This study is aimed at looking at the relationship experiences between the adolescent with visual impairment in institutional care and his family. A lack of sufficient guidelines in this field has been identified in the relevant literature. Experts working with these adolescents have confirmed this shortcoming. In order to reach the required goal, a number of objectives were set. By means of a literature study and consultation with experts in the field of blindness as a symptom (in terms of the degree of visual impairment that is experienced), a theoretical framework was set up with regard to the following: adolescence as part of life; the adolescent's relationship with his family; institutional care and institutionalization; as well as play therapeutic assessment and play therapeutic techniques. An empirical study where semi-structured interviews were used as a method of data collection, was undertaken to assess the relationship of the adolescent with visual impairment in institutional care with his family. The following aspects were handled specifically: the way the adolescents with visual impairment in institutional care experience holidays and weekends with their families; their view of their families' perception of them coming home for holidays or weekends; their opinion with regard to family chores and responsibilities that are allocated to them; their experience of participating in the decision making process in the family; their perception of the treatment that they receive from their parents – does it differ in any way from that of their siblings?; their view with regard to “feeling part of” the family as an equal and complete family member; their opinion with regard to things that they would have liked to be done differently during their growing up process; as well as advice that they would give to parents who have children with the same disabilities. Individual semi-structured interviews were used with the ten respondents. Applied research was undertaken as the researcher aimed at establishing solutions for problems that occur with the adolescent with visual impairment in institutional care with regard to his relationship with his family. The researcher used a qualitative approach as research procedure in order to get qualitative empirical data. Considering that in this study a relatively unknown field was researched, a phenomenological strategy within an exploratory study was used to explore, understand and interpret the research question, which is not well known. The research question formulated for this study was: What are the experiences of the adolescent with visual impairment in institutional care with regard to his relationship with his family? Empirical data, which was obtained by using an interview schedule and a play therapeutic technique, showed that: § Adolescents with visual impairment in institutional care are experiencing ambivalent feelings (positive and negative) with regard to spending holidays and/or weekends with their families. There are a variety of factors influencing this experience, whether positively or negatively. § The way adolescents with visual impairment in institutional care view their families' perception with regard to them coming home for holidays or weekends, is mainly influenced by three factors, namely: special activities that are organized during the time that the adolescent is at home, as well as verbal and non-verbal behavior that is communicated towards the adolescent. § Adolescents with visual impairment have a specific opinion with regard to chores and responsibilities that were allocated to them since they were younger. This includes aspects like the adolescents' willingness and ability to complete chores, as well as their willingness to ask for help. They intimated that they are willing to accept chores and responsibilities as they experience positive feelings when they are able to complete such tasks successfully. § Adolescents with visual impairment in institutional care have a specific opinion about their participation in the decision making process in the family. This includes emotions that are experienced with regard to the decision making process (positive emotions are experienced when their opinions are asked in family decisions), their involvement in the decision making process, as well as the influence of decision making on the atmosphere in the house. § Adolescents with visual impairment have a fixed perception with regard to the treatment that they receive from their parents. This perception includes the following aspects: a need for normal treatment, the consequences of preference treatment from their parents, strict treatment (overprotective treatment) from their parents, as well as the emotions they experience about the type of treatment that they are exposed to. § The way adolescents with visual impairment view themselves as “part of” the family - as equals to all household members - is influenced by the following aspects: the influence of institutionalization on the feeling of “belonging to“ (adolescents are away from home for long periods of time and the only contact they have are telephone calls); family events (special activities in which both the family and the adolescent participate during holidays or weekends); family interaction (the families communicational patterns during holidays or weekends); as well as the private space of the adolescents (bedrooms). § Adolescents with visual impairment have a specific opinion with regard to things that they would have liked to be done differently during their process of growing up. They feel that their families should have more insight into the world of people who are visually impaired. They also have the need to be treated in the same way as other family members – they do not want to be overprotected. § Adolescents with visual impairment want to give relevant advice to parents of children who have the same disability. The advice that they suggested are: The child must function more independently; parents must be honest with their child at all times; the child must be treated normally; a feeling of unconditional, positive acceptance must be revealed to the child; no unnecessary restriction must be imposed on the child. They also gave advice with regard to general information (to expand parents' knowledge). The study revealed the experience of the adolescent with visual impairment in institutional care of his relationship with his family, which holds further research possibilities. The desired information was acquired and can be used in further studies of the adolescent in a similar situation. / Dissertation (MSD (Play Therapy))--University of Pretoria, 2006. / Social Work and Criminology / Unrestricted

