Abstracts in English, Sesotho and Xhosa / Through learner progression in South African primary and lower secondary public schools, many learners proceed to the Further Education and Training (FET) Phase without proficiency in English First Additional Language (EFAL), the language of learning and teaching (LoLT). Compelled by this challenge, this multiple-case study aimed to explore the lived experiences of grades 10 and 11 teachers in teaching progressed learners to enhance communication proficiency in EFAL. The study was informed by a qualitative research approach, embedded in a constructivist paradigm, guided by Vygotsky (1978) social development theory. Observations and one-on-one, semi-structured interviews were used to collect data from a sample frame of five grades 10 and 11 EFAL teachers in selected rural secondary schools and thematic analysis was used for data analysis. Findings revealed that in this era where learner diversity requires differentiated teaching that appeals to the needs of diverse learners, teachers hold on to the past training one-size-fits-all teaching methods. Consequently, teachers experience challenges related to lack of exposure to teach complex grades of able and progressed learners together. Among others, recommendations are made to policy makers that the Curriculum Assessment Policy Statement (CAPS) for EFAL be aligned with the needs of diverse learners. The EFAL teachers should also engage in a culture of reading and lifelong learning to empower themselves professionally in order to overcome challenges in the inclusive teaching of able and progressed learners who have barriers to learning the language. / Ka leano la ho fetisa baithuti leha ba sa atleha likolong tsa mathomo, le tse mahareng Africa Boroa, baithuti ba bangata ba fetela mokhahlelong oa thuto e phahameng ntle le bokhoni ba puo ea mantlha ea Senyesemane, puo ea ho ithuta le ho ruta. Ka ho susumetsoa ke qholotso ena, lipatlisiso tsena li entsoe ho hlahloba boiphihlelo ba mesuoe ea sehlopha sa leshome le leshome le motso o mong, ho ntlafatsa tsebo ea ho ruta ka Senyesemane. Boithuto bona bo ile ba etsoa ka lipatlisiso tsa boleng tse kenelletsang tataiso le khopolo ea ntšetso-pele ea sechaba ea Vygotsky (1978). Litebello le puisano tse hlophisitsoeng le mosuoe kapa mosuoetsana ka mong, li sebelisitsoe ho bokella lintlha ka ho qotsa le ho batlisisa ho mesuoe e mehlano ea puo ea mantlha likolong eleng Senyesemane. Ho khethiloe lihlopha tse bohareng le hlahlobo ea mantlha e sebelisitsoe ho shebisisa liphuputso. Se senotsoeng ke liphuputso tsena ke hore nakong eona ena eo barutoana ba hlokang thuto e ikhethang, e ipapisitseng le litlhoko tsa boiphihlelo ba bona, mesuoe e bonahala e tsitlalletse mokhoeng oa khale oa ho ruta, o nkang joalokaha eka barutuoa bohle bana le boinahano le boiphihlelo bo tšoanang. Ka lebaka leo, mesuoe e tobana le bothata ba ho ruta ka boiphihlelo baithuti ba atlehileng le ba fetisitsoeng ha ba kopa-kopane ka litsebo tse arohaneng. Mehato e nkiloeng ka boithuto bona e kenyeletsa ho eletsa baetsi ba manene-thuto hore Tokomane ea Leano la Lenane-thuto ea puo ea Senyesemane ea pele e lokele ho arabela litlhoko tsa baithuti ka bokhoni ba bona bo fapaneng, ‘me mesuoe e lokela ho ikoetlisa ho-ea-ho-ile e le ho ichorisa le ho itlhahlella thutong ea senyesemane e kenyelelitseng baithuti bohle le ba fetisitsoeng ba e-na le bothata ba puo ena. / Ngokuqhubela phambili kwabafundi kwzikolo zikarhulumente eziziiprayimari nezizezantsi ezikarhurumente, abafundi abaninzi baya kwinqanaba leMfundo ePhakamileyo noQeqesho ngaphandle kobuchule besiNgesi uLwimi lokuQala oLongezelelweyo, ulwimi lokufunda nokufundisa. Benyanzelwe ngulo mngeni, esi sifundo sinamacala amaninzi sijilise ekuhloleni amava aphilayo ootitshala beBanga le-10 nele-11 ekufundiseni abaqhubela phambili abafundi ukomeleza ubuchule bonxibelelwano kulwimi olongezelelweyo lesiNgesi. Olu phononongo lwalwaziswe ngendlela yophando olusemgangathweni, olungeniswe kwiparadise yabafundi, ekhokelwa yithiyori yophuhliso lwentlalo yaseVygotsky. Ukuqwalaselwa, udliwanondlebe olwenziwe ngamnye ngamnye eyakhelweyo, nohlalutyo lwamaxwebhu kwasetyenziswa ukuqokelela idatha kwisakhelo sesampula yootitshala abaLwimi abahlanu abakwiBanga leShumi elinanye ku-11 kwizikolo eziziisekondari ezikhethiweyo, kwaye nohlalutyo lobugcisa lwalusetyenziselwa ukuhlalutya idatha. Iziphumo zophando zibonisa ukuba ngeli xesha apho ukwahluka kwabafundi kufuna ukufundiswa okwahlukileyo okubonakalisa iimfuno zabafundi abahlukeneyo, ootitshala babambelela kuqeqesho lwangaphambili ngokweendlela zokufundiisa. Ngenxa yoko, ootitshala bafumana imiceli mingeni enxulumene nokungafikeli ekufundiseni amabanga anobunzima abafundi abakwaziyo nokuqhubela phambili kunye. Phakathi kokunye, izindululo zenziwa kubaqulunqi bomgaqo-nkqubo zokuba iNkcazo yoMgago-nkqubo woVavanyo lweKharityhulamu yolwimi lwesiNgesi oLongezelelweyo mayihambelane neemfuno zabafundi abahlukeneyo, kwaye ootitshala kufuneka bazixhobise kangangoko ukufunda ukuze bazixhobisele ukukwazi ukufundisa abantwana ngokwale mfundo iqukayo. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)

