Thesis (MScSportSc)-- Stellenbosch University, 2013. / ENGLISH ABSTRACT: The premise of this study focused on the holistic approach to the human body, mainly the connection between the brain and the body. According to Sibley and Etnier (2003:243) both the brain and the body are involved in all forms of learning and should not be considered as separate entities. Therefore, interdependent entities, in other words, what happens to one will affect the other. It is important to realize that learners attend school as holistic beings and that both the body and the brain require sufficient stimulation throughout the day. The purpose of this study focused on the effect of intervention programmes ([1] an integrated academic skills and physical development programme and [2] a moderately intensive physical activity programme) on Grade 2 learners' academic abilities, particularly with regard to literacy and numeracy skills. The study took place at two Afrikaans primary schools (a Quintile 5 school [School A] and a Quintile 1 school [School B]) in the Stellenbosch area. Six Grade 2 classes these schools were used for the purpose of this study. These six groups served as the sample. In this study a quasi-experimental design was used where participants were selected through a convenience sample. The participants that were divided into already existing class groups were made available by the schools. It was thus not possible to select learners randomly. Two Grade 2 groups (the experimental groups) from each school [A1 (n = 25), A2 (n = 26), B1 (n = 23) and B2 (n = 23)], took part in the two intervention programmes, whereas one Grade 2 group from each school (the control group) [A3 (n = 25), and B3 (n = 27)], did not participate in the intervention programmes. The Grade 2 groups consisted of both boys and girls. In the experimental group 48 boys and 49 girls took part in two intervention programmes (N = 97). The control group consisted of 22 boys and 30 girls participants (N = 52). Data was collected by means of a questionnaire and a pre- and post-test. The experimental and control groups completed the questionnaire and pre-test before the start of the intervention and the post-test after the intervention. The measuring instruments that were used during the pre- and post-tests were the VASSI Mathematical skills test and the ESSI Reading and Spelling Test. The two research schools used for the purpose of this study are located in diverse communities. School A is embedded in a more affluent community and School B in a less affluent community. School A is largely regarded as a functional and School B as a dysfunctional school. This means that in School A good school management, discipline and order, good knowledge of the curriculum content, low teacher / pupil absenteeism, good opportunities and resources, low repetition rates and little or no early school leaving by learners takes place. School B complies with the opposite characteristics and find it difficult to uphold the above-mentioned standards. Before the start of the study it became clear that the participants of the respective schools’ differed in literacy and numeracy abilities, as well as in participation in physical activities. Test results using the VASSI Mathematical skill test and the ESSI Reading and Spelling Test indicated that School A and B’s participants’ abilities differed in relation to literacy and numeracy skills. School A did better than School B in both literacy and numeracy during the pre-test. Through the information gathered using the questionnaire, it can be concluded that the two schools offer different opportunities to their learners with respect to movement experiences. School A's learners take part in sport and physical education (PE) throughout the year whereas School B did not offer these opportunities to learners. After the intervention programmes and through the use of the post-tests the results indicated that School A and B both showed progress in literacy and numeracy, although it was not statistically significant (p <0.01). Compared to the pre-test results and information gathered through the questionnaire the post-test results indicated that School B, with the least amount of movement opportunities, showed the greatest progress. Specifically the experimental group that took part in the moderately intensive physical activity programme indicated good progress in spelling. The afore-mentioned was not statistically significant and is only regarded as a tendency that warrants further research. Based on the results obtained by the current study general recommendations were made for education practice. It is essential that the