Magister Pharmaceuticae - MPharm / Background 2 Medication labels are often the only information available to patients after obtaining medication 3 from the pharmacy or other healthcare practitioners. Inappropriately designed medicine labelling 4 contributes to poor interpretation and improper use, which could adversely affect patient health 5 outcomes. In developing countries, pictograms (pictures representing words or phrases), on 6 medicine labels tend to support patients’ ability to read, understand and recall information. 7 8 Objective 9 This comparative study examined low-literate participants’ interpretation of ‘text-and-pictogram’ 10 instructions versus ‘routine text-only’ instructions relative to the intended medicine use 11 instructions on an oral rehydration (OR) dry mixture sachet in public sector Community Health 12 Centres (CHCs) in Cape Town. 13 14 Method 15 CHCs, (n=4) from Tygerberg (Cape Town) sub-district were recruited. Two trained data collectors 16 recruited participants from the paediatric section’s waiting area. Participants were either shown an 17 OR medicine label containing both “text-and-pictograms” (experimental group) and one 18 containing “routine text-only” (control group) instructions. Data regarding understanding of six 19 instructions for use on the medicine label were recorded. Responses were scored according to a 3-20 point Likert scale and compared for each question, to calculate which of the experimental or 21 control group answered better. Responses to the questions to explain the observed deviation 22 between the participant interpretation of the label and the intended message of the label, was noted. 23 Responses were recorded and transcribed. Open-ended questions regarding label interpretation and 24 preference were thematically analysed.

Language development of pre-school children was studied as it is related to a musical tutoring experience. Nine musical tutoring sessions, in addition to those of the regular curriculum, were given to the experimental group while the control group received no such tutoring experiences. The experimental group, at the conclusion of the musical tutoring sessions, scored significantly higher than the control group when tested on the specific language concepts stressed in the tutoring sessions. Because the findings were significant the hypothesis stated as, " ... there will be a significant difference between the experimental group, which will have the supplemental music tutoring experience, and the control group which will not have that experience," was held tenable.

In this diploma thesis is compared effectiveness of problem-based and traditional education of high school students as an example of thematical unit ?human respiration?. The effectiveness was compared with research work contains pretest,posttest I and posttest II. Student`s test`s results were statistical evaluated with two-sample tests and correlation analysis. This diploma thesis also contains preparations for both education alternatives and practical exercises (including presentation in PowerPoint) and czech and foreign autohors opinions of problem-based education and the effectivness of school.

A tese Cinema, circuitos culturais e espaços formativos: novas sociabilidades e ambiência na Bahia (1968-1978), tem como objetivo principal investigar a triangulação existente entre o Clube de Cinema da Bahia (CCB), o Grupo Experimental de Cinema (GEC) e as Jornadas de Cinema da Bahia como um espaço formativo de uma cultura cinematográfica em Salvador entre os anos 60 e 70, possibilitando a emergência de críticos, cineclubistas, diretores, entre outras atribuições, funções e modalidades de participação no universo cinematográfico. Nesta perspectiva, compreendermos o cinema como uma prática cultural que se estabelece através de redes de sociabilidade, formação e aprendizagem, reconhecendo-os, como elementos principais no campo cinematográfico em Salvador no período. Assim, por meio da sua documentação interna (boletins, correspondências, ofícios, programas, relatórios, catálogos, fichas de inscrição, entre outros), cobertura jornalística e entrevistas com alguns então participantes e organizadores, interessa-nos recompor a sua trajetória através das suas atividades, tais como cursos livres e profissionalizantes, mostras, seminários e realização de filmes. A partir desta documentação, observamos a atuação de Walter da Silveira e especialmente de Guido Araújo, estabelecendo com seu esforço curatorial diversas parcerias pessoais e institucionais em diferentes pontos do Brasil e algumas vezes em outros países. Assim, eles conseguiram promover uma rede de formação em permanente diálogo tanto na própria Bahia, quanto com outras iniciativas semelhantes em outros estados, inserindo o campo cinematográfico baiano e seus frutos na história do cinema brasileiro. / The tesis Cinema, cultural circuits, and formative spacies: new possibilities and environment in Bahia (1968 - 1978), has as a main goal investigating the relations among \"Clube de Cinema da Bahia (CCB)\" - Bahia Cinema Club, the \"Grupo Experimental de Cinema (GEC)\"- Experimental Cinema Group, and \"Jornadas de Cinema da Bahia\"- Bahia\'s Cinema Jouney as a formative space of the cinematic culture of Salvador between the 60\'s and the 70\'s, enabling the growth of the class of critics, film enthusiastics, film directors; among other atributions, functions and types of participation in the cinematic universe. In this perspective , we understand cinema as a cultural practice that stablish itself throug sociability nets, formation and learning, recognizing them as principal elements in the cinematic field in that period of time. Therefore, through its internal documentation (reports, mails, documents, programs, catalogs, applications, and others), press coverage and interviews with its formers participants and organizers , we are interested in rebuild its trajectory trough its activities , as free courses and professional ones, exhibitions, seminars and film productions. From this documentation, we observed the acting of Walter da Silveira and specially of Guildo Araújo, who stabilished with his curatorial effort many personal and institutional partneships in many points of Brazil and some times in other countries. Thus, they could promote an information net in permanent dialog in Bahia, as with other equal projects in other states, inserting the cinematic field of Bahia and its profits in the Brazilian Cinema History.

