subject:( Effektiwiteit in tersiere onderrig)

University of South Africa

1. Van Der Watt, Hendrik Herculas. Die toepassing van totale kwaliteitsbestuur aan graadwaardige tersiêre onderriginstellings .

Degree: 1997, University of South Africa

URL: http://hdl.handle.net/10500/16288

► Die noodsaaklikheip om produktiwiteit en kwaliteit in hoer onderwys te verbeter, het aanleiding gegee tot die relatief nuwe totale kwaliteitbestuur (TQM)-beweging by tersiere onderriginstellings soos… (more)

▼ Die noodsaaklikheip om produktiwiteit en kwaliteit in hoer onderwys te verbeter, het aanleiding gegee tot die relatief nuwe totale kwaliteitbestuur (TQM)-beweging by tersiere onderriginstellings soos universiteite en technikons. Die integrering van die totale kwaliteitverwante konsepte van strategiese TOM -intensie, eksterne omgewingsfaktore, bestuur se reaksie, kwaliteitstelseleffektiwiteit en deurlopende verbetering in 'n model, dui die gekombineerde gevolge van genoemde konsepte op die institusionele verbetering van technikons en • universiteite aan. Die belangrikste veranderlikes (binne bogenoemde dimensies van die model) wat vir institusionele verbetering by onderskeidelik universiteite en technikons verantwoordelik is, toon ooreenstemming - universiteite en technikons verskil egter ten opsigte van ander minder belangrike veranderlikes. Die funksionering van die model is soos volg: Die bestuur (akademies en administratief) van die tersiere onderriginstelling identifiseer en erken, onderhewig aan aspekte soos leierskap, kennis, ervaring, en aanvaarding, sekere eksterne omgewingsfaktore wat verband hou met die klientebehoeftes (ekstern en intern) en institusionele verbetering. Gegewe genoemde beperkings en faktore besluit bestuur op die (suboptimale) strategiese TQM-intensie om aan klientebehoeftes te voldoen. Die strategiese TQM-intensie sal nou saam met bestuur se reaksie (deur die toepassing van die TQM-beginsels en -filosofie) wat die effektiwiteit van die kwaliteitstelsel bepaal, bepaal op watter kwaliteitvlak die instelling sal opereer. Die kwaliteitstelsel bestaan uit die bestuur-, tegniese. en sosiale stelsel, en is weer eens I aan deurlopende verbetering onderhewig. (Die bestuurstelsel dien as integreerder van die ander twee stelsels.) Die eindresultaat van die toepassing van die TQMfilosofie en -beginsels is institusionele verbetering. Verder kan die model en die resultate van hierdie studie deur universiteite en technikons gebruik word by die verbetering/implementering van hulle eie, unieke totale kwaliteitimplementeringsmodel(le) - 'n uitgebreide implementeringsmodel is vir die rede voorgehou. Laastens kan die (verkorte) meetinstrumente wat vir universiteite en technikons onderskeidelik bepaal is, gebruik word om die sukses met die implementering van TQM by 'n individuele instelling te meet.; The necessity to improve productivity and quality in higher education has resulted in the relatively new movement of Total Qua~ity Management(TQM) at tertiary institutions such as universities and technikons. The integration of the total quality-related concepts of_ strategic TQM intent, external environmental factors, reaction of management, effectiveness of the quality system and continuous improvement in a model, can be used to indicate their combined results on the institutional improvement of technikons and universities. The most important variables (within the above-mentioned dimensions of the model) responsible for institutional improvement at universities and… Advisors/Committee Members: Van den Bergh, P. H. (Pieter Heinrich), 1940- (advisor).

Subjects/Keywords: Quality; Total quality (TQ); Total quality management (TQM); Total quality implementation (TQI) in (tertiary) education; Productivity; Efficiency; Effectiveness in (tertiary) education; Kwaliteit; Totale kwaliteit (TQ); Totale kwaliteitsbestuur (TQM); Totale kwaliteitimplementering (TQI) in (tersiere) Onderrig; Produktiwiteit; Doelmatigheid; Effektiwiteit in (tersiere) onderrig

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Van Der Watt, H. H. (1997). Die toepassing van totale kwaliteitsbestuur aan graadwaardige tersiêre onderriginstellings . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/16288

Chicago Manual of Style (16^th Edition):

Van Der Watt, Hendrik Herculas. “Die toepassing van totale kwaliteitsbestuur aan graadwaardige tersiêre onderriginstellings .” 1997. Doctoral Dissertation, University of South Africa. Accessed March 08, 2021. http://hdl.handle.net/10500/16288.

MLA Handbook (7^th Edition):

Van Der Watt, Hendrik Herculas. “Die toepassing van totale kwaliteitsbestuur aan graadwaardige tersiêre onderriginstellings .” 1997. Web. 08 Mar 2021.

Vancouver:

Van Der Watt HH. Die toepassing van totale kwaliteitsbestuur aan graadwaardige tersiêre onderriginstellings . [Internet] [Doctoral dissertation]. University of South Africa; 1997. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/10500/16288.

Council of Science Editors:

Van Der Watt HH. Die toepassing van totale kwaliteitsbestuur aan graadwaardige tersiêre onderriginstellings . [Doctoral Dissertation]. University of South Africa; 1997. Available from: http://hdl.handle.net/10500/16288

North-West University

2. Van der Lith, Sarita. Die invloed van koöperatiewe leer as onderrigstrategie op die houding van Graad 8-wiskundeleerders teenoor probleemoplossing en op hul prestasie in wiskunde / Sarita van der Lith .

Degree: 2014, North-West University

URL: http://hdl.handle.net/10394/15630

► Die navorsing is onderneem om die invloed van koöperatiewe leer as „n onderrigstrategie op Graad 8 wiskundeleerders se houding teenoor probleemoplossing en hul prestasie in… (more)

▼ Die navorsing is onderneem om die invloed van koöperatiewe leer as „n onderrigstrategie op Graad 8 wiskundeleerders se houding teenoor probleemoplossing en hul prestasie in wiskunde te bepaal. Die doelstellings van die empiriese ondersoek was: - om die houding van Graad 8 leerders teenoor wiskunde en teenoor probleemoplossing in wiskunde te ondersoek; - om die invloed van koöperatiewe leer as onderrigstrategie op die houding van graad 8 wiskunde-leerders teenoor wiskunde en teenoor probleemoplossing in wiskunde te ondersoek; en - om die invloed van koöperatiewe leer as onderrigstrategie op die prestasie van Graad 8 leerders in wiskunde te ondersoek. Deur middel van „n literatuurstudie as onderrig-leerraamwerk, is die aard van skoolwiskunde; benaderings ten opsigte van die leer van skoolwiskunde, naamlik die behavioristiese-, die kognitiewe- en die konstruktiwistiese leerbenaderings; die rol van probleemoplossing in die onderrig en leer van skoolwiskunde; asook die houding van leerders teenoor wiskunde en teenoor probleemoplossing in wiskunde, bespreek. Na aanleiding van die gebruik van direkte- en indirekte onderrigstrategieë, is die volgende elemente van koöperatiewe leer (indirekte onderrigstrategie) beklemtoon: individuele verantwoordelikheid, interpersoonlike sosiale vaardighede, positiewe persoonlike interaksie, groepvordering en positiewe interafhanklikheid. Koöperatiewe leermetodes en die implementering van koöperatiewe leer in die wiskundeklaskamer is vervolgens bespreek, asook leerders se houding teenoor koöperatiewe leer. Vir die empiriese ondersoek is „n opeenvolgende verklarende gekombineerde navorsingsmetode-ontwerp gebruik, wat bestaan het uit die insameling en ontleding van kwantitatiewe- en kwalitatiewe data in opeenvolgende fases. „n Voor-eksperimentele evaluering (voortoets) is gedoen om die eksperimentele en kontrolegroepe te vergelyk ten opsigte van hul houding teenoor wiskunde en teenoor probleemoplossing in wiskunde deur die gebruik van „n aangepaste houdingsvraelys (ATMI), asook ten opsigte van leerders se wiskundeprestasie. Die intervensie (koöperatiewe leer as onderrigstrategie) is vervolgens vir „n tydperk van sestien weke op die eksperimentele groep toegepas. Die aangepaste houdingsvraelys (ATMI) is ook tydens „n na-eksperimentele evaluering (natoets) vir beide (kontrole- en eksperimentele) groepe gebruik, asook vir die vergelyking van genoemde groepe se wiskundeprestasie. Die kwalitatiewe ondersoek is uitgevoer deur individuele gestruktureerde taakgebaseerde onderhoude met geselekteerde deelnemers van die eksperimentele groep te voer. Inligting oor leerders se houding en ervaring ten opsigte van probleemoplossing in wiskunde, hul houding teenoor koöperatiewe leer, asook hul probleemoplossingsvaardighede, is met behulp van die onderhoude bekom. Uit die resultate van die empiriese navorsing is bevind dat koöperatiewe leer as onderrigstrategie geen beduidende invloed op Graad 8 leerders se houding teenoor wiskunde en teenoor probleemoplossing in wiskunde gehad het nie. Die gebruik van…

Subjects/Keywords: Seniorfase wiskunde; Houding teenoor wiskunde; Houding teenoor probleemoplossing; Probleemoplossing in wiskunde; Onderrig en leer van wiskunde; Leer en onderrig deur middel van probleemoplossing; Probleemoplossingsmodelle; Onderrigstrategieë; Koöperatiewe leer; Prestasie in wiskunde

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Van der Lith, S. (2014). Die invloed van koöperatiewe leer as onderrigstrategie op die houding van Graad 8-wiskundeleerders teenoor probleemoplossing en op hul prestasie in wiskunde / Sarita van der Lith . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/15630

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Van der Lith, Sarita. “Die invloed van koöperatiewe leer as onderrigstrategie op die houding van Graad 8-wiskundeleerders teenoor probleemoplossing en op hul prestasie in wiskunde / Sarita van der Lith .” 2014. Thesis, North-West University. Accessed March 08, 2021. http://hdl.handle.net/10394/15630.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Van der Lith, Sarita. “Die invloed van koöperatiewe leer as onderrigstrategie op die houding van Graad 8-wiskundeleerders teenoor probleemoplossing en op hul prestasie in wiskunde / Sarita van der Lith .” 2014. Web. 08 Mar 2021.

Vancouver:

Van der Lith S. Die invloed van koöperatiewe leer as onderrigstrategie op die houding van Graad 8-wiskundeleerders teenoor probleemoplossing en op hul prestasie in wiskunde / Sarita van der Lith . [Internet] [Thesis]. North-West University; 2014. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/10394/15630.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Van der Lith S. Die invloed van koöperatiewe leer as onderrigstrategie op die houding van Graad 8-wiskundeleerders teenoor probleemoplossing en op hul prestasie in wiskunde / Sarita van der Lith . [Thesis]. North-West University; 2014. Available from: http://hdl.handle.net/10394/15630

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of South Africa

3. Blignaut, Ernst Philippus. Tweedimensionele stilbeelde in 'n multimediapakket in tersiêre afstandsonderrig : didaktiese riglyne .

Degree: 1996, University of South Africa

URL: http://hdl.handle.net/10500/17345

► The transformative mission of the White Paper on Education (1995: 19) states that the South African education system is moving towards a single, national, non-racial… (more)

▼ The transformative mission of the White Paper on Education (1995: 19) states that the South African education system is moving towards a single, national, non-racial system where all people are offered equil opportunities. Demographic and other changes make particular demands on the education system. The HSRC (1987:54) claim that distance edcation is increasingly viewed as a possible solution for educational problems. The literature study aims to motivate, from an andragogic-didactical perspective, the use of two-dimensional silent images in study material. A literature study was also undertaken on the perception of silent images and the elements involved in the perception of depth, movement, size, colour, etc., from which certain didactic guidelines were deducted with a view to the design of silent images. The ability of distance education students to identify the elements above, was emperically researched. The validity of the didactic guidelines were verified in this phase.; Die transformatiewe missie van die Witskrif vir Onderwys (1995: 19) stel dit dat die Suid-Afrikaanse onderwysstelsel oorgaan na 'n "enkele nasionale, nie-rassige stelsel" waar daar gelyke geleenthede vir aile mense gebied word. Demografiese en ander veranderinge stel besondere eise aan die onderwysstelsel. Die RGN (1987: 54) stel dit dat afstandsonderrig al meer as 'n moontlike oplossing gesien vir die onderwysprobleme. Die literatuurstudie het dit ten doe! om die gebruik van tweedimensionele stilbeelde in studiemateriaal in die Suid-Afrikaanse situasie andragogies-didakties te fundeer. 'n Literatuurstudie oor die persepsie van stilbeelde en die elemente wat betrokke is by die persepsie van diepte, beweging, grootte, kleur, ens. is gedoen waaruit sekere didaktiese riglyne met die oog op die ontwerp van stilbeelde gestel is. Die afstandsonderrigstudente se vermoe om bogenoemde elemente waar te neem, was empiries nagevors. Die geldigheid van die didaktiese riglyne is tydens hierdie fase geveri fireer. Advisors/Committee Members: De Munnik, E. O. (Evert O.) (advisor).

Subjects/Keywords: Kommunikasie; Multimediapakkette; Persepsie; Perseptuelevaardighede; Tekens en simbole; Tersiere afstandsonderrig; Tweedimensionele beelde; Visuelegeletterdheid; Visuelekommunikasie; Visuelepersepsie; Volwasse onderrig; Adult teaching; Communication; Multimedia packages; Perception; Perceptual skills; Signs and symbols; Symbol systems; Tertiary distance education; Two-dimentional images; Visual communication; Visual literacy; Visual perception

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Blignaut, E. P. (1996). Tweedimensionele stilbeelde in 'n multimediapakket in tersiêre afstandsonderrig : didaktiese riglyne . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/17345

Chicago Manual of Style (16^th Edition):

Blignaut, Ernst Philippus. “Tweedimensionele stilbeelde in 'n multimediapakket in tersiêre afstandsonderrig : didaktiese riglyne .” 1996. Masters Thesis, University of South Africa. Accessed March 08, 2021. http://hdl.handle.net/10500/17345.

MLA Handbook (7^th Edition):

Blignaut, Ernst Philippus. “Tweedimensionele stilbeelde in 'n multimediapakket in tersiêre afstandsonderrig : didaktiese riglyne .” 1996. Web. 08 Mar 2021.

Vancouver:

Blignaut EP. Tweedimensionele stilbeelde in 'n multimediapakket in tersiêre afstandsonderrig : didaktiese riglyne . [Internet] [Masters thesis]. University of South Africa; 1996. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/10500/17345.

