The aim of this study was to investigate and describe the description of negative peer pressure by grade nine learners. The study took place within the context of adolescence, which is often described as a phase where negative peer pressure plays a significant role in the lives of adolescents. A literature study on the topic showed that peer pressure is a complex phenomenon that is experienced by all adolescents at some point. Literature also indicated that the voice of adolescents regarding their own unique and subjective description of negative peer pressure has not been recorded often enough. It became evident that especially grade nine learners are vulnerable to negative peer pressure. This grade or age group forms part of the middle adolescent phase, which is especially characterised by the forming of an own identity. The forming of an own identity is influenced by the different develop-mental tasks that are associated with adolescence, namely their emotional, cognitive, moral and social development. During this developmental phase the membership of a peer group becomes increasingly important and exclusion from the group is feared. This fear often leads to conforming to negative group norms and behaviour. From this context, the study is necessary. The researcher has undertaken a qualitative, phenomenological study, during which unstructured interviews were conducted with twelve grade nine learners from public high schools in the Drakenstein area of the Boland, Western Cape. These interviews were transcribed and the data analysed so that specific themes concerning negative peer pressure could be identified. From these empirical findings it was evident that the mutual relationships of the participants as well as the dynamics and norms within their respective groups, impacted severely on their description of negative peer pressure. Group formation in the middle adolescent years seems to be a complex process. It appears as if the smaller, more intimate group of friends can protect adolescents against negative peer pressure on the one hand, but can also exert pressure on group members to partake in negative activities. Therefore smaller groups often change as members move in and out of the group to find a group where they feel at home. According to the participants, conforming to negative behaviour and norms takes place more readily in the bigger or wider and more diverse peer group. Within these bigger groups it is easier for individuals to lose their identity, and therefore adolescents that are still in search of a personal identity and value system, give in to negative pressure and behaviour easier. A wide range of causes are named for this giving in to pressure, but according to the participants, their need for acceptance and recognition by the peer group as well as the accompanying fear of exclusion are the most important causes. From the study it was further evident that the relationships that adolescents find themselves in, play a deciding role in their description of negative peer pressure. The participants indicated that their relationship with their parents, their peer group, as well as the relationship with themselves, all influence their ability to handle negative peer pressure. From these findings the description of participants of negative peer pressure is explained in full. Suggestions are made to better equip parents, teachers and other professional people who work with adolescents in order to support and advise grade nine learners more successfully in their handling of negative peer pressure. / Thesis (MA (Psychology))--North-West University, Potchefstroom Campus, 2013.

The aim of this study was to investigate and describe the description of negative peer pressure by grade nine learners. The study took place within the context of adolescence, which is often described as a phase where negative peer pressure plays a significant role in the lives of adolescents. A literature study on the topic showed that peer pressure is a complex phenomenon that is experienced by all adolescents at some point. Literature also indicated that the voice of adolescents regarding their own unique and subjective description of negative peer pressure has not been recorded often enough. It became evident that especially grade nine learners are vulnerable to negative peer pressure. This grade or age group forms part of the middle adolescent phase, which is especially characterised by the forming of an own identity. The forming of an own identity is influenced by the different develop-mental tasks that are associated with adolescence, namely their emotional, cognitive, moral and social development. During this developmental phase the membership of a peer group becomes increasingly important and exclusion from the group is feared. This fear often leads to conforming to negative group norms and behaviour. From this context, the study is necessary. The researcher has undertaken a qualitative, phenomenological study, during which unstructured interviews were conducted with twelve grade nine learners from public high schools in the Drakenstein area of the Boland, Western Cape. These interviews were transcribed and the data analysed so that specific themes concerning negative peer pressure could be identified. From these empirical findings it was evident that the mutual relationships of the participants as well as the dynamics and norms within their respective groups, impacted severely on their description of negative peer pressure. Group formation in the middle adolescent years seems to be a complex process. It appears as if the smaller, more intimate group of friends can protect adolescents against negative peer pressure on the one hand, but can also exert pressure on group members to partake in negative activities. Therefore smaller groups often change as members move in and out of the group to find a group where they feel at home. According to the participants, conforming to negative behaviour and norms takes place more readily in the bigger or wider and more diverse peer group. Within these bigger groups it is easier for individuals to lose their identity, and therefore adolescents that are still in search of a personal identity and value system, give in to negative pressure and behaviour easier. A wide range of causes are named for this giving in to pressure, but according to the participants, their need for acceptance and recognition by the peer group as well as the accompanying fear of exclusion are the most important causes. From the study it was further evident that the relationships that adolescents find themselves in, play a deciding role in their description of negative peer pressure. The participants indicated that their relationship with their parents, their peer group, as well as the relationship with themselves, all influence their ability to handle negative peer pressure. From these findings the description of participants of negative peer pressure is explained in full. Suggestions are made to better equip parents, teachers and other professional people who work with adolescents in order to support and advise grade nine learners more successfully in their handling of negative peer pressure. / Thesis (PhD (Psychology))--North-West University, Potchefstroom Campus, 2013.

