Vergil's poems are exceptionally complex and polyhedral. An understanding and interpretation of the deeper meaning are further hindered by the fluency of the surface structure. A structural analysis is an excellent way to penetrate to the deeper levels of a poem. Since studies on the symbolic numbers and the golden ratio in Vergil's work were published in the first half of the 20th century, it became a sensitive subject among critics. This dissertation tries to give an answer between the most extreme viewpoints. The hypothesis of the dissertation is that the golden ratio (1: (<font face>v</font>5-1)/2) plays an important part in the structures of both the Eclogae book and in some of the individual poems. The first chapter is concerned with the basic structural patterns in the Eclogues. It argues that the asymmetric division of a poem or book of poems is not made by chance, but the same accuracy shows in the ratios of one part to another, than the more common symmetrical structure. The chapter looks at the recessed panel, parallel patterns and asymmetric divisions, discusses their functions in poetry and touches on textual clues to the division of poems. The golden ratio is defined in the second chapter. Its frequency in nature is shown and the ancient peoples' knowledge of its properties and use in architecture and plastic arts is discussed. The structure of the Eclogues and the Eclogue book is enunciated in chapters 4 and 5. The golden ratios present in some of the poems are discussed, placed in the perspective of the whole book and their functions in the work explained. The structures in the poems themselves recur in the structure of the book and chapter 5 re-evaluate the structural model of the Eclogues already proposed. With the supplementary numerical data a new structural model is proposed that would better explain the various relationships between the poems and groups of poems. / Thesis (MA)--University of Pretoria, 2004. / Ancient Languages / unrestricted

Die fokus van hierdie studie is die verkenning van grondslagfase opvoeders se belewings van die opvoeder-leerder verhouding. Positiewe sielkunde is gebruik as die teoretiese raamwerk vir hierdie navorsing, en ‘n fenomenologiese benadering is gebruik as die metodologiese struktuur van die kwalitatiewe studie. Hierdie studie van opvoeder-leerder verhoudings in die grondslagfase is gerig op die bydrae wat dit kan lewer tot leerders se goeie prestasies, hulle positiewe ontwikkeling, sowel as die opvoeder se eie werksbevrediging. Dit dra ook by tot die welstand van opvoeders, leerders en die skoolgemeenskap. Alhoewel gesonde verhoudings in die skoolgemeenskap van die allergrootste belang is, blyk dit dat die doelbewuste uitbouing van die skoolgemeenskap se verhoudingswelstand as belangrike sosiale hulpbron verwaarloos of afgewater word. Die volgende navorsingsvraag het na vore gekom: Wat is grondslagfase opvoeders se belewings van die opvoeder-leerder verhouding? Die perspektief van die positiewe benadering van sielkunde is gebruik om die meganismes van gesonde verhoudings binne die skoolgemeenskap bloot te lê. Daar is gebruik gemaak van ‘n kwalitatiewe navorsingsmetode om die fenomeen te verken. Inligting is verkry deur middel van individuele onderhoude en ʼn fokusgroepbespreking as navorsingstegnieke. Doelgerigte steekproefneming is gebruik en nege grondslagfase opvoeders verbonde aan ‘n privaatskool in die Gauteng-provinsie van Suid-Afrika was deelnemers aan die navorsing. Die doel van die studie was om grondslagfase opvoeders se belewing van die opvoeder-leerder verhouding te verstaan. Tydens die proses van data-insameling is daar visuele en tekstuele data verkry. Deelnemers het collages gemaak ter beskrywing van hul belewing van die opvoeder-leerder verhouding; daarna is individuele onderhoude en die fokusgroepbespreking gevoer. Klankopnames van die versamelde data is getranskribeer, en ‘n narratiewe analise is gedoen. Bevindinge van hierdie studie is vervat in vier hooftemas: Die rol van emosies en verhoudingswelstand, opvoeders se verhoudingsvaardighede, werksbevrediging, uitdagings en verhoudingswelstand. Hierdie bevindings omvat die gesonde hantering van emosies, doelgerigte bevordering van verhoudingsvaardighede, die belewing van werksbevrediging, en die ervaring van uitdagings wat oorwegend gekoppel is aan welvarende leerders se huiskonteks. Die bevindings is verder verfyn in die subtemas wat die grondslagfase opvoeder se alledaagse belewing van die Opvoeder-leerder verhouding opvoeder-leerder verhouding in diepte beskryf. Die bevindings toon dat die opvoeders se positiewe ervaring van die opvoeder-leerder verhouding gesien kan word as ‘n belegging in die welstand en positiewe funksionering van beide die opvoeder en die leerder. Aanbevelings word gemaak sodat opvoeders verbeterde opvoeder-leerder verhoudings kan beskerm en bevorder deur doelgerig die ondersteuning van multidissiplinêre spanne te ontgin. Opvoeders moet begelei word om die dinamiese krag van interpersoonlike verhoudings op ‘n kreatiewe manier te gebruik ten einde die volhoubare welstand van skoolgemeenskappe as gesonde en bemagtigende ruimtes te verseker. / MA (Psychology), North-West University, Potchefstroom Campus, 2015