Council of Science Editors:

Blignaut EP. Tweedimensionele stilbeelde in 'n multimediapakket in tersiêre afstandsonderrig : didaktiese riglyne . [Masters Thesis]. University of South Africa; 1996. Available from: http://hdl.handle.net/10500/17345

North-West University

4. Benadé, Gerhardus Petrus. Riglyne vir die opleiding van effektiewe tegnologie-onderwysers in die verdere onderwys- en opleidingsband / G.P. Benadé.

Degree: 2010, North-West University

URL: http://hdl.handle.net/10394/4275

► With the implementation of Curriculum 2005 (C2005) in South Africa profound changes were also made to technical education. For example, the name technical education made… (more)

▼ With the implementation of Curriculum 2005 (C2005) in South Africa profound changes were also made to technical education. For example, the name technical education made way for the name technology education, the senior secondary phase was replaced with the Further Education and Training band (FET), the syllabuses made way for curricula and all technical subjects were restructured, reduced and re-curriculated to four new subjects. These four new subjects are defined in the New Curriculum Statement (NCS) documents and should be taught according to the Outcomes-Based Education (OBE) principles. This study was undertaken to determine the nature of technology education in the phase, what competencies these teachers should have and what the perceptions of final year students in this phase are, regarding their vocational competencies. The above named objectives were aimed at contributing guidelines with the purpose of improving the training of FET technology teachers. In order to answer the above named questions a literature review, a qualitative and a quantitative study was undertaken. The literature revealed that technology teaching in the FET phase in South Africa has to do with education that focuses on the teaching of technological knowledge, skills, attitudes and values. The technology education in this phase focuses on electrical, mechanical, civil and design fields, with emphasis on problem solutions and the achievement of four well-defined outcomes. The implementation of FET technology in South Africa follows the international trend to place all training with a technical or technology bias under the banner of technology education because teaching only knowledge and skills were no longer sufficient. Because South Africa is still a developing country, there are unique and distinctive problems facing the effective teaching of technology. In order to train teachers effectively for the new curriculum the opinions of practicing school 'principals and experienced teachers in FET technology should be asked to determine what is expected from these novice teachers in practise. A qualitative study revealed that principals and other senior staff members of technical schools (FET) have certain expectations with regard to the competencies and capabilities of their technology teachers. These requirements, for example, includes professional competencies, general, teaching and practical skills and abilities such as subject knowledge and didactical knowledge. In a qualitative study, in which 20 of the final year FET technology students participated, it was found that according to them, they are, to a great extent, equipped for their task as teachers. With few exceptions, the students felt that they were well-equipped in terms of professional, general, teaching and practical skills as they were properly guided in subject and didactic knowledge. As for the training of technical teachers in the FET phase, it was found that the training to a large extent meets the demands of education and the needs of schools, but that there are…

Subjects/Keywords: Onderwyser; Leerder; Onderrig; Tegnologie; Effektief; Opleiding; Tegnies en tegnologie; onderrig

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Benadé, G. P. (2010). Riglyne vir die opleiding van effektiewe tegnologie-onderwysers in die verdere onderwys- en opleidingsband / G.P. Benadé. (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/4275

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Benadé, Gerhardus Petrus. “Riglyne vir die opleiding van effektiewe tegnologie-onderwysers in die verdere onderwys- en opleidingsband / G.P. Benadé. ” 2010. Thesis, North-West University. Accessed March 08, 2021. http://hdl.handle.net/10394/4275.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Benadé, Gerhardus Petrus. “Riglyne vir die opleiding van effektiewe tegnologie-onderwysers in die verdere onderwys- en opleidingsband / G.P. Benadé. ” 2010. Web. 08 Mar 2021.

Vancouver:

Benadé GP. Riglyne vir die opleiding van effektiewe tegnologie-onderwysers in die verdere onderwys- en opleidingsband / G.P. Benadé. [Internet] [Thesis]. North-West University; 2010. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/10394/4275.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Benadé GP. Riglyne vir die opleiding van effektiewe tegnologie-onderwysers in die verdere onderwys- en opleidingsband / G.P. Benadé. [Thesis]. North-West University; 2010. Available from: http://hdl.handle.net/10394/4275

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

North-West University

5. Van Zyl, Susarah. Die onderrig van Scratch met die oog op die aanleer van Delphi as objekgeoriënteerde programmeertaal / Susarah van Zyl .

Degree: 2014, North-West University

URL: http://hdl.handle.net/10394/15737

► Volgens die Kurrikulum- en Assesseringsbeleidsverklaring moet Inligtingstegnologie-leerders in graad 10 aanvangsonderrig in Scratch as programmeertaal ontvang en in graad 11 na Delphi of Java as… (more)

▼ Volgens die Kurrikulum- en Assesseringsbeleidsverklaring moet Inligtingstegnologie-leerders in graad 10 aanvangsonderrig in Scratch as programmeertaal ontvang en in graad 11 na Delphi of Java as programmeertaal oorskakel. In Noordwesprovinsie word Delphi as programmeertaal in graad 11 bestudeer. Die aard van Scratch en dié van Delphi verskil egter van mekaar. Scratch is ŉ visuele programmeertaal met ŉ speelse aard, waar boublokke met ingeboude programmeringskode inmekaar gepas word om programme te skep, terwyl programmeringskode in Delphi, onderhewig aan sintaktiese reëls, ingetik word. Daar word verder van leerders verwag om by Delphi ŉ objekgeoriënteerde programmeringsbenadering te volg terwyl Scratch as ŉ objekgebaseerde programmeertaal beskou word. Die oorgang vanaf Scratch na Delphi is nog nie tevore in navorsing ondersoek nie. Die doel van hierdie navorsing was dus om te bepaal hoe Scratch aan graad 10-leerders onderrig behoort te word om die oorgang na Delphi as sintaksisgebaseerde, objekgeoriënteerde programmeertaal te ondersteun. ŉ Kwalitatiewe studie is gedoen waartydens onderhoude met agt Inligtingstegnologie-onderwysers in Noordwesprovinsie gevoer is. Aan die begin van 2013 is die eerste onderhoude gevoer om te bepaal hoe Scratch in graad 10 onderrig is. Ná verloop van ses maande is ŉ tweede onderhoud met elke deelnemende onderwyser gevoer om te bepaal hoe die oorgang na Delphi in graad 11 ervaar is. Die bevindings dui daarop dat deelnemende onderwysers onseker was hoe om Scratch te onderrig en dat programmeringsbeginsels en -begrippe nie pertinent onderrig is nie. Onderwysers het op leerders se intuïtiewe begrip van programmeringsbegrippe staatgemaak en geskikte onderrig–leerstrategieë is nie toegepas nie. Met die oorgang na Delphi in graad 11 het onderwysers aangedui dat hulle programmering feitlik weer van voor af moes onderrig en dat baie min programmeringsbegrippe na Delphi oorgedra is. Onderwysers was onder druk om programmeringsbegrippe wat in graad 10 reeds vasgelê moes gewees het, tesame met nuwe begrippe wat vir die onderrig van Delphi benodig was, te onderrig. Voorstelle van onderwysers om toekomstige druk te verlig, het betrekking gehad op ŉ inkorting in Scratch-onderrigtyd en was nie gerig op die onderrig van programmeringsbeginsels en -begrippe in Scratch met die oog op die oorgang na Delphi nie. Tydens die navorsing is bevind dat die meeste programmeringsbeginsels en -begrippe reeds met Scratch onderrig kan word. Scratch-onderrig, met die oog op die oorgang na Delphi, moet egter noodwendig anders geskied as Scratch-onderrig ten einde ŉ belangstelling vir programmering te kweek. Na aanleiding van hierdie navorsing word aanbevelings gemaak om Scratch te onderrig, sodat die kennis en vaardighede wat graad 10-leerders met Scratch opdoen, verband hou en toegepas kan word op Delphi. Om onderwysers te ondersteun en hulle onsekerheid van Scratch-onderrig die hoof te bied, word spesifieke aanbevelings met betrekking tot die onderrig van Scratch gemaak ten opsigte van probleemvoorstelling en…

Subjects/Keywords: Delphi; Scratch; Objekgeoriënteerde programmering; Onderrig van programmering; Onderrig–leerstrategieë vir programmering; Sintaksisgebaseerde programmeertaal; Visuele programmeertaal

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Van Zyl, S. (2014). Die onderrig van Scratch met die oog op die aanleer van Delphi as objekgeoriënteerde programmeertaal / Susarah van Zyl . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/15737

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Van Zyl, Susarah. “Die onderrig van Scratch met die oog op die aanleer van Delphi as objekgeoriënteerde programmeertaal / Susarah van Zyl .” 2014. Thesis, North-West University. Accessed March 08, 2021. http://hdl.handle.net/10394/15737.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Van Zyl, Susarah. “Die onderrig van Scratch met die oog op die aanleer van Delphi as objekgeoriënteerde programmeertaal / Susarah van Zyl .” 2014. Web. 08 Mar 2021.

Vancouver:

Van Zyl S. Die onderrig van Scratch met die oog op die aanleer van Delphi as objekgeoriënteerde programmeertaal / Susarah van Zyl . [Internet] [Thesis]. North-West University; 2014. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/10394/15737.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Van Zyl S. Die onderrig van Scratch met die oog op die aanleer van Delphi as objekgeoriënteerde programmeertaal / Susarah van Zyl . [Thesis]. North-West University; 2014. Available from: http://hdl.handle.net/10394/15737

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

North-West University

6. Labuschagne, Leonie Ninette. Die wiskundige bevoegdheid en prestasie van eerstejaar-ingenieurstudente / Leonie Ninette Labuschagne .

Degree: 2013, North-West University

URL: http://hdl.handle.net/10394/10752

► Basic mathematical competency seems to be lacking for engineering students starting their studies in this field. Students generally find the cognitive transition from secondary to… (more)

▼ Basic mathematical competency seems to be lacking for engineering students starting their studies in this field. Students generally find the cognitive transition from secondary to tertiary mathematics challenging which in turn negatively influences their academic achievement in mathematics. The cognitive challenge is the transition from the application of mathematics to familiar questions to applying mathematical principles to varying practical application and problem solving. Mathematics provides the foundation for the cognitive toolset required for the development of skills required for analysing engineering systems and processes. It is therefore important to assess mathematical and cognitive competency and ability at the time of admission to a tertiary institution in order to identify and address gaps. This research demonstrates that first-year engineering students need to have a specific level of mathematical competency and cognitive ability to use mathematics within the context of engineering studies. This research attempts to connect the mathematic competency of first year engineering students to their academic results for subjects in the first year curriculum that rely heavily on mathematical competency. To satisfy the research question, the study firstly looks at relevant literature to identify the mathematical competency levels as well as the operational specification. Secondly, development theories and taxonomies were analysed to gain insight into the development processes associated with learning, cognitive development and the gap between cognitive competencies in transition from secondary to tertiary education. Further, cognitive competencies were identified that are essential for successful completion of first year engineering modules. Through synthesis of the different theories and taxonomies a framework was identified. This framework was used to analyse secondary data in order to measure mathematical and cognitive levels. Thirdly, the theoretical investigation was followed by a three-phase empirical study. A mixed quantative-qualitative (QUAN-qual) approached was followed. Phase 1 uses the assessment framework to measure first year students‟ mathematical competency at the inception of their studies as well as at the completion of their first semester. The mathematical competency at inception was measured with their Grade 12 mathematics marks and with relevant analysis of their initial bridging assessments, on a question by question basis. In addition, their first semester exams questions were analysed using the same approach as above. Phase 2 comprises the measurement of the relationship between the mathematical competency of first year enigineering students at admission and their achievement levels in selected first year subjects that required mathematical competency. Phase 3 includes the guidelines derived from the gaps and shortcomings identified. These gaps were identified in order to inform appropriate study support to first year students and to assists academic personnel with setting…

Subjects/Keywords: Oorgang tussen sekondêre en tersiêre onderrig; Eerstejaaringenieurstudente; Wiskundige bevoegdheid; Wiskunde in ingenieurswese; Assesseringsraamwerke vir kognisie en redenering; Voorspelling van akademiese sukses; Transition from secondary to tertiary education; First-year engineering students; Mathematical competency; Mathematics in engineering studies; Assessment frameworks for cognition and reasoning; Prediction of academic success

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Labuschagne, L. N. (2013). Die wiskundige bevoegdheid en prestasie van eerstejaar-ingenieurstudente / Leonie Ninette Labuschagne . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/10752

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Labuschagne, Leonie Ninette. “Die wiskundige bevoegdheid en prestasie van eerstejaar-ingenieurstudente / Leonie Ninette Labuschagne .” 2013. Thesis, North-West University. Accessed March 08, 2021. http://hdl.handle.net/10394/10752.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Labuschagne, Leonie Ninette. “Die wiskundige bevoegdheid en prestasie van eerstejaar-ingenieurstudente / Leonie Ninette Labuschagne .” 2013. Web. 08 Mar 2021.

Vancouver:

Labuschagne LN. Die wiskundige bevoegdheid en prestasie van eerstejaar-ingenieurstudente / Leonie Ninette Labuschagne . [Internet] [Thesis]. North-West University; 2013. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/10394/10752.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Labuschagne LN. Die wiskundige bevoegdheid en prestasie van eerstejaar-ingenieurstudente / Leonie Ninette Labuschagne . [Thesis]. North-West University; 2013. Available from: http://hdl.handle.net/10394/10752

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

North-West University

7. Kamunima, Pontianus Musenge. Teachers self-efficacy beliefs for teaching reading in English second language at Namibian rural schools / Pontianus Musenge Kamunima .

Degree: 2014, North-West University

URL: http://hdl.handle.net/10394/12196

► Teacher self-efficacy beliefs (TSE) are an important attribute of effective teachers. Teacher efficacy refers to a teacher‘s belief in his or her abilities to bring… (more)

Subjects/Keywords: English Second Language; Self-efficacy beliefs; Teachers‘ self-efficacy beliefs; Teaching reading; Language proficiency; Reading strategies; Namibia; Rural; Sources of selfefficacy; Influences on self-efficacy beliefs; Engels Tweede Taal; Selfdoeltreffendheid oortuigings; Onderwyser selfdoeltreffendheid oortuigings; Onderrig in lees; Leesstrategieë; Namibië; Landelik; Bronne van selfdoeltreffendheid; Invloede op selfdoeltreffendheid

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APA (6^th Edition):

Kamunima, P. M. (2014). Teachers self-efficacy beliefs for teaching reading in English second language at Namibian rural schools / Pontianus Musenge Kamunima . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/12196

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Kamunima, Pontianus Musenge. “Teachers self-efficacy beliefs for teaching reading in English second language at Namibian rural schools / Pontianus Musenge Kamunima .” 2014. Thesis, North-West University. Accessed March 08, 2021. http://hdl.handle.net/10394/12196.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Kamunima, Pontianus Musenge. “Teachers self-efficacy beliefs for teaching reading in English second language at Namibian rural schools / Pontianus Musenge Kamunima .” 2014. Web. 08 Mar 2021.

