1,497 research outputs found
F. Z. van der Merwe sheet music collection
No full textDr. FZ van der Merwe was a medical doctor with an exceptional interest in the identification, collection and preservation of South African sheet music. His collection, which he bequeathed to the University of Pretoria, now forms the basis of the F Z van der Merwe Sheet Music Collection. However, he also left a sum of money of which the interest is used on an ongoing basis for the further expansion of the collection. Why is this collection not integrated with the rest of the University of Pretoria's music collection? In deference to the wishes of Dr. F Z van der Merwe the collection is maintained separately and made available, under supervision, to researchers only. This collection may rightly be described as the largest and most comprehensive collection of South African sheet music in the world
Coetzenburg : die hart van Stellenbosch se sportkultuur
No full textCITATION: Van der Merwe, F. J. G. 2000. Coetzenburg : die hart van Stellenbosch se sportkultuur. South African Journal of Cultural History, 14(1).The original publication is available at https://journals.co.za/doi/abs/10.10520/AJA10113053_737The first owner of ""Koetzenburg"" was Dirk Coetzee to whom 24 morgen along the Eerste River were accorded by Simon van der Stel in 1682. The well-known Marais family acquired the farm in 1833 and owned it until 1960 after which it was bought by the University of Stellenbosch. The best known of the Marais' was Johannes Henoch (""Oom Jannie""). He was the owner from 1893 to 1915 and thereafter his widow until 1954. ""Oom Jannie"" had made his fortune on the diamond diggings and later invested a large part of his wealth in Stellenbosch and its surroundings. He was, inter alia, instrumental in the founding of the Burger and his 100 000 made the transformation of the Victoria College to a university possible.Publisher's versio
Visuele elemente in vertalende woordeboeke gerig op die grondslagfase teen die agtergrond van geletterdheidsontwikkeling
No full textCITATION: Van der Merwe, Michele F. (2022). Visuele elemente in vertalende woordeboeke gerig op die grondslagfase teen die agtergrond van geletterdheidsontwikkeling. Lexikos, 32(3), 215-248. doi.10.5788/32-3-1738The original publication is available at: lexikos.journals.ac.zaWoordeboeke wat in 'n onderrig- en leersituasie gebruik word, het ongetwyfeld 'n opvoedkundige doel en funksie (as 'n leksikografiese funksie volgens die teorie van leksikografiese funksies verstaan word), byvoorbeeld die aktiewe ontwikkeling van geletterdheidsvaardighede. In die geval van woordeboeke gemik op leerders in die grondslagfase is teikengebruikers leerders wat oor ontluikende geletterdheidsvaardighede en veral ontwikkelende leesvaardighede beskik. Ten einde hierdie ontluikende vaardighede van die teikengebruiker te ondersteun, kan leksikograwe 'n verskeidenheid meganismes gebruik, byvoorbeeld visuele elemente, om ondersteuning aan die teikengebruikers te verleen.
In hierdie studie word vier vertalende woordeboeke ondersoek, waarin Afrikaans telkens as een lid van die taalaanbod funksioneer. Leerders in die grondslagfase vorm die teikengebruikers van die bepaalde kategorie woordeboeke en daarom is die artikel binne die leksikografiese teorie van die gebruikersperspektief gesitueer, maar terselfdertyd ook binne die veld van die opvoedkundige leksikografie. In hierdie artikel word daar dus ook na konsepte binne leesnavorsing, taalver-werwing en tweedetaalonderrig verwys, wat dan op die visuele elemente in hierdie woordeboeke toegepas word. Die gebruik, waarde en tipes illustrasies in woordeboeke word deur middel van 'n literatuurstudie ondersoek en toepassing vind binne die geletterdheidskonteks van die teikengebruiker plaas. Die gebruik van visuele elemente in ooreenstemming met die geletterdheidsbehoeftes van die teikengebruikers vorm die fokus van die artikel.Dictionaries used for teaching and learning in an educational setting undoubtedly have an educational purpose and function (if a dictionary function is understood according to the lexicographic theory of functions), whereby such an educational function is concerned with the active development of literacy skills. In the case of dictionaries for the foundation phase, target users have emergent literacy skills and developing reading skills, in particular. For this reason, lexicographers make use of a variety of lexicographic devices, for example visual elements, to render language support to the target user.
