Dissertations / Theses: '6. Case study'

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Grogan, Andree Marie. "Observations on the News Factory: A Case Study of CNN." Digital Archive @ GSU, 2006. http://digitalarchive.gsu.edu/communication_theses/6.

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News provides us with information about our world so we can make decisions about the matters that affect our daily lives—both for our personal and the public good. Television news is a pervasive force in our society, and it is important to study because of the influence it exerts on human action. But news is produced by human beings, and those human beings must make selections and rejections regarding what makes it into a newscast and what doesn’t. In addition, decisions have to be made on how to frame, present, order, word, edit, shape what news items are included. Many forces influence these decisions throughout the complex television news process. Media sociology scholars urge researchers to examine these influences at five levels: the individual, newsroom, organization, extra-organization and societal or cultural levels. This gatekeeping study examined this complex news process at work and revealed the complex set of forces that influence news decisions by news producers at CNN, a global 24-hour news network. By exposing the processes by which the news is made, one can better understand the influences that shape the end product—the news.

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Baas, Tara K. "Great Expectations: Twenty-First Century Public Institutions and the Promise of Technology Based Economic Development: A Case Study." UKnowledge, 2013. http://uknowledge.uky.edu/epe_etds/6.

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American research universities, especially over the past 30 years, have increasingly become involved in technology transfer activities. For public land grant institutions, involvement is largely inspired by a desire to maximize revenue opportunities and demonstrate economic relevance. This intrinsic case study addresses the efforts of a public, land grant and flagship institution, the University of Kentucky, to augment its technology transfer activities, with a specific focus on its attempts to spin off university technology-based firms. The data were gathered primarily through oral history interviews with technology transfer personnel, entrepreneurs, and spinoff personnel. Its purpose is to understand better the structure of the university’s technology transfer operations, the impact of changes in institutional administration and priorities on these efforts, and variables that challenge and accommodate accomplishment of organizational goals. The findings of this study indicate that the structure of technology transfer operations at the university is complex, and somewhat confounding. Administrative changes impact various groups differently than others, and a major challenge to the accomplishment of goals is funding. Moreover, distinct but related groups seem to lack consistent, overarching goals.

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Zimmermann, Sandra Hundley. "Portrait of success: A situational analysis case study of students challenged by attention-deficit/hyperactivity disorder." ScholarWorks, 1998. http://scholarworks.waldenu.edu/hodgkinson/6.

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This study examined factors that encouraged and supported academic success for students diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD). Students with ADHD are often not academically successful and do not graduate from high school, due in large measure to ADHD symptoms of (a) impulsive and reckless behaviors, (b) alienation from significant others including peers, and (c) disorganization. Students in this study overcame symptoms of ADHD and were academically successful. The situational analysis case study design for this research utilized both qualitative methods (interview, observation, and record review) and quantitative instrumentation. Five students with ADHD comprised the case study sample. Data from student, parent, teacher, and counselor interviews and instrumentation were triangulated to reach the findings. The results indicated that all students in the study had been at-risk for academic failure based on their impulsiveness and social alienation and yet all were successful in high school. Students attributed their school success to (a) their own developing internal locus of control, (b) the emergence of coping skills and strategies, (c) consistent involvement and support by their parents which included the entire family's ability to adjust to and manage stress, and (d) the positive influence of at lease one caring teacher. The influence of the school counselor was not perceived by the students to be significant.

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Taylor, Donald Wayne. "E-6A aviation maintenenace training curriculum evaluation : a case study /." Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/7886.

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Soria, Estrada Ana Adelia. "Evaluación exploratoria de la participación en el programa “Mis Emociones y yo” de niños de 6 - 9 años en los talleres de vacaciones útiles de una ONG de Lima." Bachelor's thesis, Universidad Peruana de Ciencias Aplicadas (UPC), 2020. http://hdl.handle.net/10757/652204.

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El objetivo de la investigación fue evaluar la participación de los niños que asisten a los talleres de vacaciones de una ONG. Se trabajó con el modelo teórico de Bisquerra (2013), quien realizó estudios relacionados a la emoción y la educación emocional. En referencia al método utilizado es cualitativa y se definió un estudio de caso. La población estuvo conformada por 15 niños, cuyas edades oscilan de 6 a 9 años de un curso de vacaciones organizado por una ONG. El instrumento utilizado fue la observación y registros antes y después del taller “Mis emociones y yo”. Los resultados que se obtuvieron, muestran que los participantes al culminar el programa presencian cambios con respecto a su educación emocional, logrando un reconocimiento y aceptación de ellos. Por lo tanto, se llegó a la conclusión de que el taller favorece en el desarrollo de la Inteligencia Emocional de los niños, que así obtienen competencias que se relacionen en la percepción, apreciación y discernimiento de sus emociones. The objective of the research was to evaluate the participation of children who attend NGO holiday workshops. We worked with the theoretical model of Bisquerra (2013), who carried out studies related to emotion and emotional education. In reference to the method used, it is qualitative and a case study was defined. The population consisted of 15 children, whose ages range from 6 to 9 years of a vacation course organized by an NGO. The instrument used was observation and records before and after the "My Emotions and Me" workshop. The results obtained show that the participants at the end of the program witness changes regarding their emotional education, achieving recognition and acceptance of them. Therefore, it was concluded that the workshop favors the development of the Emotional Intelligence of children, who thus obtain competences that are related in the perception, appreciation and discernment of their emotions. Trabajo de investigación

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Valentine, Alexander J. (Alexander Joseph). "The media as watchdog in the commercialisation of science : a case study of 6 publications." Thesis, Stellenbosch : Stellenbosch University, 2006. http://hdl.handle.net/10019.1/17410.

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Thesis (MPhil)--University of Stellenbosch, 2006. ENGLISH ABSTRACT: The role of the media as a watchdog for the social institution of science is viewed as part of the media’s role to protect society. In this regard, the role of media was studied in reporting the phenomenon of the commercialisation of academic research at universities. The current study was conducted by analysing articles in 2 scientific journals (Science and Nature) and 4 printed newspapers (The New York Times, London Times, Mail & Gaurdian, Business Day) for the year 2003. The methods of investigation for each publication included the number of articles covering the topic, the percentage coverage, headline analysis, summary of contents and analysis of the themes. The New York Times had more articles on the topic of the “commercialisation of science at universities” than the other publications. However, based on the number of issues per year, Science and Nature had a greater coverage of the topic than The New York Times. Based on the analyses of the articles, it is concluded that The New York Times had the most balanced and informed coverage of all the issues and stakeholders involved in the commercialisation of science at universities. This is attributed to the The New York Times’s position of standing outside the realm of science and its experience in covering broad issues. AFRIKAANSE OPSOMMING: Die rol van die media as ‘n waghond vir die sosiale instelling van die wetenskap, word gesien as deel van die media se rol as die beskermer van die samelewing. In hierdie opsig is die media se rol in die verslaglewering van die kommersialisering van die wetenskap by universiteite ondersoek. Hierdie studie is uitgevoer deur artikels in 2 wetenskaplike vaktydskrifte (Science en Nature) en 4 koerante (The New York Times, London Times, Mail & Guardian, Business Day) vir die jaar 2003, te analiseer. Die metodes wat gebruik is om elke artikel te ontleed, het die aantal artikels, die persentasie van artikels in elke publikasie, hoofopskrif analise, opsomming van inhoud en ‘n analise van die artikel se tema, ingesluit. The New York Times het meer artikels omtrent die onderwerp, die “kommersialisering van die wetenskap by universiteite”, as die ander publikasies gehad. Gebaseer op die aantal uitgawes per jaar, het Science en Nature meer aandag geskenk aan die onderwerp as The New York Times. Volgens die analises van die artikels, word afgeleui dat The New York Times die mees gebalanseerde en ingeligte dekking gehad het oor die betrokke sake en partye in die “kommersialisering van die wetenskap by universiteite”. Dit word toegeskryf aan die The New York Times se posisie as buitestaander in die wetenskap en die koerant se ondervinding om ‘n wye veld te dek.

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Anderson, Karin Hilarie. "Childhood obesity : a case study of physical activity patterns of obese 6-10 year olds." Scholarly Commons, 2006. https://scholarlycommons.pacific.edu/uop_etds/634.

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Incidence of childhood obesity has increased dramatically within the last 30 years. Childhood obesity is of concern because of the associated health problems, and because childhood obesity often tracks into adulthood. There is a clear association between activity-level and obesity. Therefore, it is important to consider physical activity patterns in the treatment and prevention of childhood obesity. Childhood is a key time period to intervene in the formation of habits and patterns associated with physical activity that may reduce obesity. To date, few studies have focused on the level of examining obese children individually. This case study focused on the physical activity patterns of 4 obese 6-10 year olds (two boys, two girls). All of the participants were above the 99th percentile for weight and had a body fat percentage exceeding 45%. Lipid profiles of the participants revealed that three of the four had high total cholesterol, indicating an increased risk for cardiovascular disease. All of the participants were close to or exceeded the waist to hip ratio value that indicates very high risk for cardiovascular and related diseases (>0.82 for boys, >0.94 for girls). Use of the Caltrac accelerometer, KIHD 24-Hour Total Physical Activity Record and System for Observing Fitness Instruction Time revealed that the obese 6-10 year old participants averaged 1.85 minutes of moderate to vigorous physical activity (MVPA) per lunch recess time. When extrapolated, the data revealed that the participants spend less than 20 minutes a day in MVP A. This is less than MVP A norms of children in the same age group. The obese participants were not meeting the current recommendations for 60 minutes or more a day for MVPA. Furthermore, the activity patterns of the participants differ from those of normal weight children. Although children in general and the participant's tend to choose low level activity over MVP A, the participants spent more than 16.5 hours per day in sedentary physical activity, which is more than their normal weight counterparts (10.4 +/- 0.8).

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Atede, Godwin. ""Trial marriage" in Nigeria Igala as a case study: a moral-theological investigation." Hamburg Kovač, 2006. http://www.verlagdrkovac.de/978-3-8300-2840-6.htm.

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Atede, Godwin. ""Trial Marriage" in Nigeria : Igala as a Case Study ; a Moral-Theological Investigation /." Hamburg : Kovač, 2007. http://www.verlagdrkovac.de/978-3-8300-2840-6.htm.

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Minich, Lisa. "Measuring community change in outcomes-based initiatives a comparative case study of success by 6 sites /." Cincinnati, Ohio : University of Cincinnati, 2004. http://www.ohiolink.edu/etd/view.cgi?acc%5Fnum=ucin1100875525.

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MINICH, LISA. "MEASURING COMMUNITY CHANGE IN OUTCOMES-BASED INITIATIVES: A COMPARATIVE CASE STUDY OF SUCCESS BY 6 SITES." University of Cincinnati / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1100875525.

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Maia, Raquel da Rocha Paiva. "Infecções na infância, características maternas e leucemia linfocítica aguda em crianças." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/6/6132/tde-11022014-165310/.

