The aim of this thesis is to create collections of examples for the subject Astronomy taught for students of pedagogical faculties, studying this discipline as a part of physics courses. Due to very different mathematical knowledge of students I have chosen typical and not much difficult examples oriented to several branches of astronomy. Each part of examples begins with a self-contained theoretical introduction. The difficulty rises gradually from trivial to more complicated examples. The examples are mainly focused on motions in radial gravitational fields.

Text in Afrikaans / Deur hierdie ondersoek is gepoog om aan te toon dat die inkkladmetode as uitvloeisel van die Rorschach, as projeksietegniek, gebruik kan word vir diagnose en terapie. Proj~ksie is 'n belangrike aspek in kinderterapie. Herhaalde gebruik van projeksietegnieke verminder die effektiwiteit daarvan. In haar werk met kinders van verskillende kulture, is gevind dat bulle instaat is om projeksies vanuit inkkladde te maak. Dit het aanleiding gegee tot huidige navorsing. Dit word aanvaar dat deur die gebruik van die inkkladmetode: * inligting wat versamel is deur ander projeksietegnieke, en wat moontlik verlore gegaan het, weer versamel kan word; * inligting aangaande psigiese struktuur van die kind vir diagnose en terapie versamel kan word. Bevindings word geverifieer deur die gebruik van bestaande projeksietegnieke. Twintig leerlinge is gebruik tydens die navorsing. Twee idiografiese studies en eksemplariese snitte is ingesluit. Dit is bevind dat die inkkladmetode as bykomende projeksietegniek effektief in kinderterapie en diagnose gebruik kan word. / This research is aimed at showing that the inkblot method with reference to the Rorschach method - as projective technique, can be applied for diagnosis and therapy. Projection is important in child therapy. Repetative use of projective techniques prejudices the effectivity thereof. In her work with children of different cultures, the researcher found that they were inclined to do projections from their inkblots. This resulted in the present research. Through the use of the inkblot method; * information which was gathered through the use of other projective techniques, and possibly lost, can be gained; * information regarding the psychological structure of the child for diagnosis and therapy, can be gathered. These findings were verified by means of including existing projective techniques. Twenty pupils were involved in two idiographic studies and illustrative examples. It was found that the inkblot method as additional projective technique can be used effectively in child therapy and diagnosis. / Psychology of Education / M. Ed. (Spesialisering in Voorligting)

The aim of this study was to investigate the comparative effects of Constructivist-Based Teaching Method (CBTM) and the Traditional Teaching Method (TTM) on Grade 11 Mathematics learners’ errors in algebra. The constructivist learning theory (CLT) was used to frame this study. Mainly, CLT was used to influence the design of CBTI to hone participants’ errors in algebra that militate against their performance in Mathematics. The study was conducted in the Mpumalanga Province of South Africa with a four-week intervention programme in each of the two participating secondary schools. Participants consisted of n=78 Grade 11 Mathematics learners and one Grade 11 Mathematics teacher. A non-equivalent control group design consisting of a pre-test and post-test measure was employed. The Grade 11 teacher in the control school employed the TTM while the researcher implemented CBTM in the experimental school. The main aspects of CBTM entailed participants’ construction of their own knowledge from the base of prior knowledge and through group learning approach and exploratory talk in which discussions included argumentation, verbalising explanations, justifications and reflections. Participants in experimental school became familiar with the basic principles of CBTI such as group work, which enhanced the construction of conceptual understanding of algebraic concepts. This reduced most of the errors they commit in algebra and elevated their performance in Mathematics. The principal instruments for data collection consisted of a standardised Algebra Concept Achievement Test and lesson observations. The pre-test was used to determine participants’ initial errors in algebra before the intervention. A post-test was given at the end of intervention to ascertain change in participants’ errors in algebra over a four-week intervention period. Using descriptive and inferential statistical techniques, the study found that participants in experimental school significantly reduced their errors in algebra than those in control school. The study showed that CBTM was a more effective pedagogy that improved the errors Grade 11 learners commit in algebra than the TTM. / College of Education / M. Ed. (Mathematics Education)

This thesis deals with the protection of human rights of users of the social services, namely in relation to the users of the institutions for disabled people. The theoretical part characterizes mentally disabled people who are the target group for the present thesis. Furthermore, it describes the above-mentioned social services institutions and the way and the mechanisms for the provision of the protection and control of human rights of the users in such institution. The examples of the possible infringement of human rights in the institution for disabled people form a constituent part of the thesis. The practical part focuses on the possibility of the enhancement of the situation as far as human rights in such institutions are concerned. It considers the situations where the violation of rights can occur, dealing with education in social services and it sums up concrete procedures how to act in case of this violation has already happened.