Learners in the foundation phase form the target users of this category of dictionaries and the focus of the article is situated within the lexicographic theory of the user perspective, and the field of pedagogical lexicography. Concepts known in reading research, language acquisition and second language teaching come into play and are applied to visual elements in dictionaries. The use, value and types of illustrations in dictionaries are investigated by means of a literature study and then applied within the literacy context of the target user. Use of visual illustrations in accordance with the literacy needs of the target users forms the focus of the article.Publisher’s versio
The Great Trek as Exodus in J.D. Kestell's and N. Hofmeyr's De Voortrekkers, of Het Dagboek van Izak van der Merwe
No full textCITATION: Hale, F. 2003. The Great Trek as Exodus in J.D. Kestell's and N. Hofmeyr's De Voortrekkers, of Het Dagboek van Izak van der Merwe. Acta Theologica, 23(1):54-70.The original publication is available at http://journals.ufs.ac.zaBoth before and after the end of the nineteenth century the Great Trek of the 1830s and 1840s was a recurrent theme in historical fiction. Not only in many of the novels written in Dutch and Afrikaans, but also in some which appeared in English, the bravery of the Voortrekkers was a pivotal theme. Often merged with this heroic motif was an identification of the Voortrekkers with the Israelites of the Old Testament. This thematic dualism reached its zenith in De Voortrekkers of Het Dagboek van Izak van der Merwe, whose authors, John Daniel Kestell en Nico Hofmeyr, both of whom were Dutch Reformed ministers, constructed the Great Trek as a post-figurative Exodus.http://journals.ufs.ac.za/index.php/at/article/view/1610Publisher's versio
A study of the use of the HAT Afrikaanse skoolwoordeboek by primary school children
No full textCITATION: Van Der Merwe, M. F. 2012. A study of the use of the HAT Afrikaanse skoolwoordeboek by primary school children. Lexikos, 22:352-366, doi:10.5788/22-1-1012.The original publication is available at http://lexikos.journals.ac.zaA research project on the use of the HAT Afrikaanse Skoolwoordeboek by primary school learners is described. (In South Africa the term learner is used to describe a pupil at school). Studies on the way in which learners use dictionaries provide valuable information for both lexicographers and language teachers. The assessment of users' skills regarding the use of the HAT Afrikaanse Skoolwoordeboek was made in the learners' home language. In order to design a test to assess dictionary skills regarding the language learning outcomes of Grade 4 learners, the language learning assessment outcomes in the Grade 4 Afrikaans home language curriculum had to be unwrapped. The process was undertaken in cooperation with Grade 4 teachers to ensure that a realistic assessment of dictionary skills was made and an assessment of dictionary skills of 200 learners ensued. The assessments were marked, marks were calculated and results were analysed. Teachers were trained in teaching dictionary learning strategies and language skills. Learners then received training from their teachers to extract semantic information from a dictionary, as this proved to be the most difficult skill to master, according to the results of the assessment.http://lexikos.journals.ac.za/pub/article/view/1012Publisher's versio
Additive manufacturing costing parameter sensitivity
No full textThesis (MEng)--Stellenbosch University, 2019.ENGLISH ABSTRACT: Additive manufacturing (AM) offers a perfect solution for the development and manufacturing of many products, but the burning issue is to determine which products should be manufactured in such a way? Also, of extreme importance, is to understand the economy of scale for the use of AM competitively. The latter requires knowledge-based decision-making systems based on product geometry, complexity, size, tolerance, material requirements, and mechanical properties, parallel with AM machine or process capabilities. Although directly involved in the material research and platform development from the onset, the Massachusetts Institute of Technology (MIT) classified AM as only one of ten breakthrough technologies in 2013. Forbes depicts AM as the technology that will equip manufacturers with the ability to turn product development into their competitive advantage. With the advancement in computer and software capabilities, it will rapidly dominate 40% of the market share (Gartner 2015). Capability alone will not suffice, however. To