1. Introduction - This is a brief account of the education of immigrants at schools within an industrial growth point in the R.S.A. It comprises problems encountered in schools locally, the education of immigrants in foreign countries generally and possible improvements in the education of immigrant children in the area researched. 2. Orientation and motivation - Since the establishment of the Department of Immigration in 1961 the ever increasing numbers of immigrants entering our schools have created various educational problems. Consequently requests for research into these problems were made to the Minister of National Education. The purpose of this study is to give an objective, systematic description of the didactic-pedagogic situation within 31 schools at which immigrants are enrolled. The areas concerned are the iron and steel, and petrochemical industrial areas of the Transvaal and the Orange Free State. This study was undertaken during 1971 - 72, referring back to 1961, and includes a universum of 17 608 children of whom 2 022 are immigrants. A sample of 300 •immigrants and a control group of 300 South Africans were taken from 17 schools. Further information was gained from official and non-official documents, interviews and direct observation. Research was done in the countries of origin Israel, the Federal Republic of Germany, Switzerland, France, Belgium, the Netherlands, England, the U.S.A. and Canada. Immigrant children are defined as follows for the purposes of this inquiry: Definition for statistical purposes: An immigrant child is a child of foreign parents who have legally immigrated into the R.S.A. intending to settle permanently and who qualify, or eventually may qualify for South African citizenship through naturalisation, or who have already obtained South African citizenship during the lifetime of the child. Definition for language teaching purposes: An immigrant who requires language instruction is: (1) a child whose mother tongue is English but who has no knowledge of Afrikaans as a second language; (2) a child whose mother tongue is neither Afrikaans nor English and who has no knowledge of either Afrikaans or English as a second language; (3) a child whose mother tongue is neither Afrikaans nor English but who has a knowledge of Afrikaans or English as a second language. These children are a potential source of linguistic problems in schools. If knowledge of the medium of instruction is taken as a criterion immigrants can be further defined as follows for the purpose of language teaching: An immigrant is a child who cannot read, write or speak the medium of instruction or the second language. Consequently this child becomes a potential source of linguistic problems in the medium of instruction and the second language. 3. Immigration in the R.S.A. - A survey of immigration in the R.S.A. is essential as it determines the extent of provision required for the education of immigrant pupils. Education is a most appropriate means of promoting successful integration. It can however be applied as a conservation mechanism for retaining the culture of the native land. The history of immigration in South Africa illustrates that education can bring about cultural changes. Where a policy of dispersal was followed as in the case of the French Huguenots they became integrated with the majority of the European population and education brought cultural changes. Many British and German settlers however retained their identity through group settlement and education in their national culture. Today immigration is necessary. European labour is required if an economic growth rate of 5 1/2% is to be maintained. It is also required for demographic, social and cultural reasons. The Department of Immigration was established in 1961 to promote immigration. This Department has delegated the function of immigrant integration to State subsidised private organizations, as well as the Department of National Education and the Provincial Education Departments. The influx of 40 000 immigrants from various European and other countries yields 7 000 immigrant pupils annually. For socio-economic reasons immigrants tend to settle at industrial growth points, where this pattern of settlement influences education. 4. The education of immigrant children at an industrial growth point in the R.S.A. - Most immigrants within the specified terrain come from the over-populated heavy iron and steel industrial areas or impoverished agricultural areas of central and southern Europe and the United Kingdom. Refugees from eastern Europe also immigrate. For purposes of this research the immigrants are classified into three groups according to 1 the language of their country of origin, viz. English 34%, Continental Germanic 28% and Diverse 38%. According to the medium of instruction the language ratio of Afrikaans to English is 7 : 1 in the Transvaal schools, 9 : 1 in the schools of the O.F.S. and 9 : 1 in the research area. All the English speaking immigrants are compelled to take instruction through the medium of English as English is their home language. Parents of immigrant