Dissertations / Theses: 'Taʻal'

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Van, Wyk Johannes Francois. "Lyf [TAAL] Sport + Development." Diss., University of Pretoria, 2012. http://hdl.handle.net/2263/29880.

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This project is a response to the author's passion for sport and his curiosity about the architectural process that is necessary to understand and facilitate the inter-relation of body, mind and soul. The potential influence of physical exercise; its correlation with the metaphysical aspects of the individual and how its influence spills over into the larger context of society is investigated. This dissertation attempts to form an architectural response that is indigenous to the local population, the climate and the existing urban condition and ranges from a thorough understanding of the community to the effective contribution that architecture can offer, based on the concept of ‘Sport for Development’ programmes in South Africa. The primary objective of the architectural response is to amplify the potential of sport as a means to peace building and self-actualization within a society that suffers from the effects of crime and violence. Although popular culture believes in the positive potential of sport, Ramon Spaaij identifies factors and conditions that must be met if the positive value of sport is to be enjoyed. The dissertation incorporates these factors and conditions into a multipurpose 'Sport for Development' community complex. This complex aims to augment the existing sport for development programmes in South Africa and serve as a prototype for future sport for development centres that ultimately includes everyone in the process of reconciliation.
Dissertation (MArch(Prof))--University of Pretoria, 2012.
Architecture
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Voorsluis, Bart. "Taal en relationaliteit over de scheppende en verbindende kracht van taal volgens Eugen Rosenstock-Huessy /." Kampen : J.H. Kok, 1988. http://catalog.hathitrust.org/api/volumes/oclc/21906879.html.

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Phaladi, Tswaledi John. "Woordeskataanleer in die onderrig van Afrikaans as addisionele taal." Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-09252008-091756.

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Thiart, Lezandra. "Outeursidentifikasie : 'n forensiese taalkundige ondersoek na Afrikaanse SMS-taal." Diss., University of Pretoria, 2015. http://hdl.handle.net/2263/50804.

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Khoj, Adnan. "Le premier chanteur compositeur saoudien et du Golf arabe : Talal Maddah." Paris 1, 2008. http://www.theses.fr/2008PA010580.

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Le travail commence par présenter le thème et les objectifs de la recherche, avant d'en souligner I'importance et I'étendue, et d'en préciser la méthode, le contenu et les outils. Ensuite, et pour permettre au lecteur d'avoir une idée du contexte socioculturel du chanteur, nous avons donné un aperçu de l'histoire du Royaume avant de présenter la biographie de Talal Maddah, les points de repère dans sa vie, les hommes de lettres et les artistes qu'il a connus et dont la connaissance a permis de créer une collaboration fructueuse et enrichissante, aussi bien pour notre artiste que pour ces partenaires. Le troisième chapitre de la thèse est consacré à l'analyse des chansons que nous avons réussi à réunir. Ce travail technique met en évidence les traits caractéristiques de I'art de Talal Maddah dont nous avons parlé précédemment. Notre travail se termine par une conclusion où nous récapitulons les résultats de notre recherche et faisons quelques propositions.

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Prinsloo, Yolanda. "Geletterdheidsintervensie en onderwysers se taal van onderrigpraktyke : aksienavorsing in plattelandse skole (Afrikaans)." Diss., University of Pretoria, 2012. http://hdl.handle.net/2263/24474.

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In Suid-Afrika verskil onderwysers en leerders se moedertaal dikwels van die taal van leer en onderrig (Engels in dié studie). Aangesien hoërskoolonderwysers as vakspesialiste opgelei is, het hulle onvoldoende kundigheid om leerders by te staan om kerngeletterdheidsvaardighede in Engels te verwerf. Hierdie verkennende studie by ŉ plattelandse hoërskool het ten doel gehad om te bepaal wat die invloed van ŉ geletterdheidsintervensie op onderwysers in ŉ plattelandse skool se taal van onderrigpraktyke is. Die deelnemende aksienavorsingstudie het ŉ konstruktivistiese paradigma gevolg en is teoreties gerig deur die sosiale leerteorie. ŉ Geletterdheidsintervensie is ontwikkel vanuit die fonetiese beginsel en is geïmplementeer met ses doelgerig geselekteerde hoërskoolonderwysers (n=6, mans=1, vroue=5) in ŉ gerieflikheidsgeselekteerde plattelandse hoërskool wat al geruime tyd deel vorm van ŉ langtermyn studie oor veerkragtigheid in plattelandse skole. Data van onderwysers se taal van onderrigpraktyke is voor en na afloop van die geletterdheidsintervensie ingesamel aan die hand van twee fokusgroeponderhoude met die deelnemende onderwysers, asook observasies in twee klaskamers. Observasiedata is gedokumenteer as veldnotas, visuele data en oudio-opnames. Fokusgroeponderhoude is verbatim getranskribeer. Al hierdie databronne is tematies geanaliseer en die volgende temas is geїdentifiseer: onderwysers se persepsie van Engelse geletterdheid as kernvaardigheid vir leerders, die plek van hulpbronne in niemoedertaalonderrigpraktyke (in Engels) in plattelandse skole, die effek van ŉ geletterdheidsintervensie op onderwysers se tweede taal onderrigpraktyke (in Engels) en die profiel van deelnemende plattelandse onderwysers. Leer en onderrig in ŉ plattelandse hoërskool word bemoeilik deur hoërskoolleerders se onvermoë om te lees, die leerplanvereiste vir die gebruik van ŉ addisionele taal (soos Engels) as taal van leer en onderrig, gebrekkige opleiding van hoërskoolonderwysers rakende die aanleer van kerngeletterdheidvaardighede, beperkte hulpbronne en geografiese isolasie wat dit moeilik maak om indiensopleidingsgeleenthede te benut, Alhoewel die deelnemende plattelandse hoërskool se onderwysers nie opgelei was om leerders geletterdheidsvaardighede te leer nie, het dit geblyk dat hierdie onderwysers wel (i) weet welke kerngeletterdheidskernvaardighede deur leerders benodig word, (ii) gretig is om opgelei te word en positief is oor geletterdheidsintervensies, en (iii) naburige skole en onderwysers betrek in sulke kapasiteitsontwikkeling. Verder het dit geblyk dat die deelnemende plattelandse hoërskoolonderwysers hulle taal van onderrig en leerpraktyke kon aanpas nadat hulle aan ŉ geletterdheidsintervensie deelgeneem het. In dié verband het die onderwysers die volgende spesifieke strategieë gebruik, naamlik fisiese hulpbronne as ondersteuning vir die aanleer van nuwe klanke; taalvermenging; betrek leerders by die aanbieding van lesse, byvoorbeeld deur dramatisering; die implementering van ŉ leesperiode; en ook die benutting van die skool se mediasentrum. Hierdie gewysigde taal van onderrig en leerpraktyke het moontlik ŉ positiewe effek gehad op leerders se selfvertroue om in Engels betrokke te wees tydens leersituasies; hulle akademiese persentasies (in Engels) het ook verbeter. Onderwysers se ingesteldheid jeens leerders se motivering om te leer het ook verander.
Dissertation (MEd)--University of Pretoria, 2012.
Educational Psychology
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Van, Zijl George Clifford. "n Prosesbenadering tot skryfonderrig (Afrikaans Eerste Taal) in die intermediêre fase." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/52966.

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Thesis (MEd)--University of Stellenbosch, 2002.
ENGLISH ABSTRACT: Presently(2002) South Africa finds itself in the centre of a transformation process as far as the provision of education is concerned. Curriculum restructuring is an ongoing process. An exciting development which is coupled herewith is the dissemination of curriculum information, in order to implement outcomes directed curriculum development successfully. This implies that educators must be able to handle these challenges; it demands that they have to be empowered in respect of appropriate curriculum knowledge and skills. In the concept document "Revised National Curriculum Statement for gr. R-9" specific mention is made of the fact that pupils should in future become familiar with the process of writing, which includes prewriting, concept writing, revision, editing and publishing. Indeed a great challenge for educators, acting as facilitators. When learners write, they must follow the aforesaid process. The fact that language, oral as well as written, assists pupils in brightening their thoughts and conveying their observations while they are forming and testing ideas, researcher is of the opinion that more time should be spent on the purposeful teaching of writing in the intermediate phase (gr. 4-6). In the light of the aforesaid the aim of this thesis was to establish, by means of a questionnaire, whether primary schools, and more specific the intermediate phase (gr. 4- 6), are implementing a writing development programme in which the process approach to writing forms an integral part of the teaching. The gathered information was used to suggest strategies for the implementation of a process approach to writing development.
AFRIKAANSE OPSOMMING: Tans (2002) IS Suid-Afrika midde-in 'n transformasieproses In soverre dit onderwysvoorsiening betref. Kurrikulumherstrukturering vind voortdurend plaas. 'n Opwindende ontwikkeling wat met hierdie herstrukturering gepaard gaan, is die disseminering van kurrikulurninligting om uitkomsgerigte kurrikulumontwikkeling suksesvol te implementeer. Dit impliseer dat onderwysers in staat moet wees om hierdie uitdagings te kan hanteer; dit vereis dat hulle ten opsigte van toepaslike kurrikulumkennis en vaardighede bemagtig moet word. In die konsepdokument "Revised National Curriculum Statement for gr. R-9" word spesifiek daarna verwys dat leerders moet leer dat skryfwerk 'n proses is wat die volgende insluit: preskryf, konsepskryf, hersiening, redigering en publisering. Wanneer leerders dus skryf, moet hulle dié skryfproses volg. Omdat die gebruik van taal, mondeling sowel as skriftelik, leerders help om hulle denke te verhelder en hul waarnemings oor te dra terwyl hul idees vorm en toets, is navorser van mening dat meer tyd aan skryfonderrig in die intermediêre fase (gr.4-6) afgestaan moet word. Die probleem wat in hierdie tesis ondersoek is, is of 'n prosesbenadering tot skryfonderrig, waarin die onderwyser sy onderrig aan die hand van die kurrikulum en leerderkennis en - insette uitbou met doelbewuste onderrig van die skryfproses, en 'n daarmee gepaardgaande geleide komponent waaronder verstaan word die onderrig van skryfvaardighede, 'n bruikbare metode vir skryfonderrig in die intermediêre fase (gr.2-6) is. 'n Empiriese vraelysondersoek is by laerskole gedoen, en die verkreë inligting is gebruik om voorstelle aan die hand te doen waarvolgens 'n prosesgerigte skryfontwikkelingsprogram geïmplementeer kan word.

