This dissertation, flying between aesthetics, visual arts, and political/cultural/historical issues, traverses lines of stratification, and (de/re)territorialization to examine uncertainties in making and teaching art. In keeping with a conviction that nothing is unitary, that everything is always connected to countless others, Deleuze and Guattari’s metaphor of rhizome is the central organizing element in my work. My research questions what is meant by creativity, whether assumed to be a gift, talent, or innate quality, and what is meant by teaching art in university, which assumes creativity can be organized and developed. Differing discourses of creativity exhibit a general continuity of agreement that creation takes place within chaos, and forms where chaos and order meet each other. I posit that contemporary discourses of creativity hegemonically reinforce capitalism as a system of nomadic power and of constant de/reterritorialization. All, in a capitalist system, is linked to the construction of the urge to consume, and therefore the acceleration of capitalism necessitates an increase in the rate at which we manufacture venues for consumption, even in such innovative ways as by making creativity itself a consumable package. How do we resist this? From a Deleuzian point of view, creation is a becoming event, as destructive as productive. Creativity, which is about freedom, occurs on a plane of immanence which sifts chaos and multiplicity together to break lines. Teaching, however, is on a “plane of organization” where rigid and dichotomous segmentarities of personal and social life operate. I suggest that artistic knowledge can be theorized and taught, in the Schönian sense, but creativity, a matter of “lines of flight,” is fundamentally unrelated to artistic knowledge. I argue that what can be taught is technique, theory, and the material language of media, and that these should be taught as explicit professional objectives, not as “creativity.” We can teach the value of breaking away from the false seriousness of creativity, with reference to Dada. We can teach the enjoyment of chaos and the confrontation of it. We can teach resistance. We can teach a love of complexities. We can teach play. / Thesis (Ph.D, Education) -- Queen's University, 2008-05-16 09:14:08.09

Thesis (M.A. (Social Work))--North-West University, Potchefstroom Campus, 2008.

Parental involvement in education is accepted as an important aspect of learner academic achievement. In fact, there is research evidence that associates high learner achievement with high rates of parental involvement. However, judging by the poor levels of achievement attained by learners in, for instance, areas like reading, writing and numeracy in primary school grades, the question rises as to whether parental involvement is consciously promoted in primary schools. This empirical research intended to investigate how parental involvement is currently promoted in primary schools. The literature review revealed the basic obligations of schools and parents as expressed in Epstein's six typologies of parental involvement, which form the basis of all endeavours towards enhancing parental involvement. Consequently, it is concluded that strategies or programmes aimed at promoting parental involvement, must embody parenting, communication, volunteering, learning at home, participation in decision-making and collaboration with the community. In this regard, the child's environment should be regarded as an ecology consisting of the school, home and community. The main empirical research finding indicates generally, that the meaning attached to parental involvement falls short of its essence, and focuses on response activities from both school staff and parents. The main recommendation, therefore, is advocacy that begins with empowering all stakeholders with regard to the essence of parental involvement. In this regard, the Empowerment Approach to Parental Involvement (EAPI) recommended in this research, proposes a model that empowers individual schools and the community, through a school-based and cluster-based focus. The EAPI model presents a series of actions leading to a modus operandi that recognises the power of zenzele (do it yourself) for schools and parents, and masakhane (doing it for ourselves together) for school clusters and the community. Both concepts utilise principles based on ubuntu and express the adage: "it takes a village to raise a child." / Thesis (Ph.D. (Education))--North-West University, Vaal Triangle Campus, 2009.

Parental involvement in education is accepted as an important aspect of learner academic achievement. In fact, there is research evidence that associates high learner achievement with high rates of parental involvement. However, judging by the poor levels of achievement attained by learners in, for instance, areas like reading, writing and numeracy in primary school grades, the question rises as to whether parental involvement is consciously promoted in primary schools. This empirical research intended to investigate how parental involvement is currently promoted in primary schools. The literature review revealed the basic obligations of schools and parents as expressed in Epstein's six typologies of parental involvement, which form the basis of all endeavours towards enhancing parental involvement. Consequently, it is concluded that strategies or programmes aimed at promoting parental involvement, must embody parenting, communication, volunteering, learning at home, participation in decision-making and collaboration with the community. In this regard, the child's environment should be regarded as an ecology consisting of the school, home and community. The main empirical research finding indicates generally, that the meaning attached to parental involvement falls short of its essence, and focuses on response activities from both school staff and parents. The main recommendation, therefore, is advocacy that begins with empowering all stakeholders with regard to the essence of parental involvement. In this regard, the Empowerment Approach to Parental Involvement (EAPI) recommended in this research, proposes a model that empowers individual schools and the community, through a school-based and cluster-based focus. The EAPI model presents a series of actions leading to a modus operandi that recognises the power of zenzele (do it yourself) for schools and parents, and masakhane (doing it for ourselves together) for school clusters and the community. Both concepts utilise principles based on ubuntu and express the adage: "it takes a village to raise a child." / Thesis (Ph.D. (Education))--North-West University, Vaal Triangle Campus, 2009.

Thesis (M.A. (Social Work))--North-West University, Potchefstroom Campus, 2008.