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Introdução. A etiologia da leucemia linfocítica aguda (LLA), câncer mais comum na infância, não é completamente conhecida. Objetivo. Examinar a associação de infecções na infância e características maternas com a LLA em crianças residentes no Estado de São Paulo. Métodos. Estudo caso-controle com 241 casos recrutados em oito hospitais do Estado de São Paulo e diagnosticados com LLA de janeiro de 2003 a fevereiro de 2009. Os 598 controles foram selecionados na base de Declarações de Nascidos Vivos da Fundação Sistema Estadual de Análise de Dados. Entrevistas com a mãe ou responsável pela criança foram realizadas no hospital para os casos e no domicílio para os controles utilizando-se questionário semelhante. A análise dos dados foi conduzida com três grupos distintos: Grupo 1 - todos os subtipos de LLA, entrevistas com as mães ou outros responsáveis pelas crianças; Grupo 2 - todos os subtipos de LLA, entrevistas com as mães; Grupo 3 - LLA de precursores B, entrevistas com as mães. Para estimar o risco de LLA associado com as variáveis relacionadas a infecções e características maternas odds ratios (OR) e intervalos com 95 por cento de confiança (IC 95 por cento ) foram calculados por meio de análise de regressão logística multivariada não condicional. Três modelos de regressão logística foram conduzidos: a) com ajuste por sexo e idade da criança; b) com ajuste por sexo, idade da criança e escolaridade materna; c) com ajuste por todas potenciais variáveis de confusão via stepwise forward selection. Resultados. Os resultados correspondentes ao Grupo 3 e Modelo 3 de análise revelaram proteção para LLA em crianças com histórico de episódios de gripe (categoria frequentemente versus não OR = 0,27; IC 95 por cento 0,15-0,48), episódios de dor no ouvido (categoria raramente versus não OR = 0,48; IC 95 por cento 0,25-0,90), frequência à creche (categoria mais de 24 meses versus nunca OR = 0,37; IC 95 por cento 0,17-0,77), e contato com cães no primeiro ano de vida (categoria sim versus não OR = 0,76; IC 95 por cento 0,45-1,27). Foi observado tênue aumento do risco de LLA em crianças com mães que referiram consumo de álcool no passado (OR = 1,29; IC 95 por cento 0,62-2,68) e ainda bebe (OR = 1,53; IC 95 por cento 0,97-2,41) em comparação àquelas cujas mães referiram nunca ter consumido álcool. Baixo nível educacional das mães foi associado com aumento do risco de LLA em crianças (categoria 0 a 4 anos versus 12 e mais OR = 2,71; IC 95 por cento 1,26-5,81). Conclusões. Os resultados mostraram que exposição a infecções na infância, frequência à creche e contato com cães no primeiro ano de vida exercem papel protetor para LLA, por outro lado, o consumo de álcool e o baixo nível educacional das mães aumentaram o risco de LLA em crianças Introduction. The etiology of acute lymphoblastic leukemia (ALL), the most common cancer in childhood, is not completely known. Objective. To examine the association of childhood infections and mother characteristics with ALL in children living in São Paulo. Methods. Case-control study with 241 cases recruited in eight hospitals in the state of São Paulo and diagnosed with ALL from January 2003 to February 2009. The 598 controls were selected from the São Paulo Birth Registry. Interviews with the mother or guardian were conducted in the hospital for cases and at home for controls through a similar questionnaire. Data analysis was performed in three distinct groups: Group 1 - all subtypes of ALL, interviews conducted with the mother or other childs guardian; Group 2 - all subtypes of ALL, interviews conducted with the mother; Group 3 - precursor B ALL, interviews conducted with the mother. In order to estimate the risk of ALL associated with variables related to infections and mother characteristics odds ratios (OR) and 95 per cent confidence interval (95 per cent CI) were calculated by unconditional multivariate logistic regression. Three logistic regression models were conducted: a) with adjustment for sex and age of child; b) with adjustment for sex, age of child and maternal education; c) adjusted for all potential confounders through stepwise forward selection. Results. The results corresponding to Group 3 and Model 3 revealed protection for ALL in children with episodes of influenza (category often versus no OR = 0.27; 95 per cent CI 0.15-0.48), episodes of earache (category rarely versus no OR = 0.48; 95 per cent CI 0.25-0.90), daycare attendance (category over 24 months versus never OR = 0.37; 95 per cent CI 0.17-0.77), and contact with dogs in the first year of life (category yes versus no OR = 0.76; 95 per cent CI 0,45-1.27). Slight increase was observed in the risk of ALL in children with mothers who reported alcohol consumption in the past (OR = 1.29; 95 per cent CI 0.62-2.68) and still drink (OR = 1.53; 95 per cent CI 0.97-2.41) compared to those whose mothers reported never having consumed alcohol. Low educational level of the mothers was associated with increased risk of ALL in children (category 0-4 years versus 12 and over OR = 2.71; 95 per cent CI 1.26-5.81). Conclusions. The results provided evidences that exposure to infections in the childhood, daycare attendance and contact with dogs in the first year of life have a protective role in ALL, on the other hand, alcohol consumption and low education level of mothers increase the risk of ALL in children

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Simasiku, Bosman Muyubano. "Student teachers' experiences in using multiple representations in the teaching of grade 6 proportion word problems : a Namibian case study." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001703.

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This study investigated the experiences of four participating student teachers in using multiple representative approaches in the teaching of Grade 6 proportion word problems. The multiple representative approaches include the Between Comparison Method, the Within Comparison Method, the Diagrammatic Method, the Table Method, the Graph Method, the Cross-product Method, and the Oral Informal Method. An intervention programme was organised, using workshops where student teachers were prepared to teach Grade 6 proportion word problems using multiple representative approaches. The teaching practice lessons of the four participating student teachers in two primary schools were video recorded, and the focus group interview was conducted at the University Campus. With the exception of the Graph Method and the Cross-product Method, it was revealed that the multiple representative approaches were generally effective in the teaching of Grade 6 proportion word problems. The study further revealed that multiplicative relationships can be explored through using the different individual representative approaches. The study argues that the cross-product method is not the only way to teach Grade 6 proportion word problems. There are multiple representative approaches that should be used in conjunction with each other to enhance the teaching of proportion word problems. Furthermore, this study revealed that a number of challenges were encountered when using multiple representative approaches. The challenges include difficulties with the English language, different and unique abilities of the learners, lack of plotting skills and the lack of proficiency in the learners’ multiplication and division skills. This study made recommendations on the integration of multiple representative approaches in the mathematics education curriculum and textbooks. It further recommended that in-service workshops for teachers and student teachers on the integration of multiple representative approaches in the teaching of Grade 6 proportion word problems should be initiated.

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Thornhill, Christa. "First additional language teaching in selected Grade 4 - 6 classes in Western Cape urban schools : the case of Afrikaans." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/95918.

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Thesis (PhD)--Stellenbosch University, 2014. ENGLISH ABSTRACT: The aim of this study was to investigate and describe the current state of Afrikaans FAL teaching in selected Gr 4 – 6 classes in Western Cape urban schools. This was done by presenting an overview of the literature relevant to FAL teaching and FAL curricula as well as the results from questionnaires and semi-structured interviews with Gr 4 – 6 teachers. This study does not offer a quick-fix solution to the problems in the Afrikaans FAL classrooms, but the researcher believes that the findings will highlight the daily challenges Afrikaans FAL teachers have to face and that all role players will become actively involved in improving the state of Afrikaans FAL teaching in the Western Cape. The relevance of this study lies in the national drive towards the promotion of multilingualism among the general population and especially in education. Feedback from student teachers returning from practice teaching indicated that not enough time is allocated by schools for the instruction of Afrikaans FAL; greatly differing methodologies as well as teaching and learning materials are being used in Afrikaans FAL classes; and learner and teacher Afrikaans proficiency varies from class to class. A theoretical framework for language teaching and learning, a literature study pertaining to first additional language teaching nationally and internationally, and an analysis of South African FAL curricula support the research. Constructivism, social constructivism and teacher knowledge were identified as the underpinning theories for language teaching and learning. The literature study provides an overview of all the major methodologies relevant to FAL teaching and the researcher concluded that there is no single method or approach that will ensure effective FAL teaching, but that teachers should implement an eclectic approach to achieve the best results. This study used a mixed methods approach to generate empirical data; 125 questionnaires, completed by Grade 4 – 6 Afrikaans FAL teachers, provided the quantitative data. For the qualitative strand of the study, semi-structured interviews were conducted with 17 Afrikaans FAL teachers. The data of these interviews were used as triangulation, to confirm or disconfirm and elaborate on the results of the questionnaires. One of the major factors impacting negatively on the teaching and learning of Afrikaans FAL is the negative attitude towards Afrikaans among many learners and their parents. Teachers are not equipped with teaching strategies and techniques to manage these negative attitudes. The results show that many teachers still follow a teacher-centred approach to teaching, which is an indication that learners are not given enough opportunities to develop their communicative competence through interaction with others. Another factor affecting Afrikaans FAL teaching negatively is that not all schools implement the prescriptions of the various language policies and curricula as they should. The study also investigated the use of appropriate and relevant learning and teaching support materials (LTSM) in the FAL classroom. The results showed that most teachers still mainly use the textbook as teaching resource. There is a dire need for appropriate Afrikaans LTSM for FAL. The expectation is that, in the age of technology we find ourselves in today, learners’ interest will be stimulated through the use of technological teaching aids. Teachers should therefore have access to, and use, a variety of media and technological teaching aids and be able to integrate them effectively into their language teaching. The findings of the study revealed teachers are caught up in traditional language teaching methods and strategies which do not contribute to the enhancement of learners’ proficiency in the target language. The study also closely examined the different types of knowledge that a language teacher should have. The results showed that the teachers’ knowledge of the curriculum, language policies, language teaching and learning theories as well as methodologies is extremely limited. Therefore a new method or approach is needed, which is why this study recommends that the HEIs and the WCED ensure that initial teacher training programmes and in-service training workshops are upgraded and adapted in order to prepare the teachers adequately to implement the prescribed curriculum using appropriate methodologies and strategies. AFRIKAANSE OPSOMMING: Die doel van hierdie studie was om die huidige stand van Afrikaans Eerste Addisionele Taal (EAT) onderrig in gekose Gr 4 – 6 klasse in Wes-Kaapse stedelike skole te ondersoek en beskryf. Dit is gedoen by wyse van die aanbieding van ’n oorsig van die betrokke literatuur oor EAT-onderrig en EAT-kurrikula, asook die resultate van vraelyste en semigestruktureerde onderhoude met Gr 4 – 6-onderwysers. Hierdie studie bied nie ’n kitsoplossing vir die probleme in die Afrikaans EAT klaskamers nie, maar die navorser glo dat die bevindinge die uitdagings wat Afrikaans EAT-onderwysers daagliks trotseer, sal beklemtoon en dat alle rolspelers aktief betrokke sal raak om die stand van Afrikaans EAT onderrig in die Wes-Kaap te verbeter. Die toepaslikheid van hierdie studie is gesetel in die nasionale klem op die bevordering van meertaligheid onder die algemene pupliek en veral in die onderwys. Studente terugvoer na die praktiese onderwys dui daarop dat nie genoeg tyd aan die onderrig van Afrkaans EAT in skole bewillig word nie en dat daar ‘n groot verskeidenheid onderrigmetodes en onderrig- en leerhulpmiddels in Afrikaans EAT-klasse aangewend word. Leerders en onderwysers se vaardigheid in Afrikaans wissel ook van klas tot klas. Die navorsing is ondersteun deur ‘n teoretiese raamwerk van taalonderrig en –leer, ‘n literatuurstudie van eerste addisionele taalonderrig, nasionaal sowel as internasionaal, asook ‘n analise van Suid-Afrikaanse EAT-kurrikula. Konstruktivisme. sosio-konstruktivisme en onderwyser kennis is geïdentifiseer as die teoretiese begronding vir taalonderrig en –leer. Die literatuurstudie gee ‘n oorsig van al die belangrike en relevante EAT-metodieke. Die navorser het tot die gevolgtrekking gekom dat nie een enkele metode of benadering effektiewe EAT-onderrig kan verseker nie, maar dat onderwysers ‘n eklektiese benadering behoort te volg om die beste resultate te verseker. Hierdie studie het ‘n gemengde navorsingsbenadering gevolg ten einde empiriese data te genereer. Die kwantatiewe data is ingesamel by wyse van talle vraelyste wat deur Gr 4 – 6 Afrikaans EAT-onderwysers voltooi is. Semi-gestruktureerde onderhoude is met 17 Afrikaans EAT-onderwysers gevoer ten einde die kwalitatiewe data in te samel. Die data van hierdie onderhoude is gebruik as tri-angulasie om die resultate van die vraelyste te bevestig of te weerspreek. Een van die belangrikste faktore wat die onderrig en leer van Afrikaans EAT negatief beïnvloed, is baie leerders en ouers se negatiewe houding teenoor Afrikaans. Onderwysers is nie toegerus met die nodige onderrigstrategieë en –tegnieke om hierdie negatiewe houdings aan te spreek nie. Die resultate wys daarop dat baie onderwysers steeds ’n onderwyser-gerigte benadering volg wat daartoe lei dat die leerders nie genoegsame geleentheide kry om hulle kommunikatiewe vaardighede by wyse van interaksie met ander te ontwikkel nie. ‘n Ander faktor wat Afrikaans EAT-onderrig negatief beïnvloed, is die feit dat nie alle skole die voorskrifte van die verskillende taalbeleide en kurrikula implementeer soos van hulle verwag word nie. Hierdie studie het ook die gebruik van gepaste en relevante onderrig- en leerondersteuningsmateriaal in die EAT-klaskamer ondersoek. Die resultate het daarop gedui dat die meeste onderwysers nog steeds die handboek as belangrikste onderrighulpmiddel gebruik. Daar bestaan ‘n geweldige behoefte na gepaste Afrikaanse onderrig- en leermateriaal vir EAT. In die tegnologiese era waarin ons ons bevind, bestaan die verwagting dat leerders se belangstelling gestimuleer sal word deur die gebruik van tegnologiese onderrigmateriaal. Onderwysers behoort dus toegang te hê tot en ‘n wye verskeidenheid media en tegnologiese onderrigmateriaal te kan gebruik en in staat wees om dit suksesvol te integreer in hulle taalonderrig. Die bevindinge van hierdie studie het gewys dat onderwysers vasgevang is in tradisionele taalonderrigmetodes en –strategieë wat nie bydra tot die ontwikkeling van die leerders se vaardigheid in die teikentaal nie. Die verskillende soorte kennis waaroor ‘n taalonderwyser behoort te beskik is ook onder die vergrootglas geplaas. Die resultate het getoon dat die onderwysers se kennis van die kurrikulum, taalbeleid, taalonderrig en –leerteorieë en metodieke uiters beperk is. Daar is dus ‘n behoefte aan ‘n nuwe metode of benadering en daarom beveel hierdie studie aan dat onderwyseropleidingsprogramme en indiensopleidingswerkswinkels opgegradeer en aangepas word deur die Hoëronderwysinstellings en die WKOD om te verseker dat onderwysers voldoende voorberei word om gepaste metodieke en strategieë toe te pas in die implementering van die voorgeskrewe kurrikula.

