The SANDF organization is divided into four arms of services i.e. SA Army (South African Army), SAAF (South African Air Force), SAMHS (South African Health Military Services), and the SA NAVY (South African Navy). SANDF soldiers have volunteered to work in these four arms of the services. SANDF soldiers are mandated to deploy (either internally or externally) as part of their professional duty and to attend military courses (short and long courses) for promotional purposes in training units. Since the duration of deployments are six months or longer, some of the soldiers are unable to cope with separation from their spouses and they decide to have extra-marital affairs. Some of those who attend long courses also end up having extra-marital affairs. Chaplains who are deployed and those who are working in training units always experience these illicit immoralities that are taking place amongst SANDF soldiers. These illicit immoralities are posing a great challenge and threat to many good marriages of SANDF soldiers. This practice of extra-marital affairs caused some of the soldiers to divorce their spouses. Some of the soldiers’ spouses also divorced their husbands because they could not cope with long periods of separations. The main aim of this study is to equip and guide chaplains to empower SANDF soldiers and their spouses. Chaplains who are equipped will be able to be proficient in their areas of responsibilities to sustain the marriages of the SANDF members. A soldier who has been empowered spiritually by his chaplain will be able to be resilient to work in diverse conditions and to make a sound ethical moral decision. He/she will also display a high standard of discipline during deployments and courses. He/she will remain a loyal and faithful asset of the SANDF organization as well as his/her family. / PhD (Pastoral Studies), North-West University, Potchefstroom Campus, 2014

The SANDF organization is divided into four arms of services i.e. SA Army (South African Army), SAAF (South African Air Force), SAMHS (South African Health Military Services), and the SA NAVY (South African Navy). SANDF soldiers have volunteered to work in these four arms of the services. SANDF soldiers are mandated to deploy (either internally or externally) as part of their professional duty and to attend military courses (short and long courses) for promotional purposes in training units. Since the duration of deployments are six months or longer, some of the soldiers are unable to cope with separation from their spouses and they decide to have extra-marital affairs. Some of those who attend long courses also end up having extra-marital affairs. Chaplains who are deployed and those who are working in training units always experience these illicit immoralities that are taking place amongst SANDF soldiers. These illicit immoralities are posing a great challenge and threat to many good marriages of SANDF soldiers. This practice of extra-marital affairs caused some of the soldiers to divorce their spouses. Some of the soldiers’ spouses also divorced their husbands because they could not cope with long periods of separations. The main aim of this study is to equip and guide chaplains to empower SANDF soldiers and their spouses. Chaplains who are equipped will be able to be proficient in their areas of responsibilities to sustain the marriages of the SANDF members. A soldier who has been empowered spiritually by his chaplain will be able to be resilient to work in diverse conditions and to make a sound ethical moral decision. He/she will also display a high standard of discipline during deployments and courses. He/she will remain a loyal and faithful asset of the SANDF organization as well as his/her family. / PhD (Pastoral Studies), North-West University, Potchefstroom Campus, 2014

Given the large economic and social costs of work-related accidents and injuries, it is not surprising that organisations strive to reduce them; this creates a need to improve the safety performance of the whole construction industry. Health and Safety statistics in general appear to suggest a levelling off of safety performance across the construction industry as a whole and this implies that improving safety beyond the current level of attainment calls for a radical look at how safety is addressed by the industry. Such a radical approach needs to explore alternatives to current practices in safety improvement. Although it is acknowledged that human factors are involved in 80-90% of work-related accidents and incidents, the focus of safety research in recent years still addresses only organisational and environmental factors, rather than variables at the level of the individual. Occupational personality models suggest that the ability to understand, predict and control incidents could minimize their potential transition into accidents. The safety behaviour of the individual worker forms part of such occupational personality modelling. Understanding the safety behaviour of construction workers should provide opportunities for improvement beyond traditional practices in the quest to improve safety management. The study on which this thesis is based aimed to develop a conceptual framework for improving safety performance on sites. This was achieved by exploring, on the one hand, the relationship between the personality traits of individual workers and their safety behaviour (safety participation, safety compliance and safety motivation), and incident rates on the other. The data for the analysis was drawn from multi-cultural construction workers in Saudi Arabia. The emergence of the Big Five personality model has been widely accepted as a valid and reasonably generalisable taxonomy for personality structure and has been used by numerous researchers as a framework to explore the criterion-related validity of personality in relation to job performance. This study employed the Big Five categorisation of traits to explore the relationship between fundamental dimensions of personality and potential for involvement in accidents and incidents. The principal findings from the study showed a very good level of acceptance by practitioners in Saudi Arabia for the conceptual framework developed for managing safety behaviour. The study also established that some personality traits moderated the effects of safety behaviour for incident rates. In addition, the analysis revealed that individual workers characterised by conscientiousness and openness are least likely to experience incidents, and consequently, accidents and injuries at work. However, individuals characterised by high extraversion, neuroticism and low agreeableness are more likely to be v involved in incidents, and potentially, accidents and injuries. These important findings have significant ramifications for the way safety development and training for construction workers should be addressed in the future. Recommendations from the study culminated in the development of a conceptual framework for improving safety performance which aimed to minimize incidents attributable to the worker. The framework relies on the attitudes and behaviours of employees in proposing mitigation strategies for the construction industry.

