ENGLISH ABSTRACT: This study examines the impact of the extended degree program on the students admitted to these programs. The extended degree program offers students an alternative access route to higher education institutions. The program is aimed at students from former disadvantage school environments that have the potential to be successful in their studies. The literature review shows that the programs are successfully implemented over the world. The literature also indicates that if learners are longer exposed to a specific subject, they perform better in this subject. This statement is specifically investigated in this study because it is one of the extended degree program`s building blocks – give students more exposure to a specific subject and they have a better chance to achieve success in that subject. In answering the main research question “What impact does the extended degree program has on both the student and institution.”, both quantitative and qualitative data were collected. Quantitative data used in this study were the final marks and throughput rates of students. Qualitative data was obtained through interviews with students in the program. Although the findings of this study are context specific, it contributes to the growing knowledge and better understanding of the impact that the extended degree program has on the student and university. The two main findings of this work were: i) The academic performance of students in the extended degree program improved in relation to the performance of students in the mainstream. ii) The performance of students in the extended degree programs justifies the existence of the programs at the University of Stellenbosch. / AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die impak wat die verlengde graadprogram het op studente wat tot hierdie programme toegelaat word. Die verlengde graadprogram bied ʼn alternatiewe toegangsroete aan studente tot hoëronderwysinstellings. Die programme is gemik op leerders uit ʼn voorheen benadeelde skoolomgewing wat die potensiaal toon om suksesvol in hulle studies te wees. Die literatuurstudie toon dat die programme met sukses oor die wêreld geïmplementeer word. Die literatuur toon ook aan dat leerders wat langer aan ʼn spesifieke vak blootgestel word, beter in die vak presteer. Hierdie stelling is spesifiek in die studie ondersoek, want dit is een van die verlengde graadprogram se boustene – gee studente langer blootstelling aan ʼn spesifieke vak sodat hulle ʼn beter kans het om sukses in die vak te behaal. Om die hoofnavorsingsvraag “Watter impak het die verlengde graadprogram op beide die student en instansie.” te beantwoord, is beide kwantitatiewe- en kwalitatiewe data ingesamel. Kwantitatiewe data wat gebruik is in die studie is die prestasiepunte en deurvloeisyfers van studente. Kwalitatiewe data is verkry deur onderhoude te voer met studente in die verlengde graadprogram. Alhoewel die bevindinge van dié studie konteks spesifiek is, dra dit by tot die groeiende kennis en beter verstaan van die impak wat die verlengde graadprogram het op die student en die universiteit. Die twee belangrikste bevindinge van hierdie werk is: i) Die akademiese prestasie van studente in die verlengde graadprogram verbeter ten opsigte van studente in die hoofstroom. ii) Die prestasie van die studente in die verlengde graadprogramme regverdig die voortbestaan van die programme aan die Universiteit van Stellenbosch.

The aim of this thesis is to investigate the experience of English teachers in secondary school who use fiction in their lessons. A quantitative method was used to take part of a large number of English teachers’ experiences. Online-surveys consisting of both closed and open questions were constructed and 80 teachers participated. The results are shown through tables as well as by quotes. The results show that the respondents mostly use elements where students all read the same fiction and most commonly assess the use of fiction by group discussions. The respondents’ had the opportunity to freely express their thoughts regarding their teaching and their opinions on what the advantages and disadvantages are in fiction-teaching. The teachers’ pedagogical aims are both of language purposes, culture purposes and of purposes concerning self-reflection and development. The advantages to using fiction are for these teachers the improvement of language and possibilities finding topics to discuss. The respondents perceive the disadvantages as accommodating students’ different language levels and difficulties in motivating students. The analysis opens up for further discussions and research concerning the subject. / Syftet med denna uppsats är att undersöka högstadielärare som undervisar i engelska och deras upplevelse kring att använda skönlitteratur i sin undervisning. En kvantitativ metod användes för att ta del av ett stort antal engelsklärares erfarenheter. Online-enkäter användes som insamlingsmetod och bestod av både slutna samt öppna frågor. 80 lärare deltog i den. Resultaten visas genom tabeller samt genom citat från respondenterna. Resultaten indikerar att lärare mest använder sig av moment där alla elever i en klass kan läsa samma bok. Resultaten visar även på att gruppdiskussioner är den vanligaste metoden att bedöma skönlitteratur bland respondenterna. Respondenterna hade möjlighet att fritt uttrycka sina tankar och åsikter om att använda skönlitterära böcker i sin undervisning och kring vad det finns för didaktiska fördelar samt svårigheter. Resultaten från deras tankar visar att respondenternas pedagogiska målsättningar har språkanknytning, kulturanknytning samt anknytningar till att ge sina elever självreflekterade egenskaper och utvecklas på ett personligt plan. Resultaten från enkäten visar även att respondenterna anser fördelarna med skönlitteratur i engelskundervisning vara av språkförbättringsskäl samt ökade möjligheter till ämnen att diskutera. Nackdelar respondenterna anser vara är att möta elevers olika språknivåer samt svårigheter att motivera eleverna. Analysen öppnar upp för ytterligare diskussioner och forskning kring ämnet.

