Wh-question formation in South African sign language: a case study
- Authors: De Barros, Courtney Leigh
- Date: 2017
- Subjects: South African sign language , South African sign language -- Syntax , Sign language -- Grammar
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/42800 , vital:25237
- Description: This thesis is a case study investigating wh-question formation in South African Sign Language (SASL). It provides the first descriptive and syntactic analysis of wh-question formation in this language, based on a collected sample. The evidence gathered for this study shows that SASL makes use of non-manual features to mark wh-question formation and possesses a full question word paradigm including WHAT, WHERE, WHEN, WHO and HOW. In the methodology, I critically engage with two issues: informant selection and data elicitation. These can greatly impact data validity – specifically with respect to sign language research. Ultimately, I adopt a novel, multi-layered data collection approach to ensure a valid sample. The data reveals SASL’s almost exclusive placement of wh-question words in the right periphery. The absence of moved sentence-initial wh-elements in SASL poses problems for syntactic analysis using only leftward movement. It seems typologically unusual that a language predominantly selecting the right periphery as a position for wh-words would allow a complex syntactic derivation involving some null wh-element in a leftward Spec, CP and then allow for another ‘copy’ to appear in the right periphery. On the other hand, having Spec, CP on the right allows for far less complex derivations of wh-movement. In SASL, as in spoken language, the wh-word moves to Spec, CP to check the [WH] feature in C. The difference is that this movement is rightward. Further support for a rightward analysis comes from SASL’s distribution of non-manual features, and its hierarchy of negative elements and adverbials. This research represents a first step towards filling a gap in the SASL literature concerning wh-question formation, as well as a contribution to the growing body of research surrounding sign languages. Furthermore, at a higher level, this study evaluates current linguistic theory on sign languages, challenging the current cross-linguistic generalisation that wh-movement is leftward.
- Full Text:
- Date Issued: 2017
- Authors: De Barros, Courtney Leigh
- Date: 2017
- Subjects: South African sign language , South African sign language -- Syntax , Sign language -- Grammar
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/42800 , vital:25237
- Description: This thesis is a case study investigating wh-question formation in South African Sign Language (SASL). It provides the first descriptive and syntactic analysis of wh-question formation in this language, based on a collected sample. The evidence gathered for this study shows that SASL makes use of non-manual features to mark wh-question formation and possesses a full question word paradigm including WHAT, WHERE, WHEN, WHO and HOW. In the methodology, I critically engage with two issues: informant selection and data elicitation. These can greatly impact data validity – specifically with respect to sign language research. Ultimately, I adopt a novel, multi-layered data collection approach to ensure a valid sample. The data reveals SASL’s almost exclusive placement of wh-question words in the right periphery. The absence of moved sentence-initial wh-elements in SASL poses problems for syntactic analysis using only leftward movement. It seems typologically unusual that a language predominantly selecting the right periphery as a position for wh-words would allow a complex syntactic derivation involving some null wh-element in a leftward Spec, CP and then allow for another ‘copy’ to appear in the right periphery. On the other hand, having Spec, CP on the right allows for far less complex derivations of wh-movement. In SASL, as in spoken language, the wh-word moves to Spec, CP to check the [WH] feature in C. The difference is that this movement is rightward. Further support for a rightward analysis comes from SASL’s distribution of non-manual features, and its hierarchy of negative elements and adverbials. This research represents a first step towards filling a gap in the SASL literature concerning wh-question formation, as well as a contribution to the growing body of research surrounding sign languages. Furthermore, at a higher level, this study evaluates current linguistic theory on sign languages, challenging the current cross-linguistic generalisation that wh-movement is leftward.
