An equivalence class exists if the stimuli that comprise the class are related by the properties of reflexivity, symmetry, and transitivity. Through these properties, new behavior that has not been taught emerges. For example, when taught to match Set A stimuli to Set B stimuli and to match Set A stimuli to Set C stimuli, if equivalence classes have formed, subjects will (with no explicit instruction) match Set B stimuli to Set C and Set C stimuli to Set B stimuli. Although equivalence classes have been studied extensively, few studies have considered the application of this technology to educational concerns. The purpose of this study was (a) to determine if phonics skills could effectively and efficiently be taught to young children through the formation of equivalence classes and (b) to investigate the generality of those acquired skills. Using a conditional discrimination procedure, children were taught to match printed letters to dictated phonetic sounds and to match the initial sound of pictured items to dictated phonetic sounds. Test results indicated that equivalence classes had emerged and that generalization did occur. The children could match the initial sound of pictured items to printed letters and vice versa and could name letter sounds and initial sounds of pictured items. During generality testing, each child could identify the initial sound of several novel pictured items and could sound out the letters within the words. However, reading did not occur. Only 1 of 5 children could blend the sounds of letters into recognizable words. A significant difficulty encountered throughout the study was maintaining the children's motivation, possibly due to the children's inexperience in attending to academic tasks. This study did, however, demonstrate that the formation of equivalence classes is an effective and efficient method for teaching phonics and that the formation of generalized equivalence classes is effective in extending those taught relations to novel stimuli. / Department of Special Education

This research focuses on modelling reflectors in typical material testing reactors (MTRs). Reflectors present some challenges to the usual approach to full-core calculational models. Diffusion theory is standardly used in full-core calculations and is known to be inaccurate in regions where the flux is anisotropic, for example within the reflectors. Thus, special consideration should be given to reflector models. In this research, normalised generalised equivalence theory is used to homogenise cross-sections and calculate equivalent nodal parameters and albedo boundary conditions for the reflector surrounding a typical MTR reactor. Various studies have shown that equivalence theory can be used to accurately generate equivalent nodal parameters for the core and reflector regions of large reactors, such as pressurised and boiling water reactors, in one dimension and for two neutron energy groups. This has not been tested for smaller reactors where leakage, environment sensitivity and multi-group spectrum dependency are much larger. The SAFARI-1 MTR reactor is modelled in this work. A thirty day operational cycle is simulated for this reactor, using the nodal diffusion code MGRAC. NGET reflector equivalent nodal parameters are calculated using the codes NEWT and EQUIVA. The impact of different reflector models are evaluated, based on their effect on the core power, flux distribution, reactivity and neutron leakage over the duration of the operational cycle. It is found that homogenisation introduces some environment dependencies in the reflector parameters, particularly in the corners of the reactor core. In full-core calculations, the reflector parameters show some sensitivity to the in-core reflector structures, but not the fuel composition. A practical reflector model for SAFARI-1 is proposed, which proves that NGET equivalence theory can be used for multi-group reflector modelling in a small MTR reactor. This approach to reflector modelling simplifies the core model, increases the accuracy of a diffusion calculation, and increases the efficiency (shorter calculational time and better convergence behaviour) of computer simulations. / Thesis (MSc (Engineering Sciences in Nuclear Engineering))--North-West University, Potchefstroom Campus, 2013.

This research focuses on modelling reflectors in typical material testing reactors (MTRs). Reflectors present some challenges to the usual approach to full-core calculational models. Diffusion theory is standardly used in full-core calculations and is known to be inaccurate in regions where the flux is anisotropic, for example within the reflectors. Thus, special consideration should be given to reflector models. In this research, normalised generalised equivalence theory is used to homogenise cross-sections and calculate equivalent nodal parameters and albedo boundary conditions for the reflector surrounding a typical MTR reactor. Various studies have shown that equivalence theory can be used to accurately generate equivalent nodal parameters for the core and reflector regions of large reactors, such as pressurised and boiling water reactors, in one dimension and for two neutron energy groups. This has not been tested for smaller reactors where leakage, environment sensitivity and multi-group spectrum dependency are much larger. The SAFARI-1 MTR reactor is modelled in this work. A thirty day operational cycle is simulated for this reactor, using the nodal diffusion code MGRAC. NGET reflector equivalent nodal parameters are calculated using the codes NEWT and EQUIVA. The impact of different reflector models are evaluated, based on their effect on the core power, flux distribution, reactivity and neutron leakage over the duration of the operational cycle. It is found that homogenisation introduces some environment dependencies in the reflector parameters, particularly in the corners of the reactor core. In full-core calculations, the reflector parameters show some sensitivity to the in-core reflector structures, but not the fuel composition. A practical reflector model for SAFARI-1 is proposed, which proves that NGET equivalence theory can be used for multi-group reflector modelling in a small MTR reactor. This approach to reflector modelling simplifies the core model, increases the accuracy of a diffusion calculation, and increases the efficiency (shorter calculational time and better convergence behaviour) of computer simulations. / Thesis (MSc (Engineering Sciences in Nuclear Engineering))--North-West University, Potchefstroom Campus, 2013.

