The presence of a ‘nanny’ in South African infant observations: learning opportunities and challenges for student observers and their teachers

2019 ◽  
Vol 22 (1) ◽  
pp. 42-56
Author(s):  
Nicola Dugmore
Keyword(s):  
South African ◽  
Learning Opportunities ◽  
African Infant

scholarly journals Validation of the Canadian norms for the Alberta In fant Motor Scale for infants in a South African region aged four to twelve months; a Pilot Study

2012 ◽  
Vol 68 (2) ◽  
Author(s):  
A.E. Manuel ◽  
M. Burger ◽  
Q.A. Louw
Keyword(s):  
South African ◽  
Assessment Tool ◽  
Metropolitan Region ◽  
African Region ◽  
Term Infants ◽  
Healthy Infants ◽  
Random Samples ◽  
Valid Assessment ◽  
Percentile Ranking ◽  
African Infant

The Alberta Infant Motor Scale (AIMS) is a norm referenced,performance based, observational tool that assesses motor developmentin infants from birth up to the age of eighteen months. The AIMS has beenwidely used by researchers and clinicians around the world, but only afew attempts were made to validate the Canadian norms for infants residingoutside Canada.The purpose of the study was to validate the Canadian norms of the AIMSfor infants within the Cape Metropolitan region, South Africa.A longitudinal study was conducted using the AIMS to assess the gross motordevelopment of 67 healthy full term infants at 4, 8 and 12 months respectively.At 4 months the mean percentile ranking was significantly higher than the Canadian norm (p=0.01), while no statisticalsignificant differences were found at 8 and 12 months of age.The AIMS is a valid assessment tool for healthy infants aged 8 and 12 months within the Cape Metropole, SouthAfrica. The infants at four months of age scored higher than the Canadian norm. Further validation which incorporatelarger, random samples are required to enable generalisation of the findings for the South African infant population.

scholarly journals The endangered subject of quality Visual Art education

2011 ◽  
Vol 1 (2) ◽  
Author(s):  
Georina Westraadt
Keyword(s):  
Art Education ◽  
South African ◽  
Visual Art ◽  
Learning Opportunities ◽  
Future Generations ◽  
Research Projects ◽  
Art Educators ◽  
Opportunities For Learning ◽  
School Research ◽  
The Impact

Quality and meaningful Visual Art education provides opportunities for learning and holistic development to all children at school. Research projects in this regard highlight the problems that teachers experience in this field. The contribution of higher education in the training of educators to provide for teachers in Visual Art education is important. Curricula of four local and one overseas university for the BEd training in theArts are compared and discussed. The importance of literacy and numeracy at schoollevel is not disregarded, but the fact that visual literacy is an important part of being literate is emphasised. The current shortage of well-trained Visual Art educators is a challenge. Overcoming this challenge will provide all members of future generations in schools with the learning opportunities that are available through quality Visual Arteducation. The impact of several reviews of the South African Educational system and the effect thereof on Visual Art education are discussed.

scholarly journals The use of information and communication technology by South African physiotherapy students

2009 ◽  
Vol 65 (3) ◽  
Author(s):  
M. Rowe ◽  
P. Struthers
Keyword(s):  
Health Education ◽  
South African ◽  
Continuing Professional Development ◽  
Learning Opportunities ◽  
Educational Opportunities ◽  
Cross Sectional ◽  
Information And Communication ◽  
Descriptive Survey ◽  
Self Administered Questionnaire ◽  
Physiotherapy Students

The global shift toward the use of information and commu -nication technology (ICT) in health education and practice has been shown toenhance both the educational opportunities and the support provided to studentsand healthcare professionals.  This study aimed to investigate the use of ICTby South A frican physiotherapy students and what their experiences and perceptions were regarding their use of ICT as part of their studies.  The studydesign was a cross-sectional, descriptive survey using a self-administered questionnaire.  The survey populationincluded all of the undergraduate physiotherapy students from six of the eight universities offering the physiotherapydegree in South A frica (N=1105).  The sample size consisted of 529 students from the survey population who completed and returned questionnaires, indicating a response rate of 48%.  The results of the study showed that the useof ICT by South A frican physiotherapy students varied according to task, racial group and university attended.Furthermore, the reported use of ICT for communication, research and continuing professional development was low.In conclusion, this study indicates that with a move toward the use of ICT to enhance health education and practice in South A frica, certain groups of physiotherapy students may be at a disadvantage if required to make use of ICT asa means of improving communication, enhancing education, participating in lifelong learning opportunities andaccessing support.

scholarly journals New graduates’ perceptions of preparedness to provide speech-language therapy services in general and dysphagia services in particular

2015 ◽  
Vol 62 (1) ◽  
Author(s):  
Shajila Singh ◽  
Alannah Booth ◽  
Fadziso Choto ◽  
Jessica Gotlieb ◽  
Rebecca Robertson ◽  
...  
Keyword(s):  
South African ◽  
Service Provision ◽  
Response Rate ◽  
Learning Opportunities ◽  
Clinical Learning ◽  
Language Therapy ◽  
African Languages ◽  
New Graduates ◽  
Therapy Services ◽  
Management Of Dysphagia

