Organisations play a major and increasingly important role in the lives of us all, especially with the growth of large-scale business and the divorce of ownership from management. The decisions and actions of management in organisations have an increasing impact on individuals, other organisations and the community. The power and influence which many business now exercise should be tempered, therefore, by an attitude of responsibility by management. The importance of the exercise of social responsibility can no longer be based on the assumption that the self-interest of the owner of the property will lead to the public good, or that self-interest and public good can be kept apart and considered to have nothing to do with each other. On the contrary, it requires of the manager that he assume responsibility for the public good, that he subordinate his actions to an ethical standard of conduct, and that he restrain his self-interest and his authority wherever their exercise would infringe upon the common weal and upon the freedom of the individual. South Africa is one of the countries with the fastest growing incidents of HIV/AIDS in the world. More people are living with HIV/AIDS in South Africa than in any other country in the world. Just in the past decade, the life expectancy in South Africa has dropped from 67 to 43 years. The social and economic impact of the disease is hard to overstate. HIV/AIDS affect companies through its impact on costs, on productivity, and on the demand for products. Competitiveness can be directly and adversely affected as companies are obliged to increase worker-related expenses for health benefits or insurance that are utilised more as result of the epidemic. Even without monetary outlays, the economic costs can be substantial. Absenteeism rises both directly, as workers begin to show HIV/AIDS symptoms and require more sick leave, and indirectly, as HIV/AIDS deaths increase and co-workers take leave to attend increasingly frequent funerals. In the medium term, company productivity will be hit, as the death of so many workers means that companies must constantly hire replacements, which raises training costs and lowers the average work experience - and hence productivity - of the labour force. The objective of this study is to determine the social responsibility of the South African mining companies dealing with HIV/AIDS employees and included the following aims: To develop a comprehensive HIV/AIDS intervention strategy to manage HIV/AIDS at the workplace. To guide the employer in implementing the anti-HIV/AIDS programme in the workplace. To support the employer in addressing the HIV/AIDS-related health, living, safety and working conditions of employees. The most important conclusions that could be drawn from this study are: Resistance to change is found even when the goals of change are highly desirable. The change process involves learning something new, as well as discontinuing current attitudes, behaviours, or organisational practices. The recognition of the importance of the social responsibility can be gauged in part by the extent of government action and legislation on such matters as, for example, employment protection, equal opportunities, companies acts, consumer law, product liability, health, and safeguarding the environment. More information is needed on the social, political, and economical costs of HIV/AIDS epidemic. Many managers fear that if information about HIV prevalence, and programmes are made public, their company's image will suffer. The impact of HIV/AIDS on the workforce especially on productivity, absenteeism, health, safety, working conditions and intervention programmes. / Thesis (Ph.D. (Industrial Sociology))--North-West University, Potchefstroom Campus, 2005.

