Spelling suggestions: "subject:"onderwys"" "subject:"inonderwys""
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Die stand van sportafrigting in prioriteitsportsoorte by skole in die Dr. Kenneth Kaunda streek van die Noordwes Provinsie / C. van der Merwe.Van der Merwe, Carla January 2012 (has links)
Professionalism in sport and the standard of world-class performance is on the rise. The development of a country's sporting potential therefore is crucial (Martindale et al., 2007:187). In South African schools, sport is widely regarded as the basis of elite sport (Rajput & Van Deventer, 2010:159). Teacher-coaches are in most cases responsible for the development potential of this sport. These coaches are often not properly trained, while the most knowledgeable coaches are used at elite level (SASKOK 2011b:12).
The aim of this study was to determine the current state of teacher-coaches’ sport-specific training and playing- and coaching experience regarding sport coaching. Fifty four (54) schools om the Kenneth Kaunda district in the North-West Province of South Africa were available for this study. Questionnaires by Vosloo (2007) and Camire (2012) were adapted for use in this study. One hundred and forty-four (144) questionnaires were used in the compilation of the results. The Epi-info program was used to capture the data. For analysing the data, frequency tables and cross-tabulations were used to obtain statistical (p≤0.05) and practical (Cramer’s V-value) significance.
Only six (6) of the twelve (12) priority sports codes have a significant amount of sport-specific trained teacher-coaches. Most sport-specific training was completed more than five (5) years ago. In most sports codes the majority of teacher-coaches have less than 10 years’ combined coaching- and participation experience. The transfer of quality coaching knowledge between coaches is questionable. It is mostly teacher-coaches with less than 10 years’ experience that do not attempt to improve their coaching skills. Teacher-coaches in general also use few methods to improve their coaching skills.
Sport-specific training is needed in all types of schools (especially township- and farm schools) and in all priority sports codes. These teacher-coaches also require quality coaching mentors as well as exceptional and current sport-specific information. / TheThesis (MSc (Sport Science))--North-West University, Potchefstroom Campus, 2013.
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An evaluation of some cognitive, affective, and school variables as predictors of the academic achievement of standard 10 pupils in Kwazulu schools / Daniel Mfana GumedeGumede, Daniel Mfana January 1989 (has links)
1. DIE DOEL VAN DIE NAVORSING: Die doel van hierdie navorsing was om die beste voorspellers van akademiese prestasie (dit is persentasie slaag) onder die kognitiewe, affektiewe en skoolveranderlikes vas te stel. Die teikengroep het uit standerd 10 leerlinge in Kwazulu skole
bestaan. 2. DIE BEVINDINGE UIT DIE LITERATUUR: Om die voorgemelde doel te bereik 1s die oorsig van literatuur met verwysing na die vermelde onafhanklike veranderlikes gedoen, en die volgende gevolgtrekkings is bereik.
2.1 DIE VOORSPELLINGSWAARDES VAN DIE KOGNITIEWE VERANDERLIKES: Betreffende die voorspellingswaarde van die kognitiewe veranderlikes, het die literatuur daarop gewys dat die kognitiewe veranderlikes ongeveer 25 persent van die variansie in die akademiese prestasie verklaar. Belangrik in hierdie verband is die bevindinge deur Lavin (1967), Bloom (1979) en talle ander wat die voorspellingswaarde van intelligensie en aanleg ondersoek het. Die ander belangrike bevinding, in verband met intelligensie as voorspeller van akademiese prestasie, is dat die voorspellingswaarde van intelligensie daal as die leerlinge die hoer klasse bereik. Met ander woorde, intelligensie is volgens die literatuur 'n goeie voorspeller van akademiese prestasie in die primêre klasse. Sowel Lavin (1967) as Jensen (1980) het hierdie bewering gemaak. Die voorspellingswaarde van vorige deur die literatuur te bestudeer.
literatuur daarop gewys dat voorspeller van akademiese prestasie is. Wat aanleg as voorspeller van akademiese prestasie betref, wys die literatuur daarop dat variansie wat grater as 25 persent in akademiese prestasie is, verklaar kan word op grond van aanleg. In hierdie verband kan die werke van Von Mollendorf (1978) en Vander Westhuizen (1987) genoem word.
2.2 DIE VOORSPELLINGSWAARDE VAN DIE AFFEKTIEWE VERANDERLIKES: Die affektiewe veranderlikes wat hier betrokke is, is persoonlikheid
en beroepsbelangstelling.
Betreffende die voorspellingswaarde van persoonlikheid is teenstrydige
bevindinge in die literatuur verkry. Enersyds het
ondersoeke wat in Amerika gedoen is, getoon dat die byvoeging
van die persoonlikheidsveranderlikes by die kognitiewe veranderlikes
in die voorspelling van akademiese prestasie 'n toename
in die verklaring van variansie meebring. Andersyds het die
navorsing wat in Suid-Afrika gedoen is, nie 'n duidelike beeld
gegee nie. In die algemeen het die Suid-Afrikaanse ondersoeke
daarop gewys dat die persoonlikheidsveranderlikes van min waarde
is in die voorspelling van akademiese prestasie.
Uit die studie van die literatuur, betreffende die voorspellingswaarde
van beroepsbelangstelling, het dit geblyk dat beroepsbelangstelling
van minder waarde is in die voorspelling van
akademiese prestasie is as beroepsbelangstelling.
2.3 DIE VOORSPELLINGSWAARDE VAN DIE SKOOLVERANDERLIKES: Die skoolveranderlikes is in twee groepe verdeel: die fisiese wat skoolgrootte, klasgrootte,
skoolligging en skool fasiliteite behels, en die sosiale wat die prinsipaal en die onderwysers behels.
Die oorsig van die literatuur het daarop gewys dat die
fisiese fasiliteite belangrik is vir opvoeding, maar hulle
uitwerking op die kwaliteit van onderrig afhanklik is van hulle
benutting deur die onderwysers. Byvoorbeeld, kleiner klasse het
nie beduidend bygedra tot beter prestasie as die grater klasse
nie. Die gevolgtrekking wat deur Bloom (1976) onder andere,
bereik is, is dat die hele skoolomgewing belangrik is vir
onderrig en n1e net die fisiese fasiliteite nie. Ongeveer 5
persent van die variansie in akademiese prestasie is volgens
Bloom (1979) deur die skool verklaar. Dit was om hierdie rede
dat die hele skool in hierdie ondersoek bestudeer is.
Literatuur het ook deurgaans daarop gewys dat die verskille
tussen die skole in akademiese prestasie verdwyn as
intelligensie en die sosio-ekonomiese status gekontroleer is.
2.4 DIE INVLOED VAN GESLAG OP AKADEMIESE VOORSPELLING: Die literatuur het daarop gewys dat die twee geslagte se
akademiese prestasie verskil. Die dogters, byvoorbeeld,
presteer beter as seuns in toetse wat verbale aanleg verg,
terwyl die seuns beter as dogters in wiskunde presteer: Die
twee geslagte het geen verskille in intelligensie getoon nie.
3. DIE EMPIRIESE ONDERSOEK
3.1 DIE FORMULERING VAN HIPOTESES: 3. 1. 1 Hoof hipotese
HOOF HIPOTESE 1 - Die aanleg veranderlikes is die beste voorspellers van standerd
10 akademiese prestasie in vergelyking met die affektiewe en die
skoolveranderlikes.
HOOF HIPOTESE 2 - Die affektiewe veranderlikes bring 'n toename mee in die
variansie wat verklaarbaar is in akademiese prestasie as dit by
die kognitiewe veranderlikes bygevoeg word.
HOOF HIPOTESE 3 - Die skoolveranderlikes bring 'n toename mee in die variansie wat
verklaarbaar is in akademiese prestasie as dit by die kognitiewe
veranderlikes bygevoeg word.
3.1.2 Onderhipotese
ONDERHIPOTESE 1 - Die gehalte van die skool het beduidende invloed op die
voorspelling van akademiese prestasie in standerd 10.
ONDERHIPOTESE 3 - Die ligging van die skool het 'n beduidende invloed op die
voorspelling van akademiese prestasie in standerd 10.
ONDERHIPOTESE 4 - Skoolsoort het 'n beduidende invloed op die voorspelling van
akademiese prestasie in standerd 10.
ONDERHIPOTESE 5 - Geslag het 'n beduidende invloed op die voorspelling van
akademiese prestasie in standerd 10.
ONDERHIPOTESE 6 - Daar bestaan steeds 'n verskil tussen koshuis en dagskole in
akademiese prestasie selfs as aanleg gekontroleer is.
ONDERHIPOTESE 7 - Daar bestaan steeds 'n verskil tussen stedelike en plattelandse
skole in akademiese prestasie selfs as aanleg gekontroleer is.
3.2 DIE EMPIRIESE ONDERSOEK: Die empiriese ondersoek is ingestel om die geformuleerde
hipoteses te toets.
