Human activities pressure the socio-ecological system that maintains our quality of life by causing global repercussions such as climate change. The energy system, a major contributor to climate change due to its reliance on fossil fuels makes the transition to sustainable energy an imperative. The purpose of this thesis is to identify focus areas that support businesses in changing their energy habits. This leads to the research question: How can local businesses on small islands become drivers in the transition towards sustainable energy? The Framework for Strategic Sustainable Development (FSSD) enabled us to employ a systems perspective, place sustainable energy into a comprehensive and scientific definition of sustainability, and align our findings’ relevance to a strategic approach. The Motivation-capability-implementation- results (MCIR) framework was a suitable tool for our needs. For data collection purposes, literature analysis and a case study on the French island Île d’Oléron were conducted. The main findings of the thesis are that in order for businesses to become drivers in the transition to sustainability energy, Awareness, Consistent and Proactive Political System, Engaged Community, Supporting Infrastructure, Financial Capability and Agile Approach need to be addressed. The six focus areas cover the many barriers and enablers for achieving sustainable energy.

Electronic textiles (e­‐textiles) are created by the amalgamation of electronics and textiles, where electronics are integrated into or onto fabric substrates. Woven textiles are specifically considered in this thesis to integrate electronics into textiles' orthogonal architecture. This thesis investigates 'How can the weaving process be manipulated to make woven e-­textiles with integrated electronics?' The methodological approach taken is practice based research carried out via a technical materials approach and creative craft methods. An investigation of woven e-­textiles through design led practice and woven expertise is presented. Previously, woven e-­textiles have been investigated either via technical material approaches, (where the main emphasis remains on function) or via creative craft methods, (which emphasise experimental forms, manipulate integration methods and apply craft based knowledge). Both of these approaches have presented only limited investigation of unobtrusive integrated electronics in woven e-­textiles, and woven structures have not been fully utilised to support the integration. The research applies reflective practice through a design process model; this is based on the researcher's previous weaving expertise and designing methods. The work investigates how woven construction may be manipulated to develop novel integrated woven e-­textiles. It was found that five woven approaches were particularly of value for electronics integration. These were the use of double cloth, the integration of multiple functions into the textiles as part of the weaving, the use of complex weaving techniques to attach and integrate components, the use of inlay weft weaving and the manipulation of floats (free floating threads). The thesis makes original contributions to knowledge, including identification of key stages in the woven e-­textile design process, identification and application of advanced weaving techniques to facilitate integrated woven e-­textiles, and compilation of a systematic record of woven e-­‐textile techniques as a technical woven repository. Underpinning design principles that influence the developed e-­textile outcomes are identified. A range of woven e-­textile samples are designed and made. Three specific examples including an actuator ('RGB colour mixer'), a circuit ('corrugated pleat LED v2') and a soft module ('battery holder module v4'), are described in detail to illustrate their development using the e-­textile design process model. The knowledge gained has potential to be applied to industrial woven processes for e-­textiles.

Although flow theory (Csikszentmihalyi, 1975; being 'in the zone') arose from early observations of artists, experimental research of creative flow is lacking, particularly in the visual arts. Assumptions are made about the universality of flow in all domains; however creativity is a uniquely complex domain which may have different antecedents, experiences, and consequences related to flow. This thesis focuses on potential mechanisms and effects of feedback/goal ambiguity and the sense of control that are thought essential to flow but which have unclear relationships to creativity. Using an experimental simulation of the visual creative process, the creative mental synthesis task (Finke & Slayton, 1988), four experiments were conducted. The role of perceptual feedback (sketching) to potentially disambiguate limited mental imagery feedback, or to offload cognitive load, was explored. Also inspected were the impacts of expectation-outcome incongruence, perceived task difficulty, and access to conscious choice vs. constraint. Results show sketching significantly increased flow by decreasing perceived task difficulty, though this effect was independent of cognitive load. Factors potentially influencing perceived difficulty were explored in relation to feedback ambiguity variables such as expectation-outcome discrepancies and mental imagery vividness. Choice did not significantly affect flow, but did decrease expectation-outcome discrepancy, suggesting total autonomy and control are not essential for flow development, but choice may affect how creative ideas are selected. These experimental results were compared with fine artist and commercial designer interviews, suggesting flow in visual creativity may require adaptability, tolerance of uncertainty, and interaction with perceptual feedback to resolve ambiguity. Flow was, as theorised, strongly related to affect improvement and self-rated creativity; however no direct links to higher externally-rated or objective creativity measures were found. Although flow does not directly enhance creativity, it and factors related to it (e.g., sketching, affect) may have an indirect motivating influence which could enhance mastery over time.

