Magister Artium (Psychology) - MA(Psych) / Die bruikbaarheid van die Goodenough Draw-A-Manmeetmiddel met verstandelik gestremdes is ondersoek. Die Goodenough Draw-A-Man-meetmiddel, alhoewel aangewend om intelligensievlak van verstandelik gestremdes te bepaal, het beperkte ondersteuning volgens gepubliseerde studies. Twee studies het kontrasterende bevindinge ten opsigte van die bepaling van spesifieke grade van verstandelike gestremdheid aangedui. Ander studies het die geldigheid van die meetmiddel ten Die huidige studie het die volgende ondersoek: die bruikbaarheid van die Goodenough Draw-A-Man-meetmiddel ten opsigte van die klassifisering van die verskillende grade (sowel as onderverdeelde grade) van verstandelike gestremdheid; die verhouding tussen verstandelik gestremdes se prestasie op die Goodenough Draw-A-Manmeetmiddel en die volgende veranderlikes: geslag, ouderdom, institusionalisering versus nieinstitusionalisering; en om stereotiperende mensfiguurtekeninge en leerpotensiaal te ondersoek. van kronologiese ouderdom en geslagsverskille, sowel as die algemene bruikbaarheid met verstandelik gestremdes bevraagteken. Die ondersoekgroep het bestaan uit 153 verstandelik gestremdes met kronologiese ouderdomsomvang van 7 jaar tot 84 jaar. Hierdie subjekte is as erg tot verstandelik gestremd geklassifiseer. Hierdie groep het bestaan uit 64 manlike en 89 vroulike subjekte van wie 99 uit In institusie populasie geselekteer is, terwyl 54 geselekteer is uit In nie-institusie populasie. Die subjekte is in drie ouderdomskategorieë, naamlik 7 tot 21 jaar, 22 tot 59 jaar en 60 tot 84 jaar gegroepeer. Die ondersoekgroep se psigometriese data (die Goodenough Draw-A-Man en die Ou Suid-Afrikaanse Individuele Skaal bevindinge) gedateer 1985 tot 1990 is ontleed. Hierbenewens is 20 verstandelik gestremde inwoners se mensfiguur-tekeninge (60 tekeninge) wat tydens 1993 geadministreer is, ontleed om stereotiperende tekeninge en leerpotensiaal te ondersoek. Die resultate van die huidige studie is soos volg: Bepaling van die spesifieke grade van verstandelike gestremdheid (erg, matig en lig) illustreer dat die Goodenough Draw-A-Man-meetmiddel en die Ou Suid- Afrikaanse Individuele Skaal, verskil ten opsigte van die bepaling van spesifieke klassifikasies. Die McNemar-toets bevindinge dui op In betekenisvolle verskil tussen die twee meetmiddels (p < 0,05). Die ooreenkoms tussen hierdie twee intelligensie-meetmiddels ten opsigte van klassifikasie is soos volg: ligte graad (77,3%), matige graad (57,8%) en erge graad (47,9%). Die Chi-wadraattoets en Fisher se eksakte toets vergelyking tussen die 99 gelnstitusionaliseerdes en die 54 nie-gelnstitusionaliseerdes, sowel as tussen die 64manlike en 89 vroulike subjekte vir die drie ouderdomskategorieë, dui geen beduidende verskil in prestasie op die Goodenough Draw-A-Man-meetmiddel aan nie (p > 0,05). Die t-toets bevindinge met betrekking tot die ondersoek van stereotiperende mensfiguur-tekeninge, dui In beduidende verskil aan tussen die 20 toetslinge se prestasie op die eerste en tweede mensfiguur-tekeninge (t = -3,17, p < 0,05). Die subjekte het gemiddeld 2,4 tellings meer op die tweede tekening behaal Die t-toets bevindinge wat verband hou met die leerpotensiaal van verstandelik gestremdes, dui In beduidende verskil aan tussen die 20 toetslinge se prestasie voor en na die blootstelling aan In "perfekte" mensfiguurtekeninge (t = -5,26, P < 0,05). Die subjekte het gemiddeld 5,1 tellings meer op hul derde tekening behaal. 170 In Opsomming van die bevindinge is soos volg: dat die Goodenough Draw-A-Man-meetmiddel meer betroubaar is met die hoër funksionerende verstandelik gestremdes; dat veranderlikes soos institusionalisering, nieinstitusionalisering, geslag en ouderdom, nie In rol speel ten opsigte van hierdie groep verstandelik gestremdes se prestasie op die Goodenough Draw-A-Man nie; dat vir hierdie groep verstandelik gestremdes, stereotiperende tekeninge en modifikasie van hul kognitiewe strukture voorkom, soos in hul mensfiguurtekeninge aangedui.

