Thesis (M. S.)--Florida State University, 2006. / Advisor: Douglas P. Nowacek, Florida State University, Collage of Arts and Sciences, Dept. of Oceanography. Title and description from dissertation home page (viewed Dec.1, 2006). Document formatted into pages; contains xi, 72 pages. Includes bibliographical references.

Thesis (M.S.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 169-186) Also available in print.

Thesis (M. Communication Pathology)--University of Pretoria, 2006. / Summary in English and Afrikaans. Includes bibliographical references.

No description available.

No description available.

I studied outer, middle and inner ear morphology in Chinese bamboo rat (Rhizomys sinensis).I compared studied specimen with other subterranean, fossorial and aboveground rodents and assumed degree of its adaptation to subterranean environment.

Studiens syfte är att upptäcka strategier och metoder för att på gehör planka musik. Detta har undersökts genom studier av min egen lärprocess när jag plankar en för mig okänd låt på gehör. Under processen har jag filmat mig själv och fört loggbok för att kunna dokumentera vad som har hänt och vad som har upplevts. Vid analysen av filmerna har jag tittat på mitt lärande utifrån ett designteoretiskt perspektiv. Jag har då upptäckt olika resurser för att ”höra och göra”. Dessa presenteras i resultatet som resurser för att lyssna och strategier för att lyssna. Resurserna som presenteras är användandet av medier, miljö och tid, kropp och tidigare erfarenheter. Strategierna som presenteras är att planera lyssnandet, memorera samt detaljlyssna och helhetslyssna. Jag undersöker då hur jag har gått till väga för att uppfatta olika musikaliska parametrar och strukturer. I diskussionen jämförs mina resultat med tidigare forskning och litteratur kring gehör och gehörsövande metoder. Exempelvis diskuteras olika sätt att lyssna på musik och utöva det som hörs, samt att utveckla en så kallad minnesbank. / The purpose of this study is to discover strategies and methods to copy music by ear. It’s been investigated by studying my own learning process when I try to copy a song by ear, a song that I never have heard before. Through this process I have chosen to record myself on film and write logbook to be able to document what is happening and what I am experiencing. When I observed the films I tried to se it from a design theory point of view. I have then been able to discover various resources in ”perceive and perform”. These are introduced in the result as resources for listening and strategies for listening. The resources that were used are presented as media, environment and time, the physical body and past experience. The strategies that were used are presented as how to plan listening, memorize, detail listening and whole listening. At that point I have investigated how to perceive musical parameters and structures. In the discussion part I am comparing my own results with previous research and literature about the musical ear and its rehearsing methods. For example I discuss different ways in listening and perceive music and practice what is heard, together with developing a so-called memory bank.

Thesis (MMus.) -- Stellenbosch University, 1990. / ENGLISH ABSTRACT: This study was undertaken after it was found that aural training is being neglected in general. The researcher wanted to explore a possible solution. Aural training integrated with piano training is regarded as a way of teaching that will grant aural training its rightful place in music education. A literature study was undertaken and personal interviews were held with eleven specialists in the field of music. It was found that a small amount of integration is taking place, but that a purposeful effort must be made to integrate aural training with piano training during the whole duration of a piano lesson. A theory, on·which integrated teaching is being based, was set up and guidelines for aural training integrated with piano training were given. / AFRIKAANSE OPSOMMING: Hierdie studie is onderneem omdat gehooropleiding in die algemeen afgeskeep word en die navorser ' n moontlike oplossing wou ondersoek. Geïntegreerde gehooropleiding by klavieronderrig word beskou as ' n onderwysmetode wat aan gehooropleiding sy regmatige plek in musiekonderrig sal verleen. 'n Literatuuroorsig is gedoen en persoonlike onderhoude is gevoer met elf gesaghebbendes op musiekgebied. Daar is vasgestel dat integrasie wel in ' n klein mate onbewustelik plaasvind, maar dat daar 'n doelbewuste poging aangewend moet word om gehooronderrig te alle tye tydens ' n klavierles te integreer. 'n Teorie waarop geïntegreerde onderwys gebaseer word, is opgestel en riglyne vir geïntegreerde gehooronderrig by klavieronderrig is ook gegee.