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Sakaguti, Suely Aparecida Kfouri. "Tabagismo, consumo de álcool e câncer de cabeça e pescoço nas regiões Sudeste, Sul e Centro-Oeste do Brasil." Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/6/6132/tde-22052013-142314/.

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Introdução. Considerando-se a incidência e os reflexos na qualidade de vida, os tumores de cabeça e pescoço constituem-se em relevante problema de saúde pública. A medida de efeito dos principais fatores de risco, tabaco e álcool, no risco de acometimento de cânceres de cabeça e pescoço tem sido pouco relatada no Brasil. Objetivo. Verificar as variações de risco decorrentes do tabagismo e do consumo de bebidas alcoólicas no câncer de cabeça e pescoço nas regiões Sudeste, Sul e Centrooeste do Brasil. Sujeitos e Métodos. Estudo caso-controle de base hospitalar conduzido entre setembro de 1998 e maio de 2003, com base em 1.594 casos diagnosticados com carcinoma espinocelular de cabeça e pescoço, confirmados histologicamente, em hospitais das cidades de São Paulo e Rio de Janeiro (Sudeste), Porto Alegre e Pelotas (Sul), Goiânia (Centro-oeste), e 1.292 controles. Os pacientes foram entrevistados por meio de questionários com informações sobre características e hábitos, bem como dados clínicos e laboratoriais para o diagnóstico de câncer de cabeça e pescoço. A OR (odds ratio) e IC 95 por cento (intervalo com 95 por cento de confiança) para câncer de cabeça e pescoço associados ao tabaco e álcool foram estimados por regressão logística não condicional. O modelo foi ajustado por idade, sexo, escolaridade, consumo de frutas e legumes. Resultados. Na região Centro-oeste observaram-se riscos mais expressivos para tabagismo, ex-fumantes (OR 3,5; IC95 por cento 1,6-7,4) e fumantes (OR 13,6 IC95 por cento 6,4-28,6), com efeito dose-resposta para frequência e tempo de consumo na exposição cumulativa, de 1-9 maços-ano (OR 1,9; IC 95 por cento 0,8-4,4) à 40 maços-ano e mais (OR 8,6; IC95 por cento 4,2-17,5). No consumo de bebidas alcoólicas, observou-se riscos mais elevados para consumidores atuais na região Sul (OR 4,7 IC95 por cento 2,8-7,9); na exposição cumulativa o efeito dose-resposta para frequência de consumo foi nítido a partir da categoria 0-4,99g/ml/dia nas regiões Sudeste, Sul e Centro-oeste. Conclusões. As diferenças que puderam ser observadas no risco para tumores de cabeça e pescoço decorrentes do tabagismo e consumo de bebidas alcoólicas, sugerem diferenças no perfil de consumo nas regiões Sudeste, Sul e Centro-oeste, provavelmente, relacionados ao uso de tipos de preparo do tabaco e consumo de diferentes tipos de bebidas alcoólicas Introduction. Considering the incidence and reflections on the quality of life, the head and neck tumors constitute an important public health problem. The extent of effect of the main risk factors, tobacco and alcohol, in risk of involvement of head and neck cancers has been rarely reported in Brazil. Objectives. Check the variations the risks caused by smoking and alcohol consumption in head and neck cancer in the Southeast, South and Midwest regions of Brazil. Subjects and Methods. A case-control hospitalbased, conducted between September 1998 and May 2003, based on 1.594 cases diagnosed with squamous cell carcinoma of the head and neck, histologically confirmed, in hospitals in the cities of São Paulo and Rio de Janeiro (Southeast), Porto Alegre and Pelotas (South), Goiania (Midwest), and 1.292 controls. Patients were interviewed using questionnaires with information about characteristics and habits, as well as clinical and laboratory data for the diagnosis of head and neck cancer. The odds ratio (OR) and IC95 per cent (confidence interval 95 per cent ) of head and neck cancer associated with tobacco and alcohol were estimated by unconditional logistic regression. The model was adjusted for age, sex, education, consumption of fruit and vegetables. Results. In the Midwest region we observed more significant risks for smoking, former smokers (OR 3,5; IC95 per cent 1,67,4) and smoking (OR 13,6; IC95 per cent 6,4-28,6), with doseresponse effect for frequency and time consumption in the cumulative exposure, from 1-9 pack-years (OR 1.9, IC95 per cent 0,84,4) to 40 pack-years and more (OR 8,6; IC95 per cent 4,2 17,5). In alcohol consumption was observed increased risks for current consumers in the South (OR 4,7; IC95 per cent 2,8 7,9); in the cumulative exposure dose-response effect for frequency of consumption was clear from the category 0-4,99 g/ml/day in the Southeast, South and Midwest regions. Conclusions. The differences in risk were observed for cancers of the head and neck caused by smoking and alcohol consumption suggest differences in the consumption profile in Southeast, South and Midwest regions, probably related to the use of types of tobacco and consumption of different types of alcoholic beverages

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Araujo, Breno Fauth de. "Fatores de risco associados ao nascimento de recém-nascidos de muito baixo peso em uma população de baixa renda da Região Sul do Brasil." Universidade de São Paulo, 2005. http://www.teses.usp.br/teses/disponiveis/6/6136/tde-23092011-140001/.

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Em virtude da importância dos recém-nascidos de muito baixo peso (RNMBP) na constituição da morbidade e mortalidade infantil realizou-se estudo para identificar os fatores de risco associados ao seu nascimento e avaliar os cuidados recebidos durante a internação e os índices de mortalidade. Método. Estudo de caso-controle, abrangendo 200 recém-nascidos(RN) com peso entre 500 e 1499g(casos) e 400 RN com peso entre 3000 e 3999g (controles), no período de março de 1998 a dezembro de 2004. Foram estudadas variáveis maternas sócio-econômicas e educacionais e variáveis da gestação e do parto. Foi utilizada a análise univariada e multivariada, adotando-se um nível de significância de 5 por cento . Resultados. A percentagem de mortalidade dos RNMBP foi de 32,5 por cento , sendo o limite de viabilidade de 600g de peso e 26 semanas de idade gestacional. As principais causas básicas de óbito foram a hipertensão materna (35,3 por cento ), as infecções maternas(18,5 por cento ) e a prematuridade (18,5 por cento ) e a principal causa imediata de óbito foi a infecção(52,3 por cento ). As variáveis que estiveram relacionadas com o nascimento de RNMBP foram a idade materna igual ou acima de 35 anos, a ausência de pré-natal, as doenças na gestação, a hipertensão materna, a internação durante a gestação e a história de um filho anterior de baixo peso ao nascer. Conclusão. Muitos nascimentos de RNMBP ocorreram por causas evitáveis relacionadas com a freqüência e qualidade do pré-natal Objective. Due to the importance of very low birth weight (VLBW) in the make up of infant morbidity and mortality, a study was performed to identify risk factors associated with their birth, and to evaluate care received while in hospital and mortality rates. Method. A case-control study, covering 200 newborns (NB) weighing between 500 and 1499g (cases) and 400 NB weighing between 3000 to 3999g (controls) during the period from March 1998 to December 2004. Maternal socioeconomic and educational variables were studied besides variables on pregnancy and delivery. Simple and multiple analysis was used, adopting a 5 per cent level of significance. Results. The mortality percentage of VLBW was 32.5 per cent , and the limit of viability was a weight of 600g and 26 weeks of gestational age. The main basic causes of death were maternal hypertension (35.3 per cent ), maternal infections (18.5 per cent ) and prematurity (18.5 per cent ), and the main immediate cause of death was infection (52.3 per cent ). The variables that were related to the birth of VLBW were maternal age equal to or above 35 years, lack of prenatal examination, diseases in pregnancy, maternal hypertension, hospitalization during pregnancy, and the history of a previous low birth weight child. Conclusion. Many VLBW births occurred due to unavoidable reasons related to the frequency and quality of pre-natal care

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Matutu, Samkelo Nelson. "'Heteroglossia in IsiXhosa/English bilingual children's writing: a case study of Grade 6 IsiXhosa Home Language in a Township School." Master's thesis, Faculty of Humanities, 2021. http://hdl.handle.net/11427/32826.

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The South African constitution recognises 11 official languages, of which isiXhosa is one. IsiXhosa belongs to the Nguni language family which also comprises of isiZulu, isiNdebele, and siSwati. IsiXhosa is mostly spoken in the Eastern and Western Cape Provinces. Those that regard isiXhosa as their home language (HL) are referred to as amaXhosa. However, as a teacher of isiXhosa HL, I have observed that there is often a mismatch between the isiXhosa used by the students and the one used in the schooling context. Thus, this study explores and investigates the written language varieties Grade 6 isiXhosa HL students use in their formally assessed and informal writing. The theoretical framework used in this study reviews literature on discourse/language and literacy as social practice, language ideologies and identity, heteroglossic and translingual practices, as well as primary school children's writing in South Africa to understand the complexities of students' language varieties. Moreover, this study explores the way in which the isiXhosa HL students represent their varied language resources through use of a language body portrait. Further, issues of language standardisation in relation to children's literacy are also reviewed. This study takes the form of qualitative case study in design. Students' Formal Assessment Task (FATs), language body portrait and informal paragraph writing about their linguistic repertoire were collected and analysed. Data analysis revealed the following themes: language ideologies, linguistic repertoires, use of urban and everyday language varieties, Standard Written isiXhosa (orthography), language borrowings, as well as unconventional spellings. Themes and categories are intensively analysed in Chapters four and five of this study. This study displays evidence of hybridity and fluidity of named languages, as well as heteroglossic practices that the students employ. Analysing the students' writing was effective in helping understand how bi/multilinguals engage in writing and that, while the adopted curriculum approach to language and FAT is monoglossic, children's writing is heteroglossic (see also Bakhtin, 1981; Krause and Prinsloo, 2016). The implications of teaching languages as bounded, fixed and separate entities are explored and problematized. Chapter six of this study concludes the study and offers recommendations that are important for deliberation when teaching writing in isiXhosa/African language contexts.