3.2.1 Die teikengroep en die steekproef
Die KwaZulu 1983 standerd 10 leerlinge is die teikengroep. Om
die invloed van die ~kool op voorspelling vas te stel is 'n 10
persent ewekansige steekproef uit 170 sekondêre skole geneem
(dit is 17 skole). As gevolg van die ewekansige steekproef is
'n monster van 1912 leerlinge gevorm. Die vermindering van die
steekproef tot 1615 leerlinge in sommige analises, is 'n gevolg
van onvolledige data van sekere leerlinge.
3.2.2 Die veranderlikes wat gebruik is
3.2.2.1 Die onafhanklike veranderlikes wat in hierdie ondersoek
gebruik is, is die volgende:
a. Aanlegtoetsresultate (AAT)
b. Persoonlikheidsresultate (HSPQ)
c. Belangstellingsresultate (VIQ)
d. Skoolveranderlikheidstotaal (SVTOT)
3.2.2.2 Die afhanklike wat in hierdie ondersoek gebruik is, is
die volgende:
e. Standerd 10 geslaag persentasie.
3.2.2.3 Die modererende veranderlikes wat in hierdie studie bestudeer is, is
die volgende:
f. Die skoolgehalte;
g. Die vakgroepe wat die leerlinge leer;
h. Die ligging van die skool (stedelik of plattelands);
i. Skooltipe (koshuis of dag); en
j. Geslag.
In hierdie ondersoek is gebruik gemaak van gestandardiseerde
meetinstrumente om kognitiewe, en affektiewe veranderlikes te
meet. Om die "skool" te meet is verskeie skoolveranderlikes
eers geoperasionaliseer en daarna punte volgens rangorde deur
die inspekteurs toegeken.
Geslag is in hierdie ondersoek as modererende veranderlike
gebruik om die invloed daarvan op voorspelling te bestudeer. Om
die invloed van die skool as 'n modererende veranderlike te
bestudeer is die steekproef verder verdeel volgens skoolgehalte,
skoolligging en skooltipe. Die leerlinge was ook gegroepeer
volgens die vakgroepe wat hulle geneem het (dit is algemeen,
natuurwetenskap en handel).
4. STATISTIESE TEGNIEKE WAT IN HIERDIE NAVORSING GEBRUIK IS EN
DIE RESULTATE VAN DIE ONDERSOEK: 4.1 MEERVOUDIGE REGRESSIE-ANALISE: Deurgaans
toegepas is die meervoudige regressie-analise (BMDPIR program)
om die beste voorspellers van akademiese prestasie te
identifiseer. Die resultate van die analise het daarop gedui
dat:
i. die kognitiewe veranderlikes die beste voorspellers van
akademiese prestasie is, in vergelyking met die affektiewe
en die skoolveranderlikes;
ii. die affektiewe veranderlikes van min voorspellingswaarde
is; en
iii. die skoolveranderlike 'n beduidende effek op voorspellings
het.
As gevolg van meervoudige regressie-analise is die kognitiewe en
skoolveranderlikes gebruik as kontrole veranderlikes in die
moderatorveranderlike studie. Die affektiewe veranderlikes is
weggelaat weens hulle geringe bydrae tot R2 .
4.2 VARIANSIE ANALISE: Die meervoudige regressie-analise (BMDPIR) is ook gebruik by die
moderatorondersoek. Die resultate van die ondersoek het daarop
gedui dat:
i. die skoolgehalte 'n beduidende invloed op die voorspelling
van akademiese prestasie het;
ii. die vakgroepe wat leerlinge leer 'n beduidende invloed op
akademiese voorspelling het;
iii. die skoolligging 'n beduidende invloed op akademiese voor
spelling het;
iv. die skooltipe 'n beduidende invloed op akademiese voorspelling
het;
v. geslag geen beduidende invloed op die voorspelling van algehele
akademiese prestasie het nie;
vi. die verskil in akademiese prestasie tussen die koshuisskole
en dagskole bly steeds dieselfde selfs as aanleg gekontroleer is; en
vii. die verskil in die akademiese prestasie van stedelike en
plattelandse leerlinge steeds dieselfde bly selfs as aanleg
gekontroleer is.
5. IMPLIKASIES VIR VERDERE ONDHRSOEK: In hierdie studie is gevind dat aanleg 'n goeie voorspeller van
akademiese prestasie in goeie skole is, maar nie in swak skole
nie. 'n Geldigheidsstudie is nodig om swak voorspelbaarheid in
swak skole vas te stel. Sulke geldigheidstudies moet die
sistematiese veranderlikes ook bestudeer sodat hulle invloed op
R2 verklaar kan word.
In hierdie studie is ook gevind dat die plattelandse skole
akademies beter as stedelike skole presteer.
Die bevinding is teenstrydig met die bevindinge van die vorige
navorsers. 'n Verdere studie is dus ook nodig om die bevindinge
van hierdie studie te bevestig of te verwerp. Die moontlikheid
bestaan dat hierdie bevinding die invloed van die onrus wat
gedurende daardie jare plaasgevind het, weerspieël.
Verdere navorsing is ook nodig om die invloed van die groepvakke
op akademiese prestasie te bevestig en o.a. die geldigheid van die
resultate van hierdie navorsing te toets.
Verdere navorsing is nodig om die waarde van die insluiting van
'n toets in moedertaal in die AAT battery vir voorspellings van
akademiese prestasie vas te stel. Die resultate van hierdie
studie (kyk tabel 6 • 2 ) het getoon dat die AAT die swakste met
Zulutaal korreleer. 'n Toets in moedertaal blyk dus nodig te
wees.
6. OPVOEDKUNDIGE IMPLIKASIE: Die kruisvalidasie van die beste stelveranderlikes het daarop
gewys dat dit goed by goeie skole kan voorspel en nie by swak
skole nie. Om al die skole se akademiese prestasie te verbeter,
word dit aanbeveel dat die toetse aan die begin van die jaar
toegepas moet word en dat die nuwe snitpunte (kyk paragraaf 6.7)
by die verwagtingstabel gebruik moet word. Die vroegtydige
beskikbaarheid van die toetsresultate kan help om leerlinge en
die onderwysers te motiveer om beter te presteer. / Thesis (MEd)--PU vir CHO, 1989
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Die dokumentasie en danskundige ontleding van bepaalde Suid-Sotho-danse met verwysing na die liggaamlike opvoedingprogram / Madeleine van ZylVan Zyl, Madeleine January 1985 (has links)
Traditional dances of the South Sotho of Qwaqwa were studied as a product
of culture. The two major objectives were: to document, and analyse
specific South Sotho dances and relate them holistically to the culture;
and to determine which dances of the girls and the women would be
suitable for inclusion in the Syllabus for Physical Education for Girls
in the Republic of South Africa according to certain educational
criteria.
The aspects investigated in the study included the following:
1. An ethnographic image of the South Sotho relating to
ancestry, way of life and culture;
2. Dance as a cultural phenomenon and the place and function of
dance in the culture of the South Sotho;
3. The notation of selected dances, an analysis of the dance
movements and choreographic structure of the dances;
4. The educational value of folk and ethnic dances for implementation
in the physical education programme, according to relevant
objectives.
The techniques used to identify, classify, document and analyse the
dances, included fieldwork done through personal observation, participating
observation, video filming of the dances, sound recordings of the songs
and personal interviews. The sequence of steps was notated descriptively
and graphically. The movements of the free body segments and dance
technique were described and the floor pattern of each step sequence, the
information with the accompaniment and the floor plan of the dance were
transcribed graphically. The number of repetitions of the step
sequences and the order of the parts of the dances were notated according
to counts.
The following dances were identified: women's dances - mokgibo,
moqoqopelo, ledingwana, thojane, timiti and famu; girls' dances -
mokgibo, play dances, ndlamu and bale dances; men's dances - mohobelo,
mokorotlo, diphotha and setapo; boys dance the same dances apart
from the mokorotlo. Wedding dances and thojane are also danced
together by both sexes. The four dances which were documented
include the wedding dance Ausi o manele, a play dance (Tikwe ha
malome), ledingwana-women's dance (Diponono ha kena basadi) and
mogogopelo women's dance (Ke lelekuwe bohadi).
The main findings of the study indicated that dance is still
closely interlinked with the cultural life of the South Sotho and
that the purpose of the dance manifests itself mainly in terms of
social recreation. Specific dances of the South Sotho can be
utilized in a meaningful way in the physical education programme for
girls because of the educational value, the link with the cultural
objectives of the folk dance section of the syllabus and the relevance
to the present needs of society. / Thesis (MA) -- PU vir CHO, 1985
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Die opleibaarheid van die kind met Downsindroom / Izak Nicolaas SteynSteyn, Izak Nicolaas January 1975 (has links)
CHAPTER 1 - POSTULATION OF PROBLEM, PURPOSE, METHOD AND PROGRAM OF
STUDY:
1. Postulating the problem -
The following problematical questions are investigated in this study:-
a. Are there specific skills in which the trainable mentally retarded
Down's Syndrome child is inferior to and/or more improved than
other trainable mentally retarded groups?
b. To what extent can the Down's Syndrome children participate in
the same training program when grouped together?
c. In which skills do Down's Syndrome children show the greatest train=
ability?
d. Is there a remarkable inferiority or progress in social competence,
when compared with trainable Down's Syndrome and other trainable
children in the training centre?
