Collection L

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https://scholar2.stb.sun.ac.za/handle/10019.1/95602

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Now showing 1 - 20 of 46
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    The application of Munby's taxonomy of language skills for the design of a communicative course in English for teacher trainees in KwaZulu
    (Stellenbosch : Stellenbosch University, 1985) Odendaal, Maria Susanna; Trengove, W. E.; Botha, J. J.; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
    ENGLISH ABSTRACT: No abstract available.
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    The archaeology of cult in the Ancient Near East : methodology and practice
    (Old Testament Society of South Africa, Department of Ancient Languages, University of Pretoria, 2000) Gilmour, Garth
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    Assessing changes in residential densities in the City of Tshwane between 2010 and 2018
    (2020-02-24) Gxumisa, Athi Abongile; Horn, Anele
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    n Behuisingsopname in die munisipale gebied van Stellenbosch
    (Stellenbosch : Stellenbosch University, 1900) Heydorn, Gertrud E. C.; Theron, E.; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Social Work.
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    Die bydrae van maatskaplike werk ten opsigte van gemeenskapstrawwe
    (Stellenbosch : Stellenbosch University, 1991) Howes, M. F.(Marina Francina); Botha, N. J.; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Social Work.
    ENGLISH ABSTRACT: This study investigates the contribution of social work in regard to community sentences. In spite of the statutory availability of community sentence options and a realization of the detrimental effect that imprisonment might have on transgressors, the overcrowding of prisons remains a serious problem. The most important motivation for the study was to investigate the potential contribution of probation officers to the advancement of community sentences. The goal of the study was to evaluate the services rendered by probation officers at criminal courts, in order to assess whether it could contribute to the advancement of community sentences. Evaluative research was accepted as the most appropriate research paradigm. Because the research results should be used to develop and improve existing service programmes, formative evaluative research was used for this study. A mainly qualitative work method was followed. The rationale behind this was that a service programme must be assessed within the total context of the criminal administration of justice; that information had to be extracted from the actors in the program and that new dimensions generated during field work could be verified. Information was collected by way of interviews according to an interview schedule and by way of focus group discussions. Two components are needed in the advancement of community sentences, namely sentencers to sentence and probation officers to render the necessary supportive services to the court. The investigation group consisted therefore of magistrates and probation officers composed through maximal variation sampling. The information that had been collected, was processed as a whole around specific subjects.
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    The cranial morphology of the fruit-piercing moth, Serrodes partita (Fabr.) with special reference to the feeding mechanism
    (Stellenbosch : Stellenbosch University, 1969) Swart, Philippus Lodewikus; Stellenbosch University. Faculty of AgriSciences. Dept. of Agricultural Economics.
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    Die gebruik van inhoude uit die sielkunde deur die maatskaplike werker in gevallewerk met die kind
    (Stellenbosch : Stellenbosch University, 1979) Smith, Catharina Magrita; de Villiers, J. J.; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Social Work.
    ENGLISH ABSTRACT: No abstract available.
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    n Geografiese opname van die Breerivier-opvangsgebied met klem op die landelike grondgebruik
    (Stellenbosch : Stellenbosch University, 1965) Swanevelder, C. J; Nel, A.; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Geography and Environmental Studies.
    ENGLISH ABSTRACT: No abstract available.
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    A Geography of Self-Identifying Business Parks in Cape Town
    (2020-02-11) Naik, Nikhil Rajendra; Spocter, Dr Manfred
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    Die geskiedenis van die teologiese seminarie van die Nederduits-Gereformeerde Kerk in Suid-Afrika, 1824-1909
    (Stellenbosch : Stellenbosch University, 1931) Janse van Rensburg, Jacobus Ignatius; Stellenbosch University. Faculty of Education. Dept. of Educational Psychology.
    AFRIKAANSE OPSOMMING: In die volgende hoofstukke word min of meer uitvoerig die voorgeskiedenis, die ontstaan, en die ontwikkeling van die Teologiese Seminarie van die N.G.Kerk in Suid-Afrika tot die jaar 1909 behandel. In hoeverre 'n studie van hierdie aard voorsiening sal maak in 'n bestaande behoefte hang af van die aard en die omvang van sodanige behoefte. Reeds in 1908 het die kommissie, wat reelings moes tref vir die feesviering in verband met die vyftigjarige bestaan van die Seminarie, aanbeveel: "dat (de) Professoren verzocht worden om eene geschiedenis van het seminarium te schryven, te laten drukken en by de feestviering uit te geven." i) Aan hierdie versoek: is blykbaar nie gehoor gegee nie; altans geen publikasie van so 'n aard - sover ons bekend - is gemaak nie. Enkele artiekels in tydskrifte en boeke versprei is bewaar gebly, maar die inhoud daarvan het meer bepaald betrekking op die inwyding van die Seminarie in 1859, en is bloot weergawes van wat een en ander, wat in 1859 die feesvierings bygewoon het, op skrif gestel het. Uit die aard van die saak is dit heel natuurlik dat sulke verspreide geskrifte baie subjektief van aard sal wees, daar dit onder die varse indruk van al die opgewektheid gedurende die feesvierings opgestel is. 'n Nugtere weergawe van die feite vind ons dus nie daarin nie; daar sulke geskrifte opgestel is net met die doel om andermaal die ondervindinge van 'n paar dae vantevore weer in die herinnering te laat herlewe.
