This study firstly explored whether individuals can identify character strengths (Peterson & Seligman, 2004) depicted by characters in positive psychology movies. Furthermore, the study investigated whether their existing character strengths and well-being are augmented or developed through viewing these films. A mixed method design exploratory qualitative approach with a phenomenological design was followed where quantitative data were obtained with a two-group pre- and post-testing design with a retention test. Participants were assigned to an experimental (n=15, mean age= 28.67, SD age = 8.79) and control group (n=15, mean age = 25.67, SD age = 9.28). A self-developed strength questionnaire and five standardized scales, namely Mental Health Continuum – Short Form (MHC-SF) (Keyes, 2006); the General Psychological Well-being Scale (GPWS) (Khumalo, Temane, & Wissing, 2010); the Subjective Happiness Scale (Lyubomirsky, 2008); Coping Self-Efficacy Scale (CSE) (Chesney, Neilands, Chambers, Taylor, & Folkman, 2006) and the Patient Health Questionnaire (PHQ-9) (Kroenke & Spitzer, 2002), were administered to measure psychological well-being. Qualitative data were obtained through focus groups and questionnaires that were completed after the viewing of each film. Qualitative results suggest that participants were able to identify 22 of the 24 character strengths (Peterson & Seligman, 2004) as depicted by characters in the movies. Furthermore, participants were able to relate to the characters and report how they use the depicted strengths in their own lives. ANCOVA‘s revealed a medium increase (Cohen‘s d- value = 0.47 - 0.74) in the strengths: open-mindedness, zest, kindness, leadership and modesty immediately after the intervention and a large increase (Cohen‘s d-value = 0.9) in humour immediately and a month after the intervention. A medium to large (Cohen‘s d = 0.45 - 0.87) decrease was found on the strengths perspective and forgiveness immediately after the intervention, and in authenticity, love; appreciation of beauty and excellence, gratitude and hope a month after the intervention. Social intelligence showed a decrease (Cohen‘s d-value = 0.46; 0.51) immediately and a month after the intervention. A medium increase (Cohen‘s d-value = 0.53 - 0.56) in general well-being and emotional well-being was found a month after intervention, while general coping efficacy and coping via support from friends and family showed this increase (Cohen‘s d-value = 0.53; 0.56) immediately after the intervention in the experimental group. A contradictory finding was, that social well-being showed a medium (Cohen‘s d-value = 0.72) decrease immediately after the intervention. Suggestions for further research include establishing preferable movies before intervention, the use of a standardized strength scale and another experimental group, with the absence of focus groups, so as to determine a more accurate effect of films / Thesis (MA (Clinical Psychology))--North-West University, Potchefstroom Campus, 2013.

Previous research has shown that humankind is not becoming happier, and that in fact symptoms of depression continue to rise, despite the belief of many that happiness is the ultimate purpose of human life. The purpose of this study was to investigate whether happiness can be taught through an intervention programme aimed at increasing levels of subjective wellbeing as measured by scales of self-reported happiness and depression. Participants attending a course based on research into Positive Psychology that included the practice of multiple validated interventions made up the experimental group (N=33), and participants in other community education courses made up the control group (N=41). A pre-intervention, post-intervention and follow-up design was used, with participants completing sets of questionnaires designed to test levels of happiness and depression, and additional questionnaires capturing demographic information and signature character strengths. The results of this study suggested that the intervention had a positive effect on increasing happiness and reducing symptoms of depression. The non-randomised groups resulted in a more depressed experimental than control group prior to the intervention. Generally speaking, it was not true that any subgroup benefited more from the intervention than others, nor were happier or more depressed than others. This study appears to support earlier research that found that subjective wellbeing could be increased through education and volitional behaviour. Implications for the findings are discussed in relation to group education and therapeutic intervention both for increasing happiness as well as reducing symptoms of depression.

The energy levels, lifetimes, oscillator strengths, and transition probabilities of N II lines have been reported in this thesis. We have used the Hartree-Fock (HF) and Multiconfiguration Hartree-Fock (MCHF) methods in our calculations. The relativistic operators mass correction, one-body Darwin term, spin-orbit interaction, and spin-other-orbit have been included in the Breit-Pauli Hamiltonian in our calculations of atomic parameters of singly-ionized nitrogen. We considered 70 levels of the 2s2 2p2, 2s2 2p3, 2s2 2p 3p, 2s2 2p 3s, 2s2 2p 4p, 2s2 2p 3d, 2s2 2p 4s, and 2s2 2p 4d configurations of N II. Our results have been compared with other available calculations and measurements, and generally a good agreement is found.

