Academic literature on the topic 'Combination of grades – Namibia'
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Journal articles on the topic "Combination of grades – Namibia"
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Ishola, Anthony, and Kabwebwe Honore Mitonga. "School dropout among orphans in Oshana region - Namibia." International Journal of Health 5, no. 1 (December 7, 2016): 1. http://dx.doi.org/10.14419/ijh.v5i1.6893.
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This research seeks to investigate why some orphaned children drop out of school in Oshana region, Namibia, despite concerted efforts by the Government Republic of Namibia and other stake holders to keep them at school.The study aimed to identify the indicators preceding AIDS orphaned children dropping out of schools in the Oshana region-Namibia. A cross-sectional study, which adopted both quantitative and qualitative approaches, was used to gain a complete picture of the situation of orphans and school dropouts from the perspective of school teachers, learners, and orphans who have already dropped out of school. It was found that many orphans still face many challenges and to some, continuing with schooling is a luxury that is ill afforded. The total percentages of learners that dropped out of school are: 52.9% orphans in grades 7 and 8 in 2009 while 41.7% dropped out in 2010. Poor awareness of Government support initiatives, poor psychosocial support, leaving school to grieve the death of a parent and working to earn income, ranked amongst the highest reasons some orphans dropped out of school. Provision of material resources in addition to human torch as demonstrated by majority of life skill teachers towards the well-being of AIDS orphans have greatly ameliorated the self-worth and schooling of orphans.
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Liu, Na, Mengying Leng, Tao Yue, Liang Dong, Yuanyuan Liu, Yan Peng, Huayan Pu, Shaorong Xie, and Jun Luo. "Simultaneously Quantifying Both Young’s Modulus and Specific Membrane Capacitance of Bladder Cancer Cells with Different Metastatic Potential." Micromachines 11, no. 3 (February 27, 2020): 249. http://dx.doi.org/10.3390/mi11030249.
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Both Young’s modulus and specific membrane capacitance (SMC) are two important physical parameters for characterizing cell status. In this paper, we utilized a thin-neck-micropipette aspiration system to simultaneously quantify Young’s modulus and SMC value of six types of cell lines in different progression grades, which include four grades from the lowest metastatic potential G1 to the highest potential G4. We investigated how these two physical properties possess heterogeneities in bladder cancer cells with different grades and what roles they might play in grading bladder cancer. The characterization results of these cells of different cancer grades is linearly correlated with the cancer grades, showing that the Young’s modulus is negatively linearly correlated with bladder cancer grades, while SMC shows a positive linear correlation. Furthermore, the combination of these two physical properties on a scatter diagram clearly shows the cell groups with different cancer grades, which means that this combination could be a potential tumor grading marker to identify cancer cells with different metastatic potential.
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Lewis, Earl W., Chad Staddon, and Johannes Sirunda. "Urban water management challenges and achievements in Windhoek, Namibia." Water Practice and Technology 14, no. 3 (August 3, 2019): 703–13. http://dx.doi.org/10.2166/wpt.2019.055.
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Abstract This paper gives an overview of the main challenges and achievements faced by Windhoek's water management sector. The paper highlights pertinent issues arising from increased water demand, and also explores current and future water supply augmentation options. Water planners experience management challenges as a result of a combination of factors, mainly, lack of funds and staff, limited expertise, poor communication between stakeholders, and weak regulation and enforcement. In order to meet these challenges water managers need to develop more robust and resilient strategies, including greater focus on water demand management.
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Shaakumeni, Simson Ndadaleka. "Assessing the Suitability of The Adapted Scientific Epistemic Beliefs Questionnaire in Namibia." Journal of Studies in Education 9, no. 2 (May 5, 2019): 62. http://dx.doi.org/10.5296/jse.v9i2.14704.
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This study adapted and validated a questionnaire for assessing Namibian students’ scientific epistemic beliefs and explore their relation to achievement in science, gender, grade and socioeconomic status. The study was correlational, with a sample of 944 (45% male; 55% female) Grades 11 and 12 students with the mean age M=17.9, SD= 1.4. A Likert scale questionnaire comprised of four dimensions of beliefs: source; certainty; development; and justification of scientific knowledge. The adapted questionnaire had good reliability with the Cronbach’s alpha of subscales ranging from .80 to .83 and the overall reliability of .70. Model fit analysis yielded good statistical fit with Chi-square ratio to degrees of freedom= 2.71, RMSEA= 0.043, CFI= 0.95, TLI= 0.94, SRMR= .032. The overall regression model was significant F (4, 939) =8.218, p <.001, R2= .034. Two dimensions, certainty (b=.154, p<.001) and justification (b=.100, p<.05) statistically significantly predicted achievement in science. There was statistically significant difference in beliefs about source in terms of gender and grade and about certainty in terms of grade. The results show that the questionnaire works well with the Namibian sample used given the good model fit for the data and reliability. Results are discussed in terms of 21st century skills development.
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Ndjangala, M. N. N., J. Abah, and P. Mashebe. "Teachers’ views on challenges affecting learners’ performance in natural science." International Journal of Evaluation and Research in Education (IJERE) 10, no. 1 (March 1, 2021): 48. http://dx.doi.org/10.11591/ijere.v10i1.20732.
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In Namibia, natural science (NS) is one of the priority subjects in upper primary phases (Grades 4 to 7). However, in the Omusati Region of Namibia, there are increasing public concerns that many learners are not performing well in NS. Thus, this study surveyed the views of NS teachers on the challenges affecting upper primary learners’ performance in NS at three selected combined schools in the Omusati Region. Qualitative research design using face-to-face interview was used to gather the views of upper primary NS teachers in the schools. Seven teachers who are currently teaching NS at the selected schools were selected using the purposive sampling method to participate in the study. The results obtained revealed that the following challenges affect upper primary learners’ performance in NS in the selected schools: medium of instruction, lack of adequate teaching and learning resources, lack of laboratories, sensitive topics, overcrowded classroom, indiscipline among learners, absenteeism, unfavorable teaching environment, hunger, and lack of proper guidance from subject advisory teachers. The study recommended that the government should provide schools with feeding programs, build laboratories, renovate classes and provide teaching materials. The schools should evolve disciplinary measures to check the learners’ indiscipline.
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Kamuinjo, Albert V., Ravinder Rena, and Andrew Maredza. "Impact of credit risk and profitability on liquidity shocks of Namibian banks: an application of the structural VAR model." Journal of Life Economics 8, no. 3 (July 31, 2021): 349–59. http://dx.doi.org/10.15637/jlecon.8.3.07.