importance of physical activity must be recognised. Physical activities can have an effect on the holistic development of the child. Hacker (2008:1) supports the afore-mentioned and believes that physical activities facilitate the development of the building blocks upon which learning processes rests. Thus, policy makers, education departments, teachers, parents and students need to understand the role of physical activity in the learning process. It is also of importance that teachers receive the necessary training in PE. It could be beneficial if refreshment courses or workshops with information regarding gross motor development are offered annually (or more) to PE teachers. Another recommendation eludes to the amount of time spent in schools on PE. The intense focus as on other scholastic subjects should be applied with the same intensity to PE. Additionally, in the South African education system PE should enjoy greater prominence. Thus, it is important that PE should have a daily slot in the school timetable. Recommendations for further research that could have played a role in the results of the present study refers to the sample size. The sample of the present study does not necessarily represent the rest of the Grade 2 groups in South Africa. Therefore, it is proposed that similar studies in future make use of larger samples sizes. It is important to choose the appropriate period in which the study should take place. It could be beneficial to perform a similar study later in the year, especially with regard to the transition from Grade 1 to Grade 2. This will enable the participants to have the necessary reading skills to complete the pre-and post-tests. Specific arrangements regarding space should be cleared up with schools and teachers. A schedule should be drawn up for the duration of the study. It is also recommended that the study be carried out over a longer period. The assumption is that if the intervention takes place over a longer period of time the effect of physical activity on several domains (cognitive, emotional, social and physical) may have been greater. With all the information put forward by the study, it is strongly recommended that the role of PE in schools be reconsidered. / AFRIKAANSE OPSOMMING: Die uitgangspunt van hierdie studie het op die holistiese benadering tot die menslike liggaam gefokus, hoofsaaklik die verbintenis tussen die brein en die liggaam. Volgens Sibley en Etnier (2003:243) betrek enige vorm van leer beide die brein en die liggaam en word beide nie as aparte entiteite beskou nie. Dus, interafhanklike entiteite, met ander woorde wat met die een gebeur sal die ander affekteer. Dit is van belang om te besef dat ‘n leerder skool as ‘n totaliteitswese bywoon en dat beide die liggaam en die brein genoegsame stimulering gedurende die dag moet ontvang. Die doel van hierdie studie het op die invloed wat intervensieprogramme ([1] ‘n geïntegreerde akademiese vaardigheid en fisieke ontwikkelingsprogram en [2] ‘n matig-intensiewe fisieke aktiwiteitsprogram) op Graad 2-leerders se akademiese vermoëns, spesifiek in terme van geletterdheid en syfervaardighede, gefokus. Die studie het by twee Afrikaanse laerskole (‘n Kwintiel 5 [Skool A] en ‘n Kwintiel 2 skool [Skool B]) in die Stellenbosch omgewing plaasgevind. Ses Graad 2-klasse in hierdie skole is vir die doel van hierdie studie gebruik. Hierdie ses groepe het as die steekproef gedien. In hierdie studie is daar van ‘n kwasi-eksperimentele ontwerp gebruik gemaak waar deelnemers deur middel van ‘n gerieflikheidsteekproef geselekteer is. Die deelnemers wat in reeds bestaande klasgroepe verdeel was, is deur die skole beskikbaar gestel. Dit was dus nie moontlik om leerders ewekansig te selekteer nie. Twee Graad 2-groepe (die eksperimentelegroepe) uit elke skool [A1 (n=25), A2 (n=26), B1(n=23) en B2 (n=23)] het aan die twee intervensieprogramme deelgeneem, terwyl een Graad 2-groep uit elke skool (die kontrolegroepe) [A3 (n=25) en B3 (n=27)] nie aan die intervensieprogramme deelgeneem het nie. Die Graad 2-groepe het uit seuns sowel as meisies bestaan. In die eksperimentelegroepe het 48 seuns en 49 meisies aan die twee intervensieprogramme deelgeneem (N=97). Die kontrolegroepe het uit 22 seuns en 30 meisies bestaan (N=52). Data is deur middel van ‘n vraelys en ‘n voor- en na-toets ingesamel. Die eksperimentele- en kontrolegroepe het voor die aanvang van die intervensieprogramme ‘n vraelys en voor-toets voltooi en na afloop van die intervensieprogramme ’n na-toets. Die meetinstrumente wat gedurende die voor- en na-toets gebruik is, was die VASSI-Wiskundige vaardigheidstoets en die ESSI-Lees- en Speltoets. Die twee