High-quality simulation of hydraulic mechanism saves the time and other costs associated with the changes of inappropriately designed circuit. The aim of this thesis is to revitalize the test rig intended for simulating hydraulic circuits in order to verify the results of the simulation program Hyvos used internally by Bosch Rexroth Company. It is expected that the simulation of the hydraulic machinery cycles under the influence of disturbances will be carry out on the test rig and measured data are compared with results of the virtual models which are designed using the mentioned software Hyvos. The work deals with the so called position and pressure control which represent the classical modes of pressing machines or hydraulic press brakes operation cycles. The parameters of the hydraulic closed-loop axis controller for electrohydraulic drives (HACD) are set using the software Bodac.

This diploma thesis focuses on implementation issues of ADS-B in the airspace of Czech republic and Europe. Our introduction contains a review of necessity of this system and describes ADS-B. The next part addresses the legislation of this system in detail, also sums up the state of its implementation and the plan of implementation. Our conclusion shows the problems connected with the system , offers their solution and views for the future.

1 The Influence of EU Common Investment Policy on the System of International Investment Law Abstract Extending exclusive European Union (EU) competence to foreign direct investment (FDI) in the Lisbon Treaty has had profound implications. The EU began to develop its own investment policy, including negotiating either international investment agreements or comprehensive trade and investment agreements with third parties. Taking into account the magnitude of the EU economy and the fact that EU Member States have concluded almost 1 400 bilateral investment treaties (BITs) out of roughly 3 300 in force worldwide, the potential of European influence over the system of international investment, based principally on BITs, is enormous. The aim of this dissertation is to assess how and in which way the new EU competence changes the system. The EU investment policy has developed a specific approach towards investment protection and investment dispute mechanism which does not envision content declared at its beginning. According to initial documents such as the European Commission's Communication Towards a comprehensive European international investment policy, the Union should have followed the available best practices of the Member States. Nevertheless, during the first bilateral negotiations with Canada and...

Wichtigster Bestandteil des Kampfes ums Überleben nach dem Zweiten Weltkrieg war die Nahrungsbeschaffung. Nach der 'offiziellen' Kartoffel-Ernte und der Feld-Freigabe durch den Flurschutz durften endlich die Städter auf die bereits abgeernteten Kartoffelfelder, um noch die letzten lebenswichtigen Kartoffeln aus dem Erdreich zu hacken... Kartoffeln waren zum Teil die einzige Nahrungsquelle, die zum Überleben für die Familien wurde. Auch später war es für Schulkinder selbstverständlich, in den Herbstferien auf den Kartoffelfeldern zu helfen und sich im Leistungslohn ein paar Spargroschen zu verdienen.

Abstract in English, Afrikaans and Sesotho / Classroom discipline is one of the pillars of good education globally. This study aimed to determine the role of teachers and HODs in maintaining effective classroom discipline among learners in selected primary schools in Gauteng East. The research question set by the researcher to gather the relevant information was: How does a purposively selected group of primary school HODs and teachers in the Gauteng East District view their experiences, skills and knowledge of classroom discipline and management in a post-corporal punishment era, as explored through a qualitative study using multiple techniques of data gathering? The researcher sought to determine how classroom discipline and management took place and which strategies teachers and HODs could adopt for effective classroom discipline and management. A qualitative research approach was employed for the empirical inquiry carried out at the selected research sites. Information about classroom discipline and management strategies was gathered from selected participants, made up of 24 teachers and six HODs from six primary schools. This was achieved using semi-structured interviews, focus group interviews, document analysis and observation tools. The study revealed that all the selected participants were applying the reactive or punitive disciplinary approach rather than a proactive or positive approach. The literature review on the causes of poor classroom discipline and management, along with the research-based behavioural strategies and the empirical enquiry in the selected schools, allowed the researcher to critically assess the current disciplinary strategies implemented by teachers and HODs in Gauteng East primary schools and to make meaningful recommendations for improvement of discipline and classroom management. The main recommendations entail that teachers and HODs extend their horizons in order to be able to use the three models of control proposed by Wolfgang and Glickman in their classrooms. Use of the three models would aid them in exercising effective and meaningful classroom discipline and in utilising the strategies emanating from the research on effective classroom management. These main recommendations are further extended in the additional recommendations put forward. / Klaskamerdissipline is wêreldwyd een van die hoekstene van goeie onderwys. Hierdie studie is uitgevoer om die rol van onderwysers en departementshoofde in die doeltreffende handhawing van klaskamerdissipline by leerders in uitgesoekte laerskole in Gauteng-Oos te bepaal. Die navorsingsvraag wat deur die navorser gestel is om die tersaaklike inligting in te samel, was: Hoe beskou ʼn doelbewus gekose groep laerskooldepartementshoofde en laerskool-onderwysers in die Gauteng-Oos-distrik hul ervarings, vaardighede en kennis van klaskamerdissipline en -bestuur in ʼn post-lyfstraf-era, soos ondersoek in ʼn kwalitatiewe studie met behulp van verskeie data-insamelingstegnieke? Die navorser het gepoog om te bepaal hoe klaskamerdissipline en -bestuur plaasgevind het en watter strategieë deur onderwysers en departementshoofde aangewend kan word vir doeltreffende klaskamerdissipline en -bestuur. ʼn Kwalitatiewe navorsingsbenadering