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    Die geskiedenis van Latynonderwys in Kaapland tot 1839 met besondere verwysing na die inrigtings vir en metode en inhoud van die Latynonderwys
    (Stellenbosch : Stellenbosch University, 1940) Coetzee, W. N; Cruse, H. P.; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
    AFRIKAANSE OPSOMMING: Aanvanklik was die doel van hierdie studie om 'n geskiedkundige oorsig van Latynonderwys in Kaapland tot die jaar 1939 te gee. Aangesien egter geen geskiedenis van middelbare onderwys tussen 1795 en 1829 bestaan nie, was dit nodig om sodanige geskiedenis van die inrigtings, waar Latyn doseer is, op te stel. Dit het beteken 'n aansienlike inkorting van die periode wat bestudeer kan word binne die bestek van so 'n verbandeling. Tot die jaar 1839 het elke inrigting vir Latynonderwys 'n eutiteit op homself gevorm. Die middelbare onderwys in Kaapland was nog in sy kleuterjare, en derhalwe net so onderhewig aan die swak-ge!ntegreerde en swak-gedifferensieerde handelinge van 'n kleuter. Daarom word elke skool afsonderlik bespreek.
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    Geskrewetaalmoeilikhede met Afrikaans (eerste taal) by hoerskoolleerlinge : fouteanalise en remedierende strategiee
    (Stellenbosch : Stellenbosch University, 1990) Menkveld, Hendrikje; du Preez, J. J.; Combrink, J. G. H.; Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies.
    ENGLISH ABSTRACT: The main aims of this study were to present an overview of the causes of problems involving written language (Afrikaans), to determine the categories of errors made by high school pupils, and to suggest remedial procedures to eliminate these problems. The literature study done on normal written language reveals basic similarities as well as differences between writing and talking and between writing and reading. These processes usually interact with each other and involve both cognitive skills and lower cognitive skills. The overview of the ontogenetic development of written language confirms the complexity of the writing process. It also indicates that until recently the teaching of writing, especially in America and Great Britain, restricted the natural ontogenetic development of writing. During the last decade, however, the process approach has been implemented in many schools in America – with good results. The process approach integrates all aspects of teaching writing, including the handling of errors, subsumed under three phases: the pre-writing phase, the writing phase and the post-writing phase. The consideration of difficulties involving written language reveals that high school pupils with learning difficulties usually experience writing difficulties as well. Pupils with learning difficulties and pupils with writing difficulties show strong similarities: they have problems with their self concept, motivation, socialisation, and language control. The quality of their written work is poor and full of mechanical errors such as spelling mistakes and punctuation errors. The causes of learning difficulties and writing difficulties are very similar. Typical causes are neuropsychological dysfunctions, cognitive dysfunctions and language problems arising from these two, or because of limited language development. Evaluating writing difficulties is a problem because there are few suitable standardised tests for English, and no tests for Afrikaans. Therefore teachers and researchers have to use informal tests which in most cases they have to draw up themselves. The experimental study involved 62 high school pupils. In 1981 all of them were included in a remedial programme in Afrikaans (first language). The control group also consisted of 62 pupils. Each member in the experimental group was paired off with a member in the control group. Each pupil completed a questionnaire and one standardised grammar test. They also wrote a story using a photograph as a stimulus. The results of the statistical analysis accord with the findings in the relevant literature. The pupils make the same kinds of mistakes, except in cases where Afrikaans grammar differs from English, i.e. certain spellings, word order and “Anglisisms”. The suggested remedial procedures include affective strategies such as invitational education and the creating of a positive climate. The emphasis is on the process approach to writing. It forms the basis for the learning of cognitive skills and the implementation of different learning styles and learning methods. The study concludes with research findings, with particular attention to the limited provision for pupils with writing difficulties in Afrikaans medium schools. A main proposal is that more should be done for these pupils. This would merit further research.
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    Die groeiende rol van die vrou in die Afrikaanse pers met spesifieke verwysing na Die Burger en die Nasionale Pers
    (Stellenbosch : Stellenbosch University, 1987) Van der Vyver, Marita; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Journalism.
    ENGLISH ABSTRACT: No abstract available.