navorsingskole wat vir die studie gebruik is, is in uiteenlopende gemeenskappe geleë. Skool A is in ‘n meer welvarende gemeenskap geleë en Skool B in ‘n minder welvarende gemeenskap. Skool A kan hoofsaaklik as ‘n funksionele skool bestempel word en Skool B as ‘n disfunksionele skool. Dit beteken dat Skool A vir goeie skoolbestuur, dissipline en orde, goeie kennis van die kurrikuluminhoud, lae onderwyser/leerder-afwesigheid, goeie geleenthede en hulpbronne, lae herhalingsyfers en min of geen vroeë skoolverlating deur leerders bekend is. Skool B voldoen aan die teenoorgestelde eienskappe en sukkel om aan laasgenoemde standaarde te voldoen. Voor die aanvang van die studie het dit duidelik geblyk dat die deelnemers in die onderskeie skole se vermoëns in geletterdheid en syfervaardigheid, asook deelname aan fisieke aktiwiteite, verskil het. Voor-toets resultate wat met behulp van die VASSI-Wiskundige vaardigheidstoets en ESSI-Leesen Speltoets bekom is, het daarop gedui dat Skool A en B se deelnemers se vermoë met betrekking tot geletterdheid en syfervaardighede verskil. Skool A het beter as Skool B in beide geletterdheid en syfervaardigheid gedurende die voor-toets gevaar. Vanuit die inligting wat met behulp van die vraelyste ingesamel is, kan daar afgelei word dat die twee skole verskillende geleenthede ten opsigte van bewegingservarings aan hulle leerders bied. Skool A se leerders neem regdeur die jaar aan sport en Liggaamlike Opvoeding (LO) deel, terwyl Skool B nie hierdie geleenthede aan die leerders bied nie. Na afloop van die intervensieprogramme en met behulp van die na-toets het resultate getoon dat vordering in geletterdheid en syfervaardigheid by Skool A en B voorgekom het, alhoewel nie statisties beduidend (p<0.01) nie. In vergelyking met die voor-toets resultate en die inligting wat uit die vraelys bekom is, het die na-toets resultate getoon dat Skool B wat oor die minste bewegingsgeleenthede beskik, die grootste vordering getoon het. Spesifiek die eksperimentelegroep wat aan die matig-intensiewe fisieke aktiwiteitsprogram deelgeneem het, het goeie vordering in spelvermoëns getoon. Laasgenoemde is nie statisties beduidend nie en word slegs as ‘n tendens beskou wat verdere navorsing regverdig. Op grond van die resultate is algemene aanbevelings vir die onderwyspraktyk vanuit die studie gemaak. Dit is van belang dat die belangrikheid van fisieke aktiwiteite herken word. Fisieke aktiwiteite kan ‘n effek op die holistiese ontwikkeling van die kind hê. Hacker (2008:1) ondersteun laasgenoemde en is van mening dat fisieke aktiwiteit die ontwikkeling van die boustene waarop die leerproses gebou word fasiliteer. Dus, moet beleidmakers, onderwysdepartemente, onderwysers, ouers en leerders die rol van fisieke aktiwiteite in die leerproses verstaan. Dit is ook van belang dat onderwysers die nodige opleiding in LO ontvang. Dit kan voordelig wees as opknappings kursusse of werkswinkels met inligting aangaande grootmotoriese ontwikkeling jaarliks (of meer) aan LO onderwysers aangebied kan word. Nog ‘n aanbeveling dui op die tyd wat aan LO by skole gespandeer moet word. Die intense fokus op ander skolastiese vakke moet met dieselfde erns op LO toegepas word en in die Suid-Afrikaanse onderwyssisteem moet LO groter prominensie geniet. Dus, is dit van belang dat LO daagliks ‘n tydgleuf op die skoolrooster moet hê. Aanbevelings vir verdere navorsing wat ‘n rol in die resultate van die huidige studie kon gehad het, verwys na die grootte van die steekproef. Die steekproef van die huidige studie verteenwoordig nie noodwendig die res van die Graad-2 groepe in Suid-Afrika nie. Dus, word daar voorgestel dat toekomstige soortgelyke studies groter steekproewe gebruik. Dit is van belang om die regte tydperk waarin die studie gaan plaasvind te kies. Dit kan voordelig wees om soortgelyke studie later in die jaar uit te voer, veral met betrekking tot die oorgang van Graad 1 na Graad 2. Dit sal die deelnemers in staat stel om oor die nodige leesvaardighede te beskik wat hulle benodig om die voor- en na-toets te voltooi. Vasgestelde logistieke ten opsigte van ruimte moet met die skole en onderwysers uitgeklaar word. ‘n Skedule moet opgestel word vir die tydperk waarin die studie gaan plaasvind. Daar word ook sterk aanbeveel dat die studie oor ‘n langer tydperk uitgevoer word. Die veronderstelling is dat indien die intervensieprogramme oor ‘n langer tydperk plaasvind die moontlike effek van fisieke aktiwiteite op verskeie domeine (kognitief, emosioneel, sosiaal en fisiek) groter kan wees. Met al die inligting wat deur die studie na vore gebring is, word daar sterk aanbeveel dat die rol van LO in skole heroorweeg word.

