Main reason of this study is to set forth the internal paradox of the basic approach of the artificial intelligence in the medical field to by discussing on the theoretical and application levels and to suggest solutions in theory and practice against that. In order to rule out the internal paradox in the medical decision support systematic, a new medical model is suggested and based on this, concepts such as disease, health, etiology, diagnosis and treatment are questioned. Meanwhile, with the current scientific data, a simple application sample based on how a decision making system which was set up by fuzzy logic and which is based on the perception of human as a complex adaptive system has been explained. Finally, results of the research about accuracy and validity of this application, current improvements based on the current model and the location on the artificial intelligence theory is discussed.

The study was conducted to investigate whether the use of a wider range of teaching methods can improve the quality of environmental learning in five Zambian primary schools. Nine teachers from five schools were involved in the preliminary stage of answering of questionnaires, interviews and focus group discussions about the use of dominant teaching methods and new teaching methods; while only four were involved in the observations of four lessons. The study is a contribution to the on‐going debate on the investigation of whether teaching methods used by teachers can be one of the factors that can influence the quality of education. Definitions of quality and educational quality in particular, are not easy to establish and no agreed upon framework for educational quality exists at present. This study reviews the debates on educational quality, and identifies three major paradigms or discourses on educational quality; and considers the human rights, social justice and capabilities approaches and educational quality frameworks as being relevant to environmental learning and education for sustainable development in the Southern African Development Community context. This, together with a review of research on teaching methods in environmental education, provides the theoretical framework for this study. Using action research and an interpretative methodological framework, a series of research activities were undertaken to generate research data because the study was investigating the teachers’ practice with a view to probe change and to analyse the findings. Nine teachers participated in the preliminary stage of answering questionnaires and focus group interviews reflecting on existing teaching methods. In stage two of this study, teachers went through a planning workshop during which they planned lessons using new preferred teaching methods. The third stage was lesson observations of planned lessons. The final stage was the reflection workshop during which the teachers shared their experiences with the use of new teaching methods. The teaching practices of teachers using the new teaching methods were the subject of further analysis. In order to find out how the use of a wide range of teaching methods can improve quality of environmental learning in primary schools nine teachers were observed teaching lessons with new teaching methods. The Nikel and Lowe (2010) fabric of dimensions of educational quality was adapted and used to find out if teachers included dimensions of quality in the teaching process. Additional socio‐cultural and structural quality dimensions, identified through a review of southern African research, were used to find out if teachers included contextualized regional dimensions of educational quality. This was done to investigate whether the process of teaching and learning was relevant to the learners. Teachers involved in the research reflected that when they used a wider range of teaching methods the result was that the learning opportunities for learners were enhanced and that the methods added value to their teaching, improving the quality of their teaching. The use of a wider range of teaching methods showed the presence of several indicators of dimensions of educational quality, as reflected in the quality analysis tool. Teachers indicated that the use of a wider range of teaching methods led them to include the socio‐cultural dimensions such as the use of local languages and structural dimensions such as informal seating arrangements or group work that they would otherwise neglect if they used the traditional narrow range of teaching methods. A wider range of teaching methods provided learners with an enjoyable learning atmosphere during the lesson. The research also identified that this study can be taken further through broader observations, and that the educational quality dimensions tool is useful for different levels of the education system, and that it has potentially productive uses in teacher education, particularly for observations during teaching practice.

This pilot study attempts to assess the correlation between language ability and a projective Tree-drawing test. The hypothesis tested is that expounded by Sandra Michel, a psychologist working with Dr. A. A. Tomatis at the Language Centre in Paris. The theory of Language from which her work derives is that put forward by A. A. Tomatis in Vers l'écoute humaine (Towards Human Hearing), (1977) and Education and Dyslexia trans . , Louise Guiney, (1972). This hypothesis states that the Tree-drawing can give a clear indication of the kind of dialogue the testee will be able and willing to use. The claims for projective Tree-drawing 'tests' or techniques have been mainly concerned with personality or psychological assessments and sometimes with intelligence testing since Charles Koch first began his work in this field in the early forties. Sandra Michel in "The Tree Test", translated by T . Brown, (unpublished paper), Tomatis Centre (Scarbrough, Ontario, 1980) discusses a Tree-drawing scale that indicates both the developmental level of the child's language ability and his/her motivation towards dialogue and communication at this level. To test this hypothesis a sample of 1094 Tree-drawings was used. The drawings were done by Primary School children of both sexes from Sub. A. to Std . 5, collected over four years of research. These drawings were studied to see if the Tree scale of drawings described by Michel did in fact occur and if they occurred in the sequence she suggests. As a result of these preliminary investigations a developmental scale was devised and proposed as a refinement of Michel's scale. Scores from these two Tree-scales were correlated with English language scores using Pearson Product Moment Correlation Coefficient and the Spearman Rank techniques. The sample for this correlation study was a group of 54 Std. 5 pupils whose English language ability was evaluated by (i) a school English Examination mark, (ii) a Questionnaire scoring receptive and expressive language behaviours and (iii) Verbal I.Q. scores. The positive correlation between these language scores and the Tree-drawing projective test scores are discussed and the implications for English language teaching and suggestions for further research mentioned.