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Ghosh, Tamal [Verfasser], and Burkhard [Akademischer Betreuer] König. "Visible Light-Induced Reductive Photoredox Catalysis in Organic Synthesis / Tamal Ghosh ; Betreuer: Burkhard König." Regensburg : Universitätsbibliothek Regensburg, 2017. http://d-nb.info/1141379554/34.

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De, Varennes Fernand Joseph. "Language, minorities and human rights." Proefschrift, Maastricht : Maastricht : Rijksuniversiteit limburg ; University Library, Maastricht University [Host], 1996. http://arno.unimaas.nl/show.cgi?fid=7024.

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Lochner, Johanna Elizabeth. "Taal en hegemonie : die ontwikkeling van Afrikaans as uitsaaitaal, 1923-1948 / J.E. Lochner." Thesis, Potchefstroom University for Christian Higher Education, 2002. http://hdl.handle.net/10394/3777.

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Adendorff, Elbie Maria. "Kompleksiteit in taakgebaseerde onderrig en leer van Afrikaans as tweede taal binne universiteitskonteks." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20188.

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Thesis (PhD)--Stellenbosch University, 2012.
ENGLISH ABSTRACT: The implementation of a multilingual language policy for Higher Education in South Africa (2002) requires the teaching and learning of different languages as a second or additional language – also the teaching of Afrikaans for specific purposes to students as adult learners. The teaching of Afrikaans for specific purposes to students as adult learners has not received much attention in the South African context, especially research on the learning and teaching of Afrikaans for specific purposes in a university context. This research on Afrikaans as a second language has as framework the theory of Task-Based Language Learning and Teaching. The research focuses on issues relating to complexity in task-based challenges which await students in a multilingual university context and the way in which a task-based teaching syllabus contributes to these needs and challenges. The main focus of this study is to explore the possibilities of a multiperspective approach to the analysis of complexity in the design of a task-based syllabus for university students. The aim of such a multiperspective approach is to research the full spectrum of approaches which is available to research task complexity. The adequacy of the different approaches lies in the architecture of the compositionality and combination of the individual researchers’ frameworks, which each on its’ own has elements of incompleteness regarding the development of students’ interlanguage. There can be argued that the multiperspective approach to complexity in task-based syllabus design is beneficial to task design for an Afrikaans task-based syllabus at university level because each approach promotes the development of an interlanguage. The central purpose of this study is to investigate the nature and properties of communication tasks employed in generic social and academic communication in Afrikaans on a university campus in South Africa within the framework of task-based language learning and teaching, as well as syllabus design. This study analyses the communication tasks in accordance with the needs of second language learners of Afrikaans in the context of campus communication. For the purpose of the research, a needs analysis was conducted through the use of a questionnaire and interviews with university students. This needs analysis shows that students whose first language is not Afrikaans, have the need to acquire communicative skills in Afrikaans to communicate effectively with fellow students and lecturers at the university. As a result of the needs analysis ten student-student-dialogues and ten student-lecturer-dialogues were constructed to simulate campus communication. The study researches the various cognitive and linguistic taskelements.The purpose of this research is to to examine the cognitive and structural properties in a task design which address the communication needs of students and lecturers for learning generic Afrikaans for communicating on campus. A framework for the analysis of complexity in the development of a task-based syllabus for a teaching and learning program for the teaching and learning of Afrikaans as a second language in the multilingual university context of a South African university campus will be proposed. The study examines the different components of tasks and the components of designing a syllabus, and how they influence the teaching and learning of the second language. This study analyses various complexity properties of the twenty Afrikaans dialogues in order to determine criteria for syllabus designers on how tasks can be graded and sequenced within a task-based language learning and teaching syllabus for second language learners of Afrikaans.
AFRIKAANSE OPSOMMING: Die implementering van ’n meertalige taalbeleid vir Hoër Onderwys in Suid-Afrika (2002) vereis die leer en onderrig van verskillende tale as ’n tweede of addisionele taal – ook wat die onderrig van Afrikaans vir spesifieke doeleindes aan studente as volwasse leerders betref. Hierdie onderrig van Afrikaans vir spesifieke doeleindes aan volwassenes het nog nie veel aandag binne die Suid-Afrikaanse konteks ontvang nie, veral wat betref navorsing oor die leer en onderrig van Afrikaans vir spesifieke doeleindes binne ’n universiteitskonteks. Die navorsing wat vir hierdie proefskrif onderneem is, val binne die teorie van taakgebaseerde leer en onderrig. Dit fokus op die aspekte wat verband hou met taakgebaseerde kompleksiteitsuitdagings wat vir studente binne ’n meertalige universiteitskonteks voorlê en die wyse waarop ’n taakgebaseerde leer- en onderrigprogram voldoen aan hierdie behoeftes en uitdagings. Die sentrale fokus van hierdie proefskrif behels ’n ondersoek na die moontlikheid van ’n multiperspektiefbenadering tot die analise van kompleksiteit by die ontwerp van ’n Afrikaanse taakgebaseerde sillabus op universiteitsvlak. Die doel van so ’n multiperspektiefbenadering is om die volle spektrum van oorwegings wat ter sprake is in taakkompleksiteit te ondersoek. Die toereikendheid van dié spesifieke benadering lê in die argitektuur van die samehang en kombinasie van die verskillende navorsers se raamwerke wat elk op sigself tekens van onvolledigheid toon ten opsigte van die optimale ontwikkeling van die studente se intertaal. Daar word betoog dat dat hierdie multiperspektiefbenadering tot kompleksiteit in taakgebaseerde sillabusontwerp voordelig is ten opsigte van sillabusontwerp vir Afrikaans op universiteitsvlak aangesien intertaalontwikkeling optimaal binne elk van die benaderings verantwoord kan word. Die sentrale fokuspunt van die proefskrif is om ondersoek in te stel na die aard en eienskappe van kommunikasietake wat gevind word in generies sosiale en akademiese kommunikasietake in Afrikaans by ’n universiteitskampus in Suid-Afrika. Dit vind plaas binne die konteks van hedendaagse tweedetaalteorieë oor taakgebaseerde taalleer en -onderrig, sowel as sillabusontwerp. Hierdie studie analiseer die kommunikasietake aan die hand van die behoeftes van tweedetaalstudente van Afrikaans binne die konteks van kampuskommunikasie. Dié behoeftes is bepaal na aanleiding van behoefte-analises wat onder universiteitstudente onderneem is. Die behoefte-analises toon dat studente wie se eerste taal nie Afrikaans is nie, die behoefte het om Afrikaans te verwerf ten einde suksesvol te kan kommunikeer met medestudente en dosente. Na aanleiding van die behoefte-analises is tien student-student-dialoë en tien student-dosent-dialoë gekonstrueer wat verteenwoordigende kampuskommunikasie simuleer. Die doelwit van hierdie studie is om die verskeie kenmerke van take wat verband hou met kognitiewe en linguistiese kompleksiteit in ’n taakgebaseerde ontwerp te ondersoek. Die doel hiervan is om onder meer ’n raamwerk vir die analisering van kompleksiteit in ’n taakgebaseerde sillabus vir leer en onderrig van generiese Afrikaans vir kampuskommunikasie voor te stel. Saam met die ondersoek na kognitiewe en linguistiese kompleksiteit, ondersoek die proefskrif die kenmerke van sillabusontwerp om te bepaal hoe dit die leer en onderrig van Afrikaans as ’n tweede taal beïnvloed. Die insigte wat sodoende oor die kompleksiteit van die take verkry word, skep verskeie moontlikhede vir die ontwikkeling van take binne die konteks van ’n universiteitskampus met betrekking tot die leer van Afrikaans as ’n tweede taal. Voorts verskaf die studie ook ontledings met betrekking tot die kompleksiteitskenmerke van die twintig dialoë in Afrikaans sodat kriteria vir sillabusontwerpers geskep kan word waarvolgens hulle take binne die taakgebaseerde leer en onderrig kan gradeer en orden om ’n sillabus vir tweedetaalstudente van Afrikaans te ontwerp.

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Maussen, Katharine. "Carbon dioxide transport through Taal volcano’s hydrothermal system and Main Crater Lake (Philippines)." Doctoral thesis, Universite Libre de Bruxelles, 2018. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/271649.