The study focuses on the role of water activities in the advancement of environmental literacy in grade six learners. The study is important as South Africa is experiencing a water crisis due to below average rainfall, overpopulation and poor management of water sources. The implementation of water activities in primary and secondary school education is needed for the development of environmentally literate citizens who understand the connection between the environment, available water and poverty and who possess the skills to sustain water sources. Environmental problems can be solved through environmental literacy (UNESCO, 1994:11). The purpose of the study is to determine how environmental literacy can be advanced by means of water activities carried out by grade six learners. The study is quantitative and a before- and after test questionnaire was used to compile data from an experimental and control group. Five schools that are located near water sources took part in the research. The biotic water testing methods and light intensity measurements were used as water activities. Active participation of learners in water activities contributed to the expansion of knowledge, skills and values regarding water in the environment. / Thesis (MEd (Curriculum Development))--North-West University, Potchefstroom Campus, 2013.

The study focuses on the role of water activities in the advancement of environmental literacy in grade six learners. The study is important as South Africa is experiencing a water crisis due to below average rainfall, overpopulation and poor management of water sources. The implementation of water activities in primary and secondary school education is needed for the development of environmentally literate citizens who understand the connection between the environment, available water and poverty and who possess the skills to sustain water sources. Environmental problems can be solved through environmental literacy (UNESCO, 1994:11). The purpose of the study is to determine how environmental literacy can be advanced by means of water activities carried out by grade six learners. The study is quantitative and a before- and after test questionnaire was used to compile data from an experimental and control group. Five schools that are located near water sources took part in the research. The biotic water testing methods and light intensity measurements were used as water activities. Active participation of learners in water activities contributed to the expansion of knowledge, skills and values regarding water in the environment. / Thesis (MEd (Curriculum Development))--North-West University, Potchefstroom Campus, 2013.

South Africa is a very diverse country. There are eleven spoken official languages, different cultures, beliefs, backgrounds, educational levels, races as well as differences in socioeconomic status. Psychometric measuring instruments used in South Africa are mostly imported from Europe or America and are often not standardised for the South African context. The translation of such imported measuring instruments usually results in bias, in contravention of the Employment Equity Act (1998) which stipulates that all psychometric assessments should be bias–free, equivalent, and fair. It is of tremendous importance to take a country's political, economic and social history into account before developing a psychometric instrument, to ensure that the instrument will adhere to all legal requirements. A quantitative research design was used in this study. The sample consisted of students from tertiary institutions in North–West and Gauteng Provinces (SH–1: n = 473; SH–2: n = 476). Convenience sampling was used since the aim of the study was to test the reliability and validity of a newly developed instrument. Questionnaires were distributed amongst the participants from the tertiary institutions, to be completed within a set time and collected immediately after completion. The first objective of the study was to develop a valid and reliable measuring instrument that scientifically assesses the Hostility, Gratefulness and Active Support subclusters of the Soft–heartedness cluster of a new personality measure being developed for the South African context, namely the South African Personality Inventory (SAPI). Items were derived from person–descriptive terms gathered through a qualitative research design. The aim of this qualitative research design was to gather as many person–descriptive terms as possible and integrating these terms into a personality instrument. A principal component analysis was conducted to determine the item correlations, and items that did not function as expected were removed. Internal consistency coefficients were calculated to determine the item reliabilities. The second aim of this study was to determine the factor structure for the three subclusters of the Soft–heartedness cluster included in this study (pertaining to these three subclusters). A factor analysis was performed. A higher–order factor was present and a second–order analysis was performed, using the factor correlation matrix as input on the results. From the three subclusters assessed in this study, only two subclusters were extracted, and were labelled Hostility and Congenial Behaviour. This could be an indication that the positive and the negative items are clustering together in two separate groups, one indicating positive behaviour and the other negative behaviour. Finally, the construct equivalence across different race groups was evaluated by considering Tucker's phi coefficient and comparing the factor pattern matrices of the two factors obtained to compare the factor solutions between the white and African race groups respectively. The results indicated that each of the facets had similar loadings on their posited factors for both groups and that the two factors were represented by the same facets irrespective of the race groups. Recommendations were made for future research. / Thesis (M.Com. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2011.

