Text in Afrikaans / Various technological developments have taken place in the last century, but most of them had very little or a minimal influence on higher education. It has often been speculated that technology would increase the pass mark and retention of students, but to date that has not happened. Where has technology failed? Or is it not technology that has failed, but, rather, the educational model? These questions will be addressed in this study. Riegelman, Povat, Ott and Piemme (1985:279) state that knowledge doubles every three to five years and that lecturers can no longer be mere disseminators of knowledge. Therefore, the present-day student should be guided to find knowledge him- or herself within a broad framework. This means that the educational model of higher education institutions needs to be renewed. The traditional lecturer-centered teaching approach should give way to a more student-centered learning approach. However, the problem is that there are not yet guidelines [or a model] for the use of, for example, the Internet in such a new educational approach. In this study, the focus is on the creation of a didactically justifiable model [guidelines] for the use of the Internet in a multi-mode educational approach, since the Technikon currently does not have such a model. This model and these guidelines should enable the lecturer, as the teaching-learning manager, to plan, develop, implement and evaluate a multi-mode teaching-learning programme. However, before any didactic model is, or guidelines are, developed, it is essential to determine the starting point from which the design should be done. In order to arrive at a well-founded starting point, a comprehensive literature study of local and international publications was undertaken, personal interviews were conducted and specialists locally and abroad were visited. In this manner, an illuninating overview was obtained of that which has already been done to deal with the set problem, as described in the previous paragraph. The research for the development of the model [didactic guidelines] was preceded by a three-year institutional study, in the course of which trends, needs and perceptions were debated at an institutional forum chaired by the researcher, namely, the TLTR [Teaching, Learning and Technology Roundtable]. The report on this study is divided into six chapters and represent the problems identified by the TLTR, which form the foundation [core] on which the model and guidelines are based. The questions are as follows: Who are we and how do we currently execute our core task? [How do we teach?] Who are our clients and what are their needs? [How do they learn and how do they wish to be served?] How could we use technology to facilitate our task and teach our students effectively without sacrificing quality? [What teaching-learning opportunities are there?] The theoretical study that provides the answers to the above questions is embodied in a model [guidelines] for the use of the Internet within a multi-mode educational approach. This model is then evaluated by 106 lecturers and 437 students to: Determine the lecturer's attitude to the proposed model, determine the lecturer's perception of the differences between on-line and contact instruction management, and determine whether there are any differences in the learning experience(s) of students who receive instruction by means of an Internet-supported programme and students who receive contact instruction. Lastly, attention is given to a number of related findings and recommendations that flow forth from the study. These aspects also lead to recommendations on future research in this field. / Educational Studies / D. Ed. (Didactics)