children who have no knowledge of either English or Afrikaans choose the medium of instruction artificially for their children. This results in English being the language of choice of 97% of the Diverse and 45% of the Continental-Germanic immigrants. Afrikaans is the medium of instruction for the rest of the children. Thus Afrikaans is the medium of instruction for 19% and English the medium of instruction for 81% of the universum of immigrants. The reasons for preference of English can not always be accounted for educationally. According to their medium of instruction the immigrant children are distributed in the public, private and nursery schools of the research area so that the number of immigrants in English medium schools is > 40%, in parallel medium schools 5 to 15% and in Afrikaans medium schools < 5%. Provision is made for concessions regarding the promotion of pupils and allocation of staff to schools with immigrant pupils. Owing to the large numbers of immigrants in English medium schools, special staff have been appointed mainly to English medium schools. Special teachers for immigrants have not been trained as such. The extra staff is responsible for extra language classes and special immigrant classes. The normal staff undertakes the teaching of immigrants in regular classes as many immigrants are also placed directly into classes to follow the regular curriculum. 5. Problems in the education of immigrant children - The dynamic problem in the education of immigrants is that they are strange to the education in the research area. The socio-cultural aim of education in the R.S.A. is to educate the child within the framework of the national culture. The basic requirement for this is a national milieu and continuity of education. The problem is that since 1961 the continuity of education has been impaired as a result of the ever increasing number of immigrant children who are unevenly distributed. Their alienation varies in the didactic-pedagogic situation according to the extent of their exposure to the cultures of their native land and that of South Africa. Consequently various degrees of alienation are distinguishable in immigrant pupils. With increasing age man loses the ability to become proficient in new languages and absorb different cultures, consequently change is progressively resisted. Educational continuity is of vast importance, the disturbance of which creates a problem as in the case of immigrants. The degree of alienation also varies according to age, length of stay, choice of medium of instruction, cultural deprivation, the volume and heterogeneity of immigrants, genetic strangeness, religious divergence, distribution or concentration of immi grants and the attitude of South Africans. Language and communication is ab initio the immigrants’ problem as language is the medium of instruction. Although thought and language originate separately, language is the vehicle of thought. The development of language is determined by the degree to which the child is understood. Consequently exposure to language is essential. Education through the medium of one of the official languages is essential in, introducing the child to the national culture. Because language medium is a prerequisite for dynamic educational progress, immigrant children in the process of learning should never stagnate while acquiring language proficiency. Immigrants experience a problem in that their oral means of communication is no longer effective after immigration, because their inner language and thoughts are still in their mother tongue. Hence their scholastic standard often exceeds their ability of expression in the new medium of instruction. Many immigrants who appear "dumb" have been affected by the break in the continuity of their education. Immigrants also often experience pronunciation problems and language confusion. Immigrant children are also expected to master both official languages concurrently. The accumulation of immigrants in English medium schools however leads to the formation of common language groups. Private mother tongue education and ghetto formation restrict physical and functional language contact with South Africans, which are essentials for educational adaptation. Attainment by immigrant children in the New South African Group Tests is mainly determined by their knowledge of the medium of instruction and of the South African culture. There appears to be a positive correlation between the immigrants’ intelligence on the one hand and their language development and degree of exposure to the South African culture in the course of time on the other hand. It is noteworthy that the test achievements of Continental-Germanic children show a greater degree of improvement than those of the English and Diverse immigrant children. A probable explanation for this phenomenon is that the Continental-Germanic children adapt themselves sooner and better to the South African culture than the English and Diverse groups. Similar results were obtained in England and the U.S.A. Children from southern European countries appear to have inferior educational