Over 80% of colorectal cancers (CRCs) are sporadic/randomly arising tumors. Interval CRCs represent a subset of sporadic tumors that develop within 6-36 months after a negative colonoscopy. Interval CRCs are suggested to exhibit altered biological properties that contribute to rapid growth and proliferation. We hypothesize that chromosomal instability (CIN), or aberrant chromosome numbers, contributes to the etiology of Interval CRCs. We have assembled a Manitoban cohort of Interval and sporadic (control) CRC tumor samples, and established a fluorescence in situ hybridization approach to characterize CIN by enumerating specific chromosomes. The results of this study indicate that 75% of Interval CRCs exhibit a CIN phenotype, making CIN the most prevalent contributor to genomic instability in Interval CRCs. Only once we grasp a better understanding of the tumorigenic pathways through which Interval CRCs develop, can we tailor screening strategies and treatment options to specifically identify and combat this subset of sporadic CRC.

Within the health care sector in South Africa, the nursing profession is known as one of the four most stressful work environments, which is characterised by high workload, staff shortages and overcrowding situations. This stressful and emotionally draining environment can be the cause for large numbers of nurses experiencing symptoms of burnout and negative work-home interference. However, there seems to be a lack of research investigating specific job demands and job resources associated with burnout and negative work-home interaction in a nursing environment. The first objective of this study was to determine the construct validity and reliability of the adapted Maslach Burnout Inventory - General Survey (MBI-GS). The second objective was to determine which job characteristics within the nursing environment predict burnout and negative work-home interference (WHI). The last objective was to determine whether negative WHI mediated between the most prominent job characteristics and burnout within the nursing environment and whether it was a partial or full mediating effect. A cross-sectional survey design was used. Random samples (n = 300) were taken from nurses working in the Johannesburg, Klerksdorp, Krugersdorp, Pretoria and Potchefstroom areas. A job characteristics questionnaire, the 'Survey Work-Home Interaction - Nijmegen' (SWING) and an adapted version of the Maslach Burnout Inventory - General Survey were administered. Cronbach alpha coefficients, exploratory factor analysis, Pearson product moment correlations, multiple regression analysis and structural equation modelling were used to analyse the data. Regarding the first objective, it was found that burnout consists of exhaustion and mental distance, whereas cynicism and depersonalisation collapse into one dimension (e.g. mental distance). Regarding the second objective, the results indicated that the most prominent job demands and job resources associated with exhaustion are pressure, autonomy, role clarity, colleague support and financial support. It seemed that mental distance is primarily predicted by role clarity, colleague support and financial support, while negative work-home interference is predicted by pressure, time demands, role clarity and colleague support. Results obtained for the last objective provided evidence for a partial mediating role of negative WHI in the relationship between the most prominent job characteristics (pressure, role clarity and colleague support) and burnout (consisting of exhaustion and mental distance). Recommendations were made for the organisation and for future research. / Thesis (M.Com. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2006.

