Faculty of Humanities School of Education 0201596p m.hendricks@ru.ac.za / This thesis analyses the classroom writing of learners in their additional languages at four differently resourced schools in the Eastern Cape Province of South Africa. The choice of languages on offer at schools and the medium of instruction seldom meet current language education policy requirements of additive bilingualism needed to support children’s home language and general cognitive growth. The central question of my study concerns how school writing practices contribute to the development of learners’ writing ability. The data collected and analysed in order to investigate this were all the regular classroom writing of Grade 7 children in Afrikaans, English and isiXhosa, where these were additional languages, not the children’s home language. My findings were that there is no check by the Education Department on whether schools meet the official national curriculum policy requirements with regard to the amount of curriculum time allocated to language. Also, that there is a mismatch between the languages on offer at schools and the home languages of learners, and teachers, which is not monitored. My key findings with regard to writing were that there are significant differences and inequalities in the amounts that learners write at these schools across Afrikaans, English and isiXhosa. Decontextualised grammar tasks predominate in what learners write in all three languages at all four schools. Children write relatively few extended texts, and these are mainly personal expressive texts which are unlikely to develop their ability to write abstract, context-reduced genres. Teachers’ neglect of impersonal formal and factual genres at all four schools makes it difficult for learners to experience the benefits of writing these genres – that these genres set the basis for the development of abstract cognitivelydemanding language proficiency and disciplinary knowledge. In the case of English, which is the commonest medium of instruction even though it is the home language of less than 10% of the population, this shortcoming is especially serious.

O objetivo deste trabalho foi o de avaliar o efeito de tratamentos por calor nas propriedades mecânicas de resistência flexional e microdureza Knoop de três marcas comerciais de resinas compostas para uso direto (FillMagic, P60 e TPH), na condição de incluída ou não em revestimento durante um tratamento térmico (calor seco/170°C), por três períodos (5, 10 e 15 min). A temperatura adotada para os tratamentos foi baseada em análises prévias (termogravimetria e calorimetria exploratória diferencial) com a finalidade de se determinar a temperatura de início de perda de massa e de transição vítrea das resinas. Os corpos-de-prova (n=7) foram confeccionados com o auxílio de uma matriz metálica (10 mm x 2 mm x 2 mm), sendo o compósito inserido em bloco único e irradiado numa única superfície (600mW/cm 2 por 40s). Foram obtidos, no total, sete grupos experimentais por resina, sendo o controle a condição de apenas fotoativada. Os espécimes foram submetidos ao ensaio de resistência à flexão, com distância entre apoios de 8 mm, em uma velocidade constante de 0,5 mm/min e célula de carga de 1000N. A dureza Knoop foi obtida com carga de 100 g e tempo de penetração de 15 s. As médias de resistência flexional, em MPa, foram de 174,80 para a resina FillMagic, 182,64 para a P60 e 172,22 para a TPH. Na mesma ordem, as médias de microdureza Knoop foram de 73,1; 102,0 e 74,0.A análise de variância dos resultados obtidos permitiram concluir que os tratamentos experimentais aumentaram a resistência flexional das resinas indistintamente. Os valores de microdureza também aumentaram, mas houveram diferenças de suscetibilidade ao tratamento térmico entre as resinas / The aim of this study was to assess the effect of heat treatment on mechanical properties of flexure strength and Knoop micro hardness of three commercially available brands of resin composites for direct use (FillMagic, P60 and TPH) included or not in investments during heat treatment (dry heat/170ºC) by three periods (5, 10 and 15 min.) The temperature adopted for the treatments was based on previous analysis (thermo gravimetric and differential exploratory heating) in order to determine the initial temperature of mass loss and glass transition of resin composites. The samples (n=7) were prepared with a metallic matrix (10 mm x 2mm x 2mm) in which the resin composite was inserted in a single block and only one surface was irradiated (600mW/cm 2 40s). Seven experimental groups were obtained for each resin composite in which the control group was solely light-cured. The flexure strength test was performed with a support distance of 8 mm, cross-head speed of 0.5 mm/min. and 1000 N load. Knoop micro hardness was obtained with a load of 100 g and penetration time of 15 s. The flexure strength averages in MPa were 174.80 for FillMagic, 182. 64 for P60 and 172. 22 for TPH. Thus, Knoop micro hardness means were 73.1; 102.0 and 74.0. The analysis of variance indicated that the experimental treatments increased flexure strength of resin composites. Micro hardness values also increased, but there were differences in the resin composites susceptibility to the heat treatment