The aim of the study was to determine the impact of the application of a dynamic assessment technique of questioning with children, with projection testing. A qualitative research design were used within a postmodern epistomology, using three case studies in the quest for answering the research question. Possible cultural influences pertaining to the research situation, analysis and interpretation of responses has been taken into account. A test-training-test situation has been created during the generation of data, while assessment of projection was executed. Data analises and interpretation took place in two phases, the first phase being the projection analysis and the second phase the structural analysis of the stories. The main conclusions of the study points towards a deepening and broadening of projections as resulting influences of the utilisation of a dynamic assessment technique of questioning with children. / Dissertation (MEd (Educational Psychology))--University of Pretoria, 2007. / Educational Psychology / unrestricted

In terms of assessment practices, in all facets of education there is a strong focus on assessment at the end of learning. New trends in the literature motivate for the continuous use of assessment strategies in classrooms, with a learner-centred approach. Many questions arise on this topic: When lecturers review their own higher education classroom assessment practices, what will be the extent of their discovery? Are they still inclined to do assessment after teaching and learning has taken place? Or are they moving towards continuous classroom assessment practices in line with the new trends? Is there still a place for classroom assessment at the end of teaching and learning? Should the one or the other be used or should there be a balance between the various strategies? With students perceiving assessment as being judgemental and oppressive and as the most political of all educational processes (Reynolds et al., 2000:268), how does the power struggle unfold in the classroom? By means of participatory action research I encouraged lecturers to reflect critically on their own classroom assessment practices. The lecturers engaged in critical discourses regarding their teaching, learning and assessment strategies and subsequently engaged in transformative actions resulting from their critical reflections. The aim of the research was to determine whether an emancipatory praxis had been developed and whether their reflections had brought about change and improved their classroom assessments. I wished to understand how the changes they had experienced were infused with theories of empowerment, emancipation and liberation. The nature of curriculum praxis of classroom assessment was investigated to determine the status of classroom assessment in a specific higher education context and to see how the balanced assessment system is reflected and how classroom assessment develops as an emancipatory praxis. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2014

In terms of assessment practices, in all facets of education there is a strong focus on assessment at the end of learning. New trends in the literature motivate for the continuous use of assessment strategies in classrooms, with a learner-centred approach. Many questions arise on this topic: When lecturers review their own higher education classroom assessment practices, what will be the extent of their discovery? Are they still inclined to do assessment after teaching and learning has taken place? Or are they moving towards continuous classroom assessment practices in line with the new trends? Is there still a place for classroom assessment at the end of teaching and learning? Should the one or the other be used or should there be a balance between the various strategies? With students perceiving assessment as being judgemental and oppressive and as the most political of all educational processes (Reynolds et al., 2000:268), how does the power struggle unfold in the classroom? By means of participatory action research I encouraged lecturers to reflect critically on their own classroom assessment practices. The lecturers engaged in critical discourses regarding their teaching, learning and assessment strategies and subsequently engaged in transformative actions resulting from their critical reflections. The aim of the research was to determine whether an emancipatory praxis had been developed and whether their reflections had brought about change and improved their classroom assessments. I wished to understand how the changes they had experienced were infused with theories of empowerment, emancipation and liberation. The nature of curriculum praxis of classroom assessment was investigated to determine the status of classroom assessment in a specific higher education context and to see how the balanced assessment system is reflected and how classroom assessment develops as an emancipatory praxis. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2014

