Dissertations / Theses on the topic 'Music and children'
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Zhang, Edmond. "Kid's Music Box: A Digital Music Organizer Designed with Children for Children." The University of Waikato, 2007. http://hdl.handle.net/10289/2261.
Full textMead, Robin S. "Children and Music: An Exploration of the Impact of Music on Children's Lives." Marietta College / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=marietta1208554391.
Full textLum, Chee-Hoo. "Musical networks of children : an ethnography of elementary school children in Singapore /." Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/11439.
Full textCleary, Theresa Mary. "Music performance anxiety in children within the context of practical music examinations." Thesis, Ulster University, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.646844.
Full textOuyang, Sining, and 欧阳斯宁. "Effect of music on children's cognitive development." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/193786.
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Public Health
Master
Master of Public Health
Ilari, Beatriz Senoi. "Music cognition in infancy : infants' preferences and long-term memory for complex music." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=38490.
Full textBecause infants rely on their caretakers to provide musical experiences for them, maternal beliefs and uses of music were also investigated. Mothers of participating infants were interviewed on musical background, listening preferences and musical behaviors and beliefs with their infants. The analysis of interview data yielded the following main results: (1) Singing was the primary musical activity of mothers and babies; (2) Maternal occupation and previous musical experiences affected their musical behaviors with their babies; (3) Most mothers held the belief that there is appropriate music for babies to listen to although there was no consensus as to what is appropriate music. Such beliefs reflect a conflict between maternal beliefs regarding infants' music cognition and the actual music-related perceptual and cognitive abilities of infants. Attempting to attenuate this conflict, suggestions for music educators, parents and researchers were proposed.
Peat, Richard. "Representing children in opera." Thesis, City, University of London, 2007. http://openaccess.city.ac.uk/17966/.
Full textI, Made Satrya Rudana. "Kinect-based Music Application for Children with Severe Physical Disabilities : Kinect-based Music Application for Children with Severe Physical Disabilities." Thesis, Uppsala universitet, Institutionen för informationsteknologi, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-322535.
Full textWinstone, Naomi E. "The perceptual restoration of music in young children." Thesis, University of Surrey, 2009. http://epubs.surrey.ac.uk/2225/.
Full textFerrer, Damian Llopis. "Technology support for teaching music to kindergarten children." Thesis, University of Manchester, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.509681.
Full textWilliams, Carol Joy. "Autonomy, sheltered street children and group music therapy." Diss., University of Pretoria, 2009. http://hdl.handle.net/2263/36765.
Full textDissertation (MMus)--University of Pretoria, 2009.
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Music
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Langeveldt, Mareli. "Music, music therapy and identity : investigating how South African children from socio-economically deprived communities identify with music." Diss., University of Pretoria, 2006. http://hdl.handle.net/2263/31443.
Full textDissertation (MMus (Music Therapy))--University of Pretoria, 2005.
Music
MMus (Music Therapy)
Unrestricted
Sangiorgio, Andrea. "Collaborative creativity in music education : children's interactions in group creative music making." Thesis, University of Exeter, 2015. http://hdl.handle.net/10871/20648.
Full textBrooks, Alyse Marie. "The Benefit to Children of Studying Music and the Use of a Summer Vocal Camp to Introduce Children to Music Education Opportunities." University of Akron / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=akron1311197066.
Full textChiang, Jenny Yu Kuan. "Music therapy for young children who have special needs : the music therapy experience from the perspectives of carers and professionals : a thesis submitted to the New Zealand School of Music, Wellington, New Zealand, in partial fulfilment of the requirements for the degree of Master of Music Therapy /." ResearchArchive@Victoria e-Thesis, 2008. http://hdl.handle.net/10063/1046.
Full textRubensson, Andreas. "Visualization of Music Designed for Children with Severe Disabilities." Thesis, Uppsala universitet, Institutionen för informationsteknologi, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-334016.
Full textMohd, Ghazali Ghaziah School of Music & Music Education UNSW. "Factors influencing Malaysian children???s motivation to learn music." Awarded by:University of New South Wales. School of Music and Music Education, 2006. http://handle.unsw.edu.au/1959.4/23000.
Full textButterton, Mary. "Music in the pastoral care of emotionally disturbed children." Thesis, University of Birmingham, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.435965.
Full textCarter, David. "Clever Children: The Sons and Daughters of Experimental Music." Thesis, Griffith University, 2009. http://hdl.handle.net/10072/367632.
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Doctor of Philosophy (PhD)
Queensland Conservatorium
Arts, Education and Law
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Nicolosi, Cheryl Ann. "The effects of music on communication and behavior in children with autism." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3107.
