You searched for subject:(Speech disorders in children Longitudinal studies). Showing records 1 – 30 of 359 total matches.
Afrikaans and Netherlandic Studies (24)
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1. Boshoff, Annemi. Kinders se ervaring van 'n sibbe met kanker: 'n kwalitatiewe studie.
► This study focused on South African siblings' experiences of a brother or sister with cancer. Social constructionism was used as an epistemological framework. Three in-depth… (more)
▼ This study focused on South African siblings' experiences of a brother or sister with cancer. Social constructionism was used as an epistemological framework. Three in-depth interviews with siblings (ages 12 – 16 years) of pediatric cancer patients, were done. The case study approach was chosen as the most suitable method to gain the information. The thematic content analysis was the method of analysis. Participants' experiences with regard to their siblings' cancer were reconstructed according to themes. Recurring themes were elucidated and linked with the literature. The study allowed participants to express their conscious and unconscious experiences by means of verbal and non-verbal (art activities) communication. Results support the concern by previous studies about siblings' vulnerability since the diagnosis of a brother's/sister's cancer. The uniqueness of each sib's experience and the implementation of individualy-centered intervention strategies is emphasized. Educational Psychologists as well as members of the multidisciplinary team (teachers, medical and nursing staff, parents, family and peers) interested in supporting siblings of pediatric cancer patients can benefit from this study. Advisors/Committee Members: Newmark, R., University of Stellenbosch. Faculty of Education. Dept. of Educational Psychology..
Subjects/Keywords: Educational psychology; Cancer in children – Case studies; Brothers and sisters – Interviews – Case studies; Art therapy for children – Case studies; Educational Psychology
Boshoff, A. (2009). Kinders se ervaring van 'n sibbe met kanker: 'n kwalitatiewe studie . (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/1721
Boshoff, Annemi. “Kinders se ervaring van 'n sibbe met kanker: 'n kwalitatiewe studie.” 2009. Thesis, Stellenbosch University. Accessed December 12, 2019. http://hdl.handle.net/10019.1/1721.
Boshoff, Annemi. “Kinders se ervaring van 'n sibbe met kanker: 'n kwalitatiewe studie.” 2009. Web. 12 Dec 2019.
Boshoff A. Kinders se ervaring van 'n sibbe met kanker: 'n kwalitatiewe studie. [Internet] [Thesis]. Stellenbosch University; 2009. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/10019.1/1721.
Boshoff A. Kinders se ervaring van 'n sibbe met kanker: 'n kwalitatiewe studie. [Thesis]. Stellenbosch University; 2009. Available from: http://hdl.handle.net/10019.1/1721
2. Van Blerk, Jan Carel. Die invloed van 'n avontuurervaring op die selfkonsep van seuns uit verskillende sosio-ekonomiese omgewings.
Dissertation (M.MBK.) – University of Stellenbosch, 1999.
ENGLISH SUMMARY: The purpose of this study was to determine the influence of a short (weekend) adventure experience… (more)
ENGLISH SUMMARY: The purpose of this study was to determine the influence of a short (weekend) adventure experience on the self-concept of boys from different socio-economic backgrounds. It is predicted that the short adventure experience will have a positive effect on the self-concept of the boys. It is also predicted that the short adventure experience will have a greater influence on the low socio-economic group than on the high socioeconomic group. The sample for this study consisted out of 33 boys from two schools: Caravelle Primary (low socio-economic) and Eikestad Primary (high socio-economic) who took part in the two short camps presented to them. The self-concept was tested just before, directly after, one week and one month after the camp with the Piers-Harris Children's Self-Concept Scale (Piers, 1984). The results show that only the boys from the high socio-economic background showed a positive change in the self-concept after the short adventure experience. The boys from a low socio-economic environment did not show a significant change in the total self-concept, but there were improvements in some of the cluster scales.
AFRIKAANSE OPSOMMING: Die doel van die studie was om die invloed van die deelname aan 'n kort (naweek) avontuurervaring op die selfkonsep van seuns vanuit verskillende sosio-ekonomiese omgewings te bepaal. Daar is voorspel dat die deelname aan 'n kort avontuurervaring 'n positiewe invloed op die selfkonsep van die seuns sal he. Verder is daar ook voorspel dat die invloed van die kort avontuurervaring 'n groter invloed op die selfkonsep van die lae sosioekonomiese as die hoe sosio-ekonomiese seuns, gaan he. Die steekproef in die studie was 33 seuns uit twee skole, naamlik: Caravelle Primary (lae sosio-ekonomies) en Eikestad Laerskool (hoe sosio-ekonomies) wat aan twee kort (naweek) avotuurkampe deelgeneem het. Die proefpersone se selfkonsep is direk voor, na, een week en een maand na die kamp bepaal deur middel van die PiersHarris Children's Self-Concept Scale-vraelys (Piers, 1984). Anders as wat verwag is, toon die resultate dat die kort avontuurervaring 'n positiewe invloed op die selfkonsep van die hoe sosio-ekonomiese groep gehad het. Die positiewe verandering was nog een maand na die kamp beduidend beter. Hoewel die lae sosio-ekonomiese groep geen beduidende verbetering na die kort avontuurervaring in die totale selfkonsep getoon het nie, was daar wel verbeteringe ten opsigte van sekere dimensies van die selfkonsep.
Subjects/Keywords: School children – Psychology; Outdoor education; Self in children; Boys – Economic conditions; Boys – Social conditions; Dissertations – Human movement studies
Van Blerk, J. C. (1999). Die invloed van 'n avontuurervaring op die selfkonsep van seuns uit verskillende sosio-ekonomiese omgewings . (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/51220
Van Blerk, Jan Carel. “Die invloed van 'n avontuurervaring op die selfkonsep van seuns uit verskillende sosio-ekonomiese omgewings.” 1999. Thesis, Stellenbosch University. Accessed December 12, 2019. http://hdl.handle.net/10019.1/51220.
Van Blerk, Jan Carel. “Die invloed van 'n avontuurervaring op die selfkonsep van seuns uit verskillende sosio-ekonomiese omgewings.” 1999. Web. 12 Dec 2019.
Van Blerk JC. Die invloed van 'n avontuurervaring op die selfkonsep van seuns uit verskillende sosio-ekonomiese omgewings. [Internet] [Thesis]. Stellenbosch University; 1999. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/10019.1/51220.
Van Blerk JC. Die invloed van 'n avontuurervaring op die selfkonsep van seuns uit verskillende sosio-ekonomiese omgewings. [Thesis]. Stellenbosch University; 1999. Available from: http://hdl.handle.net/10019.1/51220
3. Coetzee, C. Motoriese ontwikkeling en selfkonsep by laerskool seuns : 'n intervensie studie.
Coetzee, C. “Motoriese ontwikkeling en selfkonsep by laerskool seuns : 'n intervensie studie.” 2004. Thesis, Stellenbosch University. Accessed December 12, 2019. http://hdl.handle.net/10019.1/53755.
Coetzee, C. “Motoriese ontwikkeling en selfkonsep by laerskool seuns : 'n intervensie studie.” 2004. Web. 12 Dec 2019.