Thesis (MSc)--Stellenbosch University, 2015 / ENGLISH ABSTRACT: Maize (Zea mays L.) is an important crop worldwide and forms the staple diet of many African countries including South Africa. Fusarium ear rot (FER) of maize is caused by a fungus, Fusarium verticillioides, which also produces the fumonisin mycotoxin group. The consumption of fumonisin contaminated maize grain has been associated with serious human and animal health complications. Several South African maize inbred lines exhibiting resistance to FER and fumonisin contamination have been identified. These locally adapted inbred lines could be used to generate mapping populations to identify QTLs associated with resistance to FER and fumonisin contamination. The corresponding markers could be utilised in breeding programmes through marker-assisted selection to ensure the development of commercial cultivars with resistance to FER and fumonisin contamination. In this study, resistant and susceptible maize inbred lines were utilised to commence the development of recombinant inbred line (RIL) populations for the mapping and validation of QTLs associated with FER and fumonisin resistance. One F2 population was phenotypically and genotypically analysed to produce a linkage map for the preliminary identification of QTLs associated with resistance to F. verticillioides infection and fumonisin deposition. A potential QTL for resistance to FER was detected and should be validated across several locations and years in the subsequent RIL population. Additionally, potential resistance barriers of maize to infection by F. verticillioides were investigated by histological studies. The importance of a closed stylar canal in determining resistance to FER was established for nine South African maize inbred lines by means of scanning electron microscopy (SEM). No significant association was observed between a closed stylar canal and the resistance/susceptible status of maize inbred lines before pollination, while the canals appeared closed in all inbred lines following pollination. The results suggest that the stylar canal architecture is not an essential factor determining resistance to F. verticillioides ingress in the maize inbred lines selected for this study. Furthermore, the possibility of resistance to FER and fumonisin contamination being initiated during the seedlings phase of a resistant and susceptible maize inbred line was investigated by means of confocal laser scanning microscopy (CLSM). Fusarium verticillioides growth originating from soil-borne or seed-borne contamination was monitored in various above and below soil plant tissues but no significant difference in the colonisation could be determined between resistant and susceptible maize seedlings. No fumonisin was produced regardless of the inoculation method or resistance status of the plant. These results suggests that the resistant and susceptible maize seedlings used in this study may not be resistant to systemic fungal ingress but may resist the deposition of fumonisins. The resistance associated with the resistant inbred line is not mediated during the seedling phase but potentially through structural and biochemical defence mechanisms during later plant developmental stages. / AFRIKAANSE OPSOMMING: Mielies (Zea mays L.) is ‘n belangrike graangewas wat wêreldwyd geproduseer word en dien as stapelvoedsel in