Text in Afrikaans / Geloof wat in die kategese as deel van 'n to tale geloofsvormingsproses op die tafel kom, moet holisties-ekosistemies verstaan word met die 'hic et nunc'- relevansie daarvan as 'n kwalifiserende maatstaf. Geloof so gesien, behoort in die kategesemateriaal van die Nederduitse Gereformeerde Kerk na vore te kom. Die grootste deel van die studie is gewy aan die bree teoretisering in holisties-ekosistemiese perspektief. Vanuit 'n wetenskapsteoretiese vertrekpunt is 'n eie prakties-teologiese teorie oor geloof ontwerp wat geloof enersyds sien as die dinamiese interaksie van gawe, inhoud en respons, en andersyds as 'n aantal perspektiewe daarop. Hierdie teorie het as vertrekpunt gedien om sekere van die kontekste waarbinne geloof funksioneer, te beskryf, naamlik die koninkryk van God, die samelewing, die gemeente, die kategese, die adolessent, die jeugsubkultuur en die skool. In hierdie beskrywing is 'n omvattende teorie oor die kategese daargestel wat dit holisties-ekosistemies sien. Deur middel van inhoudsanalise is fasette van die teoriee getoets aan die lesse in die handboeke van die kategete wat met die adolessente in standerd 5 tot 8 werk. Daar is bevind dat die geloofsbeeld wat na vore kom steriel kognitief-vertikaal is. Oor 'n tydperk van meer as twintig jaar is weinig samelewingsrelevante kwessies aangeraak. Die belangwekkende dokumente Ras, Volk en Nasie en Kerk en Samelewing het nie gefunksioneer nie. In terme van die teorie oor geloof fasiliteer die kategesemateriaal nie relevante geloof midde-in die wereld waarin die adolessente moet glo nie. Dit het ook geblyk dat die inhoudsanalise as werkwyse en die meetinstrument wat ontwerp is, bruikbaar was. Die studie formuleer vanuit die teoriee en die empiriese ondersoek 'n aantal perspektiewe van waaruit die kategese en die lesmateriaal daarvan die kritiese hantering van die verhouding kognitief-affektief-konatief en die gerigtheid individueel-vertikaal, horisontaal-ekklesiaal en horisontaal-sosiaal kan hanteer met die oog daarop dat die kerk sigself en die adolessente as deel daarvan, nie in 'n dogmatistiese ghetto in perk nie, maar vorm met die oog op 'n selfstandige en relevante geloofsfunksionering op die geloof stog in die woestyn van die wereld met die oog op die realisering van die Ryk van God. / Faith which is handled in catechesis as part of the total process of the formation of faith should be understood in a holistic-ecosystemic way with its 'hic et nunc' relevance as a qualifying criterion. It should also appear in this form in the material for catechesis in the Nederduitse Gereformeerde Kerk. The greater part of the study focuses on broad theorising from a holistic-ecosystemic perspective. An independent practical-theological theory on faith is developed from a scientific-theoretical basis. This theory sees faith as a dynamic interaction of gift, content and response on the one hand and a number of different perspectives on the other. It serves as the point of departure for describing some of the contexts in which faith functions, namely the kingdom of God, society, the community, catechesis, the adolescent, the youth subculture and the school. In the process a comprehensive theory about catechesis is developed which sees it holistically ecosystemically. Content analysis is used to test aspects of the theories against the lessons in the manuals for catechists working with adolescents in standards 5 to 8. The resultant image of faith is found to be cognitively-vertically sterile. Over a period of more than twenty years few socially relevant issues were touched on. The important documents Ras, Volk en Nasie and Kerk en Samelewing did not function. In terms of the theory of faith this material for catechesis does not facilitate relevant faith in the world in which the adolescent has to have faith. It is also apparent that content analysis as a method and the measuring instrument used were suitable. Using the theories and the empirical investigation the study formulates a number of perspectives from which catechesis and the lesson material can deal with the critical handling of the relationship cognitively-affectively-conatively and the directedness individually-vertically, horizontally-ecclesially and horizontally-socially so that the church does not imprison itself and its adolescent members in a dogmatistic ghetto, but shapes them so that their faith can function independently and relevantly on the way of faith through the desert of the world with a view to realise the kingdom of God. / Philosophy, Practical & Systematic Theology / Th. D. (Praktiese Teologie)