2. Aim of study -
The following aims have been set for this study:
a. to discover in which skills Down's Syndrome children have the great
test inferiority and in which skills they show the greatest possibility of improvement. This means the question of the trainability of the Down's Syndrome child;
b. to discover the grouping criteria which are used to classify the
child with Down's Syndrome and all the other trainable children in
the training centre;
c. the criteria used by the different centres to promote a trainable
child to the following class or group;
d. to set a theoretical framework for a training program, which is
based on the findings in this study, for trainable Down's Syndrome
children;
e. to find out what training facilities are available to the trainable
Down's Syndrome child and to make some recommendations in this
context.
3. Study method -
In this study the descriptive method is used. The setting of a theoretical framework about the existing knowledge on the trainable Down's
Syndrome child in the training centres is based on the following:-
a. Study of literature: The most reliable sources of literature on
the topic of this study are found in research results of American
and British researchers;
b. Empirical research: Questionnaires were sent to all the training
centres in the Republic to collect information about the inferiority and/or progress in certain skills in Down's Syndrome children,
grouping criteria and training programs for them.
The program of study is set out in the last part of chapter 1.
CHAPTER 2 - CONCEPTUALIZATION IN GENERAL:
The following impediment categories were discussed in the first part
of the chapter: motor, sensory, behaviouristic, mental and emotional
impediments. The most important points of discussion are the concepts:
educability and trainability of mentally retarded children.
In the second part of this chapter the concepts: education ("opvoeding");
instruction ("onderwys”); training ("opleiding"); educability (“opvoedbaarheid”); trainability ("opleibaarheid") and untrainability (“onopleibaarheid") are discussed.
1. Educable and trainable mentally retarded -
The Mentally Retarded Children's Act (Act No. 63 of 1974) refers to
the child in the special class and special school as the educable mentally retarded and the child who is certified as uneducable as the
trainable mentally retarded. The child in the institution is referred to as the untrainable mentally retarded.
2. Educability -
Educability refers to the child's ability to gain from scholastic activities such as writing, reading and arithmetic and to transfer these skills with insight to practical situations.
3. Trainability -
The trainable mentally retarded child's cognitive processes are concrete operational and cannot reach the abstract stage. Trainability
therefore implies the possibility of making progress in the following
skills: self-help, communication, socialization and occupation.
4. Untrainability -
The child's inability to progress from the skills named in par. 3 and
to succeed in adaptation to the social environment characterise the
untrainable child who receives custodial care in an institution.
CHAPTER 3 - DOWN 1S SYNDROME OR MONGOLISM:
In comparing a few terms: Mongolism, Unfinished child, Acromicria,
G1-Trisomy and Downs’ Syndrome, the latter is preferable, because
it prevents a stigma which is sometimes attached to the syndrome and
it also gives the syndrome a scientific dignity.
1. Etiology of Down’s Syndrome:
1.1 Endogenic factors -
The possibility of studying chromosomal behaviour through the developments of new cytologic techniques leads to the study of the cell nucleus in the metaphase of mitosis during which period an exact counting of the chromosomes and observations on their structural patterns
is possible. Through two methods: tissue and peripheral blood culture studies three subtypes of Down’s Syndrome are distinguishable:-
a. Trisomy 21:
This condition is the result of a faulty division of the 21-chromosome pair. The child with trisomy Down’s Syndrome has three, rather
than the normal two chromosomes in pair 21.
b. Translocation:
Children with translocation Down’s Syndrome have an extra number 21-
chromosome which has broken and become attached to the same or another chromosome pair. A parent can carry a translocation without
showing any symptoms of disease because the parent still carries
the correct amount of genetic material, although some of it is out
of place (translocated).
c. Mosaicism:
A child with mosaic Down's Syndrome has 46 chromosomes in some cells
and 47 in other cells of his body.
1.2 Exogenetic factors -
Disfunctioning of the Pituitary and Thyroid glands causes a hormonal
maladjustment in the mother during pregnancy, which can result in the
birth of a Down's Syndrome child. Research has shown that a high
percentage of Down's Syndrome children have been born from mothers
between 30 and 45 years of age. Bad health and a shortage of vitamine A during pregnancy can also cause Down's Syndrome.
2. Clinical diagnosis at birth:
Although Down's Syndrome cannot be diagnosed only by a few clinical
features without a cytogenetic investigation, these features are especially visible in the first years of life of the Down's Syndrome
child. The following physical stigmata are very prominent: hypotonia, disorders in the growth of the skull, a short nose with a flat
bridge, anomalies of the palate, a small oral cavity with a protruding fissured tongue, abnormally small teeth, slanting eyes, speckling of the iris, anomalies of the external ears, one rather straight
line crosses the palm of the hand instead of the two curved lines
of the normal hand, an abnormal space between the first and second
fingers and toes, a congenital heart defect and malformed sexual
organs.
In the last part of this chapter the typical developmental traits
of the Down's Syndrome child from birth to approximately 6 years
of age are discussed.
CHAPTER 4 - CHARACTERISTICS OF THE DOWN'S SYNDROME CHILD'S PERSONALITY:
Firstly in this chapter the mental development of the Down's Syndrome
child is discussed. The conclusion is reached that the intellectual
development is as characteristic as the slow motory development and
that the quality of his intelligence is different in comparison with
other trainable mentally retarded children. A significant connection
between physical, stigmata and intelligence could not be found,
The next discussion is devoted to the connection between subtype of
Down's Syndrome and intelligence. Although several researchers found
that the mosaic Down's Syndrome child has a higher intelligence than
the other two subtypes, insufficient research has been done in this
field. It has been found that 95% of all Down's Syndrome children
are cheerful, but about 5% are stubborn. Social competence and mimicry lend themselves par excellence in training this child. Language
development is discussed to show the Down's Syndrome child's inferiority in this characteristic. In the last part of this chapter it is pain=
ted out that the Down’s Syndrome child is also backward in motory and
sensory development.
CHAPTER 5 - DIMENSIONS OF MENTAL RETARDATION IN DOWN'S SYNDROME:
The differentiation between educable and trainable mentally retarded
children is discussed in chapter 2. I.Q.-groups between 0 and 80
are discussed here to put the Down's Syndrome child in the mental hierarchy:-
1. Educable mentally retarded (I.Q. 50 - 80) -
The educable mentally retarded child can't keep up the pace with the
normal school program and has thus been placed in a special class or
special school. Although there are Down's Syndrome children who are
educable they still have great problems in mastering scholastic, motory and speech skills and non-visual tasks.
2. Trainable mentally retarded (I.Q. 30 - 50) -
Although the child in the training centre is uneducable in scholastic
skills, progress has been seen in the following skills: self-help,
communication, socialization and occupation.
3. Untrainable mentally retarded (I.Q. 0 - 30) -
The child who is retarded to such a degree that he can't see to his own
needs and safety, must receive custodial care in an institution.
CHAPTER 6 - THERAPY AND DOWN'S SYNDROME:
This chapter deals with the following therapeutic programs:-
1. Medicinal therapy:
a. Thyroid treatment has a positive effect in improving the dry skin,
thick rippled tongue, coarse voice and sluggishness.
b. Vitamine B12 must be administered with other medicaments to stimulate growth in the Down's Syndrome child.
c. Pituitary-hormone treatment stimulate this gland to release growth hormones.
2. Music therapy:
An outstanding characteristic of the trainable mentally retarded Down's
Syndrome child is his receptivity for rhythm and music. This therapeutic
medium must be used by parents and teachers to stimulate the gross motor
co-ordination and auditory acuity of the Down's Syndrome child.
3. Speech therapy:
language development is the trainable mentally retarded Down's Syndrome
child's greatest inferiority. His ability for mimicry is the starting
point for acquiring speech skills. The daily therapy sessions must
include blowing•, sucking• and chewing exercises to better tongue and
lip activities. A few practical implications for the training of the
Down's Syndrome child are discussed in par. 6.7.
CHAPTER 7 - EMPIRICAL RESEARCH: QUESTIONNAIRE:
Different aspects, as well as the course of the empirical research, are
discussed in this chapter. The descriptive method is selected as the
scientific method for this research project. A questionnaire was composed to gather information on the set classification methods and training programs for the child with Down's Syndrome in training centres in
the Republic.
Firstly in this chapter the questionnaire is motivated as the most
suitable scientific research method to deal with the topic of this study. The composition and application, respondents and returns are discussed afterwards.
A prerequisite for significant diversions was set at a minimum return
of 70% completed questionnaires. A follow-up letter was sent when the
return was 63%. Telephone calls to the remaining respondents lifted
the return percentage to 71%, so that the set criterium was reached.
CHAPTER 8 - TRAINING FACILITIES FOR THE TRAINABLE MENTALLY
RETARDED DOWN'S SYNDROME CHILDREN:
In this chapter attention is especially devoted to responses in connection with the total number of trainable mentally retarded Down's Syndrome children in the training centres, different school departments and
the average number of children in groups in the centres.
