This study aims at exploring how fathers' parenting strategies and the relationship they have with their children influences the children's ability to form other relationships outside the home. The study is based on parenting strategies identified by Diana Baumrind. Reviewed literature state that where a relationship between the father and his children is good, the children are more confident, stable and secure and therefore able to form seemingly stable social relationships. Where the relationship between father and his children is unhealthy, the children may be unsure of themselves and find it harder to form relationship outside the home. The parenting strategy resulting in the best relationships between the father and his children is the authoritative parenting strategy. Authoritative fathers set rules and follow them through while allowing dialogue. They encourage the development of self-identity and are lovingly involved in their children's lives. All participating fathers in this study have a son and daughter in the age range 13 to 25 years and all are able to communicate in English. The four participating fathers are from different ethnic groups, religious faith and professions. For each father interviewed, a son and a daughter were interviewed too. The same father parenting strategies identified in the literature were identified in this study. Three fathers fit the description of the authoritative parental strategy. Their six children agree that their relationships with their fathers are good. Even though these fathers are strict, they are loving and therefore the children feel secure and confident. These children are able to form stable relationships outside the home. The fourth father is an abusive father whose relationship with his children is unhealthy. His children are not very secure and are withdrawn. They have very few friends because they are afraid of the repercussions from friends discovering they have problems with their father. This study is a door opener in an area with little documented research namely parenting strategies in Africa in general and fathering strategies in particular. There is a need to explore the field further in order to develop training and care-giving structures based on African parental voices. / Psychology / D.Litt. et Phil. (Psychology)

Unlike in the days of yore where storytelling was primarily known for its entertainment value, storytelling should be harnessed to make people's livelihood. Chapter 1 serves as prologue wherein the background of the study, problem statement, statement of aims, research methodology, research questions, hypotheses, definition of terms and organization of the study are presented. Storytelling began with the aim of transmitting the culture of people from one generation to another. There are different theories to account for the origin of stories. The identified problem is that storytelling is dying because it has not yet been professionalised in African languages. For storytelling to become viable in South Africa, storytellers have to be economically empowered. Both qualitative and quantitative approaches were employed in this study. Various questions have been prepared for use when interviewing the respondents. As a point of departure, the research hypotheses were laid down. Various concepts used in the study have been defined in order to clarify any misconceptions. For a study to follow a predetermined plan, it has to be organised in its initial stage. For that reason what has been discussed in each chapter has been summarised in the first chapter. Chapter 2 presents views of scholars, researchers and authors in general on how storytelling could be professionalised. The factors which retard the professionalisation of storytelling were also provided. The furnished views are classified according to their similarity. In Chapter 3, the methodology used in the gathering of research data is outlined. Both qualitative and quantitative methodologies were used, but the qualitative method more extensively because this is an explorative study. Data was collected through interviewing, questionnaires, documents and observation methods. Two sampling methods were used to select the respondents: the snowball sampling method and the judgmental or purposeful sampling design. The setting of the study was determined by the accessibility and the willingness of the respondents to use the site. Once the data was collected, it was analysed and interpreted. Chapter 4 focuses on the analysis and interpretation of the research data collected through interviews, questionnaires and systematic observations. During data analysis, similar themes from different respondents were combined in order to interpret the main findings. All such themes are discussed under major categories. In this chapter, themes were identified in relation to how storytelling might be professionalised. The fifth chapter outlines the main findings arrived at during the analysis and the interpretation of the data. To make this study more pragmatic, the findings are accompanied by suggested recommendations. The final chapter provides a general conclusion to the entire study. The success of professionalised storytelling and storytellers, the implications in terms of teaching and professionalisation, the implications for further study and the limitations of the study are also dealt with in this chapter. / African Languages / D. Litt. et Phil. (African Languages)