Vancouver:

Kamunima PM. Teachers self-efficacy beliefs for teaching reading in English second language at Namibian rural schools / Pontianus Musenge Kamunima . [Internet] [Thesis]. North-West University; 2014. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/10394/12196.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kamunima PM. Teachers self-efficacy beliefs for teaching reading in English second language at Namibian rural schools / Pontianus Musenge Kamunima . [Thesis]. North-West University; 2014. Available from: http://hdl.handle.net/10394/12196

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of South Africa

8. Dreyer, Johannes Machiel. Onderwysersopleiding vir uitkomste-gebaseerde onderwys in Suid-Afrika .

Degree: 2000, University of South Africa

URL: http://hdl.handle.net/10500/16685

► This study was undertaken because of the realisation that a new approach to teacher education will have to be followed if teachers are to be… (more)

▼ This study was undertaken because of the realisation that a new approach to teacher education will have to be followed if teachers are to be empowered to teach within the framework of the new educational dispensation, Curriculum 2005. Because such a change implies a new curriculumfor teacher training there is a need for research on how providers will have to adapttheir training approach and curriculum to meet the challeng.es of Curriculum 2005. In this study the development of a model for outcomes-based learning programme design is undertaken. To achieve this: outcomes-based education systems in the USA, Australie, New Zealand, Canada and England are investigated; he unique model of outcomes-based education that is being implemented in Soutr Africa is described and explained; requirements for the training of teachers in the context of outcomes-based education and Curriculum 2005 are identified and described; a model for outcomes-based learning programme design is developed to serve as a possible framework for the design of learning programmes for teaeher education for outcomes-based education in South-Africa. The study shows that outcomes-based teacher education has received only scant attention in the rest of the world. It is also shown that the design of learning programmes for outcomes-based education requires a somewhat different approach than traditional curriculum design, where content play such a dominant role. A model for outcomes-based teacher.education is suggested to facilitate the development of such programmes. It is hoped that the model will be of use and that it will contribute to sensible learning programmes which will empower teachers to function successfully in an outcomes-based education system.; Hierdie studie het ontstaan uit die besef dat 'n nuwe benadering tot onderwysersopleiding gevolg sal moet word as onderwysers in staat gestel moet word om die nuwe kurrikulum, Kurrikulum 2005, op uitkomste- gebaseerde wyse in die praktyk te fasiliteer. Omdat so 'n verandering 'n nuwe kurrikulum impliseer is daar 'n behoefte aan navorsing om te bepaal hoe onderwysersopleidingsinstansies hul opleidingsbenadering en-kurrikulum moet aanpas om aan die eise van die nuwe kurrikulum en die nuwe onderrigrnodel in Suid-Afrika te voldoen. In hierdie studie is daar gepoog om 'n model vir uitkomste-gebaseerde leerprogramontwerp, vir die·opleiding van Suid-Afrikaanse onderwysers te ontwikkel. Om dit te kon regkry is: 'n ondersoek geloods na uitkomste-gebaseerde onderrigstelsels in die VSA, Australie, Nieu-Zeeland, Kanada en Engeland; die ontstaan en ontwikkeiing van die unieke model van uitkomste-gebaseerde onderrig wat tans in Suid-Afrika geimplementeer word, beskryf en verklaar; vereistes vir die opleiding van onderwysers geidentifiseer en beskryf binne die konteks van 'n uitkomste-gebaseerde onderrigrnodel en Kurrikulum 2005; 'n model vir uitkomste-gebaseerde leerprogram ontwikkel wat as moontlike raamwerk kan dien vir die ontwerp van leerprogramme vir opleiding van … Advisors/Committee Members: Booyse, J. J. (Johannes Jacobus), 1952- (advisor).

Subjects/Keywords: Uitkomste-gebaseerde onderrig; Onderwys in Suid-Afrika; Onderwysersopleiding; Leerprogramontwerp; Kurrikulum 2005; Uitkomste; Outcomes-based education; Education in South Africa; Teacher education; Learning programme development; Curriculum 2005; Outcomes

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Dreyer, J. M. (2000). Onderwysersopleiding vir uitkomste-gebaseerde onderwys in Suid-Afrika . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/16685

Chicago Manual of Style (16^th Edition):

Dreyer, Johannes Machiel. “Onderwysersopleiding vir uitkomste-gebaseerde onderwys in Suid-Afrika .” 2000. Doctoral Dissertation, University of South Africa. Accessed March 08, 2021. http://hdl.handle.net/10500/16685.

MLA Handbook (7^th Edition):

Dreyer, Johannes Machiel. “Onderwysersopleiding vir uitkomste-gebaseerde onderwys in Suid-Afrika .” 2000. Web. 08 Mar 2021.

Vancouver:

Dreyer JM. Onderwysersopleiding vir uitkomste-gebaseerde onderwys in Suid-Afrika . [Internet] [Doctoral dissertation]. University of South Africa; 2000. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/10500/16685.

Council of Science Editors:

Dreyer JM. Onderwysersopleiding vir uitkomste-gebaseerde onderwys in Suid-Afrika . [Doctoral Dissertation]. University of South Africa; 2000. Available from: http://hdl.handle.net/10500/16685

North-West University

9. Atoyebi, Lucia Adenike. Human rights education and values of the girl–child : aKenyan case study / Atoyebi LA .

Degree: 2012, North-West University

URL: http://hdl.handle.net/10394/8085

► This thesis reports on a study on human rights education and values of the girl–child in the Eastleigh community in Nairobi Kenya. The investigation indicated… (more)

▼ This thesis reports on a study on human rights education and values of the girl–child in the Eastleigh community in Nairobi Kenya. The investigation indicated that her right to education is marginalised and that in the many cases cultural and religious beliefs dominate the need to equal access to education. This research identified perceived factors that may influence the infusion of human rights education and values in the teaching–learning practice of selected secondary schools in the Eastleigh community, and propose possible curriculum guidelines that are feasible to foster the education of the girl–child. The researcher explores the perception of teachers and students in four selected schools (code named A, B, C, D) in the community and analyses the extent of gender–equality in the school curriculum. Using a qualitative research approach that employed the phenomenological method of enquiry, face–to–face interviews were conducted with 20 teachers in four secondary schools, five in each school. Questionnaires were served on 200 girl–students of Grades 11 and 12, fifty per school selected using a purposeful sampling method. The curriculum in selected subjects of the secondary schools was analysed. The analyses of all the research instruments led to the discovery of the factors influencing the infusion of human rights education and values in the teaching–learning of the selected schools. Top on the list of these factors are the problems of teacher–student ignorance of human rights education and values. Other factors are gender–fair deficiency in the school curriculum, school–slum environments and combined religio–cultural dilemmas that place constraints on the educational environment of girl–children in the multicultural community. To foster the education of the girl–child, thirteen curriculum guidelines clustered under three broad groups are proposed. Firstly, under the modified curriculum content, subjects that project human rights education and values need to be made compulsory for all students, though at different class levels. Subjects with low or no gender–fair objectives need to be modified in order that human rights education and values could be taught across the school curriculum. Secondly, there is the need for context–relevant curriculum planning that embraces cultural and religious issues and communicating values in the schooling system. Thirdly, a democratic school atmosphere is the product of curriculum efforts that is geared towards training genderresponsive teachers, ensuring gender equality and promoting extracurricular activities favouring multicultural awareness and respect among students. This research contributes to the development of a curriculum engaged in advancing human rights education and values of the girl–child especially in patriarchal urban settings of East–Africa. It draws attention to the often neglected educational empowerment of the girl–child to foster her role and to provide opportunities in a contemporary global environment.

Subjects/Keywords: Education; Human rights education; Gender-fairness; Curriculum; Values education; Guidelines; Girl-child; Marginalisation; Onderrig; Menseregte-onderrig; Geslagsregverdigheid; Kurrikulum; Waardesonderrig; Riglyne; Marginalisasie

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APA (6^th Edition):

Atoyebi, L. A. (2012). Human rights education and values of the girl–child : aKenyan case study / Atoyebi LA . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/8085

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Atoyebi, Lucia Adenike. “Human rights education and values of the girl–child : aKenyan case study / Atoyebi LA .” 2012. Thesis, North-West University. Accessed March 08, 2021. http://hdl.handle.net/10394/8085.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Atoyebi, Lucia Adenike. “Human rights education and values of the girl–child : aKenyan case study / Atoyebi LA .” 2012. Web. 08 Mar 2021.

Vancouver:

Atoyebi LA. Human rights education and values of the girl–child : aKenyan case study / Atoyebi LA . [Internet] [Thesis]. North-West University; 2012. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/10394/8085.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Atoyebi LA. Human rights education and values of the girl–child : aKenyan case study / Atoyebi LA . [Thesis]. North-West University; 2012. Available from: http://hdl.handle.net/10394/8085

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of South Africa

10. Goode, Heather Ann. Curriculum and practice to develop critical thinking competencies in first-year students .

Degree: 2020, University of South Africa

URL: http://hdl.handle.net/10500/26729

► Critical thinking competencies are not only seen as crucial for success in higher education, but also for future personal and workplace success. These competencies are… (more)

▼ Critical thinking competencies are not only seen as crucial for success in higher education, but also for future personal and workplace success. These competencies are commonly cited as a graduate attribute or goal of higher education, and resulting research has tended to focus on exploring and measuring the development of critical thinking competencies in students within higher education. However, few researchers have explored the curriculum and practice of academic staff within higher education in relation to their influence on developing critical thinking competencies in students, or how they theorise about the development of these competencies as part of their professional practice. Within the South African context, there is a perception of a decline in the development of critical thinking competencies within the secondary school system. This has informed policy imperatives to improve access and success in South African higher education through additional support for students, as well as through research into the first-year experience. Within a constructivist paradigm, and adopting a qualitative approach, this study takes the first year of higher education as its context in order to explore the curriculum, assessment, pedagogical and andragogical practices of academic staff designed to develop critical thinking competencies in first-year students. The aim is to explore how academic staff construct their theory and practice in order to contribute to the Scholarship of Teaching and Learning in South African Higher Education. Phenomenological case study research methods, which draw on data collection through semi-structured interviews and document analysis, enabled a better understanding of the lived experience of academic staff within private higher education. Academic staff, as research participants, were able to describe deliberate actions taken in their teaching practices to facilitate the development and assessment of critical thinking competencies. The findings revealed that academic staff – while having no coherent, well-articulated construction of critical thinking competencies – feel that such competencies are essential for academic and future life success. This not only affirmed previous research reviewed, but aligned to the inclusion of explicit and implicit references to critical thinking competencies found in the curriculum and assessment documents. Recommendations for professional development responded specifically to these findings.; Kritiese denkvaardighede word nie net as wesentlik vir sukses in hoër onderwys beskou nie, maar ook vir toekomstige sukses, op persoonlike vlak en in die werkplek. Hierdie bevoegdhede word algemeen aanvaar as dié van ‘n gegradueerde of as oogmerk in hoër onderwys. Gevolglik was ondersoeke geneig om te fokus op die verkenning en meting van die ontwikkeling van kritiekedenkbevoegdhede by studente binne die hoër onderwys. Min navorsers het egter die kurrikulum en praktyk van akademiese personeel binne die hoër onderwys met betrekking tot… Advisors/Committee Members: Van den Berg, Geesje (advisor).

Subjects/Keywords: Academic Staff; Assessment; Critical thinking; Curriculum; Higher Education; First-year experience; Professional development; Professional learning; Scholarship of Teaching and Learning; University teaching; Akademiese personeel; Assessering; Kritieke denke; Kurrikulum; Hoër Onderwys; Eerstejaarervaring; Professionele ontwikkeling; Professionele leer; Kundigheid in Onderrig en Leer; Universiteitsonderrig; Abahlohli; Uhlolo; Ukucinga nzulu; kharityhulam; IMfundo ephakamileyo; Amava onyaka wokuqala; Uphuhliso lobungcali; Ukufunda okunobungcali; Ubungcali Bokufundisa Nokufunda; Ukufundisa kwaseyunivesithi

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Goode, H. A. (2020). Curriculum and practice to develop critical thinking competencies in first-year students . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/26729

Chicago Manual of Style (16^th Edition):

Goode, Heather Ann. “Curriculum and practice to develop critical thinking competencies in first-year students .” 2020. Doctoral Dissertation, University of South Africa. Accessed March 08, 2021. http://hdl.handle.net/10500/26729.

MLA Handbook (7^th Edition):

Goode, Heather Ann. “Curriculum and practice to develop critical thinking competencies in first-year students .” 2020. Web. 08 Mar 2021.

Vancouver:

Goode HA. Curriculum and practice to develop critical thinking competencies in first-year students . [Internet] [Doctoral dissertation]. University of South Africa; 2020. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/10500/26729.

Council of Science Editors:

Goode HA. Curriculum and practice to develop critical thinking competencies in first-year students . [Doctoral Dissertation]. University of South Africa; 2020. Available from: http://hdl.handle.net/10500/26729

North-West University

11. Botha, Marthinus Johannes. Staatsburgerlike geletterdheid as voorwaarde vir geestesweerbaarwording / Marthinus Johannes Botha .

Degree: 1990, North-West University

URL: http://hdl.handle.net/10394/9299

Subjects/Keywords: Burgerskap - Studie en onderrig; Jeugweerbaarheid

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APA (6^th Edition):

Botha, M. J. (1990). Staatsburgerlike geletterdheid as voorwaarde vir geestesweerbaarwording / Marthinus Johannes Botha . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/9299

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Botha, Marthinus Johannes. “Staatsburgerlike geletterdheid as voorwaarde vir geestesweerbaarwording / Marthinus Johannes Botha .” 1990. Thesis, North-West University. Accessed March 08, 2021. http://hdl.handle.net/10394/9299.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Botha, Marthinus Johannes. “Staatsburgerlike geletterdheid as voorwaarde vir geestesweerbaarwording / Marthinus Johannes Botha .” 1990. Web. 08 Mar 2021.