Coetzee C. Motoriese ontwikkeling en selfkonsep by laerskool seuns : 'n intervensie studie. [Internet] [Thesis]. Stellenbosch University; 2004. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/10019.1/53755.
4. Kloppers, Jacolette. 'n Ondersoek na die ontwikkeling van Die Matie studentekoerant se regulering en selfregulering sedert 1995.
Kloppers, Jacolette. “'n Ondersoek na die ontwikkeling van Die Matie studentekoerant se regulering en selfregulering sedert 1995.” 2009. Thesis, Stellenbosch University. Accessed December 12, 2019. http://hdl.handle.net/10019.1/1892.
Kloppers, Jacolette. “'n Ondersoek na die ontwikkeling van Die Matie studentekoerant se regulering en selfregulering sedert 1995.” 2009. Web. 12 Dec 2019.
Kloppers J. 'n Ondersoek na die ontwikkeling van Die Matie studentekoerant se regulering en selfregulering sedert 1995. [Internet] [Thesis]. Stellenbosch University; 2009. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/10019.1/1892.
5. Joubert, Francois. Ontwikkelingstrategiee vir die bemagtiging van jeugleiers: 'n indersoek na enkele Suid-Kaapse skole.
Joubert, Francois. “Ontwikkelingstrategiee vir die bemagtiging van jeugleiers: 'n indersoek na enkele Suid-Kaapse skole.” 2007. Thesis, Stellenbosch University. Accessed December 12, 2019. http://hdl.handle.net/10019.1/1161.
Joubert, Francois. “Ontwikkelingstrategiee vir die bemagtiging van jeugleiers: 'n indersoek na enkele Suid-Kaapse skole.” 2007. Web. 12 Dec 2019.
Joubert F. Ontwikkelingstrategiee vir die bemagtiging van jeugleiers: 'n indersoek na enkele Suid-Kaapse skole. [Internet] [Thesis]. Stellenbosch University; 2007. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/10019.1/1161.
6. Keller, Suzaan R. Selfgerapporteerde vrese van 'n geselekteerde groep voorskoolse kinders in 'n lae tot middel sosio-ekonomiese statusgebied.
Keller, Suzaan R. “Selfgerapporteerde vrese van 'n geselekteerde groep voorskoolse kinders in 'n lae tot middel sosio-ekonomiese statusgebied.” 2001. Masters Thesis, Stellenbosch University. Accessed December 12, 2019. http://hdl.handle.net/10019.1/52448.
Keller, Suzaan R. “Selfgerapporteerde vrese van 'n geselekteerde groep voorskoolse kinders in 'n lae tot middel sosio-ekonomiese statusgebied.” 2001. Web. 12 Dec 2019.
Keller SR. Selfgerapporteerde vrese van 'n geselekteerde groep voorskoolse kinders in 'n lae tot middel sosio-ekonomiese statusgebied. [Internet] [Masters thesis]. Stellenbosch University; 2001. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/10019.1/52448.
7. Saunders, Inez. Die beleweniswereld van transgender adolessente.
Saunders, Inez. “Die beleweniswereld van transgender adolessente.” 2013. Thesis, Stellenbosch University. Accessed December 12, 2019. http://hdl.handle.net/10019.1/80162.
Saunders, Inez. “Die beleweniswereld van transgender adolessente.” 2013. Web. 12 Dec 2019.
Saunders I. Die beleweniswereld van transgender adolessente. [Internet] [Thesis]. Stellenbosch University; 2013. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/10019.1/80162.
8. De Villiers, Jeanne-Marie. Sienings van laerskoolopvoeders en -skoolhoofde van leerders wat begaafd is.
De Villiers, Jeanne-Marie. “Sienings van laerskoolopvoeders en -skoolhoofde van leerders wat begaafd is.” 2009. Thesis, Stellenbosch University. Accessed December 12, 2019. http://hdl.handle.net/10019.1/1685.
De Villiers, Jeanne-Marie. “Sienings van laerskoolopvoeders en -skoolhoofde van leerders wat begaafd is.” 2009. Web. 12 Dec 2019.
De Villiers J. Sienings van laerskoolopvoeders en -skoolhoofde van leerders wat begaafd is. [Internet] [Thesis]. Stellenbosch University; 2009. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/10019.1/1685.
9. Engelbrecht, Anel. Belewing van adolessente met Aandagtekort/Hiperaktiwiteit Versteuring - 'n kollektiewe gevallestudie.
Engelbrecht, Anel. “Belewing van adolessente met Aandagtekort/Hiperaktiwiteit Versteuring - 'n kollektiewe gevallestudie.” 2009. Thesis, Stellenbosch University. Accessed December 12, 2019. http://hdl.handle.net/10019.1/3005.
Engelbrecht, Anel. “Belewing van adolessente met Aandagtekort/Hiperaktiwiteit Versteuring - 'n kollektiewe gevallestudie.” 2009. Web. 12 Dec 2019.
Engelbrecht A. Belewing van adolessente met Aandagtekort/Hiperaktiwiteit Versteuring - 'n kollektiewe gevallestudie. [Internet] [Thesis]. Stellenbosch University; 2009. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/10019.1/3005.
10. Van Lille, Ettienne. 'n Vergelykende studie van die innerlike dialoog, intelligensie en studiegedrag by 'n groep hoog en laag toetsangstige standerd ses-leerlinge.
Van Lille, Ettienne. “'n Vergelykende studie van die innerlike dialoog, intelligensie en studiegedrag by 'n groep hoog en laag toetsangstige standerd ses-leerlinge.” 1993. Thesis, Stellenbosch University. Accessed December 12, 2019. http://hdl.handle.net/10019.1/58088.
Van Lille, Ettienne. “'n Vergelykende studie van die innerlike dialoog, intelligensie en studiegedrag by 'n groep hoog en laag toetsangstige standerd ses-leerlinge.” 1993. Web. 12 Dec 2019.
Van Lille E. 'n Vergelykende studie van die innerlike dialoog, intelligensie en studiegedrag by 'n groep hoog en laag toetsangstige standerd ses-leerlinge. [Internet] [Thesis]. Stellenbosch University; 1993. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/10019.1/58088.
11. Engelbrecht, Adel. Ontwerp en toetsing van 'n intervensieprogram vir gesyferdheid vir graad 2- en 3-leerders.
Engelbrecht, Adel. “Ontwerp en toetsing van 'n intervensieprogram vir gesyferdheid vir graad 2- en 3-leerders.” 2009. Thesis, Stellenbosch University. Accessed December 12, 2019. http://hdl.handle.net/10019.1/1623.
Engelbrecht, Adel. “Ontwerp en toetsing van 'n intervensieprogram vir gesyferdheid vir graad 2- en 3-leerders.” 2009. Web. 12 Dec 2019.
Engelbrecht A. Ontwerp en toetsing van 'n intervensieprogram vir gesyferdheid vir graad 2- en 3-leerders. [Internet] [Thesis]. Stellenbosch University; 2009. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/10019.1/1623.
12. Watson, Ruby. Wat is die invloed van skoolkultuur op die rol-identifisering van onderwysers by 'n primere skool in die Wes-Kaap?.
