11613 research outputs found
Sort by
Artifice and the ancient past interpretation centre for the ruins of Adam’s Calendar
No full textThe theme of this study is the overlapping of artifice, landscape and the ancient past. It investigates different interpretations, narratives and ambiguities between the empirical and logical understanding of the landscape. The term artifice is used here in all three its primary designations: first, as a clever or artful skill; second, ingenuity, an artful stratagem; third, as trickery obscuring false or insincere behaviour. The artifice of the landscape generates the framework which choreographs the individual experience of the visitor, in architectural form. To integrate the concepts of the investigation to a physical space, a site called Adam’s Calendar, on the southern Mpumalanga escarpment, is selected. The arrangement of the stones on the site may or may not be the oldest manmade structure on earth (Heine, 2006: 2). The choice of the site is based on the mysteries and gaps still present in the historical information of an ancient African people and their understanding of their physical surroundings and the spiritual realm. The Interpretation Centre is a tool to understand and contemplate the threshold between our world and what our ancient past means to us, as well as the mythological sphere which is filled with uncertainties, prejudice, half-truths, figments, lies, beliefs, and assumptions. The architectural form is derived from the physical landscape surrounding the proposed site. The proposed structure takes on the purpose of an artificial landscape within the real, and signifies the in-between space where contemplation and interpretation is encouraged. The artifice does not only act as a veil or introduction to the clues of the ancient past, but also as an informative guideline to the interpretation of the physical, mythological and symbolic narratives of the site. The site is loosely organised by the intertwinement of choreographed, mythological, exhibition and entirely imagined lines. Amid these lines, visitors are encouraged to explore the context of the site and to meditate on their capacity and willingness to find ‘fragmented truths’ amid their individual experience of a site, which may or may not be a relic of the ancient past
Adapting music teaching methods for children diagnosed with autism spectrum disorders
No full textDissertation (M.Mus. (Music))--University of the Free State, 2019Teaching piano to an autistic learner requires a piano teacher who understands
autism and can adapt teaching material according to the individual’s learning
strengths. Literature revealed little information about practical and structural piano
teaching methods that can be applied in a private lesson for autistic learners. This
dissertation explored the practical adaptation of piano teaching methods to tutor
autistic learners in a one-on-one music environment. A qualitative research method
was applied and a practical action research strategy was used to teach 12 autistic
learners to play the piano. Participants were selected using purposeful, stratified
sampling. Journal writings and observations were kept, evaluating each participant’s
progress at the piano over a period of six months, while secondary information was
gathered through questionnaires and semi-structured interviews were completed by
parents and schoolteachers. The data were analysed thematically and themes as
well as subthemes emerged that were synthesised with existing literature. The
findings indicate that piano lessons should be taught by using visual adaptation as
well as considering the learners’ physical development and comorbidities. Piano
lessons also had a positive effect on autistic learners’ daily activities and progress
was noticed in physical improvement, communication and social interaction, and
academic improvement as well as emotional development. The results showed that
10 of the 12 participants could play easy piano pieces with confidence after six
months of weekly lessons. The conclusion of this study could be valuable for
teachers interested in teaching autistic learners piano, providing practical guidance
how teachers could adapt the teaching methods and the environment as well as the
inclusion of physical activities in the lessons. The lessons also fit into the theoretical
scheme of the Naturalistic Developmental Behavioural Interventions (NDBI), allowing
parents to practise and apply concepts learned in class at home and in daily
activities, strengthening the child’s motivation
Psychosocial implications of curriculum change on Lesotho primary school teachers