is gevolg vir die empiriese ondersoek wat by die gekose navorsingsplekke uitgevoer is. Inligting oor klaskamerdissipline en -bestuurstrategieë is verkry van gekose deelnemers bestaande uit 24 onderwysers en ses departementshoofde van ses laerskole. Dit is gedoen deur halfgestruktureerde onderhoude, fokusgroeponderhoude, dokumentontleding en waarnemingshulpmiddele te gebruik. Die studie het getoon dat al die gekose deelnemers die reaktiewe of strafbenadering tot dissipline gevolg het, eerder as ʼn proaktiewe of positiewe benadering. Die literatuuroorsig oor die oorsake van swak klaskamerdissipline en -bestuur, tesame met die navorsingsgebaseerde gedragstrategieë en die empiriese ondersoek in die geselekteerde skole, het dit vir die navorser moontlik gemaak om die huidige dissiplinêre strategieë wat deur onderwysers en departementshoofde in laerskole in Gauteng-Oos geïmplementeer word, krities te assesseer en om sinvolle aanbevelings vir die verbetering van dissipline en klaskamerbestuur te doen. Die vernaamste aanbevelings behels dat onderwysers en departementshoofde hul horisonne moet verbreed sodat hulle in staat sal wees om die drie modelle van beheer wat deur Wolfgang en Glickman voorgestel word, in hul klaskamers te gebruik. Die gebruik van die drie modelle sal hulle help om doeltreffende en sinvolle klaskamerdissipline te beoefen, en om die strategieë wat uit die navorsing oor doeltreffende klaskamerbestuur voortspruit, te gebruik. Hierdie hoofaanbevelings word verder uitgebrei in die bykomende aanbevelings wat gemaak is. / Kgalemo ka phaposing ya ho rutela ke e nngwe ya ditshiya tsa thuto e hantle lefatsheng ka bophara. Phuputso ena e ne e reretswe ho tseba boikarabello ba matitjhere le Dihlooho tsa mafapha (di-HOD) ba ho boloka kgalemo e sebetsang phaposing ya ho rutela hara baithuti dikolong tse kgethilweng tsa mathomo Gauteng Botjhabela. Potso ya patlisiso e entsweng ke mofuputsi ho bokella tlhahisoleseding e nepahetseng e ne e le hore na: Sehlopha se kgethilweng ka boomo sa dihlooho tsa mafapha (di-HOD) le matitjhere a Setereke sa Gauteng Botjhabela se bona boiphihlelo ba sona jwang, bokgoni le tsebo tsa kgalemelo ya phaposing ya ho rutela le tsamaiso nakong ya kamora nako ya ho tloswa ha ho shapuwa ha baithuti jwalo ka ha ho hlahlojwa ka phuputso ya boleng ho sebediswa mekgwa e mengata ya ho bokella datha? Mofuputsi o ile a batla ho tseba hore na kgalemo ya phaposing ya ho rutela le tsamaiso di etsahetse jwang le hore na ke mawa afe ao matitjhere le dihlooho tsa mafapha (di-HOD) ba ka a sebedisang bakeng sa kgalemo e sebetsang ya phaposing ya ho rutela le tsamaiso. Mokgwa wa ho etsa dipatlisiso wa boleng o ile wa sebediswa bakeng sa patlisiso ya tlhahlobo e entsweng dibakeng tsa patlisiso tse kgethilweng. Tlhahisoleseding mabapi le kgalemo ya phaposing ya ho rutela le maano a tsamaiso e ile ya bokellwa ho tswa ho bankakarolo ba kgethilweng, ba entsweng ka matichere a 24 le dihlooho tsa mafapha (di-HOD) tse tsheletseng dikolong tse tsheletseng tsa mathomo. Sena se fihletswe ka dipuisano tse batlang di hlophisitswe, dipuisano tsa sehlopha se kgethilweng, manollo ya ditokomane le disebediswa tsa temoho. Phuputso e senotse hore bankakarolo bohle ba kgethilweng ba ne ba sebedisa mokgwa wa kgalemo o sebetsang kapa o fanang ka kotlo ho fapana le mokgwa o sebetsang kapa o nepahetseng. Tlhahlobo ya dingodilweng ka disosa tsa boitshwaro bo bobe ba phaposing ya ho rutela le tsamaiso, hammoho le maano a boitshwaro a ipapisitseng le dipatlisiso tse matla dikolong tse kgethilweng, e dumelletse mofuputsi ho lekola ka botebo maano a kgalemo a tshebetsong a sebediswang ke matitjhere le dihlooho tsa mafapha (di-HOD) dikolong tsa mathomo tsa Gauteng Botjhabela le ho etsa ditlhahiso tse nang le moelelo bakeng sa ntlafatso ya boitshwaro le tsamaiso ya phaposi ya ho rutela. Ditlhahiso tsa mantlha di kenyeletsa hore matitjhere le dihlooho tsa mafapha (di-HOD) ba batle mekgwa e meng eo ba ka sebetsanang le sena ka yona e le hore ba kgone ho sebedisa dimmotlolo tse tharo tsa taolo tse hlahisitsweng ke Wolfgang le Glickman diphaposing tsa bona tsa ho rutela. Tshebediso ya dimmotlolo tse tharo e ka ba thusa ho sebedisa kgalemo e sebetsang le e nang le moelelo phaposing ya ho rutela le ho sebedisa maano a tswang dipatlisisong a mabapi le tsamaiso e sebetsang ya phaposi ya ho rutela. Ditlhahiso tsena tsa mantlha di boetse di atoloswa ho feta ditlhahisong tsa tlatsetso tse hlahisitsweng. / Educational Management and Leadership / D. Ed. (Education Management)

The aim of this explorative and descriptive study was to develop an action plan for criminologists to become specialised practitioners within the South African child justice system. An exploratory, sequential, mixed-methods approach was used, where data was collected during the first phase using a self-administered, semi-structured questionnaire, including closed- and open-ended questions. The questionnaire was distributed to members of the Criminological Society of Africa (CRIMSA), as well as criminologists, magistrates, and other experts in the field of child law, known to the researcher. Sixteen questions were posed to collect data, consisting of nine Likert scale questions and seven open-ended questions. A semi-structured interview schedule was employed during the second phase of the study, to conduct 22 face-to-face and telephonic interviews with experts in the field of child law, probation officers, social workers, and criminologists. Descriptive data analysis was utilised during the first, and thematic analysis during the second phase of this study. The findings indicate that the absence of a regulating, professional body, limits career opportunities for criminologists as far as exercising their skills in practice. Furthermore, it was established that the role and function of criminologists, and the academic field of criminology, remain unfamiliar to various practitioners in the human science professions. Subsequently, criminologists are often considered mere crime researchers with limited applied skills for use in the South African criminal justice system. Though it was proven that, at least to some degree the academic training of criminologists is deficient, it was established that criminologists have a unique skill-set that places them in a unique position to execute various functions within the child justice sector as part of a multi-disciplinary team. Findings suggest that the Child Justice Act (75 of 2008) should be amended to facilitate the inclusion of