Beliefs are social in nature. and are widely shared within social groups, such as cultures. Shared beliefs reflect how people construct their social world and how they seek meaning and understanding of social realities. and they are context specific. General beliefs are context free and related to a wide spectrum of social behaviours across diverse contexts, actors, targets and periods. These general beliefs function like axioms in mathematics, thus they are basic premises that people endorse and on which they rely to guide their actions. A better understanding of beliefs can therefore be a useful instrument in managing a diverse workforce, such as the workforce found in South Africa. The objectives of this study were to investigate the replicability of the Social Axioms Survey (SAS) in the South African Police Service (SAPS), to examine the construct equivalence and item bias. and to assess the reliability. A cross-sectional survey design was used. The study population consisted of applicants (N=1535) who applied for jobs in the SAPS. The SAS instrument was administered. Descriptive statistics, exploratory and confirmatory factor analyses, scale and item level analysis and estimation of reliability were used to analyse the results. An exploratory factor analysis utilising target rotation applied on all 60 items of the SAS revealed four interpretable factors (Factor 1 = Social Cynicism; Factor 2 = Reward for Application; Factor 4 = Fate Control; and Factor 5 = Spirituality Religiosity) congruent with the model of Leung et al. (2002). The third factor, namely Social Complexity did not replicate. Values of Tucker's phi higher than 0.90 were found for seven culture groups (Zulu, Sotho, Tswana, Swati, Tsonga, Venda and Pedi). This provided a strong indication of the structural equivalence. Analyses of variance showed that item bias was not a major disturbance. Cronbach's alpha reported lower levels of reliability. Recommendations for future research were made. / Thesis (M.A. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2007.

Business leaders are increasingly coming to recognise that there is more to business success than technical and cognitive competence. Personnel leadership is proving to be critical for business bottom-line achievements considering that most business outcomes are achieved through human capital. Emotional intelligence can be used to the advantage of organisations by developing an emotional intelligence audit. The objective of this study was to investigate the psychometric properties of the Emotional Intelligence Scale (EIS) developed by Schutte, Malouff, Hall, Haggerty, Cooper, and Golden (1998) for employees in the mining industry in South Africa. The psychometric soundness of the EIS was tested. The general objective of the research was to standardise a psychometric instrument of emotional intelligence and determine the validity of the Schutte Emotional Intelligence Questionnaire (EIS) (Schutte, et al., 1998). A valid and reliable measure of emotional intelligence could be valuable in the organisation to identify specific EI needs that could be developed through the implementation of EI development programmes. In this context a standardised psychometric instrument of EI could be of use in organisations during the training and development of employees. A cross-sectional survey research method with an availability sample (N = 324) from employees in the mining industry was used. Exploratory factor analysis was used to confirm the construct equivalence of the EIS in different racial pups. The results supported a one-factor model of emotional intelligence. ANOVA analysis was conducted to determine the levels of emotional intelligence in terms of various demographic aspects such as gender, racial groups, language groups, and age groups. The results indicated that there are no significant differences between different demographics aspects and the level of emotional intelligence. Recommendations for future research were made. / Thesis (M.A. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2007.

This study is aimed at integrating theory and practice in the training of subtitlers in South Africa. In spite of the apparent benefits of subtitling for South Africa (improved access to information for viewers with impaired hearing and non-first language speakers of English, raised literacy levels and the promotion of language acquisition), subtitling has not been implemented on a large scale. However, there does seem to be a higher incidence of subtitling on SABC television, albeit of an uneven quality. This study attempts to define the parameters for the training of subtitlers in order to provide in the demand for this type of language transfer. Although the demand is as yet non-existent, PANSALB recognises subtitling as a valid way of addressing a number of language-related problems. In anticipation of the large-scale implementation of subtitling, it is worth initiating training for subtitlers who will be able to supply in this demand in a professional way when it does occur. Subtitler training needs to be firmly rooted in the user needs of South African viewers. Chapter 1 provides an analysis of the needs of viewers with impaired hearing (including pre-lingual and post-lingual deafness), viewers with low literacy levels, as well as viewers who are non-first language speakers of English. The needs of these groups are defined in terms of reading rate, access to non-linguistic audio elements, language structures, phoneme-grapheme correlation, translation, and vocabulary. Chapter 2 investigates existing subtitler courses in other (predominantly developed) countries. Aspects that shape these courses include the national context of subtitling, training aims, academic level, duration, course content, subtitling software and equipment used, practicum, entry levels, candidates envisaged, and the (non) use of scripts. The courses range from vocational to academic-theoretical. Chapter 3 proposes an outline for a South African curriculum for the training of subtitlers by integrating the domestic user-based parameters (chapter 1) and the aspects that shape existing courses in other countries (chapter 2). The curriculum is defined in terms of outcomes that are broken down into knowledge and skills required for their attainment. Chapter 4 addresses a perceived lack in existing subtitling theory, namely the absence of a model for balancing equivalence and condensing. The chapter proposes a semiotic model for subtitling that is aimed at providing a framework for South African subtitlers, as well as contribute to the international debate on equivalence in subtitling. / Thesis (Ph.D. (English))--North-West University, Vaal Triangle Campus, 2005.

