A service can be traded either directly between a consumer and provider of the service or a service can serve as an input into the manufacturing of various products and other services that are traded. Trade in services has therefore become an essential part of global trade and contributes significantly to global, as well as South African economic growth, development and productivity. Service trade has furthermore been growing at a greater rate than trade in manufactured goods. The growth of services trade can be attributed to growth in goods trade, technological advances, rising per capita incomes, micro-economic reforms, as well as increased consumer and business demand, and technological change. According to the GATS’ (General Agreement on Trade in Services) services sectorial classification list, the service sector can be classified into twelve major categories and these sectors can further be divided into 160 sub-sectors. One of the sub-sectors that have been identified that has significant growth potential globally and for South Africa is the sub-sector, ‘other business’ services. This sub-sector falls under the sector, business services. Trade data revealed that this sub-sector is one of the top three traded service categories internationally, as well as for South Africa. For the purpose of this study the focus was specifically on ‘other business’ services provided by members of the BEPEC (Built Environmental Professional Export Council). The services performed by the members of the BEPEC are: consulting engineering, architectural, quantity surveying, and construction project managing services. These services are inputs into the manufacturing or construction of human creations such as buildings, structures, dams, roads etc. Trade barriers, however, hinder the free flow of services from the service provider to customers in other countries. This is no different for the providers of ‘other business’ services. Therefore in order to increase the competitiveness of South Africa’s ‘other business’ services sector internationally; the primary objective of this study was to identify the internal, as well as external barriers experienced by the exporters of ‘other business’ services. These internal and external barriers were identified by means of a questionnaire that the members of the BEPEC, who are exporters of ‘other business’ services, completed. Once these barriers were identified recommendations were made to the South African government. The most significant internal barriers were found to be: • lack of information about foreign markets; • lack of information on how to enter these foreign markets; • lack of personnel who are experienced in export activities; • scarcity of internal financial resources for export purposes and export promotion. • The most significant external barriers were found to be: • exchange rate risk and the risk of non-payment; • corruption and bribery; • risks involved with political instability in a country; • restrictions on immigration provisions such as delay in obtaining entry visas, residency or work permits; • poor infrastructure; • foreign government procurement policies; • distance to the target market. All of the identified barriers can mostly be addressed by the South African government by providing training, the provision of market related information, and trade negotiations. / Thesis (MCom (International Trade))--North-West University, Potchefstroom Campus, 2012

SASA (SA, 1996) caters for the participation of a wide range of stakeholders who have an interest in education. In terms of section 23 of SASA (SA, 1996) the membership of the School Governing Body (SGB) consists of representatives of parents, educators, learners, support staff and the principal as ex-officio member. Section 23 (6) of SASA (SA, 1996) states that SGBs may co-opt a member or members of the community to assist in discharging its duties. This implies that participation in school governance is extended to members of the community, who are referred to as external stakeholders in this study. Therefore the aim of this research study was to investigate the extent to which these external stakeholders participated in the activities of school governance. The research made use of a qualitative research design to determine the extent of participation by external stakeholders in school governance. The findings revealed a lack of participation by external stakeholders in activities of school governance. The study further highlighted some of the challenges that hindered participation by external stakeholders such as transport problems which resulted in non-attendance of meetings, poor communication of information, lack of trainings resulted in lack of knowledge of the roles and responsibilities of SGBs, language barrier, lack of time and lack of confidence from some stakeholders. A model is thus proposed as a solution to involve external stakeholders to participate in the activities of school governance. This model would assist SGBs to involve external stakeholders in school governance. / Thesis (PhD (Education Management))--North-West University, Potchefstroom Campus, 2013