South Africa is a very diverse country. There are eleven spoken official languages, different cultures, beliefs, backgrounds, educational levels, races as well as differences in socioeconomic status. Psychometric measuring instruments used in South Africa are mostly imported from Europe or America and are often not standardised for the South African context. The translation of such imported measuring instruments usually results in bias, in contravention of the Employment Equity Act (1998) which stipulates that all psychometric assessments should be bias–free, equivalent, and fair. It is of tremendous importance to take a country's political, economic and social history into account before developing a psychometric instrument, to ensure that the instrument will adhere to all legal requirements. A quantitative research design was used in this study. The sample consisted of students from tertiary institutions in North–West and Gauteng Provinces (SH–1: n = 473; SH–2: n = 476). Convenience sampling was used since the aim of the study was to test the reliability and validity of a newly developed instrument. Questionnaires were distributed amongst the participants from the tertiary institutions, to be completed within a set time and collected immediately after completion. The first objective of the study was to develop a valid and reliable measuring instrument that scientifically assesses the Hostility, Gratefulness and Active Support subclusters of the Soft–heartedness cluster of a new personality measure being developed for the South African context, namely the South African Personality Inventory (SAPI). Items were derived from person–descriptive terms gathered through a qualitative research design. The aim of this qualitative research design was to gather as many person–descriptive terms as possible and integrating these terms into a personality instrument. A principal component analysis was conducted to determine the item correlations, and items that did not function as expected were removed. Internal consistency coefficients were calculated to determine the item reliabilities. The second aim of this study was to determine the factor structure for the three subclusters of the Soft–heartedness cluster included in this study (pertaining to these three subclusters). A factor analysis was performed. A higher–order factor was present and a second–order analysis was performed, using the factor correlation matrix as input on the results. From the three subclusters assessed in this study, only two subclusters were extracted, and were labelled Hostility and Congenial Behaviour. This could be an indication that the positive and the negative items are clustering together in two separate groups, one indicating positive behaviour and the other negative behaviour. Finally, the construct equivalence across different race groups was evaluated by considering Tucker's phi coefficient and comparing the factor pattern matrices of the two factors obtained to compare the factor solutions between the white and African race groups respectively. The results indicated that each of the facets had similar loadings on their posited factors for both groups and that the two factors were represented by the same facets irrespective of the race groups. Recommendations were made for future research. / Thesis (M.Com. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2011.

One of the aims included in the United Nations Millennium Development Goals is to decrease the number of the world’s population without access to sanitation and water that is safe, by half by the year 2015. The use of water that is not safe for consumption leads to water–related diseases. For the purpose of this study gastro–intestinal disease was redefined as diseases of the gastro–intestinal tract caused by pathogens that spread via contaminated drinking water, poor sanitation and inadequate hygiene. Information obtained regarding the use of gastro–intestinal disease medication, may provide information about the prevalence of gastro–intestinal disease in South Africa. The general objective of this study was to determine the prescribing patterns of gastro–intestinal medication in different geographical areas in the private health care sector of South Africa. A retrospective drug utilisation review was conducted on data obtained from a medicine claims database of a pharmacy benefit management company for 2007 and 2008. A pharmacoepidemiological approach was followed in order to determine the prevalence of gastro–intestinal disease as well as the use of gastro–intestinal medication in South Africa as well as the different provinces of South Africa. The impact of water quality and sanitation on the prevalence of gastro–intestinal disease was also investigated. Gastro–intestinal medication (used in the treatment of gastro–intestinal disease) included the following pharmacological groups according to the MIMS®–classification: antivertigo and anti–emetic agents (group 1.8), antispasmodics (group 12.3), antidiarrhoeals (group 12.7), minerals and electrolytes (group 20.4, selected according to specified NAPPI–codes) and antimicrobials (group 18). Antimicrobials had to be prescribed in combination with one of the specified gastro–intestinal medication groups in order to be classified as a gastro–intestinal medication. In 2007 and 2008 respectively, 428864 and 340921 gastro–intestinal medication items were prescribed. The most frequently prescribed gastro–intestinal medication pharmacological groups in 2007 and 2008 were beta–lactam antimicrobials (with proportion percentages of 22.77% and 20.85% in 2007 and 2008 respectively), antivertigo and anti–emetic agents, antispasmodics, antidiarrhoeals and quinolone antimicrobials. Minerals and electrolytes represented only a small proportion (2.99% and 2.56% in 2007 and 2008 respectively) of the prescribed gastro–intestinal medication in South Africa. In the Free State and Western Cape antivertigo and anti–emetic agents were the most frequently prescribed gastro–intestinal medication items, while in other provinces beta–lactam antimicrobials ranked the highest. In all provinces except the Western Cape and the Northern Cape, amoxicillin/clavulanic acid was the most frequently prescribed gastro–intestinal medication active ingredient. In the Western Cape loperamide was the most frequently prescribed active ingredient, while ciprofloxacin ranked highest as active ingredient in the Northern Cape in 2008. Based on the prescribing patterns of gastro–intestinal disease medications the treatment of gastro–intestinal disease in this section of the private health care sector of South Africa, does not fully comply with the Standard Treatment Guidelines with regard to the use of antimicrobials and electrolyte replacement therapy. / Thesis (M.Pharm. (Pharmacy Practice))--North-West University, Potchefstroom Campus, 2011.