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The main purpose of this paper was to investigate the relationship between banks’ credit risk and profitability and liquidity shocks in Namibia for the period 2009 to 2018 using the SVAR model. In estimating the SVAR regression model, granger causality, impulse-response functions and forecast error variance decomposition were employed and evaluated. The sample consisted of Namibian commercial banks. By auditing liquidity data between 2009 and 2018, empirical results showed that liquidity risk is caused by a combination of structural shocks. The granger causality, impulse-response functions and forecast error variance decomposition documented that credit risk (non-performing loans) is key factor affecting liquidity conditions in Namibia in the medium to long run. In addition, the empirical results showed that quality earnings (ROA) have minimal impact on liquidity conditions in the short run. Reforming assets quality policies and earnings quality policies can be valuable policy tools to minimize liquidity shortages and avoid insolvent banks in Namibia.
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Cosseddu, Gian Mario, Kudakwashe Magwedere, Umberto Molini, Chiara Pinoni, Sigfried Khaiseb, Massimo Scacchia, Maurilia Marcacci, et al. "Genetic Diversity of Rift Valley Fever Strains Circulating in Namibia in 2010 and 2011." Viruses 12, no. 12 (December 16, 2020): 1453. http://dx.doi.org/10.3390/v12121453.
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Outbreaks of Rift Valley fever (RVF) occurred in Namibia in 2010 and 2011. Complete genome characterization was obtained from virus isolates collected during disease outbreaks in southern Namibia in 2010 and from wildlife in Etosha National Park in 2011, close to the area where RVF outbreaks occurred in domestic livestock. The virus strains were sequenced using Sanger sequencing (Namibia_2010) or next generation sequencing (Namibia_2011). A sequence-independent, single-primer amplification (SISPA) protocol was used in combination with the Illumina Next 500 sequencer. Phylogenetic analysis of the sequences of the small (S), medium (M), and large (L) genome segments of RVF virus (RVFV) provided evidence that two distinct RVFV strains circulated in the country. The strain collected in Namibia in 2010 is genetically similar to RVFV strains circulating in South Africa in 2009 and 2010, confirming that the outbreaks reported in the southern part of Namibia in 2010 were caused by possible dissemination of the infection from South Africa. Isolates collected in 2011 were close to RVFV isolates from 2010 collected in humans in Sudan and which belong to the large lineage containing RVFV strains that caused an outbreak in 2006–2008 in eastern Africa. This investigation showed that the RVFV strains circulating in Namibia in 2010 and 2011 were from two different introductions and that RVFV has the ability to move across regions. This supports the need for risk-based surveillance and monitoring.
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Fujita, Toyohisa, Taichi Aoki, Josiane Ponou, Gjergj Dodbiba, Chunlin He, Kaituo Wang, Shunyan Ning, Hao Chen, and Yuezou Wei. "Removal of Impurities from Shungite Via a Combination of Physical and Chemical Treatments." Minerals 11, no. 3 (February 26, 2021): 245. http://dx.doi.org/10.3390/min11030245.
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This study investigated the removal of sulfur and iron from shungite rocks through different methods after fine grinding: flotation, magnetic separation, microwave treatment, and chemical leaching. In this work, first, a mineralogical study of shungite was conducted. The carbon, silica, iron, and sulfur compositions in the as-received shungite were 45.4%, 38.3%, 4.6%, and 2.4%, respectively. In flotation, a sulfur grade of 1.4% was obtained. In the wet high-gradient magnetic separation at a magnetic flux density of 1 tesla, the iron and sulfur grades in the nonmagnetic fraction were 2.8% and 1.9%, respectively. Furthermore, the sulfur reduced to 0.2% by the 9 min microwave irradiation. In addition, chemical leaching using chelating reagents and inorganic acids was utilized to remove iron and sulfur. Nitrilotriacetic acid (NTA) could reduce the iron and sulfur grades to 2.0% and 0.9%, respectively. For leaching using reverse aqua regia, the iron and sulfur grades were reduced to 0.9% and 0.23%, respectively. For leaching using a 6N HCl with H2O2 aqueous solution, the iron and sulfur grades were reduced to 0.8% and 0.34%, respectively. Overall, chemical leaching using HCl with H2O2 was the most effective for iron and sulfur removal from shungite.
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Traina, Tiffany A., Hope S. Rugo, James F. Caravelli, Sujata Patil, Benjamin Yeh, Michele E. Melisko, John W. Park, et al. "Feasibility Trial of Letrozole in Combination With Bevacizumab in Patients With Metastatic Breast Cancer." Journal of Clinical Oncology 28, no. 4 (February 1, 2010): 628–33. http://dx.doi.org/10.1200/jco.2009.21.8784.
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Purpose Preclinical models suggest that the use of anti–vascular endothelial growth factor (anti-VEGF) therapy with antiestrogens may prevent or delay the development of endocrine therapy resistance. We therefore performed a feasibility study to evaluate the safety of letrozole plus bevacizumab in patients with hormone receptor–positive metastatic breast cancer (MBC). Methods Patients with locally advanced breast cancer or MBC were treated with the aromatase inhibitor (AI) letrozole (2.5 mg orally daily) and the anti-VEGF antibody bevacizumab (15 mg/kg intravenously every 3 weeks). The primary end point was safety, defined by grade 4 toxicity using the National Cancer Institute Common Toxicity Criteria, version 3.0. Secondary end points included response rate, clinical benefit rate, and progression-free survival (PFS). Prior nonsteroidal AIs (NSAIs) were permitted in the absence of progressive disease. Results Forty-three patients were treated. After a median of 13 cycles (range, 1 to 71 cycles), select treatment-related toxicities included hypertension (58%; grades 2 and 3 in 19% and 26%), proteinuria (67%; grades 2 and 3 in 14% and 19%), headache (51%; grades 2 and 3 in 16% and 7%), fatigue (74%; grades 2 and 3 in 19% and 2%), and joint pain (63%; grades 2 and 3 in 19% and 0%). Eighty-four percent of patients had at least stable disease on an NSAI, confounding efficacy results. Partial responses were seen in 9% of patients and stable disease ≥ 24 weeks was noted in 67%. Median PFS was 17.1 months. Conclusion Combination letrozole and bevacizumab was feasible with expected bevacizumab-related events of hypertension, headache, and proteinuria. Phase III proof-of-efficacy trials of endocrine therapy plus bevacizumab are in progress (Cancer and Leukemia Group B 40503).
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Le Fol, Y., and K. Ndhlukula. "Potential and future of concentrating solar power in Namibia." Journal of Energy in Southern Africa 24, no. 1 (February 1, 2013): 90–98. http://dx.doi.org/10.17159/2413-3051/2013/v24i1a3124.
