This study reports the application and outcomes of Conversation Analysis (CA)-motivated interaction-focused therapy for a case series of eight couples managing the impact of aphasia on their conversations. It builds on previously reported interaction-focused therapy case studies (e.g. Lock, Wilkinson, & Bryan, 2001, Wilkinson, Bryan, Lock & Sage, 2010; Wilkinson, Lock, Bryan & Sage, 2011). Therapy was individualised for each couple, based on CA findings, but taking account of language, cognitive and self-reported disability assessments, and the couples' own observations during informal interviews. The participating couples were beyond the spontaneous recovery period for aphasia and presented with different types (e.g. Wernicke's, Broca's, Anomic) and severities of aphasia. Each couple video-recorded at least 80 minutes of baseline conversation at home, over eight recordings of ten minutes or more. Another eighty minutes were recorded immediately post-therapy, and again three months later. Results were evaluated by comparing pre- and post-therapy data, with the maintenance data used to evaluate whether changes were sustained three months after therapy ended. The findings indicated that four couples implemented behavioural changes following interaction-focused therapy. There was no systematic evidence of change in the other four couples' data. Reasons for successful and unsuccessful outcomes are hypothesised, including resistance to changing adaptations that mask aphasic difficulties, despite the loss of communicative effectiveness these adaptations may cause. Preliminary analysis of linguistic and cognitive assessment data has not revealed any patterns that can be related to response to therapy, but more work is warranted to further explore this data. New findings include two interaction-focused therapy targets: 1) eye gaze by people with aphasia to stall/mobilise help with repair from their partners, and 2) facilitating the person with aphasia to gain the floor more regularly by beginning a turn in the partner's turn space. Other new findings are the use of CA to assess aphasic comprehension impairments, the effectiveness of environments of possible occurrence (Schegloff, 1993) as a measure for evaluating success in interaction-focused therapy studies, and benign pedagogics. The study identified some areas for future research, including the development of an interview to elicit attitudes and beliefs about managing aphasia, as these seemed to influence response to therapy. Clinical applications have been suggested in terms of when this form of therapy may be relevant and for whom it might be expected to prove beneficial.

The purpose of the study was to find out more about verbal and visual aspects of teaching art and learning to draw in the classroom. It was to determine what influence language has on visual processes in drawing and to examine effects of talking and verbal thinking on the acquisition of drawing skills of pre-adolescent students in grade seven. The study consisted of a 10-week drawing course for four classes of grade seven students in an elementary school in Vancouver, British Columbia. Instruction was the same for all classes except that in two of the classes students were permitted to talk to each other while drawing and in two classes students were instructed not to talk while drawing. Data were collected and observations recorded using scores on drawing tests, student evaluations, drawing surveys and teacher logs. Although scores on drawing tests showed little difference between the two groups, consistent observations indicated that students did not talk and draw at the same time. Students who talked stopped drawing, completed fewer drawings, made less frequent reference to the model and followed fewer directions. When comparing the work of the two groups, teacher attitude toward the talking group reflected more dissatisfaction because of the higher incidence of incomplete work and the necessity of having to raise the voice in order to be heard. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

Accelerated erosion is a major environmental, social and economical threat in South Africa. It is estimated that in excess of 400 million tones of soil is lost every year in South Africa, with much of this erosion being attributed to improper land management and little or no erosion control methods. This study was aimed to determine the efficiency of soil erosion structures, which were constructed in the Mabula Private Game Reserve (Limpopo Province), in reducing the amount of sediment eroded at the sites as well as to determine the amounts of sediments deposited due to their presence. Factors such as rainfall, slope, soil type and particle size were measured to determine their influence on sediment erosion and the ultimate deposition of this sediment. The geology of the area is characterised by Waterberg Sandstones and igneous intrusions of mostly granite. Rainfall in the area occurs between the October and April, with an average of 550 – 750 mm. The temperatures range from 18°C - 32°C during the summer months and 4°C to 22°C in the winter months. The study area falls within the Sour Bushveld and the Sourish Mixed Bushveld, according to the Acocks classification. These veld types are characterised by open an open savanna of tall trees and shrubs. Five sites affected by soil erosion were selected and at each site structures were constructed, the size and number of structures at each site was dependant on the extent of the sites area. The structures are made from a shade net product known as T65, a shade cloth developed by Alnet, which has not been UV treated allowing it to disintegrate in the open atmosphere after 2-3 years. Soil measurements and samples were taken before the rainfall season to establish baseline data to compare the results with once the filed work has been concluded. Thereafter samples and measurements were taken every month during the rainfall season, which extended from October 2004 to April 2005. In conjunction with the measurements taken at each structure the slope of each site was determined and the profiles of the sediment deposited at the structures after the rainfall season were studied. From the measurements it was clear that as the rainfall increased so the amount of sediment being deposited at the structures increased. There were structures that experienced more iii sediment deposition than others and theses differences could be attributed to factors such as parent material, soil texture, slope angle and soil type. Due to the deposition of sediment and the reduction in surface flow caused by the structures, vegetation established itself and began to flourish in the newly deposited soil. Through the establishment of vegetation at the sites an element of success was achieved. With a total of 2 101 mm of sediment being deposited at the structures and the establishment of vegetation in areas where there was none previously it can be concluded that the soil erosion structures are successfully curbing soil erosion in Mabula Private Game Reserve. / Professor J.T. Harmse

"The purpose of this paper is to formulate conclusions which have been reached as of the present time regarding the nature of language, particularly from the standpoint of its practical application to the purposes of social interaction. That there are many possible interpretations of the nature of language is quite obvious. The interpretation here presented is only one of many possible interpretations. Furthermore, consideration of the nature of language in any respect whatsoever has broad possibilities. As a matter of fact, many points which could not be explored within current limitations came to light during the study. These possibilities will be explored as the future permits. This paper, therefore, represents only a beginning. It is exploratory rather than conclusive"--Introduction. / Typescript. / "Aug. 19, 1949." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science under Plan II." / Includes bibliographical references (leaves 226-231).

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