Resistance against anti-malarial drugs remains one of the greatest obstacles to the effective control of malaria. The current first-line treatment regimen for uncomplicated P.falciparum malaria is based on artemisinin combination therapies (ACTs). However, reports of an increase in tolerance of the malaria parasite to artemisinins used in ACTs have alarmed the malaria community. The spread of artemisinin-resistant parasites would impact negatively on malaria control. Chloroquine and amodiaquine are 4-aminoquinolines. Chloroquine and amodiaquine were evaluated in a primate model by comparing the bioavailability of these compounds in a reference formulation and also in a Pheroid® formulation. In vivo pharmacokinetic studies were conducted for chloroquine, and in vitro and in vivo drug metabolism and pharmacokinetic (DMPK) studies were conducted for amodiaquine. Pheroid® technology forms the basis of a colloidal drug delivery system, and it is the potential application of this technology in combination with the 4-aminoquinolines that was the focus of this thesis. Pheroid® is a registered trademark but for ease of reading will be referred to as pheroid(s) or pro-pheroid(s) throughout the rest of the thesis. The non-human primate model used for evaluation of the pharmacokinetic parameters was the vervet monkey (Chlorocebus aethiops). Chloroquine was administered orally at 20 mg/kg. A sensitive and selective LC-MS/MS method was developed to analyze the concentration of chloroquine in both whole blood and plasma samples. The Cmax obtained for whole blood was 1039 ± 251.04 ng/mL for the unformulated reference sample of chloroquine and 1753.6 ± 382.8 ng/mL for the pheroid formulation. The AUC0-inf was 37365 ± 6383 ng.h/mL (reference) and 52047 ± 11210 ng.h/mL (pheroid). The results indicate that the use of pheroid technology enhances the absorption of chloroquine. The effect of pheroid technology on the bioavailability of amodiaquine and N-desethylamodiaquine was determined in two groups of vervet monkeys, with the reference group receiving capsules containing the hydrochloride salt of amodiaquine and the test group receiving capsules containing a pro-pheroid formulation of amodiaquine. Amodiaquine was administered at 60 mg/kg. Blood concentrations of amodiaquine and N-desethylamodiaquine samples were monitored over 13 time points from 0.5 to 168 hours. Amodiaquine and pro-pheroid formulated amodiaquine were incubated in vitro with human and monkey liver (HLM and MLM) and intestinal (HIM and MIM) microsomes and recombinant cytochrome P450 enzymes. The in vitro metabolism studies confirm the rapid metabolism of amodiaquine to the main metabolite N-desethylamodiaquine in monkeys. Although the pharmacokinetic parameters varied greatly, parameters for both the parent compound and main metabolite were lower in the test formulation compared to the reference formulation. For HLM, MLM and CYP2C8, the pro-pheroid test formulation showed significantly longer amodiaquine clearance and slower formation of N-desethylamodiaquine. However, the effect was reversed in MIM. Pheroid technology impacts differently on the bioavailability of the various pharmaceutical classes of anti-malarials. Pheroid technology did not enhance the bioavailability of amodiaquine or N-desethylamodiaquine. This is contrary to the observed effects of pheroid technology on the pharmacokinetics of other drugs such as artemisone and chloroquine where it increases the area under the curve and prolongs the drug half-life. / Thesis (PhD (Pharmaceutics))--North-West University, Potchefstroom Campus, 2013.