Locotypes is a practice-based research project that is intended to suggest an alternative approach to traditional ways of designing and reading wayfinding signage systems. This is an alternative approach that will not follow the traditional universal* approach of design for effective signage application. The aim of the project is to suggest a rethinking of visual conformity as the main objective in designing a wayfinding signage system.The research question is: what are the opportunities and impediments to designing a wayfinding signage system that acknowledges and is equally influenced by the local as well as global characteristics of a particular system?This practical research project takes on a hypothesis that the approach of prioritising GLOBAL* visual conformity typical of the standard signage systems fails to reflect the mix of culturally specific and multi-cultural profiles that are peculiar to the "actual specific local"* contexts. I am intending to explore an alternative way of designing a coherent wayfinding signage system which can be read from both a LOCAL* and GLOBAL point of view. This system could potentially change the traditional notions of developing a wayfinding signage system and triggers further explorations in design industry

<p>This paper examines how pupils with a non-Swedish background, in a secondary school in Stockholm’s suburban, Sweden, interpret and absorb the contents of school-room classes. It also examines whether the interpretations are influenced by a power-relation between teacher and pupils. The pupil’s interpretations, including their values and perceptions as regards to the content, are central to our study.</p><p>Firstly, classes on world conflicts and corporal punishment for children were observed and these observations were the foundation to this study. Secondly, pupils with various ethnic backgrounds were interviewed regarding their experiences of the classes.</p><p>The analysis indicates the presence of a power-relation between teacher and pupils in class caused by the teacher showing no consideration to the pupils’ various backgrounds when selecting the contents of the presentation, resulting in a conscious or unconscious exclusion of the pupils’ backgrounds. The interviews indicate that the teacher’s cultural capital was in a superior position to the pupils’ cultural capital. This may lead to a sense of exclusion.</p><p>The pupils’ interpretation stem from both their own experience in a multi-cultural school and from their parents’ backgrounds. They are thus expressions of trans-cultural “new ethnicities” rather than one specific ethnicity.</p>

<p>The purpose of this paper is to investigate and to analyse didactic considerations and decisions made by pre-school teachers in the context of a multi-cultural pedagogical environment.</p><p>The basic theoretical perspective is social constructivism, but notions from Donald A. Schön and John Dewey's theories of thinking and reflection have also informed the study; even Hans Lorentz' definition of a multi-cultural pedagogical environment has been employed as an analytic tool.</p><p>The empirical study consists of a qualitative field study at a pre-school, where participatory observation and a group interview have been used in order to collect data. Those who participated were teachers at the pre-school.</p><p>The results of the study, when analysed in accordance with the method, shows mainly three things. First of all that the teachers at the pre-school, in their didactic considerations, make use of the following methods of knowledge formation: knowledge-in-practice, reflection-in-practice, reflection on practice, reflection on knowledge-in-practice, and reflection on reflection-in-practice. Secondly, that no reflection particularly on the learning conditions in a multi-cultural pedagogical environment takes place. Finally, that there is little time available for the teachers for reflection at all, either individually or collectively.</p><p>A conclusion I draw from the study is that, if the teachers at pre-schools should be able to reflect consciously about their work, and to transform not consciously reflected thinking about it into consciously reflected thinking, it is necessary for them to resort to explicit and focused conversations with one another. A further conclusion is that lack of time for reflection among teachers at pre-schools renders difficult a conscious discussion among them about the multi-cultural pedagogical aspect of their work context. This means that, unless they are given the time they need they are bound to end up in a kind of dilemma: In order to fulfil their special mission they need to reflect on it, but there is no time for them to do so.<strong></strong></p>