Watson, Ruby. “Wat is die invloed van skoolkultuur op die rol-identifisering van onderwysers by 'n primere skool in die Wes-Kaap?.” 2011. Thesis, Stellenbosch University. Accessed December 12, 2019. http://hdl.handle.net/10019.1/17965.
Watson, Ruby. “Wat is die invloed van skoolkultuur op die rol-identifisering van onderwysers by 'n primere skool in die Wes-Kaap?.” 2011. Web. 12 Dec 2019.
Watson R. Wat is die invloed van skoolkultuur op die rol-identifisering van onderwysers by 'n primere skool in die Wes-Kaap?. [Internet] [Thesis]. Stellenbosch University; 2011. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/10019.1/17965.
13. Botha, Mariette. Die effek van twee gedeelde voorlees metodes op die drukbewustheid van 'n groep graad R-leerders.
Thesis (MSL and HT (Interdisciplinary Health Sciences. Speech-Language and Hearing Therapy)) – Stellenbosch University, 2008.
The study investigated the effect of two shared reading programmes on… (more)
The study investigated the effect of two shared reading programmes on the print awareness of 102 Afrikaans-speaking Grade R learners with language delays. The first shared reading programme focussed on print awareness while the second shared reading programme focussed on content and observable entities. Participants’ print awareness was measured subjectively and objectively, before and after intervention programmes. Results indicated that (i) both methods of shared reading affected and improved the print awareness of the participants; (ii) the participants’ print awareness did not improve optimally in order to acquire reading skills in Grade 1, even after taking part in the 10 week shared reading programme with a focus on print awareness; (iii) participants performed better in an evaluation where demonstration of skills and no verbal response was required; and (iv) participants with poor receptive vocabulary skills demonstrated limited carry-over of print awareness to other artefacts of print, such as the packaging of an iron.
Advisors/Committee Members: Klop, Daleen, Stellenbosch University. Faculty of Health Sciences. Dept. of Interdisciplinary Health Sciences. Speech-Language and Hearing Therapy..
Botha, M. (2008). Die effek van twee gedeelde voorlees metodes op die drukbewustheid van 'n groep graad R-leerders . (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/2375
Botha, Mariette. “Die effek van twee gedeelde voorlees metodes op die drukbewustheid van 'n groep graad R-leerders.” 2008. Thesis, Stellenbosch University. Accessed December 12, 2019. http://hdl.handle.net/10019.1/2375.
Botha, Mariette. “Die effek van twee gedeelde voorlees metodes op die drukbewustheid van 'n groep graad R-leerders.” 2008. Web. 12 Dec 2019.
Botha M. Die effek van twee gedeelde voorlees metodes op die drukbewustheid van 'n groep graad R-leerders. [Internet] [Thesis]. Stellenbosch University; 2008. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/10019.1/2375.
Botha M. Die effek van twee gedeelde voorlees metodes op die drukbewustheid van 'n groep graad R-leerders. [Thesis]. Stellenbosch University; 2008. Available from: http://hdl.handle.net/10019.1/2375
14. Visser, Monique. Die effek van twee gedeeldeleesintervensieprogramme op die narratiewe van voorskoolse kinders.
Degree: M Speech Path, Interdisciplinary Health Sciences, 2011, Stellenbosch University
ENGLISH ABSTRACT: This study investigated the effect of two shared-reading intervention programmes on the narratives of 87 Afrikaans-speaking Grade R learners from low income families.… (more)
ENGLISH ABSTRACT: This study investigated the effect of two shared-reading intervention programmes on the narratives of 87 Afrikaans-speaking Grade R learners from low income families. Intervention Programme I involved an interactive style where participants were encouraged to engage spontaneously in conversations about the characters’ intentions and goals, to make inferences and to ask questions. Intervention Programme II focused on observable entities and the content of the storybooks. Participants’ narratives were compared before and after intervention in terms of productivity, content and structure. Results indicated that (i) both methods of shared-reading improved the participants’ narratives in terms of productivity, number of different words, and the efficiency of references; (ii) only Intervention Programme I improved the participants’ narratives in terms of the percentage meta-verbs, number of key elements and Goal-Attempt-Outcome sequences included. Clinical implications and recommendations for future research are discussed.
AFRIKAANSE OPSOMMING: Hierdie studie het die effek van twee gedeelde-leesintervensieprogramme op die narratiewe van 87 Afrikaanssprekende Graad R-leerders vanuit lae-inkomstegesinne ondersoek. Intervensieprogram I het ‘n interaktiewe styl behels, waartydens deelnemers aangemoedig is om spontaan aan gesprekke deel te neem oor die karakters se motiverings en doelwitte, afleidings oor die stories te maak en vrae te vra. Intervensieprogram II het op die waarneembare feite en inhoud van die storieboeke gefokus. Deelnemers se narratiewe is voor en na afloop van die intervensie ten opsigte van produktiwiteit, inhoud en struktuur vergelyk. Resultate het aangedui dat (i) beide metodes van gedeelde-lees die deelnemers se narratiewe ten opsigte van produktiwiteit, totale aantal verskillende woorde, en doeltreffendheid van verwysings verbeter het; (ii) slegs Intervensieprogram I daarin geslaag het om deelnemers se insluiting van die persentasie meta-werkwoorde, aantal sleutelelemente en Doel-Poging-Uitkomsreekse in hul narratiewe te verbeter. Kliniese implikasies en aanbevelings vir toekomstige navorsing word bespreek.
Advisors/Committee Members: Klop, Daleen, University of Stellenbosch. Faculty of Health Sciences. Dept. of Interdisciplinary Health Sciences..
Subjects/Keywords: Speech-language and hearing therapy
Visser, M. (2011). Die effek van twee gedeeldeleesintervensieprogramme op die narratiewe van voorskoolse kinders . (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/6767
Visser, Monique. “Die effek van twee gedeeldeleesintervensieprogramme op die narratiewe van voorskoolse kinders.” 2011. Thesis, Stellenbosch University. Accessed December 12, 2019. http://hdl.handle.net/10019.1/6767.
Visser, Monique. “Die effek van twee gedeeldeleesintervensieprogramme op die narratiewe van voorskoolse kinders.” 2011. Web. 12 Dec 2019.
Visser M. Die effek van twee gedeeldeleesintervensieprogramme op die narratiewe van voorskoolse kinders. [Internet] [Thesis]. Stellenbosch University; 2011. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/10019.1/6767.
