3. Electronic Theses and Dissertations (ETDs) - All submissions

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    Research and development of a linear programming function with specific reference to the generation expansion planning environment of Eskom
    (2016-08-17) Botha, Lance Robert
    The purpose of this document is to report on the development of Linear Programming function for the Generation Expansion Planning environment of Eskom. This was achieved by researching the modeling methods employed in this and related fields of work. After establishing the scope of the work to be performed all the options were carefully assessed and it was decided to develop the Production Scheduling function first, as this would serve as the foundation for future work. The requirements were specified after extensive discussion with the customer. These requirements were utilize to establish the formulae, including their bounds and constraints. These were in turn converted into the Linear programming function. To faci1itate the data input process a simple input facility was developed. To maximize the value of the results the report writer was developed to enable sensitivity studies to be performed. This work was later used as the foundation of the NewGex programme.
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    Research into a method of crew scheduling for suburban rail transport using heuristic and linear programming techniques
    (2015-01-14) Comrie, Andrew Neville
    Crew schedules on the South African Transport Services are done by roster compilers at depots. A method that uses heuristic and mathematical programming algorithms was developed to replace existing hand methods. It is a two stage method that will use a microcomputer to assist roster compilers to draw up crew schedules. Initially timetables are subdivided into shifts and then they are combined into crew schedules. The solution, which produces a significant improvement compared with an existing crew schedule and an existing method, has been accepted in principle and computer programming has begun. In Appendix E another heuristic for the scheduling of league matches is described.
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    Teaching and learning linear programming in a grade ii multilingual mathematics class of English language learners: exploring the deliberate use of learners home language
    (2009-07-08T10:07:47Z) Nkambule, Thulisile
    This study investigated the deliberate use of learners‟ home languages in the teaching and learning of linear programming. The study involved a Grade 11 teacher and his Grade 11 multilingual learners in a township school in the East Rand. Data was collected through lesson observations for five consecutive days, reflective interview with teacher and clinical interview with two learners. Analysis of data revealed that the teacher used learners‟ home languages to probe learners‟ understanding of specific terms frequently used in linear programming concepts, for example terms such as, „at least‟ and „at most‟. Learners‟ responses suggest that they drew on their home languages for the meaning of these words. Learners explained the term „at least‟ in their home languages as „buncinci‟ in Isixhosa, „bonnyane‟ in Sesotho and Sepedi and „okungenani‟ in IsiZulu. Learners also used mathematical English term minimum to explain „at least‟ and maximum to explain „at most‟.
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    Teaching and learning linear programming in a Grade 11 multilingual mathematics class.
    (2008-06-17T08:02:21Z) Mpalami, Nkosinathi
    This report presents a qualitative case study, which explored how a Grade 11 mathematics teacher in a multilingual classroom used the learners’ home languages in order to support their understanding of concepts in Linear Programming. The study involved one teacher together with his Grade 11 learners and was carried out in a township school located in the Eastrand, Johannesburg. Data was collected through lesson observations of five consecutive lessons and a reflective interview with the teacher. The situated-sociocultural perspectives guided the study. The analysis shows that the teacher used learners’ home languages deliberately; in mathematics tasks, for asking questions, to re-voice learners’ contributions, for encouraging learners’ participation in mathematical discourses and practices, and for probing learners’ thinking. In general, the use of learners’ home languages enhanced learners’ understanding of Linear Programming concepts. The study also highlights the complexities of translating mathematics tasks from English to learners’ home languages.
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