potential. However intelligence tests are not culture free. The apparent inability of the Diverse immigrant children to acquire South African culture may also partially be due to a lack of exposure to the South African culture because of their accumulation in English medium schools, ghetto formation and group isolation. Compulsory education in the R.S.A. differs from that of the countries of origin and this 90ntributes towards the immigrant children’s divergence regarding scholastic niveau and school age. Immigrant children are unevenly distributed in schools in the research area. The ratio of immigrant children to South Africans is 1 : 35 and 1 : 45 in Afrikaans medium primary and secondary schools and 1 : 1 in English medium schools. According to this ratio immigrant children "disappear" in Afrikaans medium schools while they are a threat to the identity of English medium schools. In English medium schools 98% of the immigrant children in primary schools are concentrated in the junior primary phase. Where the ratio of immigrants to South Africans exceed 1 : 3 it limits the exposure of both immigrants and South Africans to the South African culture. This tendency promotes displacement of South African children. Unequal distribution also occurs in courses where the Diverse children tend to concentrate in the Std. VIII course and adaptation classes. Ethnic groups show a tendency to concentrate in schools, e.g. 62% of all Portuguese concentrate in one school. Causes of unequal distribution include preference of English as the medium of instruction, religion, ethnicentrism and cultural conflict, the settlement pattern of immigrants and displacement of the receiving society by aggressive immigration. Analysis of the population statistics of English medium schools in which immigrants concentrate indicates that displacement of South African pupils occurs when immigrants exceed 20% of the school population and when the ratio of South African to immigrant children becomes > 1 : 3. Notwithstanding the fact that less than 5% immigrants are found in the neighbouring Afrikaans medium schools, the enrolment in these schools shows a regressive tendency because Afrikaans children are displaced from the natural school zone because of immigrant group settlement. Consequently the enrolment in Afrikaans medium schools has had to be artificially supplemented by rezoning and busing. The consistent incidence of immigrants of a specific nationality leads to the establishment of their own private schools as a defensive measure in retaining their national culture. Academic achievements of immigrants show that they meet with more success in parallel medium schools, that the Continental-Germanic children achieve better results and that the greatest erosion takes place among Diverse immigrants. English immigrant children are poorly motivated. Academic achievements of immigrant children are positively related to vocabulary, length of domicile and adjustment. Language deficiency must be taken into consideration for promotion purposes for two to three years after immigration. Matriculation concessions have to be retained for Diverse children but not for English and Continental-Germanic children Cultural deprivation, irregular school attendance and poor motivation also result in poor achievement. There is a lack of suitable teaching methods, syllabi and teaching aids. Teachers have not received the necessary training for immigrant or cross-cultural education. Parents are not involved enough in the education of their children. 6. Education of immigrants elsewhere - Inter- and intra-continental migration causes thousands of immigrant children to attend schools in foreign countries. Excellent measures are taken for the elimination of immigrant alienation and for the conservation of the national character of education, religion, language and the autochthonous population in schools. Intensive research preceded these measures and the statistics of immigration were taken into consideration in the planning of education. The majority of immigrant countries have formulated policies which provide for inter alia the dispersal of immigrants limiting them to 20% per school, 5% per nationality per school and four to five per class. The necessary consideration is given to the religion of immigrants, but dispersal and education are regarded as sufficient safeguard for native mores, religion and culture. Immigrants are compelled to master the medium of instruction as a prerequisite for cultural integration. The official medium of instruction is compulsory in order to prevent the formation of foreign language groups. Immigrants are exempted from the second language and allowed to study their mother tongue as a subject. In cases where a foreign language is taken, the consolidation of the medium of instruction receives priority. Although private schools exist they are not regarded as desirable because of their curbing effect on integration. The grouping of immigrants in classes depends on their varying degrees of alienation and on how soon the continuity of education can be restored. Pre-school