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The presence of a hydrothermal system at Taal volcano is evident from the presence of a craterlake (Main Crater Lake, MCL), a caldera lake (Lake Taal) and several hot springs on the flanksof Taal volcano island and in the crater. Taal MCL, covering an area of 1.2 km², is acidic (pH= 3), warm (T = 30-33 °C) and its composition is dominated by Cl, Na and SO4. This thesisaims at understanding the geochemistry of Taal volcano’s hydrothermal system and the wayCO2 is transported through the hydrothermal system and MCL towards the atmosphere.The long-term geochemical evolution of MCL indicates that the hydrothermal system is madeof two reservoirs, one being volcanic and one geothermal in origin. The geothermal componentin Taal MCL has stayed rather constant since 1991, while the volcanic component hasdecreased.The low pH makes Taal volcano the perfect natural laboratory to study the behaviour of CO2,because there is no dissociation of CO2. A combined approach of total CO2 flux measurementsvia accumulation chamber and gaseous CO2 flux measurements via echo sounder shows thatmore than 90% of the total CO2 output of Taal volcano is due to the influx of dissolved CO2,migrating from the hydrothermal system to MCL via thermal springs under the lake surface.After verification of both horizontal and vertical homogeneity of dissolved CO2 concentrations,a continuous monitoring station was installed in 2013, measuring dissolved CO2 using aninfrared gas analyser protected by an ePTFE membrane, as well as several meteorological andenvironmental parameters. Several environmental and lacustrine processes influence CO2transport in MCL, including stratification, solar heating and rainfall.Taal volcano regularly goes through periods of unrest, characterised by seismic swarms,ground deformation and increased carbon dioxide flux. In 1991-1994, this was accompaniedby geochemical changes in MCL, including pH decrease and F, Si and Fe concentrationincrease. These changes can be attributed to an intrusion of magma to shallow levels less thanone kilometre deep. More recent unrests do not show these geochemical changes and are likelycaused by pressure changes in the hydrothermal system. The permanent monitoring stationrecorded hourly data on the 2015 unrest and showed that abnormally high CO2 concentrationswere recorded before the start of seismic or deformation activity, which makes continuous CO2monitoring a very valuable addition to current monitoring activities at Taal volcano.
La présence d’un système hydrothermal au volcan Taal se manifeste par la présence d’un lac de cratère (Main Crater Lake, MLC) ainsi qu’un lac de caldera (Lake Taal) et de multiples sources d’eau chaudes sur les flancs et dans le cratère. Le MCL, avec une surface de 1.2 km², est acide (pH = 3), chaud (T = 30-33 °C) et composé principalement de Cl, Na et SO4. Le but de cette thèse est de comprendre la géochimie du système hydrothermal du Taal et la manière dont le CO2 est transporté à travers de celui-ci ainsi qu’à travers le MCL vers l’atmosphère. L’évolution géochimique à long terme indique que le système hydrothermal est composé de deux réservoirs, un d’origine volcanique et un autre d’origine géothermale. Le composant géothermal est resté plutôt constant depuis 1991, tandis que le composant volcanique a diminué. Le pH plutôt bas fait que le volcan Taal est le laboratoire naturel parfait pour étudier le comportement du CO2, parce qu’il n’y a pas de dissociation de CO2. Une approche combinée du flux de CO2 total via chambre d’accumulation, et flux de CO2 gazeux via echo sondeur montre que plus que 90% du flux de CO2 total est dû au CO2 dissout, qui migre depuis le système hydrothermal au MCL via des sources thermales sous la surface du lac. Après vérification de l’homogénéité horizontale et verticale du CO2 dissout, une station de monitoring en continu a été installée en 2013. Cette station mesure le CO2 dissout à l’aide d’un analyseur de gaz infrarouge protégé par une membrane en ePTFE, ainsi que de multiples paramètres météorologiques et environnementaux. Le transport de CO2 dans le MCL est influencé par plusieurs processus environnementaux et lacustre, comprenant la stratification, l’échauffement solaire et la pluie. Le volcan Taal connait régulièrement des périodes de crises caractérisées par une activité sismique, par une déformation du sol et par un flux élevé du CO2. En 1991-1994, ceux-ci ont été accompagnés par des changements géochimiques du MCL, comprenant une diminution du pH et une augmentation de la concentration de F, Si et Fe. Ces changements peuvent être attribués à une intrusion superficielle de magma à moins d’un kilomètre de profondeur. Les crises plus récentes ne montrent pas ces changements en géochimie et sont probablement causés par des changements de pression dans le système hydrothermal. La station de monitoring en continu a enregistré des données toutes les heures pendant la crise en 2015 et a montré que des concentrations particulièrement élevées en CO2 dissout ont été enregistrées avant le début de l’activité sismique et de déformation. Ceci a montré que le monitoring en continu du CO2 est une addition très précieuse aux activités de monitoring du volcan Taal.
Doctorat en Sciences
info:eu-repo/semantics/nonPublished

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Kruse, Jan. "De taal van de Europeanen attitudes bij taalcontact met Engels en een dialect." Osnabrück Koentopp, 2007. http://deposit.d-nb.de/cgi-bin/dokserv?id=2982749&prov=M&dok_var=1&dok_ext=htm.

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Dickinson, Connie S. "Complex predicates in Tsafiki /." view abstract or download file of text, 2002. http://wwwlib.umi.com/cr/uoregon/fullcit?p3072578.

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Thesis (Ph. D.)--University of Oregon, 2002.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 415-437). Also available for download via the World Wide Web; free to University of Oregon users.

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Fouche, Michele. "'n Evaluering van die semantiese inligting in die verklarende handwoordeboek van die Afrikaanse taal." Thesis, Stellenbosch : University of Stellenbosch, 1990. http://hdl.handle.net/10019.1/4612.

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Thesis (MA (Afrikaans Language))--University of Stellenbosch, 1990.
199 leaves single sided printed, preliminary pages and numbered pages 1-187. Includes bibliography. Digitized using a Bizhub 250 Scanner to pdf format (OCR).
ENGLISH ABSTRACT: An evaluation of semantic information in a dictionary must take into account all aspects of meaning of lexical items. Therefore the different homonyms and polysemous senses of lexical items and the underlying semantic relations between lexical items are accounted for. A description should be given of the lexical items which form the macrostructure of HAT. These lexical items include sublexical, multilexical and free lexical items. The treatment of multilexical items in HAT is not satisfactory at present and suggestions are made for the improvement of the situation. Possible solutions for distinguishing between homonymy and polysemy are given. Suggestions to determine the possible polysemous senses of a lexical item are also made. The ordering of polysemous senses and different homonyms are discussed. It is essential to make use of a synchronic criterion to distinguish between homonymy and polysemy. The HAT's treatment of semantic relations between lexical items is not always very succesfull. The semantic relation which receives the most substantial treatment is that of semantic inclusion between lexical items. The HAT's treatment of synonyms is not without problems. More attention should be given to semantic linking and semantic opposition between lexical items. An evaluation of the system of cross-references in HAT is given, with special reference to the function of cross-references. Sometimes indistinct typographical conventions are used and they confuse the user of the dictionary. The indistinct use of typographical conventions has a detrimental influence on the transfer of information. The cross-reference system of HAT can be improved by an informative explanation in the general introduction, focusing on ways and means to use it more specifically, unambiguously and consistently. A distinction is made between various types of definitions used to define lemmas. Well known lexicographic definitions such as definitions per genus et differentia, synonymdefinitions, example definitions, circular definitions and descriptive definitions are discussed. The usage definition and two definitions which explicate a semantic plus value, the contrast and diminutive definitions, are identified. Attention is also given to the role of the general introduction in a standard synchronic dictionary. Suggestions are made to improve the general introduction of HAT.
AFRIKAANSE OPSOMMING: Wanneer semantiese inligting in 'n woordeboek ondersoek word, word alle aspekte van leksikale items se betekenis in ag geneem. Dit sluit homonimiese vorme en polisemiese onderskeidinge van leksikale items in, asook die semantiese betrekkinge wat leksikale items onderling met mekaar aangaan. Die leksikale items wat die makrostruktuur van die HAT vorm, word beskryf. Dit sluit subleksikale, multileksikale en vrye leksikale items in. Verskillende tipes multileksikale en subleksikale items word onderskei. Tans word multileksikale items in HAT nie na wense hanteer nie en voorstelle word aan die hand gedoen hoe die stelsel verbeter kan word. Moontlike oplossings vir die onderskeidingsprobleem tussen homonimie en polisemie, asook maniere waarop 'n leksikale item se polisemiese onderskeidinge vasgestel kan word, word verskaf. Aandag word ook aan die ordening van polisemiese onderskeidinge en homonimiese vorme gegee. Dit is belangrik dat 'n sinchroniese maatstaf gebruik word om tussen homonimie en polisemie te onderskei. Semantiese betrekkinge tussen leksikale items word met 'n wisselende mate van sukses deur HAT hanteer. Semantiese insluiting tussen leksikale items word die meeste beskryf. Daar bestaan egter probleme by die hantering van sinonimie tussen leksikale items. Semantiese aansluiting tussen leksikale items word min deur die woordeboek aangedui. Semantiese opposisie tussen leksikale items kan ook meer deur die HAT aangedui word. Die kruisverwysingstelsel van die HAT word ondersoek. Funksies van kruisverwysings word beskryf. Kruisverwysings word wel deur die HAT redaksie gebruik, maar hulle kan nog meer gebruik word. Soms word onduidelike tipografiese konvensies gebruik en dit het swak inligtingsoordrag tot gevolg. Die kruisverwysingstelsel van die HAT kan verbeter word deur dit in die toeligtende aantekeninge te verduidelik, spesifiek en ondubbelsinnig toe te pas en deur dit konsekwent te gebruik. Verskillende tipes definisies waarmee leksikale items gedefinieer word, word onderskei. Bekende leksikografiese definisies soos genus-differentia-definisies, sinoniemdefinisies, voorbeelddefinisies, sirkeldefinisies en deskriptiewe definisies word bespreek. Die gebruiksdefinisie en twee definsies wat semantiese pluswaardes ekspliseer, naamlik die teenstellingsdefinisie en die verkleiningsdefinisie,word geidentifiseer. Die rol van toeligtende aantekeninge in 'n handwoordeboek word bespreek. Daar word gewys op die swak toeligtende aantekeninge van die HAT. Voorstelle word gedoen oor hoe die hantering van semantiese inligting in die toeligtende aantekeninge verduidelik moet.

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Nel, Marieta. "'n Ondersoek na die taal- en literêr-historiese arbeid van J. Du P. Scholtz." Master's thesis, Faculty of Humanities, 1990. http://hdl.handle.net/11427/29977.

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The problem postulate which has led to this investigation is the discrepancy between on the one hand the perception of Scholtz's research as the norm to which Afrikaans linguistics is gauged and on the other hand the self-evident ignorance of his work by the average Afrikaans/Nederlands graduate. The subject is: An investigation into the linguistic and literary historic work of J. du P. Scholtz. The intention is to attempt to indicate the entire spectrum of Scholtz's research in these spheres. In order to give a complete picture of his contribution to Afrikaans one should describe the linguistic and literary historic contributions. His work as a cultural and art historian will be mentioned only briefly. Chapter 1 contains the results and analysis of an empirical investigation which was directed into an evaluation of Scholtz's work. In doing so an attempt is made to indicate that the above mentioned ignorance is not merely a personal and imagined scenario: Subsequently chapter 2 points out certain hitherto unknown biographical details and chapter 3 gives a comprehensive chronological outline of Scholtz's publications in an attempt to support the view of him as the norm according to which Afrikaans linguistics is gauged. This is followed by a comprehensive spectrum of his contributions with the focus primarily on his linguistic contributions in chapter 4. Raidt viewed his work from a chronological perspective in_order to trace his development but it is also. important, however, to illustrate the various spheres in which he operated. The entire range, viz diachronic and synchronic linguistics, lexicology, lexicography, linguistic textual analyses, linguistic criticism, socio-historic linguistics and correspondence with linguists is illustrated.

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Gobardhan-Rambocus, Lila. "Onderwijs als sleutel tot maatschappelijke vooruitgang : een taal- en onderwijsgeschiedenis van Suriname, 1651-1975 /." [Zutphen] : Walburg pers, 2001. http://catalogue.bnf.fr/ark:/12148/cb39140357d.