Visser M. Die effek van twee gedeeldeleesintervensieprogramme op die narratiewe van voorskoolse kinders. [Thesis]. Stellenbosch University; 2011. Available from: http://hdl.handle.net/10019.1/6767
15. Olivier, Andries J. Effek van projektiewe narratiewe op kinders in kinderhuise se tekeninge van vrees.
Degree: MEdPsych (Educational Psychology, Educational Psychology, 2008, Stellenbosch University
► The study investigated the effect of using projective narratives and drawings that depict diminished fear, on the anxiety levels of a group of children living… (more)
▼ The study investigated the effect of using projective narratives and drawings that depict diminished fear, on the anxiety levels of a group of children living in children’s homes, by means of a mixed methodology. The sample consisted of 30 middle childhood children (mean age = 9.60 years, SD = 1.13) from three children’s homes in the Western Cape. Drawings were used to elicit content of fear or anxiety (anxiety evoking drawing/bangmaaktekening) and proposed coping (anxiety lessening drawing/bangwegvattekening). After completing the anxiety provoking drawing, participants in the experimental group were asked to tell a story to other children with a similar fear to lessen/take that fear away (projective narrative). The Spence Childhood Anxiety Scale (SCAS) was completed after each drawing, and drawings evaluated through the use of anxiety scales, to measure changes in anxiety levels according to the concept of triangulation. The categories ghosts, snakes, and people were found to be the most prevalent content of fear from anxiety provoking drawings, and undifferentiated fears were also common within this population. Control of anxiety from anxiety lessening drawings indicated a definite prevalence of emotion focused (secondary) coping strategies, specifically religious solace. The content of projective narratives echoed this finding, although proposed solutions were more differentiated. Ownership of projections also occurred. The experimental effect was not significant, although mean anxiety levels were considerably lower in the drawings in comparison with that of the SCAS. Drawings are thus seen as an effective, nonthreatening technique to study anxiety phenomena. A comparison of the mean item scores of the SCAS subscales indicated that symptoms of separation anxiety, generalised anxiety disorder, and obsessivecompulsive anxiety disorder were prevalent among this group of children in children’s homes. A clear distinction was found between markers of state- and trait-anxiety through the qualitative analysis of the drawings, with anxiety lessening drawings showing definite diminished state-anxiety, although more established markers of trait-anxiety did not necessarily change. There are also indications that transference of activated negative emotional stimuli occurred on an unconscious level between the two drawings. Introducing the combination of projective narratives in the intervention stage of the study appeared to facilitate learning or the experience of observed positive affect in anxiety lessened drawings. Future research would benefit from including a normative group to establish more clear markers of state- and trait-anxiety in drawings, and by the use of a bigger sample to investigate factor loadings of the SCAS among children in children’s homes. The high prevalence of anxiety symptoms in this population emphasises their status as a vulnerable population, and the need for possible group intervention – specifically the psycho-education of effective coping strategies for… Advisors/Committee Members: Perold, M. D., Stellenbosch University. Faculty of Education. Dept. of Educational Psychology..
Subjects/Keywords: Educational psychology; Orphans – Institutional care – Therapy; Play therapy; Children with disabilities – Therapy; Anxiety in children – Treatment
Olivier, A. J. (2008). Effek van projektiewe narratiewe op kinders in kinderhuise se tekeninge van vrees . (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/3047
Olivier, Andries J. “Effek van projektiewe narratiewe op kinders in kinderhuise se tekeninge van vrees.” 2008. Thesis, Stellenbosch University. Accessed December 12, 2019. http://hdl.handle.net/10019.1/3047.
Olivier, Andries J. “Effek van projektiewe narratiewe op kinders in kinderhuise se tekeninge van vrees.” 2008. Web. 12 Dec 2019.
Olivier AJ. Effek van projektiewe narratiewe op kinders in kinderhuise se tekeninge van vrees. [Internet] [Thesis]. Stellenbosch University; 2008. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/10019.1/3047.
Olivier AJ. Effek van projektiewe narratiewe op kinders in kinderhuise se tekeninge van vrees. [Thesis]. Stellenbosch University; 2008. Available from: http://hdl.handle.net/10019.1/3047
16. Smal, Dina-Maré. Die invloed van musiekonderrig op die selfbeeld van die leerder met aandagafleibaarheid-hiperaktiwiteit.
Degree: MA, Music, 2004, Stellenbosch University
ENGLISH ABSTRACT: This study was undertaken with a view to evaluate the effect of music education on the self-concept of the learner with attention deficit… (more)
ENGLISH ABSTRACT: This study was undertaken with a view to evaluate the effect of music education on the self-concept of the learner with attention deficit hyperactivity disorder. Four learners diagnosed with attention deficit hyperactivity disorder were asked to participate in a music program presented for two terms by the researcher. The selfconcept of the learners was recorded through interviews and questionnaires by the learners and their parents before the study commenced. Observations by the researcher and objective observer were used to monitor the learners' progress during the course of the lessons. After the completion of the music program the learners and their parents were again asked to participate in an interview and to complete a questionnaire. This study revealed that music education is a great enjoyment to these learners and the self-concept and self-confidence of some of the learners improved. A literature review was done in order to obtain a perspective on attention deficit hyperactivity disorder. A historical overview provided insight into the development of this disorder necessary to describe it properly. The study also focuses on various intervention techniques which can be used by parents and teachers. In addition, the study focuses on the role of music education and music practice on the various developmental levels of the learner and how music can indeed affect relaxation and be responsible for lifelong learning. It is recommended that the learners continue with mUSIC education, because it provides them with a sense of success and it plays a vital role in the cognitive development of the learner. This, in tum, leads to lifelong learning: an influence that will remain an irrevocable part of the child for the rest of his/her life.
AFRIKAANSE OPSOMMING: Hierdie studie is onderneem met die doelom die uitwerking van musiekonderrig op die selfbeeld van die leerder met aandagafleibaarheid-hiperaktiwiteit te evalueer. Vier leerders wat gediagnoseer is met aandagafleibaarheid-hiperaktiwiteit is genader om 'n musiekprogram, aangebied deur die navorser, vir twee kwartale by te woon. Die selfbeeld van die leerders, wat vooraf deur middel van onderhoude en vraelyste deur die leerders en hulouers voltooi is, is geëvalueer. Die leerders se vordering is tydens die lesse deur middel van observering en objektiewe waarneming bepaal. Na afloop van die musiekprogram is die leerders en hulouers weer gevra om 'n onderhoud en vraelys te voltooi. Uit die studie blyk dit dat musiekonderrig 'n groot mate van genot vir die leerders is en daar was 'n verbetering in selfbeeld en selfvertroue by sommige van die leerders. 'n Literatuuroorsig bied insig oor die omvang van aandagafleibaarheid-hiperaktiwiteit en 'n historiese oorsig oor die verloop van die proses wat tot 'n beskrywing van die versteuring lei, word bekyk. Die verskeie intervensie-tegnieke wat deur ouers en opvoeders toegepas kan word, word bespreek. Verder word die rol wat musiekonderrig en musiekbeoefening op die…
Advisors/Committee Members: Smit, M., Perold, M., Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Music ..
Subjects/Keywords: Attention-deficit disordered children – Education; Music in education; Music, Influence of; Music therapy for children; Dissertations – Music
Smal, D. (2004). Die invloed van musiekonderrig op die selfbeeld van die leerder met aandagafleibaarheid-hiperaktiwiteit . (Masters Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/70176
Smal, Dina-Maré. “Die invloed van musiekonderrig op die selfbeeld van die leerder met aandagafleibaarheid-hiperaktiwiteit.” 2004. Masters Thesis, Stellenbosch University. Accessed December 12, 2019. http://hdl.handle.net/10019.1/70176.
Smal, Dina-Maré. “Die invloed van musiekonderrig op die selfbeeld van die leerder met aandagafleibaarheid-hiperaktiwiteit.” 2004. Web. 12 Dec 2019.
