Die Kubaanse komponis Leo Brouwer (1939- ) het ʼn unieke idiomatiek vir die kitaar ontwikkel wat met die eerste oogopslag ingewikkeld lyk (en klink), maar steeds logies is en gemaklik onder die vingers lê. In hierdie mini-verhandeling word Brouwer in konteks geplaas met ontwikkelings in Kuba. Biografiese agtergrond van sy lewe word verskaf, en sy werke word in drie komposisiefases verdeel. Elke komposisiefase word afsonderlik bespreek met fokus op die volgende solo kitaarwerke: <ul> <li>Danza Caracteristica (1972)</li> <li>Elogio de la Danza (1964)</li> <li>10 Etudes Simples (1973)</li> <li>Canticuum (1968)</li> <li>La Espiral Eterna (1971)</li> <li>El Decameron Negro (1982)</li> <li>Paisaje Cubano con Campañas (1987)</li> <li>Sonata (1990)</li></ul> Hierdie werke word bespreek meestal in terme van komposisietegnieke en notasie. Aspekte wat Brouwer se idiomatiek verduidelik word uitgelig en die toeganklikheid van die werke word krities geëvalueer. Brouwer se groei en ontwikkeling as komponis word uitgewys, en sy invloed op hedendaagse komponiste en kitaarspelers word bespreek. Daar word bevind dat die idiomatiek in Brouwer se geselekteerde solo kitaarwerke ʼn dominante rol speel in sy benadering tot kitaarkomposisie. Die studie is veral vir kitaarkomponiste van waarde om sinvolle komposisie-besluite te kan maak. ENGLISH : The Cuban composer Leo Brouwer (1939- ) developed an idiomatic writing style for the classical guitar which is an important factor when the difficult technical requirements of the guitar are taken into consideration. This idiomatic writing style might seem (and sound) complex at first glance, but is in fact logical and easily accessible on the instrument. In this mini-dissertation Brouwer is placed in context with political and artistic development in Cuba. Biographical background of his life is given, and his works are divided into three compositional periods. Each period is discussed separately with the focus on the following solo guitar works: <ul> <li>Danza Caracteristica (1972)</li> <li>Elogio de la Danza (1964)</li> <li>10 Etudes Simples (1973)</li> <li>Canticuum (1968)</li> <li>La Espiral Eterna (1971)</li> <li>El Decameron Negro (1982)</li> <li>Paisaje Cubano con Campañas (1987)</li> <li>Sonata (1990)</li> </ul> These solo guitar works is discussed mostly in terms of compositional techniques and notation. Aspects that describe Brouwer’s idiomatic writing style are emphasised, and the accessibility of the works is critically evaluated. Brouwer’s development as a composer is highlighted, and his influence on guitar composers and guitarists is discussed. As a conclusion it is shown that the idiomatic writing style of Brouwer plays a leading role in his approach to solo guitar composition. The study is of value to guitar composers when sensible compositional decisions have to be made. / Dissertation (MMus)--University of Pretoria, 2012. / Music / unrestricted

Despite global growth in the disability tourism market, tourism organisations have not realised the full potential of this market due to a lack of understanding of this market segment as well as the perception that PwDs do not travel. Most facilities remain inaccessible to people with both permanent and temporary impairments. Disability movements (like the American Association of People with Disabilities, Aspies for Freedom and Handicap International) have raised their voices but not loud enough to stir action. Workshops, seminars and conferences have been held but most were talk shows with no practical implications. To date, no research-based universal accessibility framework exists for national parks in South Africa and Zimbabwe and no practical standards have been formulated to ensure accessibility to all in these parks. This study aimed to design a universal accessibility framework for national parks in South Africa and Zimbabwe. To achieve this goal one of the study‟s objectives was a literature review on universal accessibility and tourism. This objective is achieved in Chapter 2. The second objective was to establish the extent to which national parks in South Africa and Zimbabwe are universally accessible. Interviews were conducted with park management in both countries to meet this objective. The study also sought to establish the accessibility expectations of people with disabilities; this was attained by administering a 10-page online questionnaire to people with disabilities from across the globe. Finally, the study aimed to formulate a set of recommendations and develop a framework for universal accessibility. Using SPSS, Exploratory Factor Analysis and ANOVAs were performed in order to analyse and interpret data. Descriptive statistics were also used. The Alpha values and mean inter-item correlations confirmed the reliability