Thesis (Ph. D.)--Rijksuniversiteit te Groningen, 1930. / Includes bibliographical references and index.

Die onderwerp van hierdie studie handel oor geloofsvorming. Die transversale model vir transdissiplinêre (cross-disciplinary) dialoog, ontwikkel deur Wentzel van Huyssteen, word in hierdie studie benut om ʼn praktykbenadering tot geloofsvorming te ontwikkel. Dialoog tussen die benadering van Thomas Groome en Gestaltteorie word ontgin om die insigte wat daaruit na vore kom, binne ʼn praktykbenadering te ontwikkel. Osmer se prakties-teologiese model is gebruik om die dialoog binne ʼn raamwerk van vier fases uit te voer: die deskriptiewe, interpretatiewe, normatiewe en pragmatiese take. Die deskriptiewe taak behels ʼn beskrywing van Groome se benadering tot geloofsvorming. Sy Gedeelde Christelike Praksis benadering, wat deur vyf bewegings gaan, word uiteengesit ook bespreek. Gestaltteoretiese perspektiewe word gebruik om die interpretatiewe taak te hanteer. Die filosofiese wortels van Gestaltteorie word verken, asook spesifieke Gestaltteoretiese konsepte, sodat die wyse waarop verandering en groei by die mens plaasvind, verklaar kan word. Die wyse waarop geloofsvorming by die mens plaasvind, met spesifieke fokus op integrasie en assimilasie, word uiteengesit. Gestaltteorie se paradoksale teorie van verandering en die kontaksiklus word benut om te verklaar op watter wyse integrasie en assimilasie tydens geloofvorming by die mens plaasvind. Die transversale dialoog word tydens die normatiewe taak voortgesit deur die insigte vanuit die deskriptiewe en interpretatiewe take met mekaar in verband te bring. Die konteks van missionale ekklesiologie, waarbinne die navorser homself bevind, word ook in die dialoog verreken. Deur die proses word ses bepaalde riglyne geïdentifiseer vir die praktyk van geloofsvorming. Tydens die pragmatiese taak word die bevindinge vanuit die voorafgaande fases verwerk om ʼn praktykbenadering tot geloofsvorming saam te stel. Die betrokke praktykbenadering word sodanig aangebied dat dit binne ʼn verskeidenheid van kontekste van waarde kan wees. / PhD (Pastoral Studies), North-West University, Potchefstroom Campus, 2015

Die onderwerp van hierdie studie handel oor geloofsvorming. Die transversale model vir transdissiplinêre (cross-disciplinary) dialoog, ontwikkel deur Wentzel van Huyssteen, word in hierdie studie benut om ʼn praktykbenadering tot geloofsvorming te ontwikkel. Dialoog tussen die benadering van Thomas Groome en Gestaltteorie word ontgin om die insigte wat daaruit na vore kom, binne ʼn praktykbenadering te ontwikkel. Osmer se prakties-teologiese model is gebruik om die dialoog binne ʼn raamwerk van vier fases uit te voer: die deskriptiewe, interpretatiewe, normatiewe en pragmatiese take. Die deskriptiewe taak behels ʼn beskrywing van Groome se benadering tot geloofsvorming. Sy Gedeelde Christelike Praksis benadering, wat deur vyf bewegings gaan, word uiteengesit ook bespreek. Gestaltteoretiese perspektiewe word gebruik om die interpretatiewe taak te hanteer. Die filosofiese wortels van Gestaltteorie word verken, asook spesifieke Gestaltteoretiese konsepte, sodat die wyse waarop verandering en groei by die mens plaasvind, verklaar kan word. Die wyse waarop geloofsvorming by die mens plaasvind, met spesifieke fokus op integrasie en assimilasie, word uiteengesit. Gestaltteorie se paradoksale teorie van verandering en die kontaksiklus word benut om te verklaar op watter wyse integrasie en assimilasie tydens geloofvorming by die mens plaasvind. Die transversale dialoog word tydens die normatiewe taak voortgesit deur die insigte vanuit die deskriptiewe en interpretatiewe take met mekaar in verband te bring. Die konteks van missionale ekklesiologie, waarbinne die navorser homself bevind, word ook in die dialoog verreken. Deur die proses word ses bepaalde riglyne geïdentifiseer vir die praktyk van geloofsvorming. Tydens die pragmatiese taak word die bevindinge vanuit die voorafgaande fases verwerk om ʼn praktykbenadering tot geloofsvorming saam te stel. Die betrokke praktykbenadering word sodanig aangebied dat dit binne ʼn verskeidenheid van kontekste van waarde kan wees. / PhD (Pastoral Studies), North-West University, Potchefstroom Campus, 2015

Thesis (M. Phil.)--University of Birmingham, 1989. / Includes bibliographical references (p. 174-180).