Die fokus van hierdie studie is die verkenning van grondslagfase opvoeders se belewings van die opvoeder-leerder verhouding. Positiewe sielkunde is gebruik as die teoretiese raamwerk vir hierdie navorsing, en ‘n fenomenologiese benadering is gebruik as die metodologiese struktuur van die kwalitatiewe studie. Hierdie studie van opvoeder-leerder verhoudings in die grondslagfase is gerig op die bydrae wat dit kan lewer tot leerders se goeie prestasies, hulle positiewe ontwikkeling, sowel as die opvoeder se eie werksbevrediging. Dit dra ook by tot die welstand van opvoeders, leerders en die skoolgemeenskap. Alhoewel gesonde verhoudings in die skoolgemeenskap van die allergrootste belang is, blyk dit dat die doelbewuste uitbouing van die skoolgemeenskap se verhoudingswelstand as belangrike sosiale hulpbron verwaarloos of afgewater word. Die volgende navorsingsvraag het na vore gekom: Wat is grondslagfase opvoeders se belewings van die opvoeder-leerder verhouding? Die perspektief van die positiewe benadering van sielkunde is gebruik om die meganismes van gesonde verhoudings binne die skoolgemeenskap bloot te lê. Daar is gebruik gemaak van ‘n kwalitatiewe navorsingsmetode om die fenomeen te verken. Inligting is verkry deur middel van individuele onderhoude en ʼn fokusgroepbespreking as navorsingstegnieke. Doelgerigte steekproefneming is gebruik en nege grondslagfase opvoeders verbonde aan ‘n privaatskool in die Gauteng-provinsie van Suid-Afrika was deelnemers aan die navorsing. Die doel van die studie was om grondslagfase opvoeders se belewing van die opvoeder-leerder verhouding te verstaan. Tydens die proses van data-insameling is daar visuele en tekstuele data verkry. Deelnemers het collages gemaak ter beskrywing van hul belewing van die opvoeder-leerder verhouding; daarna is individuele onderhoude en die fokusgroepbespreking gevoer. Klankopnames van die versamelde data is getranskribeer, en ‘n narratiewe analise is gedoen. Bevindinge van hierdie studie is vervat in vier hooftemas: Die rol van emosies en verhoudingswelstand, opvoeders se verhoudingsvaardighede, werksbevrediging, uitdagings en verhoudingswelstand. Hierdie bevindings omvat die gesonde hantering van emosies, doelgerigte bevordering van verhoudingsvaardighede, die belewing van werksbevrediging, en die ervaring van uitdagings wat oorwegend gekoppel is aan welvarende leerders se huiskonteks. Die bevindings is verder verfyn in die subtemas wat die grondslagfase opvoeder se alledaagse belewing van die Opvoeder-leerder verhouding opvoeder-leerder verhouding in diepte beskryf. Die bevindings toon dat die opvoeders se positiewe ervaring van die opvoeder-leerder verhouding gesien kan word as ‘n belegging in die welstand en positiewe funksionering van beide die opvoeder en die leerder. Aanbevelings word gemaak sodat opvoeders verbeterde opvoeder-leerder verhoudings kan beskerm en bevorder deur doelgerig die ondersteuning van multidissiplinêre spanne te ontgin. Opvoeders moet begelei word om die dinamiese krag van interpersoonlike verhoudings op ‘n kreatiewe manier te gebruik ten einde die volhoubare welstand van skoolgemeenskappe as gesonde en bemagtigende ruimtes te verseker. / MA (Psychology), North-West University, Potchefstroom Campus, 2015