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Brown, Diana Christine. "The Racial Politics of Secularity: Rethinking African-American Religiosity Through New Paradigms in Secularization Theory." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6494.

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Revisions to secularization theory over the past two decades call for reconceptualization of the relation between race and secularity. Structural theories— depicting secularization as the linear, straightforward decline of religion in modernity— commonly explain the tenacity of African-American religiosity as resulting from their marginalization in modern society, a product of educational and economic disparities. However, recent theories address the secular as a historically contingent, incidental phenomenon, what has been called an "accomplishment"; it merits substantive study in itself, carrying the distinct values, beliefs, and understandings of a particular social history. This new framework invites analysis of the racial assumptions embodied in mainstream US secularity as explanation for blacks' religiosity, rather than citing their structural exclusion alone. This research attempts such through ethnographic analysis of black and white young adults' discussion of their religious and spiritual identities, using interviews conducted in Wave 4 of the National Study of Youth and Religion. Finding that most white young adults pursue autonomy from family and community as means of establishing credible identity, and that most black young adults facilitate identity by showing fidelity to them, I argue that these differences demonstrate racialized understandings of human agency, personhood, and social structure that vividly persist in the 21st century United States. Yet those of white young adults are typically treated as normative both in sociological discussions of secularity as well as in broader Western culture, with costly political consequences.

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Maré, i. Soler Pau. "L'ús dels clítics pronominals del català i la seva adquisició per parlants de romanès i de tagal." Doctoral thesis, Universitat de Girona, 2012. http://hdl.handle.net/10803/69939.

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The thesis L’ús dels clítics pronominals del català i la seva adquisició per parlants de romanès i de tagal [The use of pronominal clitics in Catalan and their acquisition by Romanian and Tagalog speakers] analyzes the mechanisms of transfer from the L1 in the process of acquisition of Catalan (L2) in two groups of learners, one of which has Romanian and the other Tagalog as their native language. Our study lends support to the idea of transfer from the L1 to a second language in general, and, in particular, within the process of acquisition of pronominal clitics from a Romance language (Catalan). The results show that the differences between the two groups are statistically significant and are attributable to the characteristics of the L1. Moreover, starting from a detailed description of the grammar of pronominal clitics in the three languages involved, we define the specific grammatical aspects of the Tagalog and Romanian languages that can have an influence on certain productions and on certain errors in the use of pronominal clitics in Catalan, within the process of acquisition of this Romance language as L2. In the theoretical domain, we started from studies on functional markedness to determine four reference terms that allowed us to carry out a systematized study of the difficulties in acquisition of the use of Catalan clitic pronouns according to their complexity and their degree of grammaticalization.
La tesi L’ús dels clítics pronominals del català i la seva adquisició per parlants de romanès i de tagal analitza els mecanismes de transferència de la L1 en el procés d’adquisició del català (L2) en dos grups d’aprenents que tenen un el romanès i l’altre el tagal com a llengües maternes. El nostre estudi dóna suport a la idea de la transferència de la L1 a una segona llengua en general, i, en particular, dins del procés d’adquisició dels clítics pronominals d’una llengua romànica (el català). Els resultats mostren que les diferències entre els dos grups són estadísticament significatives i poden ser atribuïdes a les característiques de la L1. A més, a partir d’una descripció detallada de la gramàtica dels clítics pronominals en les tres llengües implicades, definim els aspectes gramaticals concrets de les llengües tagala i romanesa que poden influir en certes produccions i en certs errors en l’ús dels clítics pronominals del català, dins del procés d’adquisició d’aquesta llengua romànica com a L2. En l’àmbit teòric, hem partit d’estudis sobre marcatge funcional per determinar quatre termes de referència que ens permeten un estudi sistematitzat de les dificultats d’adquisició de l’ús dels pronoms clítics catalans en funció de la seva complexitat i del seu grau de gramaticalització.

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Etri, Talal [Verfasser]. "Effects of storms on short and medium-term morphodynamics of a tide-dominated coastal region / Talal Etri." Kiel : Universitätsbibliothek Kiel, 2008. http://d-nb.info/1019541881/34.

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Esterhuyse, Johannes Stephanus. "'n Sosio-linguistiese ondersoek na die spraakgemeenskaplike geskiktheid van taal- en letterkundige materiaal (Afrikaans eerste taal, St. 9 en 10) vir die leerlinge van die Departement Onderwys en Kultuur (A.R.V.) en die Kaapse Onderwysdepartment." Thesis, University of Cape Town, 1985. http://hdl.handle.net/11427/23639.

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Bannink, Elisabeth Andrea. "Learning in contexts four cases in higher education /." [S.l. : Amsterdam : s.n.] ; Universiteit van Amsterdam [Host], 2001. http://dare.uva.nl/document/85115.

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Botha, Willem. "Die impak van die leksikografieteorie op die samestelling van die Woordeboek van die Afrikaanse Taal." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53377.

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Thesis (PhD)--Stellenbosch University, 2003.
ENGLISH ABSTRACT: Although work on the Woordeboek van die Afrikaanse Taal started in the pretheoretic era of lexicography, it was originally the wish of the editorial staff to involve linguists in the compilation of the dictionary. They were, however, reluctant to implement suggestions of the critics after the first volumes had been published. A few adaptations were made, but a high premium was placed on the uniformity of the dictionary so that no meaningful changes were considered. The increasing harshness of the critisism as well as growing doubt whether the dictionary would be completed at the ever slowing pace, motivated the editorial staff to make a radical about-turn at the halfway mark. In an unprecedented step in lexicography the dictionary was redesigned during 1989 and 1990. Metalexicographers were involved and critisism on the completed volumes as well as the insights of lexicographic theory were taken into account in the designing of the new generation WAT volumes. The interaction between theory and practice should however be an ongoing process and more adaptations should be made if the ideal remains that the dictionary should reflect the state of metalexicography.
AFRIKAANSE OPSOMMING: Alhoewel die Woordeboek van die Afrikaanse Taal uit die voorteoretiese era van die leksikografie stam, was daar aanvanklik die begeerte by die redaksie om taalkundiges by die woordeboek te betrek. Daar was egter 'n traagheid om uitvoering te gee aan die voorstelle van die kritici met die verskyning van die eerste dele van die WAT. Enkele veranderinge is wel aangebring, maar die eenheidsbeeld van die woordeboek is steeds vooropgestel sodat geen diepgaande wysigings oorweeg is nie. Die feller wordende kritiek asook twyfel of die woordeboek ooit voltooi sou word teen die traer wordende pas, het die redaksie laat besluit om by die halfpadmerk 'n radikale omkeer te maak. In 'n ongeëwenaarde stap in die leksikografie is die woordeboek gedurende 1989 en 1990 herontwerp. Metaleksikograwe is betrek en die kritiek op die vorige dele en die insigte van die leksikografieteorie is verreken in die ontwerp van die nuwe-generasie- WAT-dele. Die wisselwerking tussen teorie en praktyk duur egter voort en meer aanpassings sal gemaak moet word indien dit steeds die ideaal is dat die woordeboek die stand van die metaleksikografie weerspieël.

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Stander, Aletta Sophia. "Taal wat stamel, stotter en struikel : Marlene van Niekerk se "Die sneeuslaper" (2010) as mineurletterkunde." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20061.

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Thesis (MA)--Stellenbosch University, 2012.
ENGLISH ABSTRACT: The focus of this study will be on the unique way in which language is used in Marlene van Niekerk‟s collection of short stories, Die sneeuslaper (2010). When reading Die sneeuslaper it is impossible not noticing the number of Dutch words, as well as words and phrases from other foreign languages, as Bargoens, Rotwelsch, German, French, Italian, Hebrew, Greek and Maltese. Some of the characters‟ speech, as well as so called sound poems (or nonsense verses) are characterised by a number of newly invented words. However, the meaning of some of these words or phrases remains unclear. Other themes in the four short stories which will be analysed are the so called political responsibility of the artist, as well as music, rhythm and bird-noises. As a theoretical basis of this study, Deleuze and Guattari‟s Kafka Toward a Minor Literature will be used. In Kafka Toward a Minor Literature Deleuze en Guattari formulate their ideas regarding minor literature. They describe a major language as a language of dominance and power, while a minor language is a language without any power. According to them the three characteristics of minor literature are: the minor deterritorializes the major, minor literature is always political, and minor literature always has a collective function. Deleuze and Guattari‟s, as well as Bogue‟s writing regarding the territorialization and deterritorialization of the refrain, is also explored briefly. Deleuze en Guattari‟s theories regarding minor literature is used in this study to read Die sneeuslaper. In the end it is concluded that the unconventional use of language in this short story collection can be associated with the political nature of some of the stories. The unique usage of language in Die sneeuslaper, the way in which Afrikaans is transformed into a language that stammers, stutters and mumbles, can be seen as a subtle form of political protest. Therefore this collection of short stories can be seen as a form of minor literature.
AFRIKAANSE OPSOMMING: Hierdie studie fokus op die vreemde wyse waarop taal in Marlene van Niekerk se kortverhaalbundel, Die sneeuslaper (2010), aangewend word. Met die lees van Die sneeuslaper is die hoeveelheid Nederlandse woorde, asook enkele woorde en frases uit ander vreemde tale, soos Bargoens, Rotwelsch, Duits, Frans, Italiaans, Hebreeus, Grieks en Maltees, opvallend. Verder is daar in die karakters se spraak, sowel as in klankgedigte (of onsinverse), vele nuutskeppings waarvan die betekenis nie altyd so duidelik blyk nie, teenwoordig. Ander temas wat in die vier verhale figureer en ondersoek sal word is kunstenaarskap, die sogenaamde politieke verantwoordelikheid van die kunstenaar, asook musiek, ritme en voëlgeluide. As teoretiese vertrekpunt vir die studie word Deleuze en Guattari se Kafka Toward a Minor Literature, waarin hul idees oor mineurlettekunde geformuleer word, gebruik. Deleuze en Guattari onderskei tussen ‟n dominante majeurtaal en ‟n mineurtaal wat sonder mag is. Volgens Deleuze en Guattari is daar drie kenmerke van mineurletterkunde, naamlik dat die mineur die majeur deterritorialiseer, dat mineurletterkunde altyd polities is, en laastens dat mineurletterkunde altyd kollektief van aard is. Bykomend word daar ook kortliks gekyk na Deleuze en Guattari, sowel as Bogue, se skrywe oor territorialisering en deterritorialisering in die refrein. Deleuze en Guattari se teorie oor mineurletterkunde word in hierdie studie as ‟n agtergrond gebruik om Die sneeuslaper te lees. Daar word uiteindelik tot die gevolgtrekking gekom dat die onkonvensionele taalgebruik in die kortverhaalbundel wel geassosieer kan word met deterritorialisering en dat dit aansluit by die politieke aard van sommige van die verhale. Die wyse waarop Afrikaans in Die sneeuslaper getransformeer word na ‟n taal wat stamel, stotter en struikel, kan dus as subtiele, politieke protes gesien word en daarom kan dié kortverhaalbundel inderdaad as ‟n vorm van mineurletterkunde beskou word.