immigrant children attend nursery schools in order to promote mastery of the-medium of instruction. Reception centres are provided from where immigrants are directed to schools. Dispersal in ordinary classes9 flexible integration, promotion classes, intensive term and year classes are utilized. Adolescents are required to comply with the regulations regarding compulsory education in order to promote their social, cultural and economic integration. Remedial education is provided and teaching content adjusted and optimally utilized for transcultural teaching. Special methods of language teaching, for instance the audio- linguistic method - based on words and structures with the highest use frequency - are used to enable the immigrant pupils to master a functional vocabulary quickly. Various teaching aids are used, e.g. creation of realistic conditions in teaching, holiday projects and various audio-visual aids. Specially trained supernumerary teaching staff are appointed. Immigrant parents are also taught the new language in order to promote their economic value but also with a view to cultural integration. A marked deficiency in the education of immigrant pupils is encountered in countries where no research has been done on education of immigrants. In such countries the alienation of immigrant children is emphasised and prolonged by their isolation in "Ubergangklasse" and accumulation in ordinary classes. 7. Possible solutions to the problems in the education of immigrant children in the research area - In order to evaluate the education of immigrant pupils in the research area, criteria were formulated with due regard to the deficiencies of education in the research area, historical aspects of immigrant education and successful measures that have been taken abroad. Local immigrant teaching was subsequently evaluated by application of the formulated criteria, hence deficiencies and excellencies in local measures were revealed. The following proposals for the improvement of immigrant education in the research area were deduced: 7.1. Education and immigration should be co-ordinated for the "South Africanizing” of immigrant children and for the protection of the national character of education and national identity. This demands co-ordination concerning the extent of provision of education for immigrant children and the nature and extent of immigration. (a) Research should be done immediately concerning the factors underlying the alienation of immigrants and the factors determining the national character of education. (b) National education policy demands education with a broad national character. This implies elimination of alienation amongst immigrants and cultural integration with a view to ultimate citizenship. On the other hand it implies the protection of the national identity and the national character of education. South Africanization contains an inherent dualism rooted in the division of Whites into English speaking and Afrikaans speaking groups. For the purposes of this thesis South Africanization means identification with either the Afrikaans or English section of the community. (c) Protection of the national character demands that the volume and origin of immigrants should be controlled and that the assimilability o:f prospective immigrants should be carefully considered. Immigrants should be limited to 20% per school, four to five per class and 5% per nationality per school. Immigrants should attend the schools in the immediate vicinity of their homes. Zoning should be statistically planned to prevent excessive concentration of immigrants in certain schools, and in order to promote fraternization of immigrants with South African children guardian pupils• should be appointed. 7.2. Immigrant education should retain the Protestant heritage in South African education. Immigration should be limited when the prospective immigrants are of the Roman Catholic or Greek Orthodox faiths. Immigrants with permissive inclinations should be discouraged. Both immigrants and South Africans should receive guidance regarding clause 2(a) of Act no. 39 of 1967 in order to promote peaceful co-existence. 7.3. Immigrant education should preserve the traditional language relationship of the outochthonous European population. This entails reasonable limitation of the quota of English speaking immigrants. Immigrants should be carefully dispersed in order to maintain a ratio of English to Afrikaans pupils of 1 : 9 in the research area and schools of the O.F.S., and 3 : 7 in schools of the Transvaal. Continental-Germanic children should be canalized into the Afrikaans medium schools as Afrikaans is closely related to their language of origin. Diverse immigrants with no proficiency in English should also be enrolled in Afrikaans medium schools. Under no circumstances should State subsidies be available for private mother tongue schools. 7.4. Immigrant education should aim at proficiency in the second language only after knowledge of the medium of instruction has been consolidated. Immigrant pupils already fluent in the medium of instruction should receive intensive instruction in the second official language. 