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Technology is the generic term that includes all the technologies people develop and use in their lives. In the learning area it is the purposeful application of knowledge, experience and resources to create products that meet human needs and wants. Technology education is an integrated program designed to prepare learners about Technology. Learners are challenged to discover and create solutions to problems by using a variety of tools, machines and materials.The study is about the implementation of Technology as a learning area with specific reference to the North West Province. There is no approach for implementing Technology in the North West Province. Technology Education needs approaches that build upon the best thinking in the field and take into account the needs of the learners and the educators. The approach needs to address the context within which Technology is offered. The main aim of the study was to design an approach for implementing Technology Education in schools in the North West Province.In this study the qualitative and quantitative research designs were employed to gather information regarding the implementation of Technology in schools in the North West Province. A survey questionnaire (quantitative) was used to compile data regarding the profile and perception of Technology educators. A learner questionnaire (quantitative) was also administered to determine the attitudes and concepts of learners towards Technology. Interviews (qualitative) were conducted with the Technology experts, subject specialists and learning area heads. A population of 7149 educators and 216489 learners was used. The sample involved 7734 learners from five education regions of the North West Province and 345 educators (almost five percent of each educator and learner population). Two hundred and eighty-eight learners were selected in each school, comprising of ninety-six learners from each ofthe grades 7, 8 and 9. Fifteen respondents were interviewed and they comprised of four Technology experts, four education specialists and seven subject heads. / Thesis (Ph.D Technology Education) -- North-West University (Mafikeng Campus), 2007

Since 1994, the main challenges of rural development in South Africa are related to fighting against the marginalization of the poor, which requires change in access to resources (i.e. land, water, education and skills), rural infrastructure and other government services (National Planning Commission, 2011:195). Numerous rural development programmes and strategies have been introduced in South Africa since the downfall of the apartheid government to address rural challenges based on the improvement of rural economic development and meeting basic human needs, but they lacked the configuration of integrated and coordinated planning (Olivier et al., 2010:101). In 2009 rural development became one of the key priority programmes in South Africa, through a Comprehensive Rural Development Programme (CRDP). The CRDP is a strategic programme aimed at being an effective response against poverty and food insecurity by maximizing the use and management of natural resources to create vibrant, equitable and sustainable rural communities (Olivier et al., 2010:101). It has a holistic approach, partnering various stakeholders like government departments, non-governmental organizations, the business sector and the communities, in order to enhance socio-economic issues (DRDLR, 2009:1). An analysis was conducted based on the current and proposed planning approach for CRDP in South Africa. The current planning approach for CRDP was analysed by means of a case study illustrating the current reality and process. The pilot project used to illustrate the current planning approach for CRDP was identified by the Office of the Premier (North West Province) in 2009, and was selected as the case study of this research, including the villages of Mokgalwaneng, Matlametlong and Disake, and to demonstrate the proposed planning approach for CRDP, Klein Eiffel was identified within the Joe Morolong Local Municipality, formerly known as Moshaweng Local Municipality, in the John Taolo Gaetsewe District Municipality. Structured interviews and semi-structured interviews were conducted with officials from the government departments, private sector and Eskom (cross reference Annexure B), to obtain expert views on the current and proposed planning approach for CRDP. Sixteen (16) interviews were scheduled with officials, managers and deputy directors individually (based on their expertise and availability) who are responsible for the planning, monitoring and implementation of the CRDP programme. During the conduct of these interviews, all officials commented critically on the current planning approach for CRDP and positively towards the proposed planning approach for CRDP, but only thirteen (13) responded in writing. The inputs and comments received enabled the formulation of the research conclusions and recommendations. / MArt et Scien (Urban and Regional Planning), North-West University, Potchefstroom Campus, 2015

Since 1994, the main challenges of rural development in South Africa are related to fighting against the marginalization of the poor, which requires change in access to resources (i.e. land, water, education and skills), rural infrastructure and other government services (National Planning Commission, 2011:195). Numerous rural development programmes and strategies have been introduced in South Africa since the downfall of the apartheid government to address rural challenges based on the improvement of rural economic development and meeting basic human needs, but they lacked the configuration of integrated and coordinated planning (Olivier et al., 2010:101). In 2009 rural development became one of the key priority programmes in South Africa, through a Comprehensive Rural Development Programme (CRDP). The CRDP is a strategic programme aimed at being an effective response against poverty and food insecurity by maximizing the use and management of natural resources to create vibrant, equitable and sustainable rural communities (Olivier et al., 2010:101). It has a holistic approach, partnering various stakeholders like government departments, non-governmental organizations, the business sector and the communities, in order to enhance socio-economic issues (DRDLR, 2009:1). An analysis was conducted based on the current and proposed planning approach for CRDP in South Africa. The current planning approach for CRDP was analysed by means of a case study illustrating the current reality and process. The pilot project used to illustrate the current planning approach for CRDP was identified by the Office of the Premier (North West Province) in 2009, and was selected as the case study of this research, including the villages of Mokgalwaneng, Matlametlong and Disake, and to demonstrate the proposed planning approach for CRDP, Klein Eiffel was identified within the Joe Morolong Local Municipality, formerly known as Moshaweng Local Municipality, in the John Taolo Gaetsewe District Municipality. Structured interviews and semi-structured interviews were conducted with officials from the government departments, private sector and Eskom (cross reference Annexure B), to obtain expert views on the current and proposed planning approach for CRDP. Sixteen (16) interviews were scheduled with officials, managers and deputy directors individually (based on their expertise and availability) who are responsible for the planning, monitoring and implementation of the CRDP programme. During the conduct of these interviews, all officials commented critically on the current planning approach for CRDP and positively towards the proposed planning approach for CRDP, but only thirteen (13) responded in writing. The inputs and comments received enabled the formulation of the research conclusions and recommendations. / MArt et Scien (Urban and Regional Planning), North-West University, Potchefstroom Campus, 2015

Published Article / This paper describes the training of language practitioners at the University of the Free State in the light of recent developments in Translation Studies, namely the tendency of internationalising ideas about translation, as well as the enlarging of Western Translation Theory by integrating non-Western thought about translation. Starting from earlier ideas of translation training, the move towards socio-constructive approach as proposed by Kiraly (2000) is described. It is indicated how the socio-constructive approach can benefit the training of language practitioners by empowering the learner to act responsibly, autonomously and competently. The socio-constructive approach provides not only an epistemological basis for the development of knowledge-building communities, but also a variety of tools that can be used to promote and pursue learning in such communities.

