"Glory is temporary, brain injury may be forever" : a neuropsychological study on the cumulative effects of sports-related concussive brain injury amongst Grade 12 school boy athletes
- Authors: Whitefield, Victoria Jane
- Date: 2007
- Subjects: Sports injuries Sports injuries -- Psychological aspects Brain damage Brain -- Concussion Neuropsychological tests Head -- Wounds and injuries -- Complications Head -- Wounds and injuries
- Language: English
- Type: Thesis , Doctoral , DSc
- Identifier: vital:3104 , http://hdl.handle.net/10962/d1004471
- Description: The study investigated the long-term neuropsychological effects of repetitive mild traumatic brain injury (MTBI) due to participation in a contact sport amongst South African final year male high school athletes (N=189). The sample was divided by sports affiliation (Contact n = 115; Non-Contact n = 74) and concussion history (2+ Concussion n = 43; 0 Concussion n = 108). Comparative subgroups were statistically equivalent for age, education and estimated IQ (P > 0.05), with the Contact sport groups having markedly higher incidences of concussion than controls (p < 0.000). Measures included the ImPACT Verbal and Visual Memory, Visuomotor Speed and Reaction Time Composites, Digit Symbol Substitution and Digit Symbol Incidental Recall (immediate and delayed), the ImPACT Symptom Scale and a Post-concussion Symptom (PCS) questionnaire. Independent t-tests on cognitive measures at pre-and post-season revealed a predominant trend of Contact and 2+ Concussion groups performing worse, although only ImPACT Reaction Time at pre-season reached significance (p = 0.014). PCS comparisons revealed an overwhelming tendency of enhanced symptoms for Contact and 2+ Concussion groups with total scores being significantly different in most instances at pre-and post-season. Fatigue and aggression were the symptoms most pervasively high for the Contact and 2+ Concussion groups. Dependent t-test analyses at pre- versus post-season, revealed significant practice effects for the Contact group, not in evidence for controls on ImPACT Visual Motor Speed and Digit Symbol Incidental Recall-Delayed. Overall the results imply the possible presence of lingering neurocognitive and symptomatic concussion sequelae amongst South African final year high school participants of a contact sport. The indications gain potency when understood against the background of (i) Brain Reserve Capacity threshold theory, and (ii) the known risk of Type II error in group MTBI research, that might result in under-emphasis of subtle effects and miscalculation of cost-benefit risks. Clinical implications, and the need for prospective case-based research to ratify the results of this predominantly cross-sectional study, are discussed.
- Full Text:
- Date Issued: 2007
- Authors: Whitefield, Victoria Jane
- Date: 2007
- Subjects: Sports injuries Sports injuries -- Psychological aspects Brain damage Brain -- Concussion Neuropsychological tests Head -- Wounds and injuries -- Complications Head -- Wounds and injuries
- Language: English
- Type: Thesis , Doctoral , DSc
- Identifier: vital:3104 , http://hdl.handle.net/10962/d1004471
- Description: The study investigated the long-term neuropsychological effects of repetitive mild traumatic brain injury (MTBI) due to participation in a contact sport amongst South African final year male high school athletes (N=189). The sample was divided by sports affiliation (Contact n = 115; Non-Contact n = 74) and concussion history (2+ Concussion n = 43; 0 Concussion n = 108). Comparative subgroups were statistically equivalent for age, education and estimated IQ (P > 0.05), with the Contact sport groups having markedly higher incidences of concussion than controls (p < 0.000). Measures included the ImPACT Verbal and Visual Memory, Visuomotor Speed and Reaction Time Composites, Digit Symbol Substitution and Digit Symbol Incidental Recall (immediate and delayed), the ImPACT Symptom Scale and a Post-concussion Symptom (PCS) questionnaire. Independent t-tests on cognitive measures at pre-and post-season revealed a predominant trend of Contact and 2+ Concussion groups performing worse, although only ImPACT Reaction Time at pre-season reached significance (p = 0.014). PCS comparisons revealed an overwhelming tendency of enhanced symptoms for Contact and 2+ Concussion groups with total scores being significantly different in most instances at pre-and post-season. Fatigue and aggression were the symptoms most pervasively high for the Contact and 2+ Concussion groups. Dependent t-test analyses at pre- versus post-season, revealed significant practice effects for the Contact group, not in evidence for controls on ImPACT Visual Motor Speed and Digit Symbol Incidental Recall-Delayed. Overall the results imply the possible presence of lingering neurocognitive and symptomatic concussion sequelae amongst South African final year high school participants of a contact sport. The indications gain potency when understood against the background of (i) Brain Reserve Capacity threshold theory, and (ii) the known risk of Type II error in group MTBI research, that might result in under-emphasis of subtle effects and miscalculation of cost-benefit risks. Clinical implications, and the need for prospective case-based research to ratify the results of this predominantly cross-sectional study, are discussed.