Studien fokuserar på multiplikativt tänkande hos elever i årskurs 3. Multiplikativt tänkande är abstrakt (Clark & Kamii, 1996) och innebär användning av strategier för lösningar av multiplikations- och divisionsuppgifter. Syftet med studien är att undersöka hur elever använder sig av olika strategier inom multiplikativt tänkande vid multiplikation och division. Studien har inspirerats av Grounded Theory. Utifrån teorierna gjordes en semistrukturerad intervju, observationer samt en analys av data. I studien deltog åtta elever i intervjuerna och en pilotstudie inledde undersökningen. Materialet som samlades in bestod av elevernas lösningar av multiplikations- och divisionsuppgifter, anteckningar från observationer av elevernas lösningar samt ljudinspelade intervjuer. Resultatet visar att nästan alla elever använde sig av en additiv strategi i lösningar av multiplikations- och divisionsuppgifter. Det visade även att det endast var fyra av åtta elever som kunde uppvisa förståelse av ett samband mellan de två räknesätten. Resultatet visar att eleverna har olika strategier och lösningar inom multiplikativt tänkande även om de har haft samma matematikundervisning. / This study focuses on multiplicative thinking among pupils in grade 3. Multiplicative thinking is abstract (Clark & Kamii, 1996), involving applying strategies to solve multiplication and division tasks. The purpose of this study is to examine how pupils use different strategies within multiplicative thinking for multiplication and division. This study was inspired by Grounded Theory. From this theory, a number of semi-structured interviews, observations and analysis of data were made. Eight pupils participated in the interviews, after an initial pilot study. The collected material was based on the pupils' solutions of tasks in multiplication and division, notes from observations of the pupils' solutions and audiotaped interviews. The results show that almost every pupil uses an additive strategy in their solutions of multiplication and division tasks. It also show that only four out of eight pupils could show understanding 0f the connection between the two basic arithmetic operations. From the results, the pupils showed different strategies and solutions within multiplicative thinking, even though they have had the same mathematic education.

The instructional design theory-practice gap is a recognized problem within the research literature. Emphasis on studies that aim to identify how instructional design theories and models are applied in everyday practice has shed light on the need for further investigation into instructional designers' decision-making processes. In particular, given the pervasiveness of computing technology in education, it is important to understand what role technology plays in the design of instruction in higher education settings. The goal of this research was to explore the theory-practice gap in instructional design decision-making within the context of designing technology-enhanced instruction in higher education and determine what can be learned from other design disciplines that will inform the development and refinement of instructional design theories and models. In this qualitative research study, the researcher collected and analyzed data from a web-based questionnaire and follow-up phenomenological interviews. Data analysis employed the use of both content analysis of the questionnaire responses and interpretative phenomenological analysis of the interview transcripts. Findings indicate that instructional designers' decision-making processes are influenced by several factors during the design process. Designers view the roles differently, depending on their position within the design process. Furthermore, concepts of design decision-making which have been contributed to architectural design can be applied to how instructional designers practice. Finally, while technology is an integral part of online course design, its perceived role is dependent on the position of the designer within the designer process. The results build on previous research in the area of instructional design, and add to the body of knowledge about how designers think when making design decisions, as well as, and the role which technology plays in these decisions. Themes uncovered in this study identified specific areas for further study which will help researchers and practitioners connect existing instructional design theories and models to current practices.