In the last few years, many more women than before have entered the labour force. Consequently, employed women are confronted with demanding aspects at work and at home and experience difficulty in combining obligations in both of these domains. The pressure of the demands in their work place and family lives combined with managing the responsibilities from their work and personal lives can have a negative impact on the health of employed females. The objective of this research was to investigate the effects of work characteristics, borne characteristics and negative work-home interaction on the ill-health of employed females in South Africa. An availability sample (N = 500) was taken from six provinces of South Africa, including the Eastern Cape, the Free State, Gauteng, KwaZulu Natal, the North West and Western Cape. A job characteristics questionnaire, a home characteristics questionnaire, the 'Survey Work-Home Interaction Nijmegen' (SWING), and an ill health questionnaire were administered. Exploratory factor analyses were used to determine the construct validity of the questionnaires, Cronbach alpha coefficients were used to determine the reliability, while multiple regression analyses were used to identify significant predictors of ill-health. The results indicated that physical ill health could be predicted by a lack of role clarity and pressures at home. Predictors of anxiety were work overload, a lack of support from colleagues, uncertain roles in the workplace, home pressure as well as negative Work-home interaction (WHI) and negative Home-work interaction (HWI). Fatigue was predicted by work pressure, work overload, a lack of autonomy at work, a lack of instrumental support at work, a lack of role clarity, pressure at home and negative WHI. Predicting factors of depression were found to be job insecurity, a lack of autonomy and clearly defined roles at work, pressure at home, a lack of autonomy at home as well as negative HWI. / Mini-dissertation (M.Com. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2007.

Nurses make up the largest group of health workers in South Africa and are likely to play an important role in the transformation of the health sector. Health caregivers, especially those dealing with people suffering h m serious illnesses and those exposed to multiple deaths, are at risk of developing work-related psychological disorders. Furthermore, long working hours, pressure, role clarity and lack of support from colleagues are the four most common work stressors reported. People are constantly faced with the challenge of simultaneously managing multiple roles in their work as well as their home-sphere. It therefore becomes increasingly important to maintain a balance in these two life spheres. Unfortunately, a gap exists between the positive and negative side of work-home interaction as most research focuses on the negative side. It also seems that, despite the importance of work-home interaction of nurses, relatively few studies investigate the role of specific job characteristics and coping strategies that could play a role in negative and positive work-home interaction. The objective of this study was to determine which job characteristics and coping strategies predict negative and positive work-home interaction in the nursing environment. A cross-sectional survey design was used. Stratified random samples (n = 300) were taken of registered nurses in the Johannesburg, Klerksdorp, Krugersdorp, Potchefstroom and Pretoria regions. A self-constructed questionnaire was used to measure job characteristics. The Coping Strategy Indicator (CSI) was used to measure coping strategies, and the 'Survey Work-home Interaction- NijmeGen' (SWING) was used to measure work-home interaction. Exploratory factor analyses and Cronbach alpha coefficients were used to determine the validity and reliability of the questionnaires. Product-moment correlation coefficients were used to determine the relationship between job characteristics, coping and work-home interaction. Multiple regression analyses were used to determine the percentage variance in the dependent variables (e.g. negative and positive WHI) that is predicted by the independent variables (e.g. job characteristics and coping strategies). The results showed that time demands, pressure, role clarity and colleague support are the main job characteristics that predict negative work-home interference. Problem-solving coping was associated with less negative work-home interference, while avoidance coping seems to predict higher levels of negative work-home interference. Time demands, autonomy and role clarity were the main predictors of positive work-home interference. Problem-solving coping was the only coping strategy associated with positive work-home interference. Recommendations were made for further research. / Thesis (M.Com. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2007