1. Occurrence of trainable mentally retarded Down's Sindrome children:
Questionnaires were sent to 31 training centres in the Republic. Areturn of 71% (22) questionnaires was obtained. A number of 264 (20,3%)
Down's Syndrome children and 1 037 (79,7%) other trainable mentally retarded children are enrolled in 21 (68% respondents} training centres,
so that the total number is 1 301 trainable mentally retarded children.
2. School departments:
The training centres are organized in the following departments (the
number of centres which have a certain department are given in brackets):
nursery class (10}, adaptation class (10), junior class (12), senior
class (11).
3. Average number of children in different groups
The 68% centres that completed this item in the questionnaire reported
an average of 14 children in a group.
The conclusion is also reached that the trainable mentally retarded
Down's Syndrome child shows the best progress when he receives sufficient
stimulation in the early years at home. Ways of maintenance of the centres up to 1/4/75 is discussed in the last part of the chapter.
CHAPTER 9 - GROUPING CRITERIA FOR THE TRAINABLE MENTALLY RETARDED
DOWN'S SYNDROME CHILDREN:
Grouping criteria for the trainable mentally retarded children, general
differences in skills between Down's Syndrome and other trainable children and promoting criteria for trainable mentally retarded children are
discussed in this chapter.
1. Grouping criteria for the trainable mentally retarded children:
Responses show that 27% of the respondent's grade I.Q. as an important
grouping criterium. The I.Q.'s of only 36% of the children in the centres are known by members of staff. Chronological age is graded as an
important criterium by 73% respondents, mental age by 32%, visual-motor
skills by 45% and social competence by 50% of the respondents.
2. Differences in skills between Down's Syndrome and non-Down's Syndrome trainable mentally retarded groups of children:
No difference is noticed in visual-motor skills by 40% respondents.
Down's Syndrome children are graded weaker in these skills by 18% respondents. As seen by 5% respondents, Down’s Syndrome children are much
better in self-help skills, 10% as better, 40%•as the same and 5% respondents as weaker than other trainable children in the centres. In connection with scholastic work the Down's Syndrome child is seen as the
same by 40% respondents, weaker by 10% and much weaker by 5% respondents.
Social competence is graded as much better by 18% respondents, better
by 23%, the same by 14% and weaker by 5% respondents.
3. Promoting criteria for trainable mentally retarded children:
Visual-motor skills are the most important promoting criterium, as graded by training centres. Chronological age is placed second.
CHAPTER 10 - A TRAINING PROGRAM FOR THE TRAINABLE MENTALLY RETARDED
DOWN'S SYNDROME CHILDREN IN THE TRAINING CENTRE:
In this chapter the necessity for a special adapted training program
for the trainable mentally retarded Down's Syndrome children, differences in skills between Down's Syndrome children of the same chronological age, psychometric media to determine the functioning of different
skills are discussed. Based on this knowledge a training program for
the trainable mentally retarded Down’s Syndrome child is set out.
1. The necessity for a special adapted training program for the trainable mentally retarded Down's Syndrome child:
A special or adapted training program for the trainable Down’s Syndrome
children is suggested by 40% respondents. Another 40% respondents believe that Down’s Syndrome children can take part in the same program
(without adaptation) with other trainable children, while 20% respondents
did not respond to this item.
Information collected from literature and the rest of the empirical research, however, shows without any doubt that the trainable mentally retarded Down's Syndrome child is inferior in certain skills (see par. 10.
2.2) and shows possibilities for improvement in other skills, when compared with other trainable children. The conclusion is therefore reached
that a specially adapted program must be set for the Down's Syndrome
child to give more opportunity for stimulation in skills in which he is
inferior,
2. Differences in skills amongst Down's syndrome
children of the same chronological age:
Responses show that 45% respondents notice great individual differences
amongst Down's Syndrome children of the same chronological age; 32% respondents see no markable differences in skills and 23% respondents did
not respond to this item.
Individual differences amongst trainable Down's Syndrome children are not
denied, but specific inferiorities in motory, auditory, language and
tactual skills are present in all the trainable mentally retarded Down's
Syndrome children.
3. Psychometric media to determine the functioning
level of certain skills:
It is concluded that the Stanford-Binet Intelligence Scale, the Merrill
Palmer Scale and the Goodenough-Harris Drawing Test (elaborated from
the Goodenough-Draw-a-Man Test) can, after adaptation to South African
circumstances, be used as intelligence scales to differentiate between
educable, trainable and untrainable children.
The Vineland Social Maturity Scale and the Gunzburg Progress Assessment
Charts must be used to determine the improvement in connection with the
following skills: self-help, knowledge of his own body and perception,
communication, socialization and occupation.
4. Trainability:
Responses demonstrated that the mental age of the trainable Down's Syndrome children is increasable with implementing of a training program
which takes the specific inferiorities and improvement possibilities
of certain skills into consideration. The Down's Syndrome child is
therefore trainable to quite a large extent.
CHAPTER 11 - SUMMARY, CONCLUSIONS AND RECOMMENDATIONS:
In this chapter recommendations in connection with training facilities,
grouping criteria, a training program and other possible research subjects are discussed. / Thesis (MEd)--PU for CHE
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A coaching programme for nursing college managers to facilitate employee wellness / M.M. Tlapu.Tlapu, Moipone Martha January 2013 (has links)
There have been on-going debates regarding wellness and management roles. There are several general programmes for facilitation of wellness. Some are implemented but others not. The urge to develop a coaching programme for college managers was triggered by personal experiences as the principal of a nursing college with the aim of helping the managers to facilitate employee wellness.
The research was conducted to make a meaningful contribution to a body of knowledge, in particular knowledge related to the facilitation of employees’ wellness by the nursing college management.
Aim
The aim of the study was to develop a coaching programme for nursing colleges’ managers to facilitate employee wellness.
The research was conducted into two phases.
Phase one
The first phase is a situational analysis. A qualitative strategy, which is explorative, descriptive and contextual in nature, was used. The perceptions of employees, guided by a literature review, were explored and described.
Research Design Method
The design of the study was qualitative, with explorative, descriptive and contextual elements.
The nursing college managers were interviewed in both individual and in focus groups interviews. Only six main samples were used, namely: principals, vice-principals, HODs, registrars, nurse educators and support staff. An interview schedule was prepared by the researcher and experts in qualitative design.
The first focus group interviews were conducted with the heads of departments in four nursing colleges. Three focus group interviews were held with heads of departments, nurse educators and support staff. Individual interviews were held with three principals and college registrars. The data analysis procedure from Henning, Van Rensburg and Smit’s (2008:106) writing was adopted as the bases for data analysis in phase one of the study. Deductive and inductive strategies were used.
The results of phase one relating to the experiences and perceptions of employees and managers were used in conjunction with the integration of the embedded literature to develop the conceptual framework and coaching programme for the management of nursing colleges.
Phase two
The second phase was the description of the conceptual framework. An integrated map was compiled by mapping the concepts from the conclusions from all the empirical findings from Chapters 3 and 4.The main concepts of the integrated map are described. Finally, a visual conceptual framework was presented. A coaching programme for nursing college managers to facilitate employee’s wellness was developed. The programme was presented into 2 parts; part 1 for training managers to empower them with coaching skills. Part 2 addressed facilitation of employee’s wellness.
Ethical considerations were observed throughout the study.
Results and findings
The results from both the employees and managers reflected challenges which involved the political mandate of increasing numbers of students without extra human and material resource allocation. Most of the employees complained about college management, which did not recognise their efforts and qualifications. Other causes of dissatisfaction included increased workload, the large numbers of students and decreased facilities through the rationalisation and merger of the nursing colleges. / Thesis (PhD (Nursing))--North-West University, Potchefstroom Campus, 2013.
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Enkele persoonlikheidsaspekte by drie groepe eerstejaarstudente / Heinrich Wilhelm RöthRöth, Heinrich Wilhelm January 1982 (has links)
MOTIVATION FOR THE STUDY -
At present there is a growing need for empirical information in
the study and career counselling process especially with regard
to the statistical comparison of successful students' aptitudes.
interests and personality profiles in various courses. There
also is a growing demand for data regarding the predictive
validity of the psychometric instruments regularly used. In an
attempt to improve the effectiveness of the counselling process.
mean profiles for three groups of first year students on the
grounds of their mean scores on three psychometric, instruments.
were drawn up and were compared with each other on a statistical
basis. Secondly the predictive validity of each instrument as
well as for two instruments combined was investigated.
AIM OF THE RESEARCH -
Firstly the aim of this study was to compare the three experimental
groups' mean interest aptitude and adaptation profiles as
measured by the 19 Field Interest Inventory (19 FII), the Senior
Aptitude Tests (SAT) and the PHSF Relations Questionnaire on a
statistical basis with each other. in order to detect statistical
differences among the profiles of the three groups.
The second aim of this study can be put as follows:
- To determine the predictive value of each variable (psychometric
instrument) with the criterion (average academical achievement);
- To determine the relation between two of the variables, namely
the 19 Field Interest Inventory and the Senior Aptitude Tests.
combined and the criterion by means of the multiple correlation
technique.