In this study an ecosystemic and social constructionist approach is used to understand the meanings and perceptions held by working mothers in relation to their experiences with the childcare and organisation settings. These meanings are described in terms of the influence of wider social discourses, personal epistemological assumptions, tacit knowledge, past experiences and current contexts. The working mothers, together with the researcher, form a linguistic system in which meanings about motherhood, employer-support and childcare arrangements are co-constructed and shared. The relationships between the working mothers and the researcher are not only observed within a linguistic context, but also within the ecosystemic view of mutual reciprocity, self-referentiality and double description. A qualitative and naturalistic research methodology is followed to describe the emergent design and the grounded theory. Based on the qualitative paradigm, the conclusions drawn at the end of the study are idiographic and reflective. / Psychology / M.A.(Clinical Psychology)

The aim of this study was to explore absent fathers' experiences. This involved determining absent fathers' conceptualisation of fatherhood, exploring the psychological well-being of absent fathers, and how absent fathers cope with being absent from their children‟s lives. An ecosystemic approach was employed as the epistemology to understand the participants in terms of organisation of their behaviour in social contexts. Qualitative research was used, and in-depth interviews were conducted to collect the data. The research found that these fathers' experiences of being absent from their children's lives have negatively affected several aspects of their lives, both emotionally and behaviourally. Furthermore, the study concluded that fathers who are absent from their children‟s lives, while aware of the roles they need to play, seem unable to fulfil these roles. Lastly, the absent fathers revealed a tendency to react ambivalently towards their identities as fathers. / Psychology / M.A. (Clinical Psychology)

In the absence of support programmes for HIV and Aids orphans in the Fezile Dabi Region this research set out to design guidelines towards an ecosystemic support programme to support HIV and Aids orphans in the Fezile Dabi Region. The literature review revealed that HIV and Aids orphans experience a wide range of support needs. Their psychosocial needs impair normal development due to unhappiness, stress, stigma, discrimination and a lack of care, love and support. In addition to this, emotional needs, which emanate from a lack of security and safety manifest in sadness, disruptive behaviour, poor relationships, poor self-image and isolation. Socio-economic needs expose them to poverty and being vulnerable to child labour with little reward, and deprive them of opportunities to obtain a proper education. All the above-mentioned problems lead to educational needs that manifest in poor school attendance, poor concentration, learning breakdown and dropping out of school. In addition to this, physical needs that stem from malnutrition caused by poverty and a low standard of living have an impact on the physical growth and health of the HIV and Aids orphans. In order to find out whether the abovementioned discussion holds true for HIV and Aids orphans in the Fezile Dabi Region, qualitative, phenomenological research by means of structured individual interviews was conducted with a convenient and purposive sample of 43 Black HIV and Aids orphans in the Fezile Dabi Region. The focus of the interviews was to gain a better understanding of the support needs that these learners experience due to HIV and Aids, and to explore how they are supported in dealing with these needs. The empirical research revealed that the HIV and Aids orphans in the Fezile Dabi Region who took part in my study experience psychosocial, emotional, socio-economic, educational and physical needs. Many of the needs, in the absence of strong community-based support in the region, are not supported adequately. Despite the identified needs, the data revealed strong tenets of resilience among the participants who took part in the study. In contrast to the literature, the findings of my study revealed that a number of the HIV and Aids orphans in the Fezile Dabi Region apparently manage to establish good social relationships that help them cope with their problems. Furthermore, they aspire to obtain a good quality education and have ambitions and goals in terms of their future careers that they would like to achieve. Based on the literature review and the interview data, guidelines towards an ecosystemic support programme for the HIV and Aids orphaned learners in the Fezile Dabi Region were designed. / PhD, Learner support, North-West University, Vaal Triangle Campus, 2012