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The Namibian electricity sector has mainly relied on electricity imports from the Southern African Power Pool (SAPP) over the last decade. However, a growth in electricity demand and scarce import options could cause energy shortages. Therefore, new power plants ought to be commissioned in the near future to avoid the forecasted energy crisis. In this context, Concentrating Solar Power (CSP) generation is regarded as an appropriate alternative to conventional energy technologies, particularly for the excellent solar regime available in Namibia. The study presents a GIS analysis that identifies suitable areas for CSP establishment. A broad range of geographical parameters such as solar radiation, topography, hydrology or land use are examined. The calculations show that the CSP ceiling generation in Namibia is equivalent to 70% of the worldwide electricity production. Moreover, the study offers a scenario analysis where concrete CSP alternatives are compared to coal-fired plant projects developed by the national power utility. Meteonorm and System Advisor Model (SAM) are used to design CSP alternatives located in the area offering the best combination between high solar irradiation and short distances to the infrastructures. Despite the affordability concern which has to be addressed with sound financial instruments, CSP represents a seminal opportunity for the energy sector in
Dissertations / Theses on the topic "Combination of grades – Namibia"
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Kapenda, Loide Ndakondjelwa. "The teaching of mathematics in multigrade classrooms at the upper primary phase in selected Namibian schools." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1003681.
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The Namibian curriculum favours knowledge with understanding and application of knowledge and skills, because facts that are learned with understanding are easier to remember. This made learners to be able to represent mathematical situations in different ways and for different purposes. It also motivates teachers to contextualise the content to make mathematics teaching and learning more interesting and enjoyable to teachers and learners. However, some mathematics teachers are challenged by being required to teach multigrade classes, due to a massive response to improved access to education.Multigrade teaching is seen as a difficult practice especially when teachers are not well prepared to teach combined grades. This case study focused on the teaching of mathematics at Upper Primary Phase. An Interpretive paradigm was used to understand the teachers’ experiences and their teaching ethods. Hence the study aimed to investigate how teachers deliver their mathematics lessons in multigrade classrooms, considering the good practices and challenges that may occur. The findings revealed that teachers mostly use their monograde pedagogical knowledge,resulting in using quasi-monograde with a common timetable approach when teaching mathematics in multigrade settings. Although learners have access to the common mathematics syllabus, the quality of teaching the subject in multigrade classrooms seems to be affected due to the lack of teacher training in multigrade teaching. Also, equity and democracy need to be considered more than it currently is in terms of resource distribution to multigrade schools. Good practice of multigrade teaching existed in building on lower grade competencies, introducing lessons with common activities, as well as the concentration on lower grades which make learners independent. However, insufficient time, lack of knowledge in multigrade and curriculum knowledge in particular seem to challenge teachers and learners. Therefore, multigrade teachers need to be part of curriculum development for them to master the syllabus. These teachers will assist in developing multigrade resources for integration, contextualisation and more enrichment activities for high achievers.
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Muthayan, Saloshini. "A case study of multigrade teaching in Canada: implications for South Africa." Thesis, Rhodes University, 2000. http://hdl.handle.net/10962/d1003319.
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This study examines multigrade teaching in selected schools in Canada and its implications for improving multigrade teaching in South Africa, where over 50 % of primary schools are multigrade and the teachers have not received preparation in multigrade teaching. The case study method was adopted because it allowed for 'an intensive, holistic description and analysis' of the multigrade classroom. The approach is interpretivist, based on the assumption that social phenomena are 'socially constituted' and 'valuationally based'. Research techniques included a literature review, interviews and observations. Four classrooms with grade combinations ranging from two grades to eight grades (Kindergarten to grade 7) were studied. Despite problems such as the lack of official recognition, inadequate teacher education and support - problems common to both Canada and South Africa - the Canadian teachers managed their classrooms effectively. This was indicated by their understanding of the children's needs, their integration of the curriculum for teaching across the grades and the learning areas, their use of effective instructional strategies and their involyement of parents in the classroom. A reason for their success may be that their teacher education includes child-centred, activity based approaches, integration of the curriculum, critical thinking, flexibility and effective instructional strategies, which they may adapt for effective multigrade teaching. The study found that successful multigrade teaching depended on the teacher. For South Africa, this may imply that intervention programmes should focus on relevant preparation and support for multigrade teachers. The emphasis on material resources in the implementation of Curriculum 2005 has not been balanced with adequate training on policy, curriculum and instructional strategies. Teacher education should include methodologies that are experiential, reflective and participatory. A variety of instructional strategies should be employed in the multigrade classroom. The respondents in the study believed further that multigrade teaching is more beneficial than single-grade teaching because it caters for the diversity of needs amongst children and allows for peer tutoring, thereby exploiting Vygotsky's theory of the 'zone of proximal development'. Thus, instead of viewing multigrade teaching as a temporary phenomenon, it should be viewed as an opportunity for improving school effectiveness.
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Subramanien, Brenda. "Exploring teachers' perceptions of the barriers and solutions to using one teacher laptop per class in a multi-grade context : the case of Intel®Teach-ICT implementation." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1021039.
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This interpretive exploratory case study investigated the challenges and barriers to the multi-grade context in general, as well as to Information and Communication Technology (ICT) implementation in a multi-grade context. Possible solutions based on teacher perceptions were generated inductively within a three-level typology. The research took place in three phases. Pre-training data were gathered in the first phase, using an open-ended questionnaire (all participants: n=20); personal interviews (n=9); and two focus group interviews, which consisted of three participants per focus group. Training on the Intel® Teach ICT programme and the provision of laptops (one per teacher) constituted the second phase. The third phase included post-training data generation using an open-ended questionnaire (all participants) and two focus group interviews, which consisted of three participants per focus group, to elicit teacher perceptions of the training programme and their use of the laptops in the classroom after the training. The findings suggest that first order (school or meso level) challenges pertaining to multi-grade teaching relate to the lack of resources; curriculum challenges; learner related challenges; isolation, impact on communication and teaching; time constraints; and a work overload as a result of the multiple roles. Second order challenges (self or micro level) related to the perceived uncaring attitude of the Department of Basic Education that left teachers feeling hurt and neglected; the unpreparedness for the multi-grade context which demotivated teachers; and the negative perceptions the teachers had about their learners. Third order challenges (system level, beyond the school level or micro level) were related to the lack of Departmental support from officials; the lack of curriculum training for the multi-grade context; and the lack of support on various fronts. Regarding ICT related challenges, the findings suggest that first order barriers related to the lack of suitable infrastructure for ICT implementation; lack of peer support; lack of access to appropriate hardware and software; and lack of time. Second order barriers related to the negative beliefs in the self; negative perceptions about the learners’ ability to use the laptop; and negative beliefs related to teaching and learning. The third order barriers were related to the lack of support and assistance from the Department of Basic Education for ICT implementation. The findings suggest that the participants viewed the provisioning of enabling programmes for parents as an important solution to first order challenges, and a change in mindset as the most important solution for second order problems. Third order solutions included a “multi-grade Renaissance” towards a new model for multi-grade teaching; re-thinking the curriculum requirements regarding multi-grade teaching by the Department of Basic Education; increased support and training from the Department; incentives to teach with ICT in the multi-grade context; encouraging further research inmulti-grade teaching; providing sufficient resources; establishing partnerships with stakeholders; and the closure and merger of multi-grade schools. There was evidence that the laptops provided were used in a variety of ways after the Intel® Teach training by the participants, including email as a tool to communicate with their fellow multi-grade peers, which serve to break their sense of isolation. Quantitative data from the open-ended questionnaire confirmed an increase in the usage of the laptop after the Intel® Teach training intervention. Although the participants generally experienced the Intel teach training intervention as positive, they also identified negative experiences. These findings enabled the embedding of ‘self and sustainable support from stakeholders’ more explicitly in the professional teacher development ICT implementation framework of Du Plessis and Webb (2012b), which suggests that the Intel® Teach training intervention can be used as a vehicle to address ICT implementation within the multi-grade context. It is suggested that the Department of Basic Education should consider exposing all teachers to the Intel® Teach programme and assist multi-grade teachers by providing better on-going support and putting the necessary policies, implementation and infrastructure in place.