Under favourable conditions, the child in the senior primary phase (from Grade 5 to Grade 7) should lead a happy and carefree life with few real problems for himlherself or his parents. At this time the child is at his/her most receptive stage, therefore it is very important that the child should acquire good study habits, study attitudes and study methods. Attitude plays a very important role in learning. If the child has a negative attitude towards study, his academic achievement will not be as desired. The child who has a negative attitude also has a negative or poor self esteem. It is important to lead the child in the senior primary phase to develop and adopt a positive attitude and self esteem. The aim for this study is to determine whether the pupils (learners) in the senior primary phase will develop a positive disposition towards learning if they are given guidance. The characteristics of the senior primary child in relation with his physical, social, emotional, moral and personal development is closely scrutenised. The focus is on study attitude and the factors that would influence it such as language, stress, self esteem, hereditary, abilities and environment. Thus the study guidance program for the child in the senior primary phase with a negative study attitude has been set out comprehensively. The focus fell upon study guidelines for study guidance in the form of group guidance and the ten sessions into which the study guidance program was set out. The study guidance program consisted of orientation of the group, aims or objectives, study attitude, self esteem, study habits, study methods, facors which influence learning, facets of the memory, attention and concentration, compiling a works program and study roster, motivation, listening, effective reading, memory aids, memorising, summarising, underlining and preparation and writing of the examination. During the empirical investigation the following steps were followed: • The school guidance teacher selected fifteen pupils (learners) from the senior primary phase (grade 6) who showed a negative study attitude. • Questionnaires about study habits, study attitudes and study methods were completed by the group before and after the study guidance program. The pupils also had to write a General Science test before and after the study guidance. The results of the General Science Tests before and after the study guidance, were compared with each other. The presentation and interpretation of the response of the questionnaire about study methods, study attitudes and study habits regarding the General Science test marks were recorded. The test marks before and after were compared. Furthermore, from the examination it came to light that the questions in the questionnaire showed a marked changed namely a great effect (0,8) except in questions 41, 46 and 49 which showed a medium effect. This improvement or change in the Science Test marks are thus educationally viable. As a result of the positive change in the questionnaire's response and the General Science test marks, it appears that the program was successful. It also shows that a study guidance program can play an important role in cases where the Senior Primary pupil (learner) has a negative study attitude. There is a definite yearning by the child in the senor primary phase to be guided during learning and thus being influenced positively. Guidance implies assistance, Le. during learning/study the child must be assisted so that learning can be effective and the potential of the child be optimally unfolded or developed. If the child's potential is optimally developed, the child will become a happy adult who will be an asset to him/herself and to the community. / Thesis (MEd)--PU for CHE, 1998

The work environment in which South African employees have to function in is highly demanding, offering them little in terms of job security, but simultaneously expecting them to give more in terms of inter alia flexibility, competency, and effort. Tracking and addressing government employees' functioning in areas that could affect their wellness and consequent standard of service is essential. Job insecurity, affectivity, burnout and work engagement are specific focus areas in this research. It is important to use reliable and valid measuring instruments to measure these constructs. It appears that job insecurity may affect employees' levels of burnout and work engagement and that affectivity may also influence the stress outcome relationship. A lack of South African research exists regarding job insecurity and wellness of employees, hence the importance of this research. The objectives of this study were to investigate the relationship between job insecurity, affectivity, burnout, and work engagement of employees (N = 297) in a government organisation. A cross-sectional survey design was used. Constructs were measured by means of the Job Insecurity Inventory (JII), the Affectometer 2 (AFM 2), the Oldenburg Burnout Inventory (OLBI) and the Utrecht Work Engagement Scale (UWES). The research method for each of the three articles consists of a brief literature review and an empirical study. Exploratory factor analyses, as well as Cronbach's alphas were computed to assess the reliability and validity of the OLBI, UWES and AFM 2. Structural equation modeling was used to assess the construct validity of the JII, while alpha coefficients were computed to assess the internal consistency of its scales. Descriptive statistics were used to analyse data and Pearson product moment correlation coefficients, as well as regression analyses were used to examine the relationships between the constructs employed in this research. Structural equation modeling results confirmed the two-factor structure of the JII, consisting of an affective and cognitive dimension, although a one-factor model also resulted in a good, but not superior fit. Exploratory factor analyses of the OLBI resulted in a two-factor model of burnout, consisting of exhaustion disengagement and engagement subscale and the UWES resulted in a one-factor model of engagement. Exploratory factor analyses of the AFM 2 resulted in a two-factor model, consisting of a negative and positive affect scale. All scales used in this research demonstrated adequate internal consistencies. It was found that white participants experience higher levels of cognitive job insecurity and lower levels of engagement (OLBI) compared to black participants. Shorter tenure was associated with increased engagement (OLBI). It was furthermore found that participants who had been working in the organisation for less than one year and those who worked for two to five years demonstrated higher levels of positive affect compared to employees who had been working in the organisation for 11 years and longer. Regarding negative affect, it was established that participants with tenure less than one year presented lower negative affect levels compared to participants who had been employed in the organisation for longer. Job insecurity and burnout were found to be statistically significantly correlated. Cognitive and affective job insecurity demonstrated a practically significant relationship with work engagement. Positive and negative affectivity showed a practically significant correlation with both the affective and cognitive job insecurity scales and work engagement. Positive affectivity partially mediated the relationship between cognitive job insecurity and exhaustion disengagement. Furthermore, both positive and negative affectivity partially mediated the relationship between cognitive job insecurity and work engagement. Conclusions are made, limitations of the current research are discussed and recommendations for future research are put forward. / Thesis (Ph.D. (Industrial Psychology))--North-West University, Vaal Triangle Campus, 2005.