Introduction: Research suggests that patients with head and neck cancer from poorer backgrounds are more likely to have recurrences or die earlier than similar patients from affluent backgrounds. Survival is influenced by tumour characteristics on presentation and a range of individual factors such as socioeconomic status and comorbidity. Deprived patients of more advanced age have a higher likelihood of having comorbidity; this may be due to high-risk lifestyle behaviours such as smoking and drinking. Therefore, it seems reasonable to assume that survival will be lower in these deprived patients which can be attributed to comorbidity compared to index diseases such as the head and neck cancer itself. Survival rates for head and neck cancer patients are approximately 50% in the first five years in Scotland. This is dependent on a range of individual and tumour-related factors such as head and neck cancer sub-type and stage at diagnosis. The risk of head and neck cancer developing in deprived patients has been likened to that of developing head and neck cancer in heavy smokers. While the relationship between deprivation and comorbidity in head and neck cancer has been established, how both factors affect survival is yet to be explored. Reviewing these two factors individually has demonstrated the need to assess how both interact with each other in determining clinical presentation and survival. Aim: The aims of this thesis are:- 1. To investigate the roles and interrelationship between comorbidity and deprivation on the survival of HNC patients. 2. To investigate whether there are differences in HNC presentation based on comorbidity and deprivation. 3. To ascertain whether patients from deprived backgrounds with comorbidity present with more advanced cancers. Methods: In order to answer the research questions, this project began by describing the index disease, HNC and how comorbidity and deprivation are placed within the epidemiology of this disease using systematic review methods. The rationale for embarking upon this study was highlighted. Data linkage of administrative datasets We used anonymised patient data that was accessed through an encrypted repository held by the Health Informatics Centre. The data that was used in the retrospective cohort analysis was obtained from a prospective dataset collected by the Fife Head and Neck cancer Specialist Nurse (Fife data) and a retrospective case note review from the Tayside oncology records held by the Ear Nose and Throat Department and the Oral and Maxillofacial Surgery team. Thereafter we matched the patient data with that from routine medical datasets such the Scottish Morbidity Records, SMR01- inpatient discharges and SMR06 – Cancer Registry data. We conducted survival analysis methods with the intent of assessing the impact of both comorbidity and deprivation in determining survival. Results: The systematic review found that worsening levels of comorbidity were linked to reduced survival whereas patients with low incomes and poor educational attainment also had poor survival outcomes. Being young and having severe comorbidity appeared to also be associated with poorer survival. In the retrospective cohort analysis, the level of association between risk of death with comorbidity and deprivation could not be clearly ascertained in the patients from Fife. The Tayside data to a larger extent supported the systematic review findings particularly for the comorbidity measures with clearly defined measures of association for the Scottish Index of Multiple Deprivation income and education domains. Conclusions: This thesis was able to use evidence triangulation by way of a systematic review of the literature followed by a retrospective cohort analysis to investigate what influence on prognosis both comorbidity and deprivation posed in patients with head and neck cancer. There was substantiation of both factors interacting with head and neck cancer to cause a significantly reduced impact on survival. The inherent difficulties of measuring socioeconomic status and comorbidity encountered in this thesis may go some way towards illustrating the complexity and multifaceted nature of both comorbidity and socioeconomic status; particularly the quite complex interplay between socioeconomic status, comorbidity, stage at diagnosis, and access to care in head and neck cancer, and these factors’ ultimate impact on survival. We found that socioeconomic status i.e. deprivation, comorbidity, stage at diagnosis, access to care, and survival are all potentially causally related. Future work directed at using administrative data linked to medical records would not be sufficient; there is need for epidemiological and clinical studies to unravel the survival disadvantage. To this end clinical cohorts could be nested within larger registry based studies which would allow for uniform interventions based on clinical practice guidelines, uniform SES measurement and ascertainment of comorbidity using a head and neck cancer comorbidity index, i.e. the Washington University Head and Neck Cancer Index.

