This study examines the value and relevance of autobiographical texts in the classroom. For the purpose of this study the focus is on Het Achterhuis: dagboekbrieven van Anne Frank. It is a critical study to establish whether autobiographical texts such as Het Achterhuis should have a rightful place in the learning environment alongside novels and other texts in the Afrikaans classroom and to determine how learners can benefit when they are exposed to a variety of texts to develop their minds through analytical thinking and creative writing. Chapter one presents a theoretical perspective on autobiographical texts such as the autobiography, the letter, memoires and the diary. Through autobiographical texts readers gain knowledge about peoples’ lives, experiences, weaknesses and strengths. Human interest arouses curiosity and encourages reading and research. Chapter two offers a literary analysis of Het Achterhuis. The textual analysis focuses on the background of Anne Frank during her period of hiding from persecution in the holocaust as well as on the interpersonal relationships and difficult circumstances the eight people in hiding had to share. With the coming to power of Hitler in 1933 and the subsequent persecution of the Jews, their rights were restricted step by step and the Jewish community was gradually isolated. Deportation started and thousands of Jews went into hiding. In July 1942 Otto Frank, his wife and two daughters together with four other Jews moved into a secret annexe behind Otto Frank’s business premises. The experiences of the above-mentioned eight people in hiding have been described by Anne Frank in a diary which she selected when her and her father Otto went shopping together. She received the diary which was one of her most precious gifts on her thirteenth birthday, shortly before going into hiding. The diary entries of Anne Frank convey a key message of tolerance and perseverance. Chapter three of this study focuses on the physical, emotional and social development of the adolescent. Anne Frank’s diary was written when she was in the age group 13 – 15. High school learners can identify with Anne Frank as a teenager like themselves who also experienced the typical insecurities, resentments and rebelliousness of the adolescent. In addition to the historical value of Anne Frank’s diary as a testimony of the holocaust, she is a role model for the teenager of today. The example of how Anne dealt with her problems helps learners to overcome obstacles and to deal with the realities in life. Finally, chapter four investigates the numerous possibilities of using Het Achterhuis as a text in the classroom to enhance teaching and learning. This chapter is based on actual findings that were made after using Het Achterhuis as a prescribed text in a grade 11 classroom in 2006. An important finding is that learners can benefit by being exposed to a variety of texts about life writing to develop their minds by analytical and critical thinking, creative writing and integration with other school subjects. Through autobiographical texts diverse perspectives can be introduced to enable learners to develop a more balanced view of the world. The code of the diary offers the best opportunity to give expression to one’s own life. Narratives are necessary to form your own identity. Through diary inscriptions you make contact with the inner self and a sense of identity is achieved. / Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2009.

This study is concerned with the usage of new methods for the training of long jump. The goal of this study is to suggest the methodics of training the long jump, which would be gradually included in the lessons for the attenders of the first year of the Study teaching for elementary school. This study is based on an assumption that by the usage of this programme, that I suggested, we will be seeing a significant improvement in the performance of the children of older pupilage. Most improvement will be seen in the jump using the hang technique, for which is this programme designed.

The human brain is always searching for recognizable shapes, it is natural for us to always look for connections and try to get an overall sense of things and situations. But what if the form dissolves itself and instead creates a range between the more clear and intense to the blurred and defocused.By using an entanglement of lines that further out from the inner centre reduces its intensity, it will create an effect of a weak, unsettled edge that is hard to read. My project investigates this phenomena and how a mass of single components merge into a singular whole permeable structure that absorbs the program of the transit centre.By using the technique of this complex nested hierarchy of components will I create a variation of areas and nested pochés. These areas will work as the different climate zones that a transit station requires. / Den mänskliga hjärnan söker alltid efter igenkännbara former, det är naturligt för oss att alltid leta efter anslutningar och försöka få en övergripande känsla av saker och ting. Men vad händer om formen löser upp sig och skapar istället ett intervall mellan det mer tydliga och intensiva och det suddiga och oskarpa.Genom att använda en sammanflätning av linjer som längre ut från den inre kärnan minskar sin intensitet, kommer det att skapa en effekt av en svag, otydlig kant som är svår att läsa av. Mitt projekt undersöker detta fenomen och hur en massa enstaka komponenter kan slås samman till en hel genomsläpplig struktur som absorberar programmet för transit center. Genom att använda tekniken i denna komplexa kapslade hierarki av komponenter kommer jag att skapa en variation av områden och pochéer. Dessa områden kommer att fungera som de olika klimatzoner som ett resecentrum kräver.