and internal consistency of the data. Eleven factors were identified from the factor analysis: transport; parking and entrance; the reception area; restrooms; bird watching and game drives; trails; information accessibility; interpretation; water-based activities; accommodation and dining as well as campsites. The results revealed that while people with disabilities want all areas to be accessible, specific facilities were singled out in line with particular disabilities. People with mobility impairments were more worried about transport and parking than people with other impairments. They were also concerned about the accessibility of bird watching and game viewing as well as accommodation and dining than were people with hearing and visual impairments. People with hearing impairments placed much high value on the accessibility of the reception area than those with mobility and visual impairments. Interesting to note was the fact that people with visual impairments did not regard accessible restrooms as very important. Most importantly, all people with disabilities were strongly against steps and staircases in all facilities since they are a serious barrier to accessibility regardless of type of disability. They also attach more value to how they are treated when they visit national parks. This was identified as more important than physical access. A universal accessibility framework was developed based on the literature and research findings. This framework will go a long way in assisting policy makers to address accessibility issues in national parks and the tourism sector in general. / PhD (Tourism Management), North-West University, Potchefstroom Campus, 2015

Despite global growth in the disability tourism market, tourism organisations have not realised the full potential of this market due to a lack of understanding of this market segment as well as the perception that PwDs do not travel. Most facilities remain inaccessible to people with both permanent and temporary impairments. Disability movements (like the American Association of People with Disabilities, Aspies for Freedom and Handicap International) have raised their voices but not loud enough to stir action. Workshops, seminars and conferences have been held but most were talk shows with no practical implications. To date, no research-based universal accessibility framework exists for national parks in South Africa and Zimbabwe and no practical standards have been formulated to ensure accessibility to all in these parks. This study aimed to design a universal accessibility framework for national parks in South Africa and Zimbabwe. To achieve this goal one of the study‟s objectives was a literature review on universal accessibility and tourism. This objective is achieved in Chapter 2. The second objective was to establish the extent to which national parks in South Africa and Zimbabwe are universally accessible. Interviews were conducted with park management in both countries to meet this objective. The study also sought to establish the accessibility expectations of people with disabilities; this was attained by administering a 10-page online questionnaire to people with disabilities from across the globe. Finally, the study aimed to formulate a set of recommendations and develop a framework for universal accessibility. Using SPSS, Exploratory Factor Analysis and ANOVAs were performed in order to analyse and interpret data. Descriptive statistics were also used. The Alpha values and mean inter-item correlations confirmed the reliability and internal consistency of the data. Eleven factors were identified from the factor analysis: transport; parking and entrance; the reception area; restrooms; bird watching and game drives; trails; information accessibility; interpretation; water-based activities; accommodation and dining as well as campsites. The results revealed that while people with disabilities want all areas to be accessible, specific facilities were singled out in line with particular disabilities. People with mobility impairments were more worried about transport and parking than people with other impairments. They were also concerned about the accessibility of bird watching and game viewing as well as accommodation and dining than were people with hearing and visual impairments. People with hearing impairments placed much high value on the accessibility of the reception area than those with mobility and visual impairments. Interesting to note was the fact that people with visual impairments did not regard accessible restrooms as very important. Most importantly, all people with disabilities were strongly against steps and staircases in all facilities since they are a serious barrier to accessibility regardless of type of disability. They also attach more value to how they are treated when they visit national parks. This was identified as more important than physical access. A universal accessibility framework was developed based on the literature and research findings. This framework will go a long way in assisting policy makers to address accessibility issues in national parks and the tourism sector in general. / PhD (Tourism Management), North-West University, Potchefstroom Campus, 2015