Vancouver:

Botha MJ. Staatsburgerlike geletterdheid as voorwaarde vir geestesweerbaarwording / Marthinus Johannes Botha . [Internet] [Thesis]. North-West University; 1990. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/10394/9299.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Botha MJ. Staatsburgerlike geletterdheid as voorwaarde vir geestesweerbaarwording / Marthinus Johannes Botha . [Thesis]. North-West University; 1990. Available from: http://hdl.handle.net/10394/9299

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

North-West University

12. Malan, Mathys Michiel. Die ontwerp van 'n bevoegdheidsgerigte onderwysersopleidingsmodel in rekenaarondersteunde onderwys / Mathys Michiel Malan .

Degree: 1985, North-West University

URL: http://hdl.handle.net/10394/9317

► 1. INTRODUCTION: This research was undertaken out of a conviction that the training of teachers in the use of the computer as a teaching aid… (more)

▼ 1. INTRODUCTION: This research was undertaken out of a conviction that the training of teachers in the use of the computer as a teaching aid should be a priority in any teacher-training programme. This conviction was strengthened by a study of the literature on computer-based education, as well as by interviews with experts in this field during a study tour undertaken in the United Kingdom in 1983. HSRC research, having been done on a continuing base since 1980, also indicated that computer-based education should receive high priority in the Republic of South Africa. 2. STATEMENT OF THE PROBLEM: This research attempts to answer the following questions: What training should be given to prospective teachers in their pre-service training to make them competent in the use of the computer as a teaching aid? What competencies should the teacher have in the future with regard to the use of the computer as a teaching aid? Could these competencies be integrated with the present curriculum, and could this curriculum be implemented in a model for the training of teachers? 3. AIM OF THE RESEARCH: Owing to the near absence of teacher-training programmes in computer-based education, the aim of this research is to identify the competencies necessary for a teacher to be able to use the computer efficiently as a teaching aid, to incorporate these competencies in a curriculum for computer-based education and to develop a teacher-training model. 4. HYPOTHESES: The following hypotheses to be accepted or rejected as a result of of the research, were set up: - There is a need for the training of teachers in computer based education in the RSA, the content for this training exists and there are certain competencies which every trained teacher should have. - Content and competencies can be integrated into a competency-based teacher-training model. - Content and competencies can be integrated into the existing curricula for teacher training. 5. METHOD AND PROGRAMME OF RESEARCH: A thorough study of recent literature, i.e. books, articles and conference proceedings, was made. This formed the basis for the development of a theory on a teacher-training model in computer based education. From this theory a teacher-training model in computer-based education was deduced. In chapter one the problem, aims and hypotheses are formulated, as well as the research programme. A thorough situation analysis, both from a computer-based education perspective and from a teacher-training viewpoint, is made in chapter two. Relevant terms are defined, and the relationship between computer-based education and the didactic principles analysed. It is shown that the computer can be used in a variety of teaching and learning modes, for instance drill and practice, tutorial, dialogue, simulation, games, evaluation, etc. The place of the computer in the teaching situation is analysed, as well as its potential and limitations as a teaching aid. In chapter three the goals and aims of a teacher-training programme in computer-based…

Subjects/Keywords: Rekenaarondersteunde onderrig; Onderwysers - Opleiding

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APA (6^th Edition):

Malan, M. M. (1985). Die ontwerp van 'n bevoegdheidsgerigte onderwysersopleidingsmodel in rekenaarondersteunde onderwys / Mathys Michiel Malan . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/9317

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Malan, Mathys Michiel. “Die ontwerp van 'n bevoegdheidsgerigte onderwysersopleidingsmodel in rekenaarondersteunde onderwys / Mathys Michiel Malan .” 1985. Thesis, North-West University. Accessed March 08, 2021. http://hdl.handle.net/10394/9317.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Malan, Mathys Michiel. “Die ontwerp van 'n bevoegdheidsgerigte onderwysersopleidingsmodel in rekenaarondersteunde onderwys / Mathys Michiel Malan .” 1985. Web. 08 Mar 2021.

Vancouver:

Malan MM. Die ontwerp van 'n bevoegdheidsgerigte onderwysersopleidingsmodel in rekenaarondersteunde onderwys / Mathys Michiel Malan . [Internet] [Thesis]. North-West University; 1985. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/10394/9317.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Malan MM. Die ontwerp van 'n bevoegdheidsgerigte onderwysersopleidingsmodel in rekenaarondersteunde onderwys / Mathys Michiel Malan . [Thesis]. North-West University; 1985. Available from: http://hdl.handle.net/10394/9317

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

North-West University

13. Botha, Salmon Petrus. Die opleiding van leerlingleiers in primêre skole in Transvaal / Salmon Petrus Botha .

Degree: 1989, North-West University

URL: http://hdl.handle.net/10394/9354

► In Introduction the question Is asked whether the present system of pupil leadership does promote the training of pupil leaders. The purpose of the study… (more)

Subjects/Keywords: Leierskap - Studie en onderrig

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APA (6^th Edition):

Botha, S. P. (1989). Die opleiding van leerlingleiers in primêre skole in Transvaal / Salmon Petrus Botha . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/9354

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Botha, Salmon Petrus. “Die opleiding van leerlingleiers in primêre skole in Transvaal / Salmon Petrus Botha .” 1989. Thesis, North-West University. Accessed March 08, 2021. http://hdl.handle.net/10394/9354.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Botha, Salmon Petrus. “Die opleiding van leerlingleiers in primêre skole in Transvaal / Salmon Petrus Botha .” 1989. Web. 08 Mar 2021.

Vancouver:

Botha SP. Die opleiding van leerlingleiers in primêre skole in Transvaal / Salmon Petrus Botha . [Internet] [Thesis]. North-West University; 1989. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/10394/9354.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Botha SP. Die opleiding van leerlingleiers in primêre skole in Transvaal / Salmon Petrus Botha . [Thesis]. North-West University; 1989. Available from: http://hdl.handle.net/10394/9354

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

North-West University

14. Theunissen, Jacobus Marthinus. 'n Model vir die opleiding van leerlingleiers in sekondêre skole / Jacobus Marthinus Theunissen .

Degree: 1985, North-West University

URL: http://hdl.handle.net/10394/9376

► This study is based upon the Christian practice of science, which implies, among other things, the usage of the transcendental empirical method of research. This… (more)

▼ This study is based upon the Christian practice of science, which implies, among other things, the usage of the transcendental empirical method of research. This means that the empirical data have been viewed and evaluated according to transcendental perspectives (Scripture perspectives). Leadership plays an important role in society - generally as well more particularly in the school as a social phenomenon. Pupil leadership is essential for the direction of the school on a specific course. The researcher's problem lies in the absence of a model according to which pupil leaders may be trained towards the successful fulfilment of their task as leaders. The objective of this research is therefore to create a model according to which pupil leaders may be trained adequately for their task as leaders in the Transvaal secondary schools. To ascertain what has already been undertaken on the study of leadership, and more particularly pupil leadership, a study of literature was undertaken. A number of training programmes were studied to ascertain what has already been accomplished in practice, regarding the training of youthful leaders. This was followed by empirical research: by means of a questionnaire concerning the position of pupil leadership at secondary schools the practice was examined. This questionnaire was completed by teachers as well as pupil leaders, the objective being the inclusion of the views of both teacher and pupil. The training model consists of the following components: * The Christian-National philosophy of life is the foundation for the training model. * The training objectives must be stated explicitly, as this will determine the learning content. * The right learning opportunities must be created for the pupil leaders so that the learning content may be unlocked. * The training programme must be evaluated so as to ascertain whether the objectives have been realised or not. * When the pupil leader has completed s course in pupil leadership according to the training model, he should possess the characteristics required for the successful fulfilment of his task. A number of important findings came to the fore: * The Bible supplies the Christian pupil leader with definite guidelines. The pupil leader must believe in God implicitly as this will influence his relationships regarding his followers as well as the goals set to them by the group. * The study of leadership theories and leadership styles indicates that the pupil leader must be aware of this, so as to lead his fellow-pupils towards goal attainment. * Pupil leadership is a distinctive leadership, as the pupil leader is a non-adult. * The pupil leader is part of a peer group whose values and norms must be respected. Nevertheless he must be able to make a definite stand, although this may get him into disfavour with his friends. * The guardian teacher must support the pupil leader and lead him towards the successful fulfilment of his task. It appeared from the study of training programmes that the …

Subjects/Keywords: Leierskap - Studie en onderrig

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Theunissen, J. M. (1985). 'n Model vir die opleiding van leerlingleiers in sekondêre skole / Jacobus Marthinus Theunissen . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/9376

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Theunissen, Jacobus Marthinus. “'n Model vir die opleiding van leerlingleiers in sekondêre skole / Jacobus Marthinus Theunissen .” 1985. Thesis, North-West University. Accessed March 08, 2021. http://hdl.handle.net/10394/9376.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Theunissen, Jacobus Marthinus. “'n Model vir die opleiding van leerlingleiers in sekondêre skole / Jacobus Marthinus Theunissen .” 1985. Web. 08 Mar 2021.

Vancouver:

Theunissen JM. 'n Model vir die opleiding van leerlingleiers in sekondêre skole / Jacobus Marthinus Theunissen . [Internet] [Thesis]. North-West University; 1985. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/10394/9376.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Theunissen JM. 'n Model vir die opleiding van leerlingleiers in sekondêre skole / Jacobus Marthinus Theunissen . [Thesis]. North-West University; 1985. Available from: http://hdl.handle.net/10394/9376

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

North-West University

15. Brink, Marita. Disleksie by Afrikaanssprekende laerskoolleerlinge : 'n foute-analise / Marita Brink .

Degree: 1966, North-West University

URL: http://hdl.handle.net/10394/10079

► The general purpose of the present study was to investigate the nature, etiology and treatment possibilities of dyslexia, as seen against the background of the… (more)

▼ The general purpose of the present study was to investigate the nature, etiology and treatment possibilities of dyslexia, as seen against the background of the normal reading process. In the discussion of the reading process it is pointed out that the ability to read influences the total personality of the child as well as his contact with the environment. Reading is described as a psychoneurological activity which involves the integration of several complex organical and psychological processes. A study of the literature on the nature of dyslexia revealed that the reading disability is usually accompanied by other somatic and psychological symptoms. Several theories on the etiology of reading disabilities are discussed and it seems that there is as yet no general agreement about the causal factors. Traditional theories in which either organical, educational or psychological causes are overemphasized do not seem acceptable. As reading involves the whole personality, disturbances on the organical or psychological levels of the personality, or the complex interaction of several of the factors can probably lead to dyslexia. An analysis of remedial reading methods showed that the immediate aim of most of the traditional techniques was the correction of the reading disability itself. In recent years a growing number of reading specialists endeavoured to include the remediation of basic neurological and psychological factors in their programme. The use of the Aurelle apparatus for the correction of language disturbances enables the therapist to reach the child on the level of neurological organization, by correcting certain hearing functions and verbal expression. At the same time the necessary didactic and psychotherapeutic help can be given, which makes the rehabilitation of the total personality of the child possible. It was decided to initiate research which would eventually help to make Aurelle therapy possible for Afrikaans speaking dyslectic pupils. The specific experimental aim of this study was to discover common reading errors made by dyslectic pupils in two different age groups (7 ½ - 9 years 11 months, 10 – 12 ½ years) and to determine whether the errors of the two groups differ qualitatively. Both experimental groups, consisting respectively of 30 and 32 pupils, were selected on the basis of teachers' evaluation, examination results, number of reading errors and I.Q. A standardized reading test, the Individuele diagnostiese toetse in Afrikaans: lees en taal, was used as basis for the analyses of reading mistakes. A remarkable similarity was found between the two groups with regard to the categories in which most mistakes occurred. Some categories nevertheless differentiated on a significant level between the groups, possibly because of the relatively better sensory discrimination of the older group and this group's greater effort to grasp the meaning of the reading material. The analyses of reading errors in broad categories can be used together with the…

Subjects/Keywords: Lees; Remediërende onderrig; Disleksie; Dyslexia

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Brink, M. (1966). Disleksie by Afrikaanssprekende laerskoolleerlinge : 'n foute-analise / Marita Brink . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/10079

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Brink, Marita. “Disleksie by Afrikaanssprekende laerskoolleerlinge : 'n foute-analise / Marita Brink .” 1966. Thesis, North-West University. Accessed March 08, 2021. http://hdl.handle.net/10394/10079.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Brink, Marita. “Disleksie by Afrikaanssprekende laerskoolleerlinge : 'n foute-analise / Marita Brink .” 1966. Web. 08 Mar 2021.

Vancouver:

Brink M. Disleksie by Afrikaanssprekende laerskoolleerlinge : 'n foute-analise / Marita Brink . [Internet] [Thesis]. North-West University; 1966. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/10394/10079.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Brink M. Disleksie by Afrikaanssprekende laerskoolleerlinge : 'n foute-analise / Marita Brink . [Thesis]. North-West University; 1966. Available from: http://hdl.handle.net/10394/10079

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

North-West University

16. Holtzhausen, Johannes Andries. Die diagnose en die remediëring van die rekenmoeilikhede van laerskoolleerlinge in Transvaal / Johannes Andries Holtzhausen .

Degree: 1950, North-West University

URL: http://hdl.handle.net/10394/10219

Subjects/Keywords: Rekenkunde; Studie en onderrig (Elementêr)

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Holtzhausen, J. A. (1950). Die diagnose en die remediëring van die rekenmoeilikhede van laerskoolleerlinge in Transvaal / Johannes Andries Holtzhausen . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/10219

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Holtzhausen, Johannes Andries. “Die diagnose en die remediëring van die rekenmoeilikhede van laerskoolleerlinge in Transvaal / Johannes Andries Holtzhausen .” 1950. Thesis, North-West University. Accessed March 08, 2021. http://hdl.handle.net/10394/10219.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Holtzhausen, Johannes Andries. “Die diagnose en die remediëring van die rekenmoeilikhede van laerskoolleerlinge in Transvaal / Johannes Andries Holtzhausen .” 1950. Web. 08 Mar 2021.

Vancouver:

Holtzhausen JA. Die diagnose en die remediëring van die rekenmoeilikhede van laerskoolleerlinge in Transvaal / Johannes Andries Holtzhausen . [Internet] [Thesis]. North-West University; 1950. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/10394/10219.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Holtzhausen JA. Die diagnose en die remediëring van die rekenmoeilikhede van laerskoolleerlinge in Transvaal / Johannes Andries Holtzhausen . [Thesis]. North-West University; 1950. Available from: http://hdl.handle.net/10394/10219

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

North-West University

17. Wentzel, J A T. 'n Ondersoek na die onderrig van rekenkunde in die laerskool met verwysing na die begaafde leerlinge en na die nuwe benadering in rekenkundeonderrig / J.A.T. Wentzel .