Twitter, the popular micro-blogging service, has gained a rapid growth in recent years. Newest information is accessible in this social web service through a large volume of real-time tweets. Tweets are short and they are more informative when they are coupled with URLs, which are addresses of interesting web pages related to the tweets. Due to tweet overload in Twitter, an accurate URL recommender system is a bene cial tool for information seekers. In this thesis, we focus on a neighborhoodbased recommender system that recommends URLs to Twitter users. We consider one of the major elements of tweets, hashtags, as the topic representatives of URLs in our approach. We propose methods for incorporating hashtags in measuring the relevancy of URLs. Our experiments show that our neighborhood-based recommender system outperforms a matrix factorization-based system significantly. We also show that the accuracy of URL recommendation in Twitter is time-dependent. A higher recommendation accuracy is obtained when more recent data is provided for recommendation. / Graduate / 0984 / y.nazpar@gmail.com

This study aimed to explore students&amp / #8217 / and teachers&amp / #8217 / perceptions with respect to biology education at high school level in order to reveal the reasons of students&amp / #8217 / low achievement in biology as indicated by the university entrance examinations between the years 1996-2002. The study was conducted with a qualitative approach. Therefore two separate interview schedules were developed to be conducted with 45 high school biology teachers and 45 eleventh grade science students in 10 schools including private, Anatolian, and public high schools. All the interviews were audiotaped and transcribed verbatim by the researcher. Results revealed that there are serious problems in biology education such as biology curriculum covering high amounts of topics, unavailable time allocated to biology, insufficient economical conditions... The reasons of students&amp / #8217 / low achievement in biology can be summarized under the headings of students&amp / #8217 / perception of biology, the nature of biology lesson, questions asked in universityentrance examinations, students&amp / #8217 / perception of other science lessons, and biology education in Turkey.

国立情報学研究所で電子化したコンテンツを使用している。

Vesicular stomatitis virus (VSV) is considered a prototype for studying non-segmented negative-stranded ribonucleic acid (RNA) viruses. Livestock are naturally infected by VSV, causing severe economic impact due to lack of any effective treatment. RNA interference (RNAi)-based therapeutics are promising alternatives to control viral infections. Lentiviral vector systems deliver artificial short hairpin RNA (shRNA) into the genome of cells to activate the RNAi pathway. In this study, an RNAi-based approach to generate cell lines with reduced susceptibility to VSV (Indiana) infection was tested. First, eight shRNAs targeting either the nucleocapsid (N), phosphoprotein (P), or the polymerase (L) viral genes were designed and introduced into cell systems. To test the potency of the shRNAs for silencing the target viral transcripts, semi-quantitative polymerase chain reaction (PCR) analysis of viral N, P, and L transcripts was performed. Then, supernatants from infected groups were evaluated by microtitration and immunoblot. Finally, the effect of VSV genomic variability in the target region of shRNAs was predicted by partial sequencing field and laboratory-adapted strains. Viral transcripts were significantly reduced in cells stably expressing shRNAs targeting the N viral gene (nucleotides 67-97 or 1312-1332; p<0.05) or P gene (nucleotides 1772-1792; p&lt;0.05). Reduction in viral transcripts was not observed by other VSV-shRNAs tested. Reduction of viral transcripts by the N-shRNA (sh-1312) was accompanied by a decrease in viral protein. Also, a reduction in the viral particles shed from cells expressing N-shRNAs (nucleotides 67-97, p&lt;0.05) was noted. The results also showed complementarity of target gene sequences for shRNAs in the sequence from the laboratory-adapted strain and single base substitutions in the corresponding regions from VSV field isolates. However, these mismatches did not occur within the seed region of the shRNAs. In conclusion, partial silencing of viral transcripts by a single shRNA does not block VSIV replication; however, partial impairment of VSIV replication was observed in N-shRNAs expressing cells. During infection, the naturally high level of N gene transcription may have modulated the sh-RNA effect. The combination of the most potent shRNAs identified here into a multiple shRNA vector may result in further reduction of viral replication. These data contribute to ongoing development of effective RNAi-based technologies to combat viral diseases.

In Australia, the 0.22 calibre ammunition is the most encountered ammunition type found at a crime scene [1]. Previous analysis of gun shot residue (GSR) and unfired propellant has involved studying the inorganic constituents by Scanning Electron Microscopy or similar technique. However, due to the heavy metal build up that comes with some ammunition types, manufacturing companies are now making propellant that is safer to use. Therefore, it has become appropriate to study and analyse unfired propellant by other means. One such technique is unfired propellant analysis by gas chromatography – mass spectrometry (GC-MS). This technique focuses on the organic constituent make up of the propellant paying particular attention to diphenylamine, ethyl centralite and dibutyl phthalate. It was proposed that different batches of ammunition could be discriminated or matched to each other by using this technique. However, since the main constituents of unfired propellant are highly reactive, it was not possible to accomplish batch determination of ammunition. However, by improving extraction techniques and by removing oxygen (a catalyst for the degradation of diphenylamine) a superior method was established to help in the analysis of unfired propellant. Furthermore, it was shown that whilst differentiating batches of the same ammunition was not possible, the improved methods have helped identify different types of the same brand of ammunition. With the aid of future studies to fully explore this avenue, the analysis of unfired propellant could one day become an integral part of forensic science.