Full textLevinge, Alison. "Music therapy and the theories of Donald Winnicott." Thesis, University of Birmingham, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.366728.
Full textChen, Hsiao-Shien. "Effectiveness of the special music programs in Taiwan for educating talented and gifted young musicians /." view abstract or download file of text, 2004. http://wwwlib.umi.com/cr/uoregon/fullcit?p3120615.
Full textTypescript. Includes vita and abstract. Includes bibliographical references (leaves 250-260). Also available for download via the World Wide Web; free to University of Oregon users.
Woodward, Sheila C. "The transmission of music into the human uterus and the response to music of the human fetus and neonate." Doctoral thesis, Faculty of Humanities, 1993. https://hdl.handle.net/11427/31933.
Full textGang, Na-Hyun. "Action research : an exploration of a music therapy student's journey of establishing a therapeutic relationship with a child with autistic spectrum disorder in music therapy : a thesis submitted to the New Zealand School of Music in partial fulfilment of the requirements for the degree of Master of Music Therapy /." ResearchArchive@Victoria e-Thesis, 2009. http://hdl.handle.net/10063/1081.
Full textDartt, Kevin Maurine Morrison George S. "Effects of background music on preschoolers' attention." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/ark:/67531/metadc12114.
Full textDoughty, Judy A. "Inclusion and adaptation resources for general music teachers /." View online, 2009. http://repository.eiu.edu/theses/docs/32211131591844.pdf.
Full textChan, Edmund Sze Shing. "Music teachers' concern of inclusive music teaching scale: development, validation and correlates." HKBU Institutional Repository, 2016. https://repository.hkbu.edu.hk/etd_oa/308.
Full textPoh, Tse-tse Jennifer. "The use of music therapy in the treatment of autistic children with special reference to Hong Kong /." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19470356.
Full textSun, Derjen Jeney. "Teaching young children compositional concepts to enhance music learning in a computer learning environment." Connect to resource, 1993. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1244216827.
Full textStanutz, Sandy. "Pitch discrimination and melodic memory in children with autism." Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=86728.
Full textMethod: Twenty-five children with autism between the ages of 8-12 and 25 typically developing children within the same age range participated in the study. Children completed pitch discrimination tasks in two differing contexts. In one context, children were asked to indicate whether two pitches were the same or different when the two pitches were either the same or one note of the pair had been altered so that it was 25, 35, or 45-cents sharp or flat. In the other context, children were asked to discriminate whether two melodies were the same or different when the leading tone of each melody was either the same or had been altered so that it was 25, 35, or 45-cents sharp or flat. In addition, children were also asked to recall melodies one week after they were paired with pictures during a familiarization task. All the tasks in the study were formatted on computer.
Results: Children with autism outperformed typically developing children in both pitch discrimination contexts. Children with autism were superior to typically developing children when remembering melodies one week after they had been paired with animal pictures.
Conclusion: Children with autism demonstrated better pitch discrimination and melodic memory than typically developing children. These abilities may be genetic, as the majority of the participants in the study had limited music training. Alternatively, these abilities could be reflective of a different developmental process in the auditory modality of children with autism whereby developmental differences in auditory perceptions may be adaptive in some musical contexts.
Objectif: Les recherches actuelles démontrent que les personnes autistiques discernent mieux la hauteur des sons et ont une meilleure mémoire des sons individuels. La présente étude vise à étendre la recherche aux enfants d'âge scolaire en comparant, chez les enfants autistiques par rapport aux enfants qui se développent normalement, le discernement de la hauteur des sons et la mémoire mélodique.
Méthodologie: Vingt-cinq enfants autistiques ainsi que 25 enfants ayant un développement normal, tous âgés de 8 à 12 ans, ont participé à l'étude. Placés dans deux contextes différents, les enfants ont effectué des tâches faisant appel à leur capacité de discerner la hauteur des sons. Dans le premier contexte, les enfants devaient indiquer si deux sons étaient semblables ou différents lorsque les deux sons étaient les mêmes ou lorsque l'un d'eux avait été modifié pour être plus aigu ou plus bas de 25, 35, ou 45-cents. Dans l'autre contexte, les enfants devaient dire si deux sons mélodies étaient les memes ou si elles étaient différentes lorsque chacune des melodies étaient la mêmes ou si elles étaient différentes lorsque la sensible de chacune des melodies étaient soit la même, soit qu'elle avait été modifiée pour être plus aigue ou plus basse de 25, 35, ou 45-cents. En outre, les enfants devaient aussi se remémorer des mélodies qui, la semaine précédente, avaient été associées à des images d'animaux au cours d'une tâche de familiarsation. Toutes les tâches accomplies par les enfants au cours de l'étude ont été effectuées sur ordinateur.
