A prevalence of wildlife poaching with escalations has occurred since 2008, especially regarding rhinoceros poaching. It is essential to protect southern Africa’s heritage by developing/adapting new research methods and techniques that can assist prosecutors to improve their successes in achieving convictions. The aim of the study was to investigate the use of forensic geomorphology in the context of a poached rhino to assist in the prosecution of suspected poachers. This study was conducted at two experimental study sites which mimicked the aspects of the landscape of rhinoceros by utilising the landscape through a variety of physical, chemical and biological techniques. Trace evidence was removed from the suspects that moved through the mimicked landscape in order to verify if any significant similarities could be identified. The study concluded that a linkage could be recognized between the selected landscape and the trace evidence collected from the suspects’ belongings in both experimental studies. The results from the first experimental study site illustrated that a definite linkage could be made between the suspects and the landscape, whereas the second experimental study site suggested that there was a possibility that a linkage could be made. / Dissertation (MSc)--University of Pretoria, 2016. / Geography, Geoinformatics and Meteorology / MSc / Unrestricted

In this thesis I report on investigations of the early socioemotional development of 4- month-old infants with Down syndrome (DS) in dyadic and triadic interactions, and comparisons of aspects of socioemotional behaviour of infants with DS with those of typically developing (TD) infants. The thesis incorporates theories relating to positive emotion, early infancy and Down syndrome research. I investigate 3 main debates: when compared to typically developing infants 1) infants with DS may have differences in emotionality, and perhaps social and emotional strengths 2) that infants with DS may have may different patterns of attention, perhaps preferring attending to a social partner over object 3) that the environment within which the infant with DS is raised is somehow different. I investigate these debates with consideration that all may relate to each other. I compare typically developing infants and infants with DS on measures of attention, emotion and sociocommunicative behaviour alongside measuring aspects of their environment. I analyse the behaviour of groups of infants in dyadic (TD: n=11, DS: n=10) and triadic social, and less social, situations (TD: n=10, DS: n=10). I investigate aspects of infant emotion and sociocommunicative behaviours and discuss how they may, or may not, be indicative of abilities in for example, social expectancy, person permanence and early joint attention. I also question whether different play partners relate to infant enjoyment. I report on data relating to infant temperament, and aspects of the very young infant’s environment (maternal caregiving preferences, optimism and demographics) in order to consider the relation of these variables to group and individual differences. I integrate findings from all studies and discuss individual differences. Key findings from the thesis were that DS infants were less fussy overall than TD infants, equally as positive and communicative, and demonstrated an ability to maintain longer social interactions compared to TD infants. DS infants had less interest in an object than TD infants, and more interest in the social partner. This was not due to infants with TD being unable to shift gaze, as infants from both groups shifted gaze comparably. TD infants were able to follow gaze to some extent, and demonstrated sensitivity to the timing and structure of the game of peekaboo. This suggests that at 4 months of age, TD infants may have some level of social expectancy regarding the rules and structure of social exchange, and have emerging joint attentional skills. DS infants did not follow gaze as successfully (although some did) and did not demonstrate such sensitivity to the timing and structure of the peekaboo game (although some did, and some TD infants did not) however enjoyed the game as much as TD infants. TD infant and mother pairs played the game of peekaboo differently to TD infant and experimenter pairs. In the main, infants with DS and mothers played similarly, and infants enjoyed the game as much, as DS-experimenter pairs; and this was comparable to how TD infants and experimenters played and enjoyed the game. No differences emerged between groups on measures of temperament, nor in relation to maternal factors such as parenting system preference or optimism. Neither did any of these measures relate to levels of infant positive emotion during positive, dyadic play. It was concluded that the ability for infants with DS to maintain prolonged social interactions with another at 4-months of age could be interpreted as a strength, perhaps due to an increased focus on the building blocks of later emerging social and emotional skills, that occur during face-to-face interaction. My thesis emphasises the importance in recognising strengths for those with DS, and acknowledging similarities rather than differences with the typical population. The value of this cannot be underestimated for those families (and educators, health professionals and carers) involved with DS. Recognition of sameness promotes an inclusive attitude to enable those with DS to integrate and to develop within a positive environmen

No description available.