One of the aims included in the United Nations Millennium Development Goals is to decrease the number of the world’s population without access to sanitation and water that is safe, by half by the year 2015. The use of water that is not safe for consumption leads to water–related diseases. For the purpose of this study gastro–intestinal disease was redefined as diseases of the gastro–intestinal tract caused by pathogens that spread via contaminated drinking water, poor sanitation and inadequate hygiene. Information obtained regarding the use of gastro–intestinal disease medication, may provide information about the prevalence of gastro–intestinal disease in South Africa. The general objective of this study was to determine the prescribing patterns of gastro–intestinal medication in different geographical areas in the private health care sector of South Africa. A retrospective drug utilisation review was conducted on data obtained from a medicine claims database of a pharmacy benefit management company for 2007 and 2008. A pharmacoepidemiological approach was followed in order to determine the prevalence of gastro–intestinal disease as well as the use of gastro–intestinal medication in South Africa as well as the different provinces of South Africa. The impact of water quality and sanitation on the prevalence of gastro–intestinal disease was also investigated. Gastro–intestinal medication (used in the treatment of gastro–intestinal disease) included the following pharmacological groups according to the MIMS®–classification: antivertigo and anti–emetic agents (group 1.8), antispasmodics (group 12.3), antidiarrhoeals (group 12.7), minerals and electrolytes (group 20.4, selected according to specified NAPPI–codes) and antimicrobials (group 18). Antimicrobials had to be prescribed in combination with one of the specified gastro–intestinal medication groups in order to be classified as a gastro–intestinal medication. In 2007 and 2008 respectively, 428864 and 340921 gastro–intestinal medication items were prescribed. The most frequently prescribed gastro–intestinal medication pharmacological groups in 2007 and 2008 were beta–lactam antimicrobials (with proportion percentages of 22.77% and 20.85% in 2007 and 2008 respectively), antivertigo and anti–emetic agents, antispasmodics, antidiarrhoeals and quinolone antimicrobials. Minerals and electrolytes represented only a small proportion (2.99% and 2.56% in 2007 and 2008 respectively) of the prescribed gastro–intestinal medication in South Africa. In the Free State and Western Cape antivertigo and anti–emetic agents were the most frequently prescribed gastro–intestinal medication items, while in other provinces beta–lactam antimicrobials ranked the highest. In all provinces except the Western Cape and the Northern Cape, amoxicillin/clavulanic acid was the most frequently prescribed gastro–intestinal medication active ingredient. In the Western Cape loperamide was the most frequently prescribed active ingredient, while ciprofloxacin ranked highest as active ingredient in the Northern Cape in 2008. Based on the prescribing patterns of gastro–intestinal disease medications the treatment of gastro–intestinal disease in this section of the private health care sector of South Africa, does not fully comply with the Standard Treatment Guidelines with regard to the use of antimicrobials and electrolyte replacement therapy. / Thesis (M.Pharm. (Pharmacy Practice))--North-West University, Potchefstroom Campus, 2011.