Doel: Die studie het gepoog om vaders se persepsie en ervaring van uitdagings in hulle verhouding met hul leergestremde kind te verken en te beskryf. Agtergrond: Leergestremdheid is ’n baie algemene probleem by kinders en is bekend vir die negatiewe effek wat dit op die kind self en op die ouers van die kinders uitoefen. Dit blyk dat ’n leergestremde kind addisionele spanning op die ouers plaas. Hierdie studie fokus alleenlik op die vader van ’n leergestremde kind omrede die meeste studies slegs op die moeder-kind-verhouding fokus, aangesien die moeder as die primêre versorger van die kind beskou word. Die navorsingsmetode wat vir hierdie studie gebruik is, was ’n kwalitatiewe navorsingsontwerp. Die populasie het bestaan uit vaders met leergestremde kinders in die ouderdomsgroep van 13 tot 18 jaar en wat as gevolg van intrinsieke oorsake leergestremd is. Die data is aan die hand van semigestruktureerde onderhoude met vyf vaders, asook met ’n groepsgesprek bekom. Die doel was om die vaders se ervaring van hulle verhouding met hul leergestremde kind te ondersoek, waarna tematiese analises gebruik is om data saam te stel. Die elemente van kwalitatiewe verkennende en beskrywende teorie het as breër raamwerk vir die studie gedien. Bevindings: Die vaders het hulle verhouding met hul leergestremde kind as baie frustrerend beskryf en gesê dat hulle ook nie ’n goeie verhouding met hul kind het nie. Gevoelens van teleurstelling het primêr betrekking op die onvoldoende verwagtinge wat die vaders vir hulle kind koester. Hulle gevoel dat hulle geen ondersteuning van die skole en van die breër gemeenskap ontvang nie, het ook tot ’n negatiewe ervaring met die leergestremde kind gelei. / MA (Psychology), North-West University, Potchefstroom Campus, 2014

Doel: Die studie het gepoog om vaders se persepsie en ervaring van uitdagings in hulle verhouding met hul leergestremde kind te verken en te beskryf. Agtergrond: Leergestremdheid is ’n baie algemene probleem by kinders en is bekend vir die negatiewe effek wat dit op die kind self en op die ouers van die kinders uitoefen. Dit blyk dat ’n leergestremde kind addisionele spanning op die ouers plaas. Hierdie studie fokus alleenlik op die vader van ’n leergestremde kind omrede die meeste studies slegs op die moeder-kind-verhouding fokus, aangesien die moeder as die primêre versorger van die kind beskou word. Die navorsingsmetode wat vir hierdie studie gebruik is, was ’n kwalitatiewe navorsingsontwerp. Die populasie het bestaan uit vaders met leergestremde kinders in die ouderdomsgroep van 13 tot 18 jaar en wat as gevolg van intrinsieke oorsake leergestremd is. Die data is aan die hand van semigestruktureerde onderhoude met vyf vaders, asook met ’n groepsgesprek bekom. Die doel was om die vaders se ervaring van hulle verhouding met hul leergestremde kind te ondersoek, waarna tematiese analises gebruik is om data saam te stel. Die elemente van kwalitatiewe verkennende en beskrywende teorie het as breër raamwerk vir die studie gedien. Bevindings: Die vaders het hulle verhouding met hul leergestremde kind as baie frustrerend beskryf en gesê dat hulle ook nie ’n goeie verhouding met hul kind het nie. Gevoelens van teleurstelling het primêr betrekking op die onvoldoende verwagtinge wat die vaders vir hulle kind koester. Hulle gevoel dat hulle geen ondersteuning van die skole en van die breër gemeenskap ontvang nie, het ook tot ’n negatiewe ervaring met die leergestremde kind gelei. / MA (Psychology), North-West University, Potchefstroom Campus, 2014