This study is aimed at integrating theory and practice in the training of subtitlers in South Africa. In spite of the apparent benefits of subtitling for South Africa (improved access to information for viewers with impaired hearing and non-first language speakers of English, raised literacy levels and the promotion of language acquisition), subtitling has not been implemented on a large scale. However, there does seem to be a higher incidence of subtitling on SABC television, albeit of an uneven quality. This study attempts to define the parameters for the training of subtitlers in order to provide in the demand for this type of language transfer. Although the demand is as yet non-existent, PANSALB recognises subtitling as a valid way of addressing a number of language-related problems. In anticipation of the large-scale implementation of subtitling, it is worth initiating training for subtitlers who will be able to supply in this demand in a professional way when it does occur. Subtitler training needs to be firmly rooted in the user needs of South African viewers. Chapter 1 provides an analysis of the needs of viewers with impaired hearing (including pre-lingual and post-lingual deafness), viewers with low literacy levels, as well as viewers who are non-first language speakers of English. The needs of these groups are defined in terms of reading rate, access to non-linguistic audio elements, language structures, phoneme-grapheme correlation, translation, and vocabulary. Chapter 2 investigates existing subtitler courses in other (predominantly developed) countries. Aspects that shape these courses include the national context of subtitling, training aims, academic level, duration, course content, subtitling software and equipment used, practicum, entry levels, candidates envisaged, and the (non) use of scripts. The courses range from vocational to academic-theoretical. Chapter 3 proposes an outline for a South African curriculum for the training of subtitlers by integrating the domestic user-based parameters (chapter 1) and the aspects that shape existing courses in other countries (chapter 2). The curriculum is defined in terms of outcomes that are broken down into knowledge and skills required for their attainment. Chapter 4 addresses a perceived lack in existing subtitling theory, namely the absence of a model for balancing equivalence and condensing. The chapter proposes a semiotic model for subtitling that is aimed at providing a framework for South African subtitlers, as well as contribute to the international debate on equivalence in subtitling. / Thesis (Ph.D. (English))--North-West University, Vaal Triangle Campus, 2005.

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The main goal of this study is to verify how teachers describe the differences between two school subjects Swedish as a first language and Swedish as a second language. Moreover, this investigation focuses on how the two curriculums differentiate from each other. The method that was chosen to carry out this qualitative  investigation was semi-structured interviews whith two teachers, who are presently teaching these two subjects. The results of this study conclude that there are no significant differences in the two curriculums. One of the most important difference that has been found was howewer that it is very important to continue improving the language, for example, conversation about different topics in the classroom, teaching the students in small groups and enhancing their vocabulary.  The findings and results of this study are in accordance with earlier research. Moreover, this study concludes, however, that the differences between the two curriculums of the two subjects named above are based on the methods that help students to improve their language development. / Hur lärare beskriver skillnaderna mellan de två skolämnena svenska och svenska som andraspråk och vad som skiljer kursplanerna i de bägge ämnena är frågor som fokuseras i denna undersökning. Studien är en kvalitativ studie och metoden som tillämpats i studien är semistrukturerade intervjuer av två legitimerade och erfarna lärare i båda ämnena. Resultatet av studien visar på uppfattningen att det råder få betydelsefulla skillnader mellan de båda läroplanerna för de två skolämnena. Den viktigaste skillnaden är dock uppfattningen att det är viktigt att arbeta språkutvecklande, till exempel genom samtal, undervisning i liten grupp och med fokus på att elever får utveckla sitt ordförråd. Studiens resultat står i korrelation med tidigare studiers resultat och forskning. Slutsatsen av denna studie är alltså att skillnaden mellan de två kursplanerna svenska och svenska som andraspråk ligger i vikten av att arbeta språkutvecklande/tillämpa språkutvecklande arbetssätt.

国立情報学研究所で電子化したコンテンツを使用している。