Thesis--Heidelberg. / Originally thesis, presented as the author's, 1976. Includes bibliographical references (p. 357-367).

Proefschr. Rijksuniversiteit Groningen.

Proefschrift Universiteit van Amsterdam. / Met lit.opg. en samenvatting in het Nederlands.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1991. / Vita. Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Proefschrift Erasmus Universiteit Rotterdam. / Lit. opg.: p. 180-200. Met een samenvatting in het Nederlands.

A need exists to assist South Africans to make better informed food choices. The food label has the potential to assist consumers during food purchasing; however, consumers should be able to understand and use the information provided on food labels. Objective: To investigate adult consumers' understanding regarding the information on food labels and to determine whether they use the information on food labels in making food choices. Design: A cross-sectional and descriptive research approach was followed and data were collected by means of questionnaires. Combined stratified and judgemental sampling methods recruited 174 respondents involved in the purchasing of household food products. Setting: Selected supermarkets in Potchefstroom and Klerksdorp in the North West Province, South Africa, were targeted. Subjects: Consumers of African descent and Caucasian consumers, 18 years or older, who are involved in the purchasing of household food products. Results: Information mostly used on food labels includes the expiry date, ingredient list and nutritional information, such as fat and cholesterol content. Consistently, greater use of "low in fat" and "low in cholesterol" nutrient content claims were cited. Difficulties associated with food labels were mainly indicated as the font size of the print, whereas reasons for not reading food labels were related to product attributes, demographic characteristics and situational factors. Conclusions: Findings indicate that the food choices of the majority of respondents who read food labels are influenced by the information on the food label, although respondents' understanding of the information revealed an inability to apply food label information to make food choices. Reasons for not reading food labels included opinions like the "taste and price are more important than the nutritional content of the food product", "experiencing time constraints", and "lack of education and nutritional knowledge". This study highlighted barriers in consumers' understanding and use of information on food labels. Improvements to the current food labels in South Africa are suggested, as well as guidelines for consumer education regarding the use of food labels. / Thesis (M. Consumer Science)--North-West University, Potchefstroom Campus, 2010.

A need exists to assist South Africans to make better informed food choices. The food label has the potential to assist consumers during food purchasing; however, consumers should be able to understand and use the information provided on food labels. Objective: To investigate adult consumers' understanding regarding the information on food labels and to determine whether they use the information on food labels in making food choices. Design: A cross-sectional and descriptive research approach was followed and data were collected by means of questionnaires. Combined stratified and judgemental sampling methods recruited 174 respondents involved in the purchasing of household food products. Setting: Selected supermarkets in Potchefstroom and Klerksdorp in the North West Province, South Africa, were targeted. Subjects: Consumers of African descent and Caucasian consumers, 18 years or older, who are involved in the purchasing of household food products. Results: Information mostly used on food labels includes the expiry date, ingredient list and nutritional information, such as fat and cholesterol content. Consistently, greater use of "low in fat" and "low in cholesterol" nutrient content claims were cited. Difficulties associated with food labels were mainly indicated as the font size of the print, whereas reasons for not reading food labels were related to product attributes, demographic characteristics and situational factors. Conclusions: Findings indicate that the food choices of the majority of respondents who read food labels are influenced by the information on the food label, although respondents' understanding of the information revealed an inability to apply food label information to make food choices. Reasons for not reading food labels included opinions like the "taste and price are more important than the nutritional content of the food product", "experiencing time constraints", and "lack of education and nutritional knowledge". This study highlighted barriers in consumers' understanding and use of information on food labels. Improvements to the current food labels in South Africa are suggested, as well as guidelines for consumer education regarding the use of food labels. / Thesis (M. Consumer Science)--North-West University, Potchefstroom Campus, 2010.