A tese Cinema, circuitos culturais e espaços formativos: novas sociabilidades e ambiência na Bahia (1968-1978), tem como objetivo principal investigar a triangulação existente entre o Clube de Cinema da Bahia (CCB), o Grupo Experimental de Cinema (GEC) e as Jornadas de Cinema da Bahia como um espaço formativo de uma cultura cinematográfica em Salvador entre os anos 60 e 70, possibilitando a emergência de críticos, cineclubistas, diretores, entre outras atribuições, funções e modalidades de participação no universo cinematográfico. Nesta perspectiva, compreendermos o cinema como uma prática cultural que se estabelece através de redes de sociabilidade, formação e aprendizagem, reconhecendo-os, como elementos principais no campo cinematográfico em Salvador no período. Assim, por meio da sua documentação interna (boletins, correspondências, ofícios, programas, relatórios, catálogos, fichas de inscrição, entre outros), cobertura jornalística e entrevistas com alguns então participantes e organizadores, interessa-nos recompor a sua trajetória através das suas atividades, tais como cursos livres e profissionalizantes, mostras, seminários e realização de filmes. A partir desta documentação, observamos a atuação de Walter da Silveira e especialmente de Guido Araújo, estabelecendo com seu esforço curatorial diversas parcerias pessoais e institucionais em diferentes pontos do Brasil e algumas vezes em outros países. Assim, eles conseguiram promover uma rede de formação em permanente diálogo tanto na própria Bahia, quanto com outras iniciativas semelhantes em outros estados, inserindo o campo cinematográfico baiano e seus frutos na história do cinema brasileiro. / The tesis Cinema, cultural circuits, and formative spacies: new possibilities and environment in Bahia (1968 - 1978), has as a main goal investigating the relations among \"Clube de Cinema da Bahia (CCB)\" - Bahia Cinema Club, the \"Grupo Experimental de Cinema (GEC)\"- Experimental Cinema Group, and \"Jornadas de Cinema da Bahia\"- Bahia\'s Cinema Jouney as a formative space of the cinematic culture of Salvador between the 60\'s and the 70\'s, enabling the growth of the class of critics, film enthusiastics, film directors; among other atributions, functions and types of participation in the cinematic universe. In this perspective , we understand cinema as a cultural practice that stablish itself throug sociability nets, formation and learning, recognizing them as principal elements in the cinematic field in that period of time. Therefore, through its internal documentation (reports, mails, documents, programs, catalogs, applications, and others), press coverage and interviews with its formers participants and organizers , we are interested in rebuild its trajectory trough its activities , as free courses and professional ones, exhibitions, seminars and film productions. From this documentation, we observed the acting of Walter da Silveira and specially of Guildo Araújo, who stabilished with his curatorial effort many personal and institutional partneships in many points of Brazil and some times in other countries. Thus, they could promote an information net in permanent dialog in Bahia, as with other equal projects in other states, inserting the cinematic field of Bahia and its profits in the Brazilian Cinema History.

In the majority of schools gifted learners are given the same quantity and quality of academic work as their non-gifted classmates. In some cases gifted learners are left to look after themselves when they are done with class work or worse still, asked to teach their non-gifted classmates. Some educationists advocate for a differentiated curriculum between gifted and non-gifted learners. This study sought to establish the impact of enrichment programs to gifted Science learners. Forty gifted learners were identified and drawn equally into one of the two groups — experimental or control. These learners wrote a pre-test after which the twenty learners in the experimental group received enrichment. The forty learners then wrote the same post-test to assess their understanding of the concepts learnt. The cycle was repeated but with a different topic. Learners’ marks were compared and it emerged all twenty learners in the experimental group performed better than those in the control group. Gifted learners should therefore be given enrichment as it deepens, broadens, and sharpens their understanding of concepts. / Science and Technology Education / M. Ed. (Natural Science Education)

