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Influential factors in the application of flute vibratoMare, Minette 03 1900 (has links)
Thesis (MMus (Music))--University of Stellenbosch, 2008. / This thesis provides an overview of different aspects of the application of vibrato on the flute. Although it is a compilation of different viewpoints, it does not offer a conclusion as regards the ‘correct’ application of vibrato, due to the subjective nature of this phenomenon. The intention is that the reader will be able to reach his or her own conclusions and form new opinions regarding this subject.
The focus is largely on the comparison of the production of vibrato on the flute with its production on other instruments. The aim is to examine the different choices involved in the production of vibrato when the flute is part of an ensemble and when it is a solo instrument. By learning more about other instruments’ timbres and production of vibrato, it enables flautists to adapt to different timbres in order to form sonorous ensembles.
The physiological and scientific aspects of vibrato are also explored with the view to equip flautists with this knowledge. Thus, flautists will be able to listen to and analyse from a more critical and informed perspective how they themselves use vibrato and how other flautists use it.
The main goal of this thesis is to provide enough information, opinions, studies and statistics to enable a flautist to make an informed decision concerning their choice and application of vibrato.
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Die implikasies van die oorgang tot die formeel-operasionele denkvlak vir die onderrig van natuur- en skeikunde / Stefanus Johannes Paul du PlessisDu Plessis, Stefanus Johannes Paul January 1976 (has links)
The aim of this study was to determine whether the underachievement
of pupils in science is due to the fact that the pupils have not
reached the phase of formal thinking. The question is whether the
difference in achievement in science of pupils with the same I.Q.
can be attributed to the fact that the underachiever is on a lower
cognitive level than the better achiever.
The child in the junior secondary school phase is in or somewhere
between the phase of concrete operational thinking or phase of
formal operational thinking.
An analysis of the syllabi in the junior secondary school phase
showed that formal operational thinking is required of pupils
especially in standard 7.
In this research the population was defined as the Afrikaans-speaking pupils in the junior secondary school phase of the schools
in a big town. The experimental group consisted of pupils with
I.Q. ≥ 108 with low marks in science while the control group
consisted of pupils with I.Q. ≥ 108 who did well in science.
In this study 58 pupils were tested individually with 4 tests of
formal thinking namely the switches-test (an adaption of the
combinations of coloured and colourless chemical bodies-test),
equilibrium in the balance, flexibility of rods and the oscillation
of a pendulum.
A significant difference was found between the experimental and
control groups. (F = 28,84, p < 0,001).
This study proved the following:
(i) Gifted pupils in the junior secondary school phase with
poor marks in science haven't reached the level of
formal thinking to the same degree as gifted pupils with
good marks in science.
(ii) Gifted children in standard 6 who did well in science had
already reached a plateau with regard to the development
of formal thinking.
(iii) Pupils differ with regard to the level of cognitive
development regardless of having the same I.Q. and age.
The above conclusions have the following implications for
didactics: -
The curricula and syllabi must be combined in such a way that
formal thinking is not expected of the child before he is capable
of it.
Every teacher must try to individualize his teaching methods in
order to make provision for differences in the cognitive levels
of the pupils in his class. / Thesis (MEd)--PU vir CHO
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Die implikasies van die oorgang tot die formeel-operasionele denkvlak vir die onderrig van natuur- en skeikunde / Stefanus Johannes Paul du PlessisDu Plessis, Stefanus Johannes Paul January 1976 (has links)
The aim of this study was to determine whether the underachievement
of pupils in science is due to the fact that the pupils have not
reached the phase of formal thinking. The question is whether the
difference in achievement in science of pupils with the same I.Q.
can be attributed to the fact that the underachiever is on a lower
cognitive level than the better achiever.
The child in the junior secondary school phase is in or somewhere
between the phase of concrete operational thinking or phase of
formal operational thinking.
An analysis of the syllabi in the junior secondary school phase
showed that formal operational thinking is required of pupils
especially in standard 7.
In this research the population was defined as the Afrikaans-speaking pupils in the junior secondary school phase of the schools
in a big town. The experimental group consisted of pupils with
I.Q. ≥ 108 with low marks in science while the control group
consisted of pupils with I.Q. ≥ 108 who did well in science.
In this study 58 pupils were tested individually with 4 tests of
formal thinking namely the switches-test (an adaption of the
combinations of coloured and colourless chemical bodies-test),
equilibrium in the balance, flexibility of rods and the oscillation
of a pendulum.
A significant difference was found between the experimental and
control groups. (F = 28,84, p < 0,001).
This study proved the following:
(i) Gifted pupils in the junior secondary school phase with
poor marks in science haven't reached the level of
formal thinking to the same degree as gifted pupils with
good marks in science.
(ii) Gifted children in standard 6 who did well in science had
already reached a plateau with regard to the development
of formal thinking.
(iii) Pupils differ with regard to the level of cognitive
development regardless of having the same I.Q. and age.
The above conclusions have the following implications for
didactics: -
The curricula and syllabi must be combined in such a way that
formal thinking is not expected of the child before he is capable
of it.
Every teacher must try to individualize his teaching methods in
order to make provision for differences in the cognitive levels
of the pupils in his class. / Thesis (MEd)--PU vir CHO
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