The considerable failure rate of information technology (IT) projects remains a problem for many organisations and impacts their ability to successfully participate in the digital economy. Previous root cause analysis identified project complexity as one of the key factors in and of IT project failure. The purpose of this research was therefore to critically examine complexity in IT projects. In contrast to earlier positivist research on complexity, this study was built on a critical realist perspective to better understand the underlying structures and mechanisms behind what individuals within IT projects perceive as being "complex".A qualitative research design was chosen with a series of semistructured in-depth interviews with IT project practitioners as the data collection method. The research identified four internal variables (experience, stress, frustration, and motivation) and three external variables (communication, expectations, and support) which interact with perceived complexity. These findings were synthesised into a conceptual model of perceived complexity in IT projects. In addition, the findings indicated that the role of an individual (project sponsor, project manager, project team member) influences perceived complexity. Through the identification of previously hidden mechanisms within IT projects, the study extends the body of knowledge about IT project complexity. In addition, the identified mechanisms were combined with typical situations in IT projects. The outcome, which represents the study's contribution to practice, are practice-orientated guidelines for handling complexity in IT projects which aims to support IT project professionals and organisations to better manage complexity. The study therefore provides valuable contributions to the theory and practice of IT project complexity.

This project's purpose is to relocate traditional paper-based library content about typographic history to a website, curated as a digital museum. The project process is defined as three distinct parts: 1. Scholarship and research. 2. Model-building and website creation. 3. Deployment, testing and evaluation. To support this, the project included the following sub stages: An informal needs analysis generated by reflection on practice. A survey of contemporary typeface classification systems, type education literature and online resources for typographic study. The building of animated and three-dimensional prototype models. The creation of a database of 100 historically significant typeface designs. The sourcing of samples, references, images and the gathering of reproduction permissions from designers, institutions and foundries whose work features in the database. The writing, editing, design and launch of the website at http://www.100types.com Peer feedback and review. An evaluation study of the website with students at AUT University in Auckland, New Zealand. A series of revisions to the website structure and presentation. The writing up of the research process and findings. I chose this topic as the direct result of my experiences teaching typography at AUT University and other tertiary institutions. The need for graphic design students to demonstrate competencies in typography (as a sub-discipline of graphic design) has always been present, but has been fore grounded over the last two decades; however, a recent PhD thesis on the subject has argued that traditional delivery of print-based typographic knowledge no longer serves undergraduate requirements for today's divergent screen-based media (Yee, 2006, p.11). This has been accompanied by a significant rise in the number of available typefaces (Cahalan, 2004, p.62). Unfortunately the means with which to study them has not kept pace with these developments (Dixon, 2002, p.4).Changes occurring within the type manufacturing industry and the wider field of creative industries during the last two decades have made the historical, background context of typography harder to comprehend from an undergraduate point of view. Students complain that they are under-resourced for information (in their preferred research medium) about the typefaces they must demonstrate care and deliberation in choosing. From experience gained in observing an online-learning pilot scheme in 2005, I elected to develop an online reference resource designed for self-directed research of typographic history as a complement to the existing tuition of typographic applications face-to-face in the classroom. While the project offers a useful example of how practice-led research can augment a teaching situation, and is concerned with the promotion of student-centred and self-directed learning at AUT University, this is not its only objective as a public-access location on the internet. In keeping with the rising philosophy of open content for web-based education resources, a conscious decision was made at the project's inception to host and present the website independently of AUT University and its online learning environment.