7.5. Education in public schools should be fully utilized for ensuring ultimate citizenship. Hence immigrants should attend only free public schools. Immigrants may receive instruction in their home language at the discretion of the principal where this is justified by enrolment. Immigrants should also be allowed to study their home language as a third language, and matriculation subject. 7.6. Immigrant pupils including adolescents should comply with the current regulations concerning compulsory education and attend school regularly. Transference of immigrant pupils to lower classes due to language deficiency should be prohibited and immigrants should be compelled to undergo reasonable military training. 7.7. The necessary educational guidance should be provided on admission and primary emphasis should be placed on the mastering of the medium of instruction. 7.8. Pre-primary education should be available for the preschool immigrant children not proficient in the medium of instruction. State aided and industrial nursery schools as well as créches should be provided. 7.9. Reception centres should be provided to obtain the maximum information regarding the potential and the scholastic background of immigrant pupils, and to direct them to specific schools. 7.10. Immigrant pupils should be placed in ordinary classes as soon as possible and pupils not proficient in either the medium of instruction or the second language should receive intensive tuition in the relevant language in special language classes. Those unacquainted with both official languages should be flexibly integrated. 7.11. Older immigrant pupils unacquainted with the medium of instruction and experiencing integration problems or those who are forced to master the medium of instruction in a very limited period before leaving school, should receive intensive language teaching in a term, trimester or year class. 7.12. In exceptional cases where the standard of education of immigrant pupils is markedly below that of their peers, special recovery classes of up to a year’s duration should be provided. It is also advisable to admit all immigrant; pupils who are over the age of 13 and who have not yet passed Std. 5 to the Practical Course and to apply flexible integration in their cases. 7.13. Suitable provision should be made for remedial teaching of immigrant pupils. 7.14. Vacation schools in rural areas, hostels and open air schools should be utilized to South Africanize immigrant pupils and South African pupils should receive guidance in order to equip them to promote integration of immigrant pupils. 7.15. Subject matter should also be chosen keeping in mind the South Africanization, integration and acquisition of South African culture of immigrant pupils. 7.16. Immigrant pupils’ knowledge of the medium of instruction should be taken into consideration in their evaluation. 7.17. The intensive language teaching should concentrate on the quick mastery of a high frequency, functional vocabulary. Audio-visual aids as well as the visual lingual method should be fully utilized. 7.18. The enrolment of pupils should be taken into consideration for staffing purposes. Where the number of immigrant pupils does not justify the appointment of a supernumerary teacher, immigrants should be grouped together in a centrally located school until the numbers are sufficient. Provision should be made for a language advisor and suitable staff at the reception centre. 7.19. Immigrant parents should be involved in the education of their children and master the language of instruction. / Thesis--PU vir CHO

Potgietersrus is one of the oldest towns in the Transvaal and at present no scientific study on the history of the town exists. It was therefore the aim of this study to obtain as much information as possible on the cultural and socio-economic lifestyle of the pioneers and to describe the events surrounding the foundation and establishment of the early white settlements in the Makapanspoort within a broader Transvaal milieu. Mutual differences between white and white and white and black led to the decision to found a town in the Makapanspoort but before the actual establishment could take place 28 whites were murdered in the Makapanspoort by the Ndebele. The founding of Potgietersrus is actually intertwined with the murders of 1854, the siege of Makapan's caves, the death of Piet Potgieter and the decision to name the proposed town Pieterpotgietersrust. The establishment of Potgietersrus as a town was gradual. Six years passed after the decision to found a town in the Makapanspoort (1852) and the actual occupation of Pieterpotgietersrust in 1859 because the Langa of Mankopane were only subjugated by the whites after various campaigns. The expected peace did not materialize and before the town could be permanently established it was burnt down by die Langa (1867) and in 1870 completely evacuated as a result of a serious malaria epidemic. After the evacuation of the town there was as period during which its history is obscure until the re-establishment of the town in 1890, that