The loss of ecosystem resilience and rangeland (often referred to as veld in South Africa) productivity is a major problem in the semi-arid Savanna environments of southern Africa. The over-utilization of rangelands in the Molopo region of the North- West Province in South Africa has resulted in profound habitat transformations. A common regional indicator of rangeland degradation is the imbalance in the grasswoody ratio, characterized by a loss of grass cover and density with increased shrub or tree density. This can result in major reductions of rangeland productivity for the grazing animal, forcing land users to apply active or passive restoration actions to improve rangeland condition, control the thickening of woody species (bush thickening), mitigate economic losses and restoring the aesthetical value of the Savanna environment for ecotourism and game hunting aspects. This study formed part of the multinational EU-funded PRACTICE project (“Prevention and restoration actions to combat desertification: an integrated assessment”). The first aim of the study was to evaluate locally applied restoration actions using a participatory approach, followed by interviews with certain stakeholders that formed part of a multi-stakeholder platform (MSP) related to the livestock and game farming community in the Molopo. Participants of the MSP ranked indicators according to their relative importance regarding the restoration actions on an individual basis. The individual ranking results were combined with quantitative bio-physical and qualitative socio-economic measurements for each indicator in a multi-criteria decision analysis (MCDA), whereby the alternative actions were ranked according to their relevancy and performance. The results were then shared with members of the MSP in order to stimulate discussion among the members and contribute to the social learning of the project outcome. The overall positive response and acceptance of results by members of the MSP changed the perceptions and objectives of the land users regarding rangeland management. This type of participatory assessment was therefore found to be very promising in helping to identify more sustainable actions to mitigate rangeland degradation in the Molopo Savanna region. There is, however, still an urgent need to create legal policy frameworks and institution-building, to support local-level implementation in all socio-ecological and economic settings, particularly in communal areas. The second aim was to evaluate the effect of two chemical bush control actions (chemical hand- (HC) and aeroplane control (AC)) as well as rotational grazing (RGM) on the Molopo Savanna vegetation. Results show that rangeland productivity, i.e. forage production and grazing capacity, was found to be negatively related to the woody phytomass in the savanna system studied. Bush thickening influenced grass species composition which was commonly associated with a decline in the abundance of sub-climax to climax grasses, respectively. All three actions (HC, AC & RGM) significantly reduced the woody phytomass and increased forage production and grazing capacity. Although AC resulted in the highest reduction of woody phytomass, the highest forage production and grazing capacity was found under RGM. The second highest grazing capacity was found in HC sites, which was due to a high abundance of perennial, palatable climax grass species. Results from this study also show that the patterns and compositions of grass species, grass functional groups (GFGs) and woody densities indicated by RGM and chemical HC, best resemble a productive and stable savanna system that provides important key resources to support both grazing and browsing herbivores. / MSc (Environmental Sciences), North-West University, Potchefstroom Campus, 2014

Genetically modified (GM) maize was developed mainly to control lepidopteran pests such as the maize stem borer (Busseola fusca) (Lepidoptera: Noctuidae). Since the first commercialization of GM crops with insecticidal properties, possible non-target effects such as the effect at the third trophic level on important predators for example lacewing species (Chrysoperla spp.) have been of concern. Contradicting results were reported in previous studies with regard to the effect of Cry 1Ab protein produced by Bt maize on the performance of lacewings. Some studies found that Bt proteins had no effect while others reported that C. carnea performed poorly if they consumed prey that consumed Cry 1Ab protein. In South Africa one of the most common chrysopid species in maize ecosystems is Chrysoperla pudica (Navás) (Neuroptera: Chrysopidae). Evolution of Bt resistant pests, such as B. fusca in South Africa facilitates a new pathway for exposure of predators to healthy prey that consumes Cry 1Ab proteins. The aims of this study was to determine the effect of the Cry 1Ab protein expressed in Bt maize on a non-target organism‟s (C. pudica) biology via indirect exposure, and to determine the concentration of Cry 1Ab protein in the plant, prey and predator. Chrysoperla pudica larvae were indirectly exposed to the Bt-toxin through healthy Bt-maize feeding prey (B. fusca larvae) in two feeding experiments and lacewing survival and life history parameters recorded. Bt had a limited effect on some parameters that were evaluated. The larval and pupal periods of C. pudica larvae that were exposed to the Bt-toxin had a significant difference from that of the control treatment. The Bt-toxin had a significant effect on fecundity, fertility and malformation after emergence of C. pudica adults of which larvae fed only on Bt resistant B. fusca larvae, but not on the mortality rate. Cry 1Ab concentration was the highest in the plant, followed by the prey and lacewing larvae. This study showed that the Cry 1Ab protein had a slight adverse effect only on certain life parameters of C. pudica, and that Cry 1Ab protein was hardly detectable in C. pudica larvae. However, since this study represented a worst-case scenario where diverse prey was not available, insignificant effects is expected under field conditions where prey is diverse. / MSc (Environmental Sciences), North-West University, Potchefstroom Campus, 2014