This project's purpose is to relocate traditional paper-based library content about typographic history to a website, curated as a digital museum. The project process is defined as three distinct parts: 1. Scholarship and research. 2. Model-building and website creation. 3. Deployment, testing and evaluation. To support this, the project included the following sub stages: An informal needs analysis generated by reflection on practice. A survey of contemporary typeface classification systems, type education literature and online resources for typographic study. The building of animated and three-dimensional prototype models. The creation of a database of 100 historically significant typeface designs. The sourcing of samples, references, images and the gathering of reproduction permissions from designers, institutions and foundries whose work features in the database. The writing, editing, design and launch of the website at http://www.100types.com Peer feedback and review. An evaluation study of the website with students at AUT University in Auckland, New Zealand. A series of revisions to the website structure and presentation. The writing up of the research process and findings. I chose this topic as the direct result of my experiences teaching typography at AUT University and other tertiary institutions. The need for graphic design students to demonstrate competencies in typography (as a sub-discipline of graphic design) has always been present, but has been fore grounded over the last two decades; however, a recent PhD thesis on the subject has argued that traditional delivery of print-based typographic knowledge no longer serves undergraduate requirements for today's divergent screen-based media (Yee, 2006, p.11). This has been accompanied by a significant rise in the number of available typefaces (Cahalan, 2004, p.62). Unfortunately the means with which to study them has not kept pace with these developments (Dixon, 2002, p.4).Changes occurring within the type manufacturing industry and the wider field of creative industries during the last two decades have made the historical, background context of typography harder to comprehend from an undergraduate point of view. Students complain that they are under-resourced for information (in their preferred research medium) about the typefaces they must demonstrate care and deliberation in choosing. From experience gained in observing an online-learning pilot scheme in 2005, I elected to develop an online reference resource designed for self-directed research of typographic history as a complement to the existing tuition of typographic applications face-to-face in the classroom. While the project offers a useful example of how practice-led research can augment a teaching situation, and is concerned with the promotion of student-centred and self-directed learning at AUT University, this is not its only objective as a public-access location on the internet. In keeping with the rising philosophy of open content for web-based education resources, a conscious decision was made at the project's inception to host and present the website independently of AUT University and its online learning environment.

Thesis (M.Ed.)--York University, 2006. Graduate Programme in Education. / Typescript. Includes bibliographical references (leaves 130-136). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR29565

Dissertation (Ph.D. in Software Engineering)--Naval Postgraduate School, March 2002. / Dissertation supervisor: Luqi. "March 2002." Description based on title screen as viewed on July 15, 2010. Author(s) subject terms: Software Engineering, Technology Transfer, Information Theory, Communication Theory, Statistical Mechanics, Dynamical Systems, Control Theory, Learning Curves, Entropy, Information Temperature, Temperature of Software (o Saboe), Technology Transfer Dynamics, Research Management, Diffusion of Innovation, Project Management, Physics of Software Includes bibliographical references (p. 457-489). Also available in print.

The goal of my diploma thesis was to do a research of job satisfaction by using a comparison of its outputs with results of a previous research to observe the progress of the satisfaction in the company involved. On the basis of an agreement with the management of the firm needed information was gathered up through an electronic questioning. The collected data was processed to help to identify week areas and to recommend solutions for improving management practices and work organization within the company.

Magister Philosophiae - MPhil / The traditional approach to physiotherapy education is that of an applied science, in which scientific theory and therapeutic skills are taught in a classroom, and then implemented in a clinical setting. Many difficulties were demonstrated by students during the clinical practice component of the undergraduate course at the University of the Western Cape (UWC). This raised the question of whether current strategies of clinical education were effective in facilitating the development of the clinical skills deemed necessary for professional practice. Furthermore, it appeared to me that the teaching strategies which I employed did little to integrate classroom teaching with clinical practice. During 1993 and 1994 I initiated two cycles of workshops as an action research project, in collaboration with students and colleagues at UWC. The purpose of the workshops was for me to investigate my practice as a clinical educator, whereby I hoped to understand more fully, and therefore enhance, my teaching practice. The study revealed that clinical education is a complex and dynamic process strongly influenced by many factors. Personal perceptions of the educator's role in clinical teaching and learning, as well as the interaction with, and expections of those participating in clinical education, shape teaching practice. The concept of a positive learning environment was explored, and it was found that collaboration_with students and classroom democracy has a significant impact on student motivation. The effect of a variety of reading and writing tasks, co-operative learning and structured group discussion are some of the teaching strategies that were implemented, and positively evaluated by students and colleagues. Ethical considerations relating to the role of the patient during clinical practice and clinical education developed as an important aspect of the workshops. The conflict which can arise between the related roles of clinical educator and clinician, evolved as a professional dilemma. It is suggested that the process of clinical education requires further investigation. Educational change and innovation proved to be a difficult personal, and co-operative, process. Unique responses by different groups of individuals to similar situations or strategies make this issue more complex. In order to practice more competently, it would be appropriate that the clinical education process be thoroughly investigated in order to be more fully understood by physiotherapy educators, rather than be taken for granted. Action research proved to be an effective and flexible vehicle for investigating, and responding to, the dynamic teaching process. The action research study documented in this thesis, being similar in effect to the therapeutic process, would serve the physiotherapy clinician as effectively as it would the physiotherapy lecturer.