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Nguyen, Cang T. "An evaluation of the textbook 'English 6' : a case study from secondary schools in the Mekong Delta Provinces of Vietnam." Thesis, University of Sheffield, 2015. http://etheses.whiterose.ac.uk/10033/.

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The present study evaluates English 6, an official textbook used for grade 6 pupils in all secondary schools all over Vietnam, in the teaching and learning context of the Mekong Delta. The research was conducted in two stages: a theoretical evaluation and an empirical evaluation. The theoretical evaluation was based on the researcher’s experience, expertise, and the literature on textbook evaluation. The empirical evaluation was based on data collected from 22 teachers and 313 pupils at 8 different secondary schools in four different provinces in the Mekong Delta in the form of questionnaires, semi-structured interviews, documents and classroom observation. The evaluation sought to find out the users’ views on the textbook, its impact on users and the users’ recommendations for improvement. The results of the evaluation show that the textbook • suits the teaching and learning context and culture, • gives much help to both teachers and pupils, • receives positive responses from teachers and pupils. Beside these merits, the textbook needs to be improved in the following ways: • More varied types of activities, especially ones which help pupils practice using the target language communicatively, should be added to the textbook content. • Free practice activities should be added after the controlled ones to help pupils practice speaking and writing creatively. • The textbook should be supplemented with language material from different resources such as picture stories, comic strips, etc. • The supporting resources need to be more widely available and better, both in terms of physical appearance and quality. The findings also indicate that textbook writers should carry out learner needs analysis before writing new textbooks to make sure they meet learners’ needs.

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Perigo, Levi. "An Examination of the Design, Development, and Implementation of an Internet Protocol Version 6 Network: The ADTRAN Inc. Case Study." NSUWorks, 2013. http://nsuworks.nova.edu/gscis_etd/274.

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In this dissertation, the author examined the capabilities of Internet Protocol version 6 (IPv6) in regard to replacing Internet Protocol version 4 (IPv4) as the internetworking technology for Medium-sized Businesses (MBs) in the Information Systems (IS) field. Transition to IPv6 is inevitable, and, thus, organizations are adopting this protocol to be prepared in it becoming the dominant internetworking protocol. The goal of the research was to develop a model for IS specialists to use with MBs in the transition from IPv4 to IPv6. To achieve this goal, the author performed a case study of ADTRAN Inc.'s IPv6 implementation, using the Systems Development Life Cycle (SDLC) framework. The SDLC methodology consists of five phases and was used to support the design, development, and implementation of the ADTRAN Inc. IPv6 solution. For Phase 1, the Research Phase, the author examined business requirements, administered a questionnaire, and recorded participant observation. In Phase 2, the Analysis Phase, the author analyzed the data from Phase 1 and created a functional and nonfunctional requirements list. For Phase 3, the Logical Design Phase, the author developed documentation and diagrams for the IPv6 implementation. In Phase 4, the Physical Design Phase, the author determined what internetworking hardware would be needed and where it should be deployed. For Phase 5, the Implementation Phase, the author completed the IPv6 network implementation. Finally, the author analyzed the data collected from this investigation. The use of the findings, in conjunction with the SDLC methodology, resulted in the ADTRAN Inc. Implementation model, which can be used by MBs of a similar size to ADTRAN Inc., when IPv6 transition initiatives are being considered.

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Maack, Björn. "Steuerung von privaten Minderheitsbeteiligungen an kommunalen Energieversorgungsunternehmen /." Hamburg : Kovač, 2008. http://www.verlagdrkovac.de/978-3-8300-3278-6.htm.

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Sakaguti, Suely Aparecida Kfouri. "Tipos de tabaco e bebidas alcoólicas e câncer de cabeça e pescoço." Universidade de São Paulo, 2018. http://www.teses.usp.br/teses/disponiveis/6/6132/tde-04052018-104023/.

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Introdução. Fatores de risco para agravos à saúde se alteram no tempo e no espaço. No que diz respeito ao câncer de cabeça e pescoço (CCP), as associações com tabagismo e consumo de bebidas alcoólicas estão bem estabelecidas. Dados da literatura sugerem que os tipos mais prevalentes de tabaco e álcool numa população estão associados a riscos mais elevados de câncer. No Brasil, poucos estudos epidemiológicos investigaram o efeito de distintos tipos de tabaco e álcool no CCP. Objetivo. Mensurar a razão probabilística de risco para CCP por tipos de tabaco e álcool no consumo não exclusivo (uso de mais de um tipo de tabaco ou bebida alcoólica) e consumo exclusivo (uso de apenas um tipo de tabaco ou bebida alcoólica). Métodos. O presente estudo têm origem em três projetos multicêntricos: Latino-Americano, conduzido de 03/1999 a 12/2001; Genoma Clínico do Câncer realizado de 07/2000 a 08/2011; e o Temático Marcadores de Agressividade em Tumores de Cabeça e Pescoço (GENCAPO), conduzido de 07/2011 a 06/2015. Assim, constituiu-se um estudo caso-controle com dados provenientes de hospitais do Estado de São Paulo. Os casos foram diagnosticados com carcinoma espinocelular de cabeça e pescoço, confirmados histologicamente. Os controles, pacientes com outras doenças que não câncer, foram selecionados em alguns dos hospitais de procedência dos casos. Tanto os casos quanto os controles foram entrevistados por meio de questionários com informações sobre características e hábitos, bem como dados sobre educação e história ocupacional. As associações entre as variáveis tipo de tabaco e tipo de bebidas alcoólicas com CCP, foram estimadas pelo odds ratio (OR) e respectivo intervalo de 95% de confiança (IC 95%) via regressão logística não-condicional, ajustados pelas variáveis de confusão: sexo (feminino, masculino), idade (< 50 anos, 50-59 anos e ≥ 60 anos), escolaridade (superior, intermediário, analfabeto), ocupação (manual qualificado, manual não qualificado e outros), estudos multicêntricos (Latino-Americano, Genoma Clínico do Câncer e GENCAPO), tabagismo (maços-anos total: Nunca fumaram, <20 maços-ano, ≥ 20 e < 40 maços-anos e ≥ 40 maços-anos, para ajuste do efeito do álcool) e consumo de etanol total (Nunca beberam, ≤ 100 Kg, > 100 e ≤ 900 e > 900 kg, para ajuste do efeito do tabaco). Resultados. Os riscos decorrentes do tabagismo foram mais expressivos para hipofaringe particularmente, no padrão não-exclusivo e consumo ≥ 40 maços-ano OR 36,1 (IC95%11,1-117,6); para orofaringe, laringe e cavidade oral, os riscos foram, respectivamente: OR 16,1 (IC95%10,4-24,9); OR 14,2 (IC95% 9,6-21,0); OR 7,4 (IC95% 5,6-10,0). Na condição de consumo exclusivo, para a mesma categoria ≥ 40 maços-ano para cigarro industrializado, os riscos foram discretamente menos intensos: OR 31,9 (IC95% 9,7-104,3); OR 15,4 (IC95% 9,9-24,0); OR 13,1 (IC95% 8,8-19,5) OR 7,1 (IC95% 5,3-9,6), respectivamente, para hipofaringe, orofaringe, laringe e cavidade oral. No consumo de álcool, foram observadas maiores associações de CCP com as bebidas destiladas. Na condição de consumo exclusivo, para orofaringe o nível de consumo de destilados ≥ 2000 Kg induziu OR 39,1 (IC 95% 12,7-121,8) em comparação aos que nunca beberam. O uso simultâneo de tabaco e álcool fez aumentar sensivelmente o risco de CCP: OR 10,5 (IC95% 8,5-13,0). Conclusões. Entre os tabagistas com o padrão não-exclusivo de consumo, os maiores riscos foram observados para hipofaringe. Entre os consumidores de bebidas alcoólicas, os destilados conferiram maiores riscos nos dois padrões de consumo. No consumo de cerveja e vinho, as diferenças na intensidade das associações com CCP tornaram-se evidentes apenas nas categorias de maior consumo. Introduction. Risk factors for health problems change over time and space. With regard to head and neck cancer (HNC), associations with smoking and alcohol consumption are well established. Literature data suggest that the most prevalent types of tobacco and alcohol in a population are associated with higher risks of cancer. In Brazil, few epidemiological studies have investigated the effect of different types of tobacco and alcohol on HNC. Objectives. Measure the probabilistic risks for HNC by tobacco and alcohol types in non-exclusive consumption (use of more than one type of tobacco or alcoholic beverage) and exclusive consumption (use of only one type of tobacco or alcoholic beverage). Methods. The present study has origin from three multicentric projects: Latin American, conducted from 03/1999 to 12/2001; Clinical Genome of Cancer performed from 07/2000 to 08/2011; and the Thematic Markers of Aggression in Head and Neck Tumors (GENCAPO), conducted from 07/2011 to 06/2015. Thus, it is a case-control study with data from hospitals in the State of São Paulo. The cases were diagnosed with squamous cell carcinoma of the head and neck, histologically confirmed. The controls, patients with diseases other than cancer, were selected in some of the hospitals where the cases originated. Both cases and controls were interviewed through questionnaires with information on characteristics and habits, as well as data on education and occupational history. Associations between the variables tobacco type and type of alcoholic beverages with HNC were estimated by the odds ratio (OR) and respective 95% confidence interval (CI 95%) through non-conditional logistic regression adjusted for confounding variables: sex (female, male), age (<50 years, 50-59 years and ≥ 60 years), schooling (upper, intermediate and illiterate), occupation (qualified manual, unqualified manual and others), multicenter studies, smoking (Never smoked, <20 pack-years, ≥ 20 and <40 pack-years and ≥ 40 pack-years, to adjust the effect of alcohol) and total ethanol (Never drank, ≤ 100 kg,> 100 and ≤ 900 and > 900 kg, to adjust the effect of tobacco). Results. The risks due to smoking were more significant for the hypopharynx, particularly, in the non-exclusive pattern and consumption ≥ 40 packs per year OR 36,1 (95% CI 11,1-117,6); for oropharynx, larynx and oral cavity, the risks were: OR 16,1 (95% CI, 10,4-24,9); OR 14,2 (95% CI 9,6-21,0); OR 7,4 (95% CI 5,6-10,0). In the exclusive consumption condition, for the same category ≥ 40 packets per year for industrialized cigarettes, the risks were slightly less intense: OR 31,9 (95% CI 9,7-104,3); OR 15,4 (95% CI 9,9-24,0); OR 13,1 (IC95% 8,8-19,5); OR 7,1 (IC95% 5,3-9,6), respectively, for hypopharynx, oropharynx, larynx and oral cavity. In alcohol consumption, higher associations of HNC with distilled beverages were observed. In the exclusive consumption condition, consumption level of distilled ≥ 2000 kg induced OR 39,1 (95% CI: 12,7-121,8) for oropharynx. Simultaneous use of tobacco and alcohol increased the risk of HNC: OR 10,5 (95% CI 8,5-13,0). Conclusions. Among smokers with the non-exclusive pattern of consumption, the greatest risks were observed for the hypopharynx. Among the consumers of alcoholic beverages, the distilled conferred greater risks in the two patterns of consumption. In beer and wine consumption, differences in intensity of associations with HNC became evident only in the higher consumption categories.

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Lam, Sau-chu Judy, and 林秀珠. "An experimental study of the effects of a 'thought power' training programme on a group of F.6 students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31958710.

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Chabinga, Kelvin. "Investigating the integration of Information and Communication Technologies (ICTs) in Grade 6 English Home Language Literacy: A Case Study of one Primary School in the Western Cape." University of the Western Cape, 2015. http://hdl.handle.net/11394/4812.