In hierdie studie word daar gebruik gemaak van Stephen Bevans en Roger Schroeder se boeke Constants in Context, Theology of Missions for Today (2004) en Prophetic Dialogue, Reflections on Christian Mission Today (2011). Die doel van die navorsing is om by te dra tot die vorming van ʼn missionale ekklesiologie wat toepaslik en toeganklik is vir jonger generasies in die Nederduits Gereformeerde Kerk en wat kan help om die rol van dié kerk in Suid-Afrika te beskryf. Bevans en Schroeder se verstaan van die missionale aard van die kerk kan insigte help vorm wat jonger teoloë in die NG Kerk kan help om ʼn eie missionale ekklesiologie te ontwikkel. Profetiese dialoog word in gesprek gebring met die heidige Suid Afrikaanse konteks. Die gaping van die konteksbeskrywing in Suid-Afrika gaan deur middel van Dion Chang (2012) se studie New Urban Tribes of South Africa bestudeer word. Die beskrywing help om die kultuur verskille en generasie groepe in Suid Afrika beter te identifiseer en te beskryf vir die raamwerk van hoe om in ʼn profetiese dialoog te kan tree met die huidige konteks. Richard Robert Osmer (2008:46) beskryf dat die belang van enige studie is om ʼn deeglike raamwerk te skep van individue, families, gemeente en die gemeenskap buite die kerk sodat daar duidelike leiding gegee kan word vanaf binne die kerk. Chang het wel ʼn kommersiële aanslag en fokus, maar die wyse waarop hy die verskeie generasies (Tribes) beskryf, gee sinvolle agtergrondskennis van hoe die meerderheid mense in Suid-Afrika funksioneer en hulself ook beskryf. Chang se beskrywing is ʼn toepaslike literatuur studie vir die navorsing en bring waardevolle kennis tot die huidige beskrywing van ʼn Suid Afrikaanse konteks. / Dissertation (MTh)--University of Pretoria, 2014. / lk2014 / Science of Religion and Missiology / MTh / Unrestricted

Risk behaviour amongst adolescents represents a major public health challenge in South Africa particularly when considering the statistics on sexually active youth, adolescent pregnancies, smoking, drinking and drug abuse amongst the youth. Although various reasons can be given to explain this phenomenon, the parent–adolescent relationship has proven to be a huge factor in the prevention of risk behaviour. However, even though the importance of such a relationship has been proven, risk behaviour amongst adolescents still persists. This study specifically looks at the dialogical parent–adolescent relationship and how adolescents who engage in risk behaviour are affected by the relationship and how it can prevent risk behaviour. The content of section A explains the orientation towards the research, the problem rationale and the goals and objectives of the study. The researcher followed a qualitative approach as she tried to obtain an understanding of adolescent risk behaviour and how the nature of the dialogical parent–adolescent relationship could prevent such risk behaviour. Semi–structured interviews were conducted with five girls and three boys who lived in Pretoria, as well as with their parents. The adolescents were between the ages of 14 and 17 and all engaged in risk behaviour. In section B a literature study is given with a brief outline of the methodology that was used. Specific focus falls on the findings of the study. Section C contains the summary, evaluation and conclusions of the overall study. This research was done in order to make recommendations to parents of adolescents who engage in risk behaviour as a possible way to prevent it. This study highlighted how unprepared and uninformed parents were in terms of their parental skills and the needs of their adolescent children. The study also highlighted the need of the adolescents to be validated, and the lack of understanding and warmth in the manner that their parents relate to them. Adolescents still need parental guidance and a sense of belonging. The very poor relationships that exist between parents and adolescents strengthened the researcher’s hypothesis that the adolescents get involved in a range of dubious activities and their parents’ ineffectiveness to intervene and assist their adolescents through these challenging times, may lead to risk behaviour. / Thesis (M.A. (Psychology))--North-West University, Potchefstroom Campus, 2012.