The quest for a better way to learn and teach programming, in particular object-oriented programming, is a challenge that continues to intrigue computer science educators. Even after decades of research in learning to program, educators still search for the optimal instructional approach that will solve the `learning to program effectively' problem among introductory programming students. The aim of this study was to gain insight into, and to suggest possible explanations for, the "qualitatively different ways" in which students experience learning to program using an object-oriented programming language, and to recommend teaching and learning strategies as a result of the outcomes of the research. In order to achieve these aims, a combination of phenomenographic research methods and elements of activity theory have been employed to gain an in depth understanding of pre- and in-service teachers' learning experiences. The categories of description for the phenomenon, learning to program and the influence of the learning context have been analysed and described in detail. It is argued that understanding learning to program using Java, in order to teach programming involves more than understanding learning to program as it is normally taught in university programming courses. In addition to object-oriented concepts such as message passing, inheritance, polymorphism, delegation and overriding, it entails understanding how learning to program is reflected in the goals of instruction and in different instructional practices. Knowledge of learning to program must also be linked to knowledge of students' thinking, so that teachers have conceptions of typical trajectories of student learning, and can use this knowledge to recognize landmarks of understanding in individuals. The findings suggest relationships among students' affective appraisals of the value of learning to program, their conceptions of learning to program, their approaches to learning it, their evaluations of their performance in tests and examinations and outcomes of their actions. The relationships emerged from student descriptions of their actions and the way in which different aspects of their learning and outcomes related to one another were qualitatively described and in some cases, quantified. In particular, the tensions between prior programming knowledge of a procedural language and current learning of an object-oriented language have emerged in the study. This has implications for teaching, as this study was set against the backdrop of the change in programming language in high schools, from a procedural to an object-oriented language. / Mathematical Sciences / PhD (Maths, Science and Technology Education)

Hoër Onderwys in Suid-Afrika is in 'n proses van transformasie. Hierdie transformasie is onder meer as gevolg van internasionale wereldtendense en die historiese agterstande van onderwys in Suid-Afrika. Dit is derhalwe noodsaaklik dat instellings, soos die Oos-Rand Kampus van die Vaaldriehoekse Technikon, strategiese beplanning in sy bestuursaktiwiteite behoort te inkorporeer. Hierdie studie het strategiese bestuur as sentrale tema met komponente in die Filosofiese Antropologie en in Sakebestuur. In hierdie studie is ondersoek gedoen na strategiese bestuur as dialektiese strategiese bestuur met kenmerke van bi-polere, dualistiese en kontensieuse aard. Dit is vanuit hierdie vertrekpunt dat dialektiese strategiese bestuur in die kategoriee van menswees, soos onder meer synsopenheid, dialoog, toekomstigheid, paties-dinamiese gerelasioneerdheid, verbeelding, selfbewussyn, waardes en vryheid en besluitneming, gefundeer kan word. Dit kan gekonstateer word dat dialektiese strategiese bestuur 'n menslike aktiwiteit is wat in die Filosofiese Antropologie en in die Aksiologie gefundeer is. 'n Ondersoek is ook geloods na faktore wat die toekomstige strategiese posisie van die Oos-Rand Kampus van die Vaaldriehoekse Technikon kan beinvloed en/of bepaal Internasionale en nasionale onderwysfaktore is ondersoek en 'n nie-empiriese opname is onder personeel, studente en werkgewers uitgevoer om inligting te verkry wat in strategiese bestuur gebruik kan word. Die gevolgtrekkings van hierdie studie is in die vorm van strategiese tendense en 'n moontlike bestuursplan uiteengesit wat as 'n vertrekpunt in 'n strategiese plan vir die Oos-Rand Kampus van die Vaaldriehoekse Technikon gebruik kan word. / Higher Education in South Africa is in a process of transfonnation. This transfonnation is, amongst others, due to the international global tendencies and the historic backlog of education in South Africa It is therefore imperative that institutions, such as the East Rand Campus of the Vaal Triangle Technikon, should incorporate strategic planning in its managerial activities. This study has strategic management as a central theme with components in the Philosophical Anthropology and in Business Management. In this study strategic management has been investigated as dialectic strategic management with characteristics of a bi-polar, dualistic and contention nature. It is from this departure that dialectic strategic management can be funded in the categories of being human, namely openness to being, dialogue, futurity, pathic-dynamic relatedness, imagination, self consciousness, values and freedom and decision making. It can thus be stated that dialectic strategic management is a human activity funded in the Philosophical Anthropology and in the Axiology. An investigation has also been done pertaining factors which can influence and/or determine the future strategic position of the East Rand Campus of the Vaal Triangle Technikon. International and national educational factors have been investigated and a non-empirical survey was made among stafl: students and employers as to obtain infonnation that can be used in strategic management. The conclusion of the study is presented in the form of strategic intents and a probable management plan that can be used as a point of departure in a strategic management plan for the East Rand Campus of the Vaal Triangle Technikon. / Educational Studies / D. Ed. (Filosofie van die Opvoeding)