Smal D. Die invloed van musiekonderrig op die selfbeeld van die leerder met aandagafleibaarheid-hiperaktiwiteit. [Internet] [Masters thesis]. Stellenbosch University; 2004. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/10019.1/70176.
Smal D. Die invloed van musiekonderrig op die selfbeeld van die leerder met aandagafleibaarheid-hiperaktiwiteit. [Masters Thesis]. Stellenbosch University; 2004. Available from: http://hdl.handle.net/10019.1/70176
17. Laker, Anna Carina. Die selfkonsep van 'n groep adolessente leerders met liggaamlike gestremdhede.
ENGLISH ABSTRACT: In the present South African context, it is essential that the potential of all individuals will be developed to the full. Increase in… (more)
ENGLISH ABSTRACT: In the present South African context, it is essential that the potential of all individuals will be developed to the full. Increase in knowledge about the selfconcept of adolescent learners, as well as the influence of physical disability may contribute to better understanding and appreciation for each individual's needs. This could facilitate the inclusion of learners with physical disabilities in mainstream education. The short-term aim of this investigation was to examine the relationship between self-concept and physical disability in an adolescent group. The relationship between self-concept and physical disability with regard to gender and age was examined. The long-term aim of this investigation is to develop an understanding for "being different", especially within the inclusive school environment. The group investigated consisted of 108 English- and Afrikaans speaking learners, with and without physical disabilities, between the ages of 12 and 16 years. They received tuition at three different schools in the Western Cape within a specific socio-economic context. Thirty-six respondents attended a school for learners with special education needs, and seventy-two respondents attended secondary - and primary mainstream schools. For the purpose of this study, the Piers Harris Children's Self-Concept Scale (PHCSCS) was used. The results indicate that physical disability has implications for self-rated popularity, as well as the degree or denial of problematic behaviour, during the adolescent phase. Physical disability has no significant effect for the following subscales of the self-concept, namely physical appearance and features, intellectual and school status, anxiety, happiness and contentment, as well as the global self-concept. It was taken into account that the respondents probably compared themselves to members of their own group within specific school settings rather than to members of a non-stigmatised group. There is no significant gender difference in the subjective experience of physical disability. On three subscales of the self-concept, namely the global self-concept, physical appearance and features, as well as popularity a statistically significant decline in the self-concept of learners with physical disabilities between the ages of 12 and 16 years, occurs.
AFRIKAANSE OPSOMMING: In die huidige Suid-Afrikaanse konteks is dit noodsaaklik dat die potensiaal van alle individue maksimaalontwikkel word. Meer kennis oor adolessente leerders se selfkonsep, asook die invloed van 'n liggaamlike gestremdheid daarop, kan moontlik 'n bydrae lewer tot groter begrip en waardering vir elke individu se behoeftes. Sodoende kan dit 'n bydrae lewer tot die suksesvolle insluiting van leerders met gestremdhede in hoofstroomskole. Die korttermyn doelstelling van hierdie studie was om die verband tussen die selfkonsep en liggaamlike gestremdheid by 'n groep adolessente te ondersoek. Die verband tussen selfkonsep en liggaamlike gestremdheid ten opsigte van geslag…
Subjects/Keywords: Adolescent psychology; Self-esteem in adolescence; Self-actualization (Psychology); Self-perception in adolescence; Children with disabilities; Dissertations – Education
Laker, A. C. (2001). Die selfkonsep van 'n groep adolessente leerders met liggaamlike gestremdhede . (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/52227
Laker, Anna Carina. “Die selfkonsep van 'n groep adolessente leerders met liggaamlike gestremdhede.” 2001. Thesis, Stellenbosch University. Accessed December 12, 2019. http://hdl.handle.net/10019.1/52227.
Laker, Anna Carina. “Die selfkonsep van 'n groep adolessente leerders met liggaamlike gestremdhede.” 2001. Web. 12 Dec 2019.
Laker AC. Die selfkonsep van 'n groep adolessente leerders met liggaamlike gestremdhede. [Internet] [Thesis]. Stellenbosch University; 2001. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/10019.1/52227.
Laker AC. Die selfkonsep van 'n groep adolessente leerders met liggaamlike gestremdhede. [Thesis]. Stellenbosch University; 2001. Available from: http://hdl.handle.net/10019.1/52227
18. Arnolds, David. Die klassifikasie van onderprestering en die implikasies daarvan op skoolkultuur.
Arnolds, David. “Die klassifikasie van onderprestering en die implikasies daarvan op skoolkultuur.” 2013. Thesis, Stellenbosch University. Accessed December 12, 2019. http://hdl.handle.net/10019.1/79941.
Arnolds, David. “Die klassifikasie van onderprestering en die implikasies daarvan op skoolkultuur.” 2013. Web. 12 Dec 2019.
Arnolds D. Die klassifikasie van onderprestering en die implikasies daarvan op skoolkultuur. [Internet] [Thesis]. Stellenbosch University; 2013. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/10019.1/79941.
Swart, Petra. “Die benutting van speltegnieke tydens maatskaplike gevallewerkintervensie met die kinderhuiskind.” 2008. Thesis, Stellenbosch University. Accessed December 12, 2019. http://hdl.handle.net/10019.1/2098.
Swart, Petra. “Die benutting van speltegnieke tydens maatskaplike gevallewerkintervensie met die kinderhuiskind.” 2008. Web. 12 Dec 2019.
Swart P. Die benutting van speltegnieke tydens maatskaplike gevallewerkintervensie met die kinderhuiskind. [Internet] [Thesis]. Stellenbosch University; 2008. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/10019.1/2098.
20. Rademan, Daniel Johannes. Klankproduksie : 'n ondersoek na die spraak- en sangstem.
Degree: MA, Drama, 2005, Stellenbosch University
ENGLISH ABSTRACT: Actors and singers mainly use their voices as theatrical communication instruments. The production of sound - for singing, speech and other derivatives -… (more)
ENGLISH ABSTRACT: Actors and singers mainly use their voices as theatrical communication instruments. The production of sound - for singing, speech and other derivatives - makes use of the same physiological mechanics. This indicates that the anatomical components are applicable to all of the the above mentioned. The goal of exploring the anatomy and physiology of the voice mechanics is to enhance the artist's and the theoretic's awareness of the dynamic process. Even though it does not replace technical training in voice production, it is still of cardinal importance. By being in possession of a worthy knowledge of the voice and body as an instrument of unity, singers and actors can challenge their instruments to the maximum. In this way professional vocal artists can finally come into contact with their humanness to create a mature character on stage. The correct body posture, breathing methods, resonance and articulation play an important role in ensuring good projection. Successful projection and resonance can only take place if the whole of the sound production instrument is working in a physiologically correct manner. Research has been done on the leading theater theorists' expectations of the regarding voice production. It was specifically their opinions that initiated the modern approach to sound production in terms of speech and singing in the modern theatre. A sound production experiment, focusing on the challenge of the human voice, was staged as a theatre production, and was analysed. The presentation was predominantly based on the ideas of the directors. These ideas were discussed in the previous chapter. This study explores the phsyiological mechanism that produces sound to promote the creative commerce with sound.
