Our current data demonstrate that besides the known risk factors, including apical aneurysm, reduced left ventricular longitudinal systolic function (MAPSE) and advanced diastolic dysfunction, Right ventricular dysfunction as determined by reduced tricuspid annular plane systolic excursion (TAPSE) or right ventricular fractional area change (RV_FAC) is independently associated with left ventricular thrombus formation in acute anterior myocardial infarction patients, especially in the setting of anterior myocardial infarction without the formation of an apical aneurysm. This study suggests that besides left ventricular abnormalities, right ventricular dysfunction likewise contributes LVT formation in patients with acute anterior myocardial infarction. / Unsere aktuellen Daten zeigen, dass neben den bekannten Risikofaktoren, einschließlich des apikalen Aneurysmas, der verminderten linksventrikulären longitudinalen systolischen Funktion (MAPSE) und der fortgeschrittenen diastolischen Dysfunktion, die durch reduzierte TAPSE oder RV_FAC bestimmte rechtsventrikuläre Dysfunktion unabhängig mit der Thrombusbildung in linkem Ventrikel bei Patienten nach dem akuten Vorderwandinfarkt, insbesondere bei denen ohne apikales Aneurysma assoziert ist. Diese Studie legt nahe, dass neben linksventrikulärer Dysfunktion die rechtsventrikuläre Dysfunktion ebenfalls zur linksventrikulären Thombusbildung bei Patienten mit akutem anteriorem Myokardinfarkt beiträgt.