Ayant en perspective la faible représentativité des élèves d’origine haïtienne issus des milieux défavorisés de la grande région de Montréal dans les filières scientifiques à l’école secondaire et dans les orientations de carrière, cette étude vise à examiner l’incidence de caractéristiques individuelles ainsi que de facteurs associés à l’environnement familial, scolaire, socioéconomique et culturel sur les attitudes de ces élèves envers les sciences. L’analyse des données est basée sur les résultats d’un questionnaire portant sur le profil sociodémographique d’un groupe d’élèves de quatrième et cinquième année fréquentant deux écoles secondaires multiethniques de la couronne-nord de Montréal ainsi que sur des entretiens avec quinze de ces élèves qui sont d’origine haïtienne. Des entretiens ont également été réalisés avec des parents, un membre d’un organisme communautaire, des membres du personnel des écoles ainsi que des professionnels et scientifiques haïtiano-québécois dans le but de porter un regard croisé sur les différentes positions exprimées par les quinze élèves. Le modèle écosystémique de Bronfenbrenner (1979, 1986) a servi de cadre de référence permettant de dégager les pôles les plus marquants dans les attitudes envers les sciences chez les élèves d’origine haïtienne. La synthèse des opinions exprimées par les différents répondants souligne l’existence d’un environnement peu valorisant des sciences autour des élèves d’origine haïtienne. Les conditions socioéconomiques, les pratiques familiales, le statut ethnoculturel ainsi que des représentations individuelles des sciences concourent à créer et à maintenir des attitudes très peu engageantes envers les sciences chez ces élèves. L’étude met en évidence l’urgence de démystifier les sciences en brisant certains stéréotypes qui empêchent certaines catégories d’élèves d’accéder aux sciences. Elle commande aussi les politiques en matière d’éducation d’être plus ouvertes aux différences ethnoculturelles et d’explorer des manières dynamiques de rendre la culture scientifique accessible à tous les groupes sociaux. / Having in perspective the slight representativeness of students, from Haitian background, from the most unprivileged sections of the great region of Montreal in the scientific fields in High School and in the choices of career, this study intends to examine the effect of the individual characteristics as well as the associated factors related to the familial, scholastic, socio-economic, and cultural environment upon the attitudes of those students toward sciences. The analysis of the datum is based on the results of a questionnaire focusing on the socio-demographic profile of a group of students from fourth and fifth year attending two multiethnic High Shools of the North-Crown of Montreal as well as on the interviews with fifteen of those students who are from a haitian background. There were also interviews with some parents, a member of a community organism, some staff members of some schools as well as some Haitian-Quebecer professionals and scientists, in order to have a critical viewpoint upon the different positions expressed by the fifteen students. The Bronfenbrenner’s ecosystemic model (1979, 1986) has been used as scope of reference allowing to draw the prominent aspects from the attitudes toward science in the students, from haitian background. The synthesis of ideas expressed by different interviewee reveals the existence of a environment not much enhancing the value of sciences around of students, from Haitian background. The socio-economic conditions, the familial practices, the ethnocultural status as well as some individual representations of sciences contribute to create and maintain some attitudes very little committed to sciences in those students. The study shows how much it is urgent to demystify the sciences by breaking with some stereotypes that prevent some categories of students from acceding to sciences. It also commands to politicians, concerning education, to be more open to ethnocultural differences and to explore some dynamic ways in order to make the scientific culture accessible to all social groups.