Thesis (MCurr)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: The increasingly complex role of the critical care nurse in an intensive care environment demands a much higher level of critical thinking and clinical judgment skill than ever before. Critical thinking in nursing practice may be defined as the cognitive ability to analyse, predict and transform knowledge, ensuring quality nursing care. To reason from a nurse’s perspective requires that we learn the content of nursing; this includes the concepts, ideas and theories of nursing. The aim and objectives of the study were to explore critical care nurses’ perspectives and experiences with regards to the concept of critical thinking, facets influencing the application of critical thinking skills in clinical practice and how these impact on the delivery of quality nursing care. A qualitative approach, using a case study design was utilised. A sample of six participants, who met the study inclusion criteria and consented to participate, were interviewed individually. Subsequently, five of these six participants took part in a focus group discussion to capture additional data to clarify and enrich the individual interview data. A field worker was present during the interviewing processes to note non-verbal data and later verify transcribed data. Feasibility of the proposed study was established by conducting a pretest which elicited relevant information. Ethical approval for the study was obtained from the Health Research Ethics Committee at the Faculty of Medicine and Health Sciences, Stellenbosch University. Permission and consent was obtained from the relevant hospital group to interview nurses working in the intensive care units. Qualitative content analysis, which focuses on the content or contextual meaning, was used to analyse interview data. Coding of the data through emergent themes and sub-themes was done by the researcher and supported through independent coding to verify and strengthen the analysis and interpretation of the researcher. . The results depicted how the participants personally understood the concept of critical thinking and the components influencing the application of critical thinking skill in clinical practice. The study of the participants’ perspective of the concept of critical thinking and portrayed how they experience analytical and independent thinking, competence and confidence, as well as knowledge, skill and expertise, to influence the quality of patient care. The data revealed several themes that facilitated critical thinking in critical care nurses. These themes were ‘team support’, ‘experience and exposure’ and ‘empowering the mind’. Emergent themes elaborating the limitations of critical thinking included ‘being stressed’, ‘professional boundaries’ and ‘being busy’. Several recommendations and suggestions for future research were offered. / AFRIKAANSE OPSOMMING: Die toenemende komplekse rol van die kritieke-sorgverpleegster in ’n intensiewe-sorg omgewing verg ’n veel hoër vlak van kritiese denke en ’n kliniese oordeelvaardigheid as ooit tevore. Kritiese denke in ’n verplegingspraktyk kan gedefinieer word as die kognitiewe vermoë om te kan analiseer, om vooruit situasies te kan bepaal en die vermoë om kennis te omskep sodat kwaliteit verpleegsorg verseker kan word. Om soos ’n verpleegster te kan dink, stipuleer dat die inhoud van verpleging geleer moet word wat konsepte, idees en teorieë daarvan insluit. Die doel en oogmerke van die studie is om die ervarings en perspektiewe van kritieke-sorgverpleegsters te ondersoek, met betrekking tot die konsep van kritiese denke, fasette wat die toepassing van kritiese denkvaardighede in ’n kliniese praktyk beïnvloed en die impak daarvan op die lewering van kwaliteit verpleegsorg. Die metodologie wat toegepas is, is ’n kwalitatiewe benadering deur middel van ’n gevalle-studie ontwerp. ’n Steekproefgrootte van ses deelnemers wat aan die inklusiewe kriteria voldoen het, is mee onderhoude individueel gevoer en daarna is met vyf van hierdie ses deelnemers in ’n fokusgroep onderhoude gevoer ten einde data op te neem wat andersins verlore kon geraak het. ’n Veldwerker was teenwoordig gedurende die proses van onderhoudvoering om die opgeneemde en getranskribeerde data te verifieer. Die data-insamelingsinstrument is in die vorm van ’n onderhoudsgids ontwikkel om die navorser gedurende die onderhoudvoering te help. ’n Loodsondersoek is uitgevoer om die haalbaarheid van die voorgestelde studie te ondersoek en is sodoende geskep om relevante inligting te onthul. Etiese goedkeuring vir die studie is verkry van die Gesondheidsnavorsing Etiese Komitee aan die Fakulteit van Geneeskunde en Gesondheidswetenskappe, Universiteit Stellenbosch. Goedkeuring en toestemming is van die hospitaalgroep aan wie die hospitaal behoort verkry, waar die studie onderneem is om sodoende onderhoude te kan voer met verpleegsters wat in die intensiewe-sorgeenhede werk. ’n Primêre, kwalitatiewe inhouds analise is gebruik om omderhoud data te analiseer wat fokus op die inhoud of kontekstuele betekenis daarvan. Kodering van die data deur die toepassing van die temas en sub-temas wat voorgekom het, is deur die navorser gedoen. Die data is onafhanklik gekodeer om die analise en interpretasie van die navorser te verifieer en te bekragtig ten einde die akkuraatheid en getrouheid in die formulering van die betekenis en interpretasie van gebeure met juiste weergawe daarvan, te verseker. Die resultate wat as hooftemas vanuit die individuele onderhoude voortgespruit het, asook die van die fokusgroep het die deelnemers se eie begrip van die konsep van kritiese denke en komponente wat die toepassing van kritiese denkvaardigheid in ’n kliniese praktyk beïnvloed, getoon. Die konsep van kritiese denke het die wyse waarop analitiese en onafhankilke denke, bevoegdheid en selfvertroue, asook kennis, vaardigheid en kundigheid die kwaliteit van pasiëntsorg beïnvloed, uitgebeeld. Die voortkomende data het daartoe aanleiding gegee dat die faktore wat die fasilitering en beperking van kritiese denke beïnvloed, bespreek kon word. Data rakende fasilitering het getoon hoedat die ondersteuning van die span, ervaring, blootstelling en die verruiming van die gees, kritieke-sorgverpleegsters positief kan beïnvloed om kritiese denke in hulle daaglikse verplegingsaktiwiteite effektief te kan toepas. Data wat verband hou met beperkings het getoon hoedat stres, professionele kwessies en besigwees kritieke-sorgverpleegsters negatief kan beïnvloed in die toepassing van kritiese denke gedurende daaglikse verplegingsaktiwiteite. Verskeie aanbevelings vir toekomstige navorsing is voorgestel.

