An assumption in Cognitive Psychology, which has been challenged in recent years, is that the systems responsible for action and perception work independently of one another. These systems work together during conceptual tasks and research has demonstrated that action knowledge can influence performance even when the task is 'action-irrelevant' (Borghi, 2004; Borghi, Flumini, Natraj & Wheaton, 2012; Creem & Proffitt, 2001; Tucker & Ellis, 1998, 2001). However, participants in such tasks are often only asked to make simple category judgements, such as natural versus man made. The research reported in this thesis has shown that, under certain conditions, participants use action knowledge to make 'complex' category choices in an action-irrelevant task. The experimental work has predominantly used the forced-choice triad task to assess the circumstances under which participants categorise objects based on shared actions. The triads were designed with a target object and two choice objects matching on either shared actions (rifle + water pistol), shared taxonomic relations (rifle + sword), or both (orange + banana). The context in which the objects were presented was also manipulated so that the objects were either presented on a white background (context-lean) or being used by an agent (context-rich). Participants were most likely to select the choice object that shared both a taxonomic and an action demonstrating that action has an 'additive' effect in categorical decisions. Presenting the objects being used by an agent in a functional scenario increased the saliency of the shared actions between the stimuli, and participants were more likely to select the action choice. The subsequent experimental work reported in the thesis sought to eliminate potential confounding variables including perceptual features, object typicality and task instructions. What the experimental work presented here has demonstrated is that action can influence decisions on more complex categories, and judgments of similarity. The research has identified three main circumstances under which knowledge of action becomes influential in the triad task designed for the purpose of this research as follows: (i) when it is presented in conjunction with taxonomic information, (ii) when it is presented with a context, and (iii) when participants are first asked to physically interact with the objects.

Purpose The purpose of this paper is to explore the role of suffering for meaning making and spirituality in organizational contexts. Design/methodology/approach The paper explores how organizational spaces may be created for meaning making and how this is linked to the idea of compassion. Findings The paper suggests that while suffering has been explored in organizations, it has not been studied relative to existential meaning making. This is identified as a significant gap in research on organizational spirituality. The paper attempts to fill this gap and suggests that the study of suffering has to separate suffering as an objective phenomenon, which should be eliminated in organizations, from suffering as a subjective experience in which meaning may be found. It is also proposed that, for existential meaning to be uncovered in the face of suffering, organizational spaces have to be created in which such meaning making can take place. Originality/value The paper suggests that suffering can be a pathway to the discovery of spiritual meaning.

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A dissertation submitted to the Department of Mathematics, Science, and Technology in fulfilment of the requirements for the degree of Master of Education (Mathematics Education) in the Faculty of Education at the University of Zululand, 2019. / Algebra is a mathematical concept that explains the rules of symbol operations, equations, and inequality. Algebra is a combination of logic and language; hence common mistakes and conceptions are either attributed to logic or language problems, or both. There is also ongoing debate about the fact that learners come to class with different ideas that result in errors and misconceptions when they solve algebraic equations and expressions. Based on this debate concerning both errors and misconceptions in solving algebraic equations and expressions, the purpose of this study was to investigate the errors and misconceptions committed by learners when learning Algebra. The study answered the following research questions: What are the types and the sources of errors and misconceptions committed by Grade 9 learners in Algebra learning? How do the types and the sources of errors and misconceptions influence errors in Grade 9 learners’ cognition when learning Algebra? Which strategies work to avoid errors? What are the sources of the errors and misconceptions in Algebra? Unlike the predominant existing studies, which are urban-based, this study was based in rural schools in the King Cetshwayo District of UMlalazi and Mtunzini Municipality. The structure of the observed learning outcome (SOLO) theory was adopted to observe, examine and analyse learners’ misconceptions in rural-based secondary schools.

Faculty of Science School of Physics[Science Education] 0305541n mososloaneR@science.pg.wist.ac.za / This research report is based on a study that investigated South African Grade-10 learners’ conceptions about day and night, and the seasons, after instruction in these topics. The study was motivated by examiners’ reports that learners perform poorly in physical science, and by alternative conceptions that learners have about scientific concepts, as reported in the literature. A motive for conducting the study in South Africa is that relatively little has been published about South African learners’ conceptions about day and night, and the seasons. An open-ended diagnostic questionnaire was used to probe learners’ conceptions about day and night, and the seasons. The validity and reliability of the questionnaire were checked by the researchers’ supervisor and colleagues. The questionnaire was piloted in a secondary school in the same township as the school that was later used to collect the main study data. Learners in the pilot study were asked to state problems encountered while answering the questionnaire. This resulted in minor modifications on the questionnaire. The modified questionnaire was then administered to the main study group, and open coding was used to analyze the results. The results show that the majority of learners lacked scientifically acceptable conceptions about day and night, and the seasons, e.g. they did not understand the combined rotation of the Earth about its axis, and the revolution of the Earth about the Sun. The results also show that learners could not properly interpret diagrams, and to effectively use diagrams to clarify their answers. Learners lack scientifically acceptable conceptions despite detailed explanations given in their textbooks, which imply that the books were not used effectively in the learning process. Some recommendations made, following these results, are that learners’ attention should be drawn to rich information presented in their textbooks, and that some 3-dimensional objects should be used when teaching the topic.

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The research program described in this report was conducted in conjunction with a research project directed by Dr. John A, Emrick. This project was designed to investigate the validity of a test model for individualized instruction and utilized concept learning tasks and examined acquisition trends across levels of conceptual difficulty. The rationale for this test model followed from a detailed examination of decision rule logic in single skill testing. Furthermore, this testing is considered a necessary and essential f eature of nearly all individualized instruction programs. A more detailed account of the specifics of this test model is described by Emrick and Adams (1969) and also by Emrick (1971).

<p> Several concepts have been developed recently in the intraurban mobility literature. Among them the concepts of aspirations, place utility and stress are of particular importance. Nevertheless, their definition appears to be not very clear.</p> <p> This paper aims to clarify them by employing concepts from the consumer choice theory as they are used in equilibrium models in Geography. With this purpose in mind the world of a specific equilibrium model is used. The distinction between the hypothetical world of this model and the real world is continuously emphasized.</p> <p> In order to clarify further the concepts mentioned above a particular example is given. In this example a Cobb-Douglas is used as a utility function.</p> / Thesis / Master of Arts (MA)

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