No full textThe aim of curriculum change is to improve educational programs and practices which could assist to achieve overall educational objectives in a more effective way. Educational change does not happen in isolation, it affects ones ‟cognitive welfare, emotions, norms and habits". The scarcity of literature on psychological and social implications and wellbeing of teachers especially during curriculum change transition and implementation has triggered the researcher to explore psychosocial implications of curriculum change on teachers. The aim of this study is to determine psychosocial implications of curriculum change on Lesotho primary school teachers. The study adopted the qualitative research approach, guided by appreciative inquiry theory and located within the parameters of the interpretivist paradigm. Semi-structured interviews and focus group discussions were deployed for crystalization purposes and to generate data from four sets of participants being primary school teachers, primary school principals, curriculum designers, and subjects assessment packages designers. To ensure trustworthiness and quality five qualitative research design criterions were embraced. Thematic analysis was engaged to analyse data. Findings of this study revealed four broad themes namely, a need for curriculum change; teachers participation in curriculum change; effects of curriculum change; and teachers coping mechanisms. Within these themes there emerged different subthemes which allowed the researcher to analyse and interpret data easily. Study findings also revealed how teachers emotions, attitude, motivation and teachers relationship and social life were affected. Factors like learners continuous assessment, increased workload, lack of teaching aids and learning resources, and unprofessional approach of District Resource Teachers (DRTs) has impacted negatively on teachers motivation. Findings also revealed that different factors were embedded in the social life of teachers during curriculum change and implementation phase. More so, the study also determined psychosocial coping mechanisms which teachers adopted to survive and manage challenges posed by educational changes. The study recommends that curriculum policy makers must not ignore teachers psychological wellbeing when designing and developing curriculum policies. As curriculum implementers, teachers must be allowed to participate in the process of curriculum design. Also, teachers must appreciate and embrace curriculum changes to allow innovation and creativity in schools.National Research Foundation (NRF)Thuthuka fun
Sculpting the landscape: a Cycad conservation centre narrated at Glen Lyon Farm, Free State
No full textThe focus of this dissertation recognises a concern in the constituted endangerment of the South African Cycad species, where the condition of these plants has been governed by external circumstances, shaped by human and natural interventions. The research highlights a shift in the reciprocal relationship between humans and nature, where nature has become secondary to the cultural impact of developed environments. Therefore, this thesis aims to investigate the design of a Cycad conservation centre, at Glen Lyon farm, as a narrative structure functioning to form a cognitive relationship between humans and nature. The thesis further explores a meaningful architectural narrative that celebrates a character relationship between the familiar Free State landscape and unfamiliar Cycad species. The project specifically focuses on providing a facility for conservational research and implementing strategies at a national level, which, accordingly, provide a platform for public awareness and education. The investigation of the design project firstly identifies challenges, along with corresponding aims, as possible guiding solutions to the investigated project. Secondly, research methods suitable within the parameters of the topic, were conducted in the form of published literature, precedent studies, analytical sketches and conceptual models. These explorations are then further developed and applied to the proposed project, to formulate an appropriate design resolution and a reflective study, thereby communicating an analytical perception of the design process and project
A context-based approach to enrich students’ application of abstract economic concepts
No full textThis study examined the feasibility of developing a Context-based Approach intended to enrich students’ application of abstract Economics concepts, which could be realised by creating a contextual teaching and learning environment in Economics. The need to develop this approach stems from the observation that Economics is comprised of theories and abstract concepts which students often learn by mere memorisation. Consequently, students find it challenging to link them to real life and apply in the actual world situations. This seeming lack of connection between theory and actual life situations results in students’ failure to apply these abstract concepts and is often demonstrated by their responses to higher-order and data response questions. The