SASA (SA, 1996) caters for the participation of a wide range of stakeholders who have an interest in education. In terms of section 23 of SASA (SA, 1996) the membership of the School Governing Body (SGB) consists of representatives of parents, educators, learners, support staff and the principal as ex-officio member. Section 23 (6) of SASA (SA, 1996) states that SGBs may co-opt a member or members of the community to assist in discharging its duties. This implies that participation in school governance is extended to members of the community, who are referred to as external stakeholders in this study. Therefore the aim of this research study was to investigate the extent to which these external stakeholders participated in the activities of school governance. The research made use of a qualitative research design to determine the extent of participation by external stakeholders in school governance. The findings revealed a lack of participation by external stakeholders in activities of school governance. The study further highlighted some of the challenges that hindered participation by external stakeholders such as transport problems which resulted in non-attendance of meetings, poor communication of information, lack of trainings resulted in lack of knowledge of the roles and responsibilities of SGBs, language barrier, lack of time and lack of confidence from some stakeholders. A model is thus proposed as a solution to involve external stakeholders to participate in the activities of school governance. This model would assist SGBs to involve external stakeholders in school governance. / Thesis (PhD (Education Management))--North-West University, Potchefstroom Campus, 2013

A service can be traded either directly between a consumer and provider of the service or a service can serve as an input into the manufacturing of various products and other services that are traded. Trade in services has therefore become an essential part of global trade and contributes significantly to global, as well as South African economic growth, development and productivity. Service trade has furthermore been growing at a greater rate than trade in manufactured goods. The growth of services trade can be attributed to growth in goods trade, technological advances, rising per capita incomes, micro-economic reforms, as well as increased consumer and business demand, and technological change. According to the GATS’ (General Agreement on Trade in Services) services sectorial classification list, the service sector can be classified into twelve major categories and these sectors can further be divided into 160 sub-sectors. One of the sub-sectors that have been identified that has significant growth potential globally and for South Africa is the sub-sector, ‘other business’ services. This sub-sector falls under the sector, business services. Trade data revealed that this sub-sector is one of the top three traded service categories internationally, as well as for South Africa. For the purpose of this study the focus was specifically on ‘other business’ services provided by members of the BEPEC (Built Environmental Professional Export Council). The services performed by the members of the BEPEC are: consulting engineering, architectural, quantity surveying, and construction project managing services. These services are inputs into the manufacturing or construction of human creations such as buildings, structures, dams, roads etc. Trade barriers, however, hinder the free flow of services from the service provider to customers in other countries. This is no different for the providers of ‘other business’ services. Therefore in order to increase the competitiveness of South Africa’s ‘other business’ services sector internationally; the primary objective of this study was to identify the internal, as well as external barriers experienced by the exporters of ‘other business’ services. These internal and external barriers were identified by means of a questionnaire that the members of the BEPEC, who are exporters of ‘other business’ services, completed. Once these barriers were identified recommendations were made to the South African government. The most significant internal barriers were found to be: • lack of information about foreign markets; • lack of information on how to enter these foreign markets; • lack of personnel who are experienced in export activities; • scarcity of internal financial resources for export purposes and export promotion. • The most significant external barriers were found to be: • exchange rate risk and the risk of non-payment; • corruption and bribery; • risks involved with political instability in a country; • restrictions on immigration provisions such as delay in obtaining entry visas, residency or work permits; • poor infrastructure; • foreign government procurement policies; • distance to the target market. All of the identified barriers can mostly be addressed by the South African government by providing training, the provision of market related information, and trade negotiations. / Thesis (MCom (International Trade))--North-West University, Potchefstroom Campus, 2012

