Annotations of loss and abundance : an examination of the !kun children's material in the Bleek and Lloyd Collection (1879-1881)

The Bleek and Lloyd Collection is an archive of interviews and stories, drawings, paintings and photographs of and xam and !kun individuals, collected by Wilhelm Bleek and Lucy Lloyd between 1870 and 1881 in Cape Town. My dissertation focuses on the !kun children's material in the archive, created by Lucy Lloyd and the four !kun boys, !nanni, Tamme uma and Da, who lived in her home in Cape Town between 1879 and 1881. Until very recently, their collection of 17 notebooks and more than 570 paintings and drawings had been largely ignored and remained a silent partner to the larger, xam, part of the collection. Indeed, in a major publication it was declared that nothing was known about the boys and stated that "there is no information on their families of origin, the conditions they had previously lived under, or the reasons why they ended up in custody" (Szalay 2002: 21). This study places the children centre stage and explores their stories from a number of perspectives. I set out to assess to what extent the four !kun children laid down an account of their personal and historical experiences, through their texts, paintings and drawings in the Bleek and Lloyd project to record Bushmen languages and literature. In order to do this, I have investigated the historical and socioeconomic conditions in the territory now known as Namibia during the period of their childhoods, as well as the circumstances under which the children were conveyed to Cape Town and eventually joined the Bleek- Lloyd household. I have looked at Lucy Lloyd's personal history and examined the ways in which she shaped the making of the collection in her home. I suggest that a consideration of the loss and trauma experienced by Lloyd may have predisposed her to recognition and engagement of, or at least, accommodation of, the trauma experienced by the !kun boys

Insult Politics: Donald Trump, Right-Wing Populism, and Incendiary Language

While often hailed—or denounced—as unprecedented, the 2016 presidential campaign of Donald Trump was not ahistoric. This article positions the Trump campaign in historical traditions of right-wing populism, incendiary political language, and insulting rhetoric. Trump’s mocking and insulting rhetoric in the campaign was widely described as both norm-breaking and, surprisingly, not politically harmful. This article challenges both assumptions, illustrating how Trump fits into a long tradition of insult politics, and how it remains controversial and politically dangerous. The insult politics Trump utilized throughout his campaign served a political purpose. However, there are strong indications that Trump won the White House in spite of his mocking rhetoric, not because of it. Rather, the particular political position of Trump, and his media image, explains how he could utilize insult politics to his advantage. The initial unwillingness of the other candidates to engage in insult politics, as well as the backlash against those who eventually did, further illustrates the problems inherent in the use of insulting and mocking language

Physical activity in persons with late effects of polio

Physical activity is beneficial for the health of persons with disabilities but the levels of such activity are lower than for persons without disability. In addition the level of physical activity decreases with increasing age. For persons aging with a disability it may be a challenge to engage in physical activity, partly because of the disability and partly because of contextual barriers. One group of persons aging with a disability is those with late effects of polio. The latter are recommended being physically active with respect to their impairments and activity limitations but there is very limited knowledge regarding their engagement in physical activity and related factors. The overall aim of this thesis was to increase knowledge about PA in ambulatory persons with late effects of polio by describing PA, assessing the relationships between PA and impairments, activity limitations, participation restrictions and life satisfaction, and furthermore by exploring perceptions of PA. The 81 participants had a confirmed history of acute poliomyelitis affecting the lower limbs, and were between 50 and 80 years of age. In the first study physical activity was analysed by self-report (The Physical Activity and Disability Survey) and by a pedometer. In the second and third study impairments, activity limitations and participation restrictions common in this population were assessed. The fourth study was qualitative and 15 participants were individually interviewed regarding their perception of physical activity and the personal and environmental factors related to physical activity. The results showed that the participants were physically active on average three hours per day, mostly in low-level intensity activities and walked on average 6212 steps per day. The amount of PA varied considerably between the participants. There was a positive association between physical activity and life satisfaction. Physical activity was associated with impairments (knee muscle strength and self-reported impairments), activity limitations and participation restrictions (gait performance, self-reported limitations in walking and fear of falling). The variance in physical activity was moderately explained by the assessed impairments, activity limitations and participation restrictions. Overall the participants had a positive perception of physical activity but multiple factors affected them in their effort to perform PA. The participants described aspects that were closely related to the late effects of polio, such as specific impairments, changes in physical activity over time, past experiences, and contextual barriers. Persons with late effects of polio want to be physically active but may need assistance in order to be able to create suitable strategies for minimizing the impact of their impairments, to prioritize and to change aspects of performance. These results could assist health care professionals in guiding this group to achieve or maintain an active and healthy lifestyle