North-West University in South Africa is committed to expanding use of learning technologies for contact and distance education students by augmenting the existing NWU teaching and learning policy with an e-learning policy. The School of Continuing Teacher Education at North-West University is currently training about 24 000 in-service teacher students through Open Distance Learning. Only a few students submit assignments in typed format and seldom electronically. Students rarely use electronic technologies to augment their learning, and the SCTE employs few to support students. This does not comply with the South African Government’s policy on e-Education that demands information and communication technology mastery in teacher training. The aim of this research was integration of learning technologies in open distance learning at SCTE NWU through recommendations compiled in a sociologically transformative emergent implementation framework. The researcher followed a concurrent mixed-method sociologically transformative approach, focussing on the use of technology for social empowerment to cross the digital divide, through a theoretical lens of ICT for development. The lived experience in the natural setting of distance education students, lecturers, and involved stakeholders was used as initial data collection, informed by a continuous literature study of emergent learning technology use. Purposeful sampling was used during participant selection. The role of the researcher was that of participant observer, interviewer, and human instrument, from a position of methodological pragmatism as a method of inquiry. Using a design-based research approach, the thesis addresses the main research question through five research papers; each addressing one of the sub-questions as design-based research cycles, while collectively addressing the research problem to address the main research question. Nonstandardised measuring instruments were developed based on themes identified from literature and the analysis of qualitative data. Significant barriers to population-wide ICT adoption exist. Strong intentions of perseverance in attaining functional computer literacy are evident. Support and enablement are required to promote trust to attempt using computers, necessary to obtain self-confidence through accomplishment. In this way perseverance to attain functional computer literacy may be cultivated. The study presents a model for intention to use, confidence, trust and perseverance in attaining computer literacy competence with statistically significant standardised regression weights. In terms of affective responses of students during computer literacy training, a twodimensional model for computer literacy learning emotions is presented. Perceptions during professional development produced a model for faculty development towards socially transformative learning technology integration for open distance learning. The researcher also presents a people-technology interaction in teaching and learning model in the fifth paper. A distinction is made between reactionary interventions and pre-emptive unobtrusive seamless support, based on requirements identified through bottom-up feedback listening to latent requests of participants. Technology-enhanced learning integration should be legitimised through visible commitment from the university as institution. Lecturer training, innovative planning of time issues, acquisition of appropriate infrastructure, buying in from the institution and IT support services, and support of teacher-students are all essential for evolvement towards an e-mature organisation for the delivery of ODL to vast numbers of newly industrialised context clients. / Thesis (PhD (Curriculum Development Innovation and Evaluation))--North-West University, Potchefstroom Campus, 2013

North-West University in South Africa is committed to expanding use of learning technologies for contact and distance education students by augmenting the existing NWU teaching and learning policy with an e-learning policy. The School of Continuing Teacher Education at North-West University is currently training about 24 000 in-service teacher students through Open Distance Learning. Only a few students submit assignments in typed format and seldom electronically. Students rarely use electronic technologies to augment their learning, and the SCTE employs few to support students. This does not comply with the South African Government’s policy on e-Education that demands information and communication technology mastery in teacher training. The aim of this research was integration of learning technologies in open distance learning at SCTE NWU through recommendations compiled in a sociologically transformative emergent implementation framework. The researcher followed a concurrent mixed-method sociologically transformative approach, focussing on the use of technology for social empowerment to cross the digital divide, through a theoretical lens of ICT for development. The lived experience in the natural setting of distance education students, lecturers, and involved stakeholders was used as initial data collection, informed by a continuous literature study of emergent learning technology use. Purposeful sampling was used during participant selection. The role of the researcher was that of participant observer, interviewer, and human instrument, from a position of methodological pragmatism as a method of inquiry. Using a design-based research approach, the thesis addresses the main research question through five research papers; each addressing one of the sub-questions as design-based research cycles, while collectively addressing the research problem to address the main research question. Nonstandardised measuring instruments were developed based on themes identified from literature and the analysis of qualitative data. Significant barriers to population-wide ICT adoption exist. Strong intentions of perseverance in attaining functional computer literacy are evident. Support and enablement are required to promote trust to attempt using computers, necessary to obtain self-confidence through accomplishment. In this way perseverance to attain functional computer literacy may be cultivated. The study presents a model for intention to use, confidence, trust and perseverance in attaining computer literacy competence with statistically significant standardised regression weights. In terms of affective responses of students during computer literacy training, a twodimensional model for computer literacy learning emotions is presented. Perceptions during professional development produced a model for faculty development towards socially transformative learning technology integration for open distance learning. The researcher also presents a people-technology interaction in teaching and learning model in the fifth paper. A distinction is made between reactionary interventions and pre-emptive unobtrusive seamless support, based on requirements identified through bottom-up feedback listening to latent requests of participants. Technology-enhanced learning integration should be legitimised through visible commitment from the university as institution. Lecturer training, innovative planning of time issues, acquisition of appropriate infrastructure, buying in from the institution and IT support services, and support of teacher-students are all essential for evolvement towards an e-mature organisation for the delivery of ODL to vast numbers of newly industrialised context clients. / Thesis (PhD (Curriculum Development Innovation and Evaluation))--North-West University, Potchefstroom Campus, 2013

