The acquisition of questions with long-distance dependencies

A number of researchers have claimed that questions and other constructions with long distance dependencies (LDDs) are acquired relatively early, by age 4 or even earlier, in spite of their complexity. Analysis of LDD questions in the input available to children suggests that they are extremely stereotypical, raising the possibility that children learn lexically specific templates such as WH do you think S-GAP? rather than general rules of the kind postulated in traditional linguistic accounts of this construction. We describe three elicited imitation experiments with children aged from 4;6 to 6;9 and adult controls. Participants were asked to repeat prototypical questions (i.e., questions which match the hypothesised template), unprototypical questions (which depart from it in several respects) and declarative counterparts of both types of interrogative sentences. The children performed significantly better on the prototypical variants of both constructions, even when both variants contained exactly the same lexical material, while adults showed prototypicality e¤ects for LDD questions only. These results suggest that a general declarative complementation construction emerges quite late in development (after age 6), and that even adults rely on lexically specific templates for LDD questions

"We don't talk Gypsy here" : minority language policies in Europe

The Roma constitute an ideal case of educational injustice meeting linguistic difference, racism, social marginalization, and poverty. This paper asks whether human-rights or capabilities approaches are best suited to address issues related to the language education of Roma students in Europe. These children are disadvantaged by not growing up with the standard dialect of whatever language is preferred by the mainstream population, and by the low status of the Romani language, and non-standard dialect of the standard language they usually speak. We examine language education for Roma students in Croatia, the Czech Republic, and Bulgaria, describing similarities and differences across contexts. We explain weak and strong version of language rights arguments, and the ways these principles are expressed, and not expressed in education policies. Sen’s capabilities approach can be employed to generate contextualized visions of education reform that speak directly to disadvantages suffered by Roma children

‘We don’t talk Gypsy here’: Minority Language Policies in Europe

The Roma constitute an ideal case of educational injustice meeting linguistic difference, racism, social marginalization, and poverty. This paper asks whether human-rights or capabilities approaches are best suited to address issues related to the language education of Roma students in Europe. These children are disadvantaged by not growing up with the standard dialect of whatever language is preferred by the mainstream population, and by the low status of the Romani language, and non-standard dialect of the standard language they usually speak. We examine language education for Roma students in Croatia, the Czech Republic, and Bulgaria, describing similarities and differences across contexts. We explain weak and strong version of language rights arguments, and the ways these principles are expressed, and not expressed in education policies. Sen’s capabilities approach can be employed to generate contextualized visions of education reform that speak directly to disadvantages suffered by Roma children

Aspects of the South African music industry : an analytical perspective

The music industry worldwide is rapidly evolving as a result of commercial, technological and demographic developments. The magnitude of the strategic impact of these developments on the South African music industry is evaluated in terms of internal and external factors, such as the intrinsic industry growth levels, ability to adapt to change, the consumer buying power, audio-visual piracy and counterfeiting, literacy, employment and the prevalence of HIV/AIDS. Collected data from public domain and proprietary music industry sources are transformed and presented in terms of the competitiveness of the South African music industry, from which key points for strategic leverage are identified. These key points of strategic leverage include education and training, relevant music industry research, the formalisation of the music industry strategy process and the development of alternative marketing, sales and distribution channels. In comparison to specific benchmark countries, the South African music industry has significant technological and socio-economic challenges and opportunities that need to be addressed in order to become a competitive co-evolutionary participant in the world music industry. South Africa, as an emerging world player, is ideally positioned for the development and implementation of new technological and commercial systems, such as the download distribution channel. This however, requires the collaborative participation of government departments, educational institutions, public and private enterprises. In particular, in-depth research on the local music industry is needed, which should include the collection of relevant statistical data. This study presents suggestions for some strategic interventions, including an application of the Porter DNA-model.Dissertation (MMus (Music Technology))--University of Pretoria, 2007.MusicMMusunrestricte

Critical food and nutrition-related issues in Life Sciences curricula for public South African schools