The aim of this study was to investigate the effect of context-based problem solving instruction (CBPSI) on the problem solving performance of Grade 10 learners, who performed poorly in mathematics. A cognitive load theory (CLT) was used to frame the study. In addition, CLT was used to: 1) facilitate the interpretation and explanation of participants‟ problem solving performance; and, 2) influence the design of CBPSI to hone participants‟ problem solving skills. The study was conducted in the Gauteng province of South Africa and involved a two-week intervention program in each of the nine participating high schools. Participants consisted of 783 learners and four Grade 10 mathematics teachers. A non-equivalent control group design was employed, consisting of a pre- and post- measure. In addition, classroom observations and semi-structured interviews were conducted with teachers and learners. Teachers employed conventional problem solving instructions in four control schools while the researcher implemented CBPSI in five experimental schools. Instruction in experimental schools entailed several worked-out context-based problem solving examples given to participants in worksheets. The main aspects of CBPSI embraced elements of the effects of self-explanation and split-attention, as advocated by CLT. Due to the design of CBPSI participants in experimental schools became familiar with the basic context-based problem solving tasks that were presented to them through the worked-out example samples. In turn, the associated cognitive load of problem solving tasks was gradually reduced. The principal instrument for data collection was a standardized Functional Mathematics Achievement Test. The pre-test determined participants‟ initial problem solving status before intervention. A post-test was given at the end of intervention to benchmark change in the functionality of CBPSI over a two-week period. Using one-way analysis of covariance (ANCOVA), Analysis of Variance (ANOVA), and other statistical techniques the study found that participants in experimental schools performed significantly better than participants in control schools on certain aspects of problem solving performance. In addition, semi-structured interviews and classroom observations revealed that participants rated CBPSI highly. On the whole, the study showed that CBPSI is an effective instructional tool to enhance the problem solving performance of Grade 10 mathematics learners. / Mathematics Education / D. Phil. (Mathematics, Science and Technology Education)

Part 1: Theoretic background information - Review of Hooke’s law for linear elastic materials - The strain energy density of linear elastic materials - Hyperelastic material - Material laws for hyperelastic materials - About selecting the material model and performing tests - Implementation of hyperelastic material laws in Mechanica - Defining hyperelastic material parameters in Mechanica - Test set-ups and specimen shapes of the supported material tests - The uniaxial compression test - Stress and strain definitions in the Mechanica LDA analysis Part 2: Application examples - A test specimen subjected to uniaxial loading - A volumetric compression test - A planar test - Influence of the material law Appendix - PTC Simulation Services Introduction - Dictionary Technical English-German / Teil 1: Theoretische Hintergrundinformation - Das Hookesche Gesetz für linear-elastische Werkstoffe - Die Dehnungsenergiedichte für linear-elastische Materialien - Hyperelastisches Material - Materialgesetze für Hyperelastizität - Auswählen des Materialgesetzes und Testdurchführung - Implementierung der hyperelastischen Materialgesetze in Mechanica - Definieren der hyperelastischen Materialparameter in Mechanica - Testaufbauten und Prüfkörper der unterstützten Materialtests - Der einachsige Druckversuch - Spannungs- und Dehnungsdefinition in der Mechanica-Analyse mit großen Verformungen Teil 2: Anwendungsbeispiele - Ein einachsig beanspruchter Prüfkörper - Ein volumetrischer Drucktest - Ein planarer Test - Einfluss des Materialgesetzes Anhang: - Kurzvorstellung der PTC Simulationsdienstleistungen - Wörterbuch technisches Englisch-Deutsch

Part 1: Theoretic background information - Review of Hooke’s law for linear elastic materials - The strain energy density of linear elastic materials - Hyperelastic material - Material laws for hyperelastic materials - About selecting the material model and performing tests - Implementation of hyperelastic material laws in Mechanica - Defining hyperelastic material parameters in Mechanica - Test set-ups and specimen shapes of the supported material tests - The uniaxial compression test - Stress and strain definitions in the Mechanica LDA analysis Part 2: Application examples - A test specimen subjected to uniaxial loading - A volumetric compression test - A planar test - Influence of the material law Appendix - PTC Simulation Services Introduction - Dictionary Technical English-German / Teil 1: Theoretische Hintergrundinformation - Das Hookesche Gesetz für linear-elastische Werkstoffe - Die Dehnungsenergiedichte für linear-elastische Materialien - Hyperelastisches Material - Materialgesetze für Hyperelastizität - Auswählen des Materialgesetzes und Testdurchführung - Implementierung der hyperelastischen Materialgesetze in Mechanica - Definieren der hyperelastischen Materialparameter in Mechanica - Testaufbauten und Prüfkörper der unterstützten Materialtests - Der einachsige Druckversuch - Spannungs- und Dehnungsdefinition in der Mechanica-Analyse mit großen Verformungen Teil 2: Anwendungsbeispiele - Ein einachsig beanspruchter Prüfkörper - Ein volumetrischer Drucktest - Ein planarer Test - Einfluss des Materialgesetzes Anhang: - Kurzvorstellung der PTC Simulationsdienstleistungen - Wörterbuch technisches Englisch-Deutsch

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För att lyckas lösa problem och använda kunskap behöver en person först ha lärt sig grundläggande kunskap om problemområdet. Sådant lärande kräver att den lärandes arbetsminne inte överbelastas med oändamålsenlig information. Studien undersöker effekten av lärandetekniken worked examples, som visats vara effektiv för att inte överbelasta arbetsminnet inom ämnen som fysik och matematik. Worked examples kommer från cognitive load theory och här undersöks teknikens effekt inom biologiundervisning, med fokus på ämnesområdet ekologi. Högstadieelevers kunskap inom ekologi mättes, varpå de inom undervisning antingen arbetade med worked examples eller instuderingsfrågor. Därefter mättes deras kunskapsnivå återigen, för att på så vis jämföra metodernas effekt på deltagarnas lärande. Elever som lärts med worked examples visade på en större kunskapsutveckling gällande snarlika uppgifter som de övat på, medan kunskapsutveckling för frågor med andra lösningsmetoder gav tvetydigt resultat. Tekniken worked examples har härmed visats sig vara en användbar teknik inom ämnesområdet ekologi inom biologiundervisningen. Den kan med fördel användas under initial-inlärningsfas inom biologiämnet för att hjälpa elever förvärva kunskap.

thermal manikin, thermophysiological model, thermal comfort, climatic chamber, clothing thermal resistence