increase market share, focus should be placed on the analysis of AM costing. The thesis aims to determine if a more simplistic but accurate cost determination method can be developed to augment online costing opportunities that are fully integrated with the Enterprise Resource Planning (ERP) system. Costing is one of the critical business functions of any advanced manufacturing operation. This critical business function is also known as enterprise resource planning application components. Examples of these are aspects that allow an AM unit to use a system of integrated applications to manage the business and automate various back-office functions related to technology. It also allows for services and human resources to develop the data capturing, manipulations, calculation, and validation for a unique enterprise resource-planning model that is founded in a fail-safe quality management system (QMS).AFRIKAANSE OPSOMMING: Laagvervaardiging (LV) beklee tans ʼn unieke posisie. Die vraag wat indringend beantwoord moet word, is of produkte en komponente op hierdie metode vervaardig behoort te word? Alhoewel die Massachusetts Institute of Technology (MIT) van meet af direk by die wesenlike navorsing en platformontwikkeling betrokke was, klassifiseer die Massachusetts Institute of Technology (MIT) LV in 2013 as een van slegs tien deurbraak-tegnologieë. Forbes beeld LV uit as dié tegnologie wat vervaardigers met die vermoë sal toerus om produkontwikkeling tot ʼn mededingende voordeel te vernuwe. Vooruitgang in rekenaartegnologie, rekenaarvaardigheid en die vermoë van ondersteuningsagteware, sal verseker dat LV in die nabye toekoms 40% van die vervaardigingsmarkaandeel kan oorneem (Gartner, 2015). Dit is dus nodig dat behoorlike fokus op die ontleding van LV-kostes geplaas word. Die doel van die tesis is om te bepaal of ʼn vereenvoudigde maar akkurate kostebepalingsmetode ontwikkel kan word om aanlynkoste-geleenthede ten volle met die ondernemingsstelsel te integreer. As deel van die sake-prosesbestuursaspekte, is LV-kostes een van die kritieke besigheidsfunksies van enige gevorderde vervaardigingsonderneming. Hierdie kritieke besigheidsfunksie staan ook as die ondernemingshulpbron-beplanning-toepassing-komponent bekend. Voorbeelde hiervan is aspekte wat 'n LV-eenheid toelaat om 'n stelsel van geïntegreerde toepassings te gebruik om die besigheid en verskeie steundienstefunksies verwant aan die tegnologie te outomatiseer en te bestuur. Dit stel ook dienste en menslike hulpbronne in staat om die data-vaslegging, -manipulasies, -berekening en -validering vir 'n unieke onderneming-hulpbronbeplanningsmodel wat in 'n onfeilbare gehaltebestuurstelsel gevestig is, te ontwikkel.Master
Teksgebaseerde tesourusgebruik in 'n Afrikaanse taalonderrigkonteks
No full textCITATION: van der Merwe, M. F. 2022. Teksgebaseerde tesourusgebruik in ’n Afrikaanse taalonderrigkonteks. Lexikos, 32(1):180-199. doi:10.5788/32-1-1714The original publication is available at https://lexikos.journals.ac.za/pubText-based Use of a Thesaurus in an Afrikaans language and teaching context. The topic of the article articulates and explores possibilities for the use of a thesaurus in the language and teaching context of the school classroom. Although the thesaurus is one of the oldest reference works in the history of lexicography, that fact is not reflected in the number of research articles on the topic. A thesaurus does not seem to be a general focus point of lexicographic research, nor be it of pedagogical lexicography. To address the gap in literature, the purpose and lexicographic functions of a thesaurus, especially in a language education context, are foregrounded. The language education context is illuminated with reference to the prescribed use of the thesaurus in school curricula documents, as they dictate the teaching policy in public schools. Text-based use of a thesaurus is recommended and is illustrated against the background of an investigation of a thesaurus and thematic dictionary sections. Recommendations for improvement of lexicographical products are made from a pedagogical lexicographic perspective to ensure optimal use of a thesaurus in a language education setting.Die onderwerp van die artikel is die ontsluitingsmoontlikhede van tesourusgebruik in 'n Afrikaanse taalonderrigkonteks in die skoolklaskamer. Die tesourus is een van die
oudste naslaanwerke in die geskiedenis van leksikografie; tog word dit nie in die aantal navorsingsartikels rakende die onderwerp gereflekteer nie. 'n Tesourus blyk nie 'n algemene fokuspunt