In the majority of schools gifted learners are given the same quantity and quality of academic work as their non-gifted classmates. In some cases gifted learners are left to look after themselves when they are done with class work or worse still, asked to teach their non-gifted classmates. Some educationists advocate for a differentiated curriculum between gifted and non-gifted learners. This study sought to establish the impact of enrichment programs to gifted Science learners. Forty gifted learners were identified and drawn equally into one of the two groups — experimental or control. These learners wrote a pre-test after which the twenty learners in the experimental group received enrichment. The forty learners then wrote the same post-test to assess their understanding of the concepts learnt. The cycle was repeated but with a different topic. Learners’ marks were compared and it emerged all twenty learners in the experimental group performed better than those in the control group. Gifted learners should therefore be given enrichment as it deepens, broadens, and sharpens their understanding of concepts. / Science and Technology Education / M. Ed. (Natural Science Education)

People often have very little knowledge about the impact of unsustainable human population growth on the environment and social well-being especially in developing countries. Therefore, an efficient method should be explored in order to educate, and if possible, to convince the members of the public to realize the environmental and social problems caused by the unsustainable population growth. Digital Game-Based Learning (DGBL) has been highlighted by some studies as an innovative tool for learning enhancement. While only a handful of studies have scientifically evaluated the impact of DGBL on knowledge outcomes, the approach is an attractive tool to increase knowledge and motivate engagement with environmental issues surrounding population growth because of its potential to improve learners’ motivation and engagement thereby compared to traditional learning approaches. Therefore, the three primary research questions for this study are: 1) "Can a single-player digital game be an appropriate and attractive learning application for the players to gain insight about the relationship between the growing human population and the environmental issues?" 2) "How can we design environmental games for the players to gain insights about the relationship between the growing human population and the environmental issues via playing a game?" and 3) "What are the obstacles preventing the players from adapting environmental knowledge obtained from the learning mediums into the real-life?" To inform the development of an efficacious DGBL game to impact learning outcomes, critical reviews of environmental issues related to population growth as well as critical reviews of commercial and serious environmental games in terms of their educational and motivational values were undertaken in this study. The results of these critical reviews informed the development of a Guideline for Environmental Games (or GEG). The GEG was developed by combining the engaging game technology with environmental learning and persuasion theories. The GEG was then used to inform the development of a prototype game called THE GROWTH; a single-player, quiz-based, city-management game targeting young adolescents and adults. Multiple evaluation methods of the game were used to answer the three key research questions mentioned earlier. These methods included: 1) The Randomized Controlled Trial approach (RCT) where the participants were systematically divided into the experimental and the control group respectively and their knowledge scores (quantitative data) compared and analyzed, 2) The participants’ abilities to recall and describe the environmental and well-being issues were collected and analyzed qualitatively using The Content Analysis method (CA) and, 3) The participants’ overall feedback on the learning mediums was collected and analyzed to evaluate the motivational values of THE GROWTH itself. To this end, THE GROWTH was evaluated with 82 Thai-nationality participants (70 males and 12 females). The results showed that participants assigned to play THE GROWTH demonstrated greater environmental and social-well-being knowledge related to population growth (F(1,40) = 43.86, p = .006) compared to the control group participants assigned to a non-interactive reading activity (consistent with material presented in THE GROWTH). Furthermore, participants who played THE GROWTH recalled on average more content presented in the game when compared to participants who were presented with similar content in the reading material (t (59) = 3.35, p = .001). In terms of level of engagement, the study suggested that participants assigned to the game were more engaging with their learning medium on average when compared to participants assigned to the non-interactive reading activity. This is evidenced by the longer time participants spent on the task, the activity observed from participants’ recorded gameplay, and their positive responses in the survey. The semi-structured interviews used in this study highlighted the participants’ attitudes towards the environmental, social, and technological issues. Although the participants’ perceived behavioural intention towards the environmental commitments were not statistically differed between the two study group, their responses still provide some evidences that leaps may occur from the learning mediums to the real-world context. Furthermore, these responses can be valuable evidences for the policy makers and for the future development of environmental serious games. Overall, the results suggested that digital environmental games such as THE GROWTH might be an effective and motivational tool in promote the learning about sustainable population size, the environment, and the social well-being. The game’s ability to convince the participants to change towards sustainable lifestyles, however, might be subjected to the future research and other real-world circumstances such as the governmental and public supports. In summary, the research in this thesis makes the following contributions to knowledge: • The Guideline for Environmental Games (GEG) contributes to knowledge about making theoretically-based environmental games. It has particular significance because the guideline was validated by demonstrating learning improvements in a systematic randomized controlled trial. • The use of Multi-Strategy Study Design where multiple systematic evaluation methods were used in conjunction to provide conclusive findings about the efficacy of DGBL to impact outcomes. • THE GROWTH itself is a contribution to applied research as an example of an effective DGBL learning tool.

Text in Afrikaans / Psychology / D.Litt. et Phil (Psychology)

Text in Afrikaans / Psychology / D.Litt. et Phil (Psychology)