A two-year analysis of pollen rain was conducted in the Pretoria-Witwatersrand-Vereeniging district of the Transvaal, South Africa. Poaceae WaS the major component of the pollen assemblage, comprising 52% regionally. Of the total pollen count, 58.8% was non-seasonal and present throughout the year. During the analysis it became apparent that fungal spores dominated the atmospheric content, accounting for 94% of total airspora, considered here to incl ude pollen and fUngal spores.[Abbreviated Abstract. Open document to view full version]. / AC2017

This report discusses the taxonomy, distribution and ecology of the herpetofauna of the Transvaal based on a survey conducted over the past 10 years. Seventeen new forms, apart from four new taxa described during the course of this study, are discussed in the section on Systematics. The distribution of many species has been considerably amended. A total of 265 species and subspecies were recorded from the province. The biogeography of the herpetofauna is discussed in the light of past and present climatic events, as determined by palynological record. Factors affecting reptile and amphibian distributions are incorporated in an attempt to elucidate current distribution patterns. The conservation status of each species and subspecies is discussed and a final chapter on threats and conservation recommendations are incorporated. / Thesis (Ph.D.)-University of Natal, Durban, 1989.

The main purpose of this investigation, namely an appreciation of the Education Aid Service of the TED, was briefly formulated in Chapter 1. Central concepts as used in the study, were broadly defined. Chapter 2 is mainly a review of relevant literature and deals with the aim and functioning of Guidance Services I Education Aid Services in general, with specific reference to the organization and administration of such services and the nature of guidance programmes in the United States of America, Britain and West Germany. Different approaches to Guidance and the principles of Guidance Services were reviewed. The training and qualifications of Guidance personnel in the • above-mentioned countries were also investigated. The aim of this review was to set criterion on which the Education Aid Service of the TED could be judged in chapter 5. The origin and development of the Education Aid Service of the TED since its modest inception in 1914 is described in chapter 3. This was outlined in four clearly distinguishable stages, viz. the origin and development of the Psychological Service, the development of the Vocational Guidance Service, the amalgamation of these two services in 1955 and the inception of the present Education Aid Service in 1983. The aims and policy, organization and administration as well as personnel aspects of the Transvaal Education Aid Service of the present day were investigated in chapter 4. A distinction was drawn between the general guidance program in schools and the activities of the specialised field of the Education Aid Centres and Child Guidance Clinics. The Education Aid Service was evaluated in chapter 5 and general conclusions derived from the study were summarized. A few recommendations based on these conclusions were finally made. They include an empirical investigation into the aims of the present guidance programmes of the Education Aid Service, a change in approach by the Educational Aid Centre, understaffing at Child Guidance Clinics and Education Aid Centres, physical facilities for guidance in schools and training and qualifications of guidance personnel. / Skripsie (MEd)--PU vir CHO, 1990

Accountable education for mentally handicapped pupils who receive their tuition at special schools should lead to self-actualisation. The pupil achieves self-actualisation through, among other factors, the choice of a sui table career, as this helps him to become a useful, self-supporting and competent member of society. However, the training which a pupil attending a special school receives, does not provide him with direct access to training as an apprentice. Pupils often expect that the practical fields in which they specialised at school will lead to their obtaining employment in these fields and even to their being given further training in their chosen fields. Unfortunately, it is a fact that most of these pupils, on leaving school, are appointed in professions that have little or no bearing on their training at school. In this study an attempt to found a pedagogically viable vocational training programme for educable mentally retarded pupils, based on literature studies, is made. The education of these pupils is studied through the perspectives of their restrictions, their potential, their expectations, their needs and their right to vocational training. The interest which parents have in the education of their mentally retarded child, the special school's responsibility in supplying suitable vocational training, as well as the role that employers should play in this regard, are identified and studied. The programme of educational training at special schools in the Transvaal is analysed in the light of literature studies. The identification of mentally handicapped pupils, the curricula for special schools and the syllabuses for the majority of the subjects are discussed and problem areas are identified. An empirical investigation confirms the actuality of the identified problems. Questionnaires sent to all special schools in the Transvaal and schedules completed by a number of employers were designed. The findings are presented and interpreted. Recommendations aimed at a more vocationally oriented education system for pupils at special schools are made. Possible areas for further research are identified. / Skripsie (MEd)--PU vir CHO, 1988

Proefskrif--PU vir CHO

Proefskrif--PU vir CHO

Thesis (MEd)--PU vir CHO

The main purpose of this investigation, namely an appreciation of the Education Aid Service of the TED, was briefly formulated in Chapter 1. Central concepts as used in the study, were broadly defined. Chapter 2 is mainly a review of relevant literature and deals with the aim and functioning of Guidance Services I Education Aid Services in general, with specific reference to the organization and administration of such services and the nature of guidance programmes in the United States of America, Britain and West Germany. Different approaches to Guidance and the principles of Guidance Services were reviewed. The training and qualifications of Guidance personnel in the • above-mentioned countries were also investigated. The aim of this review was to set criterion on which the Education Aid Service of the TED could be judged in chapter 5. The origin and development of the Education Aid Service of the TED since its modest inception in 1914 is described in chapter 3. This was outlined in four clearly distinguishable stages, viz. the origin and development of the Psychological Service, the development of the Vocational Guidance Service, the amalgamation of these two services in 1955 and the inception of the present Education Aid Service in 1983. The aims and policy, organization and administration as well as personnel aspects of the Transvaal Education Aid Service of the present day were investigated in chapter 4. A distinction was drawn between the general guidance program in schools and the activities of the specialised field of the Education Aid Centres and Child Guidance Clinics. The Education Aid Service was evaluated in chapter 5 and general conclusions derived from the study were summarized. A few recommendations based on these conclusions were finally made. They include an empirical investigation into the aims of the present guidance programmes of the Education Aid Service, a change in approach by the Educational Aid Centre, understaffing at Child Guidance Clinics and Education Aid Centres, physical facilities for guidance in schools and training and qualifications of guidance personnel. / Skripsie (MEd)--PU vir CHO, 1990

Accountable education for mentally handicapped pupils who receive their tuition at special schools should lead to self-actualisation. The pupil achieves self-actualisation through, among other factors, the choice of a sui table career, as this helps him to become a useful, self-supporting and competent member of society. However, the training which a pupil attending a special school receives, does not provide him with direct access to training as an apprentice. Pupils often expect that the practical fields in which they specialised at school will lead to their obtaining employment in these fields and even to their being given further training in their chosen fields. Unfortunately, it is a fact that most of these pupils, on leaving school, are appointed in professions that have little or no bearing on their training at school. In this study an attempt to found a pedagogically viable vocational training programme for educable mentally retarded pupils, based on literature studies, is made. The education of these pupils is studied through the perspectives of their restrictions, their potential, their expectations, their needs and their right to vocational training. The interest which parents have in the education of their mentally retarded child, the special school's responsibility in supplying suitable vocational training, as well as the role that employers should play in this regard, are identified and studied. The programme of educational training at special schools in the Transvaal is analysed in the light of literature studies. The identification of mentally handicapped pupils, the curricula for special schools and the syllabuses for the majority of the subjects are discussed and problem areas are identified. An empirical investigation confirms the actuality of the identified problems. Questionnaires sent to all special schools in the Transvaal and schedules completed by a number of employers were designed. The findings are presented and interpreted. Recommendations aimed at a more vocationally oriented education system for pupils at special schools are made. Possible areas for further research are identified. / Skripsie (MEd)--PU vir CHO, 1988

Proefskrif--PU vir CHO