伍美蓮. / 呈交日期: 2003年1月. / 論文(哲學博士)-香港中文大学, 2002. / 參考文獻 (p. 227-241). / 中英文摘要. / Cheng jiao ri qi: 2003 nian 1 yue. / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Wu Meilian. / Zhong Ying wen zhai yao. / Lun wen (zhe xue bo shi)--Xianggang Zhong wen da xue, 2002. / Can kao wen xian (p. 227-241).

In this philosophical and practical-critical inquiry, I address two significant and closely related problems - whether and how those involved in the enterprise of education conceptualise a need for educational change, and the observed resistance of school cultures to change efforts. I address the apparent lack of a clear, coherent and viable theory of learning, agency and change, capable of making explicit the need, substantive nature and means of educational change. Based on a meta-analysis of numerous theories and perspectives on human knowing, learning, intelligence, agency and change, I synthesise a 'Dynamic Paradigm of Learning and Change', characterised by fifteen Constructs. I argue that this more viable Paradigm is capable of informing both design and critique of systemic curriculum and assessment policies, school organisation and planning models, professional learning and pedagogical practice, and student learning and action. The Dynamic Paradigm of Learning and Change contrasts with the assumptions reflected in the prevailing culture of institutionalised education, and I argue that dominant views of knowledge and human agency are both theoretically and practically non-viable and unsustainable. I argue that the prevailing culture and experience of schooling contributes to the formation of assumptions, identities, dispositions and orientations to the world characterised by alienation. The Dynamic Paradigm of Learning and Change also contrasts with the assumptions reflected in some educational reform efforts recently promoted at system level in Queensland, Australia. I use the Dynamic Paradigm as the reference point for a formal critique of two influential reform programs, Authentic Pedagogy and the New Basics Project, identifying significant limitations in both the conceptualisation of educational ends and means, and the implementation of these reform agendas. Within the Dynamic Paradigm of Learning and Change, knowledge and learning serve the individual's need for more adaptive or viable functioning in the world. I argue that students' attainment of knowledge of major ways in which others in our culture organise experience (interpret the world) is a legitimate goal of schooling. However, it is more viable to think of the primary function of schooling as providing for the young inspiration, opportunities and support for purposeful doing, and for assisting them in understanding the processes of 'action scheme' change to make such doing more viable. Through the practical-critical components of the inquiry, undertaken in the context of the ferment of pedagogical and curricular discussion and exploration in Queensland between 1999 and 2003, I develop the Key Abilities Model and associated guidelines and resources relating to forms of pedagogy, curriculum organisation and assessment consistent with the Dynamic Paradigm of Learning and Change. I argue the importance of showing teachers why and how their existing visions and conceptions of learning and teaching may be inadequate, and of emphasising teachers' conceptions of learning, knowing, agency and teaching, and their identities, dispositions and orientations to the world, as things that might need to change, in order to realise the intent of educational change focused on transformational student outcomes serving both the individual and collective good. A recommendation is made for implementation and research of a school-based trial of the Key Abilities Model, informed by and reflecting the Dynamic Paradigm of Learning and Change, as an important investment in the development and expression of ‘authentic' human intelligence.

Aggregate properties influence different aspects of asphalt pavement performance. Aggregate polishing characteristics are directly related to pavement surface frictional properties and thus to skid resistance. Aggregate resistance to degradation (abrasion and breakage) is another important property that influences pavement performance. Aggregate degradation could take place during production due to plant operations and during compaction, leading to change in aggregate characteristics and mix properties. In addition, aggregate resistance to degradation is important in mixes such as Stone Matrix Asphalt (SMA) and Open Graded Friction Course (OGFC) that rely on stone-to-stone contacts among coarse aggregates. Some aggregates in these mixes fracture due to the high stresses at contact points. Many test methods exist for measuring aggregate polishing and degradation, but a critical review of these methods reveals that they suffer from being time consuming, are unable to differentiate between aggregates with distinct resistance to polishing, or unable to differentiate between aggregate resistance to abrasion and breakage. New methodologies are needed to give better assessment of aggregate resistance to polishing, abrasion, and breakage. The thesis presents the development of new methods for measuring aggregate resistance to polishing, abrasion, and breakage. These methods rely on measurements using the Aggregate Imaging System (AIMS) and Micro-Deval. The new method for measuring aggregate resistance to polishing monitors change in aggregate texture as a function of polishing time. As such, it provides the initial texture, rate of polishing, and final texture. The new method for measuring aggregate degradation is capable of distinguishing between breakage and abrasion. In this method, abrasion is defined as the reduction in aggregate angularity, while breakage is defined by fracture of particles. The new methods are shown to be rapid and accurate, and they require reasonable training. Since both AIMS and Micro-Deval are used in the new methods, it was necessary to evaluate the repeatability of these two methods. Measurements using two AIMS units and two Micro-Deval machines were used to assess the variability. There was no statistical difference between the measurements of the two AIMS units or between the measurements of the two Micro-Deval units.