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Hough, Lucelle. "Taal en kulturele identiteit in Mamma Medea van Tom Lanoye (2001) en Antjie Krog (2002)." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20134.

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Thesis (MA)--Stellenbosch University, 2012.
ENGLISH ABSTRACT: This study examines the construction of cultural identity in Mamma Medea by Tom Lanoye (2001) and it’s translation by Antjie Krog (2002) by employing various theories as well as exhausting binary oppositions, and analysing the way it relates to the difference in language use between the conflicting individuals and groups in the drama. Mamma Medea is based predominantly on two versions of the Greek myth of Medea and her shocking tale of infanticide in order to wound her deceitful spouse, Jason. It follows the long tradition in literature and art wherein Medea is used to comment on the subjugation and oppression of women and non-dominant groups, as well as on the formation of the Other. Lanoye uses the details of the Ancient account, but broadens the spectrum to include commentary on contemporary themes in order to seek an alternative motivation for her premeditated infanticide. The drama does not stay within the details of the intertexts, however, and is altered so that both Medea and Jason each kill one of their children. A context-relevant approach is followed to examine how Lanoye’s drama challenges modern myths surrounding cultural identity in the Flemish-Dutch context. The latter interpretation is warranted by linking Flemish en Dutch with the groups in the drama, in accordance with the real language tension between the two language regions. In contrast to this Krog makes use of much more dialectal forms of Afrikaans reflecting the multicultural and multilingual South-African context. Her translation is not studied from a purely translational, theoretical perspective, considering that the focus of the study is on differences in cultural identity and on the differences in context wherein the respective drama and translation is produced.
AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die konstruksie van kulturele identiteit in Mamma Medea van Tom Lanoye (2001) en in die vertaling daarvan deur Antjie Krog (2002) aan die hand van verskeie teorieë, asook met behulp van binêre opposisies, en analiseer die wyse waarop dit onder meer saamhang met die verskille in taalgebruik tussen konflikterende individue en groepe in die drama. Mamma Medea ontgin veral twee weergawes van Griekse mites oor Medea, wat haar twee seuns op skokkende wyse vermoor om haar verraderlike eggenoot, Jason, leed aan te doen, in aansluiting by ’n lang tradisie in die literatuur en kunste waarin dié figuur veral gebruik is om kommentaar te lewer op die uitbuiting en onderdrukking van vroue en nie-dominante groepe, asook die formasie van die die Ander in verhoudinge. Lanoye verruim in sy drama die onderwerp van die konvensionele huweliksdrama en betrek hedendaagse kwessies ten einde ’n geldige eietydse motivering te verskaf vir Medea se optrede. Hy wyk onder meer doelbewus af van die brontekste deurdat hy Medea en Jason elk ’n seun laat vermoor. ’n Gemeenskapsrelevante benadering word gevolg om na te gaan hoe Lanoye se drama in die proses moderne mites rondom kulturele identiteit uitdaag binne ’n Vlaamse-Nederlandse konteks. Laasgenoemde interpretasie word ondersteun deur onderskeidelik Vlaams en Nederlands te verbind met die hoofgroepe in die drama, in ooreenstemming met reële taalspanninge tussen die twee taalgebiede. Hierteenoor maak Krog van veel meer dialektiese taalvorme gebruik in aansluiting by die multikulturele Suid-Afrikaanse konteks. Haar vertaling word nie soseer vanuit ŉ vertaalwetenskaplike perspektief nagevors nie, aangesien die hooffokus val op sowel die verskille in kulturele identiteit as op verskille rakende die konteks waarin onderskeidelik die drama en die vertaling geproduseer is.

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Swartz, Annemarie Elize. "'n Eklektiese model vir die onderrig van Afrikaans as derde taal aan swart tersiêre leerders." Thesis, University of the Western Cape, 1997. http://hdl.handle.net/11394/7488.

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Magister Artium - MA
Die soeke na effektiewe metodes om 'n tweede/derde taal te onderrig en leer, is al eeue lank 'n fokus van taalnavorsing. In die tweede helfte van hierdie eeu het die ontstaan van tweedetaalverwerwing as 'n spesifieke studiefokus gelei tot 'n beduidende verbreding van navorsing op die terrein van toegepaste en psigolinguistiek. Hierdie navorsing het 'n wye verskeidenheid tweedetaalonderrigmetodes opgelewer, maar min eenstemmigheid is bereik oor watter benadering as suksesvol beskou kan word. Wat wel algemeen aanvaar word, is dat geen universele model vir tweede-/derdetaalleer bestaan of ooit gevind sal word nie, aangesien elke groep taalleerders uniek is ten opsigte van hul hehoeftes en verwante omstandighede. Hierdie insig beklemtoon dat die gebruik van statistiese data wat uit empiriese ondersoeke verkry is om tot gevolgtrekkings te kom ten opsigte van effektiewe tweedetaalonderrig en -leer in die algemeen, ongeldig is. Dit verklaar die huidige neiging in tweedetaalnavorsing om eerder van kwalitatiewe metodes gebruik te maak in die vorm van aksienavorsing, waarvan die gevolgtrekkings minder veralgemeenbaar is, maar as meer geldig binne 'n spesifieke konteks beskou kan word. Hierdie studie maak gebruik van bogenoemde aksienavorsingsmetodes om die problematiek rondom die onderrig en leer van Afrikaans as derde taal aan te spreek. Die leerders wat as 'n heterogene teikengroep in hierdie studie dien, is swart volwasse studente met spesifieke behoeftes en gesindhede ten opsigte van die teikentaal en wat 'n verskeidenheid kulture verteenwoordig. Wat die groep wel in gemeen het, is 'n byna nul-kennis van Afrikaans - wat impliseer dat die term derde taal en vreemde taal in hierdie konteks as sinoniem gebruik kan word. Hierdie navorsing behels 'n omvattende literatuurstudie oor tweede- en derdetaalonderrig en -leer, wat die rol van kulturele en affektiewe faktore by tweedetaalverwerwing insluit. Op grond hiervan word 'n model vir die onderrig en leer van Afrikaans as derde taal voorgestel, beskryf en bespreek, gevolg deur 'n beskrywing van die praktiese implementering daarvan met die klem op die verskillende taalaktiwiteite wat gebruik is. Die kwalitatiewe data wat uit hierdie aksienavorsing verkry is, dui aan dat, binne die genoemde konteks en perke van hierdie studie, 'n aangepaste vorm van die sogenaamde kommunikatiewe benadering tot tweedetaalonderrig en -leer wel die taalbehoeftes van die gegewe teikengroep met welslae aangespreek het. Spesifiek is gevind dat formele taalonderrig 'n belangrike rol speel in dié benadering; dat kulturele en affektiewe faktore in ag geneem behoort te word by die keuse van kursusinhoud en die ontwerp van materiaal, en dat die taaldosent kennis behoort te neem van die verskillende kognitiewe prosesse en leerstyle wat leerders moontlik sal gebruik voordat op 'n spesifieke kursusstruktuur en didaktiese benadering besluit kan word Voorts word die gebruik van 'n modulêre/tematiese benadering ten opsigte van die ontwerp van kursusmateriaal aanbeveel om die leerders se belangstelling, motivering en taalvaardigheid te bevorder. Ten slotte word die noodsaaklikheid van 'n eklektiese model vir derdetaalonderrig en -leer bevestig, om die spesifieke behoeftes en unieke omstandighede van elke groep taalleerders te akkommodeer.
South Africa

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27

Aljassar, Talal [Verfasser], and Jonathan [Akademischer Betreuer] Owens. "Die Standardisierung des Arabischen mit Schwerpunkt auf der frühen Maʕaaniy al-Qurʔan Literatur / Talal Aljassar. Betreuer: Jonathan Owens." Bayreuth : Universität Bayreuth, 2014. http://d-nb.info/1059352214/34.

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Botha, Salóna. "Pastorale begeleiding ten opsigte van werkstreshantering toegespits op tweede taal-onderwysers in sekondêre skole / Salóna Botha." Thesis, North-West University, 2009. http://hdl.handle.net/10394/3703.