Curriculum and Assessment Guide (Curriculum Development Council, 2007:35) states that Economics is a discipline with a high level of abstraction which can be very challenging to students and mastery of the subject requires of students to develop understanding through connecting concepts and theories with the practical world situations. This study proposes a paradigm shift from a theoretical confined pedagogic praxis, that is highly textbook bound in teaching Economics to a more practicum Context-based pedagogic praxis which will enrich students’ connection of theory and practice. This study is embedded within a Constructivist theoretical framework as a theory of choice. Huali (2011:642) points out that Constructivism theory holds that learning is interconnected to a context or a social status quo, thus implying that when students learn in situations that are similar to the practicum world, they can make use of their existing knowledge to embrace new knowledge and give it new meaning. A cyclical Participatory Action Research (PAR) approach was followed in collating and generating data in this study. Participants were Economics teachers and preservice student teachers who formed the core of the research team and data were mainly generated through focus group discussions. Data generated were analysed using a Critical Discourse Analysis (CDA). Findings and conclusions from this study are Context-based approach in Economics (i.e. use of Case method, Context-rich problems, Service-learning and Problem-based learning) advances and enriches students’ understanding of the subject and affords them opportunities to practical application of abstract concepts. This further enhance their ability to transfer their theoretical content knowledge from one context to the other
Predictors of prison adjustment amongst male incarcerated offenders in a private maximum-security correctional centre
No full textEnglish: Offenders adjust to incarceration in different ways. When adjusting to a highly structured, austere and unique maximum-security correctional centre, this adjustment process is further compounded. The aim of this research was to determine which variables are the best predictors of correctional adjustment amongst male incarcerated offenders in a private maximum-security correctional centre in South Africa. The subsequent purpose of the research was to determine how male offenders with different coping strategies, aggression levels, perceived social support, ages, offender type classifications (first time offender vs repeat offender) and sentence lengths adjust to incarceration in a private maximum-security correctional centre. The conceptualisation of this research was based on existing literature albeit very little prior research could be contextualised due to the very distinctive private, maximum-security correctional system in South Africa. N=418 offenders voluntarily participated in this study and the Prison Adjustment Questionnaire was used to measure the offenders’ Internal (uncomfortableness around other offenders, correctional staff, anger and trouble sleeping), External (heated arguments and fights with other offenders and correctional staff) and Physical Adjustment (frequency of illness, injury, fear of being attacked and taken advantage of). This study was the first South African research endeavour that made use of the PAQ. The PAQ indicated good internal consistencies and this validates the use of the instrument on a sample of male incarcerated offenders in a private, maximum-security correctional centre in South Africa. Participants conveniently situated within pockets of the correctional centre, such as the school, the skills development workshops and social work group sessions were invited to participate in this study. The results of this study indicated that offenders’ Internal and External Adjustment were predicted by a number of variables used in this study and these findings were of medium practical importance.
Firstly, the combination of Friends and Avoidance Coping significantly predicted an offenders’ Internal Adjustment. The combination of Friends, Avoidance Coping and Problem-Solving also significantly predicted and explained 12.4% of the variance in the Internal Adjustment of offenders and the results were of medium practical importance. Furthermore, the combination of Anger and Friends significantly predicted the offenders External Adjustment. The combination of three predictor variables namely Anger, Friends and Verbal Aggression significantly predicted and explained 11.2% of the variance in the External Adjustment of the offenders and the results were of medium practical importance. None of the identified independent variables (coping strategies, aggression levels, perceived social support, age, offender type classification or sentence length) that predicted the Physical Adjustment of the offenders