Risk behaviour amongst adolescents represents a major public health challenge in South Africa particularly when considering the statistics on sexually active youth, adolescent pregnancies, smoking, drinking and drug abuse amongst the youth. Although various reasons can be given to explain this phenomenon, the parent–adolescent relationship has proven to be a huge factor in the prevention of risk behaviour. However, even though the importance of such a relationship has been proven, risk behaviour amongst adolescents still persists. This study specifically looks at the dialogical parent–adolescent relationship and how adolescents who engage in risk behaviour are affected by the relationship and how it can prevent risk behaviour. The content of section A explains the orientation towards the research, the problem rationale and the goals and objectives of the study. The researcher followed a qualitative approach as she tried to obtain an understanding of adolescent risk behaviour and how the nature of the dialogical parent–adolescent relationship could prevent such risk behaviour. Semi–structured interviews were conducted with five girls and three boys who lived in Pretoria, as well as with their parents. The adolescents were between the ages of 14 and 17 and all engaged in risk behaviour. In section B a literature study is given with a brief outline of the methodology that was used. Specific focus falls on the findings of the study. Section C contains the summary, evaluation and conclusions of the overall study. This research was done in order to make recommendations to parents of adolescents who engage in risk behaviour as a possible way to prevent it. This study highlighted how unprepared and uninformed parents were in terms of their parental skills and the needs of their adolescent children. The study also highlighted the need of the adolescents to be validated, and the lack of understanding and warmth in the manner that their parents relate to them. Adolescents still need parental guidance and a sense of belonging. The very poor relationships that exist between parents and adolescents strengthened the researcher’s hypothesis that the adolescents get involved in a range of dubious activities and their parents’ ineffectiveness to intervene and assist their adolescents through these challenging times, may lead to risk behaviour. / Thesis (M.A. (Psychology))--North-West University, Potchefstroom Campus, 2012.