There has been a continuous increase in the popularity of interactive gambling in South Africa due to the wide range of channels in which the public can now quickly and easily access gambling opportunities. Although there is uncertainty related to whether or not interactive gambling is considered to be legal in South Africa, the total value of income earned from interactive gambling by South African residents is conservatively estimated to be between R4 billion and R10 billion per year. Unfortunately, due to the fact that interactive gambling does not have national boundaries, it is difficult to determine the true worth of the industry. There appears to be no academic research which has examined whether income received from interactive gambling qualifies to be taxed in terms of the Income Tax Act 58 of 1962. This study will contribute to an academic understanding of the interactive gambling industry in South Africa and an understanding of the South African Revenue Service’s (SARS’s) policies and practices relating to the taxation of income earned from interactive gambling by resident South African individuals. The purpose of this study was to critically analyse whether income earned from interactive gambling by resident South African individuals should be taxed by SARS. This study also investigated which laws currently regulate the interactive gambling industry within South Africa and how the regulation and taxation of interactive gambling in South Africa compares to that of other developing and developed countries. This study also investigated the legality and estimated value of interactive gambling income earned in South Africa by resident South African individuals. This study concluded that income earned from interactive gambling should be subject to either normal income tax or to capital gains tax (CGT), depending on the intention of the taxpayer. This study noted that enforcing regular reporting from local licensed interactive gambling service providers would be the best method of effectively collecting tax that is owed by interactive gamblers on income generated from this form of gambling in South Africa. This study further concluded that the most appropriate regulatory model to be applied in South Africa would be a protectionist model. This model protects the residents of a country by having a regulated interactive gambling industry that is protected from outside intruders. A regulated industry will result in economic benefits such as taxation, investment and employment within South Africa. The difficulties associated with electronic-commerce could be overcome through regulation of the industry which would be beneficial to SARS. AFRIKAANS : Inter-aktiewe dobbel onder die Suid-Afrikaanse publiek is baie populêr en het ‘n voortgesette toename vanweë die beskikbaarheid en toeganklikheid wat deur tegnologie daargestel word. Alhoewel daar onsekerheid is aangaande of inter-aktiewe dobbel wettig is al dan nie, word die inkomste wat deur Suid Afrikaanse inwoners verdien word konserwatief geraam en beloop tussen R4 en R10 biljoen per jaar. Aangesien die toeganklikheid wat deur die internet gebied word nie net tot Suid-Afrika beperk is nie, maar wêreldwyd strek, is dit feitlik onmoonlik om die waarde van die industrie te bepaal. Daar is tot op hede geen akademiese navorsing gedoen om te bepaal of inkomste verdien uit inter-aktiewe dobbel belasbaar is ingevolge die Inkomstebelastingwet 58 van 1962. Hierdie studie sal bydra tot ‘n akademiese begrip van SARS se beleid en die toepassing daarvan op inkomste verdien uit inter-aktiewe dobbel deur Suid-Afrikaanse individue. Dus was die doel van hierdie navorsingstudie om te bepaal of inkomste verdien uit interaktiewe dobbel deur ‘n Suid Afrikaanse individu deur SARS belasbaar is of nie en die aspekte krities te analiseer. Hierdie studie ondersoek ook die wette wat huidiglik die belasbaarheid van inkomste uit inter-aktiewe dobbel in Suid Afrika reguleer asook hoe die regulasies vergelyk met die van ander ontwikkelende en onwikkelde lande. Verder word ondersoek ingestel om die wettigheid van inter-aktiewe dobbel en die waarde daarvan te bepaal. Die gevolgtrekking is dat inkomste verdien uit inter-aktiewe dobbel onderhewig moet wees aan of normale belasting of kapitaalwinsbelasting. Die navorsing en studie toon ook dat daar gelisensieerde inter-aktiewe dobbel diensverskaffers moet wees wat dan die invordering van die inkomste uit hierdie tipe dobbel kan beheer en dat inter-aktiewe dobbelaars wel die nodige belasting oorbetaal uit inkomste verdien in Suid-Afrika op hierdie manier. Ter afsluiting van die navorsing word daar ‘n model voorgestel wat toegepas moet word in Suid-Afrika, eerstens om die inwoners van die land te beskerm deur ‘n goed-gereguleerde inter-aktiewe dobbel stelsel daar te stel en tweedens moet daar ook die nodige beskerming verleen word teen buitelandse indringers. ‘n Goed gereguleerde model vir die industrie sal voordelig wees vir Suid Afrika deurdat die belasbaarheid van die inter-aktiewe dobbelinkomste ‘n inspuiting vir die ekonomie kan wees, sowel as werkskeppingvoordele bied. Wetstoepassing en regulering van die industrie sal ook voordelig wees vir SARS aangesien die probleme wat nou geassosieer word met elektroniese-handel voorkom en tot die minimum beperk kan word. / Dissertation (MCom)--University of Pretoria, 2010. / Taxation / unrestricted