were of any practical importance. More research on offender adjustment to private, maximum-security correctional centres in South Africa is required to validate these findings.Afrikaans: Misdadigers pas op verskillende maniere aan by opsluiting in die gevangenis. Die aanpassingsproses word verder bemoeilik, aangesien aanpassing moet geskied by ʼn hoogs gestruktureerde, streng en unieke maksimum-sekuriteit gevangenis. Die doel van hierdie navorsing was om te bepaal watter veranderlikes die beste voorspellers is van aanpassing by die gevangenis onder manlike misdadigers wat opgesluit is in ʼn privaat maksimum-sekuriteit gevangenis in Suid-Afrika. Die daaropvolgende doel van die navorsing was om te bepaal hoe manlike misdadigers met verskillende hantering strategieë, aggressie-vlakke, waargenome sosiale ondersteuning, ouderdomme, misdadiger klassifikasie (eerste oortreder teenoor herhaalde oortreder) en vonnislengte aanpas by opsluiting in ʼn privaat maksimum-sekuriteit gevangenis. Die konseptualisering van die navorsing is gebaseer op bestaande literatuur, alhoewel baie min vorige navorsing gekonseptualiseer kon word vanweë die uiters besondere sisteem van die privaat maksimum-sekuriteit gevangenis in Suid-Afrika. N=418 misdadigers het vrywillig aan die studie deelgeneem en die Gevangenis-Aanpassing-Vraelys (Prison Adjustment Questionnaire) is gebruik om die misdadigers se Interne (ongemak by ander oortreders, gevangenispersoneel, aggressie en sukkel met slaap), Eksterne (hewige argumente en gevegte met ander oortreders en gevangenispersoneel) en Fisiese Aanpassing (gereeldheid van siektes, beserings, vrees om aangeval te word en misbruik te word). Die studie was die eerste Suid- Afrikaanse navorsingspoging wat die PAQ gebruik het. Die PAQ het goeie interne konsekwenthede aangetoon en dit regverdig dus die gebruik van die meetinstrument op ʼn groep manlike misdadigers wat opgesluit is in ʼn privaat, maksimum-sekuriteit gevangenis in Suid- Afrika. Deelnemers wat genooi is om deel te neem aan die studie was gerieflik gestasioneer binne groeperings in die gevangenis, soos byvoorbeeld die skool, vaardigheidsontwikkeling-werkswinkels en maatskaplike werk groepsessies. Die resultate van die studie het aangetoon dat oortreders se Interne en Eksterne Aanpassing voorspel kan word deur ʼn aantal veranderlikes wat in hierdie studie gebruik is en hierdie bevindinge was van medium praktiese belang. Eerstens, die kombinasie van Vriende en Vermyding Hantering het beduidend ʼn oortreder se Interne Aanpassing voorspel. Die kombinasie van Vriende, Vermyding Hantering en Probleemoplossing het ook beduidend 12.4% van die variansie in die Interne Aanpassing van oortreders voorspel en verduidelik en die resultate was van medium praktiese belang. Verder, die kombinasie van Woede en Vriende het misdadigers se Eksterne Aanpassing beduidend voorspel. Die kombinasie van drie voorspelling-veranderlikes naamlik Woede, Vriende en Verbale Aggressie het 11.2% van die variansie in die Eksterne Aanpassing van oortreders voorspel en verduidelik en die resultate was van medium praktiese belang. Geeneen van die geïdentifiseerde onafhanklike veranderlikes (hantering strategieë, aggressie-vlakke, waargenome sosiale ondersteuning, ouderdom, misdadiger klassifikasie of vonnislengte) wat die Fisiese Aanpassing van oortreders voorspel, was van enige belang nie. Meer navorsing oor die aanpassing van misdadigers in privaat, maksimum-sekuriteit gevangenis in Suid-Afrika is nodig ten einde die bevindinge te bekragtig
The parageneses of sulphide minerals in transgressive carbonatite of the Palabora Carbonatite Complex, South Africa
No full textThe Palabora Complex, also known as the Palabora Carbonatite Complex, is situated in the Limpopo Province, next to the town of Phalaborwa. The complex intruded the Kaapvaal Craton in early Proterozoic times. The centre of the complex is known as the Loolekop pipe and hosts the youngest rock types of the complex. These rock types are phoscorite (older), banded carbonatite (younger), and transgressive carbonatite (youngest). Transgressive carbonatite hosts one of the world’s largest copper deposits in the form of sulphide group minerals. The paragenesis of the various sulphide minerals is not well known, and a back and forth dispute exists of the formational processes (e.g. magmatic, hydrothermal, autometasomatic, etc.) which led to sulphide mineral crystallisation. This study shows that these sulphide minerals form part of different repetitive assemblages. These assemblages have distinguishable mineralogical, petrographical, geochemical, and paragenetic characteristics. Some assemblages that contain more than one generation of a certain sulphide mineral show differences in mineral chemistry (e.g. pentlandite group minerals, pyrrhotite, chalcopyrite, and sphalerite). The same assemblages that form part of transgressive carbonatite are also found in banded carbonatite. However, the sulphide mineral assemblage of phoscorite is completely different. This is indicative of different sulphide mineralisation events within the Loolekop pipe. The majority of transgressive carbonatite minerals show evidence of a magmatic origin, and most of them have been modified due to hydrothermal activity. Both processes are also responsible for sulphide mineral formation. This study also shows the discovery of sulphide minerals (e.g. heazlewoodite and shandite) and Cu-rich veinlets that have not been observed from this area in the past.National Research Foundation (NRF