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Magister Educationis - MEd Abstract The aim of this study was to investigate the use of Information and Communication Technologies (ICTs), through the use of iPads in English Home Language in the Intermediate Phase, with a special focus on Grade six, at one primary school in the Western Cape. Through the lens of the Sociocultural and Constructivist theories, the study investigated how iPads were used for language and literacy development in the Grade six classroom where English was the main medium of instruction. The study was purely a qualitative single case study involving one teacher and one class of 28 learners at a well-resourced former-white school in Cape Town. Data was collected through classroom observations and interviews. The interviews were conducted with six selected learners, one Grade six teacher, the Head of Department (HOD) and the Principal. The analysis of the transcribed interviews, video recordings and documents was done through the Atlast.Ti 7 software package. The findings of the study show that Grade six learners had good access to ICTs, and had no difficulties in using iPads for language and literacy learning. Their competence was associated with their high socio-economic backgrounds as most of them were from middle class families. The findings also indicated that teacher disposition had a positive impact on ICT implementation in the English lessons. Another interesting finding was that while the school had successfully adopted ICT as a teaching and learning resource, the Grade six teacher’s pedagogical strategies did not enhance learners’ comprehension of certain language (English) aspects such as grammar because there was no special training for integrating ICTs in language teaching. Overall, the results showed that the iPad is an extremely potential tool for literacy development and it encourages not only learners’ active engagement and collaboration as directed by the teacher, but also learner initiated engagement and collaboration. The study concludes that while many well-resourced schools seem to do well with regard to access to ICT and its integration in teaching and learning, technology cannot completely replace the role of the teacher in the classroom. There is a need for teacher development to enhance their own understanding of ICTs and how to use it for effective language and literacy teaching and learning.

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Staniute, Laura. "An investigation of listening and reading proficiency in English of grade 5 and grade 6 students in Chinese-speaking cities." Thesis, University of Macau, 2018. http://umaclib3.umac.mo/record=b3953463.

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Pelissari, Daniele Maria. "Campos eletromagnéticos e leucemia linfocítica aguda em crianças residentes na região metropolitana de São Paulo." Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/6/6132/tde-14092009-093048/.

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Introdução- As Leucemias Linfocíticas Agudas (LLA) constituem-se na mais comum das neoplasias em crianças. Alguns estudos epidemiológicos identificaram riscos aumentados de LLA em crianças expostas a campos magnéticos gerados por linhas de força de alta tensão, porém, essa associação não foi confirmada por outros estudos. Objetivo- Verificar a associação entre exposição a campos magnéticos e a incidência da LLA em crianças residentes na Região Metropolitana de São Paulo, considerando-se a distância das residências das crianças de linhas de transmissão de energia (88, 138, 230, 345 e 440 kV). Métodos- Estudo casocontrole de base populacional. Os casos foram selecionados em cinco hospitais na capital do município de São Paulo, que concentram o atendimento a crianças com LLA. Quatro controles populacionais foram selecionados para cada caso, emparelhados por sexo, idade e cidade de nascimento. Casos e controles foram entrevistados utilizando-se questionário similar para obtenção de informações sobre as variáveis de interesse e potenciais variáveis de confusão. Os domicílios foram avaliados em relação às distâncias de linhas de transmissão de energia mais próxima utilizando-se o Global Positioning System (GPS). Na análise da associação entre campos magnéticos e LLA foi utilizada regressão logística condicional, incluindo o controle de potenciais variáveis de confusão. Foram calculados os odds ratios (OR) e os respectivos intervalos com 95 por cento de confiança (IC95 por cento). Resultados- A associação entre a distância de linhas de transmissão e LLA foi ajustada pela variável escolaridade da pessoa entrevistada, resultando em OR de 2,91 (IC95 por cento 0,92-9,22). Conclusão- Concluiu-se que, crianças residentes a menos de 160 metros de linhas de transmissão de energia na RMSP apresentam risco maior, porém não estatisticamente significativo de desenvolver LLA quando comparadas com as que residem a mais que 160 metros. Introduction-The Acute Lymphocytic Leukemia (ALL) is the most common cancers in children. Some epidemiological studies have identified increased risk of ALL in children exposed to magnetic fields generated by high voltage power lines, however, this association was not confirmed by other studies. Purpose- Check the association between exposure to magnetic fields and the incidence of ALL in children residing in the Metropolitan Region of São Paulo, considering the distance from childrens home and transmission lines (88, 138, 230, 345 and 440 kV). Methods- A population-based case-control study. The cases were selected in five hospitals in the city of Sao Paulo, which account for the care of children with ALL. Four population controls were selected for each case, matched by sex, age and city of birth. Cases and controls were interviewed using a similar questionnaire to obtain information on the interest variables and potential confounding variables. The homes were evaluated by distances of the nearest transmission lines using the Global Positioning System (GPS). To examine the association between magnetic fields and ALL was used conditional logistic regression, including the control of potential confounding variables. We calculated the odds ratios (OR) and their 95per cent confidence interval (95 per cent CI). Results-The association between the distance of transmission lines and ALL was adjusted by education of the person interviewed, and the OR was 2.91 (95 per cent CI 0.92-9.22). Conclusion- Children living at less than 160 m of power transmission lines in RMSP have higher risk, though not statistically significant, when compared with those living in more than 160 m.

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Le, Roux Zelda Joy. "An application of brain-based education principles with ICT as a cognitive tool: a case study of grade 6 decimal instruction at Sunlands Primary School." Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/15562.

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The larger population of South African learners do not learn effectively and struggle with low academic achievements currently. This can be attributed to various factors such as frequent changes in the curriculum, underqualified educators, ineffective teaching methods and barriers to learning existing in classrooms today. Learners need extra support, including cognitive support, but in reality the heavy workload of educators may prevent them from giving learners the needed support. If support is given, it is minimal or not effective enough. Computer technologies may afford both educators and learners such opportunities when used as a cognitive tool in activities that provide the needed support. This research is concerned with the use of computer technology as a cognitive tool to activate learners' cognitive processes, thus enhancing learning, based on Brain Based Education principles. The objective is to lay the foundation in using computer technologies as cognitive tools in educators' teaching practice and instructional design to make teaching and learning more effective, interactive, real world based, giving meaning to what is learnt and to enhance understanding.

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聶智康 and Chi-hong Paul Lip. "Investigating Form 6 students' responses to four different critical analysis activities with film to develop their critical thinkingskills: a case study of a Hong Kong languageclassroom." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B43250476.

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Atchade, Pierre Jacques. "A qualitative study of distance learners' perceptions of learning computer technology delivered through two-way audio video conferencing and online instruction." Ann Arbor, MI : UMI Dissertation Services, 2002. http://0-proquest.umi.com.aupac.lib.athabascau.ca/pqdweb?did=726373631&sid=1&Fmt=6&clientId=12302&RQT=309&VName=PQD.

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Murphy, Carol M. "Snapshots of the complex world of research-based reading instruction a case study of first-grade teachers /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 210 p, 2007. http://proquest.umi.com/pqdweb?did=1257806331&sid=6&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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Lip, Chi-hong Paul. "Investigating Form 6 students' responses to four different critical analysis activities with film to develop their critical thinking skills a case study of a Hong Kong language classroom /." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B43250476.

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Camargo, Diana. "Implementation of Six Sigma's DMAIC and lean manufacturing process improvement methodologies in a software development environment : a case study /." Available to subscribers only, 2006. http://proquest.umi.com/pqdweb?did=1136092141&sid=6&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Russell, Derek Edward. "Transformation into mission a case study of Forest Park United Methodist Church /." Available from ProQuest, 2008. http://proquest.umi.com.ezproxy.drew.edu/pqdweb?index=0&sid=10&srchmode=2&vinst=PROD&fmt=6&startpage=-1&clientid=10355&vname=PQD&RQT=309&did=1626360411&scaling=FULL&ts=1263920650&vtype=PQD&rqt=309&TS=1263920658&clientId=10355.

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Stewart, Cathryn Anne. "Conceptions of language and literacy and the role of digital technologies in Home, First and Second Additional language lessons: a case study of 6 grade four teachers in South African state schools." Master's thesis, Faculty of Humanities, 2021. http://hdl.handle.net/11427/33039.

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Research into classroom practices in South Africa has highlighted various disjunctures between the conceptions of language and literacy evident in the CAPS curriculum documents, teachers' pedagogical approaches, and the multilingual reality of classrooms in South Africa. This research study asks whether the current promotion of digital technologies in classrooms, so evident in both South Africa and in the world at large, might be in danger of similar disjunctures. The study explores teachers' conceptions of language and literacy across English, Afrikaans and isiXhosa in the Grade 4 classrooms of two schools in the Hout Bay area, examining how these play out in their accounts of their daily teaching practice and whether and how they facilitate the successful integration of digital technology into language lessons. The study draws on Blommaert's ‘artefactual ideology of language' (2008), combined with the concepts of an autonomous model of literacy (Street, 1984) and language ideologies (McKinney, 2016), as well as Durrant and Green's (2000) digital literacy theoretical frameworks. While teachers are exhorted to promote the use of technology in their lessons and the rhetoric of the “the fourth industrial revolution” adds to the pressures, there are many factors involved in the uptake of technology in schools - perhaps the most important being the existing practices and ideologies of the teacher themselves. The study focuses specifically on six Grade 4 teachers' accounts of their conceptions and practices in relation to the CAPS curriculum, in order to analyse how teachers manage the much higher language and literacy levels of the curriculum specifications when learners move from Foundation Phase (Grades R-3) to Intermediate Phase (Grade 4-6) in language and literacy lessons, and also on how their uses of technology align or not with the specifications in the curriculum. Despite both schools being positive towards technology, it was soon apparent that CAPS specifications and teachers' conceptions of language and literacy (which leant towards the artefactual ideology of language and literacy) did not align easily with the kinds of tasks and assessments that are called for in using digital technologies (which lean towards agentic and critical engagements with texts). In addition, despite most of the teachers being highly critical of the CAPS curriculum, the study found that most of the teachers do stick closely to the CAPS specifications in both the Home Language and Additional Language classes and that these perceptions, combined with existing ideologies present in CAPS curriculum documents, are influencing their teaching practices and approach to using technology in their lessons.

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Steel, Marian Diane. "Transformation of female GED graduates into college graduates : a multiple case study of barriers and supports /." Diss., Ann Arbor, Mich. : UMI Dissertations Services, 2008. http://proquest.umi.com/pqdweb?index=0&did=1464121391&SrchMode=1&sid=1&Fmt=6&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1229383445&clientId=58634.

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Thesis (Ph. D., Education)--University of Idaho, October 2007. Major professor: Martha C. Yopp. Includes bibliographical references (leaves 237-250). Also available online (PDF file) by subscription or by purchasing the individual file.

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Judek, Clement. "The contribution of virtual crisis simulations to the study of crisis management situations : the case of iCrisis crisis simulation approach." Electronic Thesis or Diss., Université de Lorraine, 2019. http://www.theses.fr/2019LORR0350.