criminologists in the South African child justice sector. / Die doel van hierdie verkennende en beskrywende studie was om ʼn aksieplan vir kriminoloë te ontwikkel om hulle in staat te stel om gespesialiseerde praktisyns in die Suid-Afrikaanse kindergeregtigheidstelsel te word. ʼn Verkennende, opeenvolgende, gemengdemetode-benadering is gebruik waar data gedurende die eerste fase ingesamel is deur middel van ’n selfgeadministreerde vraelys, wat geslote en oop vrae ingesluit het. Die vraelys is versprei onder lede van die Kriminologiese Vereniging van Suider-Afrika (CRIMSA), asook kriminoloë, landdroste en ander kundiges op die gebied van kinderreg wat aan die navorser bekend is. Altesame 16 vrae is gestel om data in te samel, wat uit nege Likert-skaalvrae en sewe oop vrae bestaan het. ’n Halfgestruktureerde onderhoudrooster is gedurende die tweede fase van die studie gebruik om 22 onderhoude van aangesig tot aangesig asook telefoniese onderhoude met kundiges op die gebied van kinderreg, proefbeamptes, maatskaplike werkers en kriminoloë te voer. Beskrywende dataontleding is gedurende die eerste, en tematiese ontleding gedurende die tweede fase van hierdie studie gebruik. Die bevindings dui aan dat die afwesigheid van ’n regulatoriese, professionele liggaam loopbaangeleenthede vir kriminoloë beperk wat die uitoefening van hul vaardighede in die praktyk betref. Daar is voorts vasgestel dat die rol en funksie van kriminoloë, en die akademiese gebied van kriminologie, onbekend aan verskeie praktisyns in die geesteswetenskapberoepe is. Kriminoloë word gevolglik dikwels bloot as navorsers met beperkte toegepaste vaardighede vir gebruik in die Suid-Afrikaanse strafregspleging beskou. Hoewel bewys is dat die akademiese opleiding van kriminoloë in ’n mate ontoereikend is, is vasgestel dat kriminoloë ’n unieke stel vaardighede besit wat hulle in ’n unieke posisie plaas om as deel van ’n multidissiplinêre span verskeie funksies in die kindergeregtigheidsektor uit te voer. Bevindings dui daarop dat die “Child Justice Act” 75 van 2008 gewysig behoort te word om vir die insluiting van kriminoloë in die Suid-Afrikaanse kindergeregtigheidsektor voorsiening te maak. / Sepheo sa phuputso ena ya kutullo le tlhaloso e ne e le ho hlahisa morero wa ketso bakeng sa ditsebi tsa tsa botlokotsebe hore ebe basebetsi ba ikgethang sistiming ya Afrika Borwa ya toka ya bana. Ho latetswe katamelo ya kutullo, ya mekgwa e kopaneng e latellanang. Tlhahisoleseding e bokelleditswe nakong ya mokgahlelo wa pele wa phuputso ho sebediswa lethathamo le dipotso le iketsetswang, le nang le sebopeho se sa fellang le nang le dipotso tse kwetsweng le tse butsweng. Lethathamo la dipotso le fuwe ditho tsa Mokgatlo wa Ditsebi tsa tsa Botlokotsebe le Ditsebi tsa tsa ho ba Phofu wa Afrika e Borwa (Criminological Society of Southern Africa (CRIMSA)), hammoho le ditsebi tse ding tsa tsa botlokotsebe, bommasterata le ditsebi tse ding lekaleng la molao wa bana. Ho botsitswe dipotso tse 16 ho bokella tlhahisoleseding; di ne di kenyelletsa dipotso tse robong tsa Likert-scale le tse supileng tse butsweng. Tlhophiso ya sebopeho se sa fellang ya inthavu e sebedisitswe mokgahlelong wa bobedi wa phuputso ho etsa diinthavu tsa phuputso tsa batho ba shebaneng mahlong le tsa mohaleng le ditsebi lekaleng la molao wa bana, diofisiri tsa batshwaruwa ba sa tswa lokollwa, di-social worker le ditsebi tsa tsa botlokotsebe. Manollo ya tlhaloso ya datha e sebedisitswe nakong ya mokgahlelo wa pele wa phuputso le manollo ya ditema nakong ya mokgahlelo wa bobedi. Diphetho di supa hore tlhokeho ya setheo se laolang sa seprofeshenale e sitisa menyetla ya mesebetsi ya ditsebi tsa tsa botlokotsebe hobane e kgina menyetla ya bona ya ho sebedisa ditsebo tsa bona tshebetsong. Ho feta moo, ho fumanwe hore mosebetsi wa ditsebi tsa tsa botlokotsebe, lekala la dithuto lefapheng la tsa botlokotsebe, di ntse di sa tsebahale ho basebetsi ba fapaneng diprofesheneng tsa mahlale a botho. Ka lebaka leo, ditsebi tsa tsa botlokotsebe hangata di nkwa e le bafuputsi feela ba tsa botlokotsebe ba nang le botsebi bo itseng ba ka nkang karolo sistiming ya Afrika Borwa ya toka ya botlokotsebe. Leha ho ile hwa pakwa hore thupelo dithutong tsa ditsebi tsa tsa botlokotsebe e ya fokola ka tsela e itseng, ho fumanwe hore ditsebi tsa tsa botlokotsebe di na le bokgoni bo ikgethileng bo di behang sebakeng se ikgethileng sa ho etsa mesebetsi e fapaneng lekaleng la toka ya bana jwalo ka karolo ya dihlopha tsa mafapha a fapaneng. Diphetho di supa hore Molao wa Toka ya Bana (75 wa 2008) o lokela ho fetolwa ho dumella kenyelletso ya ditsebi tsa tsa botlokotsebe lekaleng la toka ya bana Afrika Borwa. / Criminology and Security Science / Ph. D. (Criminal Justice)

No description available.

Bibliography: leaves 312-355 / The aim of this study was to assess the emotional intelligence of bullies between the ages of 7 and 13 years and to use the information gathered to develop an Emotional Intelligence Skills Enhancement Programme that can serve as an anti-bullying intervention programme. The impact of the programme was evaluated to determine whether it assisted in decreasing bullying behaviour in the primary school context in South Africa. The study was conducted in a primary school in the Benoni area in Gauteng (South Africa). The study was divided into three phases. The aim of the pilot study was to test the research techniques to determine whether they would be suitable for use in South Africa specifically. The respondents in the pilot study were selected from five primary schools in Gauteng, South Africa. A total of 100 (n=100) learners between the ages of 7 and 13 years were included in the pilot study phase of this study to test whether the Emotional Quotient Inventory: Youth Version (BarOn EQ-i:YV) would be appropriate for use in a South African context. A total of 175 (n=175) parents were included in the pilot study to test the reliability of the Self-developed Emotional Intelligence Questionnaire for Adults and the appropriateness of the use of the Parent–Child Relationship Inventory (PCRI) and the Parenting Styles Questionnaire (PSQ). The reliability coefficients were calculated using Cronbach’s alpha. The results indicated that the Self-developed Intelligence Questionnaire for Adults was sufficiently reliable given the design and purpose of the study, and that the other measuring instruments were appropriate for use in the South African context. The aim of Phase 1 of this quantitative study was to determine and present