Alternative Jewellery School in Kimberley: exploring the impact of poiesis
No full textThe proposed project is an Alternative Jewellery School and Tourist Centre in Kimberley, South Africa. The dissertation was founded in a personal interest in jewellery design and started as a conventional jewellery school. However, research has shown the immense impact that traditional jewellery practices have on the environment, and a new-found passion began, transforming the proposed project into an Alternative Jewellery School. The school will teach young artisans fundamental jewellery techniques while encouraging the use of sustainable materials. An exhibition centre will inform tourists and the public about the impact of conventional jewellery practices and provide alternative jewellery options. The selected site is located opposite the Big Hole on the threshold between the CBD and the residential community of Galeshewe. The site has the potential to become an attraction along the existing tourist tram route from the Big Hole Mine Museum to Market Square. The location provides the opportunity to expose the students’ work to a broader audience while enriching the tourists’ experience. An abandoned mine Rock Shaft ruin still occupies the site, embedding it in the rich history of Kimberley, while forming part of the discourse in creating alternative jewellery. The aim of this dissertation is to create an awareness regarding the impact of jewellery production; converting the deserted ruins into a building that fosters alternative jewellery practices while rejuvenating the Kimberley CBD. The project explores the poiesis of jewellery production and its relation to the built environment through the design of a jewellery school. The dissertation identifies various challenges and aims through three main design drivers: the client, the site and technical exploration, leading to a conceptual and theoretical framework to establish a design methodology. The design methodology will inform the design development and design resolution, concluding with the technical report and a reflection piece
The association of duration of mechanical ventilation and ICU stay with the use of dexmedetomidine as a single or adjuvant sedative versus other sedatives in critically ill patients in the multidisciplinary intensive care unit at the Universitas Academic Hospital in Bloemfontein, 2015 versus 2017, a retrospective cohort analysis
No full textBackground: Sedation is often used in the intensive care unit (ICU), but can be harmful if used inappropriately or excessively. Dexmedetomidine offers a favourable, co-operative sedation profile, despite a higher relative cost compared to other commonly used sedatives. Dexmedetomidine also has analgesic and opioid-sparing properties. It is, however, highly protein-bound with known haemodynamic side effects, such as bradycardia and hypertension. The multidisciplinary ICU at our central South African hospital adopted the use of dexmedetomidine over the period of 2016. This study was done to see whether this change in practice affected the ICU length of stay and duration of mechanical ventilation at this unit. Methods: This study was done as a retrospective cohort analysis and the files of patients who were sedated with midazolam and propofol in 2015 and those who were sedated with dexmedetomidine in 2017, were used to note the sedatives, demographic data, vital data and treatment. Institutional Ethics (UFS-HSD2018/0542/2808) and Free State Department of Health approval was obtained. Funding was obtained from the Research Committee of the Three Schools of Medicine, UFS to secure a research assistant who helped with collecting file numbers and files. Group 2015 and Group 2017 were also analysed for possible confounders, where appropriate, and these confounders were excluded for a re-analysis to assess for contribution to the primary or secondary outcomes. Results: There were 52 patients in Group 2015 and 60 patients in Group 2017. No difference was found in the duration of ICU length of stay (LOS) (median 5 vs 8.5 days, p = 0.1) or mechanical ventilation (median 91 vs 129 hours, p = 0.44). Those who were sedated with dexmedetomidine had better initial prognoses (median APACHE II 13 vs 18), were sedated for