AFRIKAANSE OPSOMMING: Akteurs en sangers gebruik hoofsaaklik hulle stemme as 'n teatrale kommunikasie-instrument. Die produksie van klank - vir sang, spraak en ander geluide - spruit uit dieselfde fisiologiese meganika. Dit dui daarop dat dieselfde anatomiese komponent vir bogenoemde van toepassing is. Die verkenning van die anatomie en fisiologie van die stem-meganika het ten doel om die kunstenaar en teoretikus se bewustheid van die dinamiese proses uit te brei. Hoewel dit geensins die tegniese opleiding in stemgebruik vervang nie, is dit steeds van kardinale belang. Deur oor'n waardige kennis van die stem en liggaam as eenheids-instrument vir die teaterkunstenaar te beskik, kan sangers en akteurs hul instrumente tot die uiterstes uitdaag. Op hierdie manier kom 'n professionele stemgebruiker uiteindelik in aanraking met sy/haar potensiaal en kan sodoende 'n volwaardige karakter op die verhoog skep word. Die korrekte liggaamshouding, asemhalingsmetode, resonansie en artikulasie speel 'n kardinale rol in goeie projeksie. Suksesvolle projeksie en resonansie kan slegs geskied indien die hele klankproduksie-instrument op 'n natuurwetmatige wyse in werking is. Daar is ook navorsing gedoen oor die toonaangewende teaterteoretici se verwagtinge t.o.v.…
Subjects/Keywords: Voice culture; Speech
Rademan, D. J. (2005). Klankproduksie : 'n ondersoek na die spraak- en sangstem . (Masters Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/50386
Rademan, Daniel Johannes. “Klankproduksie : 'n ondersoek na die spraak- en sangstem.” 2005. Masters Thesis, Stellenbosch University. Accessed December 12, 2019. http://hdl.handle.net/10019.1/50386.
Rademan, Daniel Johannes. “Klankproduksie : 'n ondersoek na die spraak- en sangstem.” 2005. Web. 12 Dec 2019.
Rademan DJ. Klankproduksie : 'n ondersoek na die spraak- en sangstem. [Internet] [Masters thesis]. Stellenbosch University; 2005. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/10019.1/50386.
Rademan DJ. Klankproduksie : 'n ondersoek na die spraak- en sangstem. [Masters Thesis]. Stellenbosch University; 2005. Available from: http://hdl.handle.net/10019.1/50386
21. Langeveldt, Faith. Die erkenning van voorafleer as `n meganisme ter voorbereiding van ouer volwasse studente se sukses aan `n hoeronderwysinstelling.
Langeveldt, Faith. “Die erkenning van voorafleer as `n meganisme ter voorbereiding van ouer volwasse studente se sukses aan `n hoeronderwysinstelling.” 2013. Thesis, Stellenbosch University. Accessed December 12, 2019. http://hdl.handle.net/10019.1/85618.
Langeveldt, Faith. “Die erkenning van voorafleer as `n meganisme ter voorbereiding van ouer volwasse studente se sukses aan `n hoeronderwysinstelling.” 2013. Web. 12 Dec 2019.
Langeveldt F. Die erkenning van voorafleer as `n meganisme ter voorbereiding van ouer volwasse studente se sukses aan `n hoeronderwysinstelling. [Internet] [Thesis]. Stellenbosch University; 2013. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/10019.1/85618.
22. Lampen, Christine Erna. Die ontwikkeling van kinders se geometrisering van drie-dimensionele voorwerpe.
Degree: MEd, Curriculum Studies, 2001, Stellenbosch University
ENGLISH ABSTRACT: The study of three-dimensional boxes is widely regarded as a suitable topic for entry-level geometry. In order to inform teaching and curriculum design… (more)
ENGLISH ABSTRACT: The study of three-dimensional boxes is widely regarded as a suitable topic for entry-level geometry. In order to inform teaching and curriculum design this study takes children's intuitive knowledge of boxes as point of departure to research the following aspects: • the meaning children assign to boxes • children's ability to create and manipulate mental images • children's strategies to solve a three dimensional construction problem • possible age and gender differences • the role of measurement • possible links with Van Hiele's thought levels Revised clinical interviews were conducted with groups of six to ten children. Each child could select an object from a set provided by the researcher and had to build a box from cardboard into which the object could fit. The problem-solving processes were captured on video. The children's boxes, verbal utterences and overt manipulation of the materials as well as the empirical referent objects were analised. The researcher made use of grounded theory procedure to analise and categorise the data. The research indicates that young children are not necessarily aware of the shape and structural properties of three-dimensional boxes. It is also evident that children's ability to represent properties of shape of boxes through language, drawing and hand movements does not necessarily indicate adequate understanding of the structural properties of boxes to enable them to build a box from two-dimensional materials. The research further indicates that aspects of representation that are judged to be based on lack of knowledge of conventions in a medium such as drawing, may have deeper intuitive and conceptual roots. An alternative view of childrens spatial/geometric thought on VanHiele level 0 is described based on their assignment of meaning to geometric tasks.
AFRIKAANSE OPSOMMING: Drie-dimensionele houers word allerweë as geskikte konteks vir aanvangsmeetkunde-onderrig beskou. In hierdie studie word kinders se intuïtiewe begrip van alledaagse houers of bokse as vertrekpunt gebruik om die volgende aspekte te ondersoek met die oog daarop om inligting te bekom vir kurrikulering: • die betekenis wat kinders aan bokse (as meetkundige objekte) toeken • kinders se vermoë om 'n denkbeeld te skep en te manipuleer • kinders se strategieë om 'n drie-dimensionele konstruksieprobleem op te los • moontlike ouderdoms- en geslagsverskille • die rol wat meting speel wanneer 'n drie-dimensionele konstruksieprobleem opgelos word • moontlike ooreenkomste met Van Hiele-denkvlakke 'n Taakgerigte ondersoek (revised clinical interview) is met groepies van ses tot tien kinders op 'n slag gedoen. Elke kind kon 'n voorwerp kies uit 'n versameling en moes 'n houer of boks uit karton bou waarin die voorwerp kon pas. Die probleemoplossingsproses is met 'n videokamera afgeneem. Die kinders se voltooide houers, taaluitinge en overte hantering van die empiriese verwysingsvoorwerpe en die materiaal waarmee hulle gewerk het, is as data ontleed. Die navorser …
Advisors/Committee Members: Murray, J. C., Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies..
Subjects/Keywords: Mathematics – Study and teaching (Primary); Visual perception in children – Testing; Geometry – Study and teaching (Primary); Dissertations – Education
Lampen, C. E. (2001). Die ontwikkeling van kinders se geometrisering van drie-dimensionele voorwerpe . (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/52214
Lampen, Christine Erna. “Die ontwikkeling van kinders se geometrisering van drie-dimensionele voorwerpe.” 2001. Thesis, Stellenbosch University. Accessed December 12, 2019. http://hdl.handle.net/10019.1/52214.
Lampen, Christine Erna. “Die ontwikkeling van kinders se geometrisering van drie-dimensionele voorwerpe.” 2001. Web. 12 Dec 2019.