Various modern communication technologies are available to higher education institutions involved in distance education to explore and implement for the effective provision of distance education programmes. The purpose of this study was to investigate the role of m- learning as part of distance education and to develop guidelines for the management of m- learning in an open distance learning model. The aims of this study are thus to determine the role of m-learning in open distance education, identifying challenges to implement m- learning as part of an open distance learning model and finally to develop generic management guidelines to implement m-learning as part of open distance education. Quantitative research was undertaken using a survey questionnaire to acquire data for this research. The study population included students enrolled for distance education programmes at the NWU and accredited facilitators/lecturers employed by the NWU at tuition centres throughout SA facilitating distance education programmes. A total of 350 questionnaires (100 facilitators/lecturers questionnaire and 250 questionnaires for students) was sent out to all tuition centres to collect data for this research. Two different questionnaires were developed to suit the needs of each group. A total of 80.5% of completed questionnaires was returned. The literature study of this research included concept clarifications of distance education and m-learning. The need for effective management and organizational structures for the delivery of distance education programmes utilising m-learning were investigated to gain an understanding of the complexities associated with an open distance education modus. The information from the literature study and the empirical section of this research contributed to the development of generic guidelines to implement m-learning as part of an open distance education modus. In addition, aspects having an influence on the effective delivery of distance education programmes, were part of the questionnaires sent to respondents. These aspects included accessibility to resources utilising mobile devices, flexibility of programme delivery, affordability of programmes, interactivity between all role players in distance education and aspects that could influence anywhere and anytime learning. Furthermore, the different modes of delivering distance education programmes were explained. Challenges and barriers possibly having an influence in the delivery of distance education programmes through m-learning were included in the questionnaires sent out to respondents. Advantages and disadvantages as well as the needs regarding the use of cell phones in the delivery of programmes were identified in order to understand the role of m-learning and identifying relevant management guidelines for the implementation of m-learning. Evidently, a response from the questionnaires was that the quality of teaching and learning according to the perceptions of m-learning amongst both groups were of more importance to students than with facilitators/lecturers. Students expressed a need to receive more academic information on their mobile devices and the majority of students and facilitators/lecturers indicated that they prefer receiving information regarding their studies through m-learning. Accessibility, affordability, interactivity and flexibility in delivering distance education programmes were aspects of importance to both groups of respondents. Administrative and academic support and the need thereof in delivering programmes through m-learning were evident in the research. Affordability in accessing information via mobile technologies is a concern for both groups of respondents. The training of all role players regarding the skills of downloading information about teaching and learning on their cell phones is a need for both groups. Once this training need for the utilisation of m-learning is addressed, more students and facilitators/lecturers may use this user-friendly technology to communicate with one another and with institutions. M-learning could fulfil an invaluable role in the communication process of distance education and may be of great assistance to overcome needs, barriers and challenges. / Thesis (MEd (Education Management))--North-West University, Potchefstroom Campus, 2013.