The majority of the letters from Lord Milton quoted are copies which he kept of his more important communications. His main correspondent was the Earl of Ilay (1706), 3rd Duke of Argyll (1743). The Argyll papers at Inveraray Castle are unavailable. Ilay's papers apart from estate material are not at Inveraray, however, being included in his English estate and going to his mistress Mrs Anne Williams or Shireburn, then to her son by him, William Williams or Campbell, and then to the latter's son Archibald Campbell, who gave William Coxe access to them for his Memoirs of Sir Robert Walpole (1798). After that these papers were lost (Sir Lewis Namier having failed to trace them in recent times) and might, if found, be disappointing in one respect, the injunction of Milton to Ilay being to burn his (Milton's) letters. Fortunately Ilay's letters to Milton are preserved in the latter's vast archives (the bulk of the Saltoun Papers at the National Library of Scotland). It is evident that Milton systematically stored every scrap of paper addressed to him. Milton is correctly described as plain Andrew Fletcher before he took the judicial title of Milton from part of his uncle's and father's estate of Salton (there already being a Lord Salton, in the Scots peerage). And his proper title during the centre of his career was, according to the usage of the time, "the Lord Justice Clerk", the designation of Milton not then applying. For simplicity's sake, however, he is referred to throughout as Milton. Similarly Ilay is always referred to as Ilay rather than Argyll to avoid confusing him with his brother the 2nd Duke of Argyll. And the 18th century spelling of Salton is preferred to the preciously antique form of Saltoun now prevailing. I am greatly indebted to Professor R. H. Campbell for his valuable advice and unstinting encouragement, and to Mrs Margaret Anderson, Dr Anand Chitnis, Dr Derek Dow, Dr Alastair Durie, Mrs Rita Hemphill, Mr Murdo MacDonald, Mr Michael Moss, Dr Alexander Murdoch, Miss Chris Robertson, Mr John Simpson, Miss Veronica Stokes, Mr Arnott Wilson, the Secretaries of the Royal Bank of Scotland and the Bank of Scotland and the staff of the National Library of Scotland and the Scottish Record Office for their generous help and cooperation.