Lampen CE. Die ontwikkeling van kinders se geometrisering van drie-dimensionele voorwerpe. [Internet] [Thesis]. Stellenbosch University; 2001. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/10019.1/52214.
Lampen CE. Die ontwikkeling van kinders se geometrisering van drie-dimensionele voorwerpe. [Thesis]. Stellenbosch University; 2001. Available from: http://hdl.handle.net/10019.1/52214
23. Klaasen, Danoven. ’n Poging om my klaskamerpraktyk in beroepsvoorligting by 'n landelike VOO-skool te verbeter : 'n aksienavorsingsbenadering.
Klaasen, Danoven. “’n Poging om my klaskamerpraktyk in beroepsvoorligting by 'n landelike VOO-skool te verbeter : 'n aksienavorsingsbenadering.” 2013. Thesis, Stellenbosch University. Accessed December 12, 2019. http://hdl.handle.net/10019.1/80011.
Klaasen, Danoven. “’n Poging om my klaskamerpraktyk in beroepsvoorligting by 'n landelike VOO-skool te verbeter : 'n aksienavorsingsbenadering.” 2013. Web. 12 Dec 2019.
Klaasen D. ’n Poging om my klaskamerpraktyk in beroepsvoorligting by 'n landelike VOO-skool te verbeter : 'n aksienavorsingsbenadering. [Internet] [Thesis]. Stellenbosch University; 2013. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/10019.1/80011.
24. Afrika, Bernitto Timothy Afrika. Veerkragtigheidsmeganismes wat onderwys ondersteun.
ENGLISH ABSTRACT: Education supporting factors is of great importance for children who are growing up in very challenging circumstances. The challenge of poverty affects people… (more)
ENGLISH ABSTRACT: Education supporting factors is of great importance for children who are growing up in very challenging circumstances. The challenge of poverty affects people differently and people also react differently towards it. If educators can understand why certain children can withstand certain risk factors such as severe contextual backlogs, whilst others cannot, they will have a better understanding where to intervene, and also how to put preventative measures in place. (Garmenzy, 1991). This resilience who is intrinsic amongst children, acts as protective factors against certain developmental factors to which children might be exposed to. The different supportive structures who is critical for the learners, acts as extrinsic protective factors. The stronger the protective factors are, the better the parents can resist the pressure from poverty (Ross,1995). This study therefore aimed to understand what education supporting factors exist for learners who are growing up in challenging circumstances. The researcher worked from an interpretive paradigm. The study’s orientation is a basic qualitative research and included the following: purposive sample selection to identify research participants, open questionnaires to gather their biographic information, individual interviews and field notes to generate data, and content analysis to analyse data. Research findings indicate that the encouragement and extensive support that the learners enjoy plays a huge role in their lives. The study also highlighted that if the learners’ intrinsic resilience can be further developed and when the extensive support is sustainable, the learners can be successful and handle life’s challenges.
AFRIKAANSE OPSOMMING: Onderwys ondersteunende faktore is van groot belang by kinders wat in uitdagende omstandighede groot word. Die uitdaging van armoede raak mense op verskillende maniere en mense reageer verskillend daarop. As opvoeders kan verstaan waarom sommige kinders risiko faktore soos erge kontekstuele agterstande kan weerstaan, terwyl ander nie kan nie, sal hulle ’n beter kans staan deur te weet hoe om in te gryp, en hoe om voorkomende maatreëls te tref (Garmenzy, 1991). Hierdie veerigtigheid wat inherent onder leerders is, tree as beskermende faktore op teen ontwikkelingsfaktore waaraan die kind blootgestel kan word. Die verskillende ondersteuningsnetwerke wat kritiek is vir die leerders, tree op as eksterne beskermende faktore, want hoe sterker die ondersteuning is, hoe beter kan ouers die druk wat deur armoede veroorsaak word weerstaan (Ross,1995). Die studie het dit ten doel om te verstaan en insig te bekom met watter faktore onderwys ondersteun, vir leerders wat in uitdagende omstandighede grootword. Die navorser het binne ’n interpretivistiese paradigma gewerk. Die studie se orientasie is ’n basiese kwalitatiewe navorsing en het die volgende ingesluit: doelbewuste seleksie om te bepaal wie die deelnemers was, oop vraelyste om hul biografiese inligting te bekom, individuele onderhoude en veldnotas om data te genereer,…
Subjects/Keywords: Educational psychology; Dissertations – Educational psychology; Resilence (Personality trait) in adolescence; Children with social disabilities – Psychological aspects; Teacher-student relationships; Children with special educational needs – Encouragement; UCTD; Educational Psychology
…studies is reeds in hierdie verband gedoen (Hall et al., 2006 ). 1.4 DIE… …kwesbaarheids- en beskermende meganismes 21 2.4.2 Froma Walsh se Hoof Prosesse in… …2.6.4 Die uitwerking van armoede op kinders 39 2.6.5 Armoede in die onderwys 40 2.6.6… …Marginalisasie in die onderwys 41 2.7 41 SAMEVATTING HOOFSTUK 3 NAVORSINGSONTWERP EN -METODOLOGIE… …BESKERMENDE FAKTORE IN DIE HUIS 69 4.3.1 Aanmoediging en ondersteuning 69 4.3.2 Duidelike grense…
Afrika, B. T. A. (2014). Veerkragtigheidsmeganismes wat onderwys ondersteun . (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/86222
Afrika, Bernitto Timothy Afrika. “Veerkragtigheidsmeganismes wat onderwys ondersteun.” 2014. Thesis, Stellenbosch University. Accessed December 12, 2019. http://hdl.handle.net/10019.1/86222.
Afrika, Bernitto Timothy Afrika. “Veerkragtigheidsmeganismes wat onderwys ondersteun.” 2014. Web. 12 Dec 2019.
Afrika BTA. Veerkragtigheidsmeganismes wat onderwys ondersteun. [Internet] [Thesis]. Stellenbosch University; 2014. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/10019.1/86222.
Afrika BTA. Veerkragtigheidsmeganismes wat onderwys ondersteun. [Thesis]. Stellenbosch University; 2014. Available from: http://hdl.handle.net/10019.1/86222
25. Celliers, Charmaine. Beskerming van kinderregte in die Suid-Afrikaanse reg in die lig van die Kinderwet 38 van 2005 .
Celliers, Charmaine. “Beskerming van kinderregte in die Suid-Afrikaanse reg in die lig van die Kinderwet 38 van 2005 .” 2013. Masters Thesis, University of South Africa. Accessed December 12, 2019. http://hdl.handle.net/10500/8615.
Celliers, Charmaine. “Beskerming van kinderregte in die Suid-Afrikaanse reg in die lig van die Kinderwet 38 van 2005 .” 2013. Web. 12 Dec 2019.
Celliers C. Beskerming van kinderregte in die Suid-Afrikaanse reg in die lig van die Kinderwet 38 van 2005 . [Internet] [Masters thesis]. University of South Africa; 2013. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/10500/8615.
26. Badenhorst, Corlischa Amanda. Graad 8-leerders se geleefde ervaring van die gebruik van fiktiewe karakters in die Lewensoriënteringklaskamer.