METHOD OF INVESTIGATION -
In the first place, a study of the relevant literature was
undertaken, concerning the concepts of interest, aptitude and
adaptation. Among these attention was especially focused on some
definitions as well as the measurement of each concept.
The psychometric instruments used in this research was discussed
thoroughly regarding their development, contents, reliability and
content and predictive validity.
The sample used in this study consisted of 93 first year students
assigned to the groups in the following way: 33 BA(Communication),
30 BA(Education) and 30 B(Law) students.
Statistical operations were done for the total group by means of a
computer. This included the drawing-up of mean profiles on each
variable for each group as well as the statistical comparison of
these profiles with each other. In the second place multiple
regression was performed.
CONCLUSIONS -
With regard to the first aim of this study, the following can be
concluded:
- The experimental groups' mean interest profiles differed
statistically from each other on the following fields of the
19 FII, namely FII 4 (Historical), FII 5 (Service), FII 7
(Sociability), FII 8 (Public Speaking), FII 9 (Law), FII 10
(Creative Thought), FII 13 (Practical Female) and FII 15
(Business).
- The experimental groups' mean aptitude profiles differed
statistically from each other on one test of the SAT and that
is SAT 1 (Verbal Comprehension).
- The experimental groups' mean adaptation profiles differed
statistically from each other on one component of the PHSF,
namely PHSF 9 (Sociability-S).
With regard to the multiple regression analysis, the following
can be concluded:
- With regard to aptitude, three tests of the SAT with the best
regression weights were selected for the BA(Communication)
group by means of Mallows' CP-regression analysis, namely
Disguised Words, Comparison and Pattern Completion. For the
BA(Education) group four tests of the SAT with the best
regression weights were selected, namely Verbal comprehension,
Calculations, Figure Series and Spatial 3-D. Three tests of
the SAT with the best regression weights were selected for the
B(Law) group, namely Calculations, Pattern Completion and
Memory (Paragraph).
- With regard to interest, four fields of the 19 FII with the
best regression weights were selected for the BA(Communication)
group by means of Mallows' CP-regression method, namely
Public Speaking, Science, Numerical and Travel. For the
BA(Education) group six fields of the 19 FII with the best
regression weights were selected, namely Law, Creative Thought,
Business, Clerical, Nature and Sports. Only one field with the
best regression weight was however selected for the BA(Law)
group, namely Business.
- With regard to adaptation, three components of the PHSF
Relations Questionnaire with the best regression weights were
selected for the BA(Communication) group by mean of the same
method, namely Health, Sociability-S and Formal Relations. For
the BA(Education) group two components were selected, namely
Selfcontrol and Nervousness. Four components of the PHSF with
the best regression weights were selected for the B(Law) group,
namely Health, Personal Freedom, Moral Sense and Desirability
Scale.
As for the last aim of this study, namely the determination of the
relation between the 19 FII and the SAT combined, and the criterion,
the following can be concluded:
With regard to the BA(Communication) group, four predictors with
the best regression weights were statistically selected, namely
one test of the SAT (Comparison) and three fields of the 19 FII
(Science, Numerical and Travel).
- As far as the BA(Education) group is concerned, four predictors
with the best regression weights were statistically selected,
namely two tests of the SAT (Verbal Comprehension and Spatial
3-D) and two fields of the 19 FII (Social Work and Creative
Thought).
With regard to the B(Law) group, a combination of twelve
predictors with the best regression weights were selected,
namely four tests of the SAT (Calculations, Figure Series,
Spatial 2-D and Memory Symbols ) and eight fields of the 19 FII
(Fine Arts, Performing Arts, Historical, Service, Creative
Thought, Clerical and Travel).
RECOMMENDATIONS -
It is recommended that more extensive research be undertaken with
successful students in every course of study regarding their
interests, aptitudes, adaptation and personalities, in order to
detect their similarities and differences. In order to increase
the reliability of such findings, it is also recommended that the
size of the experimental groups be increased.
Research should also be undertaken concerning the selection and
composition of relevant test-batteries in order to achieve optimum
prediction of academic achievement. However, the selection of
psychometric tests as used in this study should be extended with at
least a personality test. / Thesis (MA)--PU vir CHO, 1983
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Die stand van sportafrigting in prioriteitsportsoorte by skole in die Dr. Kenneth Kaunda streek van die Noordwes Provinsie / C. van der Merwe.Van der Merwe, Carla January 2012 (has links)
Professionalism in sport and the standard of world-class performance is on the rise. The development of a country's sporting potential therefore is crucial (Martindale et al., 2007:187). In South African schools, sport is widely regarded as the basis of elite sport (Rajput & Van Deventer, 2010:159). Teacher-coaches are in most cases responsible for the development potential of this sport. These coaches are often not properly trained, while the most knowledgeable coaches are used at elite level (SASKOK 2011b:12).
The aim of this study was to determine the current state of teacher-coaches’ sport-specific training and playing- and coaching experience regarding sport coaching. Fifty four (54) schools om the Kenneth Kaunda district in the North-West Province of South Africa were available for this study. Questionnaires by Vosloo (2007) and Camire (2012) were adapted for use in this study. One hundred and forty-four (144) questionnaires were used in the compilation of the results. The Epi-info program was used to capture the data. For analysing the data, frequency tables and cross-tabulations were used to obtain statistical (p≤0.05) and practical (Cramer’s V-value) significance.
Only six (6) of the twelve (12) priority sports codes have a significant amount of sport-specific trained teacher-coaches. Most sport-specific training was completed more than five (5) years ago. In most sports codes the majority of teacher-coaches have less than 10 years’ combined coaching- and participation experience. The transfer of quality coaching knowledge between coaches is questionable. It is mostly teacher-coaches with less than 10 years’ experience that do not attempt to improve their coaching skills. Teacher-coaches in general also use few methods to improve their coaching skills.
Sport-specific training is needed in all types of schools (especially township- and farm schools) and in all priority sports codes. These teacher-coaches also require quality coaching mentors as well as exceptional and current sport-specific information. / TheThesis (MSc (Sport Science))--North-West University, Potchefstroom Campus, 2013.
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An evaluation of some cognitive, affective, and school variables as predictors of the academic achievement of standard 10 pupils in Kwazulu schools / Daniel Mfana GumedeGumede, Daniel Mfana January 1989 (has links)
1. DIE DOEL VAN DIE NAVORSING: Die doel van hierdie navorsing was om die beste voorspellers van akademiese prestasie (dit is persentasie slaag) onder die kognitiewe, affektiewe en skoolveranderlikes vas te stel. Die teikengroep het uit standerd 10 leerlinge in Kwazulu skole
bestaan. 2. DIE BEVINDINGE UIT DIE LITERATUUR: Om die voorgemelde doel te bereik 1s die oorsig van literatuur met verwysing na die vermelde onafhanklike veranderlikes gedoen, en die volgende gevolgtrekkings is bereik.
2.1 DIE VOORSPELLINGSWAARDES VAN DIE KOGNITIEWE VERANDERLIKES: Betreffende die voorspellingswaarde van die kognitiewe veranderlikes, het die literatuur daarop gewys dat die kognitiewe veranderlikes ongeveer 25 persent van die variansie in die akademiese prestasie verklaar. Belangrik in hierdie verband is die bevindinge deur Lavin (1967), Bloom (1979) en talle ander wat die voorspellingswaarde van intelligensie en aanleg ondersoek het. Die ander belangrike bevinding, in verband met intelligensie as voorspeller van akademiese prestasie, is dat die voorspellingswaarde van intelligensie daal as die leerlinge die hoer klasse bereik. Met ander woorde, intelligensie is volgens die literatuur 'n goeie voorspeller van akademiese prestasie in die primêre klasse. Sowel Lavin (1967) as Jensen (1980) het hierdie bewering gemaak. Die voorspellingswaarde van vorige deur die literatuur te bestudeer.
literatuur daarop gewys dat voorspeller van akademiese prestasie is. Wat aanleg as voorspeller van akademiese prestasie betref, wys die literatuur daarop dat variansie wat grater as 25 persent in akademiese prestasie is, verklaar kan word op grond van aanleg. In hierdie verband kan die werke van Von Mollendorf (1978) en Vander Westhuizen (1987) genoem word.
2.2 DIE VOORSPELLINGSWAARDE VAN DIE AFFEKTIEWE VERANDERLIKES: Die affektiewe veranderlikes wat hier betrokke is, is persoonlikheid
en beroepsbelangstelling.
Betreffende die voorspellingswaarde van persoonlikheid is teenstrydige
bevindinge in die literatuur verkry. Enersyds het
ondersoeke wat in Amerika gedoen is, getoon dat die byvoeging
van die persoonlikheidsveranderlikes by die kognitiewe veranderlikes
in die voorspelling van akademiese prestasie 'n toename
in die verklaring van variansie meebring. Andersyds het die
navorsing wat in Suid-Afrika gedoen is, nie 'n duidelike beeld
gegee nie. In die algemeen het die Suid-Afrikaanse ondersoeke
daarop gewys dat die persoonlikheidsveranderlikes van min waarde
is in die voorspelling van akademiese prestasie.
