Changes in cerebrovascular reactivity (CVR) to carbon dioxide (CO2) are reported in many neurological conditions. My aim was to validate a method for computerized prospective targeting of CO2 levels (RespiractTM) as a bedside tool for impaired CVR. I hypothesized that 1) The RespiractTM and TCD method can be used to detect impairment of CVR after SAH and that 2) CVR is impaired in SAH patients. In 18 SAH patients and 26 controls CVR index was calculated dividing the percentage change in middle cerebral artery blood flow velocity (MCAv) by the change in PETCO2. The absolute MCAv values were similar in both groups, but CVR was significantly different (hypercapnia: 0.044 ± 0.076 - controls; 0.014 ± 0.037 - SAH; p=0.0007). I showed that impaired CVR can be detected at the bedside using TCD and CO2 challenge with the RespiractTM, control of CO2 is precise and minimal changes are required.

Changes in cerebrovascular reactivity (CVR) to carbon dioxide (CO2) are reported in many neurological conditions. My aim was to validate a method for computerized prospective targeting of CO2 levels (RespiractTM) as a bedside tool for impaired CVR. I hypothesized that 1) The RespiractTM and TCD method can be used to detect impairment of CVR after SAH and that 2) CVR is impaired in SAH patients. In 18 SAH patients and 26 controls CVR index was calculated dividing the percentage change in middle cerebral artery blood flow velocity (MCAv) by the change in PETCO2. The absolute MCAv values were similar in both groups, but CVR was significantly different (hypercapnia: 0.044 ± 0.076 - controls; 0.014 ± 0.037 - SAH; p=0.0007). I showed that impaired CVR can be detected at the bedside using TCD and CO2 challenge with the RespiractTM, control of CO2 is precise and minimal changes are required.

Mountain caribou (Rangifer tarandus caribou) are endangered in British Columbia and motorized backcountry recreation has been identified as a potential threat to their persistence. My objective was to test if fecal glucocorticoids (GCs), indicative of physiological effects of ecological stress in wildlife, could be used as a non-invasive tool to quantify stress response in free-ranging caribou exposed to motorized recreation. I validated an enzyme-linked immunosorbent assay (ELISA) to measure concentration of fecal GCs for R. tarandus using an adrenocorticotropic hormone (ACTH) challenge experiment on captive reindeer exposed to extreme variation in winter weather. Female reindeer expressed elevated fecal GCs 9-11 hrs after ACTH injection. Males showed no detectable increase, perhaps due to underdosing. Fecal GCs varied markedly in both sexes in response to natural variation in weather. Overall, my results indicated fecal assays can be used to track biologically meaningful changes in adrenal activity in R.tarandus. I investigated the effects of motorized recreation on stress hormone production by measuring GCs in feces of mountain caribou exposed to snowmobile and heli-ski activity. Concentrations of fecal GCs in snowmobile and heli-ski areas were higher than those measured from caribou in areas where motorized recreation was not allowed. Caribou sampled up to 4km. 8km and I0 km distant from snowmobile activity showed elevated fecal GCs when compared to those sampled further from snowmobile activity areas. Other variables with a significant effect on fecal GCs included reproductive state, snow, aspect. minimum ambient temperature, and daily temperature range. My study indicates that measurement of fecal GCs provides a useful, noninvasive approach in the evaluation of physiological effects of environment, reproductive state, and human-induced stressors on free-ranging mountain caribou. Although research on many species indicates that chronically elevated GCs carry a variety of physiological costs, more study is needed to know whether GCs can be used as an index of human impact on population health or trend.