- Full Text:
- Date Issued: 2017
Stress, coping resources and adjustment of married mothers in the teaching profession
- Authors: Nell, Reinette Deidre
- Date: 2005
- Subjects: Women teachers -- Life skills assessment -- South Africa , Work and family -- South Africa -- Psychological aspects , Life skills , Stress (Psychology)
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:9851 , http://hdl.handle.net/10948/387 , Women teachers -- Life skills assessment -- South Africa , Work and family -- South Africa -- Psychological aspects , Life skills , Stress (Psychology)
- Description: The changes that have taken place in the South African educational system over the past few years have placed teachers under increasing stress. While abundant overseas literature is available regarding teacher stress, limited studies have focused specifically on South African samples. Female teachers, and working mothers, often experience additional stressors to men. Studies on women’s health have received little attention in comparison with the magnitude of research conducted on men’s health. The aim of the current study was to explore and describe the stress, coping resources and adjustment of married mothers in the teaching profession, and to explore and describe the patterns of stress and coping resources of these women. A non-experimental, exploratory descriptive study was employed. A biographical questionnaire and three paper-and-pencil measures, namely the Experience of Work and Life Questionnaire, the Coping Resources Inventory and the Personal, Home, Social and Formal Relations Questionnaire, were administered to 31 full-time primary school teachers who are married mothers of dependent children under the age of 14 years. A non-probability convenience sampling technique was employed. Descriptive statistics and cluster analysis were used in the data analysis. The results of the WLQ for this sample indicated that the mean score for the total level of stress fell within the high range, but with regards to the mode, the majority of the participants had average scores. The results of the CRI indicated an average level of coping resources for the present sample. The sample scored slightly above average on seven of the eleven components of the adjustment areas of the PHSF and slightly below average on the other four components. The participants in cluster one had average levels of stress and an average level of coping resources. The participants in cluster two scored very high levels of stress and average levels of coping resources. The participants in cluster three had very high levels of stress and low levels of coping resources. Suggestions were made for future research involving the stress, coping resources and adjustment of married mothers in the teaching profession. Finally, the limitations as well as the value of the research were outlined.
- Full Text:
- Date Issued: 2005
- Authors: Nell, Reinette Deidre
- Date: 2005
- Subjects: Women teachers -- Life skills assessment -- South Africa , Work and family -- South Africa -- Psychological aspects , Life skills , Stress (Psychology)
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:9851 , http://hdl.handle.net/10948/387 , Women teachers -- Life skills assessment -- South Africa , Work and family -- South Africa -- Psychological aspects , Life skills , Stress (Psychology)
- Description: The changes that have taken place in the South African educational system over the past few years have placed teachers under increasing stress. While abundant overseas literature is available regarding teacher stress, limited studies have focused specifically on South African samples. Female teachers, and working mothers, often experience additional stressors to men. Studies on women’s health have received little attention in comparison with the magnitude of research conducted on men’s health. The aim of the current study was to explore and describe the stress, coping resources and adjustment of married mothers in the teaching profession, and to explore and describe the patterns of stress and coping resources of these women. A non-experimental, exploratory descriptive study was employed. A biographical questionnaire and three paper-and-pencil measures, namely the Experience of Work and Life Questionnaire, the Coping Resources Inventory and the Personal, Home, Social and Formal Relations Questionnaire, were administered to 31 full-time primary school teachers who are married mothers of dependent children under the age of 14 years. A non-probability convenience sampling technique was employed. Descriptive statistics and cluster analysis were used in the data analysis. The results of the WLQ for this sample indicated that the mean score for the total level of stress fell within the high range, but with regards to the mode, the majority of the participants had average scores. The results of the CRI indicated an average level of coping resources for the present sample. The sample scored slightly above average on seven of the eleven components of the adjustment areas of the PHSF and slightly below average on the other four components. The participants in cluster one had average levels of stress and an average level of coping resources. The participants in cluster two scored very high levels of stress and average levels of coping resources. The participants in cluster three had very high levels of stress and low levels of coping resources. Suggestions were made for future research involving the stress, coping resources and adjustment of married mothers in the teaching profession. Finally, the limitations as well as the value of the research were outlined.