Sickness and healing expenence is universal, but the context in which both are perceived and dealt with is particular. Culture and the individual constitute the universal context. The social structures, values, beliefs, the symbol system of a culture and the tendency of the individual to act upon his existence within cultural parameters, inform the particular context. The relationship that exists between culture and the individual is best described as dialectic. The concept of dialect is the theoretical tool to analytically show how this relationship works out in real life. At the base of this relationship operates conflict. Sickness, or permanent ill health since early childhood as shown in an in-depth case study, triggers conflict on at least two levels: the personal-psychological and the socio­ cultural level. To effectively deal with sickness and the inner conflicts caused by it, is to channel the motivation to resolve them by way of employing a symbolic idiom, a cultural symbol that attains personal meaning. G. Chewe P. of Bemba ethnicity, the main actor of this thesis, demonstrates how his life experience of sickness made various symbols become operational, how he filled them with personal meaning, and that there was no hiatus between the public and private domain. Healing requires more than medical aid. Cultural symbols that become personal symbols are often tied into religious experience of some kind. Individuals who successfully employ personal symbols eventually achieve healing because the symbolic idiom helps them to resolve intrapsychic conflict. Missiology cannot escape from two realities: culture and the individual. If anything, missiology must be interested in culture and the individual. Missiology, in the role of aide-de-camps of the Christian Mission, shows the history of how individuals connect to God, and how God transforms them in their cultural environment. To be able to achieve both goals, the issues of context and conflict must be addressed. This thesis seeks to account for the dialectic between culture and the individual, how context and conflict shaped the person and the Christian G. Chewe P. of Bemba ethnicity, and how he acted upon this context to resolve his travail. / Christian Spirituality, Church History and Missiology / D. Th (Missiology)

Either relational contact with God is seen to be existentially attainable or God will become increasingly irrelevant to contemporary society. For Church identity and effectiveness as she serves the world, it is vital that God's initiating power can be seen to impact on this world. As response to fourteen symptoms the Church faces as 'crises,' an inclusive hermeneutic seeks fresh categories for a foundational spirituality capable of catalysing reform and transformation. This comprehensive foundational hermeneutic hypothesised is grounded on three foundational categories of experience, relationality and spiritual intuition. Any reception of such transcendence has to occur subjectively ‘in experience.’ Evasive as it is, experience is posited as a foundational category that needs to be rehabilitated through fundamental philosophy and theology, as well as interdisciplinary explorations. It will be shown that the challenges facing the contemporary Church are rooted in lost experience of transcendence. However the entry point experience provides is never to become narcissistically selfreferential but aims to establish a reciprocal relationship in faith. As an overarching category, dynamic relationality will need to be socially transformative. The deep 'God-person' relational mode, as it synthesises both human capacities and spiritual faculties, is experienced interiorly and as such is called spiritual intuition. It is argued that the notion of, and capacity for, intuition has been widely ignored and eroded. It is demonstrated that a 'reasonable intuition' is a more synthetic faculty 'naturally' open to illumination and infusion by the Spirit than an excessive traditional Church reliance on the workings of reason-intellect. Here the witness of the life of St Francis of Assisi allows simpler and accessible entry into the categories of affective experience and spiritual intuition under overarching relationality. Francis as model, when compared to other Saints, substantiates the three foundational categories. The conclusion chapter tests the foundational theory as it is applied to the fourteen challenges the Church faces. The results of this study, and its applications, offer a promising, fruitful humble metaphysic as 'solution' for the ‘Church in the world’ much in line with Pope Francis' recent approaches. / Christian Spirituality, Church History and Missiology / D. Th. (Christian Spirituality)