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Nambala, Iyaloo. "The implementation of language policy in government primary schools in Windhoek, Namibia with specific reference to Grades 1-3." Master's thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/3651.
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Roberts, Roxanne F. "Teaching in the multi-grade classroom : my personal journey /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0007/MQ42437.pdf.
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Duvenhage, Annamarie. "Wiskundemateriaal vir multigraadonderrig." Thesis, Cape Peninsula University of Technology, 2014. http://hdl.handle.net/20.500.11838/1942.
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Die tesis is voorgelê ter verwerwing van die graad: Magister in Opvoedkunde
in die Fakulteit Onderwys en Sosiale Wetenskappe
aan die Kaapse Skiereiland Universiteit van Tegnologie
2014This study attempted to address the extremely poor results for Mathematics and total lack of relevant teaching and learning material in multi-grade schools. In the case of multi-grade classes, the teacher has to cope with a large variety of development levels, grades and subjects in one classroom. Challenges that arise as a result of multi-grade teaching require instructional materials with unique characteristics and learners and teachers who develop the skills to put this material to use successfully. During the study of the relevant literature, evidence was found that proved that the learner–material approach offers the best outcomes within the unique circumstances of multi-grade teaching. This approach shifts the focus to the teaching materials and the learners while the teacher facilitates the process. In both multi-grade teaching and Mathematics teaching, this method holds benefits for learners and teachers. It teaches the learners to accept responsibility for their own learning and to know at all times what to do because the material provides clear guidance, giving the teacher more time in class to help those who need it. After a literature study and a context analysis, design principles were established with which the above material should comply. By this means, scientific criteria can be developed against which future materials would be measured. The Centre for Multigrade Education (CMGE) has undertaken to develop the necessary prototype Mathematics material. Using this material, the researcher could put the validity of the design principles and the expected usefulness of the material to the test. This brings together the theory and practice in a remarkable manner. The primary objective of the study was to improve quality, not only of the prototype, but also of future teaching and learning material.
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Faroo, David Joseph. "Curriculum delivery in multi-grade rural schools in the Breede River / Overberg EMDC." Thesis, Cape Peninsula University of Technology, 2009. http://hdl.handle.net/20.500.11838/1972.
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Thesis (DTech (Education))--Cape Peninsula University of Technology, 2009The phenomena of multi - grade schools has been absent both in educational policy making, educator training and only represented in a few local educational curriculum research projects. However, the practice of multi-grade is common in South Africa and especially in rural and farming South Africa. Our National Curriculum Statements implies that all schools are the same. This study addresses this anomaly. Farm schools, which started as a political means of cheap labour (Act 47 of 1953) presented a further complication to the ministry: public schools on private property govern by section 14 contract failed farm education (Forgotten Schools, 2004; Ministerial report on rural education, 2005; Commission on Human Rights, 2006). The political and ideological shift from People's Education, which, at first envision human rights in line with international treaties such Education For All, Convention on the right of the child, Africa Charter on the Rights of the Child to Human Capital Development has marginalize the farm and rural learner. Curriculum changes since Curriculum 2005 accepted the same political and economic vision. The first world technical National Curriculum Statements mismatch farm education as systemic results since 2004 has shown. The government’s deficit view and national curriculum influence farm and rural teaching and learning negatively. This study focuses on curriculum delivery (intended I implemented) planning. How the educator adapted the curriculum to suit the needs of third world farm learner, its multi-grade context and the ideology of the hegemony. The qualitative paradigm will be that of the critical theory and grounded theory methodology with the goal of uncovering the educators' views and practice. This has been done by holding interviews with various foundation phase educators and looking at the seating arrangements and planning. The sample was from the Breede River District. A focus group of nineteen ACE students with 312 collective years experience has been involved in the coding and analysing. Current practice and planning have been juxtaposed with international multi-grade practice. The research questions were aimed at uncovering how rural and farm educators plan for their multi-grade classes when faces with a national mono-grade curriculum. Various research methodologies were used.
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Ganqa, Ncumisa Hazel. "Training of teachers in multigrade teaching: integration of vertical and horizontal knowledge in post -training." Thesis, University of Fort Hare, 2014. http://hdl.handle.net/10353/6158.
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The purpose of this study was to examine the training and development of teachers in multi-grade teaching in selected Eastern Cape primary schools with a particular focus on the integration of vertical and horizontal knowledge in post-training. Multigrade teaching is the combining of learners of different grade levels in one classroom taught by one teacher. To gain better understanding of the construct of vertical and horizontal integration of knowledge within post-training environment, this qualitative case study design sampled eight teachers, four school principals and three trainers, purposively. In order to evaluate the training and development provided for teachers in multi-grade classrooms the researcher examined the training programmes, the training curriculum and transfer of training inputs. The results of the study indicate that post-training is the determinant of the extent of the effectiveness of the transfer of training skills, knowledge and attitudes gained in multi-grade teaching training. The study found a massive gap that currently exists between training in multi-grade teaching and the actual transferability of such training in multi-grade contexts. Positive transfer of training in multi-grade teaching strategies was found to be skills related to teaching strategies, lesson management, curriculum integration and social components of multi-grade teaching. Negative transfer of training included classroom organisation, lesson planning, timetabling, curriculum adaptation and assessment. Although multi-grade teacher training programme is assumed to change behaviours, attitudes, impart knowledge and improve teaching skills, the results of the study indicate that training inputs might not necessarily transform into classroom practice. In order to facilitate and ensure vertical and horizontal integration of knowledge and skills and transfer of training to classroombased teaching, recurrent training in multi-grade teaching is therefore, suggested.
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Sampson, Coleen Anthea. "Reading practices in two urban multi-grade foundation phase classes." Thesis, Cape Peninsula University of Technology, 2015. http://hdl.handle.net/20.500.11838/1948.