- Full Text:
- Date Issued: 2005
Photophysical properties and photodynamic therapy activities of symmetrical and asymmetrical porphyrins embedded into Pluronic polymer micelles and nonlinear optical properties of an asymmetrical phthalocyanine
- Authors: Managa, Muthumuni Elizabeth
- Date: 2019
- Subjects: Porphyrins , Phthalocyanines
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/67625 , vital:29122
- Description: This work reports on the synthesis of symmetrical and asymmetrical novel porphyrins that have been incorporated into Pluronic polymers, as well as the synthesis of asymmetrical phthalocyanine. The new compounds were characterized by elemental analysis, Fourier-transform infrared spectroscopy (FT-IR), proton nuclear magnetic resonance (1H NMR), mass spectrometry and UV–Visible spectroscopy. The porphyrins that are synthesised were not water soluble but upon incorporating into Pluronic polymer micelles, they became water soluble. The polymer was also modified and linked to folic acid, to enhance selectivity for photodynamic therapy application, where MCF7 breast cancer cells were used. The singlet oxygen quantum yields were lower for the metal free porphyrins as compared to metalled ones due to the heavy atom effect of ClGa, Zn and Cl2Si in the latter which encourages intersystem crossing to the triplet state. Singlet oxygen quantum yields for water soluble derivatives increased upon being encapsulated into the micelles for all. The Stern-Volmer constant (Ksv), binding constant (Kb) and number of binding sites (n) were investigated in order to understand the interaction between the polymer micelles and the porphyrins, and it was showed that the central metals play a role in the manner which the porphyrin interacts with the micelles. The dark toxicity and photodynamic activity of the novel porphyrins upon encapsulating to Pluronic polymer micelles is also reported. There was minimal dark toxicity for all complexes with > 90% cell survival. The photodynamic activity of water insoluble porphyrins improved when encapsulated into the micelles. Novel asymmetrical phthalocyanines were also synthesised for nonlinear optics (NLO) studies in solution and thin films.
- Full Text:
- Date Issued: 2019
- Authors: Managa, Muthumuni Elizabeth
- Date: 2019
- Subjects: Porphyrins , Phthalocyanines
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/67625 , vital:29122
- Description: This work reports on the synthesis of symmetrical and asymmetrical novel porphyrins that have been incorporated into Pluronic polymers, as well as the synthesis of asymmetrical phthalocyanine. The new compounds were characterized by elemental analysis, Fourier-transform infrared spectroscopy (FT-IR), proton nuclear magnetic resonance (1H NMR), mass spectrometry and UV–Visible spectroscopy. The porphyrins that are synthesised were not water soluble but upon incorporating into Pluronic polymer micelles, they became water soluble. The polymer was also modified and linked to folic acid, to enhance selectivity for photodynamic therapy application, where MCF7 breast cancer cells were used. The singlet oxygen quantum yields were lower for the metal free porphyrins as compared to metalled ones due to the heavy atom effect of ClGa, Zn and Cl2Si in the latter which encourages intersystem crossing to the triplet state. Singlet oxygen quantum yields for water soluble derivatives increased upon being encapsulated into the micelles for all. The Stern-Volmer constant (Ksv), binding constant (Kb) and number of binding sites (n) were investigated in order to understand the interaction between the polymer micelles and the porphyrins, and it was showed that the central metals play a role in the manner which the porphyrin interacts with the micelles. The dark toxicity and photodynamic activity of the novel porphyrins upon encapsulating to Pluronic polymer micelles is also reported. There was minimal dark toxicity for all complexes with > 90% cell survival. The photodynamic activity of water insoluble porphyrins improved when encapsulated into the micelles. Novel asymmetrical phthalocyanines were also synthesised for nonlinear optics (NLO) studies in solution and thin films.