The aim of this dissertation is to present a critical literature review and conceptual analysis of selected genre-based research materials from 1960-2002 on the theoretical and pedagogical issues involved in teaching reading and writing to students of English for Science and Technology. Methodologically, the comparative data-analysis is aimed at identifying commonalities and differences between the various data texts in terms of their definition, orientations, and pedagogical uses. Based on the analyses, suggestions are made for the additional practical applications of the approaches within a learning-centred, communicative framework. The main conclusion is that genre analysis is a fusion of textual-contextual orientations on a structural-linguistic, social-ethnographic cline, which involves simultaneous microlinguistic and macrorhetorical, social-ethnographic processing. Owing to the scope of genre analysis, it is suggested that a considerably expanded, in-depth investigation is needed to clarify the dynamic tensions between and within the individual genre-based approaches, as well as their pedagogical applications. / English Studies / MA (TESOL)

D.Cur. / The overall aim of the study is to describe a model to facilitate reflective thinking of learners in clinical nursing education. This aim is realised through exploration and description of the meaning of reflective thinking in phase one of the study using Wilson (1963). Theoretical validity was ensured. The results of phase one provided a conceptual framework to direct data collection in phase two by exploring and describing the perceptions of nurse educators with regard to how reflective thinking of learners can be facilitated in clinical nursing education. An etic approach to qualitative data analysis as described by Morse (1994) was used, with matrices (Miles & Huberman, 1994) to provide meaningful categories, subcategories and themes. Both the results of phase one and two provided the main concepts, which were classified and defined within Dickoff, James and Wiedenbach (1968:435)'s six components of the survey list. Conceptualisation of the six components constitutes phase three of the study. Lastly phase four deals with the description and evaluation of the model with guidelines to operationalise the model. Nurse educators, who are facilitators, are challenged with the responsibility to establish quality clinical nursing education in line with the international norms, ethics, legal and professional standards. They are challenged with the creation of the environment conducive to facilitate reflective thinking through interaction. The facilitative interactive methods of teaching and assessment based on the constructivistic approach to learning demands dialogue, discourse and narratives, and therefore problem-based learning, outcomes-based education and community-based education using the PHC principles forms an integral aspect in creating the environment conducive to the facilitation of reflective thinking in clinical nursing education. These teaching and learning approaches needs active involvement of the learner in constructing his/her own clinical knowledge, skills, attitudes and values through collaborative, co-operative shared activities in partnership with all other stakeholders responsible to provide clinical learning opportunities for learners to integrate theory to practice. The affective component of both the facilitator and the learner actually drives the process of reflective thinking in a specific cultural context. The traditional methods of teaching and evaluation hinder the facilitation of reflective thinking. Models and conceptual frameworks that address reflective thinking in nursing does not address how reflective thinking can be facilitated, hence the research question is "how can reflective thinking of learners be facilitated in clinical nursing education"? The explorative, descriptive, qualitative, theory generative and contextual design is used to describe a model to facilitate reflective thinking of learners in clinical nursing education, with guidelines to operationalise the model. Paradigmatic perspective with regard to man (facilitator and the learner), environment (clinical nursing education), reflective thinking (purpose) and the interactive facilitation as the dynamic of the study are described within Theory for Health Promotion in Nursing (1991). The constructivistic perspective provides the theoretical framework. The qualitative approach that is exploratory and descriptive for theory generation provides the methodological assumption. The results of concept analysis and the results of the perceptions of nurse educators with regard to how reflective thinking of learners can be facilitated in clinical nursing education provide conceptual meaning and identification. The identified major and minor concepts are classified and defined using Dickoff, James and Wiedenbach (1968:435)'s six components of the survey list. Through synthesis, at the end of each conceptualisation, concluding relational statements are described from which the model is inferred. The model is described using Chinn and Kramer (1991:107-125)'s method of theory generation and evaluation. Experts in qualitative research and model development do refinement of the model. The facilitator is responsible to create the environment that is stimulating and conducive for learning. The learner on the other hand is responsible for selfdirected, self-regulatory learning where active participation in the construction of own learning through interaction is the hallmark, in order to facilitate reflective thinking in clinical nursing education. Interactive facilitation is the dynamic through which reflective thinking has to be facilitated. Clinical nursing education provides the context. The procedure to facilitate reflective thinking of learners in clinical nursing education is through the three phases of reflective thinking guided by the adapted educational process in the format of the nursing process. Once the purpose of the model is achieved (reflective thinking), the learners will be expected to improve practice through rational decision making and solving of problems. They will be expected to practice independently and autonomously, and to view clinical situations holistically with changed perspective based on the existing conception. Learners will have acquired skills for lifelong learning. The described guidelines will assist nurse educators with the operationalization of the model in order to provide quality assurance in clinical nursing education, with subsequent provision of quality nursing care and the improvement of the credibility of the profession.