This paper examines how pupils with a non-Swedish background, in a secondary school in Stockholm’s suburban, Sweden, interpret and absorb the contents of school-room classes. It also examines whether the interpretations are influenced by a power-relation between teacher and pupils. The pupil’s interpretations, including their values and perceptions as regards to the content, are central to our study. Firstly, classes on world conflicts and corporal punishment for children were observed and these observations were the foundation to this study. Secondly, pupils with various ethnic backgrounds were interviewed regarding their experiences of the classes. The analysis indicates the presence of a power-relation between teacher and pupils in class caused by the teacher showing no consideration to the pupils’ various backgrounds when selecting the contents of the presentation, resulting in a conscious or unconscious exclusion of the pupils’ backgrounds. The interviews indicate that the teacher’s cultural capital was in a superior position to the pupils’ cultural capital. This may lead to a sense of exclusion. The pupils’ interpretation stem from both their own experience in a multi-cultural school and from their parents’ backgrounds. They are thus expressions of trans-cultural “new ethnicities” rather than one specific ethnicity.

The purpose of this paper is to investigate and to analyse didactic considerations and decisions made by pre-school teachers in the context of a multi-cultural pedagogical environment. The basic theoretical perspective is social constructivism, but notions from Donald A. Schön and John Dewey's theories of thinking and reflection have also informed the study; even Hans Lorentz' definition of a multi-cultural pedagogical environment has been employed as an analytic tool. The empirical study consists of a qualitative field study at a pre-school, where participatory observation and a group interview have been used in order to collect data. Those who participated were teachers at the pre-school. The results of the study, when analysed in accordance with the method, shows mainly three things. First of all that the teachers at the pre-school, in their didactic considerations, make use of the following methods of knowledge formation: knowledge-in-practice, reflection-in-practice, reflection on practice, reflection on knowledge-in-practice, and reflection on reflection-in-practice. Secondly, that no reflection particularly on the learning conditions in a multi-cultural pedagogical environment takes place. Finally, that there is little time available for the teachers for reflection at all, either individually or collectively. A conclusion I draw from the study is that, if the teachers at pre-schools should be able to reflect consciously about their work, and to transform not consciously reflected thinking about it into consciously reflected thinking, it is necessary for them to resort to explicit and focused conversations with one another. A further conclusion is that lack of time for reflection among teachers at pre-schools renders difficult a conscious discussion among them about the multi-cultural pedagogical aspect of their work context. This means that, unless they are given the time they need they are bound to end up in a kind of dilemma: In order to fulfil their special mission they need to reflect on it, but there is no time for them to do so.

Locotypes is a practice-based research project that is intended to suggest an alternative approach to traditional ways of designing and reading wayfinding signage systems. This is an alternative approach that will not follow the traditional universal* approach of design for effective signage application. The aim of the project is to suggest a rethinking of visual conformity as the main objective in designing a wayfinding signage system.The research question is: what are the opportunities and impediments to designing a wayfinding signage system that acknowledges and is equally influenced by the local as well as global characteristics of a particular system?This practical research project takes on a hypothesis that the approach of prioritising GLOBAL* visual conformity typical of the standard signage systems fails to reflect the mix of culturally specific and multi-cultural profiles that are peculiar to the "actual specific local"* contexts. I am intending to explore an alternative way of designing a coherent wayfinding signage system which can be read from both a LOCAL* and GLOBAL point of view. This system could potentially change the traditional notions of developing a wayfinding signage system and triggers further explorations in design industry

Thesis (D. Min.)--Austin Presbyterian Theological Seminary, 2004. / Abstract. Includes bibliographical references (leaves 168-191).