talle Afrika-lande, insluitend Suid-Afrika. Fusarium kopvrot (FKV) in mielies word veroorsaak deur die swam, Fusarium verticillioides, wat ook die fumonisien mikotoksien groepe produseer. Die inname van fumonisien-geïnfekteerde mielies gaan gepaard met ernstige gesondheidsprobleme in mense en diere. Verskeie Suid-Afrikaanse ingeteelde mielielyne, wat weerstandbiedend is teen FKV en fumonisien kontaminasie, is voorheen identifiseer. Hierdie plaaslik-aangepaste teellyne kan gebruik word om kartering populasies te genereer om kwantitatiewe eienskap loci (KEL) te identifiseer wat verband hou met weerstandbiedenheid teen FKV en fumonisien kontaminasie. Die ooreenstemmende merkers kan gebruik word in teelprogramme deur gebruik te maak van merker-geassisteerde seleksie om kommersieële kultivars, wat weerstandbiedend is teenoor FKV en fumonisien kontaminasie, te ontwikkel. In hierdie studie is weerstandbiedende en vatbare mielie inteellyne gebruik om rekombinante inteellyn (RIL) populasies te begin ontwikkel vir die kartering en validasie van KEL’e geassosieer met FKV en fumonisien weerstandbiedenheid. Een F2 populasie was fenotipies en genotipies geanaliseer om ‘n koppeling-kaart te verwek vir die voorlopige identifikasie van KEL’e geassosieer met weerstandigheid tot F. verticillioides infeksie en fumonisein afsetting. ‘n Potensiële KEL vir weerstandbiedenheid is geïdentifiseer, wat verdere bevestiging in die daaropvolgende RIL populasie in verskeie geografiese areas en oor addisionele seisoene, benodig. Potensiële fisiese versperrings teen F. verticillioides tydens mieliesaad infeksie is ook ondersoek met behulp van histologiese studies. Die belangrikheid van ‘n geslote styl-kanaal vir weerstandbiedendheid teenoor FKV is bevestig in nege Suid-Afrikaanse inteellyne deur middel van skandeer elektron mikroskopie (SEM). Geen beduidende verwandskap tussen ‘n geslote styl-kanaal en die weerstandbiedenheid/vatbaarheid van die inteellyne voor bestuiwing is gevind nie, terwyl die kanaal in alle inteellyne gesluit was na bestuiwing. Die resultate dui daarop dat die styl-kanaal argitektuur nie ‘n noodsaaklike faktor is in die bepaling van weestand tot F. verticillioides besmetting in die suiwer mielielyne wat geselekteer was in hierdie studie nie. Verder is die moontlikheid dat weestand tot FKV en fumonisien kontaminasie geïnisieer kan word gedurende die saailing-fase ondersoek in beide ‘n weerstandbiedende en vatbare mielie inteellyn met behulp van konfokale laser skandering mikroskopie (CLSM). Die groei van F. verticillioides afkomstig vanuit die grond of saad is gemonitor in verskeie bo- en ondergrondse plantweefsels, maar geen beduidende verskille in kolonisasie kon opgespoor word tussen weerstandbiedende en vatbare mielie saailinge nie. Geen fumonisien produksie is waargeneem nie, ongeag die innokulasie metode of weerstand-status van die plant. Hierdie resultate dui daarop dat die weerstandbiedende en vatbare mielie saailinge wat in hierdie studie gebruik is moontlik nie weerstandbiedend is teen sistemiese swaminfeksie nie, maar wel weerstand kan bied tot afsetting van fumonisiene. Die weerstand geassosieër met die weerstandbiedende inteellyn word nie bemiddel gedurende die saailingfase nie maar waarskynlik deur strukturele en biochemiese verdedigingsmeganismes tydens latere plant ontwikkelings-stadia. / National Research Foundation (NRF)