the relationship between the independent variables (emotional intelligence, parent–child relationship and parenting styles) and the dependent variable, bullying. Phase 1 involved 56 (n=56) bullies and 56 (n=56) non-bullies, 36 (n=36) fathers of bullies, 55 (n=55) mothers of bullies, 42 (n=42) fathers of non-bullies and 56 (n=56) mothers of non-bullies. Descriptive statistics were provided on the scales of the BarOn EQ-i:YV, the Self-developed Emotional Intelligence Questionnaire for Adults, the PCRI and the PSQ. The bullies and the non-bullies were compared on the BarOn EQ-i:YV by means of independent samples t-tests. It was found that the bullies scored significantly lower on all the scales. The parents of the bullies and the non-bullies were compared on the Self-developed Questionnaire and the PCRI using independent samples t-tests. The results for the parents on the Self-developed Emotional Intelligence Questionnaire for Adults showed no significant differences, whereas the parents of the bullies scored significantly lower on a number of scales of the PCRI. Poor parent–child relationships could, however, not be assumed based on the findings. A chi-square analysis of the results on the PSQ showed a significant interaction between the dominating parenting style of the fathers and bullying behaviour. A preference for an authoritarian parenting style was indicated by the fathers of the bullies. The aim of Phase 2 of this study was to develop an Emotional Intelligence Skills Enhancement Programme that can serve as an anti-bullying intervention programme to assist in decreasing the occurrence of bullying behaviour in the primary school context. The experimental group consisted of 15 (n=15) bullies and 15 (n=15) non-bullies and the control group consisted of 15 (n=15) bullies and 15 (n=15) non-bullies. Only the participants in the experimental group were exposed to the intervention programme. A mixed multivariate analysis (GLM) was used to explore the interaction between pretest and posttest scores and the experimental and control groups for the total EQ scores and the behavioural ratings given by the teachers. Significant changes were observed in relation to the bullies in the experimental group in the pretest and the posttest of the BarOn EQ-i:YV and the Teacher Rating Scale. These findings provide support for the effectiveness of the programme in the experimental group. / Hierdie studie het gepoog om die emosionele intelligensie van boelies/bullebakke tussen die ouderdomme 7 en 13 jaar oud te bepaal. Die bevindings is gebruik om ‘n Emosionele Intelligensie Vaardigheid Verrykingsprogram te ontwikkel wat daarna as ‘n (teen-) anti-boelie ingrypingsprogram geimplimenteer is. Dié program se impak is verder ook ge-evalueer om te bepaal of dit wel ‘n bydrae gemaak het tot vermindering van bullebakgedrag in die primêre skoolkonteks in Suid-Afrika. Die studie is in ‘n primêre skool in die omstreke van Benoni in Gauteng (Suid-Afrika), uitgevoer en is verdeel in drie fases. Die doel van die loodsstudie was om te toets of die navorsingstegnieke in Suid-Afrika toegepas kan word. Honderd (n=100) leerlinge tussen die ouderdom van 7 en 13 jaar oud, is geselekteer as deelnemers uit vyf primêre skole in Gauteng. Hierdie loodsstudie-groep is gebruik om te bepaal of die Emotional Quotient Inventory: Youth Version (BarOn EQ-i:YV), in ‘n Suid-Afrikaanse konteks, suksesvol toegepas kan word. ‘n Totaal van 175 ouers (n=175) was ook ingesluit in die loodsstudie om die betroubaarheid van die Self-ontwikkelde Emosionele Intelligensie Vraelys vir Volwassenes te toets asook die toepasbaarheid van die gebruik van die Parent-Child Relationship Inventory (PCRI) en die Parenting Style Questionnaire (PSQ). Die betroubaarheidskoeffisiënte is bereken met die Cronbach’s Alpha toets. Bevindings toon dat die Self-ontwikkelde Intelligensie Vraelys vir Volwassenes voldoende betroubaar is wat die ontwerp en doel van die studie betref. Ook die ander meetinstrumente kan in ‘n Suid-Afrikaanse konteks suksesvol toegepas word. Die doel van Fase 1 (kwantitatiewe studie), was om die verhouding tussen die onafhanklike veranderlikes (emosionele intelligensie, ouer-kind verhouding en ouer- opvoedingstyle) en die afhanklike veranderlike naamlik bullebakgedrag, te bepaal. Fase 1 het 56 (n=56) boelies en 56 (n=56) nie-boelies, 36 (n=36) vaders van boelies, 55 (n=55) moeders van boelies, 42 (n=42) vaders van nie-boelies en 56 (n=56) moeders van nie-boelies, ingesluit. Beskrywende statistiek is verskaf op die volgende skale: BarOn EQ-i:YV, Self-ontwikkelde Intelligensie Vraelys vir Volwassenes, PCRI en die PSQ. Die boelies en nie-boelies is deur middel van onafhanklike steekproef t-toetse op die BarOn EQ-i:YV skaal met mekaar vergelyk en die resultaat het getoon dat die boelies beduidend laer punte op alle skale behaal het. Ouers van die boelies en nie-boelies is ook met mekaar vergelyk deur middel van die Self-ontwikkelde Intelligensie Vraelys vir Volwassenes en die PCRI en die PSQ. Resultate van eersgenoemde metode het geen beduidende verskille getoon nie terwyl die ouers van boelies met die PCRI ‘n beduidend laer syfer op verskeie skale behaal het. Swak ouer-kind verhouding kan dus nie, op grond van die bevindings, net aanvaar word nie. ‘n Chi-kwadraat analise van die resultate op die PSQ het ‘n beduidende interaksie getoon tussen die dominerende ouer-opvoedingstyl van die vaders, en bullebak(boelie) gedrag. ‘n voorkeur vir Outoritêre Ouerskap was deur vaders van die boelies aangedui. Die doel van Fase 2 in hierdie studie was om die Emosionele Intelligensie Vaardigheid Verrykingsinventaris Program te ontwikkel om sodoende as ’n teen-boelie intervensie/ingrypingsprogram te dien wat sal bydra om die voorkoms van bullebakgedrag in die primêre skoolkonteks, te verminder. Die eksperimentele groep het bestaan uit 15 (n=15) boelies en 15 (n=15) nie-boelies en die kontrole groep ook uit 15 (n=15) boelies en 15 (n=15) nie-boelies. Slegs die deelnemers aan die eksperimentele groep was blootgestel aan dié ingrypingsprogram. ‘n Gemengde Meerveranderlike Analise, GLM (“General Linear Model”), is gebruik om die interaksie tussen voor- en na-toetstellings te bepaal, vir die eksperimentele en kontrole groepe se Totale EQ (Emosionele Kwosiënt) en die gedragsgraderings deur onderwysers. Beduidende verskille was waargeneem vir boelies in die eksperimentele groep in die voor- en na-toets van die BarOn EQ-i:YV en die Onderwysgraderingsskaal. Hierdie bevindings verskaf ondersteuning