The purpose of this study was to explore nurse educators‟ perception of Objective Structured Clinical Evaluation (OSCE) as summative assessment for students‟ clinical competence ,with the aim of recommending alternatives to the current situation. The rationale behind the study is that the researcher became aware of concerns raised by nurse educators regarding the appropriateness of OSCE as summative assessment of students clinical competence and differences of opinion on the matter. An explorative, descriptive, contextual, qualitative research design was chosen. The sample included nurse educators actively involved in OSCE as summative assessment of nursing students in the provincial nursing college for at least 5 years or more. Data was collected by means of two (2) focus group interview sessions with fourteen (14) participants. During data analysis it became clear that data saturation had not been reached and a third focus group interview was conducted with seven (7) participants from the original sample who were available. The focus of the interviews was to explore participants‟ perception of Objective Structured Clinical Evaluation as summative assessment for students‟ clinical competence. The data was independently analyzed by the researcher as well as an independent co-coder according to the principles for content analysis as described by Creswell (2008:251). Three (3) themes and nine (9) sub-themes emerged from the data collected from participants. The first theme described the value of OSCE as summative assessment method for students‟ clinical competence. Theme two described the obstacles in using OSCE as summative assessment for students‟ clinical competence. Theme three described the suggested alternatives. The collected data was discussed and integrated with relevant national and international literature to culminate in three (3) conclusive statements. The conclusive statements served as basis for recommending alternatives to the nursing educators and managers in order to enhance the value of OSCE as summative assessment forstudents‟ clinical competence. / Thesis (MCur)--North-West University, Potchefstroom Campus, 2013

The loss of ecosystem resilience and rangeland (often referred to as veld in South Africa) productivity is a major problem in the semi-arid Savanna environments of southern Africa. The over-utilization of rangelands in the Molopo region of the North- West Province in South Africa has resulted in profound habitat transformations. A common regional indicator of rangeland degradation is the imbalance in the grasswoody ratio, characterized by a loss of grass cover and density with increased shrub or tree density. This can result in major reductions of rangeland productivity for the grazing animal, forcing land users to apply active or passive restoration actions to improve rangeland condition, control the thickening of woody species (bush thickening), mitigate economic losses and restoring the aesthetical value of the Savanna environment for ecotourism and game hunting aspects. This study formed part of the multinational EU-funded PRACTICE project (“Prevention and restoration actions to combat desertification: an integrated assessment”). The first aim of the study was to evaluate locally applied restoration actions using a participatory approach, followed by interviews with certain stakeholders that formed part of a multi-stakeholder platform (MSP) related to the livestock and game farming community in the Molopo. Participants of the MSP ranked indicators according to their relative importance regarding the restoration actions on an individual basis. The individual ranking results were combined with quantitative bio-physical and qualitative socio-economic measurements for each indicator in a multi-criteria decision analysis (MCDA), whereby the alternative actions were ranked according to their relevancy and performance. The results were then shared with members of the MSP in order to stimulate discussion among the members and contribute to the social learning of the project outcome. The overall positive response and acceptance of results by members of the MSP changed the perceptions and objectives of the land users regarding rangeland management. This type of participatory assessment was therefore found to be very promising in helping to identify more sustainable actions to mitigate rangeland degradation in the Molopo Savanna region. There is, however, still an urgent need to create legal policy frameworks and institution-building, to support local-level implementation in all socio-ecological and economic settings, particularly in communal areas. The second aim was to evaluate the effect of two chemical bush control actions (chemical hand- (HC) and aeroplane control (AC)) as well as rotational grazing (RGM) on the Molopo Savanna vegetation. Results show that rangeland productivity, i.e. forage production and grazing capacity, was found to be negatively related to the woody phytomass in the savanna system studied. Bush thickening influenced grass species composition which was commonly associated with a decline in the abundance of sub-climax to climax grasses, respectively. All three actions (HC, AC & RGM) significantly reduced the woody phytomass and increased forage production and grazing capacity. Although AC resulted in the highest reduction of woody phytomass, the highest forage production and grazing capacity was found under RGM. The second highest grazing capacity was found in HC sites, which was due to a high abundance of perennial, palatable climax grass species. Results from this study also show that the patterns and compositions of grass species, grass functional groups (GFGs) and woody densities indicated by RGM and chemical HC, best resemble a productive and stable savanna system that provides important key resources to support both grazing and browsing herbivores. / MSc (Environmental Sciences), North-West University, Potchefstroom Campus, 2014