Thesis (PhD) -- Stellenbosch University, 1993. / ENGLISH ABSTRACT: The purpose of this research endeavour is to develop an understanding of the general state of Aural Training as presented in Aural Training literature and at a tertiary level. Based on this understanding, recommendations for a theory towards Aural Training are furthermore made. The investigation consists of three main parts. In the first two parts, an in-depth theoretical study, exploring aspects such as the rationale behind Aural Training, teaching ideologies, contents and target group and methodological approaches found in published and unpublished sources, as well as a practical questionnaire-based survey, investigating selected Aural Training aspects as presented on a tertiary level in the Republic of South Africa (RSA), the Federal Republic of Germany (FRG), and the United States of America (USA) are presented. A model of an integrated Aural Training approach for children is proposed in the third part. Results from both the theoretical and practical surveys indicate that: (a) the rationale behind Aural Training has not been thoroughly thought through; (b) Aural Training lecturers with sound pedagogical credentials are needed; (c) prospective students are not prepared for their tertiary Aural Training courses; (d) the Aural Training curricula at most tertiary music institutions do not meet lecturers' expectations; (e) more instruction time is needed for classes scheduled in both individual and group tuition; (f) Aural Training literature and teaching methods are still influenced by the Behaviouristic school of psychological thinking, with its emphasis on drill and practice; (g) methods such as Sight Singing and Dictation are more frequently applied than others, possibly because they are readily quantifiable; (h) most emphasis is placed on tonal music; (i) research results in which holistic approaches to Aural Training have been recommended since the early 1980s are not reflected in the majority of Aural Training work-/textbooks and teaching methods; (j) commercially available software is often chosen because of its availability and not because of being based on sound pedagogical principles; (k) there is a growing interest amongst lecturers to re-examine the goals of Aural Training and to apply music psychological principles. Because of the already mentioned problem of improperly prepared prospective music students" and the scarcity of Aural Training approaches to develop children's musical consciousnesses, a model for integrating' Aural Training into the instrumental/vocal music lesson through composition is proposed. This model is based entirely on (a) the conviction that most effective learning takes place through active involvement and creation, and (b) music psychological principles such as Gestalt perception, the developmental theories of Piaget, Gardner and Swanwick-Tillman, and the musical thinking process theories of Prince and Webster. Through the application of this model, Aural Training can be approached by dealing with wholes within a musical context. Structural and perceptual thinking, as well as the mental principles of exploring, applying, problem-solving and critical reasoning can also be developed. It offers a comprehensive approach to learning written theory skills, and the opportunity to apply all other Aural Training methods. Examples of children's compositions are presented to support this model. It is finally recommended that: (a) Aural Training lecturers should constantly re-examine their objectives, contents, teaching philosophies and methods applied; (b) advanced courses in Aural Training should be offered at all tertiary music institutions in order to meet the need for adequately trained lecturers; (c) a compulsory course on the didactics of Aural Training should be offered for all music students; (d) more instruction time should be made available for Aural Training; (e) Aural Training should be treated in its own right in grading policies; (f) holistic approaches to both classroom-based and programmed Aural Training should replace drill and practice; (g) music from all style periods should be included; (h) a wide spectrum of Aural Training methods should be incorporated and not mainly Sight Singing and Dictation; (i) lecturers should inform themselves about recent research results and try to incorporate these into their Aural Training curricula and syllabi; g) Work-/textbooks and computer software based on holistic and comprehensive approaches to Aural Training should be released; (k) Aural Training should be incorporated from the very first instrumental/vocal lesson by applying an integrated, holistic approach through composition. / AFRIKAANSE OPSOMMING: Die doel van hierdie navorsing is om 'n ondersoek te loods na die algemene stand van gehooropleiding soos daargestel in musiekliteratuur, en soos aangebied aan tersiere musiekinstansies: 'n Model vir gelntegreerde gehooropleiding word ten slotte voorgestel aan hand van hierdie inligting. Die inhoud van die ondersoek is in drie hoofdele georganiseer. In die eerste deel word In teoretiese ondersoek geloods na die redes vir, en doelstellings van gehooropleiding, onderrigfilosojiee, inhoud en teikengroep, en metodiese benaderingswyses. Die mate waarin hierdie aspekte, soos gevind in gepubliseerde en ongepubliseerde bronne, neerslag gevind het in tersiere gehooropleidingsprogramme in die Republiek van Suid-Afrika, die Federale Republiek van Duitsland en die Verenigde State van Amerika, vorm die kern van die vraelys-gebaseerde tweede deel. 