vir die doeltreffendheid van die program in die eksperimentele groep. / Sepheo sa phuputso ena e ne e le ho hlahloba bohlale ba maikutlo ba bo-mmampodi ba dilemo di dipakeng tsa 7 le 13 le ho sebedisa tlhahisoleseding e bokelletsweng ho ntlafatsa Lenaneo la Ntlafatso ya Bokgoni ba Bohlale ba Maikutlo le ka sebetsang e le lenaneo la kenang dipakeng kgahlanong le bompodi. Tshusumetso ya lenaneo e ile ya hlahlojwa ho sheba hore na le thusitse ho fokotsa boitshwaro ba bompodi maemong a dikolo tsa mathomo Afrika Borwa. Phuputso e entswe dikolong tsa mathomo tikolohong ya Benoni Gauteng (Afrika Borwa).Phuputso e ne e arotswe ka mekgahlelo e meraro. Sepheo sa phuputso ena e nyane e ne e le ho etsa teko ya mekgwa ya dipatlisiso ho bona hore na e ka sebediswa hantle Afrika Borwa ka ho kgetholoha. Batho ba arabang dipotso phuputsong ena e nyane ba ne ba kgethilwe ho tswa dikolong tse hlano tsa mathomo Gauteng, Afrika Borwa. Kakaretso ya baithuti ba 100 (p=100) ba dilemo di dipakeng tsa 7 le 13 ba ne ba kenyelleditswe mokgahlelong wa phuputso e nyane wa phuputso ena ho etsa teko ya hore na Lethathamo la Maemo a Itseng a Maikutlo: Phetolelo ya Batjha (BarOn EQ-i:YV) le ne le ka loka bakeng sa tshebediso maemong a Afrika Borwa. Kakaretso ya batswadi ba 175 (p=175) e ile ya kenyelletswa phuputsong e nyane ho etsa teko ya ho tshepahala ha Lethathamo la dipotso le Iketseditsweng la Bohlale ba Maikutlo bakeng sa batho ba baholo le ho nepahala ha tshebediso ya Lethathamo la Kamano ya Motswadi le Ngwana (PCRI) le Lethathamo la dipotso la Mekgwa ya Botswadi (PSQ). Ho tshepahala ha boleng ba tekanyo ho ile ha lekanyetswa ho sebediswa alfa ya Cronbach. Diphetho di bontshitse hore Lethathamo la dipotso le Iketseditsweng la Bohlale bakeng sa batho ba baholo le ne le tshepahala ka ho lekana ho latela moralo le sepheo sa phuputso, le hore disebediswa tse ding tsa ho lekanya di ne di loketse ho sebediswa maemong a Afrika Borwa. Sepheo sa Mokgahlelo wa 1 wa phuputso ya tekanyo e ne e le ho bona le ho hlahisa kamano dipakeng tsa dintho tse feto-fetohang tse ikemetseng (bohlale ba kelelllo, kamano ya motswadi le ngwana le mekgwa ya botswadi) le ntho e feto-fetohang e sa ikemelang, bompodi. Mokgahlelo wa 1 o ne o kenyelleditse bo-mmampodi ba 56 (p =56) le bao e seng bo-mmampodi ba 56 (p=56), bo-ntate ba bo-mmampodi ba 36 (p=36), bo-mme ba 55 ba bo-mmampodi (p=55), bo-ntate ba 42 (p=42) ba bao eseng bo-mmampodi le bo-mme ba 56 (p=56) ba bao eseng bo-mmampodi. Dipalo-palo tse hlalosang di ile tsa fanwa dikaleng tsa BarOn EQ-i:YV, Lethathamo la dipotso le Iketseditsweng la Bohlale ba Maikutlo bakeng sa batho ba baholo, PCRI le PSQ. Bo-mmampodi le bao eseng bo-mmampodi ba ile ba bapiswa ho BarOn EQ-i:YV ka mekgwa ya diteko tsa t tsa disampole tse ikemetseng. Ho ile ha fumaneha hore bo-mmampodi ba ile ba fumana dintlha tse tlase dikaleng tsohle. Batswadi ba bo-mmampodi le bao eseng bo-mmampodi ba ile ba bapiswa Lethathamong la dipotso le Iketseditsweng le PCRI ho sebediswa diteko tsa t tsa disampole tse ikemetseng. Diphetho tsa batswadi Lethathamong la dipotso le Iketseditsweng la Bohlale ba Maikutlo bakeng sa Batho ba baholo ha dia bontsha diphapang tse kgolo, ha batswadi ba bo-mmampodi ba fumane dintlha tse bonahalang di le tlase dikaleng tse batlang di le ngata tsa PCRI. Leha ho le jwalo, dikamano tse seng hantle tsa motswadi le ngwana di ne di ke ke tsa nahanwa ho latela diphumano. Manollo ya sekwere sa chi ya diphumano ho PSQ e bontshitse tshebedisano e bonahalang dipakeng tsa mokgwa o atileng wa botswadi ba bo-ntate le boitshwaro ba bompodi. Kgetho ya mokgwa wa botswadi wa bohatelli o ile wa bontshwa ho bo-ntate ba bo-mmampodi. Sepheo sa Mokgahlelo wa 2 wa phuputso e ne e le ho ntlafatsa Lenaneo la Ntlafatso ya Bokgoni ba Bohlale ba Maikutlo le ka sebetsang e le lenaneo la kenang dipakeng kgahlanong le phokotso ya boitshwaro ba bompodi maemong a dikolo tsa mathomo. Sehlopha sa diteko se ne se e na le bo-mmampodi ba 15 (p=15) le bao seng bo-mmampodi ba 15 (p=15) mme sehlopha sa taolo se ne se e na le bo-mmampodi ba 15 (p=15) le bao seng bo-mmampodi ba 15 (p=15). Ke feela bankakarolo ba sehlopheng sa diteko ba ileng ba behwa lenaneong la ho kena dipakeng. Manollo ya dipalo tse ngata tse tswakilweng (GLM) e ile ya sebediswa ho lekola tshebedisano dipakeng tsa dintlha tse fumanweng pele ho teko le kamora teko le dihlopha tsa diteko le tsa taolo bakeng sa kakaretso ya dintlha tse fumanweng tsa EQ le ditekanyetso tsa boitshwaro tse fanweng ke matitjhere. Diphetoho tse bonahalang di ile tsa bonwa mabapi le bo-mmampodi ba sehlopheng sa diteko pele ho teko le kamora teko ya BarOn EQ-i:YV le Sekala ka Tekanyetso sa Titjhere. Diphumano tsena di fana ka tshehetso bakeng sa tshebetso ya lenaneo sehlopheng sa diteko. / Psychology / D. Phil. (Psychology)

Abstracts in English, Southern Sotho and Swahili / The broad aim of this explanatory sequential mixed-methods study was to extend the extant literature by developing a weighted polychotomous accountability index (PAI) that, in turn, was used to measure and evaluate the extent and quality of integrated annual reports (IARs) prepared by the Johannesburg Stock Exchange (JSE) listed companies for the period 2013 to 2016. The study was motivated by a paucity of research on whether corporate accountability, through corporate reporting, has improved (extent and quality) under integrated reporting (<IR>) through improved integrated reporting quality (IRQ) scores. The study was conducted in two phases. The first phase was for developing the PAI through the Delphi Inquiry method. In the same phase, through qualitative and quantitative content analysis, the PAI was used to measure and evaluate the extent and quality of IARs for the JSE Top 100 companies over the four-year period (2013–2016). The second phase, in the form of semi-structured interviews, aimed at investigating the factors that contributed to the change in IRQ scores over that period. Eight respondents (preparers of IARs), representing five companies, were interviewed. Through the Delphi Inquiry method, the PAI was developed (major contribution of the study), which has eight categories, 44 constructs, a total possible score of 152 and a total weight of 100%. Furthermore, the PAI has a six-point ordinal scoring system from 0 to 5. For the IRQ scores, mean annual IRQ scores were computed as 52.45% for 2013, 58.48% for 2014, 64.72% for 2015 and 68.29% for 2016. As for the JSE sectors, the highest IRQ scores were 66.45%, 71.05%, 75% and 81.25% for 2013, 