Thesis (MA)--University of Stellenbosch, 2002. / 214 Leaves printed on single pages, preliminary pages i- xvi and numbered pages 1-191. Includes bibliography and illustrations. / Digitized at 600 dpi grayscale to pdf format (OCR), using a Bizhub 250 Konica Minolta Scanner. Digitized by Ivan Jacobs on request of Niel Hendrickz, 15 April 2011. / ENGLISH ABSTRACT: This investigation is informed by the assumption that language, as representation and as image, is positioned in a metaphorical relationship to reality. Language, as a structure of representation, is the way in which we represent reality to ourselves and to others and recreate the past, as well as the way in which we invest our lives with meaning, significance and experience. Language includes visual and verbal representation, and this investigation shows how image and text create a variety of multiple meanings through playful and interactive reciprocation. Following from the assumption that language comprises temporal and spatial qualities, it is also the terrain that enables us to know and understand reality, ourselves, and others. This emphasizes the material nature of language, which is also connected with social and cultural practices and, as such, involves reciprocation and interaction between divergences. Language is therefore a mode of action that makes the bridging of divisions possible. Language is proposed as a medium through which the monolithic hegemony of the apartheid past may be confronted within a multicultural South Africa. The aim of representing this past in my work is not to recall it as it was or to discover etemal, inheritable qualities, but rather to bring about re-demption (healing) through re-presentation. Re-demption and re-presentation is a textual practice that involves a re-script of the past. With the understanding that history and culture are regarded as text, re-writing the past does not involve representation as mimesis, but as production. This investigation recognizes the role of the subconscious as the other or the alterity in all language constructs that makes it possible to circumvent the logic of binary oppositions; entertain alternatives simultaneously; erase boundaries; share spaces, and discover the other in the self. This unconscious language of the other, as a strange doubling and interplay between near and far, gives rise to poies/s. The creation of multi-dimensional spaces that draw the poetical and the everyday into an imaginative and directed conceptual interplay as well as provoke dialogue between differences and diversities, engenders a desire for the complexity of the other. The interplay and recurrent movement across divisions and between paradoxes create a new and changed interspace, characterized by difference, plurality, and contradiction. Intertextual spaces allow relationships between differences and exist precisely as a result of dialogicity between diversities. In this way it is possible to establish, by virtue of difference, a mutual, interdependent relationship with the other. Metaphorical language requires an allegorical reading that places divergences in relation to one another, thereby causing a mythic animation of signification that moves from one level to another. Mytho-poeisis, as an allegorical structure, is proposed as a model by means of which symbolic transformation and redemption of the personal and collective psyche may occur. Poetic re-imagining as re-presentation impels change and transformation and points to other possible forms of social and ethical experiences. This impulse, to reconcile the social and the aesthetic, or the cultural with symbolic form, is based on the principle of reconciliation between art and life. / AFRIKAANSE OPSOMMING: Hierdie ondersoek handhaaf die veronderstelling dat taal in 'n metaforiese verhouding tot die werklikheid staan as voorstelling en as beeld. Taal, as 'n struktuur van voorstelling, is die wyse waarop ons die werklikheid aan onsself en ander voorstel en die verlede herskep, asook die wyse waarop ons sin, betekenis en ervaring aan ons lewens verskaf. Taal sluit visuele en verbale voorstellings in en hierdie ondersoek toon op watter wyse beeld en teks in speelse en interaktiewe wisselwerking 'n verskeidenheid meersinnige betekenisse skep. Uitgaande van die veronderstelling dat taal temporele en ruimtelike kwaliteite betrek, is dit ook die terrein wat ons in staat stel om die werklikheid, onsself en ander te ken en verstaan. Dit beklemtoon die materiele aard van taal, wat ook met sosiale en kulturele praktyke verbind is en sodanig wisselwerking en interaksie tussen uiteenlopendhede betrek. Taal is dus 'n modus van doen, wat oorbrugging van skeidings moontlik maak. Taal word as 'n medium voorgestel waardeur die monolitiese hegemonie van die apartheidsverlede binne 'n multikulturele Suid-Afrika gekonfronteer word. Voorstelling van hierdie verlede in my werk is nie met die doel om dit te herroep soos dit was, of ewige, erfbare eienskappe te ontdek nie, maar eerder om herstel deur her-voorstelling te bewerkstellig. Her-stel en her-voorstelling is 'n tekstuele praktyk wat 'n re-skripsie van die verlede behels. Met begrip dat geskiedenis en kultuur as teks beskou word, behels die her-skryf van die verlede nie voorstelling as mimesis nie, maar as produksie. Hierdie ondersoek erken die rol van die onderbewussyn as die ander of die alteriteit (alterity) in alle taalvoorstellings wat dit moontlik maak om die logika van binere oposisies te omseil; alternatiewe gelyktydig in ag te neem; grense uit te wis, ruimtes te deel en die ander in die self te ontdek. Hierdie onbewuste taal van die ander, as 'n vreemde verdubbeling en spel tussen naby en ver, gee aanleiding tot poesis (poiesis). Die skep van multidimensionele ruimtes wat die poetiese en die alledaagse in 'n verbeeldingryke en gerigte konseptuele wisselspel betrek, asook dialoog tussen verskille en diversiteite bewerkstellig, skep 'n aandrang vir die kompleksiteit van die ander. Die interspel en ewigdurende beweging oor skeidings en tussen paradokse skep 'n nuwe en veranderde interruimte, wat gekenmerk word deur verskil, pluraliteit en kontradiksie. Intertekstuele ruimtes laat verskilsverhoudings toe en bestaan juis as gevolg van dialogisiteit tussen diversiteite. Op hierdie wyse is dit moontlik om op grond van verskil 'n wedersydse en interafhanklike verhouding met die ander aan te knoop. Metaforiese taalgebruik verg 'n allegoriese lees wat uiteenlopendhede in verhouding tot mekaar plaas sodat dit 'n mitiese animasie van betekening bewerkstellig wat vanaf een vlak na 'n ander vlak beweeg. Mito-poesis, as 'n allegoriese struktuur, word voorgestel as model waarvolgens simboliese transformasie en herstel van die persoonlike en kollektiewe psige kan geskied. Poetiese her-verbeelding as her-voorstelling motiveer verandering en transformasie en dui op ander moontlike vorms van sosiale en etiese ervarings. Hierdie impuls, om die sosiale en die estetiese, of om die kulturele met simboliese vorm te vereenselwig, berus op die beginsel van versoening tussen kuns en lewe.