- Full Text:
- Date Issued: 2007
Academic literacy right from the start?: a critical realist study of the way university literacy is constructed at a Gulf university
- Authors: Picard, Michelle Yvette
- Date: 2007
- Subjects: Gulf University Education, Higher -- Persian Gulf Literacy -- Persian Gulf Academic writing -- Study and teaching -- Persian Gulf English language -- Study and teaching -- Persian Gulf
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1323 , http://hdl.handle.net/10962/d1004121
- Description: The aim of this research was to examine how university literacy is constructed at a university in the Arabian Gulf and to evaluate the appropriateness of this construction where students of a low level of English are exposed to academic English (Right from the Start). Unpacking this construction is a complex task and to gain even a limited insight into the numerous Discourses, epistemologies and pedagogies constituting the construction of university literacy at Gulf universities, a stratified approach that probes the layers of ‘reality’ is necessary. Therefore, a critical realist approach is engaged, along with a variety of methods to probe the layers of the phenomenon. In terms of thesis organization, the traditional empirical structure common to the Social Sciences and the argumentative structure common to the Humanities are integrated. While the information obtained by a variety of methods is analysed and conclusions are reached, this material is also used along with additional literature to support the central contention that university literacy and academic English are possible ‘right from the start’, if the students’ literacy is examined from a certain perspective and if there is an appropriate pedagogy which promotes the desired literacies. This combination of thesis structures would be deemed appropriate in the critical realist ontological framework since the rigour of the thesis lies both in its “reliability” resulting from the empirical data and its focus on the ‘real’; and its “reflexivity” and “persuasivness” arising from the transparently ‘critical’ argument of the thesis (Cadman 2002). In order to conduct the empirical research, the lenses suggested by each of the major views of literacy as outlined by Lea and Street (1998) - namely the “study skills” view, the narrow “academic socialization view” and the “academic literacies view” are utilized in succession. However, the central argument is revealed as the manifestations of each ‘view’ of literacy in the specific context are examined, the research outcomes obtained by utilizing each view in succession are outlined and both are critiqued from the perspective of the “academic literacies” view. Corpus research is undertaken from a “study skills” perspective and the effect of the vocabulary taught to the students on their use of vocabulary in their writing is examined. Also, using the “study skills” lens, the students’ “global language development” in terms of changes or fluctuations in “fluency, accuracy and complexity” (Wolfe-Quintero, Inagaki et al. 1998) over a period of at least three semesters is examined. Utilizing a narrow “academic socialization lens”, studies conducted at the University on learning strategies and motivation and the comments made by respondents in interviews and on an electronic discussion board are compared to comments made by teachers and lecturers. Major flaws in these views of academic literacy are acknowledged and the way each view manifests itself in the Discourse(s) prevalent at this particular university is demonstrated. Finally, Discourses evidenced in the student interviews in particular, are unpacked and then compared and contrasted with those in the lecturer interviews as well as the curriculum and other university documents. The limitations of the study are examined and suggestions for further research and ways to address ‘problems’ associated with university literacy are given.