Degree: 1968, North-West University

URL: http://hdl.handle.net/10394/10395

► Every individual has his own interpretation of the facts and the aims envisaged in education. This interpretation is closely related to his own view of… (more)

▼ Every individual has his own interpretation of the facts and the aims envisaged in education. This interpretation is closely related to his own view of life and consequently it was considered necessary to state right at the beginning what the author's interpretation is of the term “education". It was furthermore, considered necessary to define the term “gifted”. In this study the child’s intelligence as well as his achievements in arithmetic were used as criteria in order to identify those gifted. After comparing the variation coefficients of school marks and the marks achieved in I.Q., tests, it was found that the distribution of school marks was much wider than the distribution of the I.Q.’s. This tendency was also discovered when the achievements in scholastic tests were compared with the I.Q.’s. In order to determine to which extent pupils performed according to their individual abilities, the sample was divided into different groups according to the I.Q.'s. The achievements of the different groups according to school marks as well as scholastic tests were compared with the field of expected performance. A number of important results were found. The following divisions were made: i. The group as a whole; ii. The sexes apart; iii. The standards apart; iv. The pupils grouped according to standard and age; v. Sample divided according to the number of schools attended by the pupils. In all these divisions it was found that the achievements of pupils with higher intellectual abilities were relatively weak in school marks as well as in scholastic tests. In contrast it was found that the achievements of pupils with lower intellectual abilities were relatively high. The pupils with average abilities usually performed on an average level. The study also proved that age as well as the number of schools attended by the pupils definitely influenced their achievements. The differences between the traditional approach and the new approach to the teaching of arithmetic were pointed out by using a number of examples. The expectation is that the new approach should bring the achievements of the more intelligent pupils in accordance with their abilities. Acceleration, enrichment and homogeneous groupings are possible procedures which may be used in order to bring the achievements of the more intelligent pupils in accordance with their abilities. The practical implementation of, as well as the advantages and disadvantages of these procedures were investigated in detail. It was ascertained in this study that all pupils, because of their individual differences, cannot be taught according to one method. It is, therefore suggested that differentiation or segregation according to abilities and achievements be adopted.

Subjects/Keywords: Rekenkunde; Studie en onderrig (Elementêr)

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APA (6^th Edition):

Wentzel, J. A. T. (1968). 'n Ondersoek na die onderrig van rekenkunde in die laerskool met verwysing na die begaafde leerlinge en na die nuwe benadering in rekenkundeonderrig / J.A.T. Wentzel . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/10395

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Wentzel, J A T. “'n Ondersoek na die onderrig van rekenkunde in die laerskool met verwysing na die begaafde leerlinge en na die nuwe benadering in rekenkundeonderrig / J.A.T. Wentzel .” 1968. Thesis, North-West University. Accessed March 08, 2021. http://hdl.handle.net/10394/10395.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Wentzel, J A T. “'n Ondersoek na die onderrig van rekenkunde in die laerskool met verwysing na die begaafde leerlinge en na die nuwe benadering in rekenkundeonderrig / J.A.T. Wentzel .” 1968. Web. 08 Mar 2021.

Vancouver:

Wentzel JAT. 'n Ondersoek na die onderrig van rekenkunde in die laerskool met verwysing na die begaafde leerlinge en na die nuwe benadering in rekenkundeonderrig / J.A.T. Wentzel . [Internet] [Thesis]. North-West University; 1968. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/10394/10395.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Wentzel JAT. 'n Ondersoek na die onderrig van rekenkunde in die laerskool met verwysing na die begaafde leerlinge en na die nuwe benadering in rekenkundeonderrig / J.A.T. Wentzel . [Thesis]. North-West University; 1968. Available from: http://hdl.handle.net/10394/10395

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

North-West University

18. Grobler, Lizette. The effect of Pheroid® technology on the bioavailability of artemisone in primates / Lizette Grobler .

Degree: 2014, North-West University

URL: http://hdl.handle.net/10394/12241

► Malaria is one the world’s most devastating diseases. Several classes of drugs are used to treat malaria. Artemisinin combination therapy is the first line treatment… (more)

▼ Malaria is one the world’s most devastating diseases. Several classes of drugs are used to treat malaria. Artemisinin combination therapy is the first line treatment of uncomplicated malaria. The artemisinin derivative, artemisone in conjunction with the Pheroid® drug delivery system, is the focus of this thesis. The impact of the Pheroid® on the bioavailability of artemisone was evaluated in vervet monkeys. The resulting artemisone plasma levels were much lower (Cmax of 47 and 114 ng/mL for reference and Pheroid® test formulations respectively) than expected for the dosages administered (60 mg/kg). The Pheroid® improved the pharmacokinetic profile of artemisone in a clinically significant manner. The metabolism of artemisone was assessed in vitro by using human and monkey liver and intestinal microsomes, and recombinant CYP3A4 enzymes. The Pheroid® inhibits the microsomal metabolism of artemisone. In addition, there is a species difference in artemisone metabolism between man and monkey since the in vitro intrinsic clearance of the reference formulation with monkey liver microsomes is ~8 fold higher in the monkey liver microsomes compared to the human liver microsomes and the estimated in vivo hepatic clearance for the monkey is almost twofold higher than in humans. Artemisone has potent antimalarial activity. Its in vitro efficacy was approximately twofold higher than that of either artesunate or dihydroartemisinin when evaluated against P. falciparum W2, D6, 7G8, TM90-C2B, TM91-C235 and TM93-C1088 parasite strains. The Pheroid® drug delivery system did not improve or inhibit the in vitro efficacy of artemisone or DHA. Artemisone (reference and Pheroid® test formulations) and metabolite M1 abruptly arrested the growth of P. falciparum W2 parasites and induced the formation of dormant ring stages in a manner similar to that of DHA. Interaction of artemisone with the p-glycoprotein (p-gp) efflux transporter was investigated. Artemisone stimulates ATPase activity in a concentration-dependent manner, whereas the Pheroid® inhibited this p-gp ATPase activity. P-gp ATPase activity stimulation was fourfold greater in human than cynomolgus monkey MDR1 expressed insect cell membranes. Artemisone alone and artemisone entrapped in Pheroid® vesicles showed moderate apical to basolateral and high basolateral to apical permeability (Papp) across Caco-2 cells. The Papp efflux ratio of artemisone and artemisone entrapped in Pheroid® vesicles were both >5, and decreased to ~1 when the p-gp inhibitor, verapamil, was added. Therefore, artemisone is a substrate for mammalian p-gp. The cytotoxic properties of Pheroid® on Caco-2 cells were assessed and the pro-Pheroid® seems to be non-toxic at concentrations of 1.25%. Vervet monkey plasma caused antibody-mediated growth inhibition of P. falciparum. Heat inactivated or protein A treatment proved useful in the elimination of the growth-inhibitory activity of the drug-free plasma. Plasma samples containing artemisone could not be analysed by the ex-vivo…

Subjects/Keywords: Artemisone; Bioavailability; Clearance; Drug delivery; Efficacy; Malaria; Metabolism; Monkey; Pheroid®; Aap; Artemisoon; Biobeskikbaarheid; Effektiwiteit geneesmiddel aflewering; Metabolisme; Opruiming

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Grobler, L. (2014). The effect of Pheroid® technology on the bioavailability of artemisone in primates / Lizette Grobler . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/12241

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Grobler, Lizette. “The effect of Pheroid® technology on the bioavailability of artemisone in primates / Lizette Grobler .” 2014. Thesis, North-West University. Accessed March 08, 2021. http://hdl.handle.net/10394/12241.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Grobler, Lizette. “The effect of Pheroid® technology on the bioavailability of artemisone in primates / Lizette Grobler .” 2014. Web. 08 Mar 2021.

Vancouver:

Grobler L. The effect of Pheroid® technology on the bioavailability of artemisone in primates / Lizette Grobler . [Internet] [Thesis]. North-West University; 2014. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/10394/12241.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Grobler L. The effect of Pheroid® technology on the bioavailability of artemisone in primates / Lizette Grobler . [Thesis]. North-West University; 2014. Available from: http://hdl.handle.net/10394/12241

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

North-West University

19. Redelinghuys, Jonathan Ronald. General self–efficacy as a moderator between stress and positive mental health in an African context / Jonathan Redelinghuys .

Degree: 2010, North-West University

URL: http://hdl.handle.net/10394/4731

► The aim of this study was to explore whether general self–efficacy would moderate the relationship between stress and positive mental health in participants from an… (more)

Subjects/Keywords: Self-efficacy; Stress; Mental health; Psychological well-being; Mental health continuum; General health questionnaire; Self-effektiwiteit; Stres; Geestesgesondheid; Psigologiese welstand

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Redelinghuys, J. R. (2010). General self–efficacy as a moderator between stress and positive mental health in an African context / Jonathan Redelinghuys . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/4731

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Redelinghuys, Jonathan Ronald. “General self–efficacy as a moderator between stress and positive mental health in an African context / Jonathan Redelinghuys .” 2010. Thesis, North-West University. Accessed March 08, 2021. http://hdl.handle.net/10394/4731.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Redelinghuys, Jonathan Ronald. “General self–efficacy as a moderator between stress and positive mental health in an African context / Jonathan Redelinghuys .” 2010. Web. 08 Mar 2021.

Vancouver:

Redelinghuys JR. General self–efficacy as a moderator between stress and positive mental health in an African context / Jonathan Redelinghuys . [Internet] [Thesis]. North-West University; 2010. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/10394/4731.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Redelinghuys JR. General self–efficacy as a moderator between stress and positive mental health in an African context / Jonathan Redelinghuys . [Thesis]. North-West University; 2010. Available from: http://hdl.handle.net/10394/4731

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

North-West University

20. Van Dijken, Catharina Elizabeth. The implementation of the delivery gap principle to develop an effective transdermal delivery system for caffeine / Catharina Elizabeth van Dijken .

Degree: 2013, North-West University

URL: http://hdl.handle.net/10394/12074

► Caffeine is frequently used in cosmetics due to its well-characterised skin permeation properties and is widely incorporated in cosmetic-related products intended for skin (Samah &… (more)

▼ Caffeine is frequently used in cosmetics due to its well-characterised skin permeation properties and is widely incorporated in cosmetic-related products intended for skin (Samah & Heard, 2013:631). Despite its polar characteristics (Dias et al., 1999:41), caffeine is an important biologically and cosmetically active compound (Herman & Herman, 2012:13). This active pharmaceutical ingredient (API) has a broad range of advantages in the world of cosmetics, including the improvement of microcirculation in the capillaries (Lupi et al., 2007:107), showing anti-cellulite activity in the fatty tissue (Velasco et al., 2008:24), anti-oxidation activity in sunscreens & anti-ageing products (Koo et al., 2007:964) and the stimulation of hair growth (Fisher et al., 2007:27). Caffeine has also shown significant decreases in UV-induced skin tumour multiplicity (Lu et al., 2001:5003, 5008) and has been proven to prevent photo-damaged skin, which includes the formation of wrinkles and histological alterations (Mitani et al., 2007:86). It is therefore clear that the challenge for the dermal delivery of the hydrophilic caffeine is for it to be retained in the specific skin layers (dermal delivery) where it can exert its action, rather than to permeate through the skin and into the hydrophilic systemic circulation (transdermal delivery) (Wiechers et al., 2008:10). In this study the calculated skin delivery gap (SDG) values, and the transdermal and dermal delivery of caffeine from three different semi-solid topical formulations were compared. The SDG theory was developed to evaluate the effectiveness of dermal delivery of API from topical formulations and is known as the ratio between the concentration required to achieve minimum effect relative to the concentration obtained at the target site (JW Solutions, 2011). During this study the principle of the SDG was investigated by using the formulating strategy, Formulating for Efficacy (FFE™), which aims to optimise skin delivery of APIs from different formulations. The SDG was therefore implemented and in vitro transdermal studies were utilised to ultimately prove or disprove the hypothesis of SDG on the prediction of the topical delivery of caffeine. The human skin consists of two distinctive layers namely the epidermis (including the stratum corneum (SC) and viable dermis) and the dermis (Menon, 2002:S3). The main barrier to dermal and transdermal permeation is the outermost layer of the skin, the SC (Fang et al., 2007:343). The difference between the target site for dermal and transdermal delivery of APIs is crucial to be mentioned. Dermal delivery includes the delivery of an API to the skin surface, SC, viable epidermis or dermis, whereas transdermal delivery requires the API to permeate all the way through the various skin layers and into the systemic circulation (Wiechers, 2000:42). Since this study involves the optimisation of the topical delivery of caffeine, the physicochemical properties of this API as well as those of the skin should be considered. As mentioned before,…

Subjects/Keywords: Caffeine; Skin delivery gap; Formulating for efficacy; Transdermal; Cosmetic; Diffusion; Kaffeïen; Vel-afleweringsgaping; Formulering vir effektiwiteit; Transdermaal; Kosmetiese; Diffusie

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APA (6^th Edition):

Van Dijken, C. E. (2013). The implementation of the delivery gap principle to develop an effective transdermal delivery system for caffeine / Catharina Elizabeth van Dijken . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/12074

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Van Dijken, Catharina Elizabeth. “The implementation of the delivery gap principle to develop an effective transdermal delivery system for caffeine / Catharina Elizabeth van Dijken .” 2013. Thesis, North-West University. Accessed March 08, 2021. http://hdl.handle.net/10394/12074.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Van Dijken, Catharina Elizabeth. “The implementation of the delivery gap principle to develop an effective transdermal delivery system for caffeine / Catharina Elizabeth van Dijken .” 2013. Web. 08 Mar 2021.

Vancouver:

Van Dijken CE. The implementation of the delivery gap principle to develop an effective transdermal delivery system for caffeine / Catharina Elizabeth van Dijken . [Internet] [Thesis]. North-West University; 2013. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/10394/12074.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Van Dijken CE. The implementation of the delivery gap principle to develop an effective transdermal delivery system for caffeine / Catharina Elizabeth van Dijken . [Thesis]. North-West University; 2013. Available from: http://hdl.handle.net/10394/12074

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

North-West University

21. Helena (nee Slabbert), Chrizaan. Formulation, characterization and cellular toxicity of lipid based drug delivery systems for mefloquin / Chrizaan Helena (nee Slabbert) .