Thesis (M.Ed.) -- University of Limpopo, 2018 / This study investigated barriers to the reading of English texts in the rural schools of the Rakwadu Circuit in Mopani District, Limpopo Province. This problem is not only in the said Circuit, it is a world-wide challenge. The research was undertaken in three public secondary schools, with focus on the Grade 9 learners of the said Circuit. Data were collected through audio-taped interviews and observation of learners while reading prescribed texts. It was found that most educators and learners agree that there are barriers to the reading of English texts. The following factors were identified as barriers, namely: lack of libraries, non-parental involvement and insufficient learner-support materials, as well as lack of guided reading books. The study recommends that governmental officials should consider building libraries even in the rural schools and communities. The schools should have a parental involvement policy in which parents are encouraged to take part in the education of their children. The Department of Education should provide sufficient learner-support materials in schools to enhance learners’ reading ability. Educators are to be provided with guided reading materials that will enable them to implement Guided Reading approach. Curriculum advisors should train teachers on how to teach reading.

There is an increasing number of International Baccalaureate programs in the United States that require instruction in an additional language to prepare culturally responsive global citizens, but there is little research on how the teaching of culture is addressed in elementary additional language programs. This study was guided by Vygotsky's and Dewey's social constructivism and investigated how the teaching of culture is integrated in additional foreign language classrooms in the State of Georgia's International Baccalaureate Primary Years Programs (IB PYP). It also investigated how personal, professional, or organizational factors such as values, beliefs, teacher training, or time constraints impact the integration of culture and language. This qualitative multiple-case comparative study examined the experiences of 3 teachers in Georgia who taught in K-5 additional language classrooms, using curriculum maps, student work samples, lesson plans, and semi-structured interviews as the data sources. Data were analyzed using Atlas.ti software and coded using constant comparative methods; the inductive qualitative content analysis included open coding, axial coding, and selective coding. The study findings showed that a variety of factors impacted program goals including the attitudes of school community, teacher isolation, philosophy, Georgia Standards, and practices of the IB PYP. Findings are applicable to additional language teachers for further discussion on the current state of elementary language programs in Georgia's IB PYP and for informing choices on program design. This study contributes to social change by expanding the body of professional literature in the field of foreign language education and on the issues that affect teachers in additional language classrooms in the IB PYP.

The purpose of the study was to make an evaluation of curricula-training effectiveness, applicability, and need for additional training within four of the state-supported college-universities of Utah. The schools researched were Utah State University, the University of Utah, Weber State College, and Southern Utah State College. The descriptive research techniques of a closed-form questionnaire were utilized to obtain informational data for the years 1969-1971 from graduates, faculties, and selected graduates concerning common and traditional curricular areas of Ca) music theory, (b) scoring and arranging, (c) music history, Cd) conducting and rehearsal techniques, (e) vocal methods and materials, (f) instrumental methods and materials, (g) group instruction, (h) private instruction on the major instrument, (i) performance, and (j) minor instrument repair. The data revealed that there was no significant difference in the responses to the questionnaire across graduates, across faculties, across institutions, or across graduates and faculty from the same institution. The conclusions from the study indicated: present training effectiveness is generally excellent in all areas of the music education curricula in all four schools; training is highly applicable; although the training is excellent and applicable, there remains the strong desire by both graduates and faculty for additional training in all areas of curricula with the exception of traditional-music history.

<p>Mothers and fathers in Sweden receive an earnings-related benefit of 80 percent of their income when they take parental leave. There exists a ceiling in the allowance though, meaning that some people with high earnings don’t receive fully 80 percent of their ordinary salary. The length of the parental leave varies between women and men and also among men and women. Various reasons are used to explain this; one of them is economical. This study investigates the economics reasons further by studying how additional compensations from the employer affect the length of the parental leave. The empirical material that is used in this study is called Time and money and it was collected in 2003 by Statistics Sweden. It consists of a survey of parents of 3164 children, born in 1993 or 1999.The used method for the study is regression analysis. Women and men are studied separately and also in different income-brackets. This proceeding makes it possible to detect if the effect of additional compensation vary by income. The result shows that mothers and fathers with high earnings are effected by the additional compensation from the employer, implying that economical reasons can’t be overlooked in explaining why the length of parental leave vary. No significant results are found for parents with low income.</p>

Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2008.

Mothers and fathers in Sweden receive an earnings-related benefit of 80 percent of their income when they take parental leave. There exists a ceiling in the allowance though, meaning that some people with high earnings don’t receive fully 80 percent of their ordinary salary. The length of the parental leave varies between women and men and also among men and women. Various reasons are used to explain this; one of them is economical. This study investigates the economics reasons further by studying how additional compensations from the employer affect the length of the parental leave. The empirical material that is used in this study is called Time and money and it was collected in 2003 by Statistics Sweden. It consists of a survey of parents of 3164 children, born in 1993 or 1999.The used method for the study is regression analysis. Women and men are studied separately and also in different income-brackets. This proceeding makes it possible to detect if the effect of additional compensation vary by income. The result shows that mothers and fathers with high earnings are effected by the additional compensation from the employer, implying that economical reasons can’t be overlooked in explaining why the length of parental leave vary. No significant results are found for parents with low income.