The scrip involves a literature study to determine how the covenant child / teenager is accommodated in the Reformed church today versus his/her actual need. The question is posed: Is the covenant child accommodated in any way in our current format of church liturgy, or not? Globalisation has made such an impact on the youth of today (postmodern youth or Mosaics) that digital technology has become their focus. Has the church adapted to this? The findings in this script show that the Reformed churches are losing particularly the youth because they have not adapted fast enough to this technology and to the cultural change that is evident in the postmodern child / teenager. The study is not only about the child in the church, but what the child looks like (his / her postmodern attitude / lifestyle) that we want in the church service and what change we need to make to the liturgy of the Reformed church in order to accommodate them. During this study it was also very evident that we need to change the way in which we spread the Word, and not the Word itself. The Truth remains the same – the culture, technology, attitudes, communication methods and intellectual and emotional needs change constantly. And the change is happening at such an alarming rate that we cannot ever think that we have reached the perfect solution. Before we have found the answer, it has changed. We therefore need to constantly re-look at our presentation style. This however does not excuse us from making changes. We need to change with the times and much faster than is currently the norm. The study reveals that the Reformed church currently has a mono-perspective of the liturgy. What is needed is a multi-disciplinary approach when we worship God. It is not only about the child in the church, it is about the place of the church service in the child’s life amidst the enormous impact of culture and digital technology that they are faced with everyday. How can we attempt to be relevant if we still preach as we did 100 years ago? Although the majority of the information that is available on this subject comes from America, the writer believes that it is very relevant to the Reformed churches in South Africa. Further study and research will be needed to determine the exact needs of the South African child / teenager and how to address this. / Dissertation (MA (Theology))--University of Pretoria, 2006. / Practical Theology / unrestricted

This study investigated misconceptions in Algebra of students enrolled for a N2 Engineering certificate at a Further Education and Training College. The study aimed to investigate these students’ misconceptions relating to Algebra which prohibited them to successfully complete their artisanship. The purpose of the research was to determine (i) the nature of these misconceptions, and (ii) the value of screencasts as a technology-enhanced learning (TEL) tool to improve instruction. The research gap that the researcher addressed related to the Mathematics misconceptions that the N2 students had, and whether these misconceptions could be adequately addressed by screencasts. The study method used was a case study design and methodology while simultaneously collecting quantitative and qualitative data. The findings encompassed the determining of main Mathematics misconceptions, producing screencasts, and assessing the screencasts with the intended target group. The study followed a four-phase strategy of testing, interviewing and analysing, and reflection based on qualitative and quantitative research strategies. During the quantitative research the research participants completed a biographical questionnaire, as well as a customised diagnostic Algebra test. The study sample comprised two groups from different trimesters at a rural FET college in the Northern Cape in Kathu, South Africa. The total population of full-time N2 Engineering students related to 113 participants. The diagnostic test comprised twelve questions from the three main Algebra concepts relating to: (i) exponents, (ii) equations, and (iii) factorisation. The same customised diagnostic test confirmed the misconceptions within the same group. Six questions from the customised diagnostic test identified the central misconceptions. The researcher consequently designed, developed, implemented and evaluated screencasts with the intended student population according to the design principles identified during the study. The six questions formed the basis of a second diagnostic test, which was used in phase three with interviews of ten research participants as part of phase 4 of the evaluation of the screencasts. At the end of the second trimester students were ask to complete a questionnaire regarding their use and perceptions of the screencasts—23 participants completed this voluntary questionnaire. At the end of the trimester ten participants were asked to explain their method of calculations during a walk-through evaluation while answering Algebra problems. The results indicated a number of misconception categories: (i) The main reason for misconceptions relating to equations was the participants’ inadequate understandings of the basic concepts of multiply methods used in equations; (ii) Index laws seemed to be the biggest misconception where participants demonstrated insufficient understanding of the laws; and (iii) The participants did not comprehend the basic concepts of factorisation—they could not identify which method to use while factorising. The qualitative findings indicate that the participants found the screencasts valuable when they prepared for tests and examinations, as well as when they did not understanding a basic Mathematics concept. Access to technology in rural areas remains an obstacle to integrate technology learning tools on a large scale at the FET College. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2015