van leksikografiese navorsing of opvoedkundige leksikografiese navorsing te wees nie. In 'n
poging om die gaping in die literatuur te oorbrug, word daar oor die doel en leksikografiese funksie van 'n tesourus besin, veral in 'n taalonderrigkonteks. Die taalonderrigkonteks word vervolgens
belig met verwysing na voorgestelde tesourusgebruik in skoolkurrikuladokumente, aangesien dit
rigtinggewend is vir onderrigraamwerke in skole. Teksgebaseerde tesourusgebruik in die taalonderrigkonteks word aanbeveel en gemotiveer teen die agtergrond van 'n ondersoek na 'n tesourus en
tematiese woordeboekafdelings. Aanbevelings vir enkele verbeterings tot leksikografiese produkte
word vanuit 'n opvoedkundige leksikografiese perspektief gemaak ten einde optimale gebruik van
'n tesourus in 'n taalonderrigkonteks te verseker.https://lexikos.journals.ac.za/pub/aboutPublishers versio
Die rol van taalleeronderrig in Afrikaanse woordeboekwerkboeke
No full textCITATION: Van der Merwe, M. F. 2013. Die rol van taalleeronderrig in Afrikaanse woordeboekwerkboeke. Lexikos, 23:426-439, doi:10.5788/23-1-1223.The original publication is available at http://lexikos.journals.ac.za/pub/article/view/1223Hierdie artikel beskou die rol van woordeboekwerkboeke in die vaardigheidsopvoeding van gebruikers in Afrikaans. Woordeboekwerkboeke word gewoonlik op 'n spesifieke skool- of aanleerderwoordeboek gerig en sluit sodoende by die opvoedkundige leksikografie aan. Die hoofdoel van werkboeke behoort dus 'n opvoedkundige een te wees. Alhoewel die opvoedkundige leksikografie meer belangstelling in Suid-Afrika wek, word weinig aandag gegee aan die belangrike rol van woordeboekwerkboeke. Woordeboekwerkboeke behoort baie gebruikersgerig te wees, aangesien dit vir spesifieke teikengebruikers saam met die gebruik van 'n spesifieke woordeboek opgestel word. Die doel van werkboeke word in hierdie artikel geïdentifiseer deur verskeie werkboeke in die Afrikaanse konteks te analiseer. By nadere ondersoek blyk dit dat werkboeke diverse doelstellings het en ook diverse inhoude bevat. Werkboeke is daarop gemik om teikengebruikers meer woordeboekgeletterd te maak, d.w.s. om woordeboeke sinvol te kan gebruik en inligting daaruit suksesvol te ontsluit. Die wyse waarop inligting in werkboeke aangebied en dus oorgedra word, reflekteer sekere onderrigbenaderings in taal en hoe dit gestalte kan vind in werkboeke. Wanneer 'n onderrigbenadering suksesvol toegepas word, is die verwagting dat gebruikers se vaardighede sal verbeter. Gevolglik word daar verwys na die ontwikkeling van sekere vaardighede.This article reflects on the role of dictionary workbooks in the skills training of users in Afrikaans. Dictionary workbooks
are usually directed at a specific school or learners' dictionary and in this way links up with pedagogical lexicography. The main purpose of workbooks should thus be an educational one. Although pedagogical lexicography is generating more interest in South Africa, very little attention has been paid to the important role of dictionary workbooks. Dictionary workbooks should be very user oriented, since they are compiled for specific target users using a specific dictionary. The purpose of dictionary workbooks is identified in this article by analysing various workbooks in the Afrikaans context. On closer investigation it was found that workbooks could have diverse purposes and could contain diverse contents. Workbooks are aimed at making target users more dictionary literate, i.e. to be able to use dictionaries meaningfully and to unlock information successfully. The manner, in which information in workbooks is presented and thus conveyed, reflects certain educational approaches in language and how they can find shape in workbooks. When an educational approach is successfully applied, the expectations are that user skills should be improved. Hence reference is also made to the development of certain skills.http://lexikos.journals.ac.za/pub/article/view/1223Publisher's versio
Taakgebaseerde taalkunde-onderrig in Afrikaans Huistaal graad 4: 'n teoretiese raamwerk
No full textThesis (MEd)--Stellenbosch University, 2023.AFRIKAANSE OPSOMMING: Taal word as ’n instrument vir denke en kommunikasie beskryf wat leerders in staat
stel om nuwe kennis te versamel, hulle identiteit, gevoelens en idees met selfvertroue met ander te deel en ook om hulle eie realiteit te bestuur. Taal bemagtig sprekers om aan hulle kulturele verskille uitdrukking te gee, terwyl dit ook die ontwikkeling van sosiale verhoudings vergemaklik (Kurrikulum- en Assesseringsbeleidsverklaring, 2011:8).