AFRIKAANS: Die doelwit van die studie is die skepping van ‘n omvattende kontrolelys vir die skryf en evalueer van dramadraaiboeke. Die navorsing dek alle tradisionele kommersiële genres binne rolprentdrama, met die uitsondering van komedie. Om die kontrolelys te skep, is daar eers gepoog om die somtotaal van tegnieke wat die vakgebied van dramadraaiboekskryf behels, te identifiseer. Dit vergestalt in sewe inventarisse naamlik: Bestaande kontrolelyste, genre-eienskappe en draaiboekskryftegnieke vir struktuur, plot, emosie, karakters, en dialoog&diverse. Die studie behels kwalitatiewe navorsing wat beide beskrywend en voorskriftelik is. Die uitleg en inhoud is as volg: Hoofstuk 1: Navorsingsontwerp dek die • oriëntasie ten opsigte van die onderwerp; • konteks en relevansie van die navorsing; • teoretiese grondslag soos tipe navorsing, aannames en definisies; • formulering van die navorsingsprobleem; • uiteensetting van die metodologie; • stappe in die skepping van die meesterkontrolelys; • styl en aanbieding; en • oorsig van die navorsing. Hoofstuk 2: Teoretiese onderbou bevat die fundamentele literatuurstudie. Primêre teorieë omskryf Anderson en Anderson se teorie oor hoe kykers ‘n rolprent waarneem, sowel as Gerrig en Prentice se teorie oor kykers se onbewustelike deelname aan, en emosionele reaksie op, rolprentstories. Sekondêre teorieë kyk na die volgende: Sielkunde sit Freud se teorie oor menslike gedrag uiteen, sowel as kort teorieë oor menslike houdings, identifikasie met persone, die eienskappe van emosie en die mag, eienskappe en funksies van leiers. Kommunikasiekunde kyk na die gedrag van leiers, besluitneming in kleingroepe en die kommunikasie van openbare waardes in gemeenskappe. Onder empatie in fiksierolprente word Neill se voorwaardes vir empatie met rolprentkarakters uiteengesit. Mitologie dek Campbell se boek The hero with a thousand faces en Vogler se boek The writer’s journey. Draaiboekskryfteorie sit die klassieke dramatiese struktuur, tweedoelwitstruktuur en negebedryfstruktuur uiteen. Inventaris van kontrolelyste dokumenteer alle kontrolelyste vanaf Freeburg (1920) tot Human (2003), sowel as drie dokumente van Amerikaanse rolprentmaatskappye wat gebruik word vir die evaluering van draaiboeke. Inventaris van genre-eienskappe dokumenteer plot-, struktuur- en karakter-eienskappe van alle kommersiële genres, komedie uitgesluit. Hoofstuk 3: Inventaris van strukturele tegnieke lys alle skryftegenieke wat van toepassing is op struktuur. Dit bevat 27 afdelings met opskrifte soos Tipes strukture, Die heldereis en Klimaks en hoofklimaks. Hoofstuk 4: Inventaris van plot- en emosietegnieke lys alle skryftegnieke wat van toepassing is op plot en emosie. Dit bevat 90 afdelings met opskrifte soos Uiteensetting: algemeen, Konfrontasie en Afloop/epiloog/einde. Hoofstuk 5: Inventaris van karaktertegnieke lys alle skryftegnieke wat van toepassing is op karakter. Dit bevat 80 afdelings met opsrifte soos Effektiewe rolprentkarakters, Tipe karakters en Karakterverandering/-ontwikkeling. Hoofstuk 6: Inventaris van dialoog- en diverse tegnieke lys alle skryftegnieke wat van toepassing is op dialoog en diverse elemente. Dit bevat 46 afdelings met opskrifte soos Effektiewe dialoog, Subteks en Begroting. Hoofstuk 7: Die meesterkontrolelys bevat die primêre navorsingsuitset, naamlik ‘n omvattende kontrolelys van 5 550 vrae. Dit is ‘n buigsame instrument wat die draaiboekevalueerder of –skrywer lei deur alle bekende veranderlikes van ‘n storie. Dit is saamgestel uit hoofstukke twee tot ses. Dit bestaan uit vyf makrokontrolelyste: struktuur, plot, emosie, karakters en dialoog, wat elkeen uit ‘n aantal mikrokontrolelyste bestaan. Hoofstuk 8: Samevatting evalueer die beantwoording van die navorsingsvrae, bespreek moontlike gebreke in die navorsing en maak aanbevelings vir verdere navorsing. Laastens volg die bibliografie en bylaes. ABSTRACT (English) The objective of the research is the creation of an extensive checklist for writing and evaluating screenplays. The research covers all traditional commercial genres within motion picture drama, with the exception of comedy. To create the checklist, an attempt was made to identify the sum total of techniques within the discipline of drama scriptwriting. Seven inventories were compiles, namely: existing checklists; genre characteristics; and scriptwriting techniques for structure; plot, emotion; characters; and dialogue&diverse. Information for the thesis was obtained from qualitative research that is both descriptive and prescriptive. The layout and content are as follows: • orientation of the subject; • context and relevance of the