The aim of this study was to explore absent fathers' experiences. This involved determining absent fathers' conceptualisation of fatherhood, exploring the psychological well-being of absent fathers, and how absent fathers cope with being absent from their children‟s lives. An ecosystemic approach was employed as the epistemology to understand the participants in terms of organisation of their behaviour in social contexts. Qualitative research was used, and in-depth interviews were conducted to collect the data. The research found that these fathers' experiences of being absent from their children's lives have negatively affected several aspects of their lives, both emotionally and behaviourally. Furthermore, the study concluded that fathers who are absent from their children‟s lives, while aware of the roles they need to play, seem unable to fulfil these roles. Lastly, the absent fathers revealed a tendency to react ambivalently towards their identities as fathers. / Psychology / M. A. (Clinical Psychology)

La modélisation dynamique des systèmes écologiques constitue une méthode incontournable pour comprendre,prédire et contrôler la dynamique des écosystèmes semi-naturels, qui fait intervenir des processuscomplexes. Le principal objectif de cette thèse est de développer un modèle permettant de simuler la dynamiqueà moyen terme de la végétation herbacée dans les prairies permanentes, en tenant compte à lafois de la productivité et de la biodiversité. Les prairies sont des réservoirs présentant une forte biodiversitévégétale, qui soutiennent de nombreux services écosystémiques. Sur le plan agricole, cette importantediversité contribue à la qualité de la production fourragère, et de plus, elle permet une plus grande résistancede la végétation face à des changements climatiques (réchauffement moyen, vagues de chaleur etde sécheresse).Pourtant, cette notion clé de biodiversité n’est que faiblement prise en considération dans la modélisationde l’écosystème prairial : elle est souvent absente ou alors présente sous une forme très simplifiée. Enréponse à ces considérations, ces travaux de thèse présentent la construction d’un modèle de successionbasé sur des processus, décrit par un système d’équations différentielles ordinaires, qui représente ladynamique de la végétation aérienne des prairies tempérées. Ce modèle intègre les principaux facteursécologiques impactant la croissance et la compétition des espèces herbacées, et peut s’ajuster à n’importequel niveau de diversité, par le choix du nombre et de l’identité des espèces initialement présentes dansl’assemblage. Ce formalisme mécaniste de modélisation nous permet alors d’analyser les relations qui lientdiversité, productivité et stabilité, en réponse à différentes conditions climatiques et différents modes degestion agricole.[...]Ces résultats soulignent alors le besoin de prendre en compte le rôle clé joué par la biodiversité dansles modèles de l’écosystème prairial, de par son impact sur le comportement des dynamiques simulées.De plus, pour rendre correctement compte des interactions au sein de la végétation, le nombre d’espècesconsidéré dans le modèle doit être suffisamment important. Enfin, nous comparons les simulations devégétation de ce modèle à des mesures issues de deux sites expérimentaux, la prairie de fauche d’Oensingen,et le pâturage de Laqueuille. Les résultats de ces comparaisons sont encourageants et soulignentla pertinence du choix et de la représentation des processus écologiques clés qui composent ce modèlemécaniste.Ce travail de thèse propose donc un modèle, en total adéquation avec les besoins actuels en terme demodélisation de l’écosystème prairial, qui permet de mieux comprendre la dynamique de la végétationherbacée et les interactions entre productivité, diversité et stabilité. / Dynamic modelling of ecological systems is an essential method to understand, predict and control thedynamics of semi-natural ecosystems, which involves complex processes. The main objective of this PhDthesis is to develop a simulation model of the medium- and long-term dynamics of the herbaceous vegetationin permanent grasslands, taking into account both biodiversity and productivity. Grasslandecosystems are often hot spots of biodiversity, which contributes to the temporal stability of their services.On an agricultural perspective, this important biodiversity contributes to the forage quality, andbesides, it induces a higher ability of the vegetation cover to resist to different climatic scenarios (globalwarming, heat and drought waves).However, this key aspect of biodiversity is only poorly included in grassland models : often absent ofmodelling or included in a very simple form. Building on those considerations, this PhD work exposes thewriting of a process-based succession model, described by a system of Ordinary Differential Equationsthat simulates the aboveground vegetation dynamics of a temperate grassland. This model implementedthe main ecological factors involved in growth and competition processes of herbaceous species, and couldbe adjust to any level of diversity, by varying the number and the identity of