Writing Thesis Acknowledgements Phrases It is very important to use proper and suitable theses acknowledgement phrases since it is your

chance to display how deeply you owe to the people who supported in your thesis. You may initiate writing your thesis acknowledgement using any of the following phrases:

This thesis would not have been possible unless.. I am grateful It is a pleasure to thank those who made this thesis possible. I owe my deepest gratitude to. It is an honor for me to. He has made available his support in a number of ways I would like to thank I am indebted to my many of my colleagues to support me. I would like to show my gratitude to

Acknowledgements
This work was carried out during the years 1990-1999 at the former Pivrinne Hospital, at the Department of Medical Biochemistry, University of Oulu and at the Departments of Internal Medicine and Pathology, Oulu University Hospital. I owe my deepest gratitude to my supervisor Professor in Pulmonary Medicine Vuokko Kinnula, M.D, Ph.D. Without her continuous optimism concerning this work, enthusiasm, encouragement and support this study would hardly have been completed. I also express my warmest gratitude to my other supervisor Docent Lasse Ryhnen, M.D., Ph.D., who suggested this topic to me. His guidance into the world of collagen metabolism and supervision in laboratory analysis have been essential during this work. I am deeply grateful to Professor Antero Kesniemi, M.D., Ph.D., Head of the Department of Internal Medicine, Professor Kari Kivirikko, M.D., Ph.D., and Professor Taina Pihlajaniemi, M.D.,Ph.D., Heads of Department of the Medical Biocemistry for making it possible to carry out this work in their departments. I want to express my gratitude to the revisors of the manuscript Docent Pekka Klemi, M.D., Ph.D., and Docent Onni Niemel, M.D., Ph.D. I also owe a great debt of gratitude to Docent Paavo Pkk, M.D., Ph.D., for introducing me to the interesting world of pulmonary pathology. He and Riitta Kaarteenaho-Wiik, M.D., co-operated especially with the immunohistological approach, which I greatly

appreciate. I am deeply grateful to Professor Juha Risteli M.D., Ph.D., for his support during the development of the analysis and measurement of the procollagen markers and the histochemical study. Docent Seppo Lhde, M.D., Ph.D., deserves my deepest gratitude for his fundamental assistance in the radiological diagnostics. My special thanks are due to Essi Lakari, M.D., for collaborating with the patient information and later with the development of the immunohistochemical methodology. I want to express my deepest gratitude to all my colleagues in the Department of Pulmonary Medicine of the former Pivrinne Hospital for introducing me to the fascinating world of pulmonary medicine, especially Eeva-Maija Ruotsalainen, M.D., and Docent Timo Keistinen M.D., Ph.D., who also performed most of the bronchoscopies and bronchoalveolar lavages for this study. I also want to thank all the patients who participated this study. I owe my deepest gratitude to the staff of the Bronchoscopy Unit and Laboratory in the former Pivrinne Hospital. Without your practical attendance, this study would never have succeeded. I want to thank Ms. Riitta Jokela and Ms. Jaana Trskelin for their technical assistance during the analysis of serum and BALF specimens and Mr. Manu Tuovinen, Mr. Hannu Wnnen and Ms. Liisa Kaarela for their expert help during the immunohistochemical study. I owe my deepest gratitude to my own staff in the Department of Pulmonary Medicine in Vaasa Central Hospital for their patience and flexibility because of my periods of absence from daily work, particularly Harri Lemettinen, M.D., who has mainly been my substitute during these periods. I want to express my gratitude to my dear friend Vin Louekari M.A., for his friendship during all these years and for the valuable and sometimes longdiscussions to remind that there is also life outside pulmonary medicine. Finally, I wish to thank my dearest ones, my beloved wife Merja and our dear son VilleMatias and precious daughter Marjukka for their love, support, patience and understanding during these years. This work was supported by grants from Finnish Anti-Tuberculous Association Foundation, Technology Development Centre, Finland (TEKES), Suomen Astra and Doctoral Society of Vaasa. i

ACKNOWLEDGEMENTS

I owe my sincere gratitude to many people for help of various kinds with this project. To begin with my colleagues at the Department of General Linguistics at Stellenbosch University, I thank Johan Oosthuizen for sharing his valuable insights into the syntactic aspects of the work, and Kate van Gass for her help with all matters electronic. My thanks also to Simone Conradie for her support and helpful comments, and to Christine Smit for her assistance with administration. I also thank Rudie Botha for insightful comments on my early point of departure, which paved the way for a successful initial proposal. I am very grateful for the personal encouragement and academic insights of my good friend and colleague, Frenette Southwood, whose support has been invaluable.