Degree: 2011, North-West University

URL: http://hdl.handle.net/10394/8433

► Malaria affects millions of people annually especially in third world countries. Increase in resistance and limited research being conducted adds to the global burden of… (more)

▼ Malaria affects millions of people annually especially in third world countries. Increase in resistance and limited research being conducted adds to the global burden of malaria. Mefloquine, known for unwanted adverse reactions and neurotoxicity, is highly lipophilic and is still used as treatment and prophylaxis. Lipid drug delivery systems are commonly used to increase solubility and efficacy and decrease toxicity. The most generally used lipid drug delivery system is liposomes. The lipid bilayer structure varying in size from 25 nm to 100 μm can entrap both hydrophilic and lipophilic compounds. Similar in structure and size to liposomes, Pheroid™ technology consist of natural fatty acids and is also able to entrap lipophilic and hydrophilic compounds. The aim of this study was to formulate liposomes and Pheroid™ vesicles loaded with mefloquine and evaluate the physiochemical characteristic of the formulations followed by efficacy and toxicity studies. Pheroid™ vesicles and liposomes with and without mefloquine were evaluated in size, morphology, pH and entrapment efficacy during three month accelerated stability testing. Optimization of size determination by flow cytometry lead to accurate determination of size for both Pheroid™ vesicles and liposomes. During the three months stability testing, Pheroid™ vesicles showed a small change in size from 3.07 ± 0.01 μm to approximately 3 μm for all three temperatures. Confocal laser scanning microscopic evaluation of the liposomes showed structures uniform in spherical shape and size. No difference in size or structure between the Pheroid™ vesicles with and without mefloquine were obtained. Significant increase (p=0.027) in size from 6.46 ± 0.01 μm to above 10 μm was observed for liposomes at all the temperatures. Clearly formed lipid bilayer structures were observed on micrographs. With the addition of mefloquine to the liposome formulation, a decrease in the amount of bilayer structures and an increase in oil droplets were found. Entrapment efficacy was determined by firstly separating the entrapped drug from the unentrapped drug utilizing a Sephadex®G50 mini column. This was followed by spectrophotometric evaluation by UV-spectrophotometry at 283 nm. Initial entrapment efficacy of both Pheroid™ vesicles and liposomes was above 60%. An increase in entrapment efficacy was observed for Pheroid™ vesicles. The addition of mefloquine to already formulated Pheroid™ vesicles illustrated entrapment efficacy of 60.14 ± 5.59% after 14 days. Formulations loaded with mefloquine resulted in lower pH values as well as a decrease in pH over time. Optimization of efficacy studies utilizing propidium iodide was necessary due to the similarity in size and shape of the drug delivery systems to erythrocytes. A gating strategy was successfully implemented for the determination of the percentage parasitemia. Efficacy testing of mefloquine loaded in Pheroid™ vesicles and liposomes showed a 186% and 207% decrease in parasitemia levels compared to the control of mefloquine. Toxicity studies…

Subjects/Keywords: Pheroid™ Technology; Liposomes; Mefloquine; Efficacy; Neurotoxicity; Haemolysis; ROS analysis; Pheroid™ tegnologie; Liposome; Meflokien; Effektiwiteit; Neurotoksisiteit; Hemolise; RSS analise

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Helena (nee Slabbert), C. (2011). Formulation, characterization and cellular toxicity of lipid based drug delivery systems for mefloquin / Chrizaan Helena (nee Slabbert) . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/8433

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Helena (nee Slabbert), Chrizaan. “Formulation, characterization and cellular toxicity of lipid based drug delivery systems for mefloquin / Chrizaan Helena (nee Slabbert) .” 2011. Thesis, North-West University. Accessed March 08, 2021. http://hdl.handle.net/10394/8433.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Helena (nee Slabbert), Chrizaan. “Formulation, characterization and cellular toxicity of lipid based drug delivery systems for mefloquin / Chrizaan Helena (nee Slabbert) .” 2011. Web. 08 Mar 2021.

Vancouver:

Helena (nee Slabbert) C. Formulation, characterization and cellular toxicity of lipid based drug delivery systems for mefloquin / Chrizaan Helena (nee Slabbert) . [Internet] [Thesis]. North-West University; 2011. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/10394/8433.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Helena (nee Slabbert) C. Formulation, characterization and cellular toxicity of lipid based drug delivery systems for mefloquin / Chrizaan Helena (nee Slabbert) . [Thesis]. North-West University; 2011. Available from: http://hdl.handle.net/10394/8433

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Pretoria

22. Prinsloo, Yolanda. Geletterdheidsintervensie en onderwysers se taal van onderrigpraktyke : aksienavorsing in plattelandse skole (Afrikaans) .

Degree: 2013, University of Pretoria

URL: http://upetd.up.ac.za/thesis/available/etd-05082013-165455/

► In Suid-Afrika verskil onderwysers en leerders se moedertaal dikwels van die taal van leer en onderrig (Engels in dié studie). Aangesien hoërskoolonderwysers as vakspesialiste opgelei… (more)

▼ In Suid-Afrika verskil onderwysers en leerders se moedertaal dikwels van die taal van leer en onderrig (Engels in dié studie). Aangesien hoërskoolonderwysers as vakspesialiste opgelei is, het hulle onvoldoende kundigheid om leerders by te staan om kerngeletterdheidsvaardighede in Engels te verwerf. Hierdie verkennende studie by ŉ plattelandse hoërskool het ten doel gehad om te bepaal wat die invloed van ŉ geletterdheidsintervensie op onderwysers in ŉ plattelandse skool se taal van onderrigpraktyke is. Die deelnemende aksienavorsingstudie het ŉ konstruktivistiese paradigma gevolg en is teoreties gerig deur die sosiale leerteorie. ŉ Geletterdheidsintervensie is ontwikkel vanuit die fonetiese beginsel en is geïmplementeer met ses doelgerig geselekteerde hoërskoolonderwysers (n=6, mans=1, vroue=5) in ŉ gerieflikheidsgeselekteerde plattelandse hoërskool wat al geruime tyd deel vorm van ŉ langtermyn studie oor veerkragtigheid in plattelandse skole. Data van onderwysers se taal van onderrigpraktyke is voor en na afloop van die geletterdheidsintervensie ingesamel aan die hand van twee fokusgroeponderhoude met die deelnemende onderwysers, asook observasies in twee klaskamers. Observasiedata is gedokumenteer as veldnotas, visuele data en oudio-opnames. Fokusgroeponderhoude is verbatim getranskribeer. Al hierdie databronne is tematies geanaliseer en die volgende temas is geїdentifiseer: onderwysers se persepsie van Engelse geletterdheid as kernvaardigheid vir leerders, die plek van hulpbronne in niemoedertaalonderrigpraktyke (in Engels) in plattelandse skole, die effek van ŉ geletterdheidsintervensie op onderwysers se tweede taal onderrigpraktyke (in Engels) en die profiel van deelnemende plattelandse onderwysers. Leer en onderrig in ŉ plattelandse hoërskool word bemoeilik deur hoërskoolleerders se onvermoë om te lees, die leerplanvereiste vir die gebruik van ŉ addisionele taal (soos Engels) as taal van leer en onderrig, gebrekkige opleiding van hoërskoolonderwysers rakende die aanleer van kerngeletterdheidvaardighede, beperkte hulpbronne en geografiese isolasie wat dit moeilik maak om indiensopleidingsgeleenthede te benut, Alhoewel die deelnemende plattelandse hoërskool se onderwysers nie opgelei was om leerders geletterdheidsvaardighede te leer nie, het dit geblyk dat hierdie onderwysers wel (i) weet welke kerngeletterdheidskernvaardighede deur leerders benodig word, (ii) gretig is om opgelei te word en positief is oor geletterdheidsintervensies, en (iii) naburige skole en onderwysers betrek in sulke kapasiteitsontwikkeling. Verder het dit geblyk dat die deelnemende plattelandse hoërskoolonderwysers hulle taal van onderrig en leerpraktyke kon aanpas nadat hulle aan ŉ geletterdheidsintervensie deelgeneem het. In dié verband het die onderwysers die volgende spesifieke strategieë gebruik, naamlik fisiese hulpbronne as ondersteuning vir die aanleer van nuwe klanke; taalvermenging; betrek leerders by die aanbieding van lesse, byvoorbeeld deur dramatisering; die implementering van ŉ leesperiode; en ook die benutting van die skool… Advisors/Committee Members: Ebersohn, L. (Liesel) (advisor), Joubert, Ina (advisor).

Subjects/Keywords: Taal van onderrigpraktyke; Aksienavorsing; Geletterdheidsintervensie; Plattelandse skole; Tweede taal onderrig; Onderwysers; Engels as taal van leer en onderrig; Bandura se sosiale leerteorie; UCTD

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Prinsloo, Y. (2013). Geletterdheidsintervensie en onderwysers se taal van onderrigpraktyke : aksienavorsing in plattelandse skole (Afrikaans) . (Masters Thesis). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-05082013-165455/

Chicago Manual of Style (16^th Edition):

Prinsloo, Yolanda. “Geletterdheidsintervensie en onderwysers se taal van onderrigpraktyke : aksienavorsing in plattelandse skole (Afrikaans) .” 2013. Masters Thesis, University of Pretoria. Accessed March 08, 2021. http://upetd.up.ac.za/thesis/available/etd-05082013-165455/.

MLA Handbook (7^th Edition):

Prinsloo, Yolanda. “Geletterdheidsintervensie en onderwysers se taal van onderrigpraktyke : aksienavorsing in plattelandse skole (Afrikaans) .” 2013. Web. 08 Mar 2021.

Vancouver:

Prinsloo Y. Geletterdheidsintervensie en onderwysers se taal van onderrigpraktyke : aksienavorsing in plattelandse skole (Afrikaans) . [Internet] [Masters thesis]. University of Pretoria; 2013. [cited 2021 Mar 08]. Available from: http://upetd.up.ac.za/thesis/available/etd-05082013-165455/.

Council of Science Editors:

Prinsloo Y. Geletterdheidsintervensie en onderwysers se taal van onderrigpraktyke : aksienavorsing in plattelandse skole (Afrikaans) . [Masters Thesis]. University of Pretoria; 2013. Available from: http://upetd.up.ac.za/thesis/available/etd-05082013-165455/

University of Pretoria

23. Prinsloo, Yolanda. Geletterdheidsintervensie en onderwysers se taal van onderrigpraktyke : aksienavorsing in plattelandse skole (Afrikaans).

Degree: Educational Psychology, 2012, University of Pretoria

URL: http://hdl.handle.net/2263/24474

► In Suid-Afrika verskil onderwysers en leerders se moedertaal dikwels van die taal van leer en onderrig (Engels in dié studie). Aangesien hoërskoolonderwysers as vakspesialiste opgelei… (more)

▼ In Suid-Afrika verskil onderwysers en leerders se moedertaal dikwels van die taal van leer en onderrig (Engels in dié studie). Aangesien hoërskoolonderwysers as vakspesialiste opgelei is, het hulle onvoldoende kundigheid om leerders by te staan om kerngeletterdheidsvaardighede in Engels te verwerf. Hierdie verkennende studie by ŉ plattelandse hoërskool het ten doel gehad om te bepaal wat die invloed van ŉ geletterdheidsintervensie op onderwysers in ŉ plattelandse skool se taal van onderrigpraktyke is. Die deelnemende aksienavorsingstudie het ŉ konstruktivistiese paradigma gevolg en is teoreties gerig deur die sosiale leerteorie. ŉ Geletterdheidsintervensie is ontwikkel vanuit die fonetiese beginsel en is geïmplementeer met ses doelgerig geselekteerde hoërskoolonderwysers (n=6, mans=1, vroue=5) in ŉ gerieflikheidsgeselekteerde plattelandse hoërskool wat al geruime tyd deel vorm van ŉ langtermyn studie oor veerkragtigheid in plattelandse skole. Data van onderwysers se taal van onderrigpraktyke is voor en na afloop van die geletterdheidsintervensie ingesamel aan die hand van twee fokusgroeponderhoude met die deelnemende onderwysers, asook observasies in twee klaskamers. Observasiedata is gedokumenteer as veldnotas, visuele data en oudio-opnames. Fokusgroeponderhoude is verbatim getranskribeer. Al hierdie databronne is tematies geanaliseer en die volgende temas is geїdentifiseer: onderwysers se persepsie van Engelse geletterdheid as kernvaardigheid vir leerders, die plek van hulpbronne in niemoedertaalonderrigpraktyke (in Engels) in plattelandse skole, die effek van ŉ geletterdheidsintervensie op onderwysers se tweede taal onderrigpraktyke (in Engels) en die profiel van deelnemende plattelandse onderwysers. Leer en onderrig in ŉ plattelandse hoërskool word bemoeilik deur hoërskoolleerders se onvermoë om te lees, die leerplanvereiste vir die gebruik van ŉ addisionele taal (soos Engels) as taal van leer en onderrig, gebrekkige opleiding van hoërskoolonderwysers rakende die aanleer van kerngeletterdheidvaardighede, beperkte hulpbronne en geografiese isolasie wat dit moeilik maak om indiensopleidingsgeleenthede te benut, Alhoewel die deelnemende plattelandse hoërskool se onderwysers nie opgelei was om leerders geletterdheidsvaardighede te leer nie, het dit geblyk dat hierdie onderwysers wel (i) weet welke kerngeletterdheidskernvaardighede deur leerders benodig word, (ii) gretig is om opgelei te word en positief is oor geletterdheidsintervensies, en (iii) naburige skole en onderwysers betrek in sulke kapasiteitsontwikkeling. Verder het dit geblyk dat die deelnemende plattelandse hoërskoolonderwysers hulle taal van onderrig en leerpraktyke kon aanpas nadat hulle aan ŉ geletterdheidsintervensie deelgeneem het. In dié verband het die onderwysers die volgende spesifieke strategieë gebruik, naamlik fisiese hulpbronne as ondersteuning vir die aanleer van nuwe klanke; taalvermenging; betrek leerders by die aanbieding van lesse, byvoorbeeld deur dramatisering; die implementering van ŉ leesperiode; en ook die benutting van die skool… Advisors/Committee Members: Ebersohn, L. (Liesel) (advisor), Joubert, Ina (advisor).

Subjects/Keywords: Taal van onderrigpraktyke; Aksienavorsing; Geletterdheidsintervensie; Plattelandse skole; Tweede taal onderrig; Onderwysers; Engels as taal van leer en onderrig; Bandura se sosiale leerteorie; UCTD

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Prinsloo, Y. (2012). Geletterdheidsintervensie en onderwysers se taal van onderrigpraktyke : aksienavorsing in plattelandse skole (Afrikaans). (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/24474

Chicago Manual of Style (16^th Edition):

Prinsloo, Yolanda. “Geletterdheidsintervensie en onderwysers se taal van onderrigpraktyke : aksienavorsing in plattelandse skole (Afrikaans).” 2012. Masters Thesis, University of Pretoria. Accessed March 08, 2021. http://hdl.handle.net/2263/24474.