The purpose of this study was to investigate the effect of a new intervention method, Technology Assisted Therapy for Separation Anxiety (TTSA), on the psychosocial functioning and quality of life of persons with intellectual and visual disability who experience separation anxiety and exhibit challenging behaviour. A pre-experimental within group design was used with randomised multiple baselines and staggered intervention start points. The data was collected at an institution in the Netherlands that provides long-term care and residence for persons with intellectual disability and visual impairment. Six participants took part in this study. This research was informed by Bowlby‟s attachment theory, which conceptualises the tendency of human beings to forge strong emotional bonds with others and explains how the disturbance of this bond might lead to various forms of emotional distress and personality disturbances. The interplay of separation anxiety and challenging behaviour with respect to the formation of attachment relationships provides the specific theoretical context in which this study is grounded. The results indicate that both the separation anxiety experienced and the challenging behaviour exhibited by the participants decreased significantly after the implementation of TTSA. Their psychosocial functioning and quality of life also increased significantly. This study demonstrates the first successful application of TTSA to treat separation anxiety and challenging behaviour in persons with intellectual and visual disability. TTSA therefore has the potential to be a valid intervention to address these disorders. / MA (Research Psychology), North-West University, Potchefstroom Campus, 2015

This study investigated misconceptions in Algebra of students enrolled for a N2 Engineering certificate at a Further Education and Training College. The study aimed to investigate these students’ misconceptions relating to Algebra which prohibited them to successfully complete their artisanship. The purpose of the research was to determine (i) the nature of these misconceptions, and (ii) the value of screencasts as a technology-enhanced learning (TEL) tool to improve instruction. The research gap that the researcher addressed related to the Mathematics misconceptions that the N2 students had, and whether these misconceptions could be adequately addressed by screencasts. The study method used was a case study design and methodology while simultaneously collecting quantitative and qualitative data. The findings encompassed the determining of main Mathematics misconceptions, producing screencasts, and assessing the screencasts with the intended target group. The study followed a four-phase strategy of testing, interviewing and analysing, and reflection based on qualitative and quantitative research strategies. During the quantitative research the research participants completed a biographical questionnaire, as well as a customised diagnostic Algebra test. The study sample comprised two groups from different trimesters at a rural FET college in the Northern Cape in Kathu, South Africa. The total population of full-time N2 Engineering students related to 113 participants. The diagnostic test comprised twelve questions from the three main Algebra concepts relating to: (i) exponents, (ii) equations, and (iii) factorisation. The same customised diagnostic test confirmed the misconceptions within the same group. Six questions from the customised diagnostic test identified the central misconceptions. The researcher consequently designed, developed, implemented and evaluated screencasts with the intended student population according to the design principles identified during the study. The six questions formed the basis of a second diagnostic test, which was used in phase three with interviews of ten research participants as part of phase 4 of the evaluation of the screencasts. At the end of the second trimester students were ask to complete a questionnaire regarding their use and perceptions of the screencasts—23 participants completed this voluntary questionnaire. At the end of the trimester ten participants were asked to explain their method of calculations during a walk-through evaluation while answering Algebra problems. The results indicated a number of misconception categories: (i) The main reason for misconceptions relating to equations was the participants’ inadequate understandings of the basic concepts of multiply methods used in equations; (ii) Index laws seemed to be the biggest misconception where participants demonstrated insufficient understanding of the laws; and (iii) The participants did not comprehend the basic concepts of factorisation—they could not identify which method to use while factorising. The qualitative findings indicate that the participants found the screencasts valuable when they prepared for tests and examinations, as well as when they did not understanding a basic Mathematics concept. Access to technology in rural areas remains an obstacle to integrate technology learning tools on a large scale at the FET College. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2015

The purpose of this study was to investigate the effect of a new intervention method, Technology Assisted Therapy for Separation Anxiety (TTSA), on the psychosocial functioning and quality of life of persons with intellectual and visual disability who experience separation anxiety and exhibit challenging behaviour. A pre-experimental within group design was used with randomised multiple baselines and staggered intervention start points. The data was collected at an institution in the Netherlands that provides long-term care and residence for persons with intellectual disability and visual impairment. Six participants took part in this study. This research was informed by Bowlby‟s attachment theory, which conceptualises the tendency of human beings to forge strong emotional bonds with others and explains how the disturbance of this bond might lead to various forms of emotional distress and personality disturbances. The interplay of separation anxiety and challenging behaviour with respect to the formation of attachment relationships provides the specific theoretical context in which this study is grounded. The results indicate that both the separation anxiety experienced and the challenging behaviour exhibited by the participants decreased significantly after the implementation of TTSA. Their psychosocial functioning and quality of life also increased significantly. This study demonstrates the first successful application of TTSA to treat separation anxiety and challenging behaviour in persons with intellectual and visual disability. TTSA therefore has the potential to be a valid intervention to address these disorders. / MA (Research Psychology), North-West University, Potchefstroom Campus, 2015