Organisations play a major and increasingly important role in the lives of us all, especially with the growth of large-scale business and the divorce of ownership from management. The decisions and actions of management in organisations have an increasing impact on individuals, other organisations and the community. The power and influence which many business now exercise should be tempered, therefore, by an attitude of responsibility by management. The importance of the exercise of social responsibility can no longer be based on the assumption that the self-interest of the owner of the property will lead to the public good, or that self-interest and public good can be kept apart and considered to have nothing to do with each other. On the contrary, it requires of the manager that he assume responsibility for the public good, that he subordinate his actions to an ethical standard of conduct, and that he restrain his self-interest and his authority wherever their exercise would infringe upon the common weal and upon the freedom of the individual. South Africa is one of the countries with the fastest growing incidents of HIV/AIDS in the world. More people are living with HIV/AIDS in South Africa than in any other country in the world. Just in the past decade, the life expectancy in South Africa has dropped from 67 to 43 years. The social and economic impact of the disease is hard to overstate. HIV/AIDS affect companies through its impact on costs, on productivity, and on the demand for products. Competitiveness can be directly and adversely affected as companies are obliged to increase worker-related expenses for health benefits or insurance that are utilised more as result of the epidemic. Even without monetary outlays, the economic costs can be substantial. Absenteeism rises both directly, as workers begin to show HIV/AIDS symptoms and require more sick leave, and indirectly, as HIV/AIDS deaths increase and co-workers take leave to attend increasingly frequent funerals. In the medium term, company productivity will be hit, as the death of so many workers means that companies must constantly hire replacements, which raises training costs and lowers the average work experience - and hence productivity - of the labour force. The objective of this study is to determine the social responsibility of the South African mining companies dealing with HIV/AIDS employees and included the following aims: To develop a comprehensive HIV/AIDS intervention strategy to manage HIV/AIDS at the workplace. To guide the employer in implementing the anti-HIV/AIDS programme in the workplace. To support the employer in addressing the HIV/AIDS-related health, living, safety and working conditions of employees. The most important conclusions that could be drawn from this study are: Resistance to change is found even when the goals of change are highly desirable. The change process involves learning something new, as well as discontinuing current attitudes, behaviours, or organisational practices. The recognition of the importance of the social responsibility can be gauged in part by the extent of government action and legislation on such matters as, for example, employment protection, equal opportunities, companies acts, consumer law, product liability, health, and safeguarding the environment. More information is needed on the social, political, and economical costs of HIV/AIDS epidemic. Many managers fear that if information about HIV prevalence, and programmes are made public, their company's image will suffer. The impact of HIV/AIDS on the workforce especially on productivity, absenteeism, health, safety, working conditions and intervention programmes. / Thesis (Ph.D. (Industrial Sociology))--North-West University, Potchefstroom Campus, 2005.

DEd (Curriculum Studies) / Department of Curriculum Studies / This study sought to evaluate the implementation of intervention programmes that enhance the inclusion of learners with dyslexia in mainstream primary schools of Bubi District, Zimbabwe. A mixed-methods research design was adopted. Questionnaires were used to collect quantitative data while semi-structured interviews and documentary evidence were used to collect qualitative data. All the 50 mainstream primary schools found in the district were included in the study. From these, simple random and purposive sampling procedures were adopted to select participants. Simple random sampling technique was used to choose 150 teachers, that is, 3 from each school. In this case, 50 were Grade 1 teachers, the other 50 taught Grade 3 classes and the last 50 were schools’ clinical language remedial teachers. Purposive sampling was used to select 10 heads of schools who had established special classes in their institutions. The same sampling technique was also used to select a District Remedial Tutor, District Early Childhood Development Trainer and District Schools Inspector. Quantitative data was analysed through the use of the Statistical Package for Social Sciences (SPSS) Version 24. Qualitative data was analysed and interpreted thematically. The major findings of the study were that, lack of adequate policies, negative attitudes from some stakeholders, shortage of expert teachers and relevant material resources were some crucial factors that hampered effective implementation of intervention programmes for learners with dyslexia. The study recommends the development of dyslexia-friendly schools through designing relevant policies, holding dyslexia awareness campaigns both in schools and communities, training of more specialist teachers and the provision of learning resources that are more sensitive to the diverse needs of learners with dyslexia. / NRF

This study was initiated when the researcher became aware of the problem that learners from low socio-economic environments tend to experience barriers to learning in numeracy and literacy. These barriers were identified in a class of Grade 1 learners through extensive literature study, after which the development, teaching and learning of numeracy and literacy in grade 1 were investigated. The researcher then developed intervention programmes for literacy and numeracy, each running for a period of six weeks, in order to overcome learners’ difficulties in these learning areas. Each programme was subdivided into three shorter programmes of two weeks each, which addressed different aspects of literacy and numeracy. Each sub-programme was supplemented by a schedule of daily activities in order to reinforce learning. Learners’ competence in literacy and numeracy was assessed before starting the programme and re-assessed at the end, using the same tests they had done at the beginning. Learners’ marks in both sets of tests were compared, which demonstrated their progress or non-progress after having participated in the intervention programmes. / Educational Studies / M. Ed. (Sielkundige Opvoedkunde)