MLA Handbook (7^th Edition):

Prinsloo, Yolanda. “Geletterdheidsintervensie en onderwysers se taal van onderrigpraktyke : aksienavorsing in plattelandse skole (Afrikaans).” 2012. Web. 08 Mar 2021.

Vancouver:

Prinsloo Y. Geletterdheidsintervensie en onderwysers se taal van onderrigpraktyke : aksienavorsing in plattelandse skole (Afrikaans). [Internet] [Masters thesis]. University of Pretoria; 2012. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/2263/24474.

Council of Science Editors:

Prinsloo Y. Geletterdheidsintervensie en onderwysers se taal van onderrigpraktyke : aksienavorsing in plattelandse skole (Afrikaans). [Masters Thesis]. University of Pretoria; 2012. Available from: http://hdl.handle.net/2263/24474

North-West University

24. Steyn, Hennie J. Tegniese onderwys op sekondêre skoolvlak vir Blankes in Suid-Afrika tot 1974 / Hennie J. Steyn .

Degree: 1977, North-West University

URL: http://hdl.handle.net/10394/9384

► This study is aimed at indicating the development of technical education at secondary level from 1925 to 1974. Attention is paid to the development of… (more)

▼ This study is aimed at indicating the development of technical education at secondary level from 1925 to 1974. Attention is paid to the development of technical education as it is presented at full-time day-schools. For the purpose of this research, technical education is defined as: a preparatory study towards an apprenticeship or a further study in technology, while the value of general-formative education is continually stressed. Chapter 2 deals with the control and judicial foundations of technical education. This aspect is treated in three sub-sections namely: * technical education under provincial control before 1925: * technical education under control of the Union Department of Education and the Department of Education, Arts and Science (1925-1967) and * technical education, once more the responsibility of the provincial departments of education (1968-1974). Chapter 3 shows the composition of the curricula for technical schools during 1925-1974 and how it was adapted periodically to continually changing industrial circumstances. In an effort to provide educated technically trained manpower, pupils are educated in the more general scientific principles which are fundamental to each trade. The emphasis, however. did not only fall on the technological training. Since 1925 generally-formative education had already been offered at technical schools. Chapter 4 deals with the entrance requirements for, as well as the number of pupils in technical high schools. This chapter also tries to explain the manner in which pupils are affected by stipulations concerning compulsory education. chapter 5 deals with the financial implications concerning technical education. The financial burden has been the major factor which impeded the realistic development of technical education. It was also one of the most important factors which determined the place of technical schools in the South African school system. Attention is paid in Chapter 6 to the training of teachers for the technical schools and the training of personnel for the workshops at technical schools is stressed, as this kind of education is peculiar to the technical schools. Chapter 7 gives a short summary of the entire study.

Subjects/Keywords: Tegnologie - Studie en onderrig - Suid-Afrika

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Steyn, H. J. (1977). Tegniese onderwys op sekondêre skoolvlak vir Blankes in Suid-Afrika tot 1974 / Hennie J. Steyn . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/9384

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Steyn, Hennie J. “Tegniese onderwys op sekondêre skoolvlak vir Blankes in Suid-Afrika tot 1974 / Hennie J. Steyn .” 1977. Thesis, North-West University. Accessed March 08, 2021. http://hdl.handle.net/10394/9384.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Steyn, Hennie J. “Tegniese onderwys op sekondêre skoolvlak vir Blankes in Suid-Afrika tot 1974 / Hennie J. Steyn .” 1977. Web. 08 Mar 2021.

Vancouver:

Steyn HJ. Tegniese onderwys op sekondêre skoolvlak vir Blankes in Suid-Afrika tot 1974 / Hennie J. Steyn . [Internet] [Thesis]. North-West University; 1977. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/10394/9384.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Steyn HJ. Tegniese onderwys op sekondêre skoolvlak vir Blankes in Suid-Afrika tot 1974 / Hennie J. Steyn . [Thesis]. North-West University; 1977. Available from: http://hdl.handle.net/10394/9384

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of South Africa

25. Sithole, Zamani Lawrance. Exploring challenges of everyday English language words in learning physical sciences in Gauteng-East townships secondary schools .

Degree: 2019, University of South Africa

URL: http://hdl.handle.net/10500/26243

► This study, which explores the challenges of everyday English language words in learning physical sciences in Gauteng-East townships secondary schools highlights the difficulties that learners… (more)

▼ This study, which explores the challenges of everyday English language words in learning physical sciences in Gauteng-East townships secondary schools highlights the difficulties that learners encounter in learning and developing scientific concepts and vocabulary. The study was conducted in four township secondary schools. A questionnaire consisting of 25 multiple choice items, as well as a semi-structured interview were used to collect data for this study. Descriptive statistics was used to analyse quantitative data while qualitative protocol was used to analyse qualitative data. The overall percentage mean scores of correct responses in the questionnaire for schools W, X, Y and Z were 47.2%, 56.9%, 55.2% and 57.2% respectively, which indicated that participants in the study have limited knowledge of everyday English words, when used in a science context. There was no significant gender discrepancy in terms of performance. In-depth analysis of the results revealed that the underlying difficulties were as a result of participants’ relative levels of proficiency in the English language, lack of precision in the use of this language, misreading, and confusion in terms of the use of words. Furthermore, the results were consistent with earlier findings from other countries as reported by various authors. The findings will contribute to knowledge about effective classroom instruction and teacher education from the perspective of language in science.; Kulolu cwaningo, kuhlolwa izinselelo zokusebenzisa amagama asetshenziswa nsuku zonke welimi lwesiNgisi ekufundeni iSayensi ezikoleni zezinga lesibili, emalokishini wabantu abaNsundu empumalanga neGauteng. Kuvezwa ubunzima obuhlangabezana nezingane zesikole ekufundeni nokuthuthukisa umqondo weSayensi nesilulumagama. Uphenyo lwenziwe ezikoleni ezine zasemalokishini. Imibuzo yayiquketwe izinhla ezingamashumi amabili nanhlanu lapho obuzwayo ezikhethela impendulo ekuyiyo, kanye nesinga nhlolokhono yasetshenziwa ukuthola ulwazi oluningi mayelana nalolu phenyo. Izibalo ezichazayo zisetshenziswe ukuhlola ubuningi, kanye nobuqotho kulandelwa umgudu wocwaningo wolwazi olutholakele. Kuvelile emva kophenyo ukuthi izimpendulo ezishaye emhlolweni ngokwamaphesenti kuzikole W,X.Y kanye no Z ngu 47%, 56,9%, 55.2%, kanye 57.2% ngokulandelana kwazo. Lokhu kubonisa ukuthi, abantwana banolwazi oluncane kakhulu ekusebenziseni amagama wesiNgisi asentsheziswa nsukuzonke ukufunda iSayensi. Kubuye kwatholakala futhi nokuthi awukho umehluko ohlukanisa ngobulili babafundi ophawulekayo ngokusebenza kwamagama esiNgisi. Kuphinde kuvele futhi ngokuhlaziya okunzulu, ukuthi kukhona ukwentuleka kwekhono elimini lesiNgisi, nokuthi abafundi abakwazi ukusebenzisa amagama ngendlela eqondile, babuye bafunde ekungeyikho, kanye nokudideka uma besebenzisa amagama. Okunye futhi okuvelayo, yikuthi lemiphumela ihambisana ncamashi neminye imiphumela evela kwamanye amazwe njengoba kubikwe abalobi abahlukene. Lokhu okuvelayo kuzosiza ukulungisa ukufunda kanye nokuqeqesha othisha, mayelana nukufundisa iSayensi ngolwimi… Advisors/Committee Members: Nkopodi, N (advisor).

Subjects/Keywords: Curriculum Assessment Policy Statement (CAPS); Home Language (HL); First Additional Language (FAL); Second Language (L2); Physical Sciences; Language of Learning Teaching (LOTL); Township Secondary Schools; Science Education; Isitatimende senqubomgomo yokuqinisekisa izikole; Ulimi lwasekhaya; Ulimi olwengeziwe lokuqala; Ulimi lwesibili; iSayensi yomzimba; Ulimi lokufundisa nokufundisa; Izikole zamazinga esibili emalokishini; Imfundo yeSayensi; Kurrikulum- en assesseringsbeleidsverklaring (KABV); Huistaal (HT); Eerste Addisionele Taal (EAT); Tweede Taal (T2); Fisiese Wetenskappe; Taal van Onderrig en Leer (TVOL); Sekondêre skole in informele woonbuurte; Wetenskapopleiding

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Sithole, Z. L. (2019). Exploring challenges of everyday English language words in learning physical sciences in Gauteng-East townships secondary schools . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/26243

Chicago Manual of Style (16^th Edition):

Sithole, Zamani Lawrance. “Exploring challenges of everyday English language words in learning physical sciences in Gauteng-East townships secondary schools .” 2019. Masters Thesis, University of South Africa. Accessed March 08, 2021. http://hdl.handle.net/10500/26243.

MLA Handbook (7^th Edition):

Sithole, Zamani Lawrance. “Exploring challenges of everyday English language words in learning physical sciences in Gauteng-East townships secondary schools .” 2019. Web. 08 Mar 2021.

Vancouver:

Sithole ZL. Exploring challenges of everyday English language words in learning physical sciences in Gauteng-East townships secondary schools . [Internet] [Masters thesis]. University of South Africa; 2019. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/10500/26243.

Council of Science Editors:

Sithole ZL. Exploring challenges of everyday English language words in learning physical sciences in Gauteng-East townships secondary schools . [Masters Thesis]. University of South Africa; 2019. Available from: http://hdl.handle.net/10500/26243

North-West University

26. Van Heerden, Aletta Johanna. A comparative analysis of EIA report quality before and after 2006 in South Africa / Aletta Johanna van Heerden .

Degree: 2010, North-West University

URL: http://hdl.handle.net/10394/4603

► On 18 June 2010 new NEMA 2010 EIA Regulations were promulgated and came into effect on 2 August 2010 in order to improve the effectiveness… (more)

▼ On 18 June 2010 new NEMA 2010 EIA Regulations were promulgated and came into effect on 2 August 2010 in order to improve the effectiveness of EIA. The question of effectiveness, therefore still remains. The quality of EIRs under the 1997 regulations in South Africa has been researched, although not as extensively as in other parts of the world. It was concluded that the quality of EIRs in South Africa are generally satisfactory, although a number of problems were identified, e.g. timing of the EIA, the identification of activities which require authorization or not, the consideration of alternatives, the absence of any time limits, the absence of requirements for monitoring and enforcing compliance, and objectivity. The National Environmental Management Act (NEMA), (Act no 107, 1998) was amended and new regulations promulgated in 2006. No research has been published regarding the quality of EIRs produced in South Africa under the 2006 regulations. Since it was the intent of the new regulations to improve EIA effectiveness, it is necessary that the quality of EIRs produced under the new EIA system be investigated. As in the other studies in South Africa, the Lee and Colley review model was used as basis for the comparative analysis of the EIRs before and after 2006. A sample of 26 EIRs, 11 under the 1997 EIA system and 15 under the 2006 EIA system, obtained from the then Impact Assessment Directorate of the National Department of Environmental Affairs and Tourism (DEAT) archives in Pretoria were reviewed. The main conclusions were that the majority of the EIRs under the 1997 system were of an acceptable standard and that the overall quality of the EIRs did not improve after the promulgation of the 2006 regulations. The descriptive and presentational parts of the EIRs were more satisfactorily addressed, while the analytical parts such as impact significance were addressed less satisfactorily. EIR quality appears to be on par with international standards, but there are areas of distinct weaknesses. As the 2006 EIRs included some of the first EIRs conducted under the new regulations, there is potential for the quality to improve over time. However, the areas that still need attention are the identification and evaluation of impacts, impact magnitude and monitoring programmes.

Subjects/Keywords: Environmental impact assessment; Effectiveness; National Environmental Management Act; Environmental Impact Assessment Report; EIA report quality; Omgewingsinvloedbepaling; Effektiwiteit; Nasionale Wet op Omgewingsbestuur; Omgewingsinvloedverslae; Kwaliteit van omgewingsinvloedverslae

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Van Heerden, A. J. (2010). A comparative analysis of EIA report quality before and after 2006 in South Africa / Aletta Johanna van Heerden . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/4603

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Van Heerden, Aletta Johanna. “A comparative analysis of EIA report quality before and after 2006 in South Africa / Aletta Johanna van Heerden .” 2010. Thesis, North-West University. Accessed March 08, 2021. http://hdl.handle.net/10394/4603.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Van Heerden, Aletta Johanna. “A comparative analysis of EIA report quality before and after 2006 in South Africa / Aletta Johanna van Heerden .” 2010. Web. 08 Mar 2021.

Vancouver:

Van Heerden AJ. A comparative analysis of EIA report quality before and after 2006 in South Africa / Aletta Johanna van Heerden . [Internet] [Thesis]. North-West University; 2010. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/10394/4603.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Van Heerden AJ. A comparative analysis of EIA report quality before and after 2006 in South Africa / Aletta Johanna van Heerden . [Thesis]. North-West University; 2010. Available from: http://hdl.handle.net/10394/4603

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

North-West University

27. Scholtz, Jacques Coenraad. Preparation, stability and in vitro evaluation of liposomes containing amodiaquine / Jacques C. Scholtz .