Thesis (MA (VA))--Stellenbosch University, 2012. / ENGLISH ABSTRACT: This thesis investigates the manner in which the function of jewellery (in both the wearing and owning of it) is complementary to the value, meaning and definition of jewellery. The function of jewellery can be regarded as two-fold, consisting of both a physical and social function. The physical function of a jewellery piece entails the way in which it is worn and the manner in which the piece is utilised. The social function of jewellery is not only the status or identity that the jewellery represents, but also how jewellery can symbolise and stimulate relationships. An investigation of the physical function of jewellery is undertaken by deconstructing archetypical jewellery pieces. This illustrates what characteristics define an object as a jewellery piece and show how some archetypical jewellery pieces may appear to be seemingly universal, timeless and natural. The social function of jewellery is investigated by considering the relational aesthetics of jewellery and thus showing how jewellery can testify and give rise to relationships. This study also sheds light on the way in which contemporary jewellery can question value systems. The research includes the designing, making and discussing of contemporary jewellery. The primary research for the thesis is formed by a discussion of my art pieces and is supported by theoretical research. In the conclusion of this study it is clear that jewellery can assume multiple definitions and meanings. These definitions and meanings are not only determined by the designer and maker of the jewellery piece, but also by the wearer/ owner and the viewer as well as the context within which the jewellery piece is worn or displayed. / AFRIKAANSE OPSOMMING: In dié tesis word daar ondersoek ingestel oor hoe die funksie van juweliersware (in beide die dra en besit daarvan) die waarde, betekenis en definisie van juweliersware aanvul. Die funksie van juweliersware kan beskou word as tweevoudig en bestaan uit beide ’n fisiese- en ’n sosiale funksie. Die fisiese funksie van ʼn juweelstuk behels hoe dit gedra word en hoe die juweelstuk funksioneer. Die sosiale funksie van juweliersware word nie net beskou as die status of identiteit wat juweliersware voorstel nie, maar ook hoe juweliersware verhoudings simboliseer en stimuleer. ‘n Ondersoek na die fisiese funksie is uitgevoer deur argetipiese juweliersware te dekonstrueer. Só word daar gewys watter soort eienskappe ʼn voorwerp as ʼn juweelstuk definieer en hoe sekere argetipiese juwele as skynbaar universeel, tydloos en natuurlik voorkom. Die sosiale funksie van juweliersware is ondersoek deur te kyk na die estetiese verwantskappe van juweliersware, en só te wys hoe juweliersware kan getuig en aanleiding gee tot verhoudings. In die studie word daar ook uitgelig op watter wyse kontemporêre juweliersware waardesisteme kan bevraagteken. Die navorsing behels die ontwerp, maak en bespreking van kontemporêre juweliersware. Die bespreking van my kunswerke vorm die primêre navorsing van die tesis en word ondersteun deur teoretiese navorsing. Na afloop van die studie is dit duidelik dat juweliersware veelvoudige definisies en betekenisse kan aanneem. Dié betekenisse en definisies word nie net bepaal deur die ontwerper en maker nie, maar ook deur die draer/ eienaar en toeskouer asook die konteks waarin die juweelstuk gedra of vertoon word.

The reading skill is the most important skills for the 21st century. The Progress in International Reading Literacy Study (PIRLS) found that nearly 80% of South African students haven’t mastered the basic reading skills at Grade 5 level. If the learner hasn’t mastered the skill of reading, his/her progression at school will be severely inhibited and learning problems will result. Reading consists of certain basic skills, namely receiving messages, perceptual skills, decoding the message and learning. A reading programme that stimulates the learner visually, auditory and tactually promotes learning and memory, is the key to reading success. There are a variety of reading methods, but in the scope of this study the multisensory reading approach is regarded as the most suitable reading approach for the Foundation Phase. The literacy study found that the human being is a multisensory creature that uses all senses to explore his/her environment. Multisensory approaches to learning have been applied with success to learners for longer than a century and are supported by the latest neuro images scientific research. During a multisensory approach, the emphasis is on phonological awareness, decoding, spelling and comprehension. In this study, the Orton-Gillingham approach is used where sounds are linked with the written symbol through visual, auditory and tactile stimuli. A quantitative pre-experimental two group pre-test, post-test research design was followed. 42 Grade 2 Afrikaans-speaking students participated in the intervention programme. The degree to which the students reading improved in the five week period determined to which extent the intervention programme influenced the reading abilities of the learners. The data analysis of pre-and post-reading revealed that after application of the multisensory reading programme a significant improvement regarding reading speed, word recognition and reading comprehension occurred. / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2011