The project provides second grade teachers at the Perris Elementary School District with teaching approaches, tools, and strategies that have been proven to increase comprehension skills in English language learners (ELL) when teaching literary genres. Project GLAD (Guided Language Acquisition Design) offers an alternative curriculum to the scripted curriculum as required by the No Child Left Behind Act.

The transition to democracy in South Africa has resulted in systemic efforts to ensure equality education for all. However, despite such endeavours to address inequities, inequalities still remain regarding not only resources but also classroom pedagogies. One aspect of classroom pedagogy is the teaching of writing. The writing proficiency of mainly non-mother tongue learners seldom surpasses that of mother tongue speakers of English. Writing is seldom explicitly taught. Moreover, factual texts are almost never taught in schools although they are one of the most powerful genres in society. Systemic transformation in South Africa is often driven by global trends that focus on functional literacy. The Outcomes Based Curriculum is such an initiative with its emphasis on skills, values, critical thinking, and learner centeredness. The current process writing approach in our schools, within the framework of Outcomes Based Education, does not address the needs of all learners. The focus on grammar, correctness, and creative outpourings of self -reflective essays, advantages the learner familiar with the cultural heritage discourse. It disempowers those who are from different cultural or linguistic backgrounds. Writing is a social practice, and in order to write effectively learners have to uncover the generic conventions that configure different genres. In schools this translates into an explicit pedagogy of writing underpinned by theory. This thesis attempts to seek an alternate approach to the teaching of writing in a multicultural classroom, using the genre approach. The research was collaboratively planned and implemented as an action research intervention, at a multicultural school in Durban. The aims were to change learner attitudes to writing, use genre theory to teach learners explicitly about linguistic and generic conventions, produce a factual group text, and to transform my own practice. The first part of the thesis describes the rationale for the research within the context of transformation, issues of democracy education, and multiculturalism as a challenge to educators teaching English primary language. The second part examines the theories that inform this research especially genre theory, critical language awareness, functional grammar, and critical literacy. The implementation of the project in carefully planned and explicit stages is the subject of the third part of the thesis. It also describes how field notes, questionnaires, and the leaflets were used for data collection in the field of research. The fourth section addresses the action research intervention at Park High within a ten-day cycle, together with an integrated analysis of data collected and the findings. The final section of the thesis examines the limitations of the project together with recommendations for improved practice in the writing classroom. The findings indicate that learners value explicit pedagogies and that learning about generic conventions improves confidence and competence. The findings further suggest that learning about genres and generic conventions is a lengthy and difficult process. However, this process has the potential to transform implied pedagogies for both mother tongue and non-mother tongue learners in a post-apartheid society. / Thesis (M.Ed.)-University of Natal, Durban, 2002.

Konformen har tidigare under arkitekturhistorien ofta använts för att skapa rum enligt en cellulär logik. Projektet ämnar ompröva användandet av konformen för att organisera rum, i det här fallet applicerat på en konsthall i Solna, genom att gå utanför enbart ett repetitivt arrangemang av vertikala koniska moduler för att uppnå en variation av skalor och riktningar som spänner från stora horisontella koniska rum till mer intima småskaliga vertikala rumsbildningar. Rummen skapas genom en adderande process där koner genomskärs med varandra och med plana element som adderas i operationen. Detta tillåter på så sätt en samexistens av två olika rumsliga logiker vilket leder till en komplex och tillåtande arkitektur som kan svara mot behoven i programmet och som även lyfter fram och förstärker formen hos byggnaden. Projektet utforskar även möjligheterna med att använda konen i egenskap av att vara en enkelkrökt yta och dess betydelse för digital modellering, ritningar och konstruktion. / The cone in architecture has often been used to shape and generate space with a cellular structural logic. This project reconsiders the use of the cone for organizing space, in this case applied on an Art Centre in Solna, going beyond the mere repetitive logic of conic modules, to allow for a variety of scales and directions, ranging from large span horizontal conic spaces to more intimate smaller scaled vertical conic rooms. The spaces are created through an additive process of intersecting cones with planar elements added into the operation, thus allowing the coexistence of two spatial logics, leading towards a manifold and allowing architecture that can handle the requirements of the program and that reinforces the perception of the shape. The project also explores the possibilities of the cone as a single curved unfoldable surface and it’s implications on digital model making, drawing and physical construction.