<p>Koi and goldfish have been released into rivers in South Africa since the 1800&rsquo / s for food and sport fish and have since spread extensively. These fish are present in most of the river systems in South Africa and pose an additional threat the indigenous cyprinids in the Western Cape. Monogenean parasites of the genus Gyrodactylus are of particular concern, as their unique biology renders them a possible threat. Gyrodactylus kherulensis and G. kobayashii were identified from koi and goldfish respectively imported from Asia, Europe and locally bred fish. Morphometrics and the use of statistical classifiers, which includes univariate (ANOVA and Kruskal-Wallis), bivariate (Pearson&rsquo / s correlation) and multivariate (Principal Component Analysis) placed the two species within their respective groups. There was some intraspecific variation among the different populations collected from the various locations, especially in the hamulus and ventral bar features, but the marginal hooklets, however, remained static for both helminth species.</p>

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The general awareness of the sustainability challenge and the urgency to act is increasing. However, the actions being taken do not seem to be sufficient, nor the communication about sustainability effective enough, to ensure a sustainable future. For our research, we looked at the work of sustainability practitioners using a scientifically robust framework called the Framework for Strategic Sustainable Development (FSSD). The research focuses on the interaction between the sustainability practitioner and the audience when communicating the FSSD. It is guided by its central inquiry, how the practice of storytelling can support sustainability practitioners in their work context. A literature review and a total of 13 interviews with sustainability and storytelling practitioners comprise the basis for this analysis. Based on our findings we map out the current practices of storytelling used by sustainability practitioners in the field and offer recommendations with the intention of enhancing this practice. Our research showed that sustainability practitioners practice and benefit from storytelling throughout their work in various ways. We consider this research with all its limitations as an awareness raiser and invitation to deepen the conversation and the exchange of experience and knowledge around the topic of storytelling for sustainability.

Innovations in computer game interfaces continue to enhance the experience of players. Affective games - those that adapt or incorporate a player’s emotional state - have shown promise in creating exciting and engaging user experiences. However, a dearth of systematic exploration into what types of game elements should adapt to affective state leaves game designers with little guidance on how to incorporate affect into their games. We created an affective game engine, using it to deploy a design probe into how adapting the player’s abilities, the enemy’s abilities, or variables in the environment affects player performance and experience. Our results suggest that affectively adapting games can increase player arousal. Furthermore, we suggest that reducing challenge by adapting non-player characters is a worse design choice than giving players the tools that they need (through enhancing player abilities or a supportive environment) to master greater challenges.

Education can be viewed as a challenging profession, even more so for educators teaching learners with severe intellectual challenges (SIC). The diagnostic criteria of learners with SIC are a significant sub-average ability in intellectual functioning and concurrent deficiencies in adaptive behaviour such as social and daily living skills. The majority of learners with SIC display disruptive and challenging behaviour such as aggression, hyperactivity, talking inappropriately, and inappropriate sexual behaviour. Educators teaching learners with SIC are confronted, daily, with a wide range of challenges such as an excessive workload, minimal progress, and challenging behaviour displayed by the learners with SIC. The intensity of the physical and emotional challenges experienced by the educators, consequently, results in negative outcomes such as stress, burnout, high staff absences, and premature resignations. Earlier studies conducted in this field of specialisation found that educators, overall, were not very keen to teach learners with SIC. South African research conducted within this field of specialisation determined that, despite similar negative challenges, the educators did not necessarily share the pessimistic view towards this teaching environment as experienced in other countries. Local studies indicated that some educators experienced less stress and better physical health than others. The aim of the research was to gain an understanding of the nature of, and possible contextual influences on, those experiences that contributed to some educators experiencing job satisfaction and working effectively, while others did not, to ultimately present possible guiding principles to develop support systems for educators teaching learners with SIC. This qualitative study was planned from a descriptive and explorative case study design by making use of the phenomenological method of inquiry. Ethical permission to conduct the study was obtained from the North- West University. The research group consisted of six educators who perceived themselves as effective in this strenuous teaching environment, working at two selected schools for learners with SIC in the Tshwane South District, Gauteng. Data were obtained by making use of semi-structured interviews, open-ended sentences, and follow-up interviews. Data analysis and interpretation were guided by Creswell‘s application of Tesch‘s method by an in-depth analysis, identifying possible themes and topics. The various categories were identified and described. A literature control was executed in order to interpret and evaluate the data. The final step involved recounting the findings in the format of a written article. Based on the research findings, it was concluded that the participants, despite the various challenges, experienced high levels of job satisfaction and motivation. However, the study also confirmed that specific challenges such as the behaviour that learners with SIC display and a lack of acknowledgement could have a detrimental effect on motivational levels. The literature indicated that low motivational levels have a negative impact on job satisfaction and effectiveness. The emotional wellbeing of educators was recognized to be an important determining factor towards their effectiveness and ability to cope. The need for the development of appropriate support systems to enhance the educators‘ emotional wellbeing was confirmed. / Thesis (MA (Psychology))--North-West University, Potchefstroom Campus, 2013.