Education is essential in providing future human capital that is much needed to build a sustainable, competitive economy. However, the importance of a quality education is often underestimated. In order to enhance working conditions of educators, it seems essential to investigate the role of the positive psychology paradigm by means of developing teachers’ areas of deficiencies and capitalising on their strengths in order for them to reach their full potential and flourish. The current study aimed to adapt and validate the recently developed Strengths Use and Deficit Improvement Questionnaire (SUDIQ) in an attempt to make it suitable for educators. The general objective of this research study was to establish the psychometric properties of the SUDIQ by means of confirmatory factor analysis (CFA), convergent, discriminant and empirical validity. A cross-sectional field survey design and a convenience sample of educators from several educational institutions in the Gauteng Province (N = 502) was utilised to gather the data. CFA was used to test the factorial validity of the adapted SUDIQ scale. In order to prove convergent and discriminant validity, the relationships between the SUDIQ dimensions and similar theoretical constructs (job resources, strengths use, psychological capital, proactive behaviour and person-job fit) as well as constructs postulated to be unrelated to the SUDIQ dimensions (age and education) were determined. Finally, the relationship between the SUDIQ dimensions with vigour, dedication, emotional exhaustion and depersonalisation was determined by using multiple regression analysis. The results confirmed that the SUDIQ comprised a four-factor structure. These four factors were perceived organisational support for strengths use, perceived organisational support for deficit improvement, proactive behaviour towards strengths use and proactive behaviour towards deficits improvement. These dimensions were positively related to the scales such as the strengths use scale, autonomy, supervisor and colleague support, psychological capital, proactive behaviour, and person-job fit. Anticipated perceived organisational support for deficit improvement and proactive behaviour towards strengths use and proactive behaviour towards deficit improvement were unrelated to age. The scales were also relatively weakly related to education. Furthermore, the results revealed that perceived organisational support for strengths use, proactive behaviour towards strengths use and proactive behaviour towards deficit improvement were significant predictors of both vigour and dedication. However, it was found that the only SUDIQ dimension that predicted emotional exhaustion and depersonalisation was proactive behaviour toward strengths use. Recommendations were made to be applied in practice, as well as for future research. / MCom (Industrial Psychology), North-West University, Potchefstroom Campus, 2014

Education is essential in providing future human capital that is much needed to build a sustainable, competitive economy. However, the importance of a quality education is often underestimated. In order to enhance working conditions of educators, it seems essential to investigate the role of the positive psychology paradigm by means of developing teachers’ areas of deficiencies and capitalising on their strengths in order for them to reach their full potential and flourish. The current study aimed to adapt and validate the recently developed Strengths Use and Deficit Improvement Questionnaire (SUDIQ) in an attempt to make it suitable for educators. The general objective of this research study was to establish the psychometric properties of the SUDIQ by means of confirmatory factor analysis (CFA), convergent, discriminant and empirical validity. A cross-sectional field survey design and a convenience sample of educators from several educational institutions in the Gauteng Province (N = 502) was utilised to gather the data. CFA was used to test the factorial validity of the adapted SUDIQ scale. In order to prove convergent and discriminant validity, the relationships between the SUDIQ dimensions and similar theoretical constructs (job resources, strengths use, psychological capital, proactive behaviour and person-job fit) as well as constructs postulated to be unrelated to the SUDIQ dimensions (age and education) were determined. Finally, the relationship between the SUDIQ dimensions with vigour, dedication, emotional exhaustion and depersonalisation was determined by using multiple regression analysis. The results confirmed that the SUDIQ comprised a four-factor structure. These four factors were perceived organisational support for strengths use, perceived organisational support for deficit improvement, proactive behaviour towards strengths use and proactive behaviour towards deficits improvement. These dimensions were positively related to the scales such as the strengths use scale, autonomy, supervisor and colleague support, psychological capital, proactive behaviour, and person-job fit. Anticipated perceived organisational support for deficit improvement and proactive behaviour towards strengths use and proactive behaviour towards deficit improvement were unrelated to age. The scales were also relatively weakly related to education. Furthermore, the results revealed that perceived organisational support for strengths use, proactive behaviour towards strengths use and proactive behaviour towards deficit improvement were significant predictors of both vigour and dedication. However, it was found that the only SUDIQ dimension that predicted emotional exhaustion and depersonalisation was proactive behaviour toward strengths use. Recommendations were made to be applied in practice, as well as for future research. / MCom (Industrial Psychology), North-West University, Potchefstroom Campus, 2014