2014, 2015 and 2016 respectively. From an industry perspective, the results showed highest IRQ scores of 66.45%, 72.37%, 70.72% and 62.42% for 2013, 2014, 2015 and 2016 respectively. The steady increase in the mean IRQ scores for 2013, 2014, 2015 and 2016 shows that there is significant improvement in the extent and quality of IARs produced by the JSE listed companies. This improvement in the IRQs is due to different reasons, which include: preparers taking <IR> seriously, teamwork, benchmarking, training, experience, addressing stakeholder needs and understanding the principles before implementing <IR>. Moreover, some companies fail to produce quality IARs due to a number of factors that include: an inadequate understanding of <IR> by some preparers of IARs; some entities not seeing value in preparing quality IARs hence they present poor quality IARs; partial buy-in, especially by the executive management; a paucity of skills and resources; outsourcing that was identified as bringing with it poor quality work and some entities preferring to chase prestigious awards at the expense of the company’s actual <IR> philosophy, hampering the quality of IARs in the process. Different conclusions were reached. It was noted that some <IR> concepts and principles should be more synchronised so that they are not in conflict with each other. Rules should be introduced so that <IR> may be a blend of principles and rules as this could minimise preparer judgement. The International Integrated Reporting Council (IIRC) must align its terminology with that of other guideline bodies, such as rating agencies, to give more meaning to <IR>. The IIRC needs to improve <IR> in order to suit companies in the service industry. Integrated reporting has to be more compatible with the digital world and not necessarily paper based. More research must be done about what users need to see in IARs to enhance the relevance of the IAR to different stakeholders. Furthermore, the IIRC must proactively educate decision-makers for an improved buy-in of <IR>. Pertaining to transformation, de facto and de jure transformation remain merely theoretical without substantial changes on the ground. Government and the JSE should consider the nature of current disincentives since these seem not to sufficiently challenge the current status quo. Finally, more training on capitals and business models should be conducted in order to improve the quality of reporting since these two constructs are perceived to be complex and hence difficult to implement, especially through quantification. / Maikaelelo a a anameng a thutopatlisiso eno e e tlhalosang ya mekgwa e e tswakantsweng ya tatelano e ne e le go atolosa dikwalo tse di gona ka go dira tshupane ya maikarabelo ya polychotomous (PAI) e morago e neng ya dirisediwa go lekanyetsa le go sekaseka bogolo le boleng jwa dipegelo tsa ngwaga le ngwaga tse di golaganeng (diIAR) tse di rulaganngwang ke ditlamo tse di kwadisitsweng kwa Johannesburg Stock Exchange (JSE) mo pakeng ya 2013 go fitlha 2016. Thutopatlisiso e rotloeditswe ke tlhaelo ya dipatlisiso tse di malebana le gore a maikarabelo a ditlamo, ka dipegelo tsa ditlamo, a tokafetse (bogolo le boleng) ka fa tlase ga dipegelo tse di golaganeng (<IR>) ka maduo a a tokafatseng a boleng jwa dipegelo tse di golaganeng (IRQ). Thutopatlisiso e dirilwe ka magato a le mabedi. Legato la ntlha e ne e le la go dira PAI ka mokgwa wa Delphi Inquiry. Mo legatong leo, ka tshekatsheko ya diteng go dirisiwa mokgwa o o lebelelang dipalopalo le o o lebelelang mabaka, go dirisitswe PAI go lekanyetsa le go sekaseka bogolo le boleng wa diIAR tsa ditlamo tse di kwa Godimo tse 100 tsa JSE mo pakeng ya dingwaga tse nne (2013–2016). Legato la bobedi, le le neng le le mo sebopegong sa dipotsolotso tse di batlileng di rulagana, le ne le ikaeletse go batlisisa dintlha tse di tshwaetseng mo diphetogong tsa maduo a IRQ mo pakeng eo. Go botsoloditswe batsibogi ba le robedi (barulaganyi ba diIAR), ba ba emetseng ditlamo di le tlhano. Ka mokgwa wa Delphi Inquiry, go tlhamilwe PAI (tshwaelo e kgolo ya thutopatlisiso), e e nang le dikarolo tse robedi, ka megopolo e le 44, maduo otlhe a a kgonagalang a 152 le boima jotlhe jwa 100%. Mo godimo ga moo, PAI e na le thulaganyo ya maduo ya dintlha tse thataro go tswa go 0 go ya go 5. Malebana le maduo a IRQ, palogare ya maduo a ngwaga le ngwaga a IRQ, e tlhakanyeditswe go nna 52.45% ka 2013, 58.48% ka 2014, 64.72% ka 2015 le 68.29% ka 2016. Malebana le maphata a JSE gona, maduo a a kwa godimodimo a IRQ e ne e le 66.45%, 71.05%, 75% le 81.25% ka 2013, 2014, 2015 le 2016 ka tatelano eo. Go ya ka indaseteri, dipoelo di bontshitse maduo a a kwa godimodimo a IRQ a 66.45%, 72.37%, 70.72% le 62.42% ka 2013, 2014, 2015 le 2016 ka tatelano eo. Koketsego ka iketlo ya palogare ya maduo a IRQ a 2013, 2014, 2015 le 2016 e bontsha gore go na le tokafalo e e bonalang mo bogolong le boleng jwa diIAR tse di tlhagisiwang ke ditlamo tse di kwadisitsweng mo JSE. Tokafalo eno ya diIRQ ke ka ntlha ya mabaka a a farologaneng, a a akaretsang: barulaganyi ba tsotelela <IR> thata, tirisanommogo ya setlhopha, go itshwantsha le ba bangwe, katiso, maitemogelo, go samagana le ditlhokego tsa baamegi le go tlhaloganya dintlhatheo pele ga go diragatsa <IR>. Mo godimo ga moo, ditlamo dingwe di palelwa ke go tlhagisa diIAR tsa boleng ka ntlha ya dintlha di le mmalwa tse di akaretsang: go tlhaloganya go go sa lekanang ga <IR> ke barulaganyi bangwe ba diIAR; ditheo dingwe di sa bone boleng jwa go baakanya diIAR tsa boleng mme seo se dira gore di tlhagise diIAR tsa boleng jo bo kwa tlase; tshegetso e e sa lekanang, bogolo segolo ya botsamaisikhuduthamaga; tlhaelo ya bokgoni le ditlamelo; theko ya ditirelo kwa ntle, e leng se se supilweng se tla ka boleng jo bo kwa tlase jwa tiro le ditheo dingwe di tlhopha go lelekisa dikgele tsa mabono mme di ikgatholosa filosofi ya nnete ya <IR> ya setlamo, mme ka go rialo di ama boleng jwa diIAR. Go fitlheletswe diphitlhelelo tse di farologaneng. Go lemogilwe gore megopolo mengwe le dintlhatheo tsa <IR> di tshwanetse go rulaganngwa ka tsamaisano gore di se ke tsa ganetsana. Go tshwanetse ga itsisewe melanwana gore <IR> e nne motswako wa dintlhatheo le melawana gonne seno se ka fokotsa go atlhola ga barulaganyi. Lekgotla la Boditšhabatšha la Dipegelo tse di Golaganeng (IIRC) le tshwanetse go lepalepanya mareo a lona le a ditheo tse dingwe tse di kaelang, go tshwana le ditheo tse di lekanyetsang, gore <IR> e nne le bokao jo bo oketsegileng. Lekgotla la IIRC le