The reading skill is the most important skills for the 21st century. The Progress in International Reading Literacy Study (PIRLS) found that nearly 80% of South African students haven’t mastered the basic reading skills at Grade 5 level. If the learner hasn’t mastered the skill of reading, his/her progression at school will be severely inhibited and learning problems will result. Reading consists of certain basic skills, namely receiving messages, perceptual skills, decoding the message and learning. A reading programme that stimulates the learner visually, auditory and tactually promotes learning and memory, is the key to reading success. There are a variety of reading methods, but in the scope of this study the multisensory reading approach is regarded as the most suitable reading approach for the Foundation Phase. The literacy study found that the human being is a multisensory creature that uses all senses to explore his/her environment. Multisensory approaches to learning have been applied with success to learners for longer than a century and are supported by the latest neuro images scientific research. During a multisensory approach, the emphasis is on phonological awareness, decoding, spelling and comprehension. In this study, the Orton-Gillingham approach is used where sounds are linked with the written symbol through visual, auditory and tactile stimuli. A quantitative pre-experimental two group pre-test, post-test research design was followed. 42 Grade 2 Afrikaans-speaking students participated in the intervention programme. The degree to which the students reading improved in the five week period determined to which extent the intervention programme influenced the reading abilities of the learners. The data analysis of pre-and post-reading revealed that after application of the multisensory reading programme a significant improvement regarding reading speed, word recognition and reading comprehension occurred. / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2011

The effectiveness with which people learn in modem organizations is increasingly emphasized in today's information and knowledge driven economy. The effectiveness of learning and the increase of expertise in a rapidly and dramatically changing economic, political and social environment is regarded as being extremely important for the success and survival of organizations. The way an individual views the process of learning influences the learner's approach to a learning opportunity and the effectiveness of the learning process concerned. An individual's awareness of his/her own learning approach and opportunities for critical and realistic reflection on his/her own behaviour is important for the development of effective learning. Opportunities for critical and realistic reflection on his/her own learning behaviour promotes a learner's ability to handle new and complex situations. The need for a reliable and valid measure for learning approaches as a means to facilitate critical and realistic reflection by a learner must be emphasized in this regard. Related to this is the need for a systems model which promotes a holistic approach to the interpretation of learning approaches and the facilitation of effective learning within organizations. The primary aim of the study was to develop a questionnaire with acceptable psychometric properties which could be used to determine the learning approaches of adults. The secondary aim of the study was to develop a systems model which indicates the relationship between learning approaches, macro- and micro-learning environment factors, personal factors and learning outcomes for organizations. A literature analysis was undertaken to develop a systems model (secondary aim) which could serve as a theoretical framework for the development of a learning approaches questionnaire. Different approaches as described in existing literature were identified, delimited and defined. The factors which influence individuals' learning approaches were investigated. A systems model of learning was developed on the basis of the literature study. This model is used to indicate the relations between learning approaches, learning environment factors, personal factors and learning outcomes. A clear and identifiable input component, a process component and an outcomes component which are interdependent and interact with one another, were identified on the basis of the literature. The study concluded that a systems model of learning provides a useful holistic framework to assist the understanding, interpretation and influencing of learning approaches and the factors which influence learning approaches. The empirical part of the study focuses on the development of a learning approaches questionnaire for adults. The learning approaches questionnaire (LAQ) which was developed consists of two sections, a learning approaches in terms of the learning content section (LAQc) and a learning approaches in terms of social orientation section (LAQs). The LAQc section consists of a deep, surface and achievement learning motive dimension and a related deep, surface and achievement strategy dimension, as well as a self-efficacy and fear-of-failure dimension. The LAQs consists of a dependent, independent, co-operative and competitive learning approach dimension. The research results demonstrated that the LAQ displays content, factor and construct validity. The factor structures of the LAQ are stable for business and tertiary learning contexts. The research results also showed that the LAQ is a reliable and unbiased measure for various language groups. The results of the empirical investigation strongly supported the systems model of learning. The grouping of learning approaches according to particular views of what learning encompasses, the mutual relations between learning approaches, as well as the situational nature of learning approaches as depicted in the systems model, were confirmed. By using the systems model of learning, the LAQ can make an important contribution to the facilitation of effective learning in organizations. / Thesis (D Com (Human Resources Management))--University of Pretoria, 2007. / Human Resource Management / unrestricted

Please read the abstract in the section 00front of this document Please cite as follows: Opperman JA, 2002, Die emosionele belewenis van 'n beenmurgoorplanting : 'n Maatskaplike Werk perspektief, MA dissertation, University of Pretoria, Pretoria, viewed yymmdd < http://upetd.up.ac.za/thesis/available/etd- 07252005-110248/ > / Dissertation (MA (Social Work))--University of Pretoria, 2002. / Social Work and Criminology / MA (Social Work) / unrestricted