My work offers a view of the care allowance as one of the sources of funding for social services, which over time has become a support for people with disabilities, which greatly helps sustain the limited number of social services - residential or field. Allowance realy gives recipients purchasing power pay part of the service / private assistance at their decision. I perceive the care allowance as an important state support for people dependent on the help of another person and I consider it a tool that should help to live a free life for people with disability. The allowance became very non-individualized (inflexible) - it is unable to respond to changes or adapt to the needs of its beneficiaries. Act on Social Services is strict in the individual approach, setting, way of working with people in the framework of social services, but in the care allowance practice does not apply this. The granting and payment of contributions is not individualized, each of them must be assigned / be classifiable in four levels. Ruthless whether it needs it and it uses the level of support it need. The care allowance system does not have one problem, but several that they do a lot. This is nothing without which the system should not function, it's something that could be better.

Методика учета и анализа расходов на интеллектуальный капитал может являться одним из конкурентных преимуществ промышленных предприятий выполняющих. Целью магистерской диссертации является разработка методических аспектов учета и анализа интеллектуального капитала в бухгалтерской и управленческой отчетности промышленного предприятия. В работе рассматриваются методические положения по эффективному управлению нематериальными ресурсами предприятий. В качестве источников использовалась научно-исследовательская и методическая литература, нормативно-правовые акты и финансовая отчетность организаций в открытом доступе. В магистерской диссертации был предложен методический подход к учету и анализу расходов на интеллектуальный капитал промышленного предприятия. Чем лучше компания использует потенциал, тем выше интеллектуальный коэффициент добавленной стоимости данного предприятия, что позволит руководителям и менеджерам увидеть более полную информацию о предприятии. Предложенные направления анализа расходов отражают 3 показателя для каждого из элементов интеллектуального капитала, рассмотрены способы их расчета и допустимые нормативные значения. / The methods for accounting and analyzing the costs of intellectual capital can be one of the competitive advantages of industrial enterprises performing. The purpose of the master's thesis is to develop methodical aspects of accounting and analysis of intellectual capital in the accounting and management reporting of an industrial enterprise. The paper discusses the methodical provisions for the effective management of intangible resources of enterprises. As sources, research and methodical literature, legal acts and financial statements of organizations in the public domain were used. In the master's thesis, a methodical approach was proposed to the accounting and analysis of the costs of the intellectual capital of an industrial enterprise. The better the company uses the potential, the higher the intellectual value added factor of this enterprise, which will allow managers and managers to see more complete information about the enterprise. The proposed directions for the analysis of expenses reflect 3 indicators for each of the elements of intellectual capital, the methods of their calculation and acceptable standard values are considered.