Résultats: Les enfants autistiques ont mieux réussis que les enfants ayant un développement normal et, cela, dans les deux contextes de discernment de la hauteur des sons. Ils ont aussi été supérieurs lorsqu'il a fallu se remémorer des melodies une semaine après qu'elles eurent été associés à des images d'animaux.
Conclusions: Les enfants autistiques ont démontré que leur jugement de la hauteur des sons et et leur mémoire mélodique étaient meilleurs que ceux des enfants ayant un développement normal. Ces habiletés pourraient être innées étant donné que la majorité des participants á l'étude avaient une formation musicale limitée. Par ailleurs, ces habiletés pourraient être le signe d'un processus développemental different des attributs auditifs des enfants autistiques, ces différences développementales des perceptions auditives pouvent comporter une capacité d'adaptation à certains contextes musicaux.
Merz, Elisabeth Ann Robb Sheri L. "Music therapy for abused and neglected children a survey study /." Diss., UMK access, 2007.
Find full text"A thesis in music therapy." Typescript. Advisor: Sheri L. Robb. Vita. Title from "catalog record" of the print edition Description based on contents viewed dec. 18, 2007. Includes bibliographical references (leaves 75-79). Online version of the print edition.
Rosenfield, Betty. "Using Music to Increase Reading Comprehension in Children With Autism." Scholarship @ Claremont, 2013. http://scholarship.claremont.edu/cmc_theses/662.
Full textPacker, Yvonne Mary. "Music and the therapeutic education of children in EBD schools." Thesis, UCL Institute of Education (IOE), 1992. http://eprints.ioe.ac.uk/7446/.
Full textMullen, Philip. "Challenging perceptions : community music practice with children with behavioural challenges." Thesis, University of Winchester, 2017. http://repository.winchester.ac.uk/686/.
Full textMcDonald, Courtney. "The effect of adapted musical instruments on the participation of children with severe and multiple disabilities : a mixed methods study." Scholarly Commons, 2011. https://scholarlycommons.pacific.edu/uop_etds/790.
Full textErasmus, Suzanne. "’n Ondersoek na twintigste-eeuse musiek vir kinders en die pedagogiese waarde daarvan vir onderrig in Suid-Afrikaanse laerskole." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80346.
Full textENGLISH ABSTRACT: When twentieth century music composed specifically for children is discussed, Sergei Prokofiev’s Peter and the Wolf and occasionally Benjamin Britten’s The Young Person’s Guide to the Orchestra are the two examples most often mentioned, as if they represent the sum total of works in this genre. It seems then that there is a general lack of awareness of the actual existence of a rich variety of twentieth century music for children. Consequently the conclusion seems justified that most music educators in South African primary schools do not include this music in their repertoire nor has it been specifically recommended for use in the 2005 or 2011 syllabi. The question that prompted the current study is whether this repertoire of contemporary children’s music can be exploited to a much larger extent in South African primary schools than has been the case up until now. In the educational system of 2005, where ‘subjects’ have been replaced by ‘learning areas’, the former subject, Class Music, has been integrated into a new learning area consisting of four components (music, drama, dance and visual arts). However, this more comprehensive learning area has been implemented without actually making provision for more time on the time table than was formerly allocated to Class Music. With the implementation of CAPS in the Foundation Phase (Gr R – 3) in 2011 and in the Intermediate Senior Phase (Gr 4 - 9) in 2013, extra time allocated proves to still be insufficient for continual, thorough teaching of music. Although strong concern had been expressed previously about the fragmentation of subject content and the low status of music education in South African schools, this concern was not really addressed in both the curricula of 2005 and 2011, and subject content within the components is still scaled down to compensate for lack of time. This has also had serious consequences for the training of teachers. Requirements of the curriculum are only given in the form of general guidelines and teachers with no musical education, who have to teach the musical component, have no clearly defined examples to go by. For that reason a catalogue is included in this study by which teachers can gain access to relevant examples of twentieth century music. In the main section of this study music for children is examined in its historical context, it is defined and categorised. Strategies by which composers attempt to find access to a child’s world are also examined. While it may be assumed that children are familiar with the tonal idiom of folk, sacred and popular songs, composers of twentieth century music see themselves challenged to introduce children to a modern musical idiom, not compromising accessibility and a child friendly approach. In addition to the general discussion of the extensive repertoire of twentieth century music for children, four examples are selected to examine more specifically how composers go about when composing such music. These are: Wir bauen eine Stadt (Paul Hindemith), l’Histoire de Babar (Francis Poulenc), Die Weihnachtsgeschichte (Carl Orff) and The little sweep (Benjamin Britten). (Die Weinachtsgeschichte was translated into the Griqua dialect by Prof Hans du Plessis especially for the purpose of this study). The educational potential of twentieth century music for children is vast. Even with minimal teaching time it can be an efficient and time saving medium of tuition that at the same time opens up an exciting contemporary sound world to the young learner.