was followed by systematic development. The founding of Potgietersrus was finalized with the allotment of stands (1891-1894) and the provision of specific public services. Potgietersrus was still sparesely populated till late in the twentieth century. The hostile and aggressive attitude of the surrounding blacks; the unsuccessful attempts to subjugate the blacks to the ZAR; the regular threat of malaria, which strengthened the opinion that the area was more suitable for hunting, were possibly the most important factors which led to the drawn out establishment phase and also the slow growth of the town. In addition, the ruling social conditions, long distances and lack of efficient transport, and a self-providing economic system helped to slow down the establishment and occupation of Potgietersrus so that only minor signs of town development were discernible. Only after 1904 did actual town development start after the village council started paying attention to domestic matters in a more organized way. The general lifestyle of the inhabitants was poor. Church and spiritual work was made more difficult by die extended areas and formal school education only really began toward the end of the nineteenth century. In spite of this the people did grow spiritually. Hard work, perseverance and faith contributed to the establishment and development of Potgietersrus. / Thesis (MA)--PU vir CHO, 1990

Weerpatrone verander, droogte-geteisterde gebiede oorspoel en reenwoude verdwyn. Hierdie drastiese gebeurtenisse kan toegeskryf word aan klimaatsverandering. lnternasionale ingryping is nodig, maar 'n land kan nie in isolasie sender die ondersteuning en betrokkenheid van elke land ter wereld klimaatsverandering teenwerk nie. Die IPCC (Intergovernmental Panel on Climate Change) is 'n wat ten doel het om die gevolge van klimaatsverandering te probeer minimaliseer. Op internasionale vlak bestaan daar verskeie metodes om kweekhuisgasvrystellings te verminder, byvoorbeeld die Joint Implementation (JI), Clean Development Mechanism (COM), cap-and-trade model en die koolstofbelastingmodel. Die doel van hierdie studie is om vas te stel hoe koolstofbelasting in Suid-Afrika gereguleer word. Die studie fokus op die vermindering van koolstofdioksiedvrystellings (C02) in besonder. Die bespreking word aangevul met 'n bespreking van die Australiese koolstofmodelwetgewing, wat gedurende 2014 teruggetrek is. Die voorgestelde koolstofbelastingmodel in Suid-Afrika is slegs op besprekingsvlak en daar bestaan tans nog geen wetgewing wat C02-vrystelling direk reguleer nie. Daar word tans gepoog om C02-vrystellings te verlaag deur enkele markgebaseerde instrumente soos belastingtoegewings in artikel 12L van die lnkomstebelasting Wet en omgewingsverwante belastingbepalings ingevolge die Doeane en Aksynswet. Hierdie skripsie beklemtoon die noodsaaklikheid van die regulering van C02- vrystellings in Suid-Afrika en maak aanbevelings oor wysigings aan die voorgestelde koolstofbelastingmodel en 'n potensiele koolstofbelastingwet. / LLM (Environmental Law and Governance), North-West University, Potchefstroom Campus, 2015

Potgietersrus is one of the oldest towns in the Transvaal and at present no scientific study on the history of the town exists. It was therefore the aim of this study to obtain as much information as possible on the cultural and socio-economic lifestyle of the pioneers and to describe the events surrounding the foundation and establishment of the early white settlements in the Makapanspoort within a broader Transvaal milieu. Mutual differences between white and white and white and black led to the decision to found a town in the Makapanspoort but before the actual establishment could take place 28 whites were murdered in the Makapanspoort by the Ndebele. The founding of Potgietersrus is actually intertwined with the murders of 1854, the siege of Makapan's caves, the death of Piet Potgieter and the decision to name the proposed town Pieterpotgietersrust. The establishment of Potgietersrus as a town was gradual. Six years passed after the decision to found a town in the Makapanspoort (1852) and the actual occupation of Pieterpotgietersrust in 1859 because the Langa of Mankopane were only subjugated by the whites after various campaigns. The expected peace did not materialize and before the town could be permanently established it was burnt down by die Langa (1867) and in 1870 completely evacuated as a result of a serious malaria epidemic. After the evacuation of the town there was as period during which its history is obscure until the re-establishment of the town in 1890, that was followed by systematic development. The founding of Potgietersrus was finalized with the allotment of stands (1891-1894) and the provision of specific public services. Potgietersrus was still sparesely populated till late in the twentieth century. The hostile and aggressive attitude of the surrounding blacks; the unsuccessful attempts to subjugate the blacks to the ZAR; the regular threat of malaria, which strengthened the opinion that the area was more suitable for hunting, were possibly the most