tshwanetse go tokafatsa <IR> gore e siamele ditlamo tse di mo indasetering ya ditirelo. Dipegelo tse di golaganeng di tshwanetse go tsamaelana le lefatshe la dijitale mme e seng fela gore e nne tse di mo dipampiring. Go tshwanetse ga dirwa dipatlisiso tse dingwe malebana le gore badirisi ba tlhoka go bona eng mo diIAR go tokafatsa bomaleba jwa IAR mo baameging ba ba farologaneng. Go feta foo, lekgotla la IIRC le tshwanetse go ruta batsayaditshwetso gore go nne le tshegetso e e tokafetseng ya <IR>. Malebana le diphetogo, diphetogo tse di gona le tsa tshwanelo e sala go nna tiori fela mme go se na diphetogo tse di bonalang. Puso le JSE ba tshwanetse go lebelela dintlha tsa ga jaana tse di kgobang marapo ka ntlha ya fa go sa bonale fa di gwetlha seemo sa ga jaana mo go lekaneng. Kwa bokhutlong, go tshwanetse ga dirwa katiso e nngwe ya letlotlo le dikao tsa kgwebo go tokafatsa boleng jwa go dira dipegelo ka ntlha ya fa megopolo eno e mebedi e lebega e le marara mme ka jalo go se bonolo go e diragatsa, bogolo segolo ka dipalo. / Ndivho khulwane ya ṱhalutshedzo iyi ya ngona yo ṱanganelanaho ya thevhekano ho vha u engedza maṅwalwa a zwino nga u bveledza indekisi ya vhuḓifhinduleli yo khethekanywaho (PAI) ine ya dovha ya, shumiswa u kala na u ela vhuphara na ndeme ya mivhigo ya ṅwaha nga ṅwaha yo ṱanganelanaho (dzi IAR) yo lugiswaho nga vha khamphani dzo ṅwaliswaho kha Johannesburg Stock Exchange (JSE) lwa tshifhinga tsha vhukati ha 2013 u swika 2016. Ngudo dzo ṱuṱuwedzwa nga u shaea ha ṱhoḓisiso dza nga ha uri vhuḓifhinduleli, u mona na u vhiga ha tshiofisi ho no khwiṋisea na (vhuphara na ndeme) nga fhasi ha u vhiga ho ṱanganelanaho (<IR>) nga kha zwikoro zwa ndeme ya u vhiga ho ṱanganelanaho (IRQ). Ngudo dzo itwa fhethu huvhili nga maga mavhili. Ḽiga ḽa u thoma ḽo vha ḽi ḽa u bveledza PAI nga kha ngona dza Ṱhoḓisiso dza Delphi. Kha ḽiga ḽeneḽo, nga kha musaukanyo wa vhungomu wo sedzaho ndeme na tshivhalo, PAI yo shumiswa u kala na u ela vhuphara na ndeme ya dzi IAR kha khamphani dza 100 dza nṱha dza JSE kha tshifhinga tsha miṅwaha miṋa (2013–2016). Ḽiga ḽa vhuvhili nga tshivhumbeo tsha inthaviwu dzo dzudzanywaho zwiṱuku dzi sengulusaho zwivhumbi zwi dzhenelelaho kha tshanduko ya zwikoro zwa IRQ lwa tshifhinga. Vhafhinduli vha malo (vhadzudzanyi vha dzi IAR), vho imelaho khamphani ṱhanu vho vhudziswa. Nga kha Ngona ya Ṱhoḓisiso dza Delphi, ho bveledzwa PAI (zwidzheneleli zwihulwane kha ngudo), dzi re na khethekanyo dza malo, miṱalukanyo ya 44, ṱhanganyelo dza zwikoro zwine zwa nga vha hone zwa 152 na ṱhanganyelo ya tshileme ya 100%. Zwiṅwe hafhu, PAI dzi na sisiṱeme ya zwikoro ya odinaḽa zwa phoindi dza rathi u bva kha 0 u swika kha 5. U itela zwikoro zwa IRO, zwikoro zwa vhukati zwa ṅwaha nga ṅwaha zwo rekanywa zwa vha 52.45% nga 2013, 58.48% nga 2014, 64.72% nga 2015 na 68.29% for 2016. Kha sekithara dza JSE, zwikoro zwa nṱhesa zwa IRQ zwo vha zwi 66.45%, 71.05%, 75% na 81.25% nga 2013, 2014, 2015 na 2016 nga u tevhekana. U ya nga kuvhonele kwa nḓowetshumo, mvelelo dzo sumbedza zwikoro zwa nṱhesa zwa IRQ zwa 66.45%, 72.37%, 70.72% na 62.42% nga 2013, 2014, 2015 na 2016 nga u tevhekana. U gonya zwiṱuku kha zwikoro zwa vhukati zwa IRQ zwa 2013, 2014, 2015 na 2016 zwi sumbedza uri hu na u khwiṋisea hu hulwane kha vhuphara na ndeme ya dzi IAR dzo bveledzwaho vha khamphani dzi re kha JSE. U khwiṋisea uhu ha dzi IRQ ndi nga ṅwambo wa zwiitisi, zwine zwa katela vhadzudzanyi vha dzhielaho <IR> nṱha, u shuma sa thimu, u vhambedza, vhugudisi, tshenzhelo, u livhana na ṱhoḓea dza vhadzheneleli na u pfesesa milayo phanḓa ha musi i tshi shumiswa <IR>. Nṱhani ha izwo, dziṅwe khamphani dzi a kundelwa u bveledzwa dzi IAR nga ṅwambo zwa zwiitisi zwo vhalaho , zwi katelaho u sa pfesea lwo lingaho ha <IR> nga vhaṅwe vhadzudzanyi vha dzi IAR, zwiṅwe zwiimiswa zwi sa vhoni ndeme ya u ita dzi IAR dza ndeme zwa sia vha tshi bvledza dzi IAR dza ndeme i sa takadzi, u zwi ṱanganedza hu si nga mbilu dzoṱhe nga maanḓa vha vhalanguli vhahulwane; u shaea ha zwikili na zwiko; u ṱunḓa tshumelo nnḓa zwine zwo topolwa sa zwi ḓisaho mushumo wa ndeme i sa takadzi na zwiṅwe zwiimiswa zwi tshi funa u gidimisana na pfufho dza maimo hu sa dzhielwi nṱha fiḽosofi ya vhukuma ya <IR> dza khamphani, zwine zwa thivhela ndeme ya dzi IAR kha kuitele kwa zwithu. Ho swikelelwa khunyeledzo dzo fhambanaho. Ho vhonala uri miṅwe miṱalukanyo ya <IR> na milayo i tea u dzudzanywa u itela uri i sa vhe na khuḓano. Milayo i tea u ḓivhadzwa u itela uri <IR> dzi vha ṱhanganyelo ya milayo na maitele saizwi zwi tshi nga fhungudza khaṱhulo dza vhadzudzanyi. Khoro ya Dzitshakatshaka yo Ṱanganelanaho ya u Vhiga (IIRC) i tea u dzudzanya mathemo ayo na ayo a zwiimiswa nyendedzi, zwi nga ho sa mazhendedzi a u fhima, u ṋea ṱhalutshedzo ya khwiṋe kha <IR>. Vha IIRC vha tea u khwiṋisa <IR> u itela uri dzi elane na nḓowetshumo dza tshumelo. U vhiga ho ṱanganelanaho hu tea u elana vhukuma na ḽifhasi ḽa didzhithala nahone hu sa ḓisendeke nga bammbiri. Hu tea u itwa ṱhoḓisiso nga ha zwine vhashumisi vha vhona kha dzi IAR u khwaṱhisedza u tea ha IAR dza vhashumisani vho fhambanaho. Dziṅwe hafhu, IIRC i tea u funza vhadzhii vha tsheo lwo khwaṱhaho u itela u khwiṋisa u ḓidzhenisa kha <IR>. Zwi tshi elana na tshanduko, tshanduko ya de facto na ya de jure i sokou dzula i ya thyori hu si na tshanduko dzi vhonalaho ngeno fhasi. Muvhuso na JSE vha tea dzhiela nṱha lushaka lwa sa vha hone ha zwiṱuṱuwedzi saizwi izwi zwi tshi tou nga zwi ṋekedza khaedu lwo linganaho tshiimo tsha zwithu tsha zwino. Tsha u fhedzisela, vhugudisi kha zwiedza zwa pfuma na bindu vhu tea u itwa u itela u khwiṋisa ndeme ya u vhiga saizwi izwo zwifhaṱo zwivhili zwi tshi vhonala sa zwi konḓaho nahone zwi konḓaho u shumisa, nga maanḓa nga kha u vhekanya ndeme / Financial Accounting / D. Phil. (Accounting Sciences)

