Assessing the effects of spatial discretization on large-scale flow model performance and prediction uncertainty

Large-scale physically-based and spatially-distributed models (>100 km2) constitute useful tools for water management since they take explicitly into account the heterogeneity and the physical processes occurring in the subsurface for predicting the evolution of discharge and hydraulic heads for several predictive scenarios. However, such models are characterized by lengthy execution times. Therefore, modelers often coarsen spatial discretization of large-scale physically-based and spatially-distributed models for reducing the number of unknowns and the execution times. This study investigates the influence of such a coarsening of model grid on model performance and prediction uncertainty. The improvement of model performance obtained with an automatic calibration process is also investigated. The results obtained show that coarsening spatial discretization mainly influences the simulation of discharge due to a poor representation of surface water network and a smoothing of surface slopes that prevents from simulating properly surface water-groundwater interactions and runoff processes. Parameter sensitivities are not significantly influenced by grid coarsening and calibration can compensate, to some extent, for model errors induced by grid coarsening. The results also show that coarsening spatial discretization mainly influences the uncertainty on discharge predictions. However, model prediction uncertainties on discharge only increase significantly for very coarse spatial discretizations.Peer reviewe

The emergence of creativity and innovation from a quality perspective

Submitted in fulfillment of the requirements of the Degree of Master of Technology: Quality, Durban University of Technology, Durban, South Africa, 2014.Creativity and innovation drive organisational progress and is being heralded as the next competitive frontier for organisations. This study was initiated by current research which showed that the soft (infrastructure) quality management practices which focuses on people and culture had a greater effect on the pursuit of quality and innovation than the hard (core) quality management practices which focuses on techniques and methodology. Adopting a culture of innovation and creativity in quality instead of mere compliance, should drive the corporate quality strategy. This study made use of qualitative and quantitative research techniques by reviewing national and international related literature and used a questionnaire to investigate 54 ISO 9001 accredited South African organisations, respectively. It also investigated the degree to which creativity and innovation are practiced in these organisations, thereby exploring the gap between the importance of a factor to an organisation and the practice of the same factor. Results from Chapter 4 show that implementing innovation, the role of management and the role of government in encouraging innovation are very important but insufficiently practiced. The questionnaire revealed that hard/core factors are sufficiently practiced in quality but that the soft/infrastructure factors, which are important to innovation, are not. The respondents indicated that pursuing both quality and innovation simultaneously is an important goal and that the external and internal environment impact on innovation as much as the characteristics of the individual does. A model which attempts to consider all the factors that impact on innovation and quality is proposed. The model, called the Qic Model, consolidates previous research on innovation and quality through the Composite Model of Innovation and Quality and then proposes a tool called the Qic Assessment Matrix which can be used to strategically position an organisation or assess effort in innovation and quality.Durban University of Technology

Using the World Wide Web to enhance classroom instruction

The use of the World Wide Web (WWW) as an instructional tool is gaining momentum as more teachers, instructors, and trainers incorporate it into their repertoire. Grouped together, any instruction that makes use of a computer is called Computer Based Training (CBT), and those strategies that employ the Web as the repository for instructional information are known as Web-Based Instruction (WBI). WBI can be employed in a distance education model or as an adjunct to teacher-led classrooms. Specifically, WBI can be used to meet the needs of a more diverse student group. Typical classes consist of students with varying abilities and previous knowledge, and WBI can help a teacher address these differences. WBI also allows students to work a pace that is more comfortable - some students work faster than their peers while others may wish to take longer. In addition, the use of WBI provides the opportunity for multiple grade levels to be accommodated in the same classroom at the same time. From a teacher's perspective, SBI can help with many daily management tasks by reducing the paper flow required for paper-based instruction, allowing for quick and easy revisions to instructional materials, and ensuring that instructional materials are always available to students. In addition, because the bulk of instruction is delivered via the Web, the teacher is free to spend time working with individual students and small groups; less time is spent in whole-class instruction. An added bonus of Web-Based Instruction is the fact that it can offer students a "virtual teacher" because students can access the instructional materials anytime, anywhere. This allows students who were absent the opportunity to access instructional materials away from school, and even the possibility to accommodate students in a course when their schedule is full

Using the World Wide Web to enhance classroom instruction

The use of the World Wide Web (WWW) as an instructional tool is gaining momentum as more teachers, instructors, and trainers incorporate it into their repertoire. Grouped together, any instruction that makes use of a computer is called Computer Based Training (CBT), and those strategies that employ the Web as the repository for instructional information are known as Web-Based Instruction (WBI). WBI can be employed in a distance education model or as an adjunct to teacher-led classrooms. Specifically, WBI can be used to meet the needs of a more diverse student group. Typical classes consist of students with varying abilities and previous knowledge, and WBI can help a teacher address these differences. WBI also allows students to work a pace that is more comfortable - some students work faster than their peers while others may wish to take longer. In addition, the use of WBI provides the opportunity for multiple grade levels to be accommodated in the same classroom at the same time. From a teacher's perspective, SBI can help with many daily management tasks by reducing the paper flow required for paper-based instruction, allowing for quick and easy revisions to instructional materials, and ensuring that instructional materials are always available to students. In addition, because the bulk of instruction is delivered via the Web, the teacher is free to spend time working with individual students and small groups; less time is spent in whole-class instruction. An added bonus of Web-Based Instruction is the fact that it can offer students a "virtual teacher" because students can access the instructional materials anytime, anywhere. This allows students who were absent the opportunity to access instructional materials away from school, and even the possibility to accommodate students in a course when their schedule is full