Uit die studie van die literatuur, betreffende die voorspellingswaarde
van beroepsbelangstelling, het dit geblyk dat beroepsbelangstelling
van minder waarde is in die voorspelling van
akademiese prestasie is as beroepsbelangstelling.
2.3 DIE VOORSPELLINGSWAARDE VAN DIE SKOOLVERANDERLIKES: Die skoolveranderlikes is in twee groepe verdeel: die fisiese wat skoolgrootte, klasgrootte,
skoolligging en skool fasiliteite behels, en die sosiale wat die prinsipaal en die onderwysers behels.
Die oorsig van die literatuur het daarop gewys dat die
fisiese fasiliteite belangrik is vir opvoeding, maar hulle
uitwerking op die kwaliteit van onderrig afhanklik is van hulle
benutting deur die onderwysers. Byvoorbeeld, kleiner klasse het
nie beduidend bygedra tot beter prestasie as die grater klasse
nie. Die gevolgtrekking wat deur Bloom (1976) onder andere,
bereik is, is dat die hele skoolomgewing belangrik is vir
onderrig en n1e net die fisiese fasiliteite nie. Ongeveer 5
persent van die variansie in akademiese prestasie is volgens
Bloom (1979) deur die skool verklaar. Dit was om hierdie rede
dat die hele skool in hierdie ondersoek bestudeer is.
Literatuur het ook deurgaans daarop gewys dat die verskille
tussen die skole in akademiese prestasie verdwyn as
intelligensie en die sosio-ekonomiese status gekontroleer is.
2.4 DIE INVLOED VAN GESLAG OP AKADEMIESE VOORSPELLING: Die literatuur het daarop gewys dat die twee geslagte se
akademiese prestasie verskil. Die dogters, byvoorbeeld,
presteer beter as seuns in toetse wat verbale aanleg verg,
terwyl die seuns beter as dogters in wiskunde presteer: Die
twee geslagte het geen verskille in intelligensie getoon nie.
3. DIE EMPIRIESE ONDERSOEK
3.1 DIE FORMULERING VAN HIPOTESES: 3. 1. 1 Hoof hipotese
HOOF HIPOTESE 1 - Die aanleg veranderlikes is die beste voorspellers van standerd
10 akademiese prestasie in vergelyking met die affektiewe en die
skoolveranderlikes.
HOOF HIPOTESE 2 - Die affektiewe veranderlikes bring 'n toename mee in die
variansie wat verklaarbaar is in akademiese prestasie as dit by
die kognitiewe veranderlikes bygevoeg word.
HOOF HIPOTESE 3 - Die skoolveranderlikes bring 'n toename mee in die variansie wat
verklaarbaar is in akademiese prestasie as dit by die kognitiewe
veranderlikes bygevoeg word.
3.1.2 Onderhipotese
ONDERHIPOTESE 1 - Die gehalte van die skool het beduidende invloed op die
voorspelling van akademiese prestasie in standerd 10.
ONDERHIPOTESE 3 - Die ligging van die skool het 'n beduidende invloed op die
voorspelling van akademiese prestasie in standerd 10.
ONDERHIPOTESE 4 - Skoolsoort het 'n beduidende invloed op die voorspelling van
akademiese prestasie in standerd 10.
ONDERHIPOTESE 5 - Geslag het 'n beduidende invloed op die voorspelling van
akademiese prestasie in standerd 10.
ONDERHIPOTESE 6 - Daar bestaan steeds 'n verskil tussen koshuis en dagskole in
akademiese prestasie selfs as aanleg gekontroleer is.
ONDERHIPOTESE 7 - Daar bestaan steeds 'n verskil tussen stedelike en plattelandse
skole in akademiese prestasie selfs as aanleg gekontroleer is.
3.2 DIE EMPIRIESE ONDERSOEK: Die empiriese ondersoek is ingestel om die geformuleerde
hipoteses te toets.
3.2.1 Die teikengroep en die steekproef
Die KwaZulu 1983 standerd 10 leerlinge is die teikengroep. Om
die invloed van die ~kool op voorspelling vas te stel is 'n 10
persent ewekansige steekproef uit 170 sekondêre skole geneem
(dit is 17 skole). As gevolg van die ewekansige steekproef is
'n monster van 1912 leerlinge gevorm. Die vermindering van die
steekproef tot 1615 leerlinge in sommige analises, is 'n gevolg
van onvolledige data van sekere leerlinge.
3.2.2 Die veranderlikes wat gebruik is
3.2.2.1 Die onafhanklike veranderlikes wat in hierdie ondersoek
gebruik is, is die volgende:
a. Aanlegtoetsresultate (AAT)
b. Persoonlikheidsresultate (HSPQ)
c. Belangstellingsresultate (VIQ)
d. Skoolveranderlikheidstotaal (SVTOT)
3.2.2.2 Die afhanklike wat in hierdie ondersoek gebruik is, is
die volgende:
e. Standerd 10 geslaag persentasie.
3.2.2.3 Die modererende veranderlikes wat in hierdie studie bestudeer is, is
die volgende:
f. Die skoolgehalte;
g. Die vakgroepe wat die leerlinge leer;
h. Die ligging van die skool (stedelik of plattelands);
i. Skooltipe (koshuis of dag); en
j. Geslag.
In hierdie ondersoek is gebruik gemaak van gestandardiseerde
meetinstrumente om kognitiewe, en affektiewe veranderlikes te
meet. Om die "skool" te meet is verskeie skoolveranderlikes
eers geoperasionaliseer en daarna punte volgens rangorde deur
die inspekteurs toegeken.
Geslag is in hierdie ondersoek as modererende veranderlike
gebruik om die invloed daarvan op voorspelling te bestudeer. Om
die invloed van die skool as 'n modererende veranderlike te
bestudeer is die steekproef verder verdeel volgens skoolgehalte,
skoolligging en skooltipe. Die leerlinge was ook gegroepeer
volgens die vakgroepe wat hulle geneem het (dit is algemeen,
natuurwetenskap en handel).
4. STATISTIESE TEGNIEKE WAT IN HIERDIE NAVORSING GEBRUIK IS EN
DIE RESULTATE VAN DIE ONDERSOEK: 4.1 MEERVOUDIGE REGRESSIE-ANALISE: Deurgaans
toegepas is die meervoudige regressie-analise (BMDPIR program)
om die beste voorspellers van akademiese prestasie te
identifiseer. Die resultate van die analise het daarop gedui
dat:
i. die kognitiewe veranderlikes die beste voorspellers van
akademiese prestasie is, in vergelyking met die affektiewe
en die skoolveranderlikes;
ii. die affektiewe veranderlikes van min voorspellingswaarde
is; en
iii. die skoolveranderlike 'n beduidende effek op voorspellings
het.
As gevolg van meervoudige regressie-analise is die kognitiewe en
skoolveranderlikes gebruik as kontrole veranderlikes in die
moderatorveranderlike studie. Die affektiewe veranderlikes is
weggelaat weens hulle geringe bydrae tot R2 .
4.2 VARIANSIE ANALISE: Die meervoudige regressie-analise (BMDPIR) is ook gebruik by die
moderatorondersoek. Die resultate van die ondersoek het daarop
gedui dat:
i. die skoolgehalte 'n beduidende invloed op die voorspelling
van akademiese prestasie het;
ii. die vakgroepe wat leerlinge leer 'n beduidende invloed op
akademiese voorspelling het;
iii. die skoolligging 'n beduidende invloed op akademiese voor
spelling het;
iv. die skooltipe 'n beduidende invloed op akademiese voorspelling
het;
v. geslag geen beduidende invloed op die voorspelling van algehele
akademiese prestasie het nie;
vi. die verskil in akademiese prestasie tussen die koshuisskole
en dagskole bly steeds dieselfde selfs as aanleg gekontroleer is; en
vii. die verskil in die akademiese prestasie van stedelike en
plattelandse leerlinge steeds dieselfde bly selfs as aanleg
gekontroleer is.
5. IMPLIKASIES VIR VERDERE ONDHRSOEK: In hierdie studie is gevind dat aanleg 'n goeie voorspeller van
akademiese prestasie in goeie skole is, maar nie in swak skole
nie. 'n Geldigheidsstudie is nodig om swak voorspelbaarheid in
swak skole vas te stel. Sulke geldigheidstudies moet die
sistematiese veranderlikes ook bestudeer sodat hulle invloed op
R2 verklaar kan word.
In hierdie studie is ook gevind dat die plattelandse skole
akademies beter as stedelike skole presteer.
Die bevinding is teenstrydig met die bevindinge van die vorige
navorsers. 'n Verdere studie is dus ook nodig om die bevindinge
van hierdie studie te bevestig of te verwerp. Die moontlikheid
bestaan dat hierdie bevinding die invloed van die onrus wat
gedurende daardie jare plaasgevind het, weerspieël.
Verdere navorsing is ook nodig om die invloed van die groepvakke
op akademiese prestasie te bevestig en o.a. die geldigheid van die
resultate van hierdie navorsing te toets.