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This study deals with the design and application of Scripture-founded pastoral guidelines as aid or supplement to existing work stress interventions for the effective management of teacher stress as it especially manifests in Second Language Teaching situations. Important questions addressed regarding this topic amongst others include the following: • Which perspectives can be deduced from Scripture with regard to work ethic, work stress and work stress management? • What does work stress in teaching mean and what support systems are available for teachers in practice, especially as the problem occurs in the profile of a Second Language Teacher? • How effectively do the support processes for Second Language Teachers with work stress in secondary schools run? • Which pastoral guidelines can be offered for the management of teacher stress as it features in the profile of Second Language Teachers? The research of the study is structured according to the model of Zerfass, as designed for Practical Theology. The basis theoretical research clearly indicates that applicable pastoral guidelines can be deduced from Scripture as the foundational source regarding the effective management of work stress. These pastoral guidelines are identified and described by focussing on the appearance of work stress in key figures in Scripture such as Joseph, Moses, Elijah, John the Baptist, Peter and Paul, as well as God's intervention and support in their different situations. God executed His plans through the different Bible characters in spite of their weaknesses and shortcomings, and this offers hope to current-day believers. The principles illustrated in the lives of the Bible characters can be applied to the lives of modern people. The following principles for work stress management are investigated through the mentioned Bible figures: Identity in God; Disciplining of thought; Delegation of work; Time management and setting priorities; Prayer and Divine support. It is clear from the meta-theoretical research that English Second Language Teachers, especially in the South African context, should receive much more support since their work stress factors are more and are very unique to their subject. There is a significant gap with regard to support bases or pastoral services for teachers in schools, in spite of there being several researchers that are of the opinion that work stress has a negative influence on teachers' mental health. It is precisely when external factors can not be controlled that the teacher should have the necessary skills for his own survival. Pastoral guidance focuses on the empowerment of the individual in an unfriendly work and living environment. The empirical study comprised interviews with three Second Language Teachers who experienced problems with teacher stress. In addition, interviews were held with three different headmasters at secondary schools to establish which support systems are available for teachers. The participants indicated that their relationship with God, the Word and prayer carry them through periods of stress. The empirical study showed that Second Language Teachers feel the need for pastoral guidance with regard to stress. The headmasters support the implementation of pastoral help in schools, since there is a void with regard to support systems or counselling in support of teachers who suffer from work stress. The central theoretical argument of this study makes it clear that counselling guidelines for a therapeutic process can play an indispensable intervention role in the guidance of teachers under work stress. During the process of establishing these pastoral guidelines, the basis theoretical perspectives were extracted through Scripture study of known Biblical figures under similar work pressure. The meta-theory was constructed from research information from recent studies of this subject field, and empirical case studies that served as situation analysis from the teaching context. Lastly, the information was integrated to formulate practice theoretical guidelines. The following guidelines for a pastoral guidance process are presented in chapter 5, as deducted from the Word of God: ♦ Physical health: The human body was created by God and should enjoy the same care as the soul and spirit. The counselee can be guided along the Word of God to a realisation of the importance of his body and its physical care. ♦ Spiritual health: Man draws his spiritual health from regular prayer and meditation regarding Scripture; and therefore prayer and Word Study are powerful instruments in the management of work stress. ♦ An identity founded in the Triune God does not sway under manipulation or unrealistic standards, because such a person understands who he is, Who he belongs to and what his purpose is, and therefore he can manage his stress. ♦ Thoughts that are disciplined according to the will of God and His Word enable a person to stay and act in a manner focused on God, even in stressful circumstances. ♦ Those who manage their time and determine priorities in accordance with God's will, are enabled to live a balanced life and to limit work stress. ♦ Those who delegate tasks, relieve their work and time pressure and also lessen their work stress. ♦ A personal relationship with God and the support, guidance and help of the indwelling Holy Spirit is indispensable for the effective management of work stress. ♦ The establishment of an effective support group relieves stress, because emotional burdens are shared. The purpose of the pastoral guidance process is to focus the counselee's faith dependence on the guidance of the Triune God. Scripture, as the Word of God, belonging to a community of believers, together with the spiritual activities that this entails, have a positive effect on counselees. The Scripture should be a non-negotiable component of pastoral guidance processes. This study has confirmed that the points of departure that the researcher initially held are valid points of departure for the support of the argument in favour of pastoral guidance to Second Language Teachers with work stress.
Thesis (M.A. (Practical Theology))--North-West University, Potchefstroom Campus, 2009.

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Beck, Rose Marie. "Texte auf Textilien in Ostafrika Sprichwörtlichkeit als Eigenschaft ambiger Kommunikation /." Köln : R. Köppe, 2001. http://catalog.hathitrust.org/api/volumes/oclc/49867355.html.

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Warnke, Ingo. "Wege zur Kultursprache : die Polyfunktionalisierung des Deutschen im juridischen Diskurs, 1200-1800 /." Berlin ; New York : De Gruyter, 1999. http://books.google.com/books?id=h79bAAAAMAAJ.

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Daniel, Jolinda. "Die verband tussen leesbegrip en akademiese prestasie in die leerarea taal van graad 10-leerders / Jolinda Daniel." Thesis, North-West University, 2007. http://hdl.handle.net/10394/1125.

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This study focused on the relationship between reading comprehension and academic achievement of grade 10 learners in the learning area Language and attempted to address the following primary research question: What is the relationship between the reading comprehension of grade 10 learners in their first and second language and their academic achievement in the learning area Language ? The researcher also addressed the following secondary questions: Is them a significant difference between Afrikaans and Sesotho-speaking learners regarding their achievements in reading comprehension (first and second language) and the learning area Language (first and second language)? Is there a significant difference between male and female learners regarding their achievements in reading comprehension (first and second language) and the learning area Language (first and second language) ? A total of seventy-seven (77) grade 10 learners for whom English is a second language were included in this study. The learners' reading comprehension abilities in the first language (Afrikaans and Sesotho) and the second language (English) were tested and correlated with their achievements in the learning area Language (first and second language). The reading comprehension and language achievements of Afrikaans and Sesotho-speaking learners respectively and male and female learners were compared. Resulting from the findings of this study, the following conclusions were made: A significant relationship exists between the reading comprehension of grade 10 learners in their first and second language and their academic achievement in the learning area Language. There is a significant difference between Afrikaans and Sesotho-speaking learners regarding their achievements in reading comprehension (first and second language) and the learning area Language (first and second language). There is a significant difference between male and female learners regarding their achievements in reading comprehension (first and second language) and the learning area Language (first and second language).
Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2007.

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Mol, Annemarie Lieshout Peter van. "Ziek is het woord niet medicalisering, normalisering en de veranderende taal van huisartsgeneeskunde en geestelijke gezondheidszorg, 1945-1985 /." Amsterdam : Amsterdam University Press, 2008. http://site.ebrary.com/id/10314657.

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Adam, Benjamin. "Senior niemoedertaalleerders se ingesteldheid teenoor die voorgeskrewe gedigte en onderrigmetodes vir Afrikaans eerste addisionele taal in die hoërskool." Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-10222007-122444.

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Steenkamp, Janita. "Die plek van die inheemse kinderprenteboek in post-apartheid Suid-Afrika, met spesiale verwysing na die Nama taal." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6591.

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Thesis (MPhil)--University of Stellenbosch, 2011.
ENGLISH ABSTRACT: This study discusses the role of the indigenous picturebook in South Africa and the positive aspects it holds with regards to developing a reading culture in this country. Specific focus is placed on postmodern picturebooks and it discusses why these types of books are more succesfulsuccessfulin teaching children to read than “traditional” picturebooks, and finally to promote a healthy reading culture. The main argument is that picturebooks occupy a void where different factors such as didactic and economic elements should be taken into consideration. The possible role picturebooks can play in the rehabilitation of the dying Nama language and culture is also considered as well as links between Nama and Afrikaans stories. HibridityHybridity theory is also taken into account and possibilities of merging Afrikaans and Nama to create a bilingual picturebook is also explored. The picturebook is also discussed as a form consisting of different factors.These factors include elements regarding narrative theory and semiotics. The premise of this discussion is based on Roland Barthes’ theory regarding the meaning of signs, namelysemiotics. Narrative theory is also taken into consideration with special reference to Perry Nodelman’s theory regarding the combination of narratology and semiotics in the dissection of picturebooks. In the conclusion it is discussed why it is very important for writers and illustrators to have a sound understanding of the theory regarding picturebooks in order to create quality picturebooks. The main theme in this study is that picturebooks are a perfect medium for children to learn how to read and develop their visual literacy.
AFRIKAANSE OPSOMMING: Hierdie studie bespreek die inheemse kinderprenteboek in Suid-Afrika en die bydrae wat dit kan lewer om hierdie land se agteruitgaande leeskultuur te stuit. Die postmoderne kinderprentboek word uit die oogpunt van 'n illustreerder bespreek deur klem te plaas op die positiewe bydrae wat hierdie tipe boeke tot 'n gemeenskap se leeskultuur kan lewer. Daar word hoofsaaklik geredeneer dat kinderprenteboeke in Suid–Afrika oor die algemeen 'n problematiese ruimte beset waar elemente soos die didaktiese invloed, die ekonomie en ook taal in ag geneem moet word. Hierdie verhandeling ondersoek ook die rol wat die inheemse kinderprenteboek kan speel in die behoud van die sterwende Nama gemeenskap se taal en kultuur, asook die verband tussen Afrikaans en Nama. Deur te kyk na hibriditeitsteorie word ook bepaalof Afrikaans en Nama suksesvol saam in 'n kinderprenteboek kan funksioneer. Die verskillende faktore wat tot die kinderprenteboek as 'n geheel bydra, word ook bespreek, naamlik narratief- en semiotiekteorie. Deur staat te maak op Roland Barthes se semiotiekteorie en Perry Nodelman se narratiefteorie word kinderprenteboeke as 'nkunsvorm bespreek. Die gevolgtrekking van hierdie studie bespreek waarom dit vir illustreerders en skrywers van kinderprenteboeke noodsaaklik is om te besef hoe kinderprenteboeke as 'n visuele teks funksioneer om sodoende'nkwaliteit produk vir kinders te kan skep. Die kinderprenteboek is 'nideale medium waarin kinders kan leer om teks en beeld bymekaar te bring.

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Sánchez, García Marisol. "Efecto de la temperatura y el tiempo de almacenamiento en las características de masas de maíz nixtamalizado cocidas al vapor (Tamal)." Tesis de Licenciatura, Universidad Autónoma del Estado de México, 2019. http://hdl.handle.net/20.500.11799/98886.

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La elaboración de tamales requiere de largas jornadas, dado que muchos de los pequeños productores preparan su propia masa y en épocas de aumento en la demanda, la producción no resulta suficiente. Por otro lado, el carácter tradicional de los tamales hace que el consumidor prefiera el producto recién preparado en lugar de consumirlo recalentado, debido a que generalmente el producto recalentado no conserva las características de textura de un tamal recién cocido. De esta manera, es conveniente proponer opciones que permitan su elaboración de manera anticipada y un posterior almacenamiento que permita consumir el producto sin comprometer las características que el consumidor demanda. El objetivo del presente trabajo fue analizar el efecto que tiene la temperatura y el tiempo de almacenamiento sobre la humedad, textura y microestructura de masas crudas, precocidas y cocidas de maíz nixtamalizado para la elaboración de tamales.
En el presente trabajo se evaluó el efecto del tiempo de almacenamiento de masas de maíz nixtamalizado (masas cocidas, semi-cocidas y crudas) bajo diferentes condiciones (refrigeración y congelación). Una vez transcurrido el tiempo de almacenamiento se determinaron humedad, textura (dureza y cohesividad) y microestructura de las masas sometidas a las mismas condiciones de cocimiento y/o calentamiento y enfriamiento. Los resultados indicaron que en todos los casos la humedad disminuye respecto a la muestra recién elaborada mientras que en el caso de la dureza las muestras crudas sometidas a congelación muestran una dureza significativamente mayor a lo observado en el resto de los tratamientos. En lo que respecta a la cohesividad, las muestras crudas sometidas a congelación y las muestras cocidas y congeladas resultaron significativamente más cohesivas que las muestras sometidas a los otros tratamientos. Las fotografías obtenidas mediante el uso de un microscopio estereoscópico muestran cierto comportamiento que apoya los resultados anteriores. Finalmente, existe una correlación positiva entre la humedad y la cohesividad de las muestras.”