Text in Afrikaans, abstract in Afrikaans and English / Verskeie tegnologiese ontwikkelings het die afgelope eeu plaasgevind, maar die meeste daarvan het weinig of 'n minimale invloed op hoer onderwys gehad. Daar is baie gespekuleer dat die tegnologie die slaagsyfer en die retensie van studente sal verhoog, maar tot nou toe was dit nie die geval nie. Waar het die tegnologie gefaal, of het die tegnologie nie gefaal nie, maar die onderwysmodel? Hierdie is van die vrae waarop in hierdie studie gefokus word. Riegelman, Povat, Ott en Piemme (1985:279) stel dit dat kennis elke 3 - 5 jaar verdubbel en dat die tyd verby is dat dosente slegs uitdelers van kennis kan wees. Die hedendaagse student behoort daarom begelei te word om self kennis binne 'n bree raamwerk te vind, en dit kom daarop neer dat die onderwysmodel van hoeronderwysinstellings om vernuwing vra. Die tradisionele dosentgesentreerde onderrigbenadering moet plek maak vir 'n meer studentgesentreerde leerbenadering. Die probleem is egter dat daar tans nog geen riglyne [of model] bestaan vir die gebruik van byvoorbeeld die internet binne so 'n nuwe onderwysbenadering nie. Hierdie studie is daarop gefokus om 'n didakties-verantwoordbare model [riglyne], vir die gebruik van die internet binne 'n multimodus-onderwysbenadering daar te stel, aangesien daar tans nie so 'n model by die Technikon is nie. Hierdie model en riglyne behoort die dosent as onderrig-leerbestuurder in staat te stel om 'n multimodus onderrig-leerprogram te beplan, te ontwikkel, te implementeer en te evalueer. Voordat enige didaktiese model of riglyne egter ontwikkel kan word, is dit noodsaaklik dat vasgestel word vanuit watter vertrekpunt die ontwerp gedoen moet word. Ten einde tot 'n gefundeerde vertrekpunt te kom, is 'n omvangryke literatuurstudie van plaaslike en oorsese publikasies en persoonlike onderhoude en besoeke aan kundiges plaaslik en internasionaal onderneem. Sodoende is 'n insiggewende oorsig verkry van wat reeds gedoen is om die probleem, wat in die vorige paragraaf beskryf is, te hanteer. Die navorsing vir die ontwikkeling van die model [didaktiese riglyne] is deur 'n driejaarlange institusionele ondersoek voorafgegaan, waartydens tendense, behoeftes en persepsies op 'n institusionele forum onder voorsitterskap van die navorser, naamlik die TLTR [Teachning, Learning and Technology Roundtable] gedebatteer is. Die verslag van hierdie ondersoek word in ses hoofstukke verdeel en verteenwoordig die probleme wat deur die TLTR ge"identifiseer is en wat die fondament [kern] vorm waarop die model en riglyne gebaseer is. Die vrae is soos volg: • Wie is die Technikon Pretoria en hoe word daar tans aan die Technikon onderrig? • Wie is die Technikon se klient(e) en wat is hulle behoeftes? [Hoe leer hulle en hoe wil hulle bedien word?] • Hoe kan die akademici van die Technikon, die tegnologie gebruik om hulle taak te vergemaklik en die studente effektief te onderrig sonder om kwaliteit in te boet? [Watter onderrig-leergeleenthede bestaan?] Hierdie model is deur 106 dosente en 437 studente geevalueer om: • die houding van die dosent teenoor die voorgestelde model te bepaal; • die dosent se persepsie van die verskille tussen aanlyn- en kontakonderwysbestuur vas te stel; en • te bepaal of daar enige verskille in die leerervaring(s) van studente bestaan wat onderrig deur middel van 'n internetondersteunde program ontvang, en studente wat 'n kontakprogram ontvang. Laastens is aandag aan 'n aantal verbandhoudende bevindings en aanbevelings wat uit die studie voortvloei, geskenk. Hierdie aspekte het aanleiding tot aanbevelings vir toekomstige navorsing binne die veld gegee. / Various technological developments have taken place in the last century, but most of them had very little or a minimal influence on higher education. It has often been speculated that technology would increase the pass mark and retention of students, but to date that has not happened. Where has technology failed? Or is it not technology that has failed, but, rather, the educational model? These questions will be addressed in this study. Riegelman, Povat, Ott and Piemme (1985:279) state that knowledge doubles every three to five years and that lecturers can no longer be mere disseminators of knowledge. Therefore, the present-day student should be guided to find knowledge him- or herself within a broad framework. This means that the educational model of higher education institutions needs to be renewed. The traditional lecturer-centred teaching approach should give way to a more student centred learning approach. However, the problem is that there are not yet guidelines [or a model] for the use of, for example, the Internet in such a new educational approach. In this study, the focus is on the creation of a didactically justifiable model [guidelines] for the use of the Internet in a multi-mode educational approach, since the Technikon currently does not have such a model. This model and these guidelines should enable the lecturer, as the teaching-learning manager, to