Verdere navorsing is nodig om die waarde van die insluiting van
'n toets in moedertaal in die AAT battery vir voorspellings van
akademiese prestasie vas te stel. Die resultate van hierdie
studie (kyk tabel 6 • 2 ) het getoon dat die AAT die swakste met
Zulutaal korreleer. 'n Toets in moedertaal blyk dus nodig te
wees.
6. OPVOEDKUNDIGE IMPLIKASIE: Die kruisvalidasie van die beste stelveranderlikes het daarop
gewys dat dit goed by goeie skole kan voorspel en nie by swak
skole nie. Om al die skole se akademiese prestasie te verbeter,
word dit aanbeveel dat die toetse aan die begin van die jaar
toegepas moet word en dat die nuwe snitpunte (kyk paragraaf 6.7)
by die verwagtingstabel gebruik moet word. Die vroegtydige
beskikbaarheid van die toetsresultate kan help om leerlinge en
die onderwysers te motiveer om beter te presteer. / Thesis (MEd)--PU vir CHO, 1989
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Die dokumentasie en danskundige ontleding van bepaalde Suid-Sotho-danse met verwysing na die liggaamlike opvoedingprogram / Madeleine van ZylVan Zyl, Madeleine January 1985 (has links)
Traditional dances of the South Sotho of Qwaqwa were studied as a product
of culture. The two major objectives were: to document, and analyse
specific South Sotho dances and relate them holistically to the culture;
and to determine which dances of the girls and the women would be
suitable for inclusion in the Syllabus for Physical Education for Girls
in the Republic of South Africa according to certain educational
criteria.
The aspects investigated in the study included the following:
1. An ethnographic image of the South Sotho relating to
ancestry, way of life and culture;
2. Dance as a cultural phenomenon and the place and function of
dance in the culture of the South Sotho;
3. The notation of selected dances, an analysis of the dance
movements and choreographic structure of the dances;
4. The educational value of folk and ethnic dances for implementation
in the physical education programme, according to relevant
objectives.
The techniques used to identify, classify, document and analyse the
dances, included fieldwork done through personal observation, participating
observation, video filming of the dances, sound recordings of the songs
and personal interviews. The sequence of steps was notated descriptively
and graphically. The movements of the free body segments and dance
technique were described and the floor pattern of each step sequence, the
information with the accompaniment and the floor plan of the dance were
transcribed graphically. The number of repetitions of the step
sequences and the order of the parts of the dances were notated according
to counts.
The following dances were identified: women's dances - mokgibo,
moqoqopelo, ledingwana, thojane, timiti and famu; girls' dances -
mokgibo, play dances, ndlamu and bale dances; men's dances - mohobelo,
mokorotlo, diphotha and setapo; boys dance the same dances apart
from the mokorotlo. Wedding dances and thojane are also danced
together by both sexes. The four dances which were documented
include the wedding dance Ausi o manele, a play dance (Tikwe ha
malome), ledingwana-women's dance (Diponono ha kena basadi) and
mogogopelo women's dance (Ke lelekuwe bohadi).
The main findings of the study indicated that dance is still
closely interlinked with the cultural life of the South Sotho and
that the purpose of the dance manifests itself mainly in terms of
social recreation. Specific dances of the South Sotho can be
utilized in a meaningful way in the physical education programme for
girls because of the educational value, the link with the cultural
objectives of the folk dance section of the syllabus and the relevance
to the present needs of society. / Thesis (MA) -- PU vir CHO, 1985
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Die opleibaarheid van die kind met Downsindroom / Izak Nicolaas SteynSteyn, Izak Nicolaas January 1975 (has links)
CHAPTER 1 - POSTULATION OF PROBLEM, PURPOSE, METHOD AND PROGRAM OF
STUDY:
1. Postulating the problem -
The following problematical questions are investigated in this study:-
a. Are there specific skills in which the trainable mentally retarded
Down's Syndrome child is inferior to and/or more improved than
other trainable mentally retarded groups?
b. To what extent can the Down's Syndrome children participate in
the same training program when grouped together?
c. In which skills do Down's Syndrome children show the greatest train=
ability?
d. Is there a remarkable inferiority or progress in social competence,
when compared with trainable Down's Syndrome and other trainable
children in the training centre?
2. Aim of study -
The following aims have been set for this study:
a. to discover in which skills Down's Syndrome children have the great
test inferiority and in which skills they show the greatest possibility of improvement. This means the question of the trainability of the Down's Syndrome child;
b. to discover the grouping criteria which are used to classify the
child with Down's Syndrome and all the other trainable children in
the training centre;
c. the criteria used by the different centres to promote a trainable
child to the following class or group;
d. to set a theoretical framework for a training program, which is
based on the findings in this study, for trainable Down's Syndrome
children;
e. to find out what training facilities are available to the trainable
Down's Syndrome child and to make some recommendations in this
context.
3. Study method -
In this study the descriptive method is used. The setting of a theoretical framework about the existing knowledge on the trainable Down's
Syndrome child in the training centres is based on the following:-
a. Study of literature: The most reliable sources of literature on
the topic of this study are found in research results of American
and British researchers;
b. Empirical research: Questionnaires were sent to all the training
centres in the Republic to collect information about the inferiority and/or progress in certain skills in Down's Syndrome children,
grouping criteria and training programs for them.
The program of study is set out in the last part of chapter 1.
CHAPTER 2 - CONCEPTUALIZATION IN GENERAL:
The following impediment categories were discussed in the first part
of the chapter: motor, sensory, behaviouristic, mental and emotional
impediments. The most important points of discussion are the concepts:
educability and trainability of mentally retarded children.
In the second part of this chapter the concepts: education ("opvoeding");
instruction ("onderwys”); training ("opleiding"); educability (“opvoedbaarheid”); trainability ("opleibaarheid") and untrainability (“onopleibaarheid") are discussed.
1. Educable and trainable mentally retarded -
The Mentally Retarded Children's Act (Act No. 63 of 1974) refers to
the child in the special class and special school as the educable mentally retarded and the child who is certified as uneducable as the
trainable mentally retarded. The child in the institution is referred to as the untrainable mentally retarded.
2. Educability -
Educability refers to the child's ability to gain from scholastic activities such as writing, reading and arithmetic and to transfer these skills with insight to practical situations.
3. Trainability -
The trainable mentally retarded child's cognitive processes are concrete operational and cannot reach the abstract stage. Trainability
therefore implies the possibility of making progress in the following
skills: self-help, communication, socialization and occupation.
4. Untrainability -
The child's inability to progress from the skills named in par. 3 and
to succeed in adaptation to the social environment characterise the
untrainable child who receives custodial care in an institution.
CHAPTER 3 - DOWN 1S SYNDROME OR MONGOLISM:
In comparing a few terms: Mongolism, Unfinished child, Acromicria,
G1-Trisomy and Downs’ Syndrome, the latter is preferable, because
it prevents a stigma which is sometimes attached to the syndrome and
it also gives the syndrome a scientific dignity.
1. Etiology of Down’s Syndrome:
1.1 Endogenic factors -
The possibility of studying chromosomal behaviour through the developments of new cytologic techniques leads to the study of the cell nucleus in the metaphase of mitosis during which period an exact counting of the chromosomes and observations on their structural patterns
is possible. Through two methods: tissue and peripheral blood culture studies three subtypes of Down’s Syndrome are distinguishable:-
a. Trisomy 21:
This condition is the result of a faulty division of the 21-chromosome pair. The child with trisomy Down’s Syndrome has three, rather
than the normal two chromosomes in pair 21.
b. Translocation:
Children with translocation Down’s Syndrome have an extra number 21-
chromosome which has broken and become attached to the same or another chromosome pair. A parent can carry a translocation without
showing any symptoms of disease because the parent still carries
the correct amount of genetic material, although some of it is out
of place (translocated).
c. Mosaicism:
A child with mosaic Down's Syndrome has 46 chromosomes in some cells
and 47 in other cells of his body.
1.2 Exogenetic factors -
Disfunctioning of the Pituitary and Thyroid glands causes a hormonal
maladjustment in the mother during pregnancy, which can result in the
birth of a Down's Syndrome child. Research has shown that a high
percentage of Down's Syndrome children have been born from mothers
between 30 and 45 years of age. Bad health and a shortage of vitamine A during pregnancy can also cause Down's Syndrome.
2. Clinical diagnosis at birth:
Although Down's Syndrome cannot be diagnosed only by a few clinical
features without a cytogenetic investigation, these features are especially visible in the first years of life of the Down's Syndrome
child. The following physical stigmata are very prominent: hypotonia, disorders in the growth of the skull, a short nose with a flat
bridge, anomalies of the palate, a small oral cavity with a protruding fissured tongue, abnormally small teeth, slanting eyes, speckling of the iris, anomalies of the external ears, one rather straight
line crosses the palm of the hand instead of the two curved lines
of the normal hand, an abnormal space between the first and second
fingers and toes, a congenital heart defect and malformed sexual
organs.
In the last part of this chapter the typical developmental traits
of the Down's Syndrome child from birth to approximately 6 years
of age are discussed.