'n Model vir gelntegreerde gehooropleiding met kinders word in die derde deel voorgestel. Resultate van beide die teoretiese en praktiese ondersoeke toon dat: (a) die redes vir, en doelstellings van gehooropleiding nog nie goed deurdink is nie; (b) spesiaal geskoolde gehooropleidingsdosente benodig word; (c) voornemende musiekstudente nie voorbereid vir tersiere gehooropleidingskursusse is nie; (d) die gehooropleidingskurrikula nie aandie vereistes van die meeste gehooropleidingsdosente voldoen nie; (e) meer onderrigtyd benodig word vir gehooropleiding, wat in beide individuele en groepsonderrig plaas behoort te vind; (f) gehooropleidingsmetodes steeds sterk belnvloed word deur die Behavioristiese skool van musiekpsigologiese denke waarin dril en herhaling beklemtoon word; (g) bladsang en diktee voorkeur geniet bo ander metodes, waarskynlik as gevolg van die feit dat studente se antwoorde makliker gekwantifiseer kan word as in ander metodes; (h) tonale musiek meestal beklemtoon word; (i) navorsingresultate waarin holistiese benaderingswyses tot gehooropleiding sedert die begin van die 1980's aanbeveel word, min tot geen invloed op die meerderheid gehooropleidingsteksboeke en -metodes gehad het; g) kommersieel beskikbare rekenaarprogramme dikwels gekies word op grond van beskikbaarheid en nie op grond van pedagogiese doelstellings nie; (k) daar 'n toenemende geinteresseerdheid onder dosente is om die doelstelling van gehooropleiding te re-evaIueer, en om musiekpsigologiese beginsels in gehooropleiding te inkorporeer. Vanwee die reeds genoemde probleemvan onvoorbereide voornemende musiekstudente wat gehooropleiding betref en die skaarsheid aan gehooropleidingsprogramme vir kinders, is 'n model vir die integrering van gehooropleiding deur middel van komposisie in die instrumentale en/of sangles voorgestel. Hierdie model is gebaseer op (a) die oortuiging dat die mees effektiewe vorm van leer plaasvind d.m. v. aktiewe betrokkenheid en skepping; en (b) die musiekpsigologiese beginsels van Gestalt-waameming, die ontwikkelingsteoriee van Piaget, Gardner en Swanwick- Tillman, en musikale denkprosesteoriee van Prince en Webster. Deur middel van hierdie model kan gehooropleiding benader word vanuit 'n holistiese oogpunt deurdat gehele binne 'n musikale konteks behandel word. Daardeur word nie net strukturele en persepsuele denke ontwikkel nie, maar ook verstandelike denkprosesse soos ontdekking, aanwending, probleemoplossing en kritiese denke. Dit bied ook die geleentheid vir 'n geheelbenadering tot die aanleer van musiekteoretiese kennis en skryfvaardighede, en die inkorporering van aIle ander gehooropleidingsmetodes. Voorbeelde van kinders se komposisies is ingesluit as bewys daarvoor dat dit weI in die praktyk toepasbaar is. Ten slotte word aanbeveel dat: (a) gehooropleidingsdosente hulle doelstellings, onderrigfilosofiee en -metodes voortdurend krities moet betrag en ondersoek; (b) gevorderde kursusse in gehooropleiding aan alle tersiere musiekinstansies aangebied behoort te word om sodoende te voorsien in die nood van onvoldoende geskoolde,dosente; (c) alle studente verplig moet word om 'n kursus in gehooropleidingsdidaktiek te volg; (d) meer onderrrigtyd ingeruim behoort te word vir gehooropleiding; (e) gehooropleiding as 'n vak in eie reg behandel moet word by puntetoekennings; (t) metodes van 001 en herhaling met holistiese benaderingswyses tot gehooropleiding in beide klaskamergebaseerde en geprogrammeerde onderrig vervang moet word; (g) musiek van alle stylperiodes ingesluit behoort te word; (h) 'n wye spektrum van gehooropleidingsmetodes aangewend moet word en me slegs bladsang en diktee me; (i) gehooropleidingsdosente hulself voortdurend op hoogte van die nuutste navorsingsresul-tate behoort'te hou en moet poog om hierdie resultate in hulle gehooropleidingsprogramme te integreer; g) gehooropleidingsboeke en rekenaarprogramme wat op holistiese en kontekstuele benaderings tot gehooropleiding gebaseer is, gepubliseer moet word; (k) gehooropleiding vanaf die eerste instrumentale en/of sangles gei'ntegreer behoort te word deurdat die voorgestelde model van 'n holistiese benaderingswyse d.m. v. komposisie aangewend word.