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Doctor Educationis / Independent Radio and Appliance retailers face very strong competition from chain groups, discounters and hypermarkets. These organisations rely on bulk-buying and negotiated deals to elicit favourable terms from suppl iers. Due to the volume of their turnover they can afford to work on lower profi t margins than the independent operator. Large marketing organisations also benefit from economi es of seal e in adverti si ng and promoti ons. In short the 1arge groups have a di fferenti al advantage over the small er i ndependents i n that thei r cost of sales and overhead structure is generally lower. The purpose of this study is to develop a marketing strategy for independent radio and appliance retailers which will enable them to survive, grow and trade profitably under current highly competitive conditions.

Carbon fiber reinforced polymer (CFRP) is widely used in the industrial world due to its high strength-to-weight ratio. Aerospace manufacturers incorporate CFRP into the main structure of their flight vehicles. The extensive use of CFRP sparks the interest in efficient methods for manufacturing and repair. One of the most used repair methods is the bonded joint method, which includes different types of joints, e.g. scarf joint, step joint and single-lap joint. Scarf joint is generally selected for repair method due to its derived outcome. To improve strength of the bonded joint, the mating adherend surfaces are usually treated before being bonded. This treatment aims to enhance the mechanical interlocking and absorption properties between adhesive and adherend. Manual or electrical sanding is a standard method currently used in the industry. Recently, laser treatment is of high interest due to its potential for an automated process and consistent results. Laser treatment is usually preformed uniformly across the CFRP, regardless of the stacking sequence. This process may introduce local enhancement in some ply orientations, but also damage in other plies. This work investigates the effect of local (ply-specific) treatment on the scarf joint strength of CFRP. Effects of laser fluence (energy density) on treated ply were evaluated using surface characterization methods, viz. optical microscopy, profilometry and sessile drop technique. Finally, tensile test was performed on CFRP scarf joint. Results show that ply-specific laser treatment improves the tensile strength of CFRP scarf joint. The treatment offers localized enhancement to the surface properties and bonding strength, which results in overall tensile strength improvement.

This study examined the life of Benjamin Elijah Mays, in terms of discerning his character strengths and the role they played in addressing equality issues during his lifetime and beyond. Character was defined by the analytic framework of Peterson and Seligman's Character Strengths and Virtues: A Handbook and Classification. An examination of Mays's written archived works as well as key secondary references served as data sources. Peterson and Seligman's Values In Action-Inventory of Strengths (derived from and based upon their classification scheme) was converted into if/then statements to identify Mays's character strengths and virtues associated with specific historical events. The historical context focused on the social setting/event of Jim Crow and legally sanctioned segregation. Addressed was how Mays's character assisted in bringing about the end of segregation in public venues, ushering in voting rights for all disenfranchised Americans, and his use of the church and academia to recruit champions for equality in worship and life. Mays undertook an 88 year journey toward equality, a journey that spanned second slavery, passage of the Civil Rights Act of 1964, the Voting Rights Act of 1965, implementation of and failure to enforce affirmative action plans, and 44 years as a leader in the fight against segregation. Despite the fact that both the United States Senate and the House of Representatives unanimously passed resolutions in 1983 and 2001(SRs 188 and 23; HRs 17 and 49, respectively) to award Mays the Presidential Medal of Freedom “in honor of his distinguished career as an educator, civil and human rights leader, and public theologian,” the Medal was denied by the Reagan and G.W. Bush administrations. The equality issues that existed during Mays's life continue to haunt American society, but Mays's importance to the continuing struggle for civil rights and the character strengths that he brought to this struggle are undeniable and provide fertile territory for future research. / Ph. D.

Bullying is well known to have harmful effects on child development and mental health, so understanding the underlying factors involved in bullying behaviour is critical (World Health Organization, 2008). In the present study, mental health, parenting challenges, and children’s individual strengths were explored across different types of bullying involvement. In this cross- sectional study involving 91 children between the ages of four to 11 receiving services at a mental health agency, the results indicated significant differences on dependent variables across the four different bullying involvement groups: bully, victim, bully-victim, and non-involved. Children in the bully group were more likely to be experiencing externalizing behaviours and have fewer individual strengths whereas children in the victim group were more likely to be experiencing difficulties with internalizing behaviours and have fewer individual strengths. Children in the bully-victim group were more likely to be displaying externalizing behaviours, come from homes experiencing parenting difficulties, and have fewer individual strengths. In contrast, children who were non-involved in bullying were more likely to have greater individual strengths including stronger peer relations, greater self-expression, able to successfully adapt to change, and have stronger family units. The results of this study highlight the different behaviour patterns across the types of bullying involvement as well as shed light onto the needs and strengths of children accessing mental health services from a community agency.

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