Calling All Angles: Perspectives on Regulating Internet Telephony

In 1996, Congress passed the Telecommunications Act, substantially revising the Communications Act of 1934 to reflect technological advances, including the Internet, and Congress\u27s deregulatory goals. Currently, however, new technologies are challenging the viability of the statutory definitions and regulatory schemes of the statute. Internet telephony, commonly called Voice over Internet Protocol (VoIP), is both a replacement for traditional telephone service and a new web-based technology. Given the current competitive political climate and the magnitude of the interests involved, Congress is unlikely to succeed in altering the telecommunications regime. Thus, the Federal Communications Commission, which has the authority to regulate interstate telecommunications, must decide how to regulate VoIP within the confines of the current statute. This Note analyzes the FCC\u27s current approach to regulating VoIP and draws upon the FCC\u27s previous experience in regulating new technologies to recommend a course of action. The Note concludes that the FCC should end uncertainty regarding the statutory classification of VoIP by declaring it an information service. The FCC should then proceed cautiously in its regulation of VoIP, using its limited ancillary jurisdiction to regulate in the public interest only when the market has failed to remedy a public harm. In addition, the FCC should allow new technologies, such as VoIP, as much flexibility as possible in order to create innovative solutions to public harms and should resist applying traditional regulatory structures to new technologies

The ethics of curriculum development:Engineers and technicians in a context of development: Engineers and technicians in a context of development

South African higher education has, for the last twenty years, attempted to confront the legacy its past, particularly the lack of access to science, technology, engineering and mathematics-based (STEM) education by the vast majority of potential students. The current policy environment is dominated by a drive towards high skills jobs and innovation that links research to new forms of production and new services. With the promulgation of a new "Higher Education Qualifications Sub-framework" (HEQSF, 2013) in South Africa there has been considerable curriculum development work across a number of fields and disciplines to enable the "high skills" agenda. Many programs that served as entry qualifications to employment as computer engineering technicians have been subject to upward re-curriculation towards engineering programs. A concern is the lack of clarity around appropriate qualifications and skills levels for a developing country and what might differentiate engineering technician programs from professional engineering programs. There are deep concerns in South Africa about the need to transform society, in particular to ensure that the legitimate aspirations of black South Africans are met and that talented young citizens are able to access higher education and obtain qualifications that enable them to enter the workplace and contribute meaningfully to development. In this paper we discuss the ethics of curriculum development, and argue for an ethical framework to assist institutions to guide curricular decision-making in engineering. A methodology for curricular comparison was developed from the work of Karl Maton on "semantic waves" that was used to construct a systematic comparison between a technician and engineering programme in the field of computer engineering. We show distinct knowledge differences between two programs, one a technician's diploma and the other an professional engineering degree program. We use the findings to illustrate wider concerns about the ethics of/in engineering curriculum development in South Africa as a developing country with a transformation agenda

The Relationship Between Home Economics Teachers\u27 Conceptual Systems Levels and Classroom Discipline Ideologies