The successful social development of adolescent girls is dependent on the acquisition of the skills required to face the challenges of adult life. Young girls are faced with the problem of a growing aggressive behaviour displayed by the girls who are supposedly their friends. This aggressive behaviour may negatively affect social, psychological or emotional development, possibly resulting in long term social adjustment problems. This investigation identifies the types and causes of aggressive behaviour displayed by adolescent girls, with the intention of ultimately identifying strategies to address aggressive behaviour. The implementation of a schoolbased approach, including all sectors involved in the education of the child in a whole-school programme to address aggressive behaviour, is recommended. Including all parties, firmly committed to addressing aggressive behaviour from a preventative perspective, may result in reducing aggressive behaviour and possibly provide adolescent girls with the coping skills required for successful social development. / Educational Studies / M.Ed. (Socio-Education)

The successful social development of adolescent girls is dependent on the acquisition of the skills required to face the challenges of adult life. Young girls are faced with the problem of a growing aggressive behaviour displayed by the girls who are supposedly their friends. This aggressive behaviour may negatively affect social, psychological or emotional development, possibly resulting in long term social adjustment problems. This investigation identifies the types and causes of aggressive behaviour displayed by adolescent girls, with the intention of ultimately identifying strategies to address aggressive behaviour. The implementation of a schoolbased approach, including all sectors involved in the education of the child in a whole-school programme to address aggressive behaviour, is recommended. Including all parties, firmly committed to addressing aggressive behaviour from a preventative perspective, may result in reducing aggressive behaviour and possibly provide adolescent girls with the coping skills required for successful social development. / Educational Studies / M.Ed. (Socio-Education)

The aim of this thesis is to extend sport career transition knowledge by developing and evaluating a psycho-educational curriculum for sport career transition practitioners. Study 1 provides an extensive overview of organisational intervention programmes for sport career transition, as well as of training and development programmes for sport career transition practitioners from 19 countries worldwide. The purpose of Study 1 was to examine the following five features of sport career transition organisational intervention programmes and training and development programmes for sport career transition practitioners: 1) At the government level, which organisation is responsible for the delivery of sport career transition organisational intervention programmes? 2) What is the typical strategy of sport career transition organisational intervention programmes? 3) Which activities and events are included in sport career transition organisational intervention programmes? 4) Who is responsible for the delivery of sport career transition organisational intervention programmes? and 5) Do sporting organisations have training and development programmes for sport career transition practitioners? Findings from Study 1 were used to inform Study 2 and to supplement the literature review. According to the literature, training and development programmes for sport career transition practitioners remain scarce, while the number of sport career transition organisational intervention programmes is gradually increasing. The purpose of Study 2 was to develop and evaluate a novel psycho-educational curriculum for sport career transition practitioners. There were three stages of development and evaluation: (1) content development, (2) curriculum design and (3) curriculum evaluation. To achieve the goal of Study 2, a focus group and a two-round Delphi method were implemented. The final version of the psycho-educational curriculum is presented in Chapter 5. The purpose of Study 3 was to test a key aspect of the psycho-educational curriculum developed in Study 2 concerning 38 competences of sport career transition practitioners. A curriculum package consisting in the key parts from the overall curriculum was developed for Study 3. The findings revealed that the curriculum package positively affected the confidence of the study participants in 38 competences concerning sport career transition. This demonstrates that the curriculum is effective for the development of sport career transition practitioners, as the study participants exhibited greater confidence on all four factorsDual Career Transition Management, Skill Transfer, Social Support, and Career Planningwhen completing the curriculum package. The discussion in Chapter 7 focuses on both the theoretical and practical implications of the research, limitations and future research directions. In conclusion, the findings presented here deepen the knowledge of sport career transition in the areas of organisational intervention programmes for high performance athletes and training and development programmes for sport career transition practitioners. In addition, a novel psycho-educational curriculum for sport career transition practitioners is developed and evaluated.

The purpose of the study was to investigate the frequency and type of bullying behaviours experienced in a Pretoria private high school in the past six months. The aim was to determine how factors such as gender, age and ethnicity influenced the frequency and type of bullying experienced. The different types of bullying behaviours were categorised into physical, indirect, verbal and cyber-bullying. A quantitative method was applied and a self-report questionnaire was administered to 367 learners ranging from ages 12 – 18 (Grade 8 to Grade 12). The results of the study indicated that indirect bullying (such as malicious gossip) was the highest form of bullying reported in the study and occurred equally throughout the grades. However a high amount of bullying in all categories was found in the grade 9 group. Females reported higher frequencies of indirect bullying than males but no differences were found with regards to gender and the other types of bullying. No differences were found between the ethnic groups and physical violence as well as cyber-bullying. Caucasians seem to experience higher frequencies in bullying behaviours when it came to indirect bullying compared to African and Asian learners. Indian learners were also more prone to experience indirect bullying than Asians. Caucasians were also more likely to experience verbal bullying than Asian learners. It was found that racial bullying might occur in the school but that it does so at a minimal level. / Dissertation (MA)--University of Pretoria, 2010. / Psychology / unrestricted