Degree: 2010, North-West University

URL: http://hdl.handle.net/10394/4878

► Malaria is a curable disease that claims nearly one million lives each year. Problems with the treatment of malaria arise as resistance spreads and new… (more)

▼ Malaria is a curable disease that claims nearly one million lives each year. Problems with the treatment of malaria arise as resistance spreads and new treatment options are becoming less effective. The need for new treatments are of the utmost importance. Liposomes combined with antimalarials are a new avenue for research as liposomes can increase the efficacy of drugs against pathogens, as well as decreasing toxicity. Amodiaquine is a drug with known toxicity issues, but has proven to be effective and is, therefore, a prime candidate to be incorporated into the liposomal drug delivery system. The aim of this study was to prepare, characterize and evaluate the toxicity of the liposomes with incorporated amodiaquine. The solubility of amodiaquine was determined and liposomes formulated with, and without, amodiaquine entrapped. Accelerated stability studies (at 5 'C, 25 'C with relative humidity of 60% and 40 'C with a relative humidity of 40%) were conducted during which the size, pH, morphology and the entrapment efficacy was determined. The toxicity was determined in vitro by analysing the levels of reactive oxidative species and lipid peroxidation caused by the formulations to erythrocytes infected with P. falciparum as well as uninfected erythrocytes with flow cytometry. The solubility study of amodiaquine in different pH buffers showed that amodiaquine was more soluble at lower pH values. Solubility in solution with pH 4.5 was 36.3359 ± 0.7904mg/ml when compared to the solubility at pH 6.8, which was 15.6052 ± 1.1126 mg/ml. A buffer with a pH of 6 was used to ensure adequate solubility and acceptable compatibility with cells. Liposomes with incorporated amodiaquine were formulated with entrapment efficacies starting at 29.038 ± 2.599% and increasing to 51.914 ± 1.683%. The accelerated stability studies showed the median sizes and span values remained constant for both liposome and amodiaquine incorporated liposomes at 5 'C. The higher temperatures, i.e. 25 'C and 40 'C, displayed increases in the median size, and decreases in the span for both formulations. The conclusion can, therefore, be made that both liposome and amodiaquine incorporated liposomes are stable at lower temperatures. The entrapment efficacy increased from initial values to nearly 100% during the course of the stability study. This was attributed to amodiaquine precipitating from the solution. The pH values of the liposomes and amodiaquine incorporated liposomes remained constant for each formulation; though the amodiaquine incorporated liposomes had a lower starting pH, the formulations are both thought to be stable in terms of the pH. Toxicity studies revealed low levels of reactive oxygen species as well as low levels of lipid peroxidation for both liposome and amodiaquine incorporated liposomes, on both erythrocyte and Plasmodium infected erythrocytes. From the toxicity studies it can be concluded that liposomes and amodiaquine incorporated liposomes are not toxic to erythrocytes and infected erythrocytes. It was concluded that…

Subjects/Keywords: Malaria; Liposomes; Amodiaquine; Plasmodium falciparum; Stability; Toxicity; Entrapment efficacy; Size determination; Reactive oxygen species; Lipid peroxidation; Liposome; Amodiakien; Stabiliteit; Toksisiteit; Inkorporerings effektiwiteit; Groottebepaling; Reaktiewe suurstof spesies; Lipied peroksidasie

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Scholtz, J. C. (2010). Preparation, stability and in vitro evaluation of liposomes containing amodiaquine / Jacques C. Scholtz . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/4878

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Scholtz, Jacques Coenraad. “Preparation, stability and in vitro evaluation of liposomes containing amodiaquine / Jacques C. Scholtz .” 2010. Thesis, North-West University. Accessed March 08, 2021. http://hdl.handle.net/10394/4878.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Scholtz, Jacques Coenraad. “Preparation, stability and in vitro evaluation of liposomes containing amodiaquine / Jacques C. Scholtz .” 2010. Web. 08 Mar 2021.

Vancouver:

Scholtz JC. Preparation, stability and in vitro evaluation of liposomes containing amodiaquine / Jacques C. Scholtz . [Internet] [Thesis]. North-West University; 2010. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/10394/4878.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Scholtz JC. Preparation, stability and in vitro evaluation of liposomes containing amodiaquine / Jacques C. Scholtz . [Thesis]. North-West University; 2010. Available from: http://hdl.handle.net/10394/4878

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

North-West University

28. Van Aswegen, Jacobus Coenraad. The use and effectiveness of systems development methodologies in developing electronic learning systems / Jacobus Coenraad van Aswegen .

Degree: 2014, North-West University

URL: http://hdl.handle.net/10394/12054

► The main focus of this study is to determine if systems development methodologies are being utilised in the development of electronic learning systems in South… (more)

▼ The main focus of this study is to determine if systems development methodologies are being utilised in the development of electronic learning systems in South Africa and if these methodologies are being applied effectively. Essentially this study can be viewed as exploratory research, utilising a conceptual research model to investigate the relationships between the constructs and measurements. Electronic learning, or e-learning, is being employed to educate millions of learners, students and employees around the world and it is a critical component of modern educational systems. E-learning systems, or learning management systems, as it is known in the field, sit at the heart of these educational systems and are used to systematically deliver on-line content and facilitate the learning experience around that content. There is still much confusion and misconceptions surrounding e-learning and learning management systems abound. This study will try and clarify some of these misconceptions. In e-learning systems, the effective use of information systems is especially relevant as it is used to educate the minds of the future. To ensure that e-learning systems of outstanding quality are being developed, it is therefore crucial that systems development methodologies are being used as they can have a significant impact on the development process. There is a dearth of empirical research available on the use and effectiveness of systems development methodologies in South Africa. This study aims, amongst other things to make a contribution to the availability of empirical results. By empirically evaluating the conceptual research model, utilising a survey as the main research method and statistically analysing the dataset, meaningful results were obtained. This study gave some insights into how learning management system procurement and development is being done in South Africa and revealed that the use of open-source systems currently exceeds the use of proprietary systems. The results of the research showed that systems development methodologies (e.g. Object-Oriented Analysis and Rapid Application Development) are being used effectively in the development of e-learning systems. Strong relationships exist between many of the systems development methodology factors identified (e.g. performance expectancy and the perceived support of the methodology) and the quality and productivity of the development process. This in turn has a strong influence on the impact systems development methodologies have on the quality of learning management systems.

Subjects/Keywords: Electronic learning; E-learning; Learning management systems; Systems development methodologies; Effective; Empirical; Exploratory; Survey; South Africa; Elektroniese leer; E-leer; Onderrigleerbestuurstelsels; Effektiwiteit; Empiriese; Verkennende navorsing; Stelselontwikkelingsmetodologieë; Opname; Suid-Afrika

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Van Aswegen, J. C. (2014). The use and effectiveness of systems development methodologies in developing electronic learning systems / Jacobus Coenraad van Aswegen . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/12054

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Van Aswegen, Jacobus Coenraad. “The use and effectiveness of systems development methodologies in developing electronic learning systems / Jacobus Coenraad van Aswegen .” 2014. Thesis, North-West University. Accessed March 08, 2021. http://hdl.handle.net/10394/12054.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Van Aswegen, Jacobus Coenraad. “The use and effectiveness of systems development methodologies in developing electronic learning systems / Jacobus Coenraad van Aswegen .” 2014. Web. 08 Mar 2021.

Vancouver:

Van Aswegen JC. The use and effectiveness of systems development methodologies in developing electronic learning systems / Jacobus Coenraad van Aswegen . [Internet] [Thesis]. North-West University; 2014. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/10394/12054.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Van Aswegen JC. The use and effectiveness of systems development methodologies in developing electronic learning systems / Jacobus Coenraad van Aswegen . [Thesis]. North-West University; 2014. Available from: http://hdl.handle.net/10394/12054

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

North-West University

29. Venter, Telanie. Characterisation, toxicology and clinical effects of crocodile oil in skin products / by Telanie Venter.

Degree: 2012, North-West University

URL: http://hdl.handle.net/10394/9234

► Natural oils are regularly used in cosmetics and as treatment for numeral skin conditions (Nielsen, 2006:575). The natural products industry is a multibillion dollar industry… (more)

▼ Natural oils are regularly used in cosmetics and as treatment for numeral skin conditions (Nielsen, 2006:575). The natural products industry is a multibillion dollar industry and has grown tremendously over the past few years. Natural oils used in cosmetics contain a range of fatty acids which contribute to several valuable properties in cosmetic- and personal care products. Fatty acids are divided into saturated acids and unsaturated acids (Vermaak et al., 2011:920,922). Because of the popularity and wide diversity of skin care products, it is necessary to create products that will distinguish themselves from the rest of the commercial products. To include natural oils in skin care products is a new way to prevent skin ageing, as well as other dermatological conditions. In this study, a natural oil, namely crocodile oil was used. Crocodile oil is obtained from the fat of the Nile crocodile (Crocodylus niloticus). Crocodile oil has the same composition as human skin oil. It only differs with regard to the percentages of the ingredients present. Crocodile oil contains saturated and unsaturated fatty acids. Because of the similar composition as human skin oil, crocodile oil will rarely be allergenic when applied to human skin and therefore will be a very accepted and harmless product to use (Croc city, 2012). There are many claims of positive results when crocodile oil containing products have been used. It includes fading of freckles, treatment of acne and pimple marks, dark lines, wrinkles and laugh lines. It also includes vanishing of dark shadows, sun spots and other discolorations. It helps prevent discolorations from forming and makes the skin softer, brighter and more attractive. It also controls rashness and dryness (Croc city, 2012). Because of crocodile oil’s anti-ageing, anti-fungal and anti-bacterial effects claimed by crocodile oil suppliers, and due to the fact that little scientific data is available on crocodile oil, it was decided to investigate the claims. In this study, the aims and objectives were to use natural oil, namely crocodile oil, and investigate the fatty acid profile, anti-microbial and anti-fungal activity, anti-oxidant activity, toxicity studies, stability determination of crocodile oil lotion and clinical efficacy testing of the anti-ageing effects. To determine the fatty acid profile of crocodile oil, fatty acid methyl ester (FAME) analysis with gas chromatography were used. Identification of FAME peaks in the samples was made by comparing the relative retention times of FAME peaks from samples to those of reference standards. The composition of fatty acids in crocodile oil compared well to fatty acids found in human skin oil. Anti-microbial and anti-fungal tests were done by Envirocare Laboratories, North-West University, Potchefstroom. Staphylococcus aureus, Esterichia coli, Pseudomanas aeruginosa, Candida albicans, Brasiliensis, Propionibacterium acnes and Trichophyton rubrum cultures were used to determine the anti-microbial and anti-fungal activity of crocodile oil.…

Subjects/Keywords: Natural oils; crocodile oil; stability testing; anti-oxidant; clinical efficacy; toxicity testing; natuurlike olies; krokodil olie; stabiliteitstoetse; anti-oksidant; kliniese effektiwiteit; toksisiteit bepaling

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Venter, T. (2012). Characterisation, toxicology and clinical effects of crocodile oil in skin products / by Telanie Venter. (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/9234

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Venter, Telanie. “Characterisation, toxicology and clinical effects of crocodile oil in skin products / by Telanie Venter. ” 2012. Thesis, North-West University. Accessed March 08, 2021. http://hdl.handle.net/10394/9234.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Venter, Telanie. “Characterisation, toxicology and clinical effects of crocodile oil in skin products / by Telanie Venter. ” 2012. Web. 08 Mar 2021.

Vancouver:

Venter T. Characterisation, toxicology and clinical effects of crocodile oil in skin products / by Telanie Venter. [Internet] [Thesis]. North-West University; 2012. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/10394/9234.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Venter T. Characterisation, toxicology and clinical effects of crocodile oil in skin products / by Telanie Venter. [Thesis]. North-West University; 2012. Available from: http://hdl.handle.net/10394/9234

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

North-West University

30. Brink, Andrea Johanna Wilhelmine. Evaluation of a programme to facilitate positive youth development / A.J.W. Brink .

Degree: 2010, North-West University

URL: http://hdl.handle.net/10394/4706

► The South African context, in particular, is characterized by a definite need for the facilitation of the development of the youth in a more positive… (more)

▼ The South African context, in particular, is characterized by a definite need for the facilitation of the development of the youth in a more positive trajectory. Family structures are not always robust enough to support the positive development of the youth, owing to the demands made on single–parent families, amongst other reasons. Community structures may also be less supportive of the development of the youth, because of the impact of the changes associated with the transitional phase of the country during the past sixteen years (Meehan, Peirson & Fridjhon, 2007). Furthermore, young people under the age of 15 years comprise almost a third of the total South African population (Statistics South Africa, 2009), and in the future, they will have to be prepared for an adulthood faced with previously unknown challenges (United Nations Population Fund). The importance of the development of the youth, in order to enable them to contribute to their country in future, is acknowledged by the South African Governement (National Youth Commission website). This study was conducted within the parameters of the newly developing positive youth development (PYD) paradigm. The empirical level of this paradigm is well represented in the literature, indicating that the content areas, or the “what” of PYD, have been well elucidated. However, there is a lack of theory, especially with regard to models describing developmental change (Larson et al., 2004), and evaluation of interventions aiming at the facilitation of PYD. In order to contribute to the answering of the questions regarding the “how” of development, this study had the following main aims: a) the compilation of a theoretical model, describing developmental change in the youth; b) the operationalization of this model for intervention purposes; and c) the evaluation of a programme and the model on which it is based. The study is reported on in an article format, and comprises a total of three articles. The first article focuses on the process of the compilation of a theoretical model by means of: a) the construction of a comprehensive meta–theoretical matrix, b) the integration of theory that features in the PYD literature, and c) the expansion of the latter with theory from other compatible sub–disciplines in psychology. The resultant Positive Youth Development Intervention (PYDI) model provides a process–related description of developmental change ? and is one of the first models to do so. The second article describes the operationalization of the PYDI model, by means of an indication of the relevant constructs, phenomena and processes to be facilitated. Although recent research points to a relation between PYD and self–regulation, there has been no model, describing the role of self–regulation in the facilitation of the positive development of the youth. This study adapted a model from an educational context (Heckhausen & Gollwitzer, 1987 (as cited in Boekaerts & Niemivirta, 2005)), in order to describe the regular self–regulatory processes constituting the bi–directional…

Subjects/Keywords: Positive youth development; Positive youth development intervention model (PYDI model); Early adolescence; Process-related; Self-regulation; Developmental systems theory; Mixed-methods study; Thriving; Hope; Social self-efficacy; Coping self-efficacy; Positiewe jeugontwikkeling; Positiewe Jeug-Intervensiemodel (sg. PYDI model); Vroeë adolessensie; Proses-matig; Selfregulering; Ontwikkelingsisteemteorie; Kwantitatiewe-kwalitatiewe navorsingsontwerp; Ontwikkelingswelstand; Hoop; Sosiale self-effektiwiteit; Probleemoplossing-self-effektiwiteit

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Brink, A. J. W. (2010). Evaluation of a programme to facilitate positive youth development / A.J.W. Brink . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/4706

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Brink, Andrea Johanna Wilhelmine. “Evaluation of a programme to facilitate positive youth development / A.J.W. Brink .” 2010. Thesis, North-West University. Accessed March 08, 2021. http://hdl.handle.net/10394/4706.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Brink, Andrea Johanna Wilhelmine. “Evaluation of a programme to facilitate positive youth development / A.J.W. Brink .” 2010. Web. 08 Mar 2021.

Vancouver:

Brink AJW. Evaluation of a programme to facilitate positive youth development / A.J.W. Brink . [Internet] [Thesis]. North-West University; 2010. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/10394/4706.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Brink AJW. Evaluation of a programme to facilitate positive youth development / A.J.W. Brink . [Thesis]. North-West University; 2010. Available from: http://hdl.handle.net/10394/4706

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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Open Access Theses and Dissertations