Text in Afrikaans / An increase in information accompanied by scientific and technological development necessitates the re-evaluation of the present Biology Curriculum, as the curriculum does not meet the demands of the community. An analysis of the above-mentioned problem reveals the structure and principles of Biology as a subject and the bio-ethic factors which to a larger extend influence man's values as technology and information change. By means of a literature study and personal interviews the development and design of a lifescience curriculum for Biology is formulated. Within this, several aspects concerning the teaching of a lifescience Biology Curriculum will be discussed. Important methods and strategies required for the successful teaching of Biology include a process approach, a constructivism approach, demonstration, discovery, reflective and metalearning, practical work, discussions and co-operative learning methods. The successful teaching of Biology, however, goes hand in hand with effective preservice and inservice training of Biology teachers. / lnformasievermeerdering gepaardgaande met wetenskaplike en tegnologiese ontwikkeling noodsaak 'n herevaluering van die huidige Biologiekurrikulum aangesien die kurrikulum nie voldoen aan die eise en behoeftes van die gemeenskap nie. Ter ontleding van bogenoemde probleem, word die struktuur en grondslae van Biologie as vak en die bio-etiese faktore wat toenemend die mens se waardedimensie beinvloed, namate die tegnologie en inligting verander, bespreek. Deur middel van 'n literatuurstudie en persoonlike onderhoude word die ontwikkeling en ontwerp van 'n Lewenskunde Biologiekurrikulum uiteengesit. Hieruit sal verskeie aspekte rakende die onderrig van 'n Lewenskunde Biologiekurrikulum bespreek word. Belangrike metodes en strategiee wat vir suksesvolle Biologie-onderrig benodig word, sluit die prosesbenadering, 'n konstruktivistiese benadering, demonstrasie-, ontdekkende -, reflektiewe - en metaleer, praktiese werk, besprekings- en kooperatiewe leermetodes in. Die sukses van Biologie-onderrig gaan egter hand-aan-hand met effektiewe voordiens- en indiensopleiding van Biologie-onderwysers. / Curriculum and Instructional Studies / M. Ed. (Didaktiek)

The aim of this study is to ascertain what misconceptions N2 students have about DC resistive circuits and how screencasts could effect on the rectification of these misconceptions. This study was conducted at the Kathu Campus of the Northern Cape Rural Further Education and Training College in the town Kathu in the arid Northern Cape. The empirical part of this study was conducted during the first six months of 2013. A design-based research (DBR) method consisting of four phases was used. DBR function is to design and develop interventions such as a procedure, new teachinglearning strategies, and in the case of this study a technology-enhanced learning (TEL) tool (screencast) with the purpose of solving a versatile didactic problem and to acquire information about the interventions of the TEL tool (screencast) on the learning of a student. In the first and second phase of DBR quantitative data for this research were gathered with the Determining and Interpreting Resistive Electric circuits Concepts Test (DIRECT) in order to determine the four most common misconceptions. The DIRECT test was conducted in the first trimester to find the misconceptions; the test was conducted in the second trimester also to confirm the misconceptions. Further quantitative data were collected from a demographic questionnaire. The qualitative data were collected by individual interviews in the fourth phase of the research project. Phase three of this study was the development of screencasts in the four most prominent misconceptions in DC resistive circuits of the students. The respondents of this study were non-randomly chosen and comprised of two groups, one in the first trimester of the year and one in the second trimester of the year, which enrolled for the N2 Electrical or Millwright courses. The respondents were predominant male and representing the three main cultural groups in the Northern Cape namely: Black, Coloured and White. The four misconceptions on DC resistive circuits that were identified were: (i) understanding of concepts, (ii) understanding of short circuit, (iii) battery as a constant current source, and (iv) rule application error. Screencasts clarifying the four misconceptions were developed and distributed to the respondents. On the foundation of the results of this research, it can be concluded that the students have several misconceptions around direct current resistive direct current circuits and that the use of TEL like screencasts can be used to solve some of these misconceptions. Screencasts could supplement education when they were incorporated into the tutoring and learning for supporting student understanding. The results of this research could lead to the further development and refinement of screencasts on DC resistive circuits and also useable guidelines in creating innovative screencasts on DC resistive circuits. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2014