Theories of emotion see affective processes as important in guiding behaviour, and social/cognitive theories have implicated cognitive appraisals in a motivational context. The control-value theory combines these approaches, predicting that high levels of expectancy and control lead to associated levels of anticipatory affect in those approaching a goal. This theory, combined with literature on approach motivation in depression, led to the proposed model of the effect of depression on behavioural striving, and subsequent levels of depression. The current study aimed to test this model. Sixty participants completed measures of depression, approach-related affect, cognitive appraisals and striving behaviour in relation to their own personal goals, with follow-up measures of depression and striving behaviour completed two weeks later. They also participated in an experimental manipulation of approach-related cognitive appraisals. The model received mixed support, with strongest evidence for the proposed pathway from depression to anticipatory affect via cognitive appraisals, especially for those who were at least mildly depressed. However contrary to the model, depression was not found to be associated to striving, and no variables other than depression predicted future depression. The study was conducted with a non-clinical population, there was reduced power at follow-up, and the experimental manipulation may have been unsuccessful. This study provided preliminary support for the new model, and although findings were mixed, future research may be more conclusive. Findings suggest that therapy specifically tapping into approach-related cognitive appraisals, as well as approach-related affect, may be therapeutically beneficial in working with depression.

The EU has long expressed a will to be a normative power and to externally promote the values it views as important. Seeing as the EU collectively is the largest donor of foreign aid in the world, development policies are a perfect platform for doing this. One value that has gained ground in recent years is the notion of gender equality. Bearing this in mind, this thesis explores how the EU’s largest institutional donor of foreign aid, the European Commission, has chosen to promote the value of gender equality in development policies. More precisely, by focusing on the concept of gender mainstreaming, it considers both a quantitative and qualitative method to answer the question: How has gender mainstreaming been used over time by the Commission in development policies? The study uses theories on gender, women and development and relies on policy documents from the years 1995, 2007 and 2015. The results show that gender mainstreaming has increased over the years. At the same time, today’s use of gender mainstreaming is found to circle around a discussion on whether gender equality should be promoted as something society gains from, through its contribution to economical gains, or whether it should be promoted solely on the basis of it being a right.

This study focuses on connection between socioeconomic factors and the didactic choices in the English language teaching in lower primary school. The aim of the study is to examine if and how these choices differ between a charity-based school and a non-charity based (private) school in a slum area in Kenya, based on the reflections of teachers. Furthermore the aim is to investigate the motives or reasons behind the didactic choices, as expressed by the teachers during the interviews, and how these are possible to relate to the economic and social situation of the schools and the children. The research questions for the study was what the similarities and the differences are in how the lower primary teachers in an informal school compared with a private school in a rural area in Kenya reflect on their didactic approach in the subject English. The second question is how their reflections and didactic choices can be understood in relation to the economic and social conditions that characterize each school. The method used was a qualitative multi case study where the data collection was made by direct observations of four lessons and semi-structured interviews with four teachers, two in each school. The theoretical perspective used was Maslow’s motivation theory about the hierarchy of basic needs (1970, 1987) and the frame factor theory through Löwing (2004) and Knutas (2008). The main findings were that despite the two schools different economical resources and the childrens’ different socioeconomic backgrounds the overall didactic approach was very similar which partly can be explained with social and cultural norms that affect the way of teaching. Another finding was that the biggest obstacle for the language learning was small amount of pre-knowledge which was connected to poor or no use of English at home, and a lack of basic need. These factors were according to the teachers mostly found among the poor or in some way vulnerable children

Background: Sexuality, defined as love, intimacy and sex, is a part of patients’ overall health and concerns the quality of life. Patients have needs and wishes to discuss how the treatment and diagnosis might affect their sexual functioning as a number of medical conditions also can lead to sexual difficulties. Research has shown that nurses do not meet the patients’ need to discuss sexual matters. Aim: To describe nurses’ approach towards discussing sexuality with patients. Method: A literature review described by Friberg (2012) was conducted. The result of three qualitative and eight quantitative studies was summarized and then organized into groups depending on the similarities and differences. Results: The results outlined in four themes; The talk not taking place, Hindering factors, Promoting factors and Organizational factors. Nurses were knowledgeable in regards to how treatment and diagnosis affected patient sexuality. Even though they recognized the importance of sexuality for patients and felt responsible, nurses did avoid conversation about sexuality. Hindering factors stated by the nurses were lack of competency, considering sexuality as a private and taboo subject and feeling uncomfortable talking about sexual issues. Factors promoting conversation about sexuality were amongst others work experience and education. The organization may affect whether the nurses bring up the subject or not. Discussion: Despite that the society today is more open towards sexuality, the taboo of sexuality remains a fact in health care. A trusting and caring relationship between nurse and patient described by among others Travelbee could open up a permissive atmosphere, overcome taboos and facilitate discussions on sensitive issue. Models of sexual communication such as the PLISSIT-model could be used.

published_or_final_version / Education / Master / Master of Science in Information Technology in Education