Background: Upon graduation, newly qualified speech-language therapists are expected to provide services independently. This study describes new graduates’ perceptions of their preparedness to provide services across the scope of the profession and explores associations between perceptions of dysphagia theory and clinical learning curricula with preparedness for adult and paediatric dysphagia service delivery.Methods: New graduates of six South African universities were recruited to participate in a survey by completing an electronic questionnaire exploring their perceptions of the dysphagia curricula and their preparedness to practise across the scope of the profession of speechlanguage therapy. Results: Eighty graduates participated in the study yielding a response rate of 63.49%. Participants perceived themselves to be well prepared in some areas (e.g. child language: 100%; articulation and phonology: 97.26%), but less prepared in other areas (e.g. adult dysphagia: 50.70%; paediatric dysarthria: 46.58%; paediatric dysphagia: 38.36%) and most unprepared to provide services requiring sign language (23.61%) and African languages (20.55%). There was a significant relationship between perceptions of adequate theory and clinical learning opportunities with assessment and management of dysphagia and perceptions of preparedness to provide dysphagia services. Conclusion: There is a need for review of existing curricula and consideration of developing a standard speech-language therapy curriculum across universities, particularly in service provision to a multilingual population, and in both the theory and clinical learning of the assessment and management of adult and paediatric dysphagia, to better equip graduates for practice.

The Three-dimensional structure of frozen-hydrated nudaurelia capensis β virus

1987 ◽  
Vol 45 ◽  
pp. 650-651
Author(s):  
N. H. Olson ◽  
T. S. Baker ◽  
Wu Bo Mu ◽  
J. E. Johnson ◽  
D. A. Hendry
Keyword(s):  
South African ◽  
Rna Virus ◽  
Carbon Film ◽  
Three Dimensional ◽  
Dimensional Structure ◽  
Electron Dose ◽  
Total Electron ◽  
Three Dimensional Structure ◽  
Negative Stain ◽  
Dimensional Reconstruction

Nudaurelia capensis β virus (NβV) is an RNA virus of the South African Pine Emperor moth, Nudaurelia cytherea capensis (Lepidoptera: Saturniidae). The NβV capsid is a T = 4 icosahedron that contains 60T = 240 subunits of the coat protein (Mr = 61,000). A three-dimensional reconstruction of the NβV capsid was previously computed from visions embedded in negative stain suspended over holes in a carbon film. We have re-examined the three-dimensional structure of NβV, using cryo-microscopy to examine the native, unstained structure of the virion and to provide a initial phasing model for high-resolution x-ray crystallographic studiesNβV was purified and prepared for cryo-microscopy as described. Micrographs were recorded ∼1 - 2 μm underfocus at a magnification of 49,000X with a total electron dose of about 1800 e-/nm2.

Training Graduate Student Clinicians to Use Preschool Peer Interaction Strategies

2009 ◽  
Vol 19 (1) ◽  
pp. 13-18
Author(s):  
Corey L. Herd
Keyword(s):  
Language Development ◽  
Training Program ◽  
Peer Interaction ◽  
Graduate Program ◽  
Peer Interactions ◽  
Graduate Programs ◽  
Communication Disorders ◽  
Learning Opportunities ◽  
Knowledge And Skills ◽  
Direct Training

Abstract Playing with peers is an important part of childhood—what children learn from interacting with one another has enormous impact on both their social and language development. Although many children naturally develop the ability to interact well with peers, some children have difficulty interacting with other children and may miss out on important learning opportunities as a result. Speech-language pathologists (SLPs) can target the peer interactions of young children on their caseload, assuming that they have the knowledge and skills with which to address them. SLP graduate programs have the opportunity to provide future SLPs with both knowledge and skills-based training. This study assessed a graduate program in which three graduate clinicians participated in a preschool program for children with communication disorders; peer interactions were targeted within the program. The students were observed and data was collected regarding their use of peer interaction facilitation strategies in the group sessions both prior to and after they participated in a direct training program regarding the use of such skills. Outcomes indicate that the direct training program resulted in a statistically significant increase in the students' use of different strategies to facilitate peer interactions among the children in the group.

Understanding How Students Learn: Preparing Students to Become Professionals

2009 ◽  
Vol 12 (1) ◽  
pp. 16-23
Author(s):  
Lizbeth Curme Stevens
Keyword(s):  
Service Learning ◽  
Teaching And Learning ◽  
Communication Disorders ◽  
Learning Opportunities ◽  
Graduate Courses ◽  
Speech Language Pathologists ◽  
Community Partners ◽  
Scholarship Of Teaching ◽  
Academic Service Learning

Abstract The intent of this article is to share my research endeavors in order to raise awareness of issues relative to what and how we teach as a means to spark interest in applying the scholarship of teaching and learning to what we do as faculty in communication sciences and disorders (CSD). My own interest in teaching and learning emerged rather abruptly after I introduced academic service-learning (AS-L) into one of my graduate courses (Stevens, 2002). To better prepare students to enter our profession, I have provided them with unique learning opportunities working with various community partners including both speech-language pathologists (SLPs) and teachers who supported persons with severe communication disorders.

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