In 2000 het die Verenigde Nasies agt millennium-ontwikkelingsdoelwitte aanvaar. Vyf van hierdie doelwitte is gerig op kwessies rakende armoede en hongersnood, ’n afname in kindersterftes, die verbetering van moeders se gesondheid, die bestryding van MIV, VIGS, malaria en ander siektes, en die versekering van omgewingsvolhoubaarheid. Verwantskappe tussen voeding, voedsel, honger en armoede word in hierdie artikel bespreek. In die tweede gedeelte word bespiegel oor hoe enkele filosofiese en paradigmatiese uitgangspunte kurrikulumontwerp en kurrikulumontwikkeling moontlik kan beïnvloed. Enkele beleidsveranderinge ten opsigte van kennisverwerwing, kennisontwikkeling, die bereiking van bepaalde onderwysdoelstellings en hoe leerders bewus gemaak word van kritieke samelewingstendense, soos in die inleidende gedeelte van die artikel uiteengesit, word ondersoek. Vervolgens word die leser se aandag gevestig op die heropbou van samelewings deur beplande kurrikulering en die versterking van leerders se morele identiteit. Die insluiting van kritieke voedsel- en voedingsverwante kwessies in die natuurwetenskappe- en tegnologiekurrikulums vir die drie Suid-Afrikaanse skoolfases, te wete die Intermediêre Fase (grade 4–6), die Senior Fase (grade 7–9) en die Fase vir Verdere Onderwys en Opleiding (grade 10–12), word daarna uiteengesit. Daar word ook verwys na aspekte soos energie en energie-oordrag, voedselkettings, energie en beweging, fotosintese, voedingstowwe en voedsel, ekostelsels, voedselwebbe, voedselverwerking, watersuiwering, balans in die ekosisteem, bewaring van die ekosisteem, beplanning van ’n gesonde dieet, energietransformasie om lewe te bevorder, dierevoeding, bevolkingsekologie en die menslike impak op die omgewing, asook huidige krisisse.The United Nations adopted eight Millennium Development Goals in 2000. Five of these target issues are in respect of poverty and hunger, reduction in child mortality, improving maternal health, the fighting of HIV, AIDS, malaria and other diseases, and the assurance of environmental sustainability. Relationships between nutrition, food, hunger and poverty are discussed. In the second part of the article we speculate on how some philosophical and paradigmatic approaches may influence curriculum design and curriculum development. Some policy changes regarding knowledge acquisition, knowledge development, the achievement of specific educational objectives and learners’ awareness of critical social trends, as set out in the introductory part of the article, are explored. The reader’s attention is then drawn to the reconstruction of societies through planned curriculating and the strengthening of learners’ moral identities. The representation of critical food and nutrition-related issues are explained regarding the Science and Technology curriculum in the three South African schooling phases, namely the Intermediate Phase (Grades 4–6), the Senior Phase (Grades 7–9) and the Further Education and Training Phase (Grades 10–12). Reference is made to aspects such as energy and transfer of energy, food chains, energy and movement, photosynthesis, nutrients and food, ecosystems, food webs, food processing, water purification and balance in the ecosystem, conservation of the ecosystem, healthy diet planning, energy transformation to support life, animal nutrition, population ecology and the human impact on the environment, as well as current crises.http://www.satnt.ac.zaam2014gv201

Islet neogenesis is stimulated by brief occlusion of the main pancreatic duct

Objective. Current models of islet neogenesis either cause substantial pancreatic damage or continuously stimulate the pancreas, making these models unsuitable for the study of early events that occur in the neogenic process. We aimed to develop a method where the initial events that culminate in increased pancreatic endocrine mass caube studied. Design and methods. Ten 12-week-old female Wistar rats were subjected to a midline laparotomy, the pancreas was isolated and the main pancreatic duct was occluded for 60 seconds. The pancreas was released and carefully relocated within the abdomen. Ten age-, strain- and sex-matched control rats were subjected to a sham operation. The animals were killed 56 days post .occlusion, and the pancreata excised and fiXed tor histological analysis. Body, pancreatic and hepatic weights were .noted at termination. and serum was taken for analysis. The endocrine-to-exocrine. ratio was calculated and the number of endocrine cells in eacn islet from the sectioned pancreata was counted. Results. Occlusion of the main pancreatic ductfor 60 seconds results in an increase in endocrine mass. by 80% 56 days post occlusion. This constitutes an increase in endocrine units (1 - 6 cellst and in small (7 - 30 cells), medium (31 - 60 cells) and large (> 60 cells) islets by 85%, 96%, 95% and 71% respectively. Conclusion. Brief occlusion of the main pancreatic duct results in anincrease in pancreatic endocrine. mass. An increase in endocrine units and small islets is indicative of islet neogenesis. Therefore, owing to the briefness of the stimulation; this model can therefore be used to study the iniUal events that occur during the neogenic process