Die Departement van Basiese Onderwys1 wou met bogenoemde verklaring die weg vir leerders baan om nie net kennis te verwerf nie, maar ook die vaardighede te bemeester wat betekenis tot hulle lewens sou voeg. Dit is egter my mening dat die riglyne nie ten volle daarin slaag om die leemtes in taalkunde-onderrig in die graad 4 Afrikaans Huistaal-klas aan te spreek nie.
Die taakgebaseerde benadering is tot op hede suksesvol in die Addisionele Taal- klaskamer gebruik, maar die ek huldig met hierdie studie die standpunt dat die moontlikhede vir die implementering van die benadering in die graad 4 Huistaal-klaskamer legio is. Die taakgebaseerde benadering verleen homself daartoe om alle aspekte van taal, taalgebruik en taalleer, as ’n allesomvattende pedagogie te inkorporeer. Hierdie holistiese benadering kan die veelvlakkige aard van taal akkommodeer – gesproke en geskrewe diskoerse, leksis, grammatika en fonologie. Verskeie internasionale navorsers het reeds omvangryke navorsing oor taakgebaseerde leer en onderrig in addisionele taal gedoen: hierdie navorsing, sowel as nuwe navorsing wat deurlopend gepubliseer word, verskaf ’n baie uitgebreide teoretiese basis wat as vertrekpunt vir die huidige studie dien.
Bestaande navorsing toon dat daar ’n wye verskeidenheid van definisies en beskrywings van take bestaan; tog is daar ’n goue draad wat deur al hierdie definisies loop - alle take moet die kommunikatiewe gebruik van taal insluit, met betekenisoordrag wat die meeste aandag moet geniet. Ek sal dan met hierdie studie bogenoemde definisie as ’n grondbeginsel by die opstel van die teoretiese raamwerk gebruik.
Dit sou onmoontlik wees om ’n teoretiese raamwerk vir ’n taakgebaseerde benadering tot taalkunde-onderrig daar te stel sonder om die aard, klassifikasie, en die wyse waarop take gegradeer en geordening word in diepte te bespreek. Ek maak daarom staat op die navorsing
1 Die afkorting DBO word ook in hierdie studie gebruik.
van Ellis (2003, 2009, 2017), sowel as die navorsing van Pica, Kanagy & Falodun (1993); terwyl die belangrikheid van taak- en kognitiewe kompleksiteit nie agterweë gelaat word nie.