Support for the hypothesis that conceptual systems may be used to predict various teaching behaviors has been established by several researchers (Harvey, 1970; Harvey, et al ., 1966; Murphy and Brown, 1970; Pryor, 1975). Harvey, et al. (1966) recorded and assessed actual classroom teaching behavior of thirty Head Start teachers varying in conceptual level to determine the effects of the teachers\u27 conceptual level on the classroom climate created for their pupils. High, medium, and low conceptual level teachers were rated on twenty-six behavioral dimensions including expression of warmth towards children, enjoyment of teaching, perceptiveness of children’s needs, smoothness of class operation, consistency of rule enforcement, use of unexplained rules, and punitiveness. Data showed that high conceptual level teachers maintained a more relaxed relationship with the children, encouraged greater creativity and freedom of expression, had fewer rules, and were less structured in determining classroom and playground procedures. Only in four of the dimensions, enlistment of child participation, teaching new concepts, smoothness of operations and consistency of rule enforcement, were no differences found. Helsel and Willower postulate that “ideology may or may not be reflected in behavior.” Daily pressures of teaching along with conflicting needs within may cause teachers to act in ways inconsistent with their beliefs. Therefore, caution must be taken in generalizing that because conceptual level predicts teaching behaviors, including some disciplinary actions, it will also reflect a teacher’s discipline ideology. Harvey, et al. have emphasized that a person will not necessarily reach the same conceptual level in all cognitive area. For the possibility to exist that an individual will attain the same conceptual level in different areas of development, the two areas must engage similar concepts, be closely related in terms of stimulus similarity, and receive similar training. These remarks provide impetus for seeking additional clarification of the relationship existing between the conceptual system and discipline ideology. The purpose of this study is to investigate whether the home economics teacher\u27s conceptual systems level relates to and is predictive of his/her self-perceived ideology on discipline and student freedom. In general, the researcher believes that the lower the conceptual level, the more custodial the teacher will be in viewing discipline

The Effects of Varying Surface Translation Acceleration and Velocity on Compensatory Forward Stepping Responses

Introduction: Examination of balance control has often been accomplished via evocation of stepping responses through external perturbations. These external perturbations can take the form of sudden underfoot surface translations, which are often comprised of controllable parameters including acceleration, velocity, and displacement. Interestingly, the values of these parameters incorporated within surface translation perturbations vary substantially within the literature. While this variance is understandable based on researchers’ research questions and infrastructure capacity, the systematic effect of perturbation characteristics on balance control responses during backwards surface translations is relatively understudied. Accordingly, the goal of this thesis was to improve the understanding how sudden posterior surface translation parameters affect spatial metrics of stepping responses and stability (study one) and to explore the effects of trial specific pre-perturbation participant-specific conditions on the same measures of balance control (study two). Methods: Twenty-four young healthy adults (mean (SD): age 24.0 (3.61) years; height 1.71 (0.08) m; mass 73.2 (12.5) kg) with no history of balance impairment, recent musculoskeletal injury, or neurological disorder participated in the studies. Surface translations were initiated randomly during quiet stance in one of four directions (backward, forward, left, right). Platform acceleration values were varied from 1.0-3.5 m/s2 (increments of 0.5 m/s2) while two platform peak velocity values (low and high) were implemented at each acceleration level. Displacement (0.30 m) and deceleration (5.0 m/s2) values were held constant across all perturbations. Backward translations (forward losses of balance) as well as single step responses were the focus of this thesis and thus the only trials analyzed. Dependent variables of normalized step length, maximum anteroposterior (AP) extrapolated centre of mass displacement (xCOM), and minimum AP extrapolated margin of stability (xMOS) were extracted from the kinematic data. Trial specific pre-perturbation values of underfoot weight distribution, AP centre of pressure (COP) location, ankle co-contraction index (CCI), AP COM location, AP COM velocity, and AP COM acceleration were extracted. In study 1, analysis of variance was used to analyze the effects of platform acceleration and velocity on the three dependent variables. In study 2, repeated measures stepwise linear regression was used to analyze the effects of the pre-perturbation factors on the predictive capacity of models predicting normalized step length and minimum AP xMOS. Results: Study one demonstrated that increasing platform acceleration resulted in increased normalized step length and increased minimum xMOS (up to 30.7% and 90.4%, respectively), but only during high peak velocity trials. Increased platform velocity was also found to increase normalized step length and minimum xMOS by up to 26.8% and 127.6%, respectively. In contrast, participants’ xCOM displacement demonstrated a max increase of only 9.2% across acceleration levels. Study two identified both AP COM and COP position prior to perturbation as being the most commonly statistically relevant factors across perturbations. In comparison to models that incorporated variables accounting for the repeated measures within participants and external platform perturbation characteristics, participant factors at the moment of perturbation onset only increased model adjusted r2 values from 0.612 to 0.646 (low velocity trials) and 0.661 to 0.689 (high velocity trials) for normalized step length. Minimum xMOS adjusted r2 values were increased from 0.375 to 0.419 (low velocity trials) and 0.466 to 0.507 (high velocity trials). Discussion/Conclusion: Variation in platform parameters resulted in significant changes to measures of step length and minimum xMOS. The increase in overall perturbation magnitude resulted in theoretically more stable responses (increased minimum xMOS) which was driven by the increased step length. As the external surface translation parameters are such important drivers of dynamic stepping responses, their effects should be considered when comparing studies which utilize different perturbation parameters. The statistically significant associations between personal pre-perturbation factors (particularly AP COM and COP location) on step length and xMOS align with mechanical models which suggest they play important roles in balance control. Interestingly though, these pre-perturbation factors explained only a small degree of variance beyond that provided by factors such as repeated measures and external perturbation characteristics. These two studies provide insights for researchers to more appropriately compare previous literature as well as provide recommendations for future study design during sudden support surface translations