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A full dissertation submitted in fulfilment of the requirements for the degree of Masters in Education
Presented to the Faculty of Education and Social Sciences
2015In Africa, throughout the history of schooling, many teachers have been confronted by the demanding situation of teaching two or more year groups in the same classroom although data on this multi-grade phenomenon is scarce. Although reading is a fundamental competency and the core of our curriculum, a gap exists in practice. In multi-grade classes the gap is wider as a result of the different grades and varying abilities within the grades. The present study was motivated by the researcher’s concern for the status of reading in all Foundation Phase classes. This study answers one main question: How do teachers in two urban multi-grade classrooms teach reading in the Foundation Phase? The two sub-questions are: What are the current reading practices in urban multi-grade classrooms in the Foundation Phase? What challenges do teachers of urban multi-grade classes face when teaching reading in the Foundation Phase? The conceptual framework that was central to answering the two sub questions includes four theorists namely: Lave and Wenger’s (1991) Vygotsky’s (1978); Bronfenbrenner’s (1990) and finally Piaget’s (1972) stages of cognitive development including pre-operational stage and concrete operational stage. The literature review highlights the physical setting of the multi-grade classrooms, debates the advantages and limitations of urban multi-grade teaching, compares the National Curriculum Statement (NCS) 2005 and the Curriculum Assessment Policy Statement (CAPS) reading curriculum, briefly deliberates the stages of reading development and finally discusses the variety of reading practices. A qualitative interpretive case study research design was formulated to explore the complex phenomenon of urban multi-grade reading practices in the Foundation Phase. The first research question explored the reading practices found in two urban multi-grade classes, and the findings include four themes which are: stories, vocabulary, comprehension and reading. The second sub-question, focussed on the challenges the urban multi-grade teachers experienced. In conclusion this study reveals that reading can be taught successfully in urban multi-grade classes. Teaching reading in multi-grade classes may foster the emotional, intellectual, social and academic well-being of learners. Secondly although the two urban multi-grade teachers faced many challenges, with the necessary support structures in place, these challenges could be minimized.
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van, Niekerk Susanna Elizabeth. "A strategy to assist rural multigrade schools to reduce the dropout rate experienced in high schools." Thesis, Cape Peninsula University of Technology, 2014. http://hdl.handle.net/20.500.11838/1955.
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Thesis submitted in fulfilment of the requirements for the degree
Master of Education
in the Faculty of Education and Social Sciences
at the Cape Peninsula University of Technology
2014Educationists and political leaders are concerned about the high dropout rates experienced in South African high schools. For the purposes of this research, “dropout” is defined as “one who has not graduated from high school”. Research indicates that the high school dropout rates, both in South Africa and globally, culminate in challenges for the school, the community and society. The multigrade primary school environment sees learners doing well academically, but when these learners move on to high school, the dropout rates increase for these learners. The purpose of this study is two-fold: to determine the reasons for dropout of learners who have ably and successfully completed their primary education within the multigrade system; and to propose a strategy to assist rural multigrade primary schools in reducing the foreseen dropout rates in high schools. A sequential explanatory mixed-method approach was designed in order to determine what strategy could assist rural multigrade schools in Circuit 2 of the West Coast Education District to prevent the dropout rate experienced in high schools. During the preliminary research a scrupulous literature study was done, to determine global trends and to determine which current intervention programmes exist. The quantitative phase of this study was conducted first and consisted of a content analysis of school documents to determine which learners did not complete high school. The qualitative phase followed and the data was collected through face-to-face interviews with principals of rural multigrade primary schools, and learners who had dropped out. This was done in order to determine the perceptions of the principals, and the former learners who had dropped out of the schooling system. This research elucidates the challenges – the inexorable odds – that these multigrade learners have had to overcome in order to complete Grade 12. In closing, it proposes pragmatic strategies which may decrease the high dropout rates that learners, from a multigrade primary setting, experience in future.
Books on the topic "Combination of grades – Namibia"
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Mulkeen, Aidan. Multigrade teaching in Sub-Saharan Africa: Lessons from Uganda, Senegal, and the Gambia. Washington, D.C: Africa Region Human Development Department, World Bank, 2009.
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Cathal, Higgins, Education For All Fast Track Initiative., and World Bank. Africa Regional Office. Human Development Dept., eds. Multigrade teaching in Sub-Saharan Africa: Lessons from Uganda, Senegal, and the Gambia. Washington, D.C: Africa Region Human Development Department, World Bank, 2009.
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Mulkeen, Aidan. Multigrade teaching in Sub-Saharan Africa: Lessons from Uganda, Senegal, and the Gambia. Washington, D.C: Africa Region Human Development Department, World Bank, 2009.
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Ferreres, José Subirats. Evaluación del Programa Escuelas Multigrado. La Paz: Fondo de las Naciones Unidas para la Infancia, 1991.
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Single teacher schools in tribal areas: A study of Girijan Vidya Vikas Kendras in Andhra Pradesh. New Delhi: Vikas Pub. House, 1996.
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Waterloo Region Roman Catholic Separate School Board (Ont.). A guide to combined grade classrooms JK-8. [Waterloo, ON]: The Board, 1998.
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Atelier sobre Gestão de Turmas Compostas (2002 Praia, Cape Verde). Relatório. Praia?]: Ministério da Educação e Desporto, 2002.
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Donat, Jacquie. Stratégies pour les classes à années multiples. Mississauga, Ont: Copp Clark Pitman, 1993.
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Little, Angela. Multi-grade teaching: A review of research and practice. London: Overseas Development Administration, 1995.
Find full textBook chapters on the topic "Combination of grades – Namibia"
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Kunze, Jonas, and Andreas Geyer-Schulz. "ECTS Grades: Combination of Norm- and Criterion-Referenced Grading." In Challenges at the Interface of Data Analysis, Computer Science, and Optimization, 557–65. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-24466-7_57.
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Brownell, Jeanine O’Nan, Mary Hynes-Berry, and Arthur J. Baroody. "Pathways to Basic Combination Fluency in the Primary Grades." In Growing Mathematical Minds, 139–71. New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315646497-6.
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Mapani, Benjamin, Rosemary Shikangalah, Isaac Mapaure, and Aansbert Musimba. "Dichrostachys cinerea Growth Rings as Natural Archives for Climatic Variation in Namibia." In African Handbook of Climate Change Adaptation, 1–14. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-42091-8_257-1.