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L'apparition de crises majeures illustre d'une part la forte intensité de ces événements, mais aussi la complexité et l'interdépendance croissantes des systèmes, qui se traduisent par un plus grand nombre d'organisations touchées. De nos jours, de nombreux événements sont considérés comme des crises, alors qu'il ne peut s'agir que d'une urgence. Cette utilisation du terme «crise» peut être contre-productive car, en raison de sa nature unique, la crise nécessite des capacités spéciales telles que l'adaptation, contrairement aux événements dans le domaine de la gestion des urgences qui nécessitent l'application d'une procédure. Pour réduire le risque de crises majeures, la prévention et la protection sont nécessaires. Cependant, toutes les situations ne sont pas prévisibles et pour cette raison, les organisations exposées doivent être préparées. Pour préparer et améliorer l'expérience des gestionnaires de crise, la simulation apparaît comme une solution. Les simulations de crise permettent de sensibiliser les organisations aux situations de crise et de leur permettre d'acquérir de l'expérience en les plaçant dans un environnement virtuel qui essaie de reproduire au maximum les conditions réelles. L'objectif de reproduire la situation aussi fidèlement que possible est nécessaire, mais il n'existe aucune méthode de vérification/validation pour s'assurer que la méthode de simulation est vraiment efficace. De plus, la majorité des simulateurs de crise existants visent à atteindre un objectif pédagogique adressé aux personnes impliquées dans des situations d'urgence ou de crise. Toutefois, en raison de la nature complexe des situations de crise, il est dans l'intérêt de procéder à des simulations de crise pour enquêter sur la crise elle-même. Dans ce contexte, nous nous proposons de nous interroger sur la capacité de l'approche de simulation de crise iCrisis à placer les managers stratégiques dans une situation aux caractéristiques similaires à celles d'une «crise réelle». Cette approche intéressante dans le cadre des objectifs pédagogiques donnés permet également de s'ouvrir à des objectifs moins connus pour les simulateurs de crise : atteindre des objectifs scientifiques. En effet, un tel système permet-il aussi d'étudier certains aspects de la crise ? A travers ce manuscrit, nous tenterons de contribuer à la réflexion sur ces deux aspects. Pour donner des éléments de réponse à ces questions, ce manuscrit propose 5 chapitres : - Le chapitre 1 vise à comprendre le positionnement du concept de crise par rapport au concept d'urgence. - Le chapitre 2 est consacré à la définition de la crise qui est utilisée dans la recherche. - Le chapitre 3 traite de la méthodologie de recherche en mettant l'accent sur la simulation iCrisis. - Le chapitre 4 présente l'étude qui a consisté à observer si les participants aux simulations iCrisis ont vécu les caractéristiques d'une crise réelle. - Le chapitre 5 présente deux études qui ont été réalisées. L'une concerne l'évaluation de la charge mentale et. Le second concerne le test d'utilisation d'un outil qui évalue les effets en cascade. La recherche a permis de clarifier la différence entre urgence et crise, puis de proposer une définition de la crise à partir de ses caractéristiques. Elle a également permis de concrétiser l'approche de simulation de crise iCrisis qui est décrite avec précision. Le deuxième résultat important est la présentation de l'étude l'étude qui avait pour but d'observer que les caractéristiques de la crise sont bien observables lors d'une simulation iCrisis. Enfin, nous démontrons que les études sur les questions appliquées à la crise peuvent être réalisées avec iCrisis et donner des résultats The emergence of major crises illustrates, on the one hand, the high intensity of these events, but also the increasing complexity and interdependence of systems, which are resulting in a larger number of affected organizations. Nowadays, many events are considered as crises, whereas they can only be emergencies. This use of the term «crisis» can be counterproductive because, due to its unique nature, the crisis requires special capabilities such as adaptation, unlike events in the field of emergency management that require the application of a procedure. To reduce the risk of major crises, prevention and protection are necessary. However, not all situations are predictable and for this reason, the organizations exposed must be prepared. To prepare and improve the experience of crisis managers, simulation appears to be a solution. Stress simulations raise awareness of crisis situations and allow organizations to gain experience by placing them in a virtual environment that tries to reproduce real conditions as much as possible. The objective of reproducing the situation as accurately as possible is necessary, but there is no verification/validation method to ensure that the simulation method is really effective. In addition, the majority of existing crisis simulators aim to achieve an educational objective for people involved in emergency or crisis situations. However, due to the complex nature of crisis situations, it is in the interest of conducting stress tests to investigate the crisis itself. In this context, we propose to question the ability of the iCrisis crisis simulation approach to place strategic managers in a situation with similar characteristics to those of a «real crisis». This interesting approach within the framework of the given pedagogical objectives also makes it possible to open up to objectives less known for crisis simulators: to achieve scientific objectives. Indeed, does such a system also make it possible to study certain aspects of the crisis? Through this manuscript, we will try to contribute to the reflection on these two aspects. To provide some answers to these questions, this manuscript proposes 5 chapters: - Chapter 1 aims to understand the positioning of the concept of crisis in relation to the concept of urgency. - Chapter 2 is devoted to the definition of the crisis that is used in research. - Chapter 3 discusses the research methodology with an emphasis on iCrisis simulation. - Chapter 4 presents the study that examined whether participants in iCrisis simulations experienced the characteristics of a real crisis. - Chapter 5 presents two studies that have been conducted. One concerns the assessment of mental workload and. The second is to test the use of a tool that evaluates cascading effects. The research made it possible to clarify the difference between emergency and crisis, and then to propose a definition of the crisis based on its characteristics. It also made it possible to implement the iCrisis crisis simulation approach, which is precisely described. The second important result is the presentation of the study the study which aimed to observe that the characteristics of the crisis are well observable during an iCrisis simulation. Finally, we demonstrate that studies on issues applied to the crisis can be conducted with iCrisis and yield results

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Maxwell, Ina Frasier. "Lessons learned from motivated readers: a case study of four ten-year olds : a dissertation presented to the faculty of the Graduate School, Tennessee Technological University /." Click to access online version, 2007. http://proquest.umi.com/pqdweb?index=75&did=1338914911&SrchMode=1&sid=1&Fmt=6&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1255093319&clientId=28564.

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Rulashe, Turbner Mnyamezeli. "An analysis of the suitability of prescribed geography textbooks for Ciskei pupils in standard 6." Thesis, Rhodes University, 1995. http://hdl.handle.net/10962/d1003303.

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Research has shown that in the South African school context textbooks are perceived as the most important guide to subject content. It is essential, therefore, that pupils and teachers should possess skills and strategies that they can use to interpret and understand the textbook. Equally, textbook writers ought to be aware of the cues pupils need to facilitate the learning process. Problems that hinder the learning of geography subject content from textbooks may arise from, among other things, the style in which the text is written, the way in which concepts are developed, the presentation of visual materials and elements of bias and stereotyping. This study scrutinises and analyses two standard 6 geography textbooks prescribed for Ciskei schools to assess the extent to which these textbooks consider the language competence of the pupils, explain and develop concepts, and in general promote the geographical education. Interviews with Ciskei teachers revealed that Standard 6 pupils encounter difficulties in the geography textbooks which are attributed to the fact that they are second language learners and they lack the requisite skills for interpreting visual materials. The analysis of the textbooks revealed that despite efforts made in recent years to rectify the most blatant aspects of bias and stereotyping and to improve the presentation of textbooks, a number of serious problems continue to exist particularly with regard to the Standard 6 learner of geography. The study attempts to alert writers of texbooks and teachers to factors which need to be taken into consideration to assist second language speakers toward effective learning.

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Bota, Doroteia Isabel Viegas Filipe. "Arrhythmogenic right ventricular cardiomyopathy in boxer dogs: retrospective study (6 cases)." Bachelor's thesis, Universidade Técnica de Lisboa. Faculdade de Medicina Veterinária, 2009. http://hdl.handle.net/10400.5/2179.

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Dissertação de Mestrado Integrado em Medicina Veterinária Arrhythmogenic right ventricle cardiomyopathy (ARVC) is recognized in Boxers, cats and humans, is characterized clinically by ventricular tachyarrhythmias and histopathologically by fibrofatty replacement, mostly of the right ventricle. Affected dogs may have syncope, exercise intolerance or heart failure associated signs. ARVC is an inherited adult onset disorder that can lead to sudden death which can also be the first and single clinical sign. Ventricular premature complexes (VPC’s) with left bundle branch block morphology on the electrocardiogram (ECG) are typical for the disease. These VPCs can occur singly, in pairs, triplets or runs of ventricular tachycardia (VT). Routine ECG can be insensitive for the detection of ventricular arrhythmias when compared with a 24 hour Holter study. The antiarrhythmic drugs most commonly used are sotalol or mexiletine-atenolol association. A 24 hour Holter study should be repeated in order to evaluate the efficacy of treatment or detect a proarrhythmic effect. In this study, 4 out of 6 animals (66,6%) died suddenly, however owners refer an improvement in the animal’s quality of life once the treatment is initiated. The prognosis of this disease is guarded due to sudden death risk or heart failure development. RESUMO - Cardiomiopatia Arritmogénica do Ventrículo Direito em Boxers – Estudo Retrospectivo (6 Casos) - A cardiomiopatia arritmogénica do ventrículo direito (CAVD) é uma patologia reconhecida em cães de raça Boxer, gatos e humanos, caracterizada clinicamente por taquiarritmias ventriculares e histopatologicamente por substituição fibro-adiposa, sobretudo do ventrículo direito. Os cães afectados podem apresentar síncope, intolerância ao exercício ou sinais associados a insuficiência cardíaca. CAVD é uma patologia hereditária do adulto com risco de morte súbita, que pode ser a primeira e única manifestação clínica da doença. Complexos ventriculares prematuros (CVP) com morfologia de bloqueio de ramo esquerdo são achados típicos da doença no electrocardiograma (ECG). Estes CVP podem ocorrer singularmente, em pares, em grupos de três ou em runs de taquicardia ventricular. Um ECG de rotina pode ser insensível na detecção das arritmias que normalmente são mais evidentes num estudo Holter de 24 horas. Os antiarritmicos mais frequentemente utilizados são o sotalol ou a associação mexiletinaatenolol. Para se avaliar a eficácia do tratamento e detectar um eventual efeito pro-arrítmico, um segundo Holter deve ser realizado. Neste estudo, 4 dos 6 animais (66,6%) morreram subitamente, porém, segundo os proprietários a qualidade de vida do animal melhorou com o tratamento. O prognóstico desta doença é reservado devido ao risco de morte súbita ou desenvolvimento de insuficiência cardíaca.

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Klapwijk, Nanda Maria. "Reading strategy instruction in grades 4 to 6 : towards a framework for implementation." Thesis, Stellenbosch : Stellenbosch University, 2011. http://hdl.handle.net/10019.1/17956.