Från teori till praktik : - simuleringens inverkan på vårdstuderandes självförtroende och upplevda kompetens

I detta examensarbete behandlas simuleringsundervisningens inverkan på vårdstuderandes självförtroende och upplevda kompetens. Syftet med arbetet är att utreda hur den praktiska delen i undervisningen påverkar kunnandet och självsäkerheten hos vårdstuderandena. Problemet i dagens vårdutbildning är att studerande inte får tillräckligt med praktisk träning och därför känner sig osäkra både för att gå ut på praktik och ut i arbetslivet. Det borde alltså enligt oss finnas ett klarare samband mellan teori och praktik för att ge en bredare kunskapsbas och öka kompetensnivån hos studerande. Materialet består av femton forskningsartiklar och två fokusgrupp intervjuer. Samplet till intervjuerna består av sex informanter som studerar till vårdare i Arcada. Materialet är indelat i två delar; en induktiv artikelanalys och en deduktiv analys av intervjuerna. Båda delarna är kvalitativa innehållsanalyser. Teman som behandlas i analyserna är: Utbildning, studerande, säkert och utveckling. Som teoretiskt perspektiv i studien används Patricia Benners modell eftersom i den betonar det praktiska lärandet för vårdstuderande och den lyfter fram erfarenhetens betydelse i arbetet. Resultatet av vår studie visar att studerande upplever att simuleringsövningarna bidragit till en ökad kompetens och ett ökat självförtroende men att även andra faktorer så som praktik och arbetserfarenheter påverkat den personliga utvecklingen. Resultatet från både artiklarna och intervjuerna påminner om varandra. Trots detta finns vissa olikheter då resultatet av artiklarna i regel behandlar simuleringen på en mera allmän nivå och intervjuerna mera tar upp resultatet av simuleringen i Arcada.In this degree thesis dealt with the simulation impact on nursing students selfconfidence and perceived competence. The aim of this study is to investigate how the practical part in education affect competence and the confidence of nursing students. The problem in today's health education is that students are not getting enough practical training and therefore feel unsafe both to out for practical training and into the workplace. It should therefore, in our opinion, be a clearer connection between theory and practice to provide a broader knowledge base and upgrade the skills of students. The material consists of fifteen research articles and two focus group interviews. The sample for the interviews consist of six informants who are studying to be nurses in Arcada. The material is divided into two parts: an inductive article analysis and a deductive analysis of the interviews. Both parts are qualitative content analysis. Themes covered in the analysis are: Education, students, security and development. As a theoretical perspective we´ve used Patricia Benners model, because it emphasizes practical learning for nursing students and it highlights the importance of experience. The results of our study shows that students perceive that simulation exercises contributed to increased skills and increased self-confidence, but that other factors such as internships and work experiences influenced their personal development. The results of both the articles and the interviews are close to similar. Despite this, there are certain differences when the results of the articles typically explain the simulation on a more general level and the interviews will take up the results of the simulation in Arcada