Education can be viewed as a challenging profession, even more so for educators teaching learners with severe intellectual challenges (SIC). The diagnostic criteria of learners with SIC are a significant sub-average ability in intellectual functioning and concurrent deficiencies in adaptive behaviour such as social and daily living skills. The majority of learners with SIC display disruptive and challenging behaviour such as aggression, hyperactivity, talking inappropriately, and inappropriate sexual behaviour. Educators teaching learners with SIC are confronted, daily, with a wide range of challenges such as an excessive workload, minimal progress, and challenging behaviour displayed by the learners with SIC. The intensity of the physical and emotional challenges experienced by the educators, consequently, results in negative outcomes such as stress, burnout, high staff absences, and premature resignations. Earlier studies conducted in this field of specialisation found that educators, overall, were not very keen to teach learners with SIC. South African research conducted within this field of specialisation determined that, despite similar negative challenges, the educators did not necessarily share the pessimistic view towards this teaching environment as experienced in other countries. Local studies indicated that some educators experienced less stress and better physical health than others. The aim of the research was to gain an understanding of the nature of, and possible contextual influences on, those experiences that contributed to some educators experiencing job satisfaction and working effectively, while others did not, to ultimately present possible guiding principles to develop support systems for educators teaching learners with SIC. This qualitative study was planned from a descriptive and explorative case study design by making use of the phenomenological method of inquiry. Ethical permission to conduct the study was obtained from the North- West University. The research group consisted of six educators who perceived themselves as effective in this strenuous teaching environment, working at two selected schools for learners with SIC in the Tshwane South District, Gauteng. Data were obtained by making use of semi-structured interviews, open-ended sentences, and follow-up interviews. Data analysis and interpretation were guided by Creswell‘s application of Tesch‘s method by an in-depth analysis, identifying possible themes and topics. The various categories were identified and described. A literature control was executed in order to interpret and evaluate the data. The final step involved recounting the findings in the format of a written article. Based on the research findings, it was concluded that the participants, despite the various challenges, experienced high levels of job satisfaction and motivation. However, the study also confirmed that specific challenges such as the behaviour that learners with SIC display and a lack of acknowledgement could have a detrimental effect on motivational levels. The literature indicated that low motivational levels have a negative impact on job satisfaction and effectiveness. The emotional wellbeing of educators was recognized to be an important determining factor towards their effectiveness and ability to cope. The need for the development of appropriate support systems to enhance the educators‘ emotional wellbeing was confirmed. / Thesis (MA (Psychology))--North-West University, Potchefstroom Campus, 2013.

The purpose of this study is to investigate how some teachers work with above-average pupils in mathematics. I have issued three questions based on the purpose of this study: How do teachers define an above-average pupil? In what way the teachers stimulate and challenge the above-average pupils? Has the school done something special for the above-average pupils? The method used to conduct this study was a semi-structured qualitative interview with four teachers in primary school. The method consists of interviews and observations. The study shows that the teachers make an effort to give these pupils extra attention and challenging tasks. A major focus is put on problems solving and to develop the pupil's ability to be able to explain how they think and if necessary, they should be able to explain even to their fellow- pupils. We can also learn by teaching others. The results of the survey shows that teachers are aware of the pupils need for extra support, which partly means a dilemma for teachers. The teachers would like to offer even more than they can to the pupils, but due to lack of time, partly through staff meetings and documentation work and other things, the time is not sufficient for the teachers. My research is relevant because it highlights the above-average pupil’s perspectives through the teacher's experiences in the classroom. I have seen teachers’ different views on their educational approach, which has been a major goal of my investigation.