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Thesis (PhD)--Stellenbosch University, 2011. ENGLISH ABSTRACT: This study focuses on the effect of a reading strategy instruction research intervention on teachers and learners in Grade 4 to 6 at a primary school in the Western Cape. Literacy levels for South African Intermediate Phase learners remain at a disturbingly low level and Systemic Evaluation Assessments performed by the Department of Education show that reading, and more specifically reading comprehension, is a serious area of concern. A closer look at the Revised National Curriculum Statement and in-service as well as pre-service teacher training courses reveals that while teachers are trained to teach reading, very little, if any, focus is placed on training them how to teach comprehension. With a growing trend towards English as language of instruction for multilingual, non-English first language learners, the need to equip learners with ways of constructing meaning from texts becomes ever more crucial. This study addresses the need for reading comprehension through the use of reading strategies – conscious tools that readers can be taught to improve their individual meaning-making efforts during the reading process. The study implements reading strategies through an intervention based on pre-selected reading strategies set within a structured teaching approach which aims to provide teachers (and learners) with adequate guidance and support for implementing reading strategies. Through a case-study design this study utilises a mixed-method methodology for gathering both quantitative and qualitative data. The quantitative data serve to provide baseline data of selected reading-related abilities for learners before the start of the intervention, and to provide comparative data for specific measurements taken before and after the intervention. The qualitative data, gathered through classroom observations, unstructured interviews and obtaining samples of learners‘ work, provide rich, in-depth data about how teachers and, to a lesser extent, learners took on reading strategy instruction, and what factors influenced them in the process. This study found that a multitude of factors affect the uptake of strategy instruction as part of everyday teaching practice, and, furthermore, that teachers and learners move through distinct phases in their uptake of reading strategy instruction. While the study highlights a number of issues that are important to reading strategy instruction in Grades 4 to 6 in South Africa, a few of the more pertinent issues are the following: (1) teachers seem to need specific basic knowledge of language and texts for effective reading strategy instruction to take place (and very little, if any, research seems to address this issue), (2) the frequency of reading strategy instruction seems crucial to its success – the more often, the better, (3) engagement with teachers over a longer period is necessary for effective change in their instructional methods to take place, and (4) the gap between research and practice (that which is taught in classrooms) remains considerable. The findings of this study, while specific to reading strategy instruction, contribute to the rapidly-growing body of knowledge on reading comprehension instruction, (particularly within a multilingual environment) and teacher development from the basis of research that is focused on changing teacher practice. AFRIKAANSE OPSOMMING: Hierdie studie fokus op die uitwerking van ‗n intervensie oor die onderrig van leesstrategieë op Graad 4 tot 6 onderwysers en leerders by ‘n Wes-Kaapse laerskool. Die geletterdheidsvlakke van Suid-Afrikaanse leerders in die Intermediêre Fase bly kommerwekkend laag, en Sistemiese Evalueringstoetse wat deur die Departement van Onderwys gedoen is, toon dat lees, en meer spesifiek leesbegrip, ‘n ernstige bron tot kommer is. Wanneer in meer detail gekyk word na die Hersiene Nasionale Kurrikulumverklaring, asook na die opleidingskursusse van diensdoenende onderwysers en onderwysstudente, blyk dit dat hoewel onderwysers geleer word hoe om lees te onderrig, daar min, indien enige, fokus geplaas word op die onderrig van leesbegrip. Met die toename in die gebruik van Engels as taal van onderrig vir meertalige, nie-Engelssprekende eerstetaal-leerders word dit al hoe meer belangrik dat leerders weet hoe om betekenis uit tekste te skep. Hierdie studie maak gebruik van leesstrategieë om die behoefte aan leesbegrip aan te spreek – leesstrategieë is metodes wat leerders kan aanleer om bewustelik toe te pas om hul individuele pogings tot betekenisskepping te verbeter. Die studie implementeer leesstrategieë d.m.v. ‘n intervensie wat van voorafgeselekteerde leesstrategieë gebruik maak en waarvan die opleiding sodanig gestruktureer is dat onderwysers (en leerders) die gepaste leiding en ondersteuning gebied word vir die implementering van leesstrategieë. Die studie gebruik ‘n gevallestudie-ontwerp tesame met ‘n ‚gemengde-metode‘ metodologie wat vir die insameling van beide kwantitatiewe en kwalitatiewe data voorsiening maak. Die kwantitatiewe data verskaf basisdata oor geselekteerde leesverwante vermoëns vir leerders voor die aanvang van die intervensie, en dien as vergelykbare data vir spesifieke metings voor en na die intervensie. Die kwalitatiewe data, wat ingesamel is deur klaskamerwaarnemings, ongestruktureerde onderhoude en voorbeelde van leerders se werk, verskaf ryk, diepgaande data oor hoe onderwysers en, tot ‘n mindere mate, leerders die onderrig van leesstrategieë aangeneem het, en watter faktore hulle in hierdie proses beïnvloed het. Hierdie studie het bevind dat ‘n verskeidenheid faktore ‘n invloed het op die aanvaarding van strategie-onderrig as deel van alledaagse onderrigpraktyk, en veral dat onderwysers en leerders deur spesifieke fases beweeg in hul aanvaarding van leesstrategie-onderrig. Hoewel die studie lig werp op verskeie belangrike kwessies vir die onderrig van leesstrategieë in Graad 4 tot 6 in Suid-Afrika, is ‘n paar van die meer pertinente kwessies die volgende: (1) dit blyk dat onderwysers spesifieke basiese kennis van taal en tekste nodig het vir effektiewe onderrig van leesstrategieë (en dat min, indien enige, navorsing skynbaar hierdie kwessie aanspreek), (2) die gereeldheid van leesstrategie-onderrig blyk kritiek tot die sukses daarvan te wees – hoe gereelder, hoe beter, (3) betrokkenheid by onderwysers oor ‗n langer tydperk is nodig om te verseker dat hulle hul onderrigpraktyk verander, en (4) die gaping tussen navorsing en realiteit (dit wat in klaskamers onderrig word) blyk steeds aansienlik te wees. Hierdie studie se bevindinge, hoewel spesifiek gerig op die onderrig van leesstrategieë, dra by tot die snelgroeiende kennisveld oor die onderrig van leesbegrip (veral in ‘n meertalige omgewing) en die ontwikkeling van onderwysers vanuit die oogpunt van wat vereis word om onderrigpratkyk te verander.

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Jackson, Mary-Jane. "Exploring linguistic thresholds and reading comprehension and skills-transfer in a grade 6, isiXhosa-English additive bilingual context." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1006353.

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Reading is the key to knowledge and learning and by implication, life success. Most South African children „learn to read‟ in their home languages (HL), such as isiXhosa in the Eastern Cape, and then at the beginning of Grade 4 are expected to make two significant transitions: they must begin to „read to learn‟ and they must do so in an additional language (usually English). The research evidence is damning: Intermediate Phase children are failing to read and failing to learn. This study is concerned with two of the possible, and often conflicting, reasons for the reading problem: 1) that too little time is spent developing learners‟ English language proficiency and 2) that the development of learners‟ reading comprehension skills in the HL is neglected, preventing the transfer of skills to reading in English additional language (EAL). This thesis explores the relations between English Language Proficiency (ELP) and isiXhosa Reading Comprehension (XRC), and between ELP and English Reading Comprehension (ERC), in a unique, additive bilingual context in the rural Eastern Cape, where isiXhosa is maintained as part-LoLT (language of learning and teaching) to the end of Grade 6. The Linguistic Threshold and Linguistic Interdependence Hypotheses constitute the theoretical framework of the study. The design of the research is exploratory and descriptive. The Woodcock-Muñoz Language Survey was used to measure the language proficiency (English relative to isiXhosa) of the sixteen Grade 6 learners in the study, while two sample, expository passages from the Progress in International Reading Literacy Study (2006) were used to measure the reading comprehension abilities of learners, in both isiXhosa and English. A questionnaire provided additional information – about the learners‟ perceptions of reading– which assisted in the interpretation of the statistical data. „Mean scores‟ and „standard deviations‟ were used to describe the ELP (relative to the isiXhosa language proficiency) of the participants, while „frequency‟ was used to describe the reading comprehension scores. Correlational statistics were then employed to test the strength of the relationships between the variables, while regression analyses were used to predict the relative contribution of each of ELP and XRC to ERC. The study reveals that while the learners‟ isiXhosa language proficiency far exceeded their English language abilities, their reading comprehension scores in both languages were equally poor. ELP correlated significantly with ERC; and XRC and ERC were also covaried, thus corroborating the findings of international research: that in this particular context, second language (L2) reading is a consequence of both ELP and first language(L1) reading ability. The regression analyses showed that while the potential for reading comprehension transfer in the direction L1 to L2 existed, this possibility was short circuited, both by learners‟ poor ELP and their poor L1 reading skills.

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Malan, Daniel Rudolf. "A retrospective study to determine changes in quality of life over the first 6 months period of antiretroviral therapy, as measured by the MOS-HIV questionnaire." Master's thesis, University of Cape Town, 2008. http://hdl.handle.net/11427/12413.

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Includes bibliographical references (leaves 100-105). Includes abstract. The aim of the research was to determine changes in quality of life over the first six months of anti-retroviral therapy.

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Smith, Yvonne. "The three-dimensional kinematics and spatiotemporal parameters of gait in 6-10 year old typically developed children in the Cape Metropole A Pilot Study." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/97010.

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Thesis (MScPhysio)--Stellenbosch University, 2015. ENGLISH ABSTRACT: BACKGROUND: A functional gait forms an integral part of life, allowing individuals to function within their environment and participate in activities of daily living. The evaluation of gait forms an essential part of a physical examination and can help screen for physical impairments. To the researchers‟ knowledge no 3D gait analysis studies of this nature have been conducted in South Africa. South African gait analysis laboratory protocols and procedures may differ from laboratories in other countries; therefore a South African data base of normative values is required to make a valid assessment of South African children‟s gait. OBJECTIVE: The aim of this study is to describe kinematics and spatiotemporal parameters of gait of typically developed children between the ages of 6-10 years in the Cape Metropole of the Western Cape, South Africa. METHODOLOGY: A descriptive study was conducted. Twenty-eight typically developed children were conveniently sampled from aftercare facilities and schools were performed in the Cape Metropole in the Western Cape, South Africa. The three-dimensional (3D) lower limb kinematics and spatiotemporal parameters of gait were analyzed. For data capture, the lower limb Plug-in-Gait (PIG) marker placement was used. Participants were asked to walk bare footed at self-selected speed. Due to a small sample size, children were also sub-divided into two groups (Group A: 6-8 years and Group B: 9-10 years) for comparison. Means and standard deviations (SD) were calculated for all outcomes, followed by statistical tests to determine significant differences between the two sub-groups for spatiotemporal parameters and kinematics. RESULTS: There was a significant difference between the sub-groups for all the non-normalized spatiotemporal parameters. A statistical significant difference between the sub-groups for the mean hip rotation minimum values (p=0.036) was found. There was no significant difference between the sub-groups for any other kinematic parameter or when comparing the normalized spatiotemporal parameters. CONCLUSION: This study provides descriptive gait parameters that can be used for comparison or gait analysis purposes. Our results suggest that normalized spatiotemporal parameters showed no significant difference between the age groups and are consistent with international children‟s spatiotemporal parameters. Kinematic values showed significant changes with hip rotation. Older children had more external rotation at their hips. KEYWORDS: 3D gait analysis, walking, children, spatiotemporal parameters, kinematics. AFRIKAANSE OPSOMMING: INLEIDING: „n Funksionele stap is „n essensiële deel van die lewe wat mens toelaat om in jou omgewing te funksioneer en om deel te neem aan daaglikse aktiwiteite. Evaluasie van stap is „n belangrike deel van die fisiese evaluasie en kan help om te sif vir fisiese verswakking of abnormaliteite. So ver hierdie navorsers weet, is hierdie die eerste loop analise studie van sy soort wat in Suid-Afrika onderneem is. Suid-Afrikaanse stap-evaluasie-labrotorium protokols en prosedures mag ook dalk verskil van die in ander lande. Dus is „n Suid-Afrikaanse databasis vir normale waardes van loop nodig om „n gegronde evaluasie van Suid-Afrikaanse kinders se loopgang te kan maak. DOELWIT: Die doel van hierdie studie is om die kinematika en spatiotemporale parameters van loop te omskryf in tipies ontwikkelde kinders tussen die ouderdom van 6-10 jaar in die Kaapse Metropool en om die bevindinge tussen die twee ouderdomsgroepe te vergelyk. METODE: „n Beskrywende studie is uitgevoer. Ag-en-twintig tipies ontwikkelde kinders is van skole en nasorgfasiliteite in die Kaapse Metropool in die Wes-Kaap, Suid-Afrika gewerf. Die drie-dimensionele (3D) onderste ledemaat se kinematika en spatiotemporale parameters van loop is geanaliseer. Vir data insameling is die onderste ledemaat Plug-in-Gait (PIG) merker-plasing gebruik. Deelnemers is gevra om kaalvoet teen hulle eie spoed te stap. Die kinders is in die verskeie ouderdomsgroepe verdeel, maar as gevolg van klein toetsgroepgetalle, is hulle sub-verdeel in twee groepe (Groep A: 6-8 jaar en Groep B: 9-10 jaar). Beskrywende statistiese tegnieke is gebruik vir alle uitkoms maatreëls. Gemiddeldes en standaardafwykings (SA) was bereken, om beduidende verskille tussen die ouderdomsgroepe en sub-groepe te bepaal. RESULTATE: Daar is „n beduidende verskil tussen die jonger en ouer kinders vir nie-genormaliseerde spatiotemporale parameters, asook „n beduidende verskil tussen die sub-groepe vir die gemiddelde heuprotasie minimum waardes (p=0.036). Daar was geen beduidende verskil tussen die twee groepe met die ander kinematiese parameters of met genormaliseerde spatiotemporale parameters van die sub-groepe nie. GEVOLGTREKKING: Hierdie studie verskaf beskrywende statistiese data van stap-parameters wat gebruik kan word vir vergelyking met ander kinders van dieselfde ouderdomme of loop-analise doeleindes. Ons bevindinge stel voor dat genormaliseerde spatiotemporale parameters geen beduidende bevindings aandui tussen die verskeie ouderdomsgroepe nie. Dit is ook konsekwent met internasionale kinders se spatiotemporale parameterwaardes. Kinematisie waardes het beduidende verskille in heuprotatsie getoon. Ouer kinders het meer eksterne rotasie in hulle heupe in vergelyking met jonger kinders. Soos die kinders ontwikkel, verminder die heup-anteversie en die heup beweeg vanaf interne rotasie na „n relatiewe eksterne rotasie.

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Du, Plooy (Mocke) Lucinda Lucille. "An ethnographic study of the learning practices of grade 6 students in an urban township school in the Western Cape: a sociological perspective." Thesis, University of the Western Cape, 2010. http://hdl.handle.net/11394/2055.