Organizations leading education reform of the 1980's have challenged teacher education programs at colleges and universities across the nation to improve the subject matter content preparation of teachers. Past methods of program development and techniques to assess teacher's knowledge competence have been one-sided in their approach. New research studies on expert vs novice teachers show that expert teachers are more efficient in carrying out standard patterns of instruction. This nation's mathematics community has engaged in a revitalization of mathematics curricula. Traditional mathematics is being transformed to become a powerful science. Using the growing body of research, the National Council of Teachers of Mathematics have developed standards for improving the teaching and learning of mathematics. Oregon's Department of Education has also established standards to meet the needs of a changing mathematics curricula and the challenges of a changing society. This study identified the specific content knowledge taught in the mathematics curricula within colleges and universities which offer four, five or fifth year teacher education programs. It then compared these findings against teacher identified origins of elementary, middle and high school teachers' mathematics content knowledge relative to the Essential Learning Skills of Oregon. It was found that teachers' content knowledge of the Essential Learning Skills of Oregon was not directly related to their preparation as teachers; at the elementary and high school levels, there was no direct relationship found between teachers' degrees and their teaching assignment; there was no apparent relationship between teachers' knowledge of the Essential Learning Skills of Oregon and graduation from an Oregon college or university; there was no apparent relationship between teachers' lack of knowledge of the Essential Learning Skills of Oregon and graduation from a non-Oregon college or university. / Graduation date: 1990

Stone matrix asphalt (SMA) mixtures rely on stone-on-stone contacts among particles to resist applied forces and permanent deformation. Aggregates in SMA should resist degradation (fracture and abrasion) under high stresses at the contact points. This study utilizes conventional techniques as well as advanced imaging techniques to evaluate aggregate characteristics and their resistance to degradation. Aggregates from different sources and types with various shape characteristics were used in this study. The Micro-Deval test was used to measure aggregate resistance to abrasion. The aggregate imaging system (AIMS) was then used to examine the changes in aggregate characteristics caused by abrasion forces in the Micro-Deval. The resistance of aggregates to degradation in SMA was evaluated through the analysis of aggregate gradation before and after compaction using conventional mechanical sieve analysis and nondestructive X-ray computed tomography (CT). The findings of this study led to the development of an approach for the evaluation of aggregate resistance to degradation in SMA. This approach measures aggregate degradation in terms of abrasion, breakage, and loss of texture.

Aggregate properties influence different aspects of asphalt pavement performance. Aggregate polishing characteristics are directly related to pavement surface frictional properties and thus to skid resistance. Aggregate resistance to degradation (abrasion and breakage) is another important property that influences pavement performance. Aggregate degradation could take place during production due to plant operations and during compaction, leading to change in aggregate characteristics and mix properties. In addition, aggregate resistance to degradation is important in mixes such as Stone Matrix Asphalt (SMA) and Open Graded Friction Course (OGFC) that rely on stone-to-stone contacts among coarse aggregates. Some aggregates in these mixes fracture due to the high stresses at contact points. Many test methods exist for measuring aggregate polishing and degradation, but a critical review of these methods reveals that they suffer from being time consuming, are unable to differentiate between aggregates with distinct resistance to polishing, or unable to differentiate between aggregate resistance to abrasion and breakage. New methodologies are needed to give better assessment of aggregate resistance to polishing, abrasion, and breakage. The thesis presents the development of new methods for measuring aggregate resistance to polishing, abrasion, and breakage. These methods rely on measurements using the Aggregate Imaging System (AIMS) and Micro-Deval. The new method for measuring aggregate resistance to polishing monitors change in aggregate texture as a function of polishing time. As such, it provides the initial texture, rate of polishing, and final texture. The new method for measuring aggregate degradation is capable of distinguishing between breakage and abrasion. In this method, abrasion is defined as the reduction in aggregate angularity, while breakage is defined by fracture of particles. The new methods are shown to be rapid and accurate, and they require reasonable training. Since both AIMS and Micro-Deval are used in the new methods, it was necessary to evaluate the repeatability of these two methods. Measurements using two AIMS units and two Micro-Deval machines were used to assess the variability. There was no statistical difference between the measurements of the two AIMS units or between the measurements of the two Micro-Deval units.

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The literature in education is conspicuously lacking in any meaningful or sustained discussion of the body's role in education. This thesis suggests that body and mind do not mutually exclude one another but rather, they are the two aspects that, together, form the whole person. Paradox is a key concept here because it offers a vision of reality that brings together "apparent opposites" into a tensed relationship thereby creating a framework that allows for the integration of body and mind into a cohesive whole. This thesis argues that myth is an expression of humankind's paradoxical nature, and that the hero myth, in particular, points to a path that leads to the embodiment of paradox, and thus to wholeness. This, however, requires a journey into the depths of the body in order to get in touch with the body and the entire range of its feelings. It is further argued that this process reconnects us to our body. To embody paradox, therefore, signifies the integration of body and mind into a unified whole. (Abstract shortened by UMI.)