plan, develop, implement and evaluate a multi-mode teaching-learning programme. However, before any didactic model is, or guidelines are, developed, it is essential to determine the starting point from which the design should be done. In order to arrive at a well-founded starting point, a comprehensive literature study of local and international publications was undertaken, personal interviews were conducted and specialists locally and abroad were visited. In this manner, an illuminating overview was obtained of that which has already been done to deal with the set problem, as described in the previous paragraph. The research for the development of the model (didactic guidelines) was preceded by a three-year institutional study, in the course of which trends, needs and perceptions were debated at an institutional forum chaired by the researcher, namely, the TLTR [Teaching, Learning and Technology Roundtable). The report on this study is divided into six chapters and represent the problems identified by the TLTR, which form the foundation [core] on which the model and guidelines are based. The questions are as follows: • Who are we and how do we currently execute our core task? [How do we teach?] • Who are our clients and what are their needs? [How do they learn and how do they wish to be served?] • How could we use technology to facilitate our task and teach our students effectively without sacrificing quality? [What teaching-learning opportunities are there?] The theoretical study that provides the answers to the above questions is embodied in a model [guidelines] for the use of the Internet within a multi-mode educational approach. This model is then evaluated by 106 lecturers and 437 students to: • Determine the lecturer's attitude to the proposed model, • determine the lecturer's perception of the differences between on-line and contact instruction management, and • determine whether there are any differences in the learning experience(s) of students who receive instruction by means of an Internet-supported programme and students who receive contact instruction. Lastly, attention is given to a number of related findings and recommendations that flow forth from the study. These aspects also lead to recommendations on future research in this field. / Curriculum and Instructional Studies / D. Ed. (Didactics)

M.Com (Economics) / Please refer to full text to view abstract.

M.Tech. Business Administration. Business School. / Retail store environment factors such as lighting, colour, layout, scent and music have a direct effect on business performance. Research on the retail store environment and its influence on business performance have been limited to the developed nations. There have been no studies to date to address the issues of the retail store environment in Tshwane. This study focused on the perceptions of retailers in Tshwane Central to establish whether they know and understand the concept of the retail store environment and the factors that influence it. The study also investigated which factors were most important to retailers with regard to retail store environment factors that influence business performance. The objective of the study was to establish whether retailers in Tshwane Central are aware that the performance of their business is directly affected by the interior retail store environment, and which factors the retailers consider important in affecting business performance.

M. Tech. Architecture (Professional) / The Old Jewish Synagogue on Paul Kruger Street in the centre of Pretoria is the foundation for this thesis project. This heritage building facilitated some of the most pivotal events in apartheid history - the Treason Trial of former president Nelson Rolihlahla Mandela, and the Steve Biko Inquest. For decades restoration attempts have not been fruitful, due to the costs involved paired with impractical reuse functions for the building and the surrounding site. This thesis project aims to once again make the Old Synagogue accessible to the public, through suitable incorporation of the building, as well as its site, into the urban fabric. Therefore this document is structured chronologically - as information was acquired through the year, to reach a solution.

Thesis (MArch(Prof)) -- University of Pretoria, 2008. / Abstract in English. Includes bibliographical references.