Genetically modified (GM) maize was developed mainly to control lepidopteran pests such as the maize stem borer (Busseola fusca) (Lepidoptera: Noctuidae). Since the first commercialization of GM crops with insecticidal properties, possible non-target effects such as the effect at the third trophic level on important predators for example lacewing species (Chrysoperla spp.) have been of concern. Contradicting results were reported in previous studies with regard to the effect of Cry 1Ab protein produced by Bt maize on the performance of lacewings. Some studies found that Bt proteins had no effect while others reported that C. carnea performed poorly if they consumed prey that consumed Cry 1Ab protein. In South Africa one of the most common chrysopid species in maize ecosystems is Chrysoperla pudica (Navás) (Neuroptera: Chrysopidae). Evolution of Bt resistant pests, such as B. fusca in South Africa facilitates a new pathway for exposure of predators to healthy prey that consumes Cry 1Ab proteins. The aims of this study was to determine the effect of the Cry 1Ab protein expressed in Bt maize on a non-target organism‟s (C. pudica) biology via indirect exposure, and to determine the concentration of Cry 1Ab protein in the plant, prey and predator. Chrysoperla pudica larvae were indirectly exposed to the Bt-toxin through healthy Bt-maize feeding prey (B. fusca larvae) in two feeding experiments and lacewing survival and life history parameters recorded. Bt had a limited effect on some parameters that were evaluated. The larval and pupal periods of C. pudica larvae that were exposed to the Bt-toxin had a significant difference from that of the control treatment. The Bt-toxin had a significant effect on fecundity, fertility and malformation after emergence of C. pudica adults of which larvae fed only on Bt resistant B. fusca larvae, but not on the mortality rate. Cry 1Ab concentration was the highest in the plant, followed by the prey and lacewing larvae. This study showed that the Cry 1Ab protein had a slight adverse effect only on certain life parameters of C. pudica, and that Cry 1Ab protein was hardly detectable in C. pudica larvae. However, since this study represented a worst-case scenario where diverse prey was not available, insignificant effects is expected under field conditions where prey is diverse. / MSc (Environmental Sciences), North-West University, Potchefstroom Campus, 2014

The purpose of this study was to explore nurse educators‟ perception of Objective Structured Clinical Evaluation (OSCE) as summative assessment for students‟ clinical competence ,with the aim of recommending alternatives to the current situation. The rationale behind the study is that the researcher became aware of concerns raised by nurse educators regarding the appropriateness of OSCE as summative assessment of students clinical competence and differences of opinion on the matter. An explorative, descriptive, contextual, qualitative research design was chosen. The sample included nurse educators actively involved in OSCE as summative assessment of nursing students in the provincial nursing college for at least 5 years or more. Data was collected by means of two (2) focus group interview sessions with fourteen (14) participants. During data analysis it became clear that data saturation had not been reached and a third focus group interview was conducted with seven (7) participants from the original sample who were available. The focus of the interviews was to explore participants‟ perception of Objective Structured Clinical Evaluation as summative assessment for students‟ clinical competence. The data was independently analyzed by the researcher as well as an independent co-coder according to the principles for content analysis as described by Creswell (2008:251). Three (3) themes and nine (9) sub-themes emerged from the data collected from participants. The first theme described the value of OSCE as summative assessment method for students‟ clinical competence. Theme two described the obstacles in using OSCE as summative assessment for students‟ clinical competence. Theme three described the suggested alternatives. The collected data was discussed and integrated with relevant national and international literature to culminate in three (3) conclusive statements. The conclusive statements served as basis for recommending alternatives to the nursing educators and managers in order to enhance the value of OSCE as summative assessment forstudents‟ clinical competence. / Thesis (MCur)--North-West University, Potchefstroom Campus, 2013