Attention-deficit-hyperactivity disorder (ADHD) describes children that show inappro-priate behaviour in two categories, i.e. 1) Inattention and 2) Hyperactivity-impulsivity and which are maladaptive and inconsistent with their developmental level. ADHD impacts the whole life of a child diagnosed with it. One of these areas that is impacted is the relationship between child and parent. As found in a thorough literature study, much research has been done on the relationship between parents and their children diagnosed with ADHD. No research has been done on parents’ experience of the dialogic relationship, according to the Gestalt theory, with their children that are diagnosed with ADHD. The dialogic relationship was research specifically in the context of the five principles of the dialogic relationship, i.e. inclusion, presence, confirmation, commitment to dialogue and non-exploitation. In this qualitative study nine parents’ experience of their dialogic relationship with their child in the middle childhood, diagnosed with ADHD was explored and described. A case study was used as research design to study how participants give meaning to the phenomenon that is being studied. Semi-structured interviews were conducted with seven mothers and two fathers after which data was thematically analysed. The trustworthiness of the study and ethical aspects applicable to the study were discussed and the limitations of the study were listed. It was found that parents apply inclusion and presence in their relationship with their child with ADHD. The application of confirmation and commitment to dialogue is a bigger challenge because the children’s behaviour results in parents reacting negatively rather than giving acknowledgement. Sometime it is difficult for parents to commit to the dialogue because the children withdraw from the interaction. The researcher made recommendations for parents of children with ADHD, for professionals who are working with children with ADHD and for further study in this field. / Thesis (MA (Psychology))--North-West University, Potchefstroom Campus, 2013.

Attention-deficit-hyperactivity disorder (ADHD) describes children that show inappro-priate behaviour in two categories, i.e. 1) Inattention and 2) Hyperactivity-impulsivity and which are maladaptive and inconsistent with their developmental level. ADHD impacts the whole life of a child diagnosed with it. One of these areas that is impacted is the relationship between child and parent. As found in a thorough literature study, much research has been done on the relationship between parents and their children diagnosed with ADHD. No research has been done on parents’ experience of the dialogic relationship, according to the Gestalt theory, with their children that are diagnosed with ADHD. The dialogic relationship was research specifically in the context of the five principles of the dialogic relationship, i.e. inclusion, presence, confirmation, commitment to dialogue and non-exploitation. In this qualitative study nine parents’ experience of their dialogic relationship with their child in the middle childhood, diagnosed with ADHD was explored and described. A case study was used as research design to study how participants give meaning to the phenomenon that is being studied. Semi-structured interviews were conducted with seven mothers and two fathers after which data was thematically analysed. The trustworthiness of the study and ethical aspects applicable to the study were discussed and the limitations of the study were listed. It was found that parents apply inclusion and presence in their relationship with their child with ADHD. The application of confirmation and commitment to dialogue is a bigger challenge because the children’s behaviour results in parents reacting negatively rather than giving acknowledgement. Sometime it is difficult for parents to commit to the dialogue because the children withdraw from the interaction. The researcher made recommendations for parents of children with ADHD, for professionals who are working with children with ADHD and for further study in this field. / Thesis (MA (Psychology))--North-West University, Potchefstroom Campus, 2013.