My most heartfelt thanks go to my departmental chair, Christine Anthonissen, for her unfailing support and sound advice from day one of the project, for opening up funding opportunities, for providing study leave to complete the dissertation, and most importantly for offering a calm port in a great number and variety of academic and other storms.

I also thank the departmental assistants who have migrated in and out of the department over the past few years, whose friendly attitude and willingness to carry out all manner of tasks in the shortest possible time

and with the highest possible levels of enthusiasm are greatly appreciated. Thanks to Alexa Anthonie, Taryn Bernard, Morn Botha, Nicki Cumming, Ignatius Nothnagel, Rikus Oswald, Lauren Mongie, Suzanne Rose, Bani van der Merwe, Kristin van der Merwe, and Stephanie Zietsman.

Remaining at Stellenbosch University, I thank the WebCT team, especially JP Bosman, Alida Louw and Morris Samuels, for their invaluable help with setting up my tests on the WebCT system, and their readiness at the end of the helpline when I felt myself in dire straits during the transition from WebCT CE to WebCT Vista and the power cuts early in 2006.

Outside of Stellenbosch, I thank Kay McCormick of the University of Cape Town for insightful comments on the work, and Yosef Grodzinsky of McGill University for advice on participant selection and instruction. ii Many thanks also to Theresa Biberauer of Cambridge University for sharing her expertise in finalising the syntactic analyses.

Regarding funding, my thanks go to the South African National Research Foundation (NRF) for generous grants in 2005-7, and to both the Dean of my faculty, Hennie Kotz, and to Stellenbosch Universitys Sub-committee A, for their contribution to the NRF grants. I am also

indebted to the people on and off campus who assisted in my funding applications and the later administration of the funds: Petra Engelbrecht, Maryke Hunter-Husselmann, Fran Ritchie, Erna Pheiffer, Riaan Basson, Johan Mostert, and Faizel Rhode.

Turning to the Netherlands, my thanks to Marianne Gullberg at the Max Planck Institute Nijmegen, Ton Dijkstra at the Nijmegen Institute of Cognitive Investigation, and Ineke van de Craats at the Department of Linguistics at Radboud University Nijmegen, who all gave me valuable advice on data elicitation techniques. Also thanks to Hans den Besten of the University of Amsterdam, who took the time to consider my syntactic analyses. My sincere thanks go to Roeland van Hout at the Department of Linguistics at Radboud University Nijmegen, for the statistical analysis of my data, and for his patience in ensuring that I understood the outcomes. Thanks too to Annika van der Made for her help with the practical arrangements for the defence.

I also thank most sincerely Pieter Muysken, for his enthusiastic support and guidance from the time of my initial proposal. His calm and positive approach to various problems encountered along the way made my doctoral work far more enjoyable than would otherwise have been the case. I am most grateful to have benefited from the supervision of such a distinguished academic and acknowledged expert in the field.

Finally, I thank my parents, Pat and Louis, for the inspiring education they provided me. My thanks to my parents and also to my parents-inlaw, Carmen and Frank, for offering my girls a second home on so many occasions, and for supporting me in so many ways. I am also grateful to my family-in-law, especially Karin, Peter, Wil, and Jan, for making me feel at home in the Netherlands. Finally, thanks to my husband Sven, for sharing my dreams.

DEDICATION This project is dedicated to our Parents who have never failed to give us financial and moral support, for giving all our need during the time we developed our system and for teaching us that even the largest task can be accomplished if it is done one step at a time. Read more: http://wiki.answers.com/Q/Example_of_a_thesis_dedication#ixzz1ZnKYMcKe Foertsch (1998) explains how data analysis was conducted at one local school district: "Interviews, observations, questionnaires, student-achievement data records, and school curriculum documents were the major sources of data for this study. The teacher questionnaire provided extensive, descriptive data and further elaborated information gathered at the sites. The analysis of the teacher questionnaire involved summarizing the data according to the research questions (for example, training, impact on students, and so on), and exploring similarities and differences occurring among teachers at different school levels (i.e., elementary versus middle). Research staff examined the interview information, classroom observation reports, and teacher questionnaire data for effective practices and barriers to effective practice, as well as for consistency between the reports and questionnaires. Data analysis began following each observation and interview, as researchers (individually) reviewed sources of information to identify recurring themes and patterns. Subsequent interviews and observations were adapted to focus on emerging themes. Data and tentative interpretations were presented and discussed during periodic meetings of the research team. Areas of major concern included (a) context and its relationship to

instruction (e.g., school setting and student population factors); (b) instructional practices (with a focus on materials and procedures); and (c) teacher beliefs about reading instruction (including program goals, perceptions of strengths and weaknesses, and impact on students' ability to read)." (pp. 20-21)