species in the initial plantcommunity. This formalism of mechanistic models allows us to analyse relationships that link diversity,productivity and stability, in response to different climatic conditions and agricultural management.In mathematical grassland models, plant communities may be represented by a various number of statevariables, describing biomass compartments of some dominant species or plant functional types. The sizeof the initial species pool could have consequences on the outcome of the simulated ecosystem dynamicsin terms of grassland productivity, diversity, and stability. This choice could also influence the modelsensitivity to forcing parameters. To address these issues, we developed a method, based on sensitivityanalysis tools, to compare behaviour of alternative versions of the model that only differ by the identityand number of state variables describing the green biomass, here plant species. This method shows aninnovative aspect, by performing this model sensitivity analysis by using multivariate regression trees. Weassessed and compared the sensitivity of each instance of the model to key forcing parameters for climate,soil fertility, and defoliation disturbances. We established that the sensitivity to forcing parameters ofcommunity structure and species evenness differed markedly among alternative models, according tothe diversity level. We show a progressive shift from high importance of soil fertility (fertilisation level,mineralization rate) to high importance of defoliation (mowing frequency, grazing intensity) as the sizeof the species pool increased.These results highlight the need to take into account the role of species diversity to explain the behaviourof grassland models. Besides, to properly take into account those interactions in the grassland cover, theconsidered species pool size considered in the model needs to be high enough. Finally, we compare modelsimulations of the aboveground vegetation to measures from two experimental sites, the mowing grasslandof Oensingen, and the grazing grassland of Laqueuille. Results of these comparison are promising andhighlight the relevance of the choice and the representation of the different ecological processes includedin this mechanistic model.Thus, this PhD work offers a model, perfectly fitting with current needs on grassland modelling, whichcontribute to a better understanding of the herbaceous vegetation dynamics and interactions betweenproductivity, diversity and stability.

Ayant en perspective la faible représentativité des élèves d’origine haïtienne issus des milieux défavorisés de la grande région de Montréal dans les filières scientifiques à l’école secondaire et dans les orientations de carrière, cette étude vise à examiner l’incidence de caractéristiques individuelles ainsi que de facteurs associés à l’environnement familial, scolaire, socioéconomique et culturel sur les attitudes de ces élèves envers les sciences. L’analyse des données est basée sur les résultats d’un questionnaire portant sur le profil sociodémographique d’un groupe d’élèves de quatrième et cinquième année fréquentant deux écoles secondaires multiethniques de la couronne-nord de Montréal ainsi que sur des entretiens avec quinze de ces élèves qui sont d’origine haïtienne. Des entretiens ont également été réalisés avec des parents, un membre d’un organisme communautaire, des membres du personnel des écoles ainsi que des professionnels et scientifiques haïtiano-québécois dans le but de porter un regard croisé sur les différentes positions exprimées par les quinze élèves. Le modèle écosystémique de Bronfenbrenner (1979, 1986) a servi de cadre de référence permettant de dégager les pôles les plus marquants dans les attitudes envers les sciences chez les élèves d’origine haïtienne. La synthèse des opinions exprimées par les différents répondants souligne l’existence d’un environnement peu valorisant des sciences autour des élèves d’origine haïtienne. Les conditions socioéconomiques, les pratiques familiales, le statut ethnoculturel ainsi que des représentations individuelles des sciences concourent à créer et à maintenir des attitudes très peu engageantes envers les sciences chez ces élèves. L’étude met en évidence l’urgence de démystifier les sciences en brisant certains stéréotypes qui empêchent certaines catégories d’élèves d’accéder aux sciences. Elle commande aussi les politiques en matière d’éducation d’être plus ouvertes aux différences ethnoculturelles et d’explorer des manières dynamiques de rendre la culture scientifique accessible à tous les groupes sociaux. / Having in perspective the slight representativeness of students, from Haitian background, from the most unprivileged sections of the great region of Montreal in the scientific fields in High School and in the choices of career, this study intends to examine the effect of the individual characteristics as well as the associated factors related to the familial, scholastic, socio-economic, and cultural environment upon the attitudes of those students toward sciences. The analysis of the datum is based on the results of a questionnaire focusing on