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AbstractGlobal Circulation Models (GCMs) are used to forecast climate change in Southern Africa, and the evidence shows that the region is going to warm up by up to 2° by the year 2050. Namibia is one of the driest countries in Southern Africa and is at a high risk of becoming much drier than current situation by 57%. Very few studies have been carried out in Southern Africa to show actual impacts of climate change. Practical applicability of GCMs at a local spatial scale remains limited due to the coarse nature of the models. Hence, improvement of the GCMs must begin with better understanding of the local microclimates and how they respond to regional circulation patterns. In many regions of Southern Africa, the lack of potential tools to access old climatic records precludes the estimation of climate trends beyond 100 years. In spite of these impediments, there are areas with excellent tree species such as Dichrostachys cinerea that are able to be used as climatic archives for specific time periods. In this chapter, the study shows that the combination of tree ring chronologies and precipitation records is a powerful methodology in climate modeling in the southern hemisphere and reveals nuances that show climate change. The evaluation of data from tree rings coupled with precipitation trends reveals signals that show that climate has indeed been changing over the past ten decades and will have a negative impact on livelihoods. These data can now be used in predictive models that can be used to project future scenarios and assist policy makers and planners to see how climate will evolve in the next 50–60 years.
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Mapani, Benjamin, Rosemary Shikangalah, Isaac Mapaure, and Aansbert Musimba. "Dichrostachys cinerea Growth Rings as Natural Archives for Climatic Variation in Namibia." In African Handbook of Climate Change Adaptation, 2433–46. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-45106-6_257.
Full textAbstract:
AbstractGlobal Circulation Models (GCMs) are used to forecast climate change in Southern Africa, and the evidence shows that the region is going to warm up by up to 2° by the year 2050. Namibia is one of the driest countries in Southern Africa and is at a high risk of becoming much drier than current situation by 57%. Very few studies have been carried out in Southern Africa to show actual impacts of climate change. Practical applicability of GCMs at a local spatial scale remains limited due to the coarse nature of the models. Hence, improvement of the GCMs must begin with better understanding of the local microclimates and how they respond to regional circulation patterns. In many regions of Southern Africa, the lack of potential tools to access old climatic records precludes the estimation of climate trends beyond 100 years. In spite of these impediments, there are areas with excellent tree species such as Dichrostachys cinerea that are able to be used as climatic archives for specific time periods. In this chapter, the study shows that the combination of tree ring chronologies and precipitation records is a powerful methodology in climate modeling in the southern hemisphere and reveals nuances that show climate change. The evaluation of data from tree rings coupled with precipitation trends reveals signals that show that climate has indeed been changing over the past ten decades and will have a negative impact on livelihoods. These data can now be used in predictive models that can be used to project future scenarios and assist policy makers and planners to see how climate will evolve in the next 50–60 years.
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Arboretti, Rosa, Riccardo Ceccato, and Luigi Salmaso. "Nonparametric methods for stratified C-sample designs: a case study." In Proceedings e report, 17–22. Florence: Firenze University Press, 2021. http://dx.doi.org/10.36253/978-88-5518-304-8.05.
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Several parametric and nonparametric methods have been proposed to deal with stratified C-sample problems where the main interest lies in evaluating the presence of a certain treatment effect, but the strata effects cannot be overlooked. Stratified scenarios can be found in several different fields. In this paper we focus on a particular case study from the field of education, addressing a typical stochastic ordering problem in the presence of stratification. We are interested in assessing how the performance of students from different degree programs at the University of Padova change, in terms of university credits and grades, when compared with their entry test results. To address this problem, we propose an extension of the Non-Parametric Combination (NPC) methodology, a permutation-based technique (see Pesarin and Salmaso, 2010), as a valuable tool to improve the data analytics for monitoring University students’ careers at the School of Engineering of the University of Padova. This new procedure indeed allows us to assess the efficacy of the University of Padova’s entry tests in evaluating and selecting future students.
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Nuuyoma, Vistolina, and Daniel Opotamutale Ashipala. "Healthcare System in Namibia." In Biopsychosocial Perspectives and Practices for Addressing Communicable and Non-Communicable Diseases, 1–17. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2139-7.ch001.
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Primary health care is an approach adopted for the delivery of health services to the Namibian population. In terms of this approach, these services are made universally available, accessible, affordable, acceptable, and appropriate to meet the needs of communities. The health care delivery system in Namibia comprises services provided by both the Ministry of Health and Social Services (MoHSS) and the private sector. In addition to these services, some people consult traditional health care providers. All in all, health care comprises a combination of promotive, preventive, curative, and rehabilitative services. In addition to government funding, donations and technical support are also provided by non-governmental organisations. The MoHSS health care delivery system is coordinated at national, regional and district levels. This chapter elaborates on the Namibian health care delivery system, the structure and functions of each coordinating level, primary health care services in Namibia, as well as successes and challenges experienced.
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Kamila, Narendra Kumar, and Pradeep Kumar Mallick. "A Novel Fuzzy Logic Classifier for Classification and Quality Measurement of Apple Fruit." In Handbook of Research on Emerging Perspectives in Intelligent Pattern Recognition, Analysis, and Image Processing, 367–82. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-8654-0.ch017.
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Fruit and vegetables market is getting highly selective and requiring their suppliers to distribute the fruits of high standards of quality and good appearance. So the growing need to supply quality fruits within a short period of time has given rise to development of Automated Grading of fresh market fruits. The objective of this chapter is to classify apples into three grades based on its attributes such as color, size and weight. Initially apple image database is created. Next each image is analyzed using image processing software where images are first preprocessed and useful features like color and size are extracted from the images. Fuzzy logic is used for classification. Color, size features are represented as a fuzzy variables which are used for classification. The apples of different classes are graded into three grades viz. Grade1, Grade2 and Grade3 on the basis of combination of parameters mentioned above.
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Kamila, Narendra Kumar, and Pradeep Kumar Mallick. "A Novel Fuzzy Logic Classifier for Classification and Quality Measurement of Apple Fruit." In Biometrics, 604–21. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0983-7.ch025.
Full textAbstract:
Fruit and vegetables market is getting highly selective and requiring their suppliers to distribute the fruits of high standards of quality and good appearance. So the growing need to supply quality fruits within a short period of time has given rise to development of Automated Grading of fresh market fruits. The objective of this chapter is to classify apples into three grades based on its attributes such as color, size and weight. Initially apple image database is created. Next each image is analyzed using image processing software where images are first preprocessed and useful features like color and size are extracted from the images. Fuzzy logic is used for classification. Color, size features are represented as a fuzzy variables which are used for classification. The apples of different classes are graded into three grades viz. Grade1, Grade2 and Grade3 on the basis of combination of parameters mentioned above.
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Sivan, Manoj, Margaret Phillips, Ian Baguley, and Melissa Nott. "Skin problems." In Oxford Handbook of Rehabilitation Medicine, edited by Manoj Sivan, Margaret Phillips, Ian Baguley, and Melissa Nott, 195–202. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780198785477.003.0014.
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This chapter includes some of the common skin-related problems encountered in rehabilitation settings, including pressure ulcers, chronic venous ulcers, ischaemic ulcers, and osteomyelitis. A pressure ulcer is an area of localized damage to the skin and underlying tissue caused by pressure, shear, and friction, either individually or in combination. The definition, features, and grades of pressure ulcers are discussed, followed by prevention and management strategies. The prevalence of leg ulcers ranges from 1 to 3 per 1000 population and can rise to 8.5% in those aged more than 65 years. The commonest causes of chronic ulcers are venous ulcers (60–70%), mixed ulcers (15–20%), arterial (10%), and systemic diseases and unusual causes (5%). The causes and management of leg ulcers are also discussed.
