The North African Barbary States are usually dismissed as an unimportant, though bothersome, pirate base of little consequence in the late eighteenth and early nineteenth centuries. This thesis challenges that idea by providing qualitative and quantitative evidence of Barbary's role in trade and diplomacy during the French Revolutionary and Napoleonic Wars, especially as it affected Britain and how the British were able to carry out their military and political goals in the Mediterranean. The study is based on the correspondence between the British government and its military leaders in the region, the correspondence and reports generated by British consuls working in Barbary, import/export records, and a database tracking British shipping to and from North Africa during the conflict. To the British, Barbary was not an irritation but an asset. Britain was able to manage Barbary's trade and foreign policy over the course of the twenty-three-year conflict. This was accomplished in two key ways: as a source of supplies for British forces and through the diplomatic role provided by Britain's extensive consul network. Though the North African states were neutral for the majority of both wars, Britain worked strenuously to maintain and increase its trade and diplomacy with Barbary for the benefit of the British armed forces. British trade with Barbary, supported by the British-Barbary diplomatic relationship, directly contributed to British successes in the Mediterranean and Iberian Peninsula.

This study seeks to support the thesis that African indigenous languages in South Africa should enjoy equal treatment in terms of the South African Constitution. Therefore, it will explore and find ways and means of how the South African government can reach out to rural communities with inadequate English proficiency, in an English-dominated South Africa, by breaking down the existing language barriers and curbing social inequalities. Language rights, like any other human rights, should be protected, as enshrined in the new democratic Constitution of South Africa.

Against the background of evidence that HIV-AIDS has had and continues to have an enormous impact on all South African schools, a need has arisen for HIV -AIDS policies and programmes to be effectively implemented in all schools. In this study, a qualitative methodology was used to evaluate policy implementation in the North West province. Data was gathered by means of field notes, observation and interviews with management and educators. The study found that although principals and educators are knowledgeable about HIV -AIDS, there is a tendency to discriminate against infected educators, particularly in terms of educator workload. This study also revealed that educators fear being accidentally exposed to HIV -AIDS infected blood, despite the guidelines given in the National HIV -AIDS policy and the availability of emergency first aid kits. The key thought emerging from this study is that not all schools are able to deal effectively with HIV -AIDS and that schools urgently need to plan or implement their own policies in this regard. School-based HIV-AIDS policies can only be successful if they take cognisance of local contextual issues and involve the three spheres of influence in the lives of educators and learners, namely, the sphere of the school, the sphere of family life and the sphere of the community. / Sociology / M.A.(Social and Behavioural Studies in HIV-AIDS)

Against the background of evidence that HIV-AIDS has had and continues to have an enormous impact on all South African schools, a need has arisen for HIV -AIDS policies and programmes to be effectively implemented in all schools. In this study, a qualitative methodology was used to evaluate policy implementation in the North West province. Data was gathered by means of field notes, observation and interviews with management and educators. The study found that although principals and educators are knowledgeable about HIV -AIDS, there is a tendency to discriminate against infected educators, particularly in terms of educator workload. This study also revealed that educators fear being accidentally exposed to HIV -AIDS infected blood, despite the guidelines given in the National HIV -AIDS policy and the availability of emergency first aid kits. The key thought emerging from this study is that not all schools are able to deal effectively with HIV -AIDS and that schools urgently need to plan or implement their own policies in this regard. School-based HIV-AIDS policies can only be successful if they take cognisance of local contextual issues and involve the three spheres of influence in the lives of educators and learners, namely, the sphere of the school, the sphere of family life and the sphere of the community. / Sociology / M.A.(Social and Behavioural Studies in HIV-AIDS)

The escalating figures of unemployment and poverty in South Africa are posing a threat to the nuclear family. The deteriorating conditions in the home environment, particularly regarding material provision, has led to an increase in disadvantaged home environments. The investigation in this study focused mainly on the self-concepts of adolescents from disadvantaged home environments. The aim of the research was to see how the home environment influences the self-concept of an adolescent in disadvantaged areas. The literature study showed that factors such as unemployment, poverty, low socio-economic background, single parenthood, absent parents, parents' level of literacy and parenting styles were associated with disadvantaged home environments. With regard to the self-concept the researcher probed the physical, emotional, social, academic and general self-concepts. An empirical investigation was undertaken regarding grade 9 and 11 learners in Hebron in the North West Province. A structured questionnaire was developed focusing on home environment and self-concept. By using Pearson's correlation, ANOVA and Tukey's t-test, findings indicated that there is a significant relationship between home environment and the self-concept. The adolescent's emotional self-concept is affected by religion, supervision at home (parent or guardian) and the number of siblings in the family. Moreover, girls had a better social self-concept than boys. On the whole the physical, academic, social and general self-concepts were not affected by religion, number of siblings in the family and different kinds of supervision. With regard to the physical self-concept it was found that it differed with age. Therefore, the educators who facilitate Life Orientation in the General Education and Training (GET) band and Life Skills in the Further Education and Training (FET) band should assist children who come from disadvantaged home environments by applying intervention strategies suggested by the researcher in this study to foster positive self-concepts in adolescents. Positive self-concepts are key factors for successful learning, general behavioural patterns and high participation in school activities. Upgrading of educators is also recommended so that they are fully equipped to assist a learner who is from a deprived home environment. / Educational Studies / D.Ed.(Psychology of Education))