Secondary School learners' response to the teaching of evolution in Limpopo Province, South Africa

One of the major causes of the problems affecting evolution education is a lack of acceptance of this concept, particularly by some people who have strongly entrenched religious beliefs. This paper reports on a section of a study which explored the influence of the beliefs of learners in some secondary schools from the Vhembe District in the northern Limpopo Province, South Africa, on the teaching and learning of biological evolution. A questionnaire was administered to Grade 12 learners studying life sciences to which 348 responded. Data were analysed to provide descriptive and inferential data for analysis. Findings indicated moderate acceptance of evolution by the learners. Some of the factors which showed an association with learners’ acceptance included: learners’ religious beliefs, age and the time since they had first heard of evolution. Although some learners experienced conflict between their religious beliefs and evolution, the findings showed that most were willing to learn about it.University of Venda [grant number SEDU/11/PS/02].http://www.tandfonline.com/loi/rjbe202016-10-31hb201

Finite element analysis of single-storey unreinforced alternative masonry walls

The most commonly cited obstacles to the uptake of alternative masonry units on a meaningful scale, despite significant research investment, are a lack of standards and understanding of their structural behaviour. This paper contributes to the body of knowledge on finite element analysis of alternative masonry structures, towards improved understanding of their structural behaviour. Two critical masonry wall configurations, in the context of South African low-income, government-subsidised housing, are analysed using the simplified micro-modelling approach, under ultimate limit state wind and seismic actions. Three alternative masonry materials are characterised and employed in the numerical analyses, geopolymer, compressed-stabilised earth and adobe blocks, as well as conventional concrete blocks as benchmark. Despite the wide spectrum in masonry materials analysed, the chosen modelling approach captured the major failure mechanisms well. The four materials performed as expected relative to one another, but most wall/material configurations failed to resist the required design load, including the conventional concrete masonry material.http://ase.sagepub.comhj2022Civil Engineerin

Animal organ dissections in high schools : is there more than just cutting?

In Life Sciences education internationally, including South Africa, the study of animal and organ morphology has traditionally involved dissections since the early nineteenth century. The major purpose of this study was to investigate how the engagement of learners with animal organ dissections may influence the development of problem-solving skills and how teachers use animal dissections to develop these skills of Grade 11 learners in Life Sciences (Biology) education. A mixed-methods research design was used for this study. Data were collected from a pre-test and a post-test (which had predominantly problem-solving questions), a learner questionnaire, lesson observations and teacher interviews. Tests and questionnaires were administered to 224 Grade 11 Life Sciences learners. Six Grade 11 Life Sciences teachers at four high schools from different environments participated in the study. The pre-test and post-test scores were compared using a parametric matched t-test. The comparison for the five cognitive levels including rote learning and problem-solving as well as the total calculation were all highly significant with p-values <0.0001. The learners’ responses in the questionnaire and the teachers’ responses during the interviews indicate their acknowledgement that animal organ dissection may be used to develop problem-solving skills. The results show that there is more to animal organ dissection than just cutting and drawing; it may be used as a problem-solving teaching strategy. The level of learner engagement with animal organ dissections can determine the level of development of problem-solving skills. This study recommends that teachers should be encouraged to link animal organ dissections to specific anatomical and physiological problems where applicable, and to allow learners to solve these problems when performing the dissections; they should not merely let the learners cut, draw and label the organ.http://www.tandfonline.com/loi/rmse202016-06-03am201