Text in Afrikaans / Various technological developments have taken place in the last century, but most of them had very little or a minimal influence on higher education. It has often been speculated that technology would increase the pass mark and retention of students, but to date that has not happened. Where has technology failed? Or is it not technology that has failed, but, rather, the educational model? These questions will be addressed in this study. Riegelman, Povat, Ott and Piemme (1985:279) state that knowledge doubles every three to five years and that lecturers can no longer be mere disseminators of knowledge. Therefore, the present-day student should be guided to find knowledge him- or herself within a broad framework. This means that the educational model of higher education institutions needs to be renewed. The traditional lecturer-centered teaching approach should give way to a more student-centered learning approach. However, the problem is that there are not yet guidelines [or a model] for the use of, for example, the Internet in such a new educational approach. In this study, the focus is on the creation of a didactically justifiable model [guidelines] for the use of the Internet in a multi-mode educational approach, since the Technikon currently does not have such a model. This model and these guidelines should enable the lecturer, as the teaching-learning manager, to plan, develop, implement and evaluate a multi-mode teaching-learning programme. However, before any didactic model is, or guidelines are, developed, it is essential to determine the starting point from which the design should be done. In order to arrive at a well-founded starting point, a comprehensive literature study of local and international publications was undertaken, personal interviews were conducted and specialists locally and abroad were visited. In this manner, an illuninating overview was obtained of that which has already been done to deal with the set problem, as described in the previous paragraph. The research for the development of the model [didactic guidelines] was preceded by a three-year institutional study, in the course of which trends, needs and perceptions were debated at an institutional forum chaired by the researcher, namely, the TLTR [Teaching, Learning and Technology Roundtable]. The report on this study is divided into six chapters and represent the problems identified by the TLTR, which form the foundation [core] on which the model and guidelines are based. The questions are as follows: Who are we and how do we currently execute our core task? [How do we teach?] Who are our clients and what are their needs? [How do they learn and how do they wish to be served?] How could we use technology to facilitate our task and teach our students effectively without sacrificing quality? [What teaching-learning opportunities are there?] The theoretical study that provides the answers to the above questions is embodied in a model [guidelines] for the use of the Internet within a multi-mode educational approach. This model is then evaluated by 106 lecturers and 437 students to: Determine the lecturer's attitude to the proposed model, determine the lecturer's perception of the differences between on-line and contact instruction management, and determine whether there are any differences in the learning experience(s) of students who receive instruction by means of an Internet-supported programme and students who receive contact instruction. Lastly, attention is given to a number of related findings and recommendations that flow forth from the study. These aspects also lead to recommendations on future research in this field. / Educational Studies / D. Ed. (Didactics)

Text in Afrikaans, abstract in Afrikaans and English / Verskeie tegnologiese ontwikkelings het die afgelope eeu plaasgevind, maar die meeste daarvan het weinig of 'n minimale invloed op hoer onderwys gehad. Daar is baie gespekuleer dat die tegnologie die slaagsyfer en die retensie van studente sal verhoog, maar tot nou toe was dit nie die geval nie. Waar het die tegnologie gefaal, of het die tegnologie nie gefaal nie, maar die onderwysmodel? Hierdie is van die vrae waarop in hierdie studie gefokus word. Riegelman, Povat, Ott en Piemme (1985:279) stel dit dat kennis elke 3 - 5 jaar verdubbel en dat die tyd verby is dat dosente slegs uitdelers van kennis kan wees. Die hedendaagse student behoort daarom begelei te word om self kennis binne 'n bree raamwerk te vind, en dit kom daarop neer dat die onderwysmodel van hoeronderwysinstellings om vernuwing vra. Die tradisionele dosentgesentreerde onderrigbenadering moet plek maak vir 'n meer studentgesentreerde leerbenadering. Die probleem is egter dat daar tans nog geen riglyne [of model] bestaan vir die gebruik van byvoorbeeld die internet binne so 'n nuwe onderwysbenadering nie. Hierdie studie is daarop gefokus om 'n didakties-verantwoordbare model [riglyne], vir die gebruik van die internet binne 'n multimodus-onderwysbenadering daar te stel, aangesien daar tans nie so 'n model by die Technikon is nie. Hierdie model en riglyne behoort die dosent as onderrig-leerbestuurder in staat te stel om 'n