the socio-demographic profile of a group of students from fourth and fifth year attending two multiethnic High Shools of the North-Crown of Montreal as well as on the interviews with fifteen of those students who are from a haitian background. There were also interviews with some parents, a member of a community organism, some staff members of some schools as well as some Haitian-Quebecer professionals and scientists, in order to have a critical viewpoint upon the different positions expressed by the fifteen students. The Bronfenbrenner’s ecosystemic model (1979, 1986) has been used as scope of reference allowing to draw the prominent aspects from the attitudes toward science in the students, from haitian background. The synthesis of ideas expressed by different interviewee reveals the existence of a environment not much enhancing the value of sciences around of students, from Haitian background. The socio-economic conditions, the familial practices, the ethnocultural status as well as some individual representations of sciences contribute to create and maintain some attitudes very little committed to sciences in those students. The study shows how much it is urgent to demystify the sciences by breaking with some stereotypes that prevent some categories of students from acceding to sciences. It also commands to politicians, concerning education, to be more open to ethnocultural differences and to explore some dynamic ways in order to make the scientific culture accessible to all social groups.

In the absence of support programmes for HIV and Aids orphans in the Fezile Dabi Region this research set out to design guidelines towards an ecosystemic support programme to support HIV and Aids orphans in the Fezile Dabi Region. The literature review revealed that HIV and Aids orphans experience a wide range of support needs. Their psychosocial needs impair normal development due to unhappiness, stress, stigma, discrimination and a lack of care, love and support. In addition to this, emotional needs, which emanate from a lack of security and safety manifest in sadness, disruptive behaviour, poor relationships, poor self-image and isolation. Socio-economic needs expose them to poverty and being vulnerable to child labour with little reward, and deprive them of opportunities to obtain a proper education. All the above-mentioned problems lead to educational needs that manifest in poor school attendance, poor concentration, learning breakdown and dropping out of school. In addition to this, physical needs that stem from malnutrition caused by poverty and a low standard of living have an impact on the physical growth and health of the HIV and Aids orphans. In order to find out whether the abovementioned discussion holds true for HIV and Aids orphans in the Fezile Dabi Region, qualitative, phenomenological research by means of structured individual interviews was conducted with a convenient and purposive sample of 43 Black HIV and Aids orphans in the Fezile Dabi Region. The focus of the interviews was to gain a better understanding of the support needs that these learners experience due to HIV and Aids, and to explore how they are supported in dealing with these needs. The empirical research revealed that the HIV and Aids orphans in the Fezile Dabi Region who took part in my study experience psychosocial, emotional, socio-economic, educational and physical needs. Many of the needs, in the absence of strong community-based support in the region, are not supported adequately. Despite the identified needs, the data revealed strong tenets of resilience among the participants who took part in the study. In contrast to the literature, the findings of my study revealed that a number of the HIV and Aids orphans in the Fezile Dabi Region apparently manage to establish good social relationships that help them cope with their problems. Furthermore, they aspire to obtain a good quality education and have ambitions and goals in terms of their future careers that they would like to achieve. Based on the literature review and the interview data, guidelines towards an ecosystemic support programme for the HIV and Aids orphaned learners in the Fezile Dabi Region were designed. / PhD, Learner support, North-West University, Vaal Triangle Campus, 2012

There has been a vast amount of research regarding domestic violence. However, the literature is centered on a linear, cause and effect approach. This study aimed to explore domestic violence from the experiences of young female adults, and will be approached from a postmodern perspective. The participants were selected based on purposive sampling and willingness to participate. The sample consists of two participants and the data was obtained through their written stories and semi-structured face-to-face interviews. Themes were then extracted from the data and were explored through hermeneutic analysis which is consistent with the postmodern approach. A qualitative methodological design was used in order to allow meaning to emerge. The results were then presented in an interpretive and descriptive manner. / Psychology / M.A. (Clinical Psychology)