The purpose of this study was to develop a way of identifying resilient and non-resilient middle-adolescent learners, by means of an instrument or otherwise, in a former Model C-school. The research paradigm is pragmatism and a methodology of mixed methods was used. A questionnaire was developed and qualitative interviews were conducted to verify the results of the questionnaire. The theoretical framework of resilience as well as the developmental phase of middle-adolescence were studied. After conducting a pilot study, the necessary changes were made and an experimental version of the questionnaire was compiled on the basis of Kumpfer’s Transactional Model. This framework includes both processes and outcomes and six main constructs were specified, viz. stressors or challenges, the environmental context, person-environment-transactional process, internal resilience factors, resilience processes and outcomes or means of reintegration. Focus was placed on internal resilience factors. The “Veerkragtigheidsvraelys vir Middel-adolessente (toets)” (VVM-A(t)) (Resilience Questionnaire for Middleadolescents (test)), was compiled consisting of forty two self-evaluation questions using a continuum scale. This self-evaluation scale gives the respondent the opportunity to respond on a continuum line between not like me at all and exactly like me. The place of research, a secondary school in an area reflecting the diversity of the South-African population, was selected by means of convenience sampling and all the grade 8 and 9 learners (294 participants) completed the VVM-A(t). Two factors were identified by means of factor analysis viz. internal locus of control and external locus of control. The VVM-A, consisting of 22 items, was finalised from these results and the participants’ scores were recalculated for the selected items. Interviews for the purpose of verification or rejection of the VVM-A were conducted with twelve participants, four from the group with high scores, four from the group with low scores and four learners that grouped near the median. The in-depth interviews confirmed the results on the VVM-A. This instrument can therefore be regarded as valid and reliable to identify the resilient and non-resilient middle-adolescent learner. / Dissertation (MEd (Educational Psychology))--University of Pretoria, 2006. / Educational Psychology / unrestricted

In this thesis, techniques for testing aircraft models in ground effect in a low speed wind tunnel are investigated. Although these types of tests have been done before, the current study is unique in that forces are measured with an overhead balance instead of an internal balance. This has the advantage that the types of models that are difficult to mount on a sting with an internal balance, can often be mounted with a strut protruding from the top of the model. Positioning a sting-mounted model close to the ground at a high angle-of-attack is also usually difficult if not impossible. Finally, drag measurements are often more accurate when measured with an overhead balance rather than with an internal sting-type balance. The disadvantages associated with this method of testing are identified and solutions suggested. These include accurate moment transfers and correcting for support tares and interference. The thesis also investigates general procedures associated with ground effect testing such as proper boundary corrections and the necessity of a rolling floor. A simplified preliminary test series was performed in order to identify shortcomings in the existing equipment and procedures. This series is explained in Chapter 2. Chapter 4 and 5 describe changes made to the existing equipment following this test series. These include a novel telescopic fairing to shroud the mounting strut and an internal pitching mechanism. The correction techniques and general theory are summarised in Chapter 3. The author concludes in Chapter 6 that with the application of the techniques described in this thesis, the test engineer should be able to obtain accurate and reliable data from most aircraft configurations. Additional suggestions for testing models in ground effect are also given in this chapter. Finally, a few shortcomings that still need to be investigated are mentioned at the end of Chapter 6. AFRIKAANS : Hierdie verhandeling ondersoek tegnieke om vliegtuigmodelle in grondeffek in 'n laespoed-windtonnel te toets. Alhoewel hierdie tipe van toetse al voorheen gedoen is, is die huidige studie uniek deurdat 'n oorhoofse balans eerder as 'n interne balans gebruik word. Die voordeel hiervan is dat modelle wat moeilik op 'n naald- of "sting"-balans monteer kan word, baie keer makliker monteer kan word met 'n stang wat deur die bokant van die model steek. Posisioneering van 'n naald-gemonteerde model naby aan die vloer van die tonnel by hoe invalshoeke is gewoonlik ook baie moeilik indien nie onmoontlik nie. Laastens is sleurkrag-metings wat met 'n oorhoofse balans gemeet is gewoonlik meer akkuraat as sleurkrag-metings wat met 'n interne naald-tipe balans gedoen is. Die nadele wat met hierdie toetsmetode geassosieer kan word, word geïdentifiseer en moontlike oplossing word voorgestel. Hierdie sluit die berekening in van akkurate moment-transformasies en monteersleureffekte en -steurings. Die verhandeling ondersoek ook algemene prosedures wat met grondeffektoetse geassosieer kan word, byvoorbeeld akkurate wandkorreksies en die nodigheid van die rolvloer. 