multimodus onderrig-leerprogram te beplan, te ontwikkel, te implementeer en te evalueer. Voordat enige didaktiese model of riglyne egter ontwikkel kan word, is dit noodsaaklik dat vasgestel word vanuit watter vertrekpunt die ontwerp gedoen moet word. Ten einde tot 'n gefundeerde vertrekpunt te kom, is 'n omvangryke literatuurstudie van plaaslike en oorsese publikasies en persoonlike onderhoude en besoeke aan kundiges plaaslik en internasionaal onderneem. Sodoende is 'n insiggewende oorsig verkry van wat reeds gedoen is om die probleem, wat in die vorige paragraaf beskryf is, te hanteer. Die navorsing vir die ontwikkeling van die model [didaktiese riglyne] is deur 'n driejaarlange institusionele ondersoek voorafgegaan, waartydens tendense, behoeftes en persepsies op 'n institusionele forum onder voorsitterskap van die navorser, naamlik die TLTR [Teachning, Learning and Technology Roundtable] gedebatteer is. Die verslag van hierdie ondersoek word in ses hoofstukke verdeel en verteenwoordig die probleme wat deur die TLTR ge"identifiseer is en wat die fondament [kern] vorm waarop die model en riglyne gebaseer is. Die vrae is soos volg: • Wie is die Technikon Pretoria en hoe word daar tans aan die Technikon onderrig? • Wie is die Technikon se klient(e) en wat is hulle behoeftes? [Hoe leer hulle en hoe wil hulle bedien word?] • Hoe kan die akademici van die Technikon, die tegnologie gebruik om hulle taak te vergemaklik en die studente effektief te onderrig sonder om kwaliteit in te boet? [Watter onderrig-leergeleenthede bestaan?] Hierdie model is deur 106 dosente en 437 studente geevalueer om: • die houding van die dosent teenoor die voorgestelde model te bepaal; • die dosent se persepsie van die verskille tussen aanlyn- en kontakonderwysbestuur vas te stel; en • te bepaal of daar enige verskille in die leerervaring(s) van studente bestaan wat onderrig deur middel van 'n internetondersteunde program ontvang, en studente wat 'n kontakprogram ontvang. Laastens is aandag aan 'n aantal verbandhoudende bevindings en aanbevelings wat uit die studie voortvloei, geskenk. Hierdie aspekte het aanleiding tot aanbevelings vir toekomstige navorsing binne die veld gegee. / Various technological developments have taken place in the last century, but most of them had very little or a minimal influence on higher education. It has often been speculated that technology would increase the pass mark and retention of students, but to date that has not happened. Where has technology failed? Or is it not technology that has failed, but, rather, the educational model? These questions will be addressed in this study. Riegelman, Povat, Ott and Piemme (1985:279) state that knowledge doubles every three to five years and that lecturers can no longer be mere disseminators of knowledge. Therefore, the present-day student should be guided to find knowledge him- or herself within a broad framework. This means that the educational model of higher education institutions needs to be renewed. The traditional lecturer-centred teaching approach should give way to a more student centred learning approach. However, the problem is that there are not yet guidelines [or a model] for the use of, for example, the Internet in such a new educational approach. In this study, the focus is on the creation of a didactically justifiable model [guidelines] for the use of the Internet in a multi-mode educational approach, since the Technikon currently does not have such a model. This model and these guidelines should enable the lecturer, as the teaching-learning manager, to plan, develop, implement and evaluate a multi-mode teaching-learning programme. However, before any didactic model is, or guidelines are, developed, it is essential to determine the starting point from which the design should be done. In order to arrive at a well-founded starting point, a comprehensive literature study of local and international publications was undertaken, personal interviews were conducted and specialists locally and abroad were visited. In this manner, an illuminating overview was obtained of that which has already been done to deal with the set problem, as described in the previous paragraph. The research for the development of the model (didactic guidelines) was preceded by a three-year institutional study, in the course of which trends, needs and perceptions were debated at an institutional forum chaired by the researcher, namely, the TLTR [Teaching, Learning and Technology Roundtable). The report on this study is divided into six chapters and represent the problems identified by the TLTR, which form the foundation [core] on which the model and guidelines are based. The questions are as follows: • Who are we and how do we currently execute our core task? [How do we teach?] • Who are our clients and what are their needs? [How do they learn and how do they wish to be served?] • How could we use technology to facilitate our task and teach our students effectively without sacrificing quality? [What teaching-learning opportunities are there?] The theoretical study that provides the answers to the above questions is embodied in a model [guidelines] for the use of the Internet within a multi-mode educational approach. This model is then evaluated by 106 lecturers and 437 students to: • Determine the lecturer's attitude to the proposed model, • determine the lecturer's perception of the differences between on-line and contact instruction management, and • determine whether there are any differences in the learning experience(s) of students who receive instruction by means of an Internet-supported programme and students who receive contact instruction. Lastly, attention is given to a number of related findings and recommendations that flow forth from the study. These aspects also lead to recommendations on future research in this field. / Curriculum and Instructional Studies / D. Ed. (Didactics)