The main purpose of this research is to examine artistic thinking processes from my practical experience as an artist. This thinking process is discussed through my term: 似藝術-art-like in the context of 'practice-based research'. '似藝術-art-like' is an amalgamated form of Mandarin characters with English words; it is both a picture and a word that serves as a temporary conceptual framework that aims to keep possibility open and meaning mobile.' Significantly,似藝術-art-like is addressed through language and artworks together with an attempt to reinterpret the relation between thinking, outcomes of thinking, and the complexity of meaning in relation to art. 似藝術-art-like operates as a temporary conceptual framework for discussing the thinking process and demonstrating the problems and contradictions in art research. This is a practice-based study so that visual and written elements and the structure of the thesis are each approached as a form of 'practice'. In addressing 似藝術-art-like in the written elements of the thesis, a series of stratagems or gambits are employed that attempt to explain or find formulation for the developing thinking process in art research. Each gambit is a form of artifice that serves to demonstrate the pursuit of addressing thinking through language as an impossible task, and functions as a manoeuvre for opening a conversation in understanding the thinking process in art. To facilitate my understanding, I explore my questioning of thinking in relation to Jacques Derrida's supplement and différance, Gilles Deleuze and Félix Guattari's rhizome, Mieke Bal's, framing, Susanne Langer's distinction between art and language, and Immanuel Kant's disinterestedness and aesthetic idea. It becomes apparent that no one theory satisfactorily explains what happens; it is too complex. Presentation of the inadequateness and contradictions in my developing process provides an examination of there being no specific answer. As a result, I conclude that utilising written words and artworks in my thinking processes and demonstrating them as physical outcomes is a process of constant confrontation with contradictions. It is a provocation that makes an artist-based researcher/research-based artist, re-think, re-disturb, re-articulate, and re-consider the conceptual frameworks in relation to developing artistic research. Ultimately, this research responds to the problems surrounding the relationship between thinking and the outcomes of thinking and meaning in relation to art. It demonstrates the difficulties and complications for seeking mobile thinking and for exploring the possibilities of artistic research. As a whole, the research points out the complexity of the process in terms of employing thinking through artworks and written words together. This invites a suspension of preconceived concepts and questions what knowledge mightbe in the context of an art enquiry.

published_or_final_version / Education / Master / Master of Science in Information Technology in Education

published_or_final_version / Mental Health / Master / Master of Social Sciences

This research study explored and analyzed the perception and attitudes of first year White special education teachers’ experiences as they successfully matriculated through an alternative teacher certification program with a concentration in Special Education. The certifying entity for this teacher preparation program was a historically Black university (HBCU). It was the intent of this study to gather data on how White first year special education teachers view multiculturalism and diversity. This studied explored the rationale for why White pre-service teachers would select a HBCU to prepare them to enter the teaching field. This was a qualitative study using a naturalistic inquiry approach to learn about the perception of the participants. There were five participants selected to participant in this study. A set of guiding questions were used in order to maintain a focus, provide structure and give consistency to the interview process. The participants all were teaching in special education classrooms in large urban school districts. The classrooms they taught in were culturally and linguistically diverse. The data collection methods used included interviews, small group discussions and surveys. These interactions were audio taped then transcribed. The transcriptions were then reviewed by the participants to incorporate a member checking mechanism for the study. All five of the participants believed they benefitted from receiving their teaching certification from the HBCU. Their goal was to work in an urban setting and they agreed the certification program they attended helped them to become aware of the importance of celebrating diversity in their classes. All of the participants described an awakening to the challenges faced by students from low socio-economic, culturally and linguistically diverse students. Along with this epiphany the participants discussed the need to close the cultural gap between themselves and the students they teach. They all realized the importance of closing the gap in order to build mutual trust in their classrooms. The implications for future research include a broader study of the strategies used by White teachers to connect with culturally and linguistically diverse students in their classrooms. / text