'n Vereenvoudigde vooraf-toetsreeks was uitgevoer om moontlike tekortkominge in die bestaande toerusting en prosedures te identifiseer. Hierdie toetsreeks word in Hoofstuk 2 bespreek. Hoofstuk 4 en 5 verduidelik die veranderinge wat aan die bestaande toerusting gemaak is na aanleidng van hierdie toetsreeks. Hierdie veranderinge sluit 'n teleskopiese windskerm in om die monteerstang te isoleer van die wind, sowel as 'n interne heimeganisme om die invalshoek van die model te verstel. Die korreksieprosedures en algemene teorie word in Hoofstuk 3 opgesom. Die outeur se gevolgtekking in Hoofstuk 6 stel dat die toetsingenieur, met behulp van die gebruik van die tegnieke in hierdie verhandeling beskryf, in staat behoort te wees om betroubare metings te kan neem van meeste vliegtuigkonfigurasies. Verdere voorstelle vir die toets van modelle in grondeffek word ook in hierdie hoofstuk gemaak. Uiteindelik word 'n paar tekortkominge genoem wat moontlik in 'n toekomstige studie ondersoek kan word. / Dissertation (MEng)--University of Pretoria, 1999. / Mechanical and Aeronautical Engineering / unrestricted

Reading plays a significant role in society and currently there is worldwide pressure for higher literacy results. The focus of this thesis is reading motivation and how it relates to a learner's amount of reading, reading comprehension and academic achievement since these problematic constructs are attracting the interest of researchers internationally. Researchers have investigated the relationships among these constructs with a variety of results. These relationships, however, have not yet been investigated in a South African context with Afrikaans-speaking adolescent readers, and the only information available on the reading motivation of Afrikaans-speaking adolescent readers is information on their reading preferences in regard to literary texts. Hence the following three research aims were determined for this study: the compilation of a reading motivation profile of Afrikaans-speaking adolescent readers, the analysis of the relationships among Afrikaans-speaking adolescent readers' reading motivation and their amount of reading, reading comprehension and academic achievement in an Afrikaans Home Language environment, as well as the development of a reading motivation framework, particularly for use in the school and classroom environment, for these adolescent readers. The study was carried out in the post-positivistic research paradigm by means of a non-experimental quantitative research approach. Three methods of data collection were used, namely a structured questionnaire (based on the eleven reading motivation dimensions of Wigfield and Guthrie's (1997) Motivation for Reading Questionnaire, which for this purpose had been adapted for the South African context), two reading comprehension tests and obtaining the data regarding the academic achievement of the respondents. The 823 respondents that had participated in this study were the grade 9 learners (Afrikaans Home Language) of seven schools from the Dr Kenneth Kaunda district (North West Province, South Africa), selected by means of purposive sampling so that different quintiles and geographic areas were represented. Information obtained from a comprehensive literature study on relevant motivation theories, on reading motivation in practice and on the relationship among their reading motivation, amount of reading, reading comprehension and academic achievement, as well as from the results of an empirical investigation of the reading motivation of specific grade 9 learners, was used to compile a reading motivation profile of Afrikaans-speaking adolescent readers. The motivation theories on which motivation in this study was based, were the social-cognitive theory, the self-efficacy theory, the ecological system theory of human development and the expectancy-value theory, because these theories emphasise the individual's behaviour within particular social contexts and because constructs such as self-efficacy, task value and mastery, which emanate from these theories, play a cardinal role in determining suitable reading motivation strategies for specific readers. It was essential to compile a reading motivation profile of Afrikaans-speaking adolescent readers before a reading motivation framework for these adolescent readers could be compiled. The reading motivation framework recommends specific reading motivation strategies various social role-players in the school and classroom environments can implement so as to improve Afrikaans-speaking adolescent readers' reading motivation levels. The various social role-players that would influence the Afrikaans-speaking adolescent reader's reading motivation and the reading motivation strategies each of them could use, was systematised (namely the Department of Education, the school principal and management team, teachers and parents). The essence of the contribution made by this study is that a reading motivation profile of a group of Afrikaans-speaking adolescent readers (grade 9 learners) could be compiled, that clear mutual relationships among the respondents' reading motivation and their amount of reading, reading comprehension and academic achievement came to the fore from this study and that a reading motivation framework could be developed by means of which to improve the reading motivation levels of these adolescent readers. / PhD (Curriculum Development, Innovation and Evaluation), North-West University, Potchefstroom Campus, 2014