research; • theoretical basis, for example type of research, assumptions and definitions; • formulation of the research problem; • explanation of the methodology; • steps in the creation of the master checklist; • style and presentation; and • overview of the research. Chapter 2: Theoretical foundation is an overview of the fundamental literature study. Under Primary theories Anderson and Anderson’s theory on how viewers perceive a motion picture is described as well as Gerrig and Prentice’s theory on the subjective participation of viewers in, and emotional reaction to, motion picture stories. Secondary theories look at the following: Psychology explains Freud’s theories on human behaviour, as well as short theories on human attitudes, identification with people, the characteristics of emotion and the power, characteristics and functions of leaders. Communication science covers the behaviour of leaders, decision-making in small groups and the communication of public values in communities. Empathy in fiction motion pictures explains Neill’s prerequisites for empathy with motion picture characters. Mythology covers Campbell’s book The hero with a thousand faces and Vogler’s book The writer’s journey. Scriptwriting theory explains the classical dramatic structure, the two-goal structure and the nine-act structure. Inventory of checklists documents all checklists from Freeburg (1920) to Human (2003) and also lists three documents used by American motion picture companies to evaluate scripts. Inventory of genre characteristics documents characteristics for plot, structure and character of all commercial genres, excluding comedy. Chapter 3: Inventory of structural techniques list all the writing techniques that are applicable to structure. It contains 27 sections with headings such as Structural types, The hero’s journey, and Climax&main climax. Chapter 4: Inventory of plot and emotion techniques list all the writing techniques that are applicable to plot. It contains 90 sections with headings such as Exposition: general, Confrontation and Denouement/epilogue/end. Chapter 5: Inventory of character techniques list all the writing techniques that is applicable to character. It contains 80 sections with headings such as Effective motion picture characters. Type of characters and Character change/development. Chapter 6: Inventory of dialogue and diverse techniques list all the writing techniques that are applicable to dialogue and diverse elements. It contains 46 sections with headings such as Effective dialogue, Subtext and Budget. Chapter 7: The master checklist contains the primary research output, namely an extensive checklist of 5 550 questions. It is a flexible instrument that leads the script reader or scriptwriter through all known variables in a story. This was compiles from information in chapters two to six. It consists of five macro checklists: structure, plot, emotion, characters and dialogue, each consisting of a number of micro checklists. Chapter 8: Conclusion evaluates the answers to the research questions, discuss possible shortcomings in the research and makes recommendations for further research. Lastly follow the bibliography and addenda. / Thesis (DLitt)--University of Pretoria, 2008. / Afrikaans / unrestricted

AFRIKAANS : Vakbondverteenwoordigers se rol en invloedsmag het die laaste dekade in die werkplek toegeneem. In hierdie navorsing is daar bepaal watter invloed die vakbondverteenwoordiger op die bestuur van die skool het. Die menings van skoolhoofde en vakbondverteenwoordigers in dieselfde skool is getoets. Deur middel van kwalitatiewe navorsing is 'n groep skoolhoofde, wat die bestuurspan van hul skole verteenwoordig, se menings verkry oor die invloed van vakbondverteenwoordigers op die bestuur van die skool. Aspekte soos beplanning, aanstellings, stakings en ander bestuurselemente is in die onderhoude ontleed. ʼn Verskeidenheid van reaksies is van die respondente verkry oor die vakbondverteenwoordigers se leierskapsrolle, die verkiesing en opleiding van verteenwoordigers asook hulle rol en funksie as maatskaplike ontwikkelaars. Die menings van vakbondverteenwoordigers by dieselfde skole is ook verkry oor beplanning, aanstellings, stakings en ander bestuurselemente. Die verteenwoordigers van verskeie artikel 21-skole het hulle eie funksies ten opsigte van sosiale dialoog beoordeel. Die inligting van elke skoolhoof en die ooreenstemmende vakbondverteenwoordiger kon met mekaar vergelyk word om die geldigheid en betroubaarheid van die navorsing te bevestig. Die rol en funksie van die vakbondverteenwoordiger oor die wêreld heen het ʼn nuwe kleur begin