Ek deel verder Van der Merwe (2014:229) se mening dat daar onvoldoende leiding in die taalkurrikulum en in taalhandboeke aan onderwysers verskaf word oor hoe om taalkunde te onderrig. Tans is daar nie ’n toeganklike teoretiese bron met taalkunde-leiding vir onderwysers wat Afrikaans as huistaal onderrig nie. Die analise van twee handboekreekse, die KABV-werkboeke en die Platinum-reeks, vir Afrikaans Huistaal graad 4 verskaf broodnodige inligting vir die opstel van die teoretiese raamwerk. Die analise sal interpretivisties in aard wees, terwyl daar van kwalitatiewe navorsing, gebaseer op die begronde teorie en dokument-analise, gebruik gemaak word. Ek sal daarom die inhoud van die gekose handboekreekse beide konvensioneel en direk analiseer om die data optimaal te benut tydens die opstel van die teoretiese raamwerk.
Die vergelykende analise van die twee handboekreekse, in hoofstuk 4 van hierdie studie, bewys dat daar ’n dringende behoefte aan ’n teoretiese raamwerk bestaan wat die toepaslike leiding aan opvoeders kan bied om taalkunde so te onderrig dat graad 4 Huistaal- leerders in die Intermediêre Fase met gemak en selfvertroue in hulle huistaal sal kan kommunikeer.
Die aanbevelings, voorstelle en voorbeelde van so ’n teoretiese raamwerk word daarom in hoofstuk 5 in detail bespreek om so die weg te baan vir ’n omvattende teoretiese raamwerk wat ook met groot sukses in graad 5 en 6 gebruik kan word.ENGLISH ABSTRACT: Language is described as an instrument for thoughts and communication which affords learners the opportunity to collect knowledge, to share their identity, feelings and ideas with self-confidence, and to manage their own reality. Language enables speakers to express their cultural differences, while it also supports the building and development of social relationships (Curriculum and Assessment Policy Statement2, 2011:8).
The Department of Basic Education wanted to use this declaration to lead the way for learners to obtain the necessary knowledge and skills, and to use them in such a fashion, that they would be of meaning in their lives. These guidelines, however, can not address the true deficiencies in grammar teaching in the grade 4 Afrikaans Home Language class.
The task-based approach has been used with great success in the Additional Language classroom, but it is my opinion that the possibilities for the implementation of the approach in the grade 4 home language class are endless. The task-based approach lends itself to incorporating all aspects of language as one overarching pedagogy. This holistic approach can accommodate the multi-faceted nature of language – spoken and written discourse, lexis, grammar and phonology. Several international researches have already undertaken extensive research on learning and teaching that have tasks as basis: this research, as well as new research being published, provides a vast theoretical base as starting point for the current study.
Existing research has shown that there is a wide variety of definitions and descriptions for tasks; however, there exists a golden thread through all of these definitions – all tasks must include communicative use of language, with the focus on the transfer of meaning. I will therefore, for the purpose of this study, use this definition as a guiding principle in the drafting of the theoretical framework.
It would be impossible to set a theoretical framework for a task-based approach in teaching grammar without an in-depth discussion of the nature, classification, grading and sorting of tasks. I therefore base my research on the research of Ellis (2003, 2009, 2017), as well as the research of Pica, Kanagy & Falodun (1993); without ignoring the importance of task and cognitive complexity.
2 The acronym CAPS is interchangeably used in this study.
I share the opinion of Van der Merwe (2014:229) that there is insufficient guidance for teachers in both the language curriculum and language text books on how to teach grammar. There is currently no accessible theoretical source with grammar guidance for teachers who teach grade 4 Afrikaans Home Language. The analysis of the two text book series, the CAPS workbooks and the Platinum series, for Afrikaans Home Language grade 4 provides invaluable information for the drafting of a theoretical framework. The analysis will be interpretivist in nature, whilst making use of qualitative research, based on grounded theory and document analysis. I will therefore analyze the content of the chosen text books both conventionally and directly to ensure that the data is put to optimal use in the drafting of the theoretical framework.
The comparative analysis of the two text book series, in chapter 4 of this study, shows that there is a dire need for a theoretical framework that can provide the necessary guidance for teachers to teach grammar in such a way that grade 4 Home Language learners in the Intermediate Phase will be able to converse with ease and confidence in their home language.
The recommendations, proposals and examples of such a framework are discussed in detail in chapter 5 to pave the way for an all-encompassing theoretical framework that might be used with great success in grade 5 and 6.Master
- …