Badenhorst, Corlischa Amanda. “Graad 8-leerders se geleefde ervaring van die gebruik van fiktiewe karakters in die Lewensoriënteringklaskamer.” 2012. Thesis, Stellenbosch University. Accessed December 12, 2019. http://hdl.handle.net/10019.1/71871.
Badenhorst, Corlischa Amanda. “Graad 8-leerders se geleefde ervaring van die gebruik van fiktiewe karakters in die Lewensoriënteringklaskamer.” 2012. Web. 12 Dec 2019.
Badenhorst CA. Graad 8-leerders se geleefde ervaring van die gebruik van fiktiewe karakters in die Lewensoriënteringklaskamer. [Internet] [Thesis]. Stellenbosch University; 2012. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/10019.1/71871.
27. Hermanis, Piet J. Die fasiliterende rol van die skoolbestuur in verband met die toetrede van immigrante kinders tot skole.
Hermanis, Piet J. “Die fasiliterende rol van die skoolbestuur in verband met die toetrede van immigrante kinders tot skole.” 2005. Thesis, Stellenbosch University. Accessed December 12, 2019. http://hdl.handle.net/10019.1/2554.
Hermanis, Piet J. “Die fasiliterende rol van die skoolbestuur in verband met die toetrede van immigrante kinders tot skole.” 2005. Web. 12 Dec 2019.
Hermanis PJ. Die fasiliterende rol van die skoolbestuur in verband met die toetrede van immigrante kinders tot skole. [Internet] [Thesis]. Stellenbosch University; 2005. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/10019.1/2554.
28. Du Toit, Pieter Francois. Perspektieftotems : ses personae van Catullus.
Degree: MA, Ancient Studies, 2011, Stellenbosch University
ENGLISH ABSTRACT: A persona is a definable literary technique that all authors necessarily use. This thesis tries to show how Catullus, with the use of… (more)
ENGLISH ABSTRACT: A persona is a definable literary technique that all authors necessarily use. This thesis tries to show how Catullus, with the use of six personae (amator acceptus, amator reiectus, hospes urbanus, poeta doctus, fabulator en sacerdos), persuades the reader of the emotional “authenticity” and the accessibility of his poems. This is done firstly by investigating the literary process of which a persona forms part. By comparing this process with the three phases of a conversation (thought, expression and utterance), it is possible to see how a persona can be “discovered”. The thought represents the historical author and his literary context. The expression represents the literary persona itself. The utterance represents the unemotional, “unloaded” elements of the text manifested as the collective function of characters, speakers and narrators. By identifying this process in Catullus’ poetry, the relevant personae are illuminated. Catullus, as a Latin poet who was familiar with “Roman performance poetry” and the ancient theatre mask, also understood this complex process. This thesis argues that Catullus used the persona – like a theatre mask – as a so-called “totem of perspective”. The careful use of persuasive techniques that provide the momentum, are analysed in some of his poems, keeping the function of this “totem of perspective” in mind. The result is that the poet succeeds in creating sophisticated, diverse and accessible personae, which readers through the ages readily accept as “authentic”.
AFRIKAANSE OPSOMMING: ’n Persona is ’n definieerbare literêre tegniek wat alle outeurs noodwendig gebruik. Hierdie tesis beoog om aan te dui hoe Catullus, met die gebruik van ses personae (amator acceptus, amator reiectus, hospes urbanus, poeta doctus, fabulator en sacerdos), die leser van die emosionele “egtheid” en die toeganklikheid van sy werk oortuig. Dit word eerstens gedoen deur die literêre proses waarvan ’n persona deel is, te ondersoek. Deur hierdie proses te vergelyk met die drie fases van ’n gesprek (gedagte, uitdrukking en uiting) is dit moontlik om te sien hoe ’n persona “ontdek” kan word: die gedagte verteenwoordig die werklike outeur en sy literêre konteks, die uitdrukking verteenwoordig die literêre persona self en die uiting verteenwoordig die onemosionele, “ongelaaide” elemente van die teks, soos vergestalt deur die gesamentlike funksionering van karakters, sprekers en vertellers. Deur hierdie proses te identifiseer in Catullus se gedigte, word die betrokke personae verhelder. Catullus, as Latynse digter wat bekend was met “Romeinse performatiewe poësie” en die antieke toneelmasker, het ook hierdie ingewikkelde proses begryp. Hierdie tesis argumenteer dat Catullus die persona – soos ’n toneelmasker – as ’n sogenaamde “perspektieftotem” gebruik het. Die sorgvuldige gebruik van oorredingstegnieke wat die momentum voorsien, word in van sy gedigte geanaliseer met hierdie perspektieftotem-funksie in gedagte. Die resultaat is dat die digter dit regkry om gesofistikeerde, diverse en…
Subjects/Keywords: Ancient studies; Ancient Studies
Du Toit, P. F. (2011). Perspektieftotems : ses personae van Catullus . (Masters Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/17902
Du Toit, Pieter Francois. “Perspektieftotems : ses personae van Catullus.” 2011. Masters Thesis, Stellenbosch University. Accessed December 12, 2019. http://hdl.handle.net/10019.1/17902.
Du Toit, Pieter Francois. “Perspektieftotems : ses personae van Catullus.” 2011. Web. 12 Dec 2019.
Du Toit PF. Perspektieftotems : ses personae van Catullus. [Internet] [Masters thesis]. Stellenbosch University; 2011. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/10019.1/17902.
Du Toit PF. Perspektieftotems : ses personae van Catullus. [Masters Thesis]. Stellenbosch University; 2011. Available from: http://hdl.handle.net/10019.1/17902
29. Swartz, Chris B. Kurrikulumkoordineerder as kurrikulumleier : 'n gevallestudie.
Swartz, Chris B. “Kurrikulumkoordineerder as kurrikulumleier : 'n gevallestudie.” 2011. Thesis, Stellenbosch University. Accessed December 12, 2019. http://hdl.handle.net/10019.1/6532.
Swartz, Chris B. “Kurrikulumkoordineerder as kurrikulumleier : 'n gevallestudie.” 2011. Web. 12 Dec 2019.
Swartz CB. Kurrikulumkoordineerder as kurrikulumleier : 'n gevallestudie. [Internet] [Thesis]. Stellenbosch University; 2011. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/10019.1/6532.
30. Aalbers, Johanna Margaretha. Die vertaling in Afrikaans van Portrait with keys deur Ivan Vladislavic, as verryking van die doelkultuur.
Aalbers, Johanna Margaretha. “Die vertaling in Afrikaans van Portrait with keys deur Ivan Vladislavic, as verryking van die doelkultuur.” 2014. Thesis, Stellenbosch University. Accessed December 12, 2019. http://hdl.handle.net/10019.1/96039.
Aalbers, Johanna Margaretha. “Die vertaling in Afrikaans van Portrait with keys deur Ivan Vladislavic, as verryking van die doelkultuur.” 2014. Web. 12 Dec 2019.
Aalbers JM. Die vertaling in Afrikaans van Portrait with keys deur Ivan Vladislavic, as verryking van die doelkultuur. [Internet] [Thesis]. Stellenbosch University; 2014. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/10019.1/96039.