kry. Waar vakbondverteenwoordigers in die verlede die draers was van inligting vanaf die hoofkantoor, het hul rol verander na dié van sosiale dialoog. Die verteenwoordiger bevind hom/haar in die rol van bestuurder, beplanner en leier. Hierdie rol van die vakbondverteenwoordiger beïnvloed die bestuur van die skool. Die vakbondverteenwoordiger se invloed kan tweeledig opgesom word: hy/sy kan die stimuleerder wees, wat die bestuur van die skool help om doelwitte te bereik, of die verteenwoordiger kan die inhibeerder wees wat die bestuur van die skool rem. By die Internasionale Arbeidskongres in Lima, Peru, in 2006 is die nuwe era en rigting van die vakbondverteenwoordiger deur verskeie bekende arbeidskonsultante uitgewys. Van die aspekte, soos om deel te word van bestuur en sosiale dialoog, is aan die orde van dié era. Die vakbondverteenwoordiger het invloed op die bestuur van die skool en kan die sosiale dialoog van mede-personeel, ouers en leerders beïnvloed. ENGLISH : The role and extent of the influence of shop stewards in the workplace has increased over the past decade. This research study has attempted to determine what influence is exercised over a school’s management by the Shop steward. The opinions of the heads of schools and those of the shop stewards at the same schools were surveyed. By means of qualitative research methods, the opinions of a group of headmasters representing the management teams of their schools were obtained in regard to the influence of shop stewards on the school. Aspects such as planning, appointments, strikes and other management elements were analysed in interviews. Diverse opinions were expressed by the respondents about the leadership roles of the shop stewards, the election and training of representatives and their role and function as social developers. The shop stewards at the same schools were also asked for their views about planning, appointments, strikes and other elements of management. The representatives of several Section 21 schools evaluated their own functions in respect of social dialogue. Information obtained from each headmaster and their respective shop stewards could be compared to confirm the validity and trustworthiness of the research. The roles and functions of shop stewards are changing all over the world. Where shop stewards were formerly transmitters of information received from head office, their role has evolved into one of social dialogue. The shop steward now finds him-/herself in the role of manager, planner and leader. The shop steward’s role affects the management of the school. This influence is twofold: he/she can be a stimulator, helping the school’s management to achieve objectives, or an inhibitor who has a retardant effect on the school’s management. At the International Labour Congress in Lima, Peru, in 2006, the new era and direction of the shop steward were highlighted by several eminent consultants. Aspects such as active participation in management and social dialogue are predominant in this era. The shop steward influences the management of the school and can affect the social dialogue of fellow staff members, parents and learners. Copyright / Dissertation (MEd)--University of Pretoria, 2009. / Education Management and Policy Studies / unrestricted

The purpose of this study was to explore and describe post-graduate students‟ reflections on relational qualities that may enhance relational well-being in South African school communities. The research formed part of a broader research project, entitled “Relational well-being in school communities”. The researcher applied the Gestalt paradigm and the theories of existential dialogue and the field theory to this study. A qualitative, interpretive, descriptive design was followed. Non-probability purposive sampling was used whereby 14 participants were purposively selected based on their involvement in a cohort workshop organised by the Centre for Child, Youth and Family Studies (CCYF) in Wellington in the Western Cape. Data was collected through a World Café session with the post-graduate students. Thematic data analysis was used to identify themes among the data. The findings indicated a distinction between relational qualities embedded in the self, relational qualities that are essential for social connection and relational qualities that are critical in leadership. The findings suggest that the presence of relational qualities in individuals, the school community as a social context and the leadership in the school can contribute to relational well-being in school communities. / MA (Psychology), North-West University, Potchefstroom Campus, 2014