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Thesis (D. Min.)--Midwestern Baptist Theological Seminary, 2006. / "November 22, 2006" Includes bibliographical references (l. 121-124)

Thesis (D. Min.)--Midwestern Baptist Theological Seminary, 2006. / Abstract. Includes bibliographical references (leaves 121-124)

Thesis (Ph.D.) - University of St Andrews, March 2008.

This thesis is an analysis of the comic and tragicomic styles that are evident in plays written by Beaumont and Fletcher.

The strain amplitude dependency , i.e. the Fletcher-Gent effect and Payne effect, and the strain rate dependency of rubber with reinforcing fillers is modelled using a modified boundary surface model and implemented uniaxially. In this thesis, a split of strain instead of stress is utilized, and the storage and loss modulus are captured over two decades of both strain amplitudes and frequencies. In addition, experimental results from bimodal excitation are replicated well, even though material parameters were obtained solely from harmonic excitation. These results are encouraging since the superposition principle is not valid for filled rubber, and real-life operational conditions in general contain several harmonics. This means that formulating constitutive equations in the frequency domain is a cumbersome task, and therefore the derived model is implemented in the time domain. Filled rubber is used irreplaceable in several engineering solutions, such as tires, bushings, vibrations isolators, seals and tread belts, to name just a few. In certain applications, it is sufficient to model the elastic properties of a component during finite strains. However, Hooke’s law is inadequate for this task. Instead, hyperelastic material models are used. Finally, the thesis presents a methodology for obtaining the required material parameters utilizing experiments in pure shear, uniaxial tension and the inflation of a rubber membrane. It is argued that the unloading curve rather than the loading curve is more suitable for obtaining these parameters, even at very low strain rates. / <p>QC 20140917</p>

A number of recent successful authorship studies have relied on a statistical analysis of language features based on function words. However, stylometry has not been extensively applied to Elizabethan and Jacobean dramatic questions. To determine the effectiveness of such an approach in this field, language features are studied in twenty-four plays by Shakespeare and eight by Fletcher. The goal is to develop procedures that might be used to determine the authorship of individual scenes in The Two Noble Kinsmen and Henry VIII. Homonyms, spelling variants and contracted forms in old-spelling dramatic texts present problems for a computer analysis. A program that uses a system of pre-edit codes and replacement /expansion lists was developed to prepare versions of the texts in which all forms of common words can be recognized automatically. To evaluate some procedures for determining authorship developed by A. Q. Morton and his colleagues, occurrences of 30 common collocations and 5 proportional pairs are analyzed in the texts. Within-author variation for these features is greater than had been found in previous studies. Univariate chi-square tests are shown to be of limited usefulness because of the statistical distribution of these textual features and correlation between pairs of features. The best of the collocations do not discriminate as well as most of the individual words from which they are composed. Turning to the rate of occurrence of individual words and groups of words, distinctiveness ratios and t-tests are used to select variables that best discriminate between Shakespeare and Fletcher. Variation due to date of composition and genre within the Shakespeare texts is examined. A multivariate and distributionfree discriminant analysis procedure (using kernel estimation) is introduced. The classifiers based on the best marker words and the kernel method are not greatly affected by characterization and perform well for samples as short as 500 words. When the final procedure is used to assign the 459 scenes of known authorship (containing at least 500 words)almost 112 95% are assigned to the correct author. Only two scenes are incorrectly classified, and 4.8% of the scenes cannot be assigned to either author by the procedure. When applied to individual scenes of at least 500 words in The Two Noble Kinsmen and Henry VIII, the procedure indicates that both plays are collaborations and generally supports the usual division. However, the marker words in a number of scenes often attributed to Fletcher are very much closer to Shakespeare's pattern of use. These scenes include TNK IV.iii and H8 I.iii, IV.i-ii and V.iv.