This dissertation investigates the requirements and design of a Mind Development Centre in the Pretoria Central Business District. The investigation touches upon the research done into the human mind and brain and the ways in which it can be improved and supported. Environmental factors that influence thinking and meta-thinking is investigated and applied in the design of a centre where research of the mind can be conducted and where knowledge gained can be disseminated. Historical paradigms about thinking play an important part in understanding the way one thinks about thinking. These are briefly discussed and the examination arrives at a contemporary and more appropriate theory of thinking and mind. Fields touched upon in this investigation include popular psychology, environmental psychology, education, health and fitness, neurology, sustainability issues and social reconstruction. The history and context of the site is examined in order to design a building that not only responds to its environment, but serves to project the principles it embodies its direct surrounding area. The normative position throughout the investigation is that thinking is a skill that can be taught and developed. It is accessible to all, but, like physical prowess, some might display a greater proficiency or natural aptitude. It is considered to be in the best interest of individuals and society alike that thinking skills be raised among as broad a base as possible. Through its influence on thinking, the built environment and appropriate design can contribute to this task. / Dissertation (MArch (Prof))--University of Pretoria, 2006. / Architecture / unrestricted

M.Sc. / Local Agenda 21 requires the public to participate in water quality monitoring. This research aims to establish to what extent the youth/learners can play a role in the public participation requirement of LA 21, and how their participation can contribute to the water quality monitoring aspect of the Greater Pretoria Metropolitan Council (GPMC)’s Environmental Management Plan. This research is a case study and examines fresh water issues in an urban area, with the Greater Pretoria Metropolitan Area (GPMA) as the specific focus. The role of learners in participatory monitoring of the quality of surface water in the three river catchments in the GPMA is examined. Monitoring plays an integral role in the GPMC’s Environmental Management Plan (EMP). In order to solve this problem, the following steps are explained: The concepts of sustainable development, Agenda 21, the relevant national laws, Local Agenda 21, public participation, partnerships, the Greater Pretoria Metropolitan Council’s Environmental Management Plan and water quality monitoring. The role of public participation within the Agenda 21 framework is outlined with specific reference to the role the youth can play. The way learners can be involved in water quality monitoring is highlighted. The following research methods are used: a literature study focusing on the main issues of the research problem; a pre- and post-questionnaire answered by selected learners in the five schools in three catchment areas; interviews with three people in relevant environmental management and education fields and informal discussions with the educators at the selected schools. The aim was to correlate the findings in the literature, the data from the questionnaires and the information from the interviews. It was found that learners can play a role in the public participation requirement of LA 21 by monitoring and reporting any pollution incidents to the relevant local authority; inputting data into the State of the Environment Youth Report database and taking ownership of a particular stretch of the stream near their school and ‘adopting’ and ‘policing’ it. It is recommended that long-term environmental facilitators be appointed by (xiii) the GPMC to work with all schools in the GPMA to coordinate this monitoring. They can for example co-ordinate the allocation of particular stretches of each stream to a school and train the learners how to monitor water quality and report any pollution incidents to the relevant local authority. It was also found that learners do want to be trained to do more advanced water monitoring and be part of the GPMC and public- partnership in water monitoring, but only on a small-scale as they perceive the GPMC to be the main role player in local environmental management activities.