CHAPTER 4 - CHARACTERISTICS OF THE DOWN'S SYNDROME CHILD'S PERSONALITY:
Firstly in this chapter the mental development of the Down's Syndrome
child is discussed. The conclusion is reached that the intellectual
development is as characteristic as the slow motory development and
that the quality of his intelligence is different in comparison with
other trainable mentally retarded children. A significant connection
between physical, stigmata and intelligence could not be found,
The next discussion is devoted to the connection between subtype of
Down's Syndrome and intelligence. Although several researchers found
that the mosaic Down's Syndrome child has a higher intelligence than
the other two subtypes, insufficient research has been done in this
field. It has been found that 95% of all Down's Syndrome children
are cheerful, but about 5% are stubborn. Social competence and mimicry lend themselves par excellence in training this child. Language
development is discussed to show the Down's Syndrome child's inferiority in this characteristic. In the last part of this chapter it is pain=
ted out that the Down’s Syndrome child is also backward in motory and
sensory development.
CHAPTER 5 - DIMENSIONS OF MENTAL RETARDATION IN DOWN'S SYNDROME:
The differentiation between educable and trainable mentally retarded
children is discussed in chapter 2. I.Q.-groups between 0 and 80
are discussed here to put the Down's Syndrome child in the mental hierarchy:-
1. Educable mentally retarded (I.Q. 50 - 80) -
The educable mentally retarded child can't keep up the pace with the
normal school program and has thus been placed in a special class or
special school. Although there are Down's Syndrome children who are
educable they still have great problems in mastering scholastic, motory and speech skills and non-visual tasks.
2. Trainable mentally retarded (I.Q. 30 - 50) -
Although the child in the training centre is uneducable in scholastic
skills, progress has been seen in the following skills: self-help,
communication, socialization and occupation.
3. Untrainable mentally retarded (I.Q. 0 - 30) -
The child who is retarded to such a degree that he can't see to his own
needs and safety, must receive custodial care in an institution.
CHAPTER 6 - THERAPY AND DOWN'S SYNDROME:
This chapter deals with the following therapeutic programs:-
1. Medicinal therapy:
a. Thyroid treatment has a positive effect in improving the dry skin,
thick rippled tongue, coarse voice and sluggishness.
b. Vitamine B12 must be administered with other medicaments to stimulate growth in the Down's Syndrome child.
c. Pituitary-hormone treatment stimulate this gland to release growth hormones.
2. Music therapy:
An outstanding characteristic of the trainable mentally retarded Down's
Syndrome child is his receptivity for rhythm and music. This therapeutic
medium must be used by parents and teachers to stimulate the gross motor
co-ordination and auditory acuity of the Down's Syndrome child.
3. Speech therapy:
language development is the trainable mentally retarded Down's Syndrome
child's greatest inferiority. His ability for mimicry is the starting
point for acquiring speech skills. The daily therapy sessions must
include blowing•, sucking• and chewing exercises to better tongue and
lip activities. A few practical implications for the training of the
Down's Syndrome child are discussed in par. 6.7.
CHAPTER 7 - EMPIRICAL RESEARCH: QUESTIONNAIRE:
Different aspects, as well as the course of the empirical research, are
discussed in this chapter. The descriptive method is selected as the
scientific method for this research project. A questionnaire was composed to gather information on the set classification methods and training programs for the child with Down's Syndrome in training centres in
the Republic.
Firstly in this chapter the questionnaire is motivated as the most
suitable scientific research method to deal with the topic of this study. The composition and application, respondents and returns are discussed afterwards.
A prerequisite for significant diversions was set at a minimum return
of 70% completed questionnaires. A follow-up letter was sent when the
return was 63%. Telephone calls to the remaining respondents lifted
the return percentage to 71%, so that the set criterium was reached.
CHAPTER 8 - TRAINING FACILITIES FOR THE TRAINABLE MENTALLY
RETARDED DOWN'S SYNDROME CHILDREN:
In this chapter attention is especially devoted to responses in connection with the total number of trainable mentally retarded Down's Syndrome children in the training centres, different school departments and
the average number of children in groups in the centres.
1. Occurrence of trainable mentally retarded Down's Sindrome children:
Questionnaires were sent to 31 training centres in the Republic. Areturn of 71% (22) questionnaires was obtained. A number of 264 (20,3%)
Down's Syndrome children and 1 037 (79,7%) other trainable mentally retarded children are enrolled in 21 (68% respondents} training centres,
so that the total number is 1 301 trainable mentally retarded children.
2. School departments:
The training centres are organized in the following departments (the
number of centres which have a certain department are given in brackets):
nursery class (10}, adaptation class (10), junior class (12), senior
class (11).
3. Average number of children in different groups
The 68% centres that completed this item in the questionnaire reported
an average of 14 children in a group.
The conclusion is also reached that the trainable mentally retarded
Down's Syndrome child shows the best progress when he receives sufficient
stimulation in the early years at home. Ways of maintenance of the centres up to 1/4/75 is discussed in the last part of the chapter.
CHAPTER 9 - GROUPING CRITERIA FOR THE TRAINABLE MENTALLY RETARDED
DOWN'S SYNDROME CHILDREN:
Grouping criteria for the trainable mentally retarded children, general
differences in skills between Down's Syndrome and other trainable children and promoting criteria for trainable mentally retarded children are
discussed in this chapter.
1. Grouping criteria for the trainable mentally retarded children:
Responses show that 27% of the respondent's grade I.Q. as an important
grouping criterium. The I.Q.'s of only 36% of the children in the centres are known by members of staff. Chronological age is graded as an
important criterium by 73% respondents, mental age by 32%, visual-motor
skills by 45% and social competence by 50% of the respondents.
2. Differences in skills between Down's Syndrome and non-Down's Syndrome trainable mentally retarded groups of children:
No difference is noticed in visual-motor skills by 40% respondents.
Down's Syndrome children are graded weaker in these skills by 18% respondents. As seen by 5% respondents, Down’s Syndrome children are much
better in self-help skills, 10% as better, 40%•as the same and 5% respondents as weaker than other trainable children in the centres. In connection with scholastic work the Down's Syndrome child is seen as the
same by 40% respondents, weaker by 10% and much weaker by 5% respondents.
Social competence is graded as much better by 18% respondents, better
by 23%, the same by 14% and weaker by 5% respondents.
3. Promoting criteria for trainable mentally retarded children:
Visual-motor skills are the most important promoting criterium, as graded by training centres. Chronological age is placed second.
CHAPTER 10 - A TRAINING PROGRAM FOR THE TRAINABLE MENTALLY RETARDED
DOWN'S SYNDROME CHILDREN IN THE TRAINING CENTRE:
In this chapter the necessity for a special adapted training program
for the trainable mentally retarded Down's Syndrome children, differences in skills between Down's Syndrome children of the same chronological age, psychometric media to determine the functioning of different
skills are discussed. Based on this knowledge a training program for
the trainable mentally retarded Down’s Syndrome child is set out.
1. The necessity for a special adapted training program for the trainable mentally retarded Down's Syndrome child:
A special or adapted training program for the trainable Down’s Syndrome
children is suggested by 40% respondents. Another 40% respondents believe that Down’s Syndrome children can take part in the same program
(without adaptation) with other trainable children, while 20% respondents
did not respond to this item.
Information collected from literature and the rest of the empirical research, however, shows without any doubt that the trainable mentally retarded Down's Syndrome child is inferior in certain skills (see par. 10.
2.2) and shows possibilities for improvement in other skills, when compared with other trainable children. The conclusion is therefore reached
that a specially adapted program must be set for the Down's Syndrome
child to give more opportunity for stimulation in skills in which he is
inferior,
2. Differences in skills amongst Down's syndrome
children of the same chronological age:
Responses show that 45% respondents notice great individual differences
amongst Down's Syndrome children of the same chronological age; 32% respondents see no markable differences in skills and 23% respondents did
not respond to this item.
Individual differences amongst trainable Down's Syndrome children are not
denied, but specific inferiorities in motory, auditory, language and
tactual skills are present in all the trainable mentally retarded Down's
Syndrome children.
3. Psychometric media to determine the functioning
level of certain skills:
It is concluded that the Stanford-Binet Intelligence Scale, the Merrill
Palmer Scale and the Goodenough-Harris Drawing Test (elaborated from
the Goodenough-Draw-a-Man Test) can, after adaptation to South African
circumstances, be used as intelligence scales to differentiate between
educable, trainable and untrainable children.
The Vineland Social Maturity Scale and the Gunzburg Progress Assessment
Charts must be used to determine the improvement in connection with the
following skills: self-help, knowledge of his own body and perception,
communication, socialization and occupation.
4. Trainability:
Responses demonstrated that the mental age of the trainable Down's Syndrome children is increasable with implementing of a training program
which takes the specific inferiorities and improvement possibilities
of certain skills into consideration. The Down's Syndrome child is
therefore trainable to quite a large extent.
CHAPTER 11 - SUMMARY, CONCLUSIONS AND RECOMMENDATIONS:
In this chapter recommendations in connection with training facilities,
grouping criteria, a training program and other possible research subjects are discussed. / Thesis (MEd)--PU for CHE
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