d’observer que l’ajout d’α-la à un hydrolysat trypsique permettait de retarder la floculation du peptide à 55 °C. La mise en contact d’α-la avec le peptide β-lg f1-8 a permis de modifier le profil de solubilité de la protéine à différents pH, mais pas son profil de dénaturation thermique obtenu par calorimétrie différentielle à balayage (DSC). Ces observations suggèrent que le peptide β-lg f1-8 interagit avec l’α-la par le biais d’interactions hydrophobes et qu’il pourrait être utilisé dans le développement de nouvelles stratégies de fractionnement de mélanges protéiques.Preliminary observations showed that the self-assembly capacity of a β-lactoglobulin peptide obtained from trypsin hydrolysis (β-lg f1-8) could modify the composition of whey protein mixtures, mainly by reducing the amount of soluble α-lactalbumin (α-la). The goal of this study was to demonstrate the occurrence of interactions between β-lg f1-8 peptide and α-la. A study of the peptide self-assembly process in presence of α-la at 25 and 55 °C showed that the addition of α-la to the original tryptic hydrolysate delays the flocculation of peptide β-lg f1-8 at 55 °C. Adding β-lg f1-8 peptide to α-la modified the solubility profile of the protein at various pH, but its thermal unfolding profile obtained by differential scanning calorimetry (DSC) remained unchanged. All of these observations suggest that the peptide β-lg f1-8 can interact with the α-la via hydrophobic interactions and could be used for developing new strategies for the fractionation of protein mixtures.
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Ratté, Gabriel. "Interaction entre un peptide de β-lactoglobuline bovine (β-lg f1-8) et les protéines du lactosérum : le cas de l’a-lactalbumine." Master's thesis, Université Laval, 2013. http://hdl.handle.net/20.500.11794/24544.
Full textAbstract:
Des observations préliminaires ont montré que l’auto-assemblage d’un peptide issu de l’hydrolyse trypsique de la β-lactoglobuline (β-lg f1-8) modifiait la composition de mélanges de protéines de lactosérum, particulièrement en α-lactalbumine (α-la) soluble. Le but du présent travail était de démontrer l’occurrence d’interactions entre le peptide β-lg f1-8 et l’α-la. L’étude de l’auto-assemblage du peptide β-lg f1-8 en présence d’α-la à 25 et 55 °C a permis d’observer que l’ajout d’α-la à un hydrolysat trypsique permettait de retarder la floculation du peptide à 55 °C. La mise en contact d’α-la avec le peptide β-lg f1-8 a permis de modifier le profil de solubilité de la protéine à différents pH, mais pas son profil de dénaturation thermique obtenu par calorimétrie différentielle à balayage (DSC). Ces observations suggèrent que le peptide β-lg f1-8 interagit avec l’α-la par le biais d’interactions hydrophobes et qu’il pourrait être utilisé dans le développement de nouvelles stratégies de fractionnement de mélanges protéiques.Preliminary observations showed that the self-assembly capacity of a β-lactoglobulin peptide obtained from trypsin hydrolysis (β-lg f1-8) could modify the composition of whey protein mixtures, mainly by reducing the amount of soluble α-lactalbumin (α-la). The goal of this study was to demonstrate the occurrence of interactions between β-lg f1-8 peptide and α-la. A study of the peptide self-assembly process in presence of α-la at 25 and 55 °C showed that the addition of α-la to the original tryptic hydrolysate delays the flocculation of peptide β-lg f1-8 at 55 °C. Adding β-lg f1-8 peptide to α-la modified the solubility profile of the protein at various pH, but its thermal unfolding profile obtained by differential scanning calorimetry (DSC) remained unchanged. All of these observations suggest that the peptide β-lg f1-8 can interact with the α-la via hydrophobic interactions and could be used for developing new strategies for the fractionation of protein mixtures.
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Razzaq, Jamila. "The management of educational change in Pakistani educational institutions." Thesis, University of Glasgow, 2012. http://theses.gla.ac.uk/3216/.
Full textAbstract:
This research study aims to explore the process of educational change management in Pakistan through the experiences and views of institution heads and teachers to look at the reality of an externally mandated reform at the school level. Beyond contextualising the process of educational change at the school level within the Pakistani education system, the study aims to contextualise this process in the global perspective by delineating an emergent model of educational change management for Pakistani education system. A change initiative to reform the national curriculum and assessment system for public examinations was investigated to provide the participants of the study a point of reference to express their opinions and to reflect upon and describe their experiences. This particular change initiative was part of a comprehensive reform programme called Education Sector Reform (ESR) programme initiated in 2002. To define the selection of institutions and the sample of teachers within those institutions, the curriculum and assessment system change at Higher Secondary School Certificate (HSSC) level in the subject areas of English, Urdu and Pakistan Studies was focused in the institutions affiliated with the examination board of Federal Board of Intermediate and Secondary Education (FBISE). Beyond affiliation with FBISE, the selection of twenty institutions was made in order to balance a number of factors as the ownership, attraction for admissions, gender representation and administrative structures. The data collection was done at three stages through three research tools. At the first stage, the institution heads of the selected institutions were included in the research through semi-structured interviews. At the second stage an exploratory questionnaire, which was based on the interview data and the related literature, was given to twenty teachers in ten of the institutions included in the study. The data from this exploratory questionnaire was used to develop a structured questionnaire for the third phase of the research, which was given to 124 teachers in the twenty institutions included in the study. The sample was balanced for the subject areas and the length of teaching experience of the participants. The analysis of data from both institution heads and teachers has converged on three overarching themes of student learning and assessment, issues related to the role of teachers in the process of change and the management of the reform process. In summary, participating institution heads and teachers are positive about the need and purpose of the reform; they also consider it good for student learning and attainment but have reservations about the top down approach in change management and poor resourcing. They demand well-resourced institutions and teachers, capacity building for implementers in the institutions and their inclusion in the process of the reform planning. They suggest improved communication and coordination for effective implementation of the reform along with comprehensive, inclusive, consistent and research based approach in the policymaking, planning and implementation strategy of the reform, which needs to be incremental in nature. Based on the data, especially the suggestions of the participants, an emergent model for educational change management in Pakistan has been outlined with strategic management at the core built around incremental, consistent, research based, inclusive and comprehensive, approaches. This model extends into the role of teachers: who are resourced with information, guidance, support, materials, facilities and funds, who are satisfied with the change management process and their professional status in the system and working conditions, and who are ready for the change through acceptance of the change (especially with reference to its effect on student learning), participation in the whole change process and training. This emergent model has been situated in the existing research literature to highlight the similarities as well as the distinctive features of the Pakistani context.