Wenn in Deutschland von Circular Economy gesprochen wird, denken wir schnell an Plastik, Recycling und wie unsere Abfallwirtschaft funktioniert. Dass hinter der Circular Economy wesentlich mehr Aspekte stecken, zeigt das Buch ‘Mythen der Circular Economy’. 32 Autor*innen aus Wissenschaft und Praxis sind dem Aufruf der Herausgebenden Alexa Böckel, Jan Quaing, Ilka Weissbrod und Julia Böhm gefolgt und haben sich mit den Mythen beschäftigt, die ihnen im Arbeitsalltag begegnen. Das Buch ist für alle Interessierten, Skeptiker*innen, enthusiastische Fürsprecher*innen und Zweifler*innen der Circular Economy. Die Take Aways am Ende der Kapitel und die Handlungsempfehlungen ermöglichen ein zielgerichtetes Lesen, das in die Umsetzung führt. In verständlicher Sprache führen Unternehmensgründer*innen und Wissenschaftler*innen in die Circular Economy ein und erklären, was im aktuellen Diskurs unter das Konzept fällt. Beispielsweise gibt es die sogenannten R-Strategien, die auch Recycling umfassen, aber sich auch mit suffizienteren Ansätzen beschäftigen. Die Circular Economy umfasst auch soziale Aspekte, denn ohne die Konsumierenden und den Wille der Bürger*innen kann eine Transformation nicht stattfinden. Zudem liefert der Sammelband eine Übersicht an aktuell existierenden Mythen und wie sie sich in Geschäftsmodellen und digitalen Technologien verbreiten. Gleichzeitig wird jeder Mythos von einem Gegenbeispiel aus der Praxis begleitet und zeigt damit, wie viel bereits möglich ist. Dabei werden vor allem die Bereiche des Bauens und der Mode in den Fokus genommen.

Syftet med den föreliggande undersökningen är att få kunskap om hur undervisning kan förbättra elevers lärande vad det gäller elevers historiemedvetande. Metoden som under- sökningen använde sig av är en learning study, ett kollektivt samarbete mellan historielärare som riktar fokus på elevers lärande. Genom utvärderingen av det samlade datamaterialet besvarades undersökningens frågeställningar Vilka är de kritiska aspekterna för att elever i årskurs 8 ska kunna utveckla en högre grad av historiemedvetande, och Vilka centrala punkter i undervisningens upplägg gör positiv skillnad för elevers lärande? Resultatet visar att de deltagande pedagogerna identifierade tre kritiska aspekter som anses vara avgörande för en undervisning med målet att utveckla elevers historiemedvetande: 1. Eleverna behöver integreras i undervisningen som deltagande berättare. 2. Undervisning behöver skapa en meningsfull förbindelse mellan elevers vardag, de historiska händelserna och elevers föreställning om framtiden. 3. Undervisning behöver involvera elevers närmiljö, såsom den lokala historien eller elevers egen släkthistoria. När det gäller undersökningens andra frågeställning, visar resultatdelen att pedagogerna identifierade två centrala punkter i undervisningen som skulle kunna göra positiv skillnad för elevers lärande: Undervisningen som genomförs på ett varierat sätt skapar intresse bland eleverna. Detta anses som grundförutsättning för all lärande. Dessutom höjer en inkludering av elevers närmiljö elevers förståelse för ämnet genom att relatera abstrakta händelser till elevers vardag. / The purpose of this study is to gain knowledge of how teaching can improve pupils’ understanding of historical consciousness. The theoretical method that is used in this study is a learning study, which is the mutual co-operation of history teachers with the focus on pupils’ learning. An evaluation of the collected data answers the following questions used in this study: Which teachings are critical for pupils’ in grade 8 to improve their historical consciousness and Which main aspects in teaching situations can create a positive difference to pupils’ learning? This study shows that the participating teachers identified three critical aspects which are key for an education with the focus of improving historical consciousness: 1. Pupils have to be involved in teaching situations as participating narrators. 2. Teaching situations have to create a meaningful connection between pupils’ everyday reality, historical events and pupils’ imagination of the future. 3. Teaching situations have to involve pupils’ own living environment, for example local history or the history of pupils’ own relatives. If it comes to the second question the study shows that the teachers identified two main aspects in teaching situations which can create a positive difference to pupils’ learning: Teaching situations that are performed in a varied way generate more interest among pupils.This is regarded as essential for all forms of learning. Furthermore, an inclusion of the pupils’ own living environment enhances the pupils’ understanding for the topic because abstract events then relate to the pupils’ life.

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