The issue of eddy currents induced by the rapid switching of magnetic field gradients is a long-standing problem in magnetic resonance imaging. A new method for dealing with this problem is presented whereby spatial harmonic components of the magnetic field are continuously sensed, through their temporal rates of change, and corrected. In this way, the effects of the eddy currents on multiple spatial harmonic components of the magnetic field can be detected and corrections applied during the rise time of the gradients. Sensing the temporal changes in each spatial harmonic is made possible with specially designed detection coils. However to make the design of these coils possible, general relationships between the spatial harmonics of the field, scalar potential, and vector potential are found within the quasi-static approximation. These relationships allow the vector potential to be found from the field – an inverse curl operation – and may be of use beyond the specific problem of detection coil design. Using the detection coils as sensors, methods are developed for designing a negative feedback system to control the eddy current effects and optimizing that system with respect to image noise and distortion. The design methods are successfully tested in a series of proof-of-principle experiments which lead to a discussion of how to incorporate similar designs into an operational MRI.

Under favourable conditions, the child in the senior primary phase (from Grade 5 to Grade 7) should lead a happy and carefree life with few real problems for himlherself or his parents. At this time the child is at his/her most receptive stage, therefore it is very important that the child should acquire good study habits, study attitudes and study methods. Attitude plays a very important role in learning. If the child has a negative attitude towards study, his academic achievement will not be as desired. The child who has a negative attitude also has a negative or poor self esteem. It is important to lead the child in the senior primary phase to develop and adopt a positive attitude and self esteem. The aim for this study is to determine whether the pupils (learners) in the senior primary phase will develop a positive disposition towards learning if they are given guidance. The characteristics of the senior primary child in relation with his physical, social, emotional, moral and personal development is closely scrutenised. The focus is on study attitude and the factors that would influence it such as language, stress, self esteem, hereditary, abilities and environment. Thus the study guidance program for the child in the senior primary phase with a negative study attitude has been set out comprehensively. The focus fell upon study guidelines for study guidance in the form of group guidance and the ten sessions into which the study guidance program was set out. The study guidance program consisted of orientation of the group, aims or objectives, study attitude, self esteem, study habits, study methods, facors which influence learning, facets of the memory, attention and concentration, compiling a works program and study roster, motivation, listening, effective reading, memory aids, memorising, summarising, underlining and preparation and writing of the examination. During the empirical investigation the following steps were followed: • The school guidance teacher selected fifteen pupils (learners) from the senior primary phase (grade 6) who showed a negative study attitude. • Questionnaires about study habits, study attitudes and study methods were completed by the group before and after the study guidance program. The pupils also had to write a General Science test before and after the study guidance. The results of the General Science Tests before and after the study guidance, were compared with each other. The presentation and interpretation of the response of the questionnaire about study methods, study attitudes and study habits regarding the General Science test marks were recorded. The test marks before and after were compared. Furthermore, from the examination it came to light that the questions in the questionnaire showed a marked changed namely a great effect (0,8) except in questions 41, 46 and 49 which showed a medium effect. This improvement or change in the Science Test marks are thus educationally viable. As a result of the positive change in the questionnaire's response and the General Science test marks, it appears that the program was successful. It also shows that a study guidance program can play an important role in cases where the Senior Primary pupil (learner) has a negative study attitude. There is a definite yearning by the child in the senor primary phase to be guided during learning and thus being influenced positively. Guidance implies assistance, Le. during learning/study the child must be assisted so that learning can be effective and the potential of the child be optimally unfolded or developed. If the child's potential is optimally developed, the child will become a happy adult who will be an asset to him/herself and to the community. / Thesis (MEd)--PU for CHE, 1998