D.Ed. (Psychology of Education) / Although the human immuno-deficiency virus (HIV) and acquired immuno-deficiency syndrome (AIDS) is still very much a silent issue in South Africa, the AIDS pandemic has become a public problem which is threatening to a significant proportion of the population of South Africa (Heartbeat 2002:1; Kaseke and Gumbo 2001:53). HIV infections are on the rise and people are dying every day of AIDS related diseases (Msomi, 2000:8). Thus, the overall aim of this research was to determine how the HIV/AIDS orphans’/vulnerable children’ psychosocial status is affected by the HIV/AIDS disease. The study was conducted in the Bojanala Region of the North West Province. A purposeful sampling was used because four (4) schools were suggested by the Department of Social Services in the Rustenburg Area due to their high populace with HIV/AIDS orphans. The other four (4) schools were suggested by the Auxiliary Services Division in the Bojanala Region of Education. The literature revealed that failure on part of the parent, guardian and/or teachers to meet the psychological needs of the child at a certain stage in his/her development may result in personality disorders, which can become a potential danger and a source of unhappiness to the individual him/herself (cf. 2.5). Furthermore, it was evident from the literature that chronic parental illness may have a traumatic effect on young children because both parents may neglect a child (cf. 4.2). The literature also revealed that children should not be viewed as passive recipients of assistance, but as active participants who play a key role in the development of responses to the HIV/AIDS pandemic. Receiving quality services is a right and a need not only of AIDS orphans, but also of all children (cf. 4.6). From the quantitative data analysis, the following findings emerged, that HIV/AIDS orphans/vulnerable children are optimistic about their future. Children do not blame themselves for their parents’ death. Arising from this research certain conclusions were drawn, recommendations were made and areas for possible future research were suggested. / Teacher Education

D.Ed. (Psychology of Education) / Although the human immuno-deficiency virus (HIV) and acquired immuno-deficiency syndrome (AIDS) is still very much a silent issue in South Africa, the AIDS pandemic has become a public problem which is threatening to a significant proportion of the population of South Africa (Heartbeat 2002:1; Kaseke and Gumbo 2001:53). HIV infections are on the rise and people are dying every day of AIDS related diseases (Msomi, 2000:8). Thus, the overall aim of this research was to determine how the HIV/AIDS orphans’/vulnerable children’ psychosocial status is affected by the HIV/AIDS disease. The study was conducted in the Bojanala Region of the North West Province. A purposeful sampling was used because four (4) schools were suggested by the Department of Social Services in the Rustenburg Area due to their high populace with HIV/AIDS orphans. The other four (4) schools were suggested by the Auxiliary Services Division in the Bojanala Region of Education. The literature revealed that failure on part of the parent, guardian and/or teachers to meet the psychological needs of the child at a certain stage in his/her development may result in personality disorders, which can become a potential danger and a source of unhappiness to the individual him/herself (cf. 2.5). Furthermore, it was evident from the literature that chronic parental illness may have a traumatic effect on young children because both parents may neglect a child (cf. 4.2). The literature also revealed that children should not be viewed as passive recipients of assistance, but as active participants who play a key role in the development of responses to the HIV/AIDS pandemic. Receiving quality services is a right and a need not only of AIDS orphans, but also of all children (cf. 4.6). From the quantitative data analysis, the following findings emerged, that HIV/AIDS orphans/vulnerable children are optimistic about their future. Children do not blame themselves for their parents’ death. Arising from this research certain conclusions were drawn, recommendations were made and areas for possible future research were suggested. / Teacher Education

The escalating figures of unemployment and poverty in South Africa are posing a threat to the nuclear family. The deteriorating conditions in the home environment, particularly regarding material provision, has led to an increase in disadvantaged home environments. The investigation in this study focused mainly on the self-concepts of adolescents from disadvantaged home environments. The aim of the research was to see how the home environment influences the self-concept of an adolescent in disadvantaged areas. The literature study showed that factors such as unemployment, poverty, low socio-economic background, single parenthood, absent parents, parents' level of literacy and parenting styles were associated with disadvantaged home environments. With regard to the self-concept the researcher probed the physical, emotional, social, academic and general self-concepts. An empirical investigation was undertaken regarding grade 9 and 11 learners in Hebron in the North West Province. A structured questionnaire was developed focusing on home environment and self-concept. By using Pearson's correlation, ANOVA and Tukey's t-test, findings indicated that there is a significant relationship between home environment and the self-concept. The adolescent's emotional self-concept is affected by religion, supervision at home (parent or guardian) and the number of siblings in the family. Moreover, girls had a better social self-concept than boys. On the whole the physical, academic, social and general self-concepts were not affected by religion, number of siblings in the family and different kinds of supervision. With regard to the physical self-concept it was found that it differed with age. Therefore, the educators who facilitate Life Orientation in the General Education and Training (GET) band and Life Skills in the Further Education and Training (FET) band should assist children who come from disadvantaged home environments by applying intervention strategies suggested by the researcher in this study to foster positive self-concepts in adolescents. Positive self-concepts are key factors for successful learning, general behavioural patterns and high participation in school activities. Upgrading of educators is also recommended so that they are fully equipped to assist a learner who is from a deprived home environment. / Educational Studies / D.Ed.(Psychology of Education))