important factors which led to the drawn out establishment phase and also the slow growth of the town. In addition, the ruling social conditions, long distances and lack of efficient transport, and a self-providing economic system helped to slow down the establishment and occupation of Potgietersrus so that only minor signs of town development were discernible. Only after 1904 did actual town development start after the village council started paying attention to domestic matters in a more organized way. The general lifestyle of the inhabitants was poor. Church and spiritual work was made more difficult by die extended areas and formal school education only really began toward the end of the nineteenth century. In spite of this the people did grow spiritually. Hard work, perseverance and faith contributed to the establishment and development of Potgietersrus. / Thesis (MA)--PU vir CHO, 1990

Weerpatrone verander, droogte-geteisterde gebiede oorspoel en reenwoude verdwyn. Hierdie drastiese gebeurtenisse kan toegeskryf word aan klimaatsverandering. lnternasionale ingryping is nodig, maar 'n land kan nie in isolasie sender die ondersteuning en betrokkenheid van elke land ter wereld klimaatsverandering teenwerk nie. Die IPCC (Intergovernmental Panel on Climate Change) is 'n wat ten doel het om die gevolge van klimaatsverandering te probeer minimaliseer. Op internasionale vlak bestaan daar verskeie metodes om kweekhuisgasvrystellings te verminder, byvoorbeeld die Joint Implementation (JI), Clean Development Mechanism (COM), cap-and-trade model en die koolstofbelastingmodel. Die doel van hierdie studie is om vas te stel hoe koolstofbelasting in Suid-Afrika gereguleer word. Die studie fokus op die vermindering van koolstofdioksiedvrystellings (C02) in besonder. Die bespreking word aangevul met 'n bespreking van die Australiese koolstofmodelwetgewing, wat gedurende 2014 teruggetrek is. Die voorgestelde koolstofbelastingmodel in Suid-Afrika is slegs op besprekingsvlak en daar bestaan tans nog geen wetgewing wat C02-vrystelling direk reguleer nie. Daar word tans gepoog om C02-vrystellings te verlaag deur enkele markgebaseerde instrumente soos belastingtoegewings in artikel 12L van die lnkomstebelasting Wet en omgewingsverwante belastingbepalings ingevolge die Doeane en Aksynswet. Hierdie skripsie beklemtoon die noodsaaklikheid van die regulering van C02- vrystellings in Suid-Afrika en maak aanbevelings oor wysigings aan die voorgestelde koolstofbelastingmodel en 'n potensiele koolstofbelastingwet. / LLM (Environmental Law and Governance), North-West University, Potchefstroom Campus, 2015

Thesis (MDram (Drama))--University of Stellenbosch, 2010. / ENGLISH ABSTRACT: Various theoretists and artists have tried to describe, to define and categorise the form of art that we roughly refer to as ‘cabaret’ in an attempt to answer the question: “What exactly is ‘cabaret’”? Many are of the opinion that cabaret cannot be defined; others feel that to define cabaret, is to limit this free-form genre, and by doing so will turn it into something it is not. This debate unavoidably leads to confusion or a misconception of what cabaret is and leads to the genre being moulded into a fixed form contrary to its nature. Since its conception in France in the late nineteenth century, cabaret has acquired many faces, and today in South Africa, many kilometres from its cradle, it is still in a process of development. For the purpose of this study I want to make use of the two basic terms used to refer to cabaret: ‘cabaret’ and ‘kabarett’. These terms refer respectively to cabaret as a form of literary entertainment or one of socio-political commentary. These categories were introduced by Kurt Tucholsky in its formatory years in Germany. By applying these terms, I want to establish whether cabaret in South Africa is alive and well, which form it has adopted, and whether one can speak of ‘pure’ cabaret. In Chapter 2 I will explore the roots of cabaret as a form of art, offer reasons for its rise and trace its development in countries such as France, Germany, the Netherlands, the USA and England. With this as background, I will in Chapter 3 attempt to indicate some guidelines for the genre without restricting it in any way, in order to explore the origin and development of what can be labelled as cabaret in South Africa in Chapter 4 and trace its development as well as evaluate current productions. Finally, I will attempt to answer the question as to whether cabaret in South Africa can be viewed as ‘cabaret’ or ‘kabarett’. / AFRIKAANSE OPSOMMING: Verskeie teoretici en kunstenaars het al gepoog om die genre, kabaret, te omskryf, te definieer en in verskeie kategorieë te plaas in ’n poging om die vraag: “Wat is kabaret?” te beantwoord. Baie is van mening dat kabaret nie gedefinieer kan word nie, ander sien kabaret weer as ’n vry-veranderende genre en voel dus dat ’n definisie dit sal inperk en dwing om iets te wees wat dit nie is nie. Uiteraard veroorsaak hierdie sienswyses baie verwarring en word kabaret dan tog soms verkeerdelik omskryf en in boksies waar dit nie hoort nie, geplaas. Kabaret