Risk behaviour amongst adolescents represents a major public health challenge in South Africa particularly when considering the statistics on sexually active youth, adolescent pregnancies, smoking, drinking and drug abuse amongst the youth. Although various reasons can be given to explain this phenomenon, the parent–adolescent relationship has proven to be a huge factor in the prevention of risk behaviour. However, even though the importance of such a relationship has been proven, risk behaviour amongst adolescents still persists. This study specifically looks at the dialogical parent–adolescent relationship and how adolescents who engage in risk behaviour are affected by the relationship and how it can prevent risk behaviour. The content of section A explains the orientation towards the research, the problem rationale and the goals and objectives of the study. The researcher followed a qualitative approach as she tried to obtain an understanding of adolescent risk behaviour and how the nature of the dialogical parent–adolescent relationship could prevent such risk behaviour. Semi–structured interviews were conducted with five girls and three boys who lived in Pretoria, as well as with their parents. The adolescents were between the ages of 14 and 17 and all engaged in risk behaviour. In section B a literature study is given with a brief outline of the methodology that was used. Specific focus falls on the findings of the study. Section C contains the summary, evaluation and conclusions of the overall study. This research was done in order to make recommendations to parents of adolescents who engage in risk behaviour as a possible way to prevent it. This study highlighted how unprepared and uninformed parents were in terms of their parental skills and the needs of their adolescent children. The study also highlighted the need of the adolescents to be validated, and the lack of understanding and warmth in the manner that their parents relate to them. Adolescents still need parental guidance and a sense of belonging. The very poor relationships that exist between parents and adolescents strengthened the researcher’s hypothesis that the adolescents get involved in a range of dubious activities and their parents’ ineffectiveness to intervene and assist their adolescents through these challenging times, may lead to risk behaviour. / Thesis (M.A. (Psychology))--North-West University, Potchefstroom Campus, 2012.

Risk behaviour amongst adolescents represents a major public health challenge in South Africa particularly when considering the statistics on sexually active youth, adolescent pregnancies, smoking, drinking and drug abuse amongst the youth. Although various reasons can be given to explain this phenomenon, the parent–adolescent relationship has proven to be a huge factor in the prevention of risk behaviour. However, even though the importance of such a relationship has been proven, risk behaviour amongst adolescents still persists. This study specifically looks at the dialogical parent–adolescent relationship and how adolescents who engage in risk behaviour are affected by the relationship and how it can prevent risk behaviour. The content of section A explains the orientation towards the research, the problem rationale and the goals and objectives of the study. The researcher followed a qualitative approach as she tried to obtain an understanding of adolescent risk behaviour and how the nature of the dialogical parent–adolescent relationship could prevent such risk behaviour. Semi–structured interviews were conducted with five girls and three boys who lived in Pretoria, as well as with their parents. The adolescents were between the ages of 14 and 17 and all engaged in risk behaviour. In section B a literature study is given with a brief outline of the methodology that was used. Specific focus falls on the findings of the study. Section C contains the summary, evaluation and conclusions of the overall study. This research was done in order to make recommendations to parents of adolescents who engage in risk behaviour as a possible way to prevent it. This study highlighted how unprepared and uninformed parents were in terms of their parental skills and the needs of their adolescent children. The study also highlighted the need of the adolescents to be validated, and the lack of understanding and warmth in the manner that their parents relate to them. Adolescents still need parental guidance and a sense of belonging. The very poor relationships that exist between parents and adolescents strengthened the researcher’s hypothesis that the adolescents get involved in a range of dubious activities and their parents’ ineffectiveness to intervene and assist their adolescents through these challenging times, may lead to risk behaviour. / Thesis (M.A. (Psychology))--North-West University, Potchefstroom Campus, 2012.

Magister Artium - MA / Die moeder-dogter-verhouding is ʼn terugkerende en fassinerende tema in resente skryfwerk. Dit is die onderwerp van talle wetenskaplike navorsingsartikels, maar tog het dit tot dusver min aandag ontvang in die Afrikaanse letterkunde. Die verwikkelde moeder-dogter- verhouding is ʼn deurlopende tema in die werk van drie swart Afrikaanse vrouedigters, nl. Ronelda Kamfer, Jolyn Phillips en Shirmoney Rhode. Elkeen plaas ʼn eiesoortige fokus daarop. Die dimensies van hierdie verhouding word ontleed aan die hand van die psigoanalise soos deur Freud en Lacan uiteengesit. Postkolonialisme as raamwerk word ook betrek omdat dit fokus op identiteit en die subalterne wat ʼn kerngegewe in die genoemde digters se werk is. Hierdie raamwerk stel egter beperkings wanneer die sielkundige aspekte ter sprake kom. Hierdie studie maak dus gebruik van ʼn eklektiese benadering waarin insigte uit beide teoretiese raamwerke benut word. / South Africa