Abstract in Afrikaans and English / This study was initiated when the researcher became aware of the problem that learners from low socio-economic environments tend to experience barriers to learning in numeracy and literacy. These barriers were identified in a class of Grade 1 learners through extensive literature study, after which the development, teaching and learning of numeracy and literacy in grade 1 were investigated. The researcher then developed intervention programmes for literacy and numeracy, each running for a period of six weeks, in order to overcome learners’ difficulties in these learning areas. Each programme was subdivided into three shorter programmes of two weeks each, which addressed different aspects of literacy and numeracy. Each sub-programme was supplemented by a schedule of daily activities in order to reinforce learning. Learners’ competence in literacy and numeracy was assessed before starting the programme and re-assessed at the end, using the same tests they had done at the beginning. Learners’ marks in both sets of tests were compared, which demonstrated their progress or non-progress after having participated in the intervention programmes. / Inleidend tot die studie word ‘n uiteensetting gegee van hoe die navorser bewus geword het van die navorsingsprobleem, wat as volg gestel word: Die navorser is bewus daarvan dat leerders uit ‘n lae sosio-ekonomiese milieu gewoonlik struikelblokke in leeraktiwiteite in gesyferdheid en geletterdheid ervaar. Deur literatuurstudie is die struikelblokke wat graad 1-leerders in geletterdheid en gesyferdheid ondervind, geïdentifiseer. Vervolgens is die ontwikkeling, onderrig en leer van geletterdheid en gesyferdheid volledig uiteengesit en intervensieprogramme in geletterdheid en gesyferdheid saamgestel om leerders se struikelblokke tydens leeraktiwiteite te bowe te kom. Drie intervensieprogramme in geletterdheid en drie in gesyferdheid is saamgestel, wat elk vir twee weke gevolg is. Volledige skedules van daaglikse aktiwiteite wat by elke program uitgevoer is, is ook ingesluit. Leerders se bedrewenheid in geletterdheid en gesyferdheid is geassesseer voor daar met die programme begin is. Na afloop van die intervensieprogramme het leerders weer dieselfde toetse afgelê waardeur hulle vordering of nie-vordering bepaal kon word. Verskeie tabelle is saamgestel wat leerders se vordering aantoon. / Educational Studies / M. Ed. (Sielkundige Opvoedkunde)

The aim of this study was to investigate the design and implementation of early intervention programmes used for disadvantaged learners in South Africa. The focus was on the Grade R class since it has been introduced to prepare learners for formal schooling. The extent to which the programme could influence the learner's skills were investigated. The design is defined in terms of the structure, goals, and content of the programme. The implementation strategy in this investigation is explained in broad terms to include ECD policies, delivery structures and modes, teacher preparedness and arrangements made at school level. The investigation was conducted as a case study in disadvantaged school-based Grade R classes of the Gauteng province. It established that the design of the Grade R programme followed the constructivist approach by combining the developmental and behavioural approaches to teaching. The design was commendable with regard to its goals and its duration. However, concerns were raised with regard to the structure and content of the Learning Area Programmes. An alternative design is recommended. The success of any programme depends to a large extent on implementation strategies used for delivery. This investigation established that policy formulation at national level followed international trends. Implementation power was devolved to the provincial departments in order to accommodate provincial diversity. However, structural deficits and undefined line functions were identified at provincial and district levels. The impact of this deficiency was evident in the Grade R classes. Finally this study concluded that although learners showed developmental gains, this cannot be regarded as the influence of the Grade R teaching because this age group is still developing and the change could be ascribed to maturation. The learners did not acquire basic literacy skills. Their poor language and intellectual abilities remain extremely low. / Educational Studies / D.Ed.(Psychology of Education)