In this dissertation, I investigate whether the conceptualisation of computerised technological phenomena is influenced by social variables, in particular exposure to the computer. The conceptualisation and behaviour of a group of students majoring in technology-related fields were studied. Through the application of Conceptual Blending Theory, the multi-modal desktop metaphorical blend (DMMB) (as an electronic representation of an actual office desktop) was focused on. The participants were provided with tasks with the aim of determining whether they conceptualise the electronic desktop as a literal ‘thing-in-itself’ or as an e-version of their actual desks. The intent was to examine to what extent social variables, especially exposure, motivate the nature of the conceptualisation. Therefore, it is hypothesised that exposure, regarded as the primary variable in this study, influences conceptualisation of the DMMB to the extent where the it either loses its metaphoric quality in participants, who maintain regular and prolonged exposure to the computer, or retains the metaphoric quality of the DMMB in participants, who are not exposed to the computer on a regular and prolonged basis. Two groups were distinguished based on the extent of the individual participants’ exposure to computer technology, namely a high-exposure group and a low-exposure group. A mixed method approach was used to test and analyse data collected from individual participants, as well as from the high- and low-exposure groups. Methods used to test these hypotheses included questionnaires, word association (a conceptual task), controlled observation (a behavioural task), and interviews. The resulting data were analysed by means of a thematic interview analysis and non-parametric statistical tests. / Linguistics and Modern Languages / M.A. (Linguistics)

The aim of the diploma thesis is to give a partial characterization of speech of several age groups: ninth grade students, people aged 19-24 years, people aged 44-50 years and people aged 65 or more years and also draw a comparison between them in certain areas. The thesis contains the theoretical part, which focuses on simple functional communication style in general, non-verbal communication elements, symptoms suprasegmental speech marks and vocabulary range. The practical part is divided into two chapters. The first one describes necessities and areas of research. The second one provides a summary of speech specifics of individual age groups and mutual comparison of them. The practical part focuses on expression quality, ie., accuracy and linguistic correctness. It is also focused on the periphery of the vocabulary range.