AFRIKAANSE OPSOMMING: Wanneer daar oor twintigste-eeuse musiek vir kinders gepraat word, word daar dikwels spontaan na Sergei Prokofjef se Pieter en die Wolf en miskien na Benjamin Britten se The Young Person’s Guide to the Orchestra verwys, asof dit die ‘somtotaal’ van die genre uitmaak. Hieruit blyk dit dat daar oor die algemeen ‘n onbewustheid ten opsigte van die beskikbaarheid van ‘n ryke verskeidenheid van werke in hierdie genre bestaan. Dit blyk ook dat die meeste musiekopvoeders in Suid-Afrikaanse laerskole nie hierdie musiek by hul repertorium insluit nie en dat dit ook nie in die sillabusse van 2005 en 2011 spesifiek gepropageer word nie. Die vraag wat aanleiding gee tot die huidige ondersoek is of die pedagogiese waarde van sodanige eietydse musiek nie baie beter in Suid-Afrikaanse skole ontgin kan word as wat tans die geval is nie. Met die 2005-onderwysbedeling waar ‘vakke’ met ‘leerareas’ vervang is, is Klasmusiek in die vier-komponent-leerarea Kuns en Kultuur, met musiek, drama, dans en visuele kuns as spesialis-onderafdelings, geïntegreer. Die Kuns en Kultuur leerarea, wat inhoudsgewys meer omvattend as Klasmusiek was, is sonder ‘n ruimer tydstoekenning ingestel. Met die implementering van KABV in die Grondslagfase (Gr R-3) (2012), en in 2013 by die Intermediêre en Senior Fase (Gr 4 – 9) is die tydstoekenning marginaal verruim, maar steeds onvoldoende vir volgehoue, deeglike onderrig van musiek. Hoewel sterk kommer oor die dilemma van onder meer voortdurende fragmentasie van inhoude asook die lae, kwynende status van musiekopvoeding in Suid-Afrikaanse skole reeds voorheen uitgespreek is, is hierdie kommer nie werklik in die leerplanne van 2005 of 2011 aangespreek nie. In teendeel, die vakinhoud binne die onderskeie komponente is steeds ontoereikend, omdat daar nie genoeg tyd beskikbaar is om werksinhoud deeglik te onderrig nie. Die nuwe bedeling hou verder ook implikasies vir die opleiding van opvoeders in, deurdat vereistes binne die skoolkurrikulum uit breë riglyne ten opsigte van vakinhoud bestaan. Die dilemma van ‘n opvoeder sonder musiekopleiding wat die musiekkomponent moet aanbied, is dus duidelik. Daarom word, as hulpmiddel vir opvoeders, ‘n katalogus by hierdie studie ingesluit om die leemtes in die kurrikulum te help ondervang. In die hoofdeel van hierdie studie word musiek vir kinders in ‘n historiese konteks geplaas, gedefinieer en gekategoriseer. Verder word die middele ondersoek waarmee komponiste van hierdie musiek toegang tot die leefwêreld van die kind probeer verkry. Terwyl aanvaar kan word dat kinders vandag vertroud is met die tonale idioom soos dit in volks-, gewyde of populêre liedere voorkom, kom komponiste van twintigste-eeuse musiek voor die uitdaging te staan om kinders met die moderne musiektaal vertroud te maak sonder om toeganklikheid en kindervriendelikheid prys te gee. Bykomstig tot die algemene bespreking van die omvangryke repertoire van twintigste eeuse musiek vir kinders word vier werke gekies om meer spesifiek te bepaal hoe komponiste te werk gaan wanneer hulle sodanige musiek komponeer, te wete Wir bauen eine Stadt (Paul Hindemith), l’Histoire de Babar (Francis Poulenc), Die Weihnachtsgeschichte (Carl Orff) en The little sweep (Benjamin Britten). (Vir hierdie studie is Die Weihnachtsgeschichte spesiaal deur Prof Hans du Plessis in die Griekwa-dialek vertaal). Twintigste-eeuse musiek vir kinders het veelsydige gebruiksmoontlikhede. Met minimale onderrigtyd kan dit ’n doeltreffende, tydsbesparende medium van onderrig wees, en terselftertyd ’n opwindende, eietydse klankwêreld vir kinders oopsluit.