Various modern communication technologies are available to higher education institutions involved in distance education to explore and implement for the effective provision of distance education programmes. The purpose of this study was to investigate the role of m- learning as part of distance education and to develop guidelines for the management of m- learning in an open distance learning model. The aims of this study are thus to determine the role of m-learning in open distance education, identifying challenges to implement m- learning as part of an open distance learning model and finally to develop generic management guidelines to implement m-learning as part of open distance education. Quantitative research was undertaken using a survey questionnaire to acquire data for this research. The study population included students enrolled for distance education programmes at the NWU and accredited facilitators/lecturers employed by the NWU at tuition centres throughout SA facilitating distance education programmes. A total of 350 questionnaires (100 facilitators/lecturers questionnaire and 250 questionnaires for students) was sent out to all tuition centres to collect data for this research. Two different questionnaires were developed to suit the needs of each group. A total of 80.5% of completed questionnaires was returned. The literature study of this research included concept clarifications of distance education and m-learning. The need for effective management and organizational structures for the delivery of distance education programmes utilising m-learning were investigated to gain an understanding of the complexities associated with an open distance education modus. The information from the literature study and the empirical section of this research contributed to the development of generic guidelines to implement m-learning as part of an open distance education modus. In addition, aspects having an influence on the effective delivery of distance education programmes, were part of the questionnaires sent to respondents. These aspects included accessibility to resources utilising mobile devices, flexibility of programme delivery, affordability of programmes, interactivity between all role players in distance education and aspects that could influence anywhere and anytime learning. Furthermore, the different modes of delivering distance education programmes were explained. Challenges and barriers possibly having an influence in the delivery of distance education programmes through m-learning were included in the questionnaires sent out to respondents. Advantages and disadvantages as well as the needs regarding the use of cell phones in the delivery of programmes were identified in order to understand the role of m-learning and identifying relevant management guidelines for the implementation of m-learning. Evidently, a response from the questionnaires was that the quality of teaching and learning according to the perceptions of m-learning amongst both groups were of more importance to students than with facilitators/lecturers. Students expressed a need to receive more academic information on their mobile devices and the majority of students and facilitators/lecturers indicated that they prefer receiving information regarding their studies through m-learning. Accessibility, affordability, interactivity and flexibility in delivering distance education programmes were aspects of importance to both groups of respondents. Administrative and academic support and the need thereof in delivering programmes through m-learning were evident in the research. Affordability in accessing information via mobile technologies is a concern for both groups of respondents. The training of all role players regarding the skills of downloading information about teaching and learning on their cell phones is a need for both groups. Once this training need for the utilisation of m-learning is addressed, more students and facilitators/lecturers may use this user-friendly technology to communicate with one another and with institutions. M-learning could fulfil an invaluable role in the communication process of distance education and may be of great assistance to overcome needs, barriers and challenges. / Thesis (MEd (Education Management))--North-West University, Potchefstroom Campus, 2013.