我國於2015年底通過新修正之個人資料保護法（以下簡稱「個資法」），將病歷納入特種個人資料中保護。目前個資法第六條特種個人資料列舉包含病歷、醫療、基因、性生活、健康檢查及犯罪前科之個人資料。雖然該條文係取法自國際賦予敏感性個人資料特別保護的模式，惟在個人相關健康資料保護部分，我國個資法不若歐盟一般資料保護規則（EU General Data Protection Regulation, GDPR）保護寬廣，納入資料之類型仍較國際立法例狹窄。尤其此次GDPR修法擴大特種個人資料空間，增列基因資料、生物性資料和性傾向，檢視我國特種個人資料列舉類型是否符合現今科技社會需求有其必要性。 過去研究針對健康資料個資法適用問題較少。大數據資料來源來自各處，以一般健康保健物聯網模式為例，自行操作之檢查數據或穿戴式裝置所蒐集之資料，若非須由醫師或其他之醫事人員施以檢查，而可由一般民眾自行測量之行為，該民眾自行測量之結果應不屬於個資法所謂之病歷、醫療或健康檢查個人資料，即非為特種個人資料。 惟大數據分析技術進步之環境下，健康資料亦攸關資料主體生理健康之敏感性，且容易連結並識別個人，考量健康資料敏感性提升，蒐集、處理、利用健康資料易侵犯到個人隱私，因此有加強保護之需求。將來可刪除個資法第六條第一項各種個人資料例示之「醫療」、「病歷」與「健康」資料，並新增「健康」或「與健康相關」之列舉項目。 但解釋「與健康相關」資料之內涵時不能無限上綱，在適用時應考量情境說，依據不同使用情境判斷是否為係作為特種個人資料利用，以排除一般性描述健康的使用情境。 / The change to the regulation of special categories of data (sensitive data) in the Taiwan Personal Information Protection Act (PIPA) in 2015 comes with the inclusion of medical records. The definition of sensitive data in the PIPA Article 6(1) refers to personal information of medical records, medical treatment, genetic information, sexual life, health examination and criminal records. However, the list of sensitive data in PIPA do not contain categories as broad as foreign legislation such as EU General Data Protection Regulation (GDPR). It is important to review the continuing relevance of existing categories of sensitive data in the light of change in social structures and advances in technology. Differ from “medical data” such as medical records, medical treatment and health examination, the collection, process and use of “health data” which is measured from wearable device, is not included in the sensitive data. Concerning the development of big data analysis, the “health data” which sensitivity enhanced is easy to identify an individual. It needs to give a higher level of protection to “health data” under PIPA. Therefore, this thesis suggests that medical records, medical treatment and health examination in PIPA Article 6(1) should be consolidated and amended to health records or data concerning health. However, this is not to say that the processing of all kinds of medical and health data should be regarded as the processing of sensitive data. But data, under certain contexts/circumstances may be treated as the processing of sensitive data.

The purpose of this study was to investigate physics undergraduate students’ conceptual change in the concepts of electric potential and energy (EPE) and electromagnetic induction (EMI). Along with this, categorization of students’ conceptions was done based on students’ epistemological and ontological descriptions of these concepts. In addition, the effect of cognitive perturbation using physics interactive simulations (CPS) in relation to cognitive conflict using physics interactive simulations (CCS) was investigated. A pragmatic mixed methods approach was used in a quasi-experimental design. Data were collected by using the modified Diagnostic Exam of Electricity and Magnetism (DEEM), focus group discussions (FGD) and concept maps (CM). Framework analysis was conducted separately on FGD and CM qualitative data to categorize students’ conceptions while concentration analysis was used to categorize students’ responses to the modified DEEM into three levels, during pre and post intervention. In the qualitative results, six categories of alternative conceptions (naive physics, lateral alternative conceptions, ontological alternative conceptions, Ohm’s P-Primes/ P-Primes, mixed conceptions and loose ideas) and two categories of conceptual knowledge (hierarchical and relational) were identified. The alternative conceptions were less frequently and inconsistently revealed within and across the categories. It was concluded that the categories have common characteristics of diversified distribution of alternative conceptions and multiple alternative conceptions of specific concepts within and across the categories. Most of the categories found in pre intervention persisted in post intervention, but with a lesser percentage extensiveness of categories of alternative conceptions in the CPS than in the CCS class and more percentage extensiveness of categories of conceptual knowledge in the CPS than in the CCS class. ANCOVA was separately conducted on the scores of 45 students on the modified DEEM and CM tests to compare the effectiveness of the CCS and CPS. The results showed a significant difference between the two classes of the post test scores on the DEEM test, (1, 36) = 4.66, p=0.04 and similarly, on the CM test, (1, 31) = 8.33, p=0.007. Consequently, it was concluded that there is a statistically significant difference between CPS and CCS in changing students’ alternative conceptions towards scientific conceptions favoring CPS. To characterize and compare students’ conceptual change of both treatment classes, Hake’s average normalized gain <g> from pre to post scores (the modified DEEM and the CM) were analyzed. Finally, it is suggested that in abstract conceptual areas of EM, cognitive perturbation through interactive simulations is more effective than cognitive conflict through interactive simulations in facilitating conceptual change, and, thus, should guide classroom instruction in the area. Furthermore, recommendations are also suggested for guiding future research in this area. / Science and Technology Education / D. Phil. (Mathematics, Science and Technology Education (Physics Education))