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Harvey, Jana. "'n Evaluering van kommunikatiewe tweedetaaltoetsing in die junior-sekondêre fase / Jana Harvey." Thesis, Potchefstroom University for Christian Higher Education, 1990. http://hdl.handle.net/10394/9963.

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L2 teaching has been subjected to •significant changes over the last few years. These changes can mainly be attributed to the fact that more attention has been given to the needs and aims of L2 learners. Agreement has been reached that language is essentially a tool for communication and that the most important need of L2 learners is the need to use the L2 for communicative purposes. Since the implementation of the communicative syllabus for English L2 for std 5, 6 and 7 pupils in 1986, the focus has been on communication. An indisputable link exists between teaching and testing. This implies that, should the overriding aim of a L2 syllabus be communicative competence, then the natural result of this should be the periodic testing of the communicative abilities of the pupils. Communicative teaching has already been explored to a considerable extent. One can assume that the amount of literature available on communicative teaching has resulted in a (positive) change in L2 classrooms. Communicative testing has not been explored sufficiently, however. In fact, there is enough reason to believe that the co-ordination that should exist between L2 teaching and L2 testing is lacking. In this mini-dissertation an attempt has been made to give guidance to L2 teachers in the bridging of the gap that exists between L2 teaching and L2 testing. Test construction has become a specialized field, and L2 teachers should get sufficient training in this field, so as to enable them to measure the progress of their pupils scientifically. In this mini-dissertation the following aspects of testing are discussed: validity, reliability, subjectivity/objectivity, the characteristics of communicative testing, the use of different scales for the evaluation of communicative competence, and techniques that can be applied in the testing of communicative competence. Knowledge of the above-mentioned aspects could lead to more scientific approach to L2 testing and this may help to eliminate the disharmony currently existing between L2.~eaching and L2 testing. It is concluded that communicative language testing in the junior secondary phase is indeed possible if the techniques proposed in this mini-dissertation are followed.
Skripsie (MEd)--PU vir CHO, 1990

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Bäckman, Veronika. "Det omänskliga lidandets diskurs : En diskussion kring FN:s definition av tortyrbegreppet i dialog med postkolonial teori." Thesis, Uppsala universitet, Teologiska institutionen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-254736.

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The aim of this thesis has been to discuss whether remainders of colonial influences exist within the UN's definition of torture or not. The discussion has been presented from a postcolonial point of view, in dialogue with contemporary power critical theorists. In order to raise awareness of a potential colonial influence, the following questions were intended to be answered: – Are there any reasons, if so – which ones, to regard the UN's definition of torture as a colonial project? And; – To what extent is the term “inhumane” limiting for the prohibition against torture from a postcolonial perspective? One of the most central arguments of the chosen theories is that the term “inhumane” evokes prejudices that a racializing apparatus within the social norms of the UN automatically produces. These prejudices are, according to the theorists, influenced by images of people in non-western and non-secular (especially muslim) societies as more prone to exercise “violence” and “cruelty” towards their own citizens as well as towards the population of the world in general. Thereby, these people's state of being leave them with no access to the human rights – they are not acting in a humane way and are therefore not allowed to be treated humanely. Even though the reasoning of the theorists are understandable at a theoretical and emotional level, the language of the convention against torture leaves no substantial evidence for this assumed cultural bias and colonial tendency. Where the theories point out some human suffering as excluded from the definition, the solutions on how to include more aspects of suffering might be too intangible to be sustainable within the context of international law. One of the theorists however, Talal Asad, makes an appealing effort by introducing a paragraph of consent within the definition of torture. A paragraph of consent makes it, according to him, easier to account for emotional experiences of suffering. At the same time it makes it possible to exercise self-selected suffering (such as religious rituals and certain sexual preferences) between two or more consenting adults, without them being stigmatized within the discourse of suffering. By introducing the paragraph of consent and the elimination of the word “cruel” (because of its tendency of being linked to racializing factors) from the definition, Asad's argumentation points out a way to possibly improve the prohibition to include more aspects of suffering.

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Du, Toit Christine. "Die identifisering van faktore wat die onderrig en leer van Afrikaans as tweede addisionele taal beïnvloed / Christine du Toit." Thesis, North-West University, 2006. http://hdl.handle.net/10394/837.

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The current political dispensation in South Africa has, as was the case in the past, undoubtedly had a major influence on the language patterns of the country. The 1996 Constitution now provides official recognition of the main indigenous languages. Despite this entrenchment, there is evidence that English is seen as the vehicle to the future. This study focuses on the factors that may influence the learning and teaching of Afrikaans as a second additional language in black schools in the Potchefstroom district. In order to achieve this task, a triangulation approach was used. A literature study was done to provide prior information to understanding the current language situation. Interviews were conducted with the respondents as well as the teachers of Afrikaans and the classes were observed and recorded. Questionnaires followed which were completed by the learners as well as their teachers. The objectives of the empirical study were to determine which factors might influence the teaching and learning of Afrikaans as an additional language for both the learners and the teachers, as well as to determine what the implications of such findings for the teaching and learning of Afrikaans as an additional language are. The findings of this study confirm the influence of several factors (socio-political, socio cultural and individual) on Afrikaans. The results indicated that there is a positive attitude towards Afrikaans and that the learners are eager to learn Afrikaans. What is clear, is that it is imperative to take note of these factors to guide the learners towards self regulated study, especially Afrikaans as an additional language. The results also revealed that the education of the teachers need to be addressed to prevent irrevocable damage to Afrikaans and to the relationships between the diverse cultures in our country.
Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2006.

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Louw, Alida. "Die identifisering van leeshindernisse in Engels as eerste addisionele taal in die grondslagfase in die Noordwes-Provinsie / Alida Louw." Thesis, North-West University, 2006. http://hdl.handle.net/10394/1612.

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The purpose of this study was to determine the knowledge and skills of Foundation Phase teachers in the North West Province, with regard to the identification of reading difficulties in English as First Additional Language. A literature study was done on the Literacy Programmes in the Foundation Phase, as well as the theories of language development and the development of reading skills. The prevalence of reading difficulties in English First Additional Language was also investigated. The empirical research included a sample of teachers in the Foundation Phase in the North West Province, regarding their identification of reading difficulties in English First Additional Language, as described by themselves in open-ended questionnaires. The research was a qualitative study - the answers of the teachers to the open-ended questions were analysed by the researcher according to themes. The results of the empirical study were also integrated with the literature (literature control). During this integration the results of the empirical study were discussed in the light of the aims and purposes of the research. The researcher concluded that the learners in this study did not experience out of the ordinary learning difficulties. This means that the learning difficulties they experienced are commonly described in the literature. However, the teachers participating in this study did not succeed in correctly identifying all the reading difficulties. This, together with the literature study, led to the conclusion that most teachers in this study lacked intensive knowledge with regard to the identification of reading difficulties and the associated support techniques. On a positive note the teachers' awareness of emotional problems, hyperactivity and/or attention deficiency, should be mentioned. These can contribute to reading difficulties and even bigger learning difficulties. This study focused only on the identification and assessment of reading difficulties in a few schools in the Foundation Phase (in the North West Province). The conclusion was made that teachers do have a need for further in-service training, developing their skills and expertise with regard to the identification, assessment and support of reading difficulties. This opens this field of study to further research, focusing on in-service training of teachers in the identification, assessment and support of reading difficulties in English First Additional Language.
Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2007.

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Liu, Ke Haw, and 劉克浩. ""Tayal Lubuw" Musical Research." Thesis, 1996. http://ndltd.ncl.edu.tw/handle/98578480862556526115.

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Yen, JenShong, and 顏俊雄. "Hunting Story in North Tayal." Thesis, 1997. http://ndltd.ncl.edu.tw/handle/8jcvy4.

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碩士
國立清華大學
社會人類學研究所
85
Hunting Story in North Tayal Jen Shong Yen Abstract My thesis is concerned with the hunting story how to writing its special representation in ethnographic subject. This insight comes from my field experience. The hunters who narrative hunting process in everyday life. Therefore I appropriate to narrative in ethnographic representation. The narrative will be compensation for uncompleted hunting ethnographic description in Tayal. In this thesis that we took Rosaldo*s(1985) analysis in Ilongot ethnography. We discussed that hunter*s narrative in its form and content. In narrative form , we think it had eternal recycling , repeat and episode in hunting story . In narrative content , we think it represent symbolic analogy relations between Tayal , space and animal .This analogy relation connected Tayal with nature( his life world).

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鄭光博. "Sm'inu puqing kinhulan na Tayal." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/15012329430837424306.

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"Die taal- en leesbevoegdheid van graad drie leerlinge in taal-diverse skole." Thesis, 2012. http://hdl.handle.net/10210/5449.