This dissertation focuses on investigating the relationship between organisational culture and employee engagement in a Public Service department. In this quantitative study, undertaken in a South African Public Service department (North West province), dimensions of organisational culture (measured by the South African Culture Instrument) were correlated with the dimensions of employee engagement (measured by the South African Engagement Measurement). Correlational analyses revealed a statistically significant positive relationship between each of the dimensions of organisational culture and employee engagement, respectively. ANOVA statistical technique was used to determine whether significant differences exist between groups. Regression analyses revealed that leadership, employee needs and objectives, vision and mission, management processes and internal relationships would predict employee engagement. Leadership made the most significant predictor of employee engagement. The means to achieve objectives dimension showed no effect in predicting employee engagement. This indicates that positive perceptions of organisational culture are likely to be related to higher levels of employee engagement. / Industrial and Organisational Psychology / M.Com. (Industrial and Organisational Psychology)

Since the advent of democracy in 1994 South Africa has been faced with the shortage of skilled people and this is caused, amongst other things, by the inadequacy of the outdated National Education Programmes for Technical Colleges (NATED) and later referred to as the N-programmes. To address the problem, the former Department of Education (DoE) developed new programmes called the National Certificate Vocational NC (V) for the students of the Further Education and Training colleges (FETs), which were renamed the Technical Vocational Educational and Training Colleges (TVET). The TVET programmes were implemented with the collaboration of industry and other stakeholders who were involved when the NC (V) programmes were developed to ensure their buy-in. Despite all these efforts, Magnus et al. (2013) are of the view that the vocationally-oriented NC (V) programmes offered at colleges are not useful, work-focused and flexible, as a result some leading employers reject the products of the programmes. Returning to the global debate, Lewis (2009) contends that failure of vocational programmes anywhere ought not to be taken as an indictment of vocationalism. Based on the above scenario, this study surveyed and traced TVET graduates who graduated from 2009 to 2012, to determine the impact of the NC (V) programme on those who decided to either further their studies or be employed. Although the programmes offered by the FET’s are rolled out in various study fields throughout the country, the research was limited to graduates who were enrolled in the following three programmes in the North West Province: building construction, electrical, and engineering related studies. The three mega FET Colleges, composed of more than ten campuses as listed in point 1.2.1, are spread throughout the province, which is regarded to be predominantly rural even though it boasts the biggest hub of mines, especially platinum mines. There is also high concentration of tourism industry as well as agricultural businesses that require a skilled labour force to drive economic activities. An extensive literature review was conducted to appropriately inform the study and to provide a firm basis for the arguments. The NC (V) programmes by their nature and design are closely related to the work of the Sector Education and Training Authorities (SETAs) with respect to the apprenticeships and the learnerships. Factors relating to the research scope, context and the geographical environment were analysed to ensure proper delineation and delimitation of the study since it covered only the North West Province of South Africa. The study used both qualitative and quantitative research methodologies for the collection of data. An interview schedule was used for the collection of the qualitative data from the Colleges, Department of Higher Education and Training, the Sector Education and Training Authorities (SETAs), the Universities of Technologies (UoTs), and the various employer organizations. The questionnaire was applied to collect quantitative data from the graduates because of their large numbers. The use of both methods, the qualitative and quantitative, enhanced the quality of the verification and the validation of the data. The correlational relationship and connection between the NC (V) graduates and their post college destinations was determined. This refers to the correlation between NC (V) graduates and the opportunities seized after their college studies. Charles (1998:11) attests that “although in most cases data for correlation studies are obtained through measurement, at times they come from judgments made by researchers, teachers, or other qualified persons”. In line with this, the researcher presented the findings from the qualitative method in a manner that outlines the opinions and the post college status of the graduates. The findings of the qualitative method provided background knowledge into the NC (V) programmes, the graduates and their destinations, thereby validating the quantitative findings. A work integrated learning framework model is proposed for the enhancement of the FET College curriculum, for the improvement of quality work-placement and for the promotion of partnership amongst the beneficiaries; graduates, employers, colleges and the intermediaries. / Educational Leadership and Management / D. Ed. (Education Management)