- Full Text:
- Date Issued: 2007
- Authors: Picard, Michelle Yvette
- Date: 2007
- Subjects: Gulf University Education, Higher -- Persian Gulf Literacy -- Persian Gulf Academic writing -- Study and teaching -- Persian Gulf English language -- Study and teaching -- Persian Gulf
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1323 , http://hdl.handle.net/10962/d1004121
- Description: The aim of this research was to examine how university literacy is constructed at a university in the Arabian Gulf and to evaluate the appropriateness of this construction where students of a low level of English are exposed to academic English (Right from the Start). Unpacking this construction is a complex task and to gain even a limited insight into the numerous Discourses, epistemologies and pedagogies constituting the construction of university literacy at Gulf universities, a stratified approach that probes the layers of ‘reality’ is necessary. Therefore, a critical realist approach is engaged, along with a variety of methods to probe the layers of the phenomenon. In terms of thesis organization, the traditional empirical structure common to the Social Sciences and the argumentative structure common to the Humanities are integrated. While the information obtained by a variety of methods is analysed and conclusions are reached, this material is also used along with additional literature to support the central contention that university literacy and academic English are possible ‘right from the start’, if the students’ literacy is examined from a certain perspective and if there is an appropriate pedagogy which promotes the desired literacies. This combination of thesis structures would be deemed appropriate in the critical realist ontological framework since the rigour of the thesis lies both in its “reliability” resulting from the empirical data and its focus on the ‘real’; and its “reflexivity” and “persuasivness” arising from the transparently ‘critical’ argument of the thesis (Cadman 2002). In order to conduct the empirical research, the lenses suggested by each of the major views of literacy as outlined by Lea and Street (1998) - namely the “study skills” view, the narrow “academic socialization view” and the “academic literacies view” are utilized in succession. However, the central argument is revealed as the manifestations of each ‘view’ of literacy in the specific context are examined, the research outcomes obtained by utilizing each view in succession are outlined and both are critiqued from the perspective of the “academic literacies” view. Corpus research is undertaken from a “study skills” perspective and the effect of the vocabulary taught to the students on their use of vocabulary in their writing is examined. Also, using the “study skills” lens, the students’ “global language development” in terms of changes or fluctuations in “fluency, accuracy and complexity” (Wolfe-Quintero, Inagaki et al. 1998) over a period of at least three semesters is examined. Utilizing a narrow “academic socialization lens”, studies conducted at the University on learning strategies and motivation and the comments made by respondents in interviews and on an electronic discussion board are compared to comments made by teachers and lecturers. Major flaws in these views of academic literacy are acknowledged and the way each view manifests itself in the Discourse(s) prevalent at this particular university is demonstrated. Finally, Discourses evidenced in the student interviews in particular, are unpacked and then compared and contrasted with those in the lecturer interviews as well as the curriculum and other university documents. The limitations of the study are examined and suggestions for further research and ways to address ‘problems’ associated with university literacy are given.
- Full Text:
- Date Issued: 2007
Monochord to moog : a study of the development of stringed keyboard instruments with special reference to popularity trends
- Authors: Shuttleworth, Betty
- Date: 1972
- Subjects: Keyboard instruments -- History
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:2676 , http://hdl.handle.net/10962/d1007441
- Description: The object of the present work has been to trace the evolution of stringed keyboard instruments from the monochord to the present day piano forte. So many inventions have occurred that a chronology of these would be both tedious and of little added value to the existing literature. In the present work the emphasis has been on those innovations which achieved some measure of popularity and can be regarded as essential steps in arriving at the products and methods of modern piano manufacturers. In order to bring this work up to date, visits have been paid to John Broadwood & Sons and the British Piano Museum in London; to the Essex Institute and Pingree House in Salem, Massachusetts; the Smithsonian Institute (Division of Musical Instruments) in Washington; the various Yamaha Factories in Hamamatsu, Japan; and the Piano Manufacturing Company in Wellington, South Africa. Special attention has also been paid to the development and popularity trends of mechanical, pneumatic and electric pianos. In the last Chapter of this study, the information gained is applied to the identification and dating of stringed keyboard instruments found in South Africa or referred to in newspapers or Africana.
- Full Text:
- Date Issued: 1972
- Authors: Shuttleworth, Betty
- Date: 1972
- Subjects: Keyboard instruments -- History
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:2676 , http://hdl.handle.net/10962/d1007441
- Description: The object of the present work has been to trace the evolution of stringed keyboard instruments from the monochord to the present day piano forte. So many inventions have occurred that a chronology of these would be both tedious and of little added value to the existing literature. In the present work the emphasis has been on those innovations which achieved some measure of popularity and can be regarded as essential steps in arriving at the products and methods of modern piano manufacturers. In order to bring this work up to date, visits have been paid to John Broadwood & Sons and the British Piano Museum in London; to the Essex Institute and Pingree House in Salem, Massachusetts; the Smithsonian Institute (Division of Musical Instruments) in Washington; the various Yamaha Factories in Hamamatsu, Japan; and the Piano Manufacturing Company in Wellington, South Africa. Special attention has also been paid to the development and popularity trends of mechanical, pneumatic and electric pianos. In the last Chapter of this study, the information gained is applied to the identification and dating of stringed keyboard instruments found in South Africa or referred to in newspapers or Africana.
- Full Text:
- Date Issued: 1972
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