The focus of this study was to describe childrens literacy learning in multicultural home and school contexts and identify and explore the intersection between the home and school literacy learning environments. Participant families and their teachers described various aspects of home and school literacy learning. Through interviews, photography, and journals, participants answered the following research questions: How do school institutions understand and encourage literacy practices outside the school and how are these practices used to support diverse literacy learners? How do learning experiences within the home and community differ from learning experiences within the school?<p> Data were collected via semi-structured interviews and researcher observations within the home and school contexts. Additionally, parent participants were asked to capture literacy and learning events through the use of cameras and daily journaling. The qualitative nature of the study allowed the researcher to record participants literacy experiences and understandings in the authentic environments of the home and school.<p> This research study reflects the theory of literacy as a socio-cultural phenomenon. This theory recognizes that literacy learning in any environment cannot be separated from its context and recognizes that literacy is more than individual skills, but rather a community resource that is developed through interaction with others. Although all families possess useful knowledge and understandings that allow them to arbitrate their daily lives, unfortunately, as this study demonstrates, literacies are often ranked as more or less legitimate by school institutions. Literacy practices which are in close alignment with the schools are more widely accepted, and those outside the realm of the school may be undervalued or ignored.<p> Based on this qualitative study, numerous characteristics of home and school literacy were illuminated. School based literacy was more formal and based on measurable goals for each grade, defined by the school, division, and curriculum. Literacy of the school was viewed in a more traditional sense, as a set of skills which could be measured and recorded. Home literacy, in contrast, was more informal and spontaneous and based on the needs and interests of the learner. Learners within the home were apprenticed by their parents in learning practical, hands-on skills which were used to help mediate their daily activities. Additionally, the study highlights the literacy understandings of both the parents and the teachers of the immigrant learners. Both parent and teacher views of literacy and learning were influenced by their prior knowledge and learning experiences. The learning experiences of the parent and teacher participants were in sharp juxtaposition. Parent participants recalled larger social issues in literacy and learning such as poverty, self-sacrifice, and education as a social mobility agent. Teacher participants recalled early learning experiences based on traditional Euro-centric understanding of literacy which emphasized the importance of early skills such as phonics, word recognition, and storybook reading. The teachers did not include larger social issues which affect learning.<p> The research found that students authentic home literacy experiences were used in the home and community to aid children to problem solve and mediate every day activities. The literacy activities were purpose driven and had practical applications. In the school context, home literacy experiences were incorporated into oral literacy learning activities and narrative and creative writing assignments such as journal and story writing. Despite the incorporation of home experiences in student assignments, these experiences were not used to inform teaching and learning in the classroom. Teaching methods and evaluation techniques were not regularly adapted to meet the needs of the English as Additional Language (EAL) learners. Students who struggled to meet the demands of the curriculum were often removed from the classroom setting to work on specific skills or referred to the resource room with learning challenged students. The teachers revealed reasons which they felt impeded them from delivering more culturally responsive programs and teaching methods including time restraints, large class sizes, and inadequate resources.<p> This study identified several broad issues in literacy practices and understandings. There is an evident disconnect between home and school literacy and their uses. This is partially due to the varied experiences and understanding of parents and teachers. Closing this gap means incorporating educational reform on many levels. Teachers must be aware of student and family backgrounds, experiences, and understandings in order to create a truly inclusive learning program for diverse learners. Culturally responsive teaching means using the wide knowledge bases of all families to inform instruction and evaluation.<p> Teachers need to be provided with adequate education in preparing them for the realities of todays classroom. Culturally and linguistically diverse modern classroom have challenges which many teachers do not feel prepared. Providing adequate pre-service education on EAL learning and student diversity seeks to prepare teachers. Additionally, in-service education experiences on literacy practices for teaching in the culturally diverse classroom are essential in providing teachers with current information and resources. Furthermore, in examining existing parental engagement strategies, teachers can learn to create engaging opportunities for families to participate in their childrens learning.The broadest issue within the study is the multicultural reality for the immigrant and EAL student. The education system needs to move away from multiculturalism as a Canadian catch phrase involving foods and celebrations toward culturally responsive teaching which uses students linguistic and cultural knowledge to inform learning.