This study examined the level of awareness, knowledge and practices of primary and secondary schools students with regard to waste management. Only a limited number of studies were found to evaluate school student’s awareness, knowledge and practice of waste management in South Africa. Literature was reviewed dealing with waste management awareness, knowledge and practices of school students and discussed at the hand of the principles, objectives and targets of the South African Government towards waste and waste management. Using a structured, self-administered questionnaire, a total of 815 students were surveyed from four primary schools and three secondary schools from the Embalenhle and Secunda area Govan Mbeki Municipality, Mpumalanga South Africa. The data were analysed by the use of descriptive statistics including frequency count, percentage, mean and standard deviation. Other analyses employed included two-way frequency tables with Pearson Chisquare test, Phi coefficient, in order to determine the significant relationship between students’ socio-demographic variables. The study showed that the students were obviously aware of concerns with waste and waste management practices in their schools and local environment. It was also apparent the school students had an acute awareness that poor waste management would have a negative impact on the country as well as on them as the individual. This prominent awareness was however not evident in the students’ waste management practices. Good waste management practices activities were minimal at both the school and home environment. Since school students are seen as one of the key agent of change to work towards a more sustainable future, they should be engaged as young as possible and given a quality array of continuous learning to improve their knowledge on environmental problems such as poor waste management. Improved knowledge would contribute to improved environmental awareness and a pro-environmental attitude. The critical recommendations of the study are that the South African Government will have to intensify the research to better understand the needs of children to environmental matters such as waste management. / M. Environmental Management, North-West University, Potchefstroom Campus, 2014

This study examined the level of awareness, knowledge and practices of primary and secondary schools students with regard to waste management. Only a limited number of studies were found to evaluate school student’s awareness, knowledge and practice of waste management in South Africa. Literature was reviewed dealing with waste management awareness, knowledge and practices of school students and discussed at the hand of the principles, objectives and targets of the South African Government towards waste and waste management. Using a structured, self-administered questionnaire, a total of 815 students were surveyed from four primary schools and three secondary schools from the Embalenhle and Secunda area Govan Mbeki Municipality, Mpumalanga South Africa. The data were analysed by the use of descriptive statistics including frequency count, percentage, mean and standard deviation. Other analyses employed included two-way frequency tables with Pearson Chisquare test, Phi coefficient, in order to determine the significant relationship between students’ socio-demographic variables. The study showed that the students were obviously aware of concerns with waste and waste management practices in their schools and local environment. It was also apparent the school students had an acute awareness that poor waste management would have a negative impact on the country as well as on them as the individual. This prominent awareness was however not evident in the students’ waste management practices. Good waste management practices activities were minimal at both the school and home environment. Since school students are seen as one of the key agent of change to work towards a more sustainable future, they should be engaged as young as possible and given a quality array of continuous learning to improve their knowledge on environmental problems such as poor waste management. Improved knowledge would contribute to improved environmental awareness and a pro-environmental attitude. The critical recommendations of the study are that the South African Government will have to intensify the research to better understand the needs of children to environmental matters such as waste management. / M. Environmental Management, North-West University, Potchefstroom Campus, 2014

The National Curriculum Statement (2002), in line with the South African Constitution (1996), views human rights, inclusivity and social justice as priorities in all learning areas of the curriculum. However, a document such as the Manifesto on Values, Education and Democracy (2001) illustrates the complexities of addressing this in practice. One of the reasons is that there are misconceptions about how the concept of 'human rights' should be interpreted in the educational realm. This study sets out to explore how primary school learners understand human rights teaching-and-learning (from a moral and value stance) and what factors influence this. The intention is to rethink and redefine human rights teaching-and-learning from a learner's perspective as well as to investigate the notion that regards human rights as 'misunderstood'. This research offers a new perspective on human rights in that it focuses on primary school learners. Therefore this study will provide another lens through which to consider human rights teaching-and-learning in classroom practice. A literature study and empirical research have been undertaken to investigate how learners understand human rights teaching-and-learning. The literature study explores ontological, epistemological and methodological perspectives of human rights teaching-and-learning. Qualitative observation, written narratives and focus-group interviews formed the bases of this empirical research. Ongoing triangulation is used to ensure that the research findings are valid and trustworthy. It seems that primary school learners do have an understanding of human rights teaching-and-learning, which is characterized by an emphasis on legal rights and the contextualisation of human rights within South African, value and educational contexts. Educational and societal factors are two of the factors that influence this understanding. It is clear that learners' understanding of human rights teaching-and-learning is not one-dimensional. However, there are certain ontological ambiguities in the views that learners hold of the significance of human rights teaching-and-learning -both within and beyond the curriculum. An indication of this is that learners' responses reveal that they are often uncertain about why they have to learn about human rights and the contexts and/or learning areas (other than Life Orientation) in which human rights teaching-and-learning should take place. Recommendations highlight the need to gain a better understanding of classroom practices so that teaching-and-learning can infuse a culture of human rights; to acknowledge that human rights teaching-and-learning should be more flexible; to use an implicit way of generating an understanding of human rights; to make human rights teaching and learning in classroom practice more authentic; and to consider 'a human rights beyond the curriculum approach'. This study also identifies areas in which further research should be done. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2010.