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This research study focused on measuring the impact of structures that support community-university research partnerships. The broad research question asked: How can we determine the impact of community-university research partnership support structures such as the Office of Community Based Research at the University of Victoria, within the university and within local, regional, national and international communities? Methods of inquiry included: participatory research, institutional ethnography and case study. These are among an increasing number of research approaches consistent with what is called engaged scholarship. Congruent with the methods of inquiry, methods of investigation included: in-context immersion, participant-observer-listener, use of available documents and information, use of an impact assessment framework prototype designed pre-data collection, key informant interviews, field notes, research journaling and the writing process. Data contributing to this study were drawn from key informant interviews. Interview participants were situated within local, regional, national and international communities. Methods of analysis included: a two-pronged approach to organising data, deductive and inductive approaches, the lens of praxis, and the prototype as an analytical framework. Assessment as praxis is proposed as broad analytic framework. Theory was constructed through data analysis. This study’s data and analysis point to impact assessment as a cycle of inquiry and eight elements that inform impact on and through community life and impact on and through the university. The proposed Impact Assessment and Measurement Framework (IAMF) includes eight elements: coupling intention with impact, spheres of impact, categories of impact, conditions of impact, points of impact, impact-focused documentation, multiple perspectives of impact, and impact assessment and measurement statements. Contributions of this study include: recognition of staff who support community-university research partnerships through their varied work spaces, research councils as a type of support structure, impact assessment as a cycle of inquiry, explicating impact through elements of impact assessment, and a literature consolidation of impact assessment in the context of support structures. Future research may include revision and refinement of the IAMF across different types of community-university research partnership support structures. / Graduate

This study investigated the effective use of online Multiple-Choice Questions (MCQs) with immediate formative feedback, and the granting of partial credit for correct second or third chance answers when assessing and assisting students’ conceptual learning at higher cognitive levels. The research sample comprised first year engineering science students at the Tshwane University of Technology (TUT), Pretoria campus. The differences between using online MCQ-assessment for problem-solving calculations and using constructed written questions (CRQs)1 in the assessment of problem-solving calculations were explored. Furthermore, the differences between the assessment of problem-solving calculations using online MCQs without immediate formative feedback, and with immediate formative feedback and the granting of partial credit were analysed. The findings revealed that students’ marks were lower when answering problem-solving calculations using online MCQs without immediate formative feedback than when answering the same questions using CRQs. This clearly indicates that using online MCQs without immediate formative feedback is not effective in assessing scientific problem-solving calculations. Alternatively, online MCQs proved effective in assessing problem-solving calculations when immediate formative feedback and partial credit were employed. The statistical analysis showed that students performed significantly better when immediate formative feedback was given and partial credit was granted for correct second or third attempts. This was due to online MCQs utilising immediate formative feedback, which made it possible to grant partial credit when students chose the correct answers after feedback. This showed that online MCQs with immediate formative feedback and partial credit being granted can be an effective assessment tool for scientific problem-solving calculations. It increases performance and supports learning from assessment. Students can thus correct their calculations whilst in the process of doing them. / Science and Technology Education / M. Ed. (Science Education)

The dissertation thesis deals mainly with determining of the duration that driver needs to assess the situation behind his vehicle at manoeuvers of turning and overtaking, based on the measurements made in real road traffic. These are common and frequent driving manoeuvers, which the driver performs while driving the vehicle in regular road traffic. For their safe execution the driver needs to have sufficient amount of information about the situation around the vehicle and especially behind the vehicle. This information can driver usually gain from devices for indirect vision, most often rear view mirrors. The time thus defined, suitable e.g for the needs of forensic engineering applications for the analysis of road accidents, has not been studied in detail yet. For the purpose of its determination, therefore, an extensive analysis of the current state of problematics related to the indirect vision from the vehicle was carried out. There were formulated influences on the time duration and with this related characteristics of humans as a part of the driver-vehicle-environment system in the thesis. The characteristics of human perception were investigated and the problematics of reaction time was discussed. Existing research focused on the duration of rear view mirrors glances was analyzed and possible methods of its measurement in detail were presented by author. Based on this, an experiment was designed and realized, the time necessary for rear view mirror glances was defined by the author. The results enable to quantify the time that the driver needs for assessing the situation behind the vehicle in connection of turning, overtaking and other driving manoeuvers when the driver needs to change the driving direction. The conclusions showed that the time needed to evaluate the situation behind the vehicle by means of the rear-view mirrors does not normally exceed duration 1 second.