- Full Text:
- Date Issued: 2019
Exploring how Grade 11 Biology teachers mediate learning of osmosis when using easily accessible resources in the Oshikoto Region, Namibia
- Authors: Nangolo, Rosalia Ndawapeka
- Date: 2019
- Subjects: Biology -- Study and teaching (Secondary) -- Namibia , Osmosis -- Study and teaching (Secondary) -- Namibia , Ethnobiology -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/92595 , vital:30740
- Description: Exploring the use easily accessible resources to carry out the hands-on practical activities to science learning has become one of the significant aspects in the educational research, particularly in science education. It could be deduced from the literature that hands-on practical activities are useful, enjoyable and foster conceptual understanding. The National Curriculum for Basic Education advocates empowering teachers to be knowledgeable on use of hands-on practical activities to produce learners who are scientifically equipped. Yet, the performance of the learners in Science and Mathematics continues to be worrisome and has not been improving over years as reported in TIMSS reports. For instance, the Namibian Examiners’ Reports have repeatedly reported that Biology is one of the subjects that are poorly performed. Essentially, the section on osmosis has been identified as one of the scientific concepts that is problematic to learners. In my view, in order for learners to understand osmosis and its associated concepts, there is a need to strengthen the use of hands-on practical activities. It is recognized that this is something that is lacking in most rural Namibian schools especially where laboratory resources are scarce. It is against this background that the goal of this study was to explore how Grade 11 Biology teachers mediate learning of osmosis when using easily accessible resources. This study is underpinned by an interpretive paradigm. Within the interpretive paradigm, a qualitative case study approach was employed to obtain in-depth understanding on how Biology teachers mediate learning. This study was conducted in two conveniently selected secondary schools in the Oshikoto region, which I could easily access. It focused on four Grade 11 Biology teachers. Data were generated through semi-structured interviews, workshop discussions, lesson observation and stimulated interviews. Vygotsky’s (1978) socio-cultural theory was used as a lens to analyse my data. The findings from semi-structured interviews revealed that teachers demonstrated positive attitudes towards teaching of osmosis using easily accessible resources. However, challenges regarding inadequate materials that hinder the teaching and learning process were registered. Another finding of this study was that teachers used a variety of mediation tools such as prior and local knowledge, language and easily accessible resources to enhance learning. The study thus recommends that, if teachers are exposed to numerous professional development platforms that include the use of easily accessible resources might improve their pedagogical approaches.
- Full Text:
- Date Issued: 2019
- Authors: Nangolo, Rosalia Ndawapeka
- Date: 2019
- Subjects: Biology -- Study and teaching (Secondary) -- Namibia , Osmosis -- Study and teaching (Secondary) -- Namibia , Ethnobiology -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/92595 , vital:30740
- Description: Exploring the use easily accessible resources to carry out the hands-on practical activities to science learning has become one of the significant aspects in the educational research, particularly in science education. It could be deduced from the literature that hands-on practical activities are useful, enjoyable and foster conceptual understanding. The National Curriculum for Basic Education advocates empowering teachers to be knowledgeable on use of hands-on practical activities to produce learners who are scientifically equipped. Yet, the performance of the learners in Science and Mathematics continues to be worrisome and has not been improving over years as reported in TIMSS reports. For instance, the Namibian Examiners’ Reports have repeatedly reported that Biology is one of the subjects that are poorly performed. Essentially, the section on osmosis has been identified as one of the scientific concepts that is problematic to learners. In my view, in order for learners to understand osmosis and its associated concepts, there is a need to strengthen the use of hands-on practical activities. It is recognized that this is something that is lacking in most rural Namibian schools especially where laboratory resources are scarce. It is against this background that the goal of this study was to explore how Grade 11 Biology teachers mediate learning of osmosis when using easily accessible resources. This study is underpinned by an interpretive paradigm. Within the interpretive paradigm, a qualitative case study approach was employed to obtain in-depth understanding on how Biology teachers mediate learning. This study was conducted in two conveniently selected secondary schools in the Oshikoto region, which I could easily access. It focused on four Grade 11 Biology teachers. Data were generated through semi-structured interviews, workshop discussions, lesson observation and stimulated interviews. Vygotsky’s (1978) socio-cultural theory was used as a lens to analyse my data. The findings from semi-structured interviews revealed that teachers demonstrated positive attitudes towards teaching of osmosis using easily accessible resources. However, challenges regarding inadequate materials that hinder the teaching and learning process were registered. Another finding of this study was that teachers used a variety of mediation tools such as prior and local knowledge, language and easily accessible resources to enhance learning. The study thus recommends that, if teachers are exposed to numerous professional development platforms that include the use of easily accessible resources might improve their pedagogical approaches.
- Full Text:
- Date Issued: 2019
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