greater fractions of their total ICU admission times (median 46% vs 25%) and had a higher incidence of hypotension and bradycardia (36.7% vs 11.4%, p < 0.01); which did not relate to a higher mortality. The findings of more incidences of hypotension may relate to the bradycardia experienced with the use of dexmedetomidine. Spearman rank correlation coefficients also showed a weak to moderate association with longer ICU stay and ventilation duration when the duration of sedation with midazolam or propofol was shorter. Conclusion: This study did not show a reduction in ICU LOS or mechanical ventilation with the advent of dexmedetomidine in our unit. The absence of regular documentation of sedation levels and scheduled sedation breaks may have contributed to these results. Dexmedetomidine has a role to play in the ICU setting, but it should only be used when clearly indicated, with a clear protocol for its use, in order to warrant its higher cost. Vigilance for hypotension and bradycardia is required when using dexmedetomidine. More prospective research is required to validate these findings in a resource-constrained environment, but evidence from high income countries supports these findings
Late acquisition of South African Sign Language of deaf children from hearing parents: a sociolinguistic perspective
No full textLanguage development in deaf children is often hampered by the fact that 90 percent of these children are born into hearing families, and due to the fact that most hearing parents do not know Sign Language (SL) (Lane, Bejan, & Hoffmeister, 1996). The deaf child might be the family’s first contact with deaf people. Communication with the deaf child is only one aspect that parents need to consider, as this child will not have the same typically accessible linguistic inputs as their hearing peers. Parents will most often only use spoken language to communicate with the child. Therefore, there is no or very little language exposure (Lindfors, 1991). Many deaf children only start to learn a language, most likely a signed language or a written language, when they start attending school between the ages of three and seven. This could occur even later, depending on when the hearing loss is discovered. As a result, many deaf children have a backlog in cognitive and language development and often finds it hard to acquire a SL e.g. South African Sign Language (SASL) as well as the written form of a spoken language (e.g. English). Therefore, research has been done to determine the impact of late exposure of SL to deaf children’s language learning and development with regard to signed and written language. The assumption (hypothesis) made in this study is that it is not too late for a deaf child from hearing parents to develop basic cognitive and language skills that are on the same level than his or her hearing peers, providing that the child is exposed to language at an early age. The researcher observed and tested seven deaf children, between the ages of four and seven, at a special school for the Deaf in a rural area of South Africa. A mixed method research was used to obtain the data. Deaf learners in Grade R were observed in a classroom setting, which provided a sociolinguistic perspective to the study. Specialised tests were conducted to determine their use and understanding of SASL. The level of understanding of SASL was assessed through their interaction with signed stories. Learners were exposed to understanding language (SASL) through the identification of specific signs, for example, the researcher signed DOG and the child had to identify the card with the picture of the dog, on it. The data was gathered from March to September 2016, a period of seven months, where learners participated in seven activities. In the beginning of the study, the learners were very unsure when communicating as they only had some “home signs” which the family had “developed” in order to communicate at home. As the year progressed and they learned how to communicate using correct SASL signs and structure, they become more confident in everyday communication. The study concluded that the impact of late exposure to SL on deaf learners’ language learning and development, proved to be a serious problem. This is due to a lack of exposure to a language that they are able to understand. The level of language development cannot be compared favourably with the level of language development of children who had exposure to early language development. If early language intervention takes place, it would have had a positive influence on their understanding and use of SL when they entered school.
Within this dissertation, the researcher will share more detailed findings regarding late language acquisition of young deaf children growing up in hearing families. The hypothesis will be discussed and whether the validity thereof can be accepted or rejected