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Magister Educationis - MEd The study's main starting premises is that there is a disjuncture between the rich educational engagements of these students in their environmental space and how their learning practices are framed, informed and positioned in the institutional space. My study is underpinned by an interpretivist paradigm in terms of which I set out to describe and understand the meanings that the student respondents assign to their learning practices when they are involved in discursive practices of speaking, knowing, doing, reading and writing. Qualitative research instruments: field notes, participant and non-participant observations and formal and informal interviews were used in order to answer my research question and achieve the desired research aims of this thesis. The findings are presented in a narrative format after deriving at categories and themes using narrative analysis. Finally, my research shows how these students are positioned in and by their lived spaces (whether environmental or institutional) in specific ways, and they, based on their own resources, networks and interactions, and by exercising their agency, actively construct their own spaces of learning. I describe these active constructions by these students as their 'conceptual space of learning' to highlight the complex ways in which they go about to establish their learning practices in their lived spaces. The study provides an analysis of the basis upon which each of these four students go about constructing their learning practices. South Africa

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Oncioiu, Sinziana. "Le développement de l’intimidation par les pairs entre 6 et 17 ans : trajectoires, antécédents et conséquences en étude longitudinale populationnelle." Thesis, Bordeaux, 2020. http://www.theses.fr/2020BORD0201.

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Autrefois considérée comme un rite de passage pour les enfants d’âge scolaire, la victimisation par les pairs est aujourd’hui reconnue comme un véritable enjeu de santé publique. Ceci s’explique par les conséquences engendrées sur la santé mentale des jeunes ainsi que par sa prévalence élevée, en effet, 1 élève sur 3 déclare avoir été harcelé au cours de sa scolarité. La victimisation se définit par des harcèlements répétés par les pairs sur un enfant cible, ces harcèlements pouvant prendre la forme de violence verbale, physique ou psychologique. Environ 5 à 15% des jeunes sont exposés, de façon chronique, à la victimisation par les pairs et présentent un risque accru de manifester des troubles mentaux comme la dépression, l’anxiété ou les comportements suicidaires. À ce jour, les programmes de prévention du harcèlement scolaire sont largement centrés sur le milieu scolaire, et montrent des effets significatifs, mais modestes sur la réduction de la victimisation par les pairs. Cependant, ces programmes n’abordent pas les vulnérabilités préexistantes au niveau individuel ou familial qui pourraient être associées au risque d’être la cible du harcèlement scolaire. L’effet de ces vulnérabilités sur l’évolution de la victimisation serait encore plus important pendant la petite enfance, une période charnière pour l’apprentissage du vivre ensemble. Pourtant, l’évolution de la victimisation en milieu scolaire, y compris les effets de ses variations au cours du temps sur la santé mentale, n’ont pas été beaucoup étudiés. Cela limite notre compréhension sur les fenêtres temporelles les plus favorables pour mettre en place des interventions visant à réduire l’exposition à la victimisation par les pairs et ses conséquences sur la santé mentale. Les objectifs de ce projet de thèse étaient d’examiner : (1) le développement de la victimisation par les pairs de 6 à 17 ans, et ses associations avec (2) des facteurs individuels et socio-environnementaux à la petite enfance et (3) les comorbidités entre les troubles de santé mentale à l’âge adulte. Ces travaux de thèse ont été réalisés avec les données de l’Étude longitudinale du développement des enfants du Québec, un échantillon de 2120 enfants québécois qui ont été suivis annuellement ou bisannuellement de la naissance jusqu'à l’âge de 20 ans. Nous avons identifié quatre groupes d’élèves qui ont vécu des expériences différentes de victimisation par les pairs de 6 à 17 ans : (1) 33% des élèves ont été peu/pas du tout harcelés (2) 26% des élèves ont été harcelés seulement pendant l’école élémentaire, (3) 30% ont été harcelés surtout au collège et au lycée, (4) 11% des élèves ont vécu une victimisation chronique depuis leur entrée à l’école primaire jusqu’à la fin du lycée. Nous avons montré que les troubles externalisés de l’enfant avant l’âge de 6 ans et les vulnérabilités familiales (c.-à-d., avoir un père avec des antécédents de comportement antisocial ou vivre dans une famille séparée) sont associés aux trajectoires développementales de la victimisation par les pairs. Nous avons aussi trouvé que l’âge d’entrée et l’intensité de la fréquentation de services de gardes préscolaires, identifiés par certains auteurs comme facteur de risque pour les problèmes de comportements, ne sont pas associés au risque de victimisation par les pairs. En outre, nos résultats montrent que tous les jeunes qui ont vécu de la victimisation, même vécue seulement à l’école primaire, présentaient des comorbidités pour les troubles de santé mentale à 20 ans. Cependant, la sévérité de la victimisation par les pairs était associée à la sévérité de troubles mentaux. Dans leurs ensembles, ces résultats suggèrent qu’interrompre le cycle de la victimisation chronique pourrait prévenir les problèmes les plus sévères et complexes de santé mentale à l’âge adulte. Pour cela, il serait nécessaire de mettre en place des interventions pour offrir un support aux enfants vulnérables et leurs familles tôt dans l’enfance Long considered by many as a rite of passage for school-aged children, peer victimization has become an important public health issue given its prevalence and serious impact on child mental health and well-being. Peer victimization is the experience of being the target of peers’ hostile behaviors intended to inflict physical harm or psychological distress. Across countries and cultures, one in three children reports victimization by peers at some point during their school years. About 5-15% of youth are exposed to chronic peer victimization and are at increased risk of mental health problems, including anxiety, depression and suicidality. To date, universal preventive interventions of peer victimization at the school level have shown significant but modest effects in reducing victimization. However, these interventions generally do not address individual or familial factors that may increase the likelihood of being a target of peers’ hostile behavior. Understanding the role such preexisting vulnerabilities play for subsequent peer victimization experiences may be particularly important during early childhood, a central period for social development and the initiation of peer relationships. Furthermore, the evidence on the development of peer victimization across childhood and adolescence including the association of its timing and intensity with mental health outcomes is scarce. This limits our understanding of the periods in child development that would be most appropriate for early prevention of peer victimization. The objectives of the current thesis were to examine (1) the developmental trajectories of peer victimization from 6 to 17 years of age; and its association with (2) a wide range of early childhood behaviors and socio-environmental factors and (3) mental health comorbidities in young adulthood. We used data from the Quebec Longitudinal study of Child Development, a population-based birth cohort of 2120 children followed-up yearly or every other year from birth to 20 years old. In Study 1, we identified four developmental trajectories of peer victimization. Approximately one-third of children were in the low victimization trajectory. The remaining two-thirds of children were in either the childhood-limited trajectory (26%), in which high early childhood victimization decreased by adolescence; in the moderate adolescence-emerging trajectory (30%), in which victimization was moderate, relatively stable and above normative levels across adolescence; or the high-chronic trajectory (11%), in which victimization was persistently higher compared to peers. Furthermore, we found that early childhood externalizing behaviors and family vulnerabilities (i.e., having a father with a history of antisocial behavior or living in a separated family) were associated with the development of peer victimization. In Study 2, we showed that parents’ choice regarding the age at entry into and the frequency of use of child care services does not have an effect on their offspring’s experiences of peer victimization in the long-term. Finally, in Study 3 we showed that all peer victimization experiences, even those limited to childhood, were associated with mental health comorbidities in young adulthood. However, persistent victimization was associated with complex mental health comorbidity patterns. Taken together, these results suggest that continued prevention of peer victimization could help reduce the burden of severe and complex mental health problems in youth. Moreover, early support and targeted preventive interventions for vulnerable children and their families could help break the cycle of persistent peer victimization

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Ganova, Alina. "A case study for the evolution 6² model." Dissertação, 2017. https://repositorio-aberto.up.pt/handle/10216/108394.

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Ganova, Alina. "A case study for the evolution 6² model." Master's thesis, 2017. https://repositorio-aberto.up.pt/handle/10216/108394.

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Lai, Bou-Ju, and 賴寶汝. "A Study on Amendments of Environmental Impact Assessment Reports：A Case Study on the Land Readjustment of No.6-6 Residential Area Project, Taipei City." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/426ard.

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碩士 國立臺灣大學 事業經營碩士在職學位學程 107 The Environmental Impact Assessment Act has been in force for more than 20 years since 1984. There are endless disputes over environmental protection issue for the projects and development of the government or private sectors, especially after a few high profile cases in recent years which have caused great concern to the credibility and professionalism of the Environmental Impact Assessment (EIA) review. In order to strike a balance between protecting the environment as well as promoting economic growth, there is a need for the review of the EIA policy. This article focuses on illustrating the cases in detail, which includes explaining the core issues and their solutions through examining the data collected for the cases. Evaluation will be given to the cases alongside with a few constructive proposals or preventive measures to solve the problems. The main issues are regarding the revision of procedure in EIA report finalization, and the violation in EIA findings. There are four chapters in this article; the first chapter is the introduction and it explains the purpose of the study, the scope of the research and the arrangement of the rest of the chapters. It also describes the overview of the development of the EIA policy with a few key references. Chapter Two gives a further discussion about the existing EIA policy, including the standard procedure of EIA, amendments of EIA report finalization and the monitoring practices. These serve as the basis of discussion in the next chapter. Chapter Three is a detailed study of the selected cases. It describes the procedure of the assessment and the litigation process of problematic cases. This is followed by discussing the root causes and to give an overall review on each case. The final chapter concludes the cases and issues discussed in the previous chapter.

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Hsu, Chia-Yu. "The Development of Dominant Parties and Party Systems – Taiwan as a Case Study." Thesis, 2012. http://spectrum.library.concordia.ca/974812/6/Hsu_MA_F2012.pdf.

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Of the emerging democracies in the 20th century, Taiwan demonstrates itself as a distinguished case as its pre-authoritarian party, the Kuomintang (KMT), was able to prolong its rule in the government after regime transition from authoritarian regime to democracy. According to scholars of dominant parties and party systems, Taiwan's dominant party, the KMT, existed in a dominant party system because it was able to defeat the opposition party, the DPP, until 2000 even after martial law was lifted in 1987. The existing literature investigates the factors of the development of political parties and how it links to the literature which discusses the development of dominant parties and party systems. From the discussion, I argue five factors are the cause of the development of the KMT one-party dominance including 1) social influence from the U.S., 2) the KMT’s ability of crisis management in 1971 event, 3) the development of voting behaviors affected by generational social experiences, 4) the effect of SNTV system on the development of political parties, 5) the effect of the leadership, Lee Teng-Hui, on the KMT’s party internal structure. We found that these five factors confirm our suggesting theories

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Wu, Miao-Fang, and 吳妙方. "''''NIMBY'''' syndrome in petrochemical industrial policy: a case study in No.6 Naphtha Cracker Project." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/74905572859436530598.

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Lin, Sholes, and 林秀玲. "Teacher as weaver-----a case study of one 6-grade natural Science teaching and assessment course." Thesis, 1999. http://ndltd.ncl.edu.tw/handle/11918538471609663045.

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碩士 國立台北師範學院 國民教育研究所 87 Abstract The focus of this study was to investigate the process of a six-grade teacher''''s teaching and assessment. During five months field study the following methods have been employed, i.e. interviewing, observation and documentary analysis. During the period of field study, 40 hours observation and 20 hours interviewing have been carried out. This thesis describes the story of Miss Du''''s typical teaching and assessment situation. The story has three themes. 1. 「population and community」unit and worksheet assessment: This unit represented a regular course with out experiment. The discussion were developed based on the students'''' mis-conceptions and worksheets writing was used as a way of assessment Miss Du commented on the students'''' worksheets and graded based on two important standards---- writing well and creative thinking. 2. 「The solution is acid or alkali」unit and performance assessment: This unit represented an experiment course. The performance assessment was designed as a formal exam in this kind of course. 3. Mid-term or final exam: Before students took the mid-term or final exam, Miss Du used another kind of teaching to help students'''' review. They were worksheet and baseball game. Finally, the weaver is used as a metaphor to describe the teacher''''s role in combining teaching and assessment. Further, a self-reflection and some suggestions were gives for future researcher.

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Dissertations / Theses on the topic '6. Case study'

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