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"Pathology." In Diagnosing and Managing Hashimoto’s Disease, 16–24. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9655-4.ch003.
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Grossly, thyroid enlargement in Hashimoto's thyroiditis (HT) is generally symmetrical, often with a characteristic conspicuous pyramidal lobe. The tissue involved by HT is pinkish-tan to frankly yellowish in color and tends to have a rubbery firmness. There is no necrosis or calcification. The capsule is intact and non-adherent to peri-thyroid structures. Microscopically, there is a diffuse process consisting of a combination of epithelial cell destruction, lymphoid cellular infiltration, and fibrosis. Lymphocytes are predominantly T-cells and plasma cells. Most infiltrating T-cells have α/β T-cell receptors. Gamma/delta T-cells are rare. Hashimoto's thyroiditis has been graded based on lymphocytic infiltration seen on cytology, into Grades 0-III, where Grade 0 means no lymphoid cells and Grade III severe lymphoid cell infiltration. Deposits of dense material representing IgG are found along the basement membrane on electron microscopy. This chapter explores the pathology of Hashimoto's disease.
Conference papers on the topic "Combination of grades – Namibia"
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Sikka, Vinod K., Ronald L. Klueh, Philip J. Maziasz, Suresh Babu, Michael L. Santella, Maan H. Jawad, John R. Paules, and Kenneth E. Orie. "Mechanical Properties of New Grades of FE-3Cr-W Alloys." In ASME/JSME 2004 Pressure Vessels and Piping Conference. ASMEDC, 2004. http://dx.doi.org/10.1115/pvp2004-2576.
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This paper describes the development of two new grades of Fe-3Cr-3W(Mo) alloys at the Oak Ridge National Laboratory. The two grades are designated as A and B. The higher strength Grade B differs from Grade A in that it contains 0.10 wt % Ta. Both grades, when tested in normalized and tempered conditions, show a good combination of tensile strength and Charpy impact properties. Tensile properties of both A and B are over 150 MPa (20 ksi) higher than the highest strength commercial alloy T23. Grade B has higher creep-rupture strength than the T23 steel for the entire temperature range from 540 to 650°C. Grade B also exceeds creep-rupture strength of modified 9Cr-1Mo alloy (Grade 91) up to 615°C. Grade A exceeds the creep-rupture strength of T23 steel up to 600°C and match its values at the higher temperatures. Both grades have been scaled up to 50-ton-size commercial heats and processed into forgings and hot-rolled plates and bars.
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Toma, Diana, Silke Harksen, Dorothee Niklasch, Denise Mahn, and Ashraf Koka. "Development of X90 and X100 Steel Grades for Seamless Linepipe Products." In 2014 10th International Pipeline Conference. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/ipc2014-33099.
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The general trend in oil and gas industry gives a clear direction towards the need for high strength grades up to X100. The exploration in extreme regions and under severe conditions, e.g. in ultra deep water regions also considering High Temperature/High Pressure Fields or arctic areas, becomes more and more important with respect to the still growing demand of the world for natural resources. Further, the application of high strength materials enables the possibility of structure weight reduction which benefits to materials and cost reduction and increase of efficiency in the pipe line installation process. To address these topics, the development of such high strength steel grades with optimum combination of high tensile properties, excellent toughness properties and sour service resistivity for seamless quenched and tempered pipes are in the focus of the materials development and improvement of Vallourec. This paper will present the efforts put into the materials development for line pipe applications up to grade X100 for seamless pipes manufactured by Pilger Mill. The steel concept developed by Vallourec over the last years [1,2] was modified and adapted according to the technical requirements of the Pilger rolling process. Pipes with OD≥20″ and wall thickness up to 30 mm were rolled and subsequent quenched and tempered. The supportive application of thermodynamic and kinetic simulation techniques as additional tool for the material development was used. Results of mechanical characterization by tensile and toughness testing, as well as microstructure examination by light-optical microscopy will be shown. Advanced investigation techniques as scanning electron microcopy and electron backscatter diffraction are applied to characterize the pipe material up to the crystallographic level. The presented results will demonstrate not only the effect of a well-balanced alloying concept appointing micro-alloying, but also the high sophisticated and precise thermal treatment of these pipe products. The presented alloying concept enables the production grade X90 to X100 with wall thickness up to 30 mm and is further extending the product portfolio of Vallourec for riser systems for deepwater and ultra-deep water application [1, 3, 4].
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Biermann, K., C. Kaucke, M. Probst-Hein, and B. Koschlig. "Alloying Concept for High-Strength Seamless Heavy-Wall Line Pipe Suitable for Sour Service Applications." In 2004 International Pipeline Conference. ASMEDC, 2004. http://dx.doi.org/10.1115/ipc2004-0488.
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Offshore oil and gas production worldwide is conducted in increasingly deep waters, leading to more and more stringent demands on line pipes. Higher grades and heavier wall thicknesses in combination with deep temperature toughness properties, good weldability and suitability for sour service applications are among the characteristics called for. It is necessary that pipe manufacturers develop materials to meet these at times conflicting requirements. An alloying concept based on steel with very low carbon content is presented. This type of material provides excellent toughness properties at deep temperatures in line pipe with a wall thickness of up to 70 mm, produced by hot rolling followed by QT heat treatment. Pipes from industrial production of identical chemical composition and heat treatment achieved grades X65 to X80, depending on wall thickness. The properties of the steel used in pipes are presented. The resistance of the pipe material to the influence of sour gas was assessed by standard tests. To demonstrate weldability, test welds were performed and examined.
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Froböse, Thomas. "Improving Fatigue Properties of High Pressure Tubes in TP316L Compared to Sandvik HP120." In ASME 2019 Pressure Vessels & Piping Conference. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/pvp2019-93633.
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Abstract High pressure tubes are used in many industrial applications. Examples are “waterjet cutting” and “hydrogen fuel handling”. In “high pressure application’s”, pressures are handled around 800 bar. The tube dimension 9,53 mm × 3,16 mm is a typical “high pressure” dimension. This dimension can be found in many “waterjet cutting machines”. Tube is a important component in any “high pressure application”. Tubes are typically used in a fatigue environment. The tube needs to survive a certain number of pressure cycles. It is important to increase the number of “cycles” to extend the lifetime of the tube and as a result, the lifetime of the equipment. Higher lifetime rates greatly reduce planned maintenance and reduce risk of unplanned equipment breakdowns. The investigation and development to increase the fatigue properties on existing grades (mainly TP316L is this example) is a foundation to the development of a “new high pressure grade” with specific mechanical Properties. In order to prove the fatigue properties fatigue tests have been carried out under synchronized conditions, using different tubes in comparison grades. In the production of seamless tubes, there are different production methods to create different material properties. Combinations of these methods for each grade are tested and results measured relating to grain size, defect level and surface surface condition are recorded. The test tubes are produced in different production flow with different surface conditions to develop a comparison between surface conditions and the resulting fatigue related results. Two different grades TP316L and HP120 have been used to prove the test results in combination to material grades. Different tube samples run on a fatigue test bench. The test pressure is set at 3.000 bar with a sinus curve at 6 Hz. The results give a development guideline to reach the most advanced tube product for fatigue related applications.