is ’n kunsvorm wat sedert sy vormingsjare aan die einde van die negentiende eeu in Frankryk al vele vorme aangeneem het en vandag, hier te lande, baie kilometers van sy beginpunt af, steeds aan die ontwikkel is. Ek wil dus in hierdie studie gebruik maak van die twee eenvoudigste terme waarmee daar na kabaret verwys word: ‘cabaret’ en ‘kabarett’. Hierdie terme verwys onderskeidelik na kabaret enersyds as ‘n literêre vorm van vermaak of, andersyds, as ‘n medium vir die lewering van sosio-politiese kommentaar. Hierdie kategorieë is deur Kurt Tucholsky gebruik om die verskillende vorms van kabaret te omskryf reeds in die vroeë vormingsjare daarvan as kunsvorm in Duitsland. Só wil ek poog om vas te stel of kabaret wel in Suid-Afrika ‘lewend’ is, watter vorm dit aanneem en hoe suiwer dit is. In Hoofstuk 2 ondersoek ek die wortels van kabaret en probeer ek vasstel hoe die kunsvorm sedert sy ontstaan ontwikkel het in Frankryk, Duitsland, Nederland, Amerika en Engeland. Met die kennis van waar kabaret vandaan kom, hoekom dit ontstaan het en wat die vorme is wat dit al aangeneem het as agtergrond, poog ek dan in Hoofstuk 3 om min of meer riglyne aan die genre te gee, sonder om dit in te perk, ten einde my bespreking in Hoofstuk 4 te kan voltooi waarin ek kyk na die geskiedenis van kabaret in Suid-Afrika, asook die ontwikkeling daarvan tot en met die aanbieding van produksies waarna ons vandag as ‘kabaret’ verwys. Ten slotte wil ek bepaal of dit wat ons in Suid-Afrika ‘kabaret’ noem, in der waarheid kabarett of cabaret is.

Proefskrif--PU vir CHO

Thesis (MEd)--PU vir CHO

The goal of this dissertation is to determine the genealogical and historical perspective of a selected part of the Swanepoel family in South Africa (1698-1906). It includes historical tendencies such as conflicts, wars, determination of the role and influence of the church and the impact on their Christian orientation, miscegenation, cultural integration and exposure to the South African landscape during the said period. Sources: Primary, secondary and archives sources, electronic genealogical information, periodic publications, websites and church registers. A personal archive containing letters, photo’s, information from graveyards, national and other archive documents and interviews with family members, published articles from accredited publications, published and unpublished dissertations. Marriages between Indian slaves and Free Burghers and inter-marriages between family members were identified. Family-registers are attached as addenda. The study covered the effect of the South African War and the “scorched earth policy” on the family. This dissertation contributed to the existing researched information available regarding the role and lifestyle of “Afrikaner families”. The study has shown the influence as a result of the continuous movement of borders from the Cape to North Western Region. / MA (History), North-West University, Vaal Triangle Campus, 2013

The main purpose of this investigation, namely an appreciation of the Education Aid Service of the TED, was briefly formulated in Chapter 1. Central concepts as used in the study, were broadly defined. Chapter 2 is mainly a review of relevant literature and deals with the aim and functioning of Guidance Services I Education Aid Services in general, with specific reference to the organization and administration of such services and the nature of guidance programmes in the United States of America, Britain and West Germany. Different approaches to Guidance and the principles of Guidance Services were reviewed. The training and qualifications of Guidance personnel in the • above-mentioned countries were also investigated. The aim of this review was to set criterion on which the Education Aid Service of the TED could be judged in chapter 5. The origin and development of the Education Aid Service of the TED since its modest inception in 1914 is described in chapter 3. This was outlined in four clearly distinguishable stages, viz. the origin and development of the Psychological Service, the development of the Vocational Guidance Service, the amalgamation of these two services in 1955 and the inception of the present Education Aid Service in 1983. The aims and policy, organization and administration as well as personnel aspects of the Transvaal Education Aid Service of the present day were investigated in chapter 4. A distinction was drawn between the general guidance program in schools and the activities of the specialised field of the Education Aid Centres and Child Guidance Clinics. The Education Aid Service was evaluated in chapter 5 and general conclusions derived from the study were summarized. A few recommendations based on these conclusions were finally made. They include an empirical investigation into the aims of the present guidance programmes of the Education Aid Service, a change in approach by the Educational Aid Centre, understaffing at Child Guidance Clinics and Education Aid Centres, physical facilities for guidance in schools and training and qualifications of guidance personnel. / Skripsie (MEd)--PU vir CHO, 1990