Abstract in English, Sepedi and Sesotho / In this thesis, the researcher used an explanatory sequential mixed methods research design to investigate the role of English academic vocabulary on reading comprehension of grade 11 English First Additional Language (EFAL) learners in the Free State province, Fezile Dabi district in South Africa. The current study is an attempt to determine whether the breadth and depth of vocabulary knowledge have a bearing on grade 11 EFAL learners' reading comprehension, and to examine which one of these variables, that is, breadth or depth of vocabulary knowledge, makes a more important contribution to reading comprehension. It also attempts to investigate the Vocabulary Learning Strategies (VLS) used by grade 11 EFAL learners. For the non-experimental quantitative study, the participants of the study were thirty EFAL learners who were chosen based on available sampling. To collect the relevant data, two tests measuring breadth and depth of vocabulary knowledge (Section A and Section B) and a reading comprehension were administered to all participants. To achieve its aim 1, two independent variables namely, the Vocabulary Levels Test (VLT) which measures vocabulary breadth and Word Associate Test (WAT) which measures vocabulary depth were used. Then, the dependent variable was the reading comprehension test in which the participants were asked to read the passages and answer some multiple choice questions. Pearson product-moment correlations and multiple regression were chosen as the dominant techniques for the statistical analyses. The results obtained from the analysis of the data indicated that while both depth and breadth of vocabulary knowledge play an important role in EFAL learners' reading comprehension performance, depth of vocabulary knowledge makes a more important contribution. The results further revealed that depth and breadth of vocabulary knowledge are positively correlated, that is, those learners who had large vocabulary size had a deeper knowledge of the words, too. Then, the findings from the qualitative study based on the data collected through eight focus group discussion participants about the VLS used by grade 11 EFAL learners, highlight that it is important to explore and broaden learners’ vocabulary learning strategic knowledge. Also, results reflect that learners can take control of their own vocabulary learning as long the teachers train and then offer them opportunities to learn and practice the strategies.The qualitative data for this study was analysed using the content analysis method. / Nyakisiso ye e tserwe ka mekgwa ye mentshi ye e hlakantshitsweng lebaka e le go nyakishisha ka karolo yeo polelo ya Sepediya poleloya tlatselletso e ralokang karolo dithutong tsa polelo ya go bala taodiso mphatong wa lesometee (11) polelong go bana kua porofenseng ya Foreistata e bitswang Fezile Dabi, districting (lefapheng) gona mo Aforika Borwa. Gonabjalo dithuto di ipontsha go ikemisetsa go tseba ka bophara le bogolo ba tsebo ka polelo ya sepedi ka seo e leng sona Mphatong wa le sometee (11), polelong ya tlatselletso ya bana ba mphato wa lesometee ka go bala ga taodisho. Go nyakega di nyakisiso ka mekgwa yeo oka e berekisang ke bana ba Mphato wa lesometee polelong ya tlatselletso. Go thuto yeo e tiilego batseakarolo ba masome a mararo (30) ba polelo ya tletselletso e leng bana ba sekolo bao ba kgethilweng ka mokgwa wa dinyakisiso tse di ntshitswego. Go humana palo ya mannete, dihlahlobo tse pedi (2) tseo ditlago go lekanetsa bogolo le bophara ba tsebo ya go bolela le go bala taodisho e filwe batseakarolo kamoka. Go humana maikemisetso a pele (1). Tseo di ikemetsego di bolelwe, le hlahlobo ya polelo ya mantswe eo e lekanyetsago polelo ka bophara e berekishitswe. Seo se ikemetsego e be ele go bala teko ya taodiso ye batseakarolo ba kgopetsweng go bala ditemana le go araba dipotsiso tse mmalwa tseo dikgethilweng. Dipoelo tseo di humanwego gotswa go dipalo tsa tseo ditserweng ka bophara le go bolela ga polelo kapa yona tsebo ya polelo yeo e ralokileng karolo e bohlokwa go polelo ya tlatselletso go baithuti ka go bala taodiso yeo e tsereng karolo ka bophara kapa bogolo ba tsebo ya polelo e dira gore go be bohlokwa gotseyeng karolo. Dipoelo go tswela pele di bontsha bogolo le bophora ka tsebo polelo di ya kopana di ya tsamaisana nang ka tsela ya maleba, Baithuti ba palo ya godimo bao ba nang le tsebo ya polelo yeo e tibileng ka mantswe le bona baya amega. Gotswa go dinyakisiso tseo di fitisisago go humanwe gore dipalopalo go tswa go dihlopa tse sesawi tseo kapa bao batsereng karolo ka mekgwa ya nyakisiso kapa tsebo ya polelo yeo e berekisitswego go bana ba Mphato wa bo lesometee (11) polelong ya tlatselletso e hlagisa gore go bohlokwa gore bogolo ba baithuti bainyakisisetse ka tsebo ya mekgwa ya polelo. Dipoelo di bontsha thuto ya polelo go barutegi bao barutiwago ba filwe monyetla wa go ithuta le go tsea karolo go mekgwa ya go ithuta e fapaneng. / Mokgwa ona o tswakilweng wa ho hlahloba karolo ya puo ya Senyesemane ka ho bala kutlwisiso ya diithuti tsa Sekolo sa Pele sa Puo ea Senyesemane sa Pele (EFAL) seprofinseng sa Free State seterekeng sa Fezile Dabi, Arika Borwa. Phuputso ya morao tjena ke boiteko ba ho bona hore na bophara le botebo ba tsebo wa mantswe di na le sebopeho sa ho bala sekolo sa EFAL, mme ho hlahloba e nngwe ya mefuta ena, ke hore, bophara kapa botebo ba tsebo ya mantswe, e etsa monehelo wa bohlokwa haholwanyane ho bala kutlwisiso. E boetse e leka ho batlisisa mekgwa ya ho ithuta ya mantswe (VLT) e sebediswang ke barutwana ba 11 EFAL. Bakeng sa dipatlisiso tse ngata, barupeluwa ba thuto ba ne ba e-na le diithuti tse mashome a mararo tsa EFAL tse kgethilweng di thehilwe ho sampole e fumanehang. Ho bokella boitsebiso bo nepahetseng, diteko tse pedi tse lekanyang le bophara ba tsebo ya mantswe (Karolo ya A le Section B) mme kutlwisiso ya ho bala e ne e tsamaiswa ho bohle ba barupeluwa. Ho finyella sepheo sa yona 1, mefuta e mmedi e ikemetseng, e leng. Tlhahlobo ya disebediswatsa vocabulary (VLT) e lekanyang tekanyao ya mantswe le Testing (WAT) e lekanyang e tibeleng ya mantswe e sebedisitsweng. Jwale, moelelo o itshetlehile ka ho bala teko ya kutlwisiso eo barupeluwa ba ileng ba koptjoa hore ba bale dipatlisiso le ho araba dipotso tse ngata. Diphello tse fumanweng ha ho hlahlojwa boitsebiso bo bontshiitse hore ho tseba hore boitsebiso bo bongata bo tebileng le bobopeho ba tsebo ya mantswe bo phetha karolo ya bohlokwa haholo. Diphello di ile tsa tswela pele ho senola hore tsebo le tsebo ya tsebo di tsamaisana hantle, ke hore, baithuti ba neng ba e-na le boholo ba di-vocabulary bana le tsebo e tebileng ya mantswe, hape. Jwale dithuto tse tswang thupelong ya boleng bo thehilweng boitsebisong ba dihlopha tse robedi tsa dipuisano tsa dihlopha tsa dipuisano ka sehlopha sa VLS se sebedisitsweng ka dihlopha tsa bo 11 ba EFAL di bontsha hore ke habohlokwa ho hlahloba le ho atolosa tsebo ya diithuti tsa ho ithuta tsebo. Hape, diphello di bontsha hore barupeluwa ba ka nka boikarabelo ba ho ithuta mantswe ha nako e telele matichere a ntse a kwetliswa mme jwale a ba fa menyetla ya ho ithuta le ho sebeisa manqheka. / Language Education, Arts and Culture / D. Phil. (Education)