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Konrad, Joachim, Diana Toma, Volker Rohden, and Guido Kubla. "Heavy Wall Seamless Line Pipe X70–X80 for Sour Service Applications." In 2010 8th International Pipeline Conference. ASMEDC, 2010. http://dx.doi.org/10.1115/ipc2010-31237.
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The continued shift of exploration and production to deep water fields will require the industry to develop alternative pipe solutions to cope with the challenging demands of these exploration regions. Because of the complexity of exploration conditions in deep water fields, e.g. high pressures, low temperature and sour reservoirs, higher grades and heavier wall thickness in combination with low temperature toughness and suitability for sour service are required. The Vallourec&Mannesmann Tubes’s alloying concept for line pipe steels based on low carbon concept [1] was extended to grades X70 and X80 with wall thicknesses up to 75mm. In this paper the latest results on industrial studies on high strength heavy-wall steels manufactured by seamless hot rolling and subsequent quench and temper treatment are presented. The work is a part of the development program for high performance heavy wall seamless pipes for special applications such as J-lay collars, buckle arrestors and risers. Mechanical properties, advanced metallographic examinations, results of the sour service resistance and weldability are reported.
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Bruce, Bill, Jose Ramirez, Matt Johnson, and Robin Gordon. "Welding of High Strength Pipelines." In 2004 International Pipeline Conference. ASMEDC, 2004. http://dx.doi.org/10.1115/ipc2004-0472.
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This paper presents the results of a project jointly funded by PRCI and EWI to evaluate the welding of X100 pipe grades using commercially available welding consumables. The welding trials included manual, semi-automatic and mechanized welding procedures. It was found that the combination of Pulsed GMAW and ER100S-1 (using a mixed shielding gas) produced both excellent Charpy impact and CTOD performance, but could result in undermatched girth welds if the pipe significantly exceeds minimum strength requirements. Although ER120 S-1 provides an additional margin of safety in strength, which should accommodate variations in X-100 pipe properties, the toughness results were marginal at −10°C. The risk of weld metal hydrogen cracking in X100 girth welds was also investigated.
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Kiran Sagar, Chithajalu, Amrita Priyadarshini, and Amit Kumar Gupta. "Optimization of Machining Parameters During Turning of Tungsten Heavy Alloys Using Taguchi Analysis." In ASME 2019 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/imece2019-10958.
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Abstract Tungsten heavy alloys (WHAs) are ideally suited to a wide range of density applications such as counterweights, inertial masses, radiation shielding, sporting goods and ordnance products. Manufacturing of these components essentially require machining to achieve desired finish, dimensions and tolerances However, machining of WHAs are extremely challenging because of higher values of elastic stiffness and hardness. Hence, there is a need to find the right combination of cutting parameters to carry out the machining operations efficiently. In the present work, turning tests are conducted on three different grades of WHAs, namely, 90WHA, 95WHA and 97WHA. Taguchi analysis is carried out to find out the most contributing factor as well as optimum cutting parameters that can give higher metal removal rate (MRR), lower surface roughness and lower cutting forces. It is observed that feed rate is the most prominent factor with percentage contribution varying in the range of 46–61%; whereas cutting speed has least effect on cutting forces, especially for 95WHA and 97WHA. Optimum values of forces, surface roughness and MRR and the corresponding machining parameters to be taken are presented. It is observed that 95W WHA has slightly better machinability as compared to other two grades since it gives highest MRR with lowest cutting forces and surface roughness values. The optimum machining parameter settings, so predicted, can be utilized to machine WHAs efficiently for manufacture of counter weights and inertial masses used in aerospace applications.
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Chauhan, Aman, Susanne Arnold, John Wu, Stacey Slone, Emily Dressler, Heather Flynn, Val Adams, Heidi Weiss, and Lowell Anthony. "Abstract CT067: A Phase I study of Fosbretabulin in combination with everolimus in neuroendocrine tumors (Grades 1-3) that have progressed after at least one prior regimen for metastatic disease." In Proceedings: AACR Annual Meeting 2019; March 29-April 3, 2019; Atlanta, GA. American Association for Cancer Research, 2019. http://dx.doi.org/10.1158/1538-7445.sabcs18-ct067.
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Chauhan, Aman, Susanne Arnold, John Wu, Stacey Slone, Emily Dressler, Heather Flynn, Val Adams, Heidi Weiss, and Lowell Anthony. "Abstract CT067: A Phase I study of Fosbretabulin in combination with everolimus in neuroendocrine tumors (Grades 1-3) that have progressed after at least one prior regimen for metastatic disease." In Proceedings: AACR Annual Meeting 2019; March 29-April 3, 2019; Atlanta, GA. American Association for Cancer Research, 2019. http://dx.doi.org/10.1158/1538-7445.am2019-ct067.
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Tian, Yu. "Fatigue Strength Assessment of Crack Flaws in Thick High Tensile Steel Plates on Large Ships." In SNAME 5th World Maritime Technology Conference. SNAME, 2015. http://dx.doi.org/10.5957/wmtc-2015-057.
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The sizes of large container ship increased during the past years have accompanied by the use of thicker plate and higher steel grade. The fatigue performance of thick high strength steel plate is a problem which has to be investigated. As an example, the fatigue crack growth of the butt welds at the deck plate of a 8530 TEU container ship has been investigated. Crack growth life predication method in combination with failure assessment diagram (FAD) technology has been used to calculate the fatigue life and the critical crack length. It has been discussed the fatigue sensitivity of the steel grades, the plate thicknesses and the positions of initial defect in thickness direction. The FAD methodology used in this paper is a common approach which has been introduced in various standards, which is practical and useful in fatigue strength assessment of ship structures. Crack tip opening displacement (CTOD) tests of high tensile steel YP40 and YP 47 have been carried out to obtain the fracture toughness, which play an important role in FAD calculation. And the minimum value of the test results is used as the calculated value. It is concluded that the fatigue performance of high strength steels do not increase proportionally with the steel grades and plate thicknesses. The calculation results also have shown that there is significant decrease of fatigue performance along with the increase of plate thickness, and in the same initial conditions, the harmfulness of the near surface defects on structure detail is more serious compared to the embedded defects.