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D. Phil.
The unit of analysis in this study is the reading competence of a selection of grade three learners in linguistically diverse schools in Gauteng Province. In a socio-cultural perspective on their reading competence (and logically also their English language proficiency), the findings indicate that their reading performance is linked to a variety of factors in the context of school and family. The inquiry was motivated by the need to understand and interpret the reading performance of learners who do not appear to benefit from early schooling, specifically in the area of reading literacy. The main premise of the study was that the young learners' reading could not be viewed in psychological isolation and that a broader picture of the pedagogical, the social, the cultural and the personal components interfacing with the action of reading would capture data that could inform both theory and practice of reading pedagogy. In the context of South African educational policy this is pertinent, because the learners in this country have a choice of the language of instruction (Department of Education, 1997), and parents often decide on English as the medium of education for their children — probably because of the assumed status of English as language of opportunity. Thus young children who do not know English as a primary language access the world of reading literacy though this often-strange medium. In addition, the teachers have mostly not been educated to practice a pedagogy of bilingualism or one that is suited to a typical ESL classroom. The research question posed in the study addresses this complex world of reading in a second/additional language, including the interaction between teachers, learners and the broader socio-cultural context. The study draws on literature in studies of socio-cultural research and concomitant pedagogies, arguing that Vygotsky's notion of mediated action is a viable perspective from which to try to understand problems in reading and reading instruction in a multilingual setting, with teachers ostensibly ill-equipped to practice effectively. The theoretical argument pertaining to reading as socio-culturally situated activity was woven into a research design that would capture both psychological and social components of reading action. To capture data that would reveal details of this action as well as the interrelatedness of various components of the action, I used multiple methods of data gathering, data analysis and data presentation of processed data. Methods of data gathering included language and reading evaluation instruments, evaluation of pre-literacy skills instruments, interviews with learners and educators, classroom observations and questionnaires. Data obtained from these research methods were described and interpreted qualitatively and/or quantitatively. The findings show that that both the learners' language and reading competence are not sufficiently developed for successful progress in grade three. An important finding is also that there is a relationship between the socio-economic background of the learners and their proficiency in English and also their reading and pre-literacy skills development. The findings have furthermore shown that reading development is influenced by pre-literacy skills development. Findings derived from the educators' interviews and classroom observations show that some of them, for whom English is not a primary language, use a pedagogic discourse that is generally ambiguous and that could confuse the young learners who have few other examples of English language use. It is furthermore evident that the educators do not have knowledge of reading pedagogy for the ESL classroom and that their theoretical knowledge does not get proceduralised. These findings were substantiated by the content of the teacher survey questionnaires. The significance of the findings is that reading pedagogy would have to be adapted in order to facilitate improved teaching practice and improved reading literacy of the learners, including the enhancement of pre-literacy skills development. I therefore recommend, again from the domain of socio-cultural research, that a model for teacher professional development be applied in the context of the six research schools. This model, which is essentially organic, is aimed at sustainable and dynamic professional development at grassroots level. It was originally designed by Lave and Wenger (Wenger et al, 2002) and has become known as the "communities of practice" model of work, learning and development. I present an application that can be used in the schools and which can include myself as co-founder of the community.

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"Kindgerigte taal in Afrikaanse kinderboeke." Thesis, 2015. http://hdl.handle.net/10210/14677.

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CHEN, Cheng-kang, and 陳鄭港. "The change of Tayal''s music culture." Thesis, 1995. http://ndltd.ncl.edu.tw/handle/97410231256457320130.

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Cheng, Kwang-Po, and 鄭光博. "Tayal Lmuhuw : Oral Tradition among the Headwaters." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/s3kqs4.

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博士
國立政治大學
民族學系
106
The indigenous Tayal are traditionally non-literate, so creeds and agreements, historical memories, and the transmission of traditions were passed down orally from the ancestors, through verbal description or song. Lmuhuw combines Tayal oral arts, customs and traditions, ancestral teaching, historical records of migrations, knowledge of the environment, and other vital information in oral tradition. This is a crystallization of Tayal oral wisdom, and a treasure trove of not only oral literature but also historic memory. However, with swift metamorphosis of Tayal society and culture, the performance settings, ability to improvise, depth of knowledge of the Tayal language, and linguistic environment are all affected. With the discovery, research, and recording of Lmuhuw oral literature, and official protection under government policy, a new stage is developing, of this oral tradition in writing. The first written records of Tayal Lmuhuw appear in the Report of Investigation into Savage Tribes by Sayama Sakichi (Japan) of 1918, which describes the use of 「ルモホーカイ」（lmuhuw ke’）in marriage proposals and negotiations. In the past twenty years, most research into Lmuhuw was centered on musicology, or studies of historical memories and cultural inheritance. This thesis focuses on the river systems and communities encompassed within the cycle of the Pinsbkan-Sbayan legends. Through review of the literature and examination of contemporary field records, this thesis compares the meaning, contents, and methods of presentation of Lmuhuw in different areas, to establish a dialogue platform between contemporary emic oral narration and earlier etic research. The cultural core of ancestral migration, locations, and historical memories established by Lmuhuw is the most important identification symbol and code inherent in the contemporary resurge of performance. It is hoped that through the preservation of cultural heritage, transmission, and research, a contemporary model for the revival of Lmuhuw may be established.

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Ling-En, Lai, and 賴靈恩. "A study of the Tayal Lmuhuw song--by the example of the Tayal communities in Da-Han river basin." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/23013647108467325658.

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碩士
國立臺灣師範大學
音樂研究所
90
The "Lmuhuw" song of Tayal tribe are belonged to an ancient ceremony. "Lmuhuw" means that a designated person performs a ceremony in a particular occasion. The ceremony play an important role in the Tayal society. We can divide the folksong into two parts by their content. First part is about historical records those states ancient''''s origination, migration and tribe ''''s distribution. Another part is about the instructions given by a superior, such as an ethical code, a moral code and taboos. This thesis focused on the Tayal community in Da-Han river basin, and tried to collect the songs from every communities. Through these songs, we have studied several issues, such as pedigree of a clan, migration, tribe pioneers, the instructions given by a superior between different communities. With the technique of musical analysis, we tried to find out the distinguish characteristic of "Lmuhuw" song, and figured out the map of relationship between the basin communities and clans. This thesis is divided into seven chapters. Chapter I introduce the motivation and objective of this research, the way of research and papers reading. Chapter II tells us that Lmuhuw song belongs to which style of music of Tayal tribe. Moreover, the relationship studying between society functional and an epic poem can be found in this chapter. Chapter III probes the communities relationship via the migration stated in the song. We discussed four communities, which are Mknaji, Mrqwang, Gogan and Msbtunuxd community, about their tribe developing history and tribe distribution issues in Chapter IV. Chapter V focused on the intructions given by a superior to find out the relation between Gaga and Lmuhuw song. In Chapter VI, we used the technique of musical analysis to state the musical structure of Lmuhuw song. Finally the concluding remarks are included in Chapter VII.

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48

You, Shuei-Huei, and 尤水輝. "Seismic Structure beneath Taal Volcano, Philippines." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/89747453264878161591.

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博士
國立臺灣大學
地質科學研究所
102
The very active Taal Volcano is situated 60 km south of Metro Manila in the southern part of Luzon Island. Based on its frequent explosive eruptions and high potential hazards to nearby population of several million, Taal Volcano is chosen as one of the 15 most dangerous “Decade Volcanoes” in the world. We deployed a temporary seismic network consisting of 8 stations since March 2008. The temporal network was operated from late March 2008 to mid March 2010 and recorded over 2270 local earthquakes. In the early data processing stages, unexpected linear drifting of clock time was clearly identified from ambient noise cross-correlation functions for a number of stations. The drifting rates of all problematic stations were determined as references to correct timing errors prior to further processing. Initial locations of earthquakes were determined from manually picking P- and S-phases arrivals with a general velocity model based on AK135. We used travel times of 305 well-located local events to derive a minimum 1-D model using VELEST. Two major earthquake groups were noticed from refined locations. One was underneath the western shore of Taal Lake with a linear feature, and the other spread at shallower depths showing a less compact feature around the eastern flank of Taal Volcano Island. We performed seismic tomography to image the 3D structure beneath Taal Volcano using a well-established algorithm, LOTOS. Some interesting features are noted in the tomographic results, such as a probable solidified past magma conduit below the northwestern corner of Taal Volcano Island, characterized by high Vp, Vs, and low Vp/Vs ratio, and a potential large hydrothermal reservoir beneath the central of Taal Volcano Island, characterized by low Vs and high Vp/Vs ratio. Combining the results of seismicity and tomographic images, we also suggest the potential existence of a magma chamber beneath the southwestern Taal Lake, and a magma conduit or fault extending from there to the northwestern shore of Taal Lake. Such magmatic signatures have never been reported in previous studies, suggesting that new eruption centers might be forming in places away from the historical craters on Taal Volcano Island. Finally, to investigate the anisotropy beneath Taal Volcano, we conducted shear wave splitting measurements using data from local earthquakes. With strict selection criteria, 40 valid measurements are remained. The resulting patterns of azimuthal anisotropy are difficult to interpret, and such complexity might be attributed to complex stress-induced anisotropy caused by numerous past eruptions and inflating behaviors induced by episodic intrusion of magma into a shallow reservoir, or complex structural anisotropy caused by crustal media with complicated patterns of prominent structures such as layers, parallel fractures, or lineated fabrics.

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49

Shieh, Shin-Yu, and 謝欣育. "The "Aboriginal Theology" Movement of Tayal Presbyterian Church." Thesis, 1996. http://ndltd.ncl.edu.tw/handle/25714854037883267811.

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碩士
國立政治大學
民族學系
84
The main issue of this thesis aims at searching for the focus/perspective of aboriginal theology and the circumstances that breed it,managing to analyzee aboriginal theology as a phenomenon wherein both religious and cultural issues are discussed. The simple fact that a aboriginal missionaries now approach this issue in terms of 'aboriginal theology' indicates a very significant cultural phenomenon. Moreover,when we review the period of how early aboriginals acquired Christianbelief,we can observe various other-cultural factors interacting with one another. Therefore, I try to use the idea of 'other-culture' to reconstruct the proce sof how post-war Presbyterian Church convert the Tayal people in Taiwan.Furthermore, thorough reconstructing the detailed process of conversion, I try toanalyze how missionaries of different races and backgrounds display different cultural ideologies and how these early missionaries influence the cultural activity of the later Tayal Presbyterian Church. We can even observe discrepancies among the cultural ideologies of the Tayal missionaries.Since 1980's between culture and religion and thus launch theconcept of aboriginal theology,the Tayal missionaries begin to contemplate onthe issue of interactions. This concept testifies its theory through loca lization.But aboriginal theologystill hasn't acquired a explicit position simp ly because of the conflicts resulted from internal anti- syncritic movement. Covering the Presbyterian Church in Taiwan,Post-war conversion movement,and the localization mo vement in the 1990's,I manage to employ the structure of Turner's social drama to demonstrate that the localization of Presbyterian missionaries is the process of social development that ceaselessly occurs in our social environment.

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50

Wang, Hui Chun, and 王慧群. "Historical Overview of Gender Relations in Tayal Tribe." Thesis, 1996. http://ndltd.ncl.edu.tw/handle/78922119310140677606.

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Dissertations / Theses on the topic 'Taʻal'

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