M.Ed. / The aim of the research is to establish whether literature can play a role in enlightening South African students to the cultural values and beliefs of the various racial and ethnic groups of South Africa. The long and short term influence of literature has to be established and evaluated. A report of the effectiveness of this endeavour could serve to provide opportunity for students to acquire knowledge of each other and to further share in meaningful . communication so that the alienation that has been created between them and the differences in their perceptions can be bridged. The impact of literature in reconciling students from the different race groups could furthermore be of interest to the school principal, the teachers and the students.

M.A. (Applied Linguistics) / Language is dynamic. It must keep pace with new experiences and developments in the growth of a nation. otherwise it cannot be used as a means of communication. According to Chomsky (Lyons: 1980. Derwing: 1973. Klein: 1986) and other linguists who believe in the innatist hypothesis. every normal human being has an inborn ability to acquire his mother tongue in a relatively short space of time. However. research seems to indicate that unless the child is in a normal environment at the critical stage for language acquisition. he will not acquire his mother tongue. The innate ability thus requires stimulation from the environment: plenty of exposure to the language in informal social situations in a supportive atmosphere. Research into mother-tongue acquisition has distinct implications for second language acquisition in early childhood. The second-language teacher can take advantage of the language-acquisition ability of the child and re-create in the classroom the conditions described above under which the child acquires his mother tongue

M.Cur. (Nursing Education) / Although all students planning to do the B.Cur.-degree at the Rand Afrikaans University are subjected to a selection procedure, the attrition rate for the course is considerable. In 1975, only nine of the original 23 students graduated, and in 1976 only ten of the original 31 students were able to complete the course. An attempt was made to evaluate the present selection process which consists of a slidingscale and a structured interview. The sample consisted of all students registering for the B.Cur.-degree from 1975 to 1980. Findings are based on data gathered from selection records and records of academic achievement as well as a structured interview with all applicants. The findings consist of the following - if the slidingscale is to be used in future, students in the catagories 50-59 and 60-69 may be reconsidered for entrance - in the catagories 90-99 and 100+, 46,9 per cent of the students resigned in their first year and research in this connection would be of value the fact that a course is selected as a major, does not seem to be related to academic success, especially during the first year of study - there seems to be a significant positive relationship between the structured interview and academic success. Although research of this specific nature has not yet been replicated, the findings could, however, be seen as representative of B.Cur. students in the Republic of South Africa.

das Jahrbuch der Technischen Universität Chemnitz 2013/2014 / the yearbook of Technische Universität Chemnitz 2013/2014

Cardiopulmonary resuscitation is a skill that all registered nurses should maintain. In South Africa, a new healthcare trend towards accreditation in this skill is emerging. It is assumed that nurses are competent in cardiopulmonary resuscitation, but studies indicate a problem of poor retention ofboth knowledge and skills in this area. A non-experimental, quantitative, descriptive and contextual research project was undertaken with the aim of exploring the knowledge of cardiopulmonary resuscitation of registered nurses working in the wards of selected private hospitals in the Western Cape Peninsula. A convenience sample of thirty registered nurses completed a multiple-choice questionnaire. The questions in the questionnaire were derived from a literature review as well as the basic and advanced cardiopulmonary resuscitation algorithms. Analysis of the data indicated that the level of knowledge of cardiopulmonary resuscitation was inadequate particularly in the areas of medication and the rationale underlying interventions. Recommendations that were made included proposals that cardiopulmonary resuscitation training programmes be revised; and that employers ensure that registered nursing ,staff are formally trained on an annual basis. / Health Studies / M.A. (Nursing Science)