Text in Afrikaans with Abstracts in Afrikaans, English and isiZulu / In hierdie proefskrif word ondersoek ingestel na die parateks as narratiewe strategie vir toeganklikheid in geselekteerde Afrikaanse kinder- en jeugliteratuur. Die kern van hierdie ondersoek is die toeganklikheid van die boodskap binne die paratekstuele en narratiewe kommunikasiesituasie. Vir hierdie ondersoek is die sentrale probleemstelling soos volg geformuleer: hoe word die parateks as narratiewe strategie gebruik om kinder- en jeugliteratuur meer toeganklik vir jong lesers te maak? Gérard Genette se werk oor die parateks (1997a) en die narratologie (1983, 1990) dien as teoretiese basis vir hierdie studie se konseptuele raamwerk, aangevul deur die werk van Mieke Bal (1991, 2009). Jauss (1982) se resepsie-estetika word ook betrek ten einde toeganklikheid ten opsigte van die primêre teikenmark te formuleer. Binne die konteks van hierdie konseptuele raamwerk, word daar afsonderlik ondersoek ingestel na die ontvangers, senders en boodskap van die paratekstuele en narratiewe kommunikasiesituasie. Die ontvangers is die lesers van die parateks as narratiewe strategie vir toeganklikheid en word bespreek as die primêre, dubbele en tweeledige teikenmarkte. Die senders is die verskillende skrywers betrokke by die skepping en implementering van die parateks as narratiewe strategie vir toeganklikheid. Onderskeid word getref tussen die primêre skrywer, die tweede skrywer en die sekondêre skrywer. Laastens word die boodskap ondersoek soos dit met die visuele parateks en die talige parateks verband hou. Aan die hand van die konseptuele raamwerk van hierdie studie, en die verskillende rolspelers en boodskappe binne die paratekstuele en narratiewe kommunikasiesituasie, dui die studie aan hoe die parateks as narratiewe strategie gebruik kan word om kinder- en jeugliteratuur vir veral die primêre teikenmark meer toeganklik te maak. / This thesis sets out to illustrate how the paratext can be used as narrative strategy for accessibility in selected Afrikaans children’s and youth fiction. Central to this study is the accessibility of the message in the paratextual and narrative communication situation. In this regard, the central research question is as follows: how can the paratext be used as a narrative strategy to make children’s and youth literature more accessible for young readers? Gérard Genette’s work on the paratext (1997a) and narratology (1983, 1990) serves as the theoretical basis for this study’s conceptual framework, along with the work of Mieke Bal (1991, 2009). In order to define accessibility in terms of the primary target audience, reference is also made to Jauss’s (1982) reception theory. Within the context of this conceptual framework, focus is placed on the receivers, senders and message of the paratextual and narrative communication situation. The receivers are the readers of the paratext as narrative strategy for accessibility and are discussed as the primary, twofold and dual target audiences. The senders are the different writers involved in the creation and implementation of the paratext as narrative strategy for accessibility. Here a distinction is made between the primary writer, the second writer and the secondary writer. Lastly, the message is discussed as it relates to the visual paratext and textual paratext. Through the conceptual framework of this study, along with the different role players and messages of the paratext as narrative strategy for accessibility, this study shows how the paratext as narrative strategy can be used to make children’s and youth literature more accessible for especially the primary target audience. / Le thisisi ihlose ukuveza ukuthi umbhalo ohunyushiwe ungasetshenziswa kanjani njengesu lokuxoxa emibhalweni ekhethiwe yesiBhunu yezingane kanye naleyo yabantu abasha .Okubalulekile kulesi sifundo socwaningo wukutholakala komlayezo wombhalo ohunyushiwe kanye nesimo sokuxhumana ngengxoxo. Ngalokho-ke, umbuzo oyinsika kulesi sifundo socwaningo ngolandelayo: Ngabe inkulumo ehunyushiwe ingasetshenziswa kanjani njengesu lokuxoxa, elingenza ukuthi imibhalo yobuciko yezingane kanye naleyo yabantu abasha ukuze itholakale kalula kubafundi abasebasha? Umsebenzi kaGérard Genette i-paratext (1997a) kanye ne-narratology (1983, 1990) usebenza njengesisekelo sesakhiwo sebizo salesi sifundo socwaningo, kanti lokhu kuhambisana nomsebenzi ka MiekeBal (1991,2009). Ukuze siphumelele ukuchaza mayelana nokutholakala kwabafundi bezincwadi abahlosiwe, uyanxuswa ukuthi ufunde ithiyori emayelana nokutholakala kwabafundi bomlayezo ka Jauss (1982). Ngaphansi kwesimo sesakhiwo segama, kugxilwe kakhulu kubamukeli, kubathumeli kanye nakumlayezo wombhalo ohunyushiwe kanye nesimo sokuxhumana ngengxoxo. Abamukeli bomlayezo kungabafundi bombhalo ohunyushiwe, okuyisu elisetshenziswa ukuthola umlayezo, kanti la masu axoxwa njengalawo aqonde abafundi bokuqala, abambaxambili futhi anezinhloso ezimbili.. Abathumeli bomlayezo kungabhali abadlala indima yokwakha kanye nokusebenzisa imibhalo ehunyushiwe njengesu lokuxoxa elisetshenziswa ukuthola umlayezo. Lapha, kuvezwa umehluko ophakathi kombhali wokuqala, umbhali wesibili kanye nombhali osezingeni lesibili. Okukugcina, umlayezo uxoxwa njengoba uhlobana nombhalo ohunyushiwe obukelwayo kanye nombhalo ohunyushiwe olotshiwe Ngokusebenzisa uhlelo lwesakhiwo segama salesi sifundo, esisebenzisana ndawonye nabadlali bendima abahlukahlukene kanye nemilayezo yombhalo ohunyushiwe njengesu lokuxoxa elisetshenziswa ukuthola umlayezo, lokhu kukhombisa ukuthi umbhalo ohunyushiwe oyisu lokuxoxa ungasetshenziswa kanjani ukwenza ukuthi imibhalo yobuciko yezingane kanye naleyo yabantu abasha ingatholakala kanjani, ikakhulukazi ngabafundi bokuqala abahlosiwe. / Afrikaans and Theory of Literature / D. Litt et Phil. (Afrikaans)