DeBeus, Roger J. (Roger John). "The Effects of Music Training on Electroencephalographic Coherence of Preschool Children." Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc278071/.
Full textWurgler, Pamela Sewell. "A perceptual study of vocal registers in the singing voices of children." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1273516240.
Full textRobinson, Nathalie Gail. "An examination of the influence of visual feedback, aural feedback and reflection time on the pitch and duration characteristics of 9-year-olds' musical compositions :." Access Digital Full Text version, 1995. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11792115.
Full textTypescript; issued also on microfilm. Sponsor: Lenore Pogonowski. Dissertation Committee: Harold F. Abeles. Includes bibliographical references (leaves 235-239).
Stiller, Barbara. "Erlebnisraum Konzert : Prozesse der Musikvermittlung in Konzerten für Kinder /." Regensburg : ConBrio, 2008. http://d-nb.info/986203424/04.
Full textBeegle, Amy C. "Children at work in their musical expression : a classroom-based study of small group improvisation /." Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/11204.
Full textLin, Pei-Ying. "Development of curriculum materials to teach American children about the culture of Taiwan through Taiwanese children's songs." Diss., Columbia, Mo. : University of Missouri-Columbia, 2005. http://hdl.handle.net/10355/4315.
Full textThe entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (July 10, 2006) Includes bibliographical references.
Bascom, Cathleen Chittenden. "Jesus and George Harrison's gift preaching with the Children of the Beatles /." Theological Research Exchange Network (TREN) Access this title online, 2005. http://www.tren.com.
Full textRechel, Lynn Marie. "The effect of singing tempo during specific song acquisition of preschool aged children." Thesis, University of Hartford, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3559858.
Full textThe purpose of this study was to investigate the effect of singing tempo during specific song acquisition of preschool aged children. The study had two research questions: 1. What is the effect of slow and fast singing tempos on preschool children’s performance of musical components (melody, rhythm, and text, individually and combined) of a duple major song over time? 2. Will children’s performance tempo be the same as or similar to the presented instructional tempo?
Participants were randomly assigned by classroom to Tempo Group A (120 beats per minute) or Tempo Group B (60 bpm). A three week pilot study ( N = 14) validated the teaching procedures, recording procedures, and the scoring rubric. During the six week main study, participants ( N = 50) were exposed to the song 30 times. Three judges evaluated individual performance recordings from the pilot study and the individual midpoint and final performances from the main study in three dimensions: melody, rhythm, and text.
Interjudge reliabilities were calculated using a Pearson product moment reliability. Data analysis used a two-way Multiple Analysis of Variance (MANOVA) with repeated measures for the individual components and an Analysis of Variance (ANOVA) with repeated measures for the composite score. The melodic scores, the rhythmic scores, the text scores, and the composite scores showed statistically significant growth for both groups from the week three recordings to the week six recordings. There was no statistically significant difference between the instructional tempo groups.
The mean of complete performances for both tempo treatment groups moved toward the center of the tempo range (60–120 bpm) Using a t -test, the change in performance tempo from instructional tempo was statistically significant. Further research is needed for specialized groups (English as a Second Language, developmental delays, and different tonalities/meters).
Heyming, Lucy Ellen. "The effect of graphomotor exercises and music on normal children and children with attention deficit hyperactivity disorder." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2442.
Full textLehmann, Sharon Fincher. ""Wiggles and Volcanos": an Investigation of Children's Graphing Responses to Music." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc278601/.
Full textUeba(Kasuya), Yuka. "The Effect of Music Intervention on Attention in Children: Experimental Evidence." Doctoral thesis, Kyoto University, 2021. http://hdl.handle.net/2433/263587.
Full textOuyang, Leyi. "Designing mobile and tangible interaction for music education with young children." Thesis, Queensland University of Technology, 2021. https://eprints.qut.edu.au/213018/1/Leyi_Ouyang_Thesis.pdf.
Full textNoguchi, Laura Kayoko. "The effect of music versus non-music on focus of attention in pediatric injection patients." Scholarly Commons, 2004. https://scholarlycommons.pacific.edu/uop_etds/593.
Full textPollard, Anné Francoisé. "Group music therapy in a paediatric oncology ward working with a wide open group in a wide open space /." Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-10072008-132209/.
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