After the first democratic election that took place in South Africa in 1994, numerous changes occurred within the labour force. The labour force has become increasingly diverse with individuals from different races, genders and ages now fulfilling various positions within organisations. Consequently, organisations have become more focused on managing this diverse workforce and eliminating stereotypes, and consequently discrimination that accompanies this diversity. Stereotypes that are formed within organisations can be based on various criteria and, if not addressed, can lead to various negative consequences for both the individual and the organisation. It therefore seems that stereotypes are an important topic to research, specifically within the unique South African context. The objective of this study was to explore the prevalent stereotypes and the experiences thereof among individuals working in selected South African organisations. Within the social constructivism paradigm using an emic perspective, qualitative research from both a phenomenological and hermeneutic approach was employed to achieve the objectives of this study. Both purposive and convenience sampling was used for the purpose of this study after utilising a multiple case study strategy. Employees of selected South African organisations (N = 336) were involved in this research study. These organisations formed part of the following employment sectors: banking, higher education institutions, mining, municipalities, nursing, police services, primary and secondary schools, and restaurant industry. Data was collected by making use of semi-structured interviews, and data analysis was achieved by means of thematic analysis. The results of this study indicated that individuals working in selected South African organisations are familiar with the meaning of stereotypes and that they are consciously aware of the origin of stereotypes. Results indicated that although not all of the participants have had direct experiences with stereotyped groups, they are well aware that stereotypes are also caused by indirect sources. The results of this study also illustrate that various stereotypes exist within selected South African organisations. It was explored on an out-group and in-group level. It was found that not only do employees stereotype others (out-group), they are also well aware of being stereotyped themselves (in-group). The most prevalent stereotypes were based on race, gender, age, occupation, and other work-related dimensions. Stereotypes based on race, gender and age were based on the internal dimensions of diversity. Stereotypes were also based on the external and organisational dimensions of diversity and included occupation, physical appearance, position, qualification, and duration in organisation. Interesting to note is that with in-group occupational stereotyping, most employees felt they are also stereotyped on their internal dimensional characteristics (race, gender and age). Stereotyped occupations include: academics, administration staff, educators, engineers, finance, human resources, librarians, mining, nursing, police and restaurant waitrons. The findings of this study also showed that when individuals experience in-group stereotypes, they react to these stereotypes on a cognitive, behavioural or emotional level. Results indicated that participants mostly reacted to stereotypes in a cognitive manner and most of these experiences were negative in nature. Recommendations with regard to future research and practice were made. Managers within organisations should eliminate stereotypes from organisational practices and decision-making by not focusing on irrelevant personal differences, but rather on performance-related information. Employees should be trained and educated by the organisation regarding stereotypes and the effects thereof. Employees should also be provided with an opportunity to interact with diverse people within the organisation. / PhD (Industrial Psychology), North-West University, Potchefstroom Campus, 2014

Reading plays a significant role in society and currently there is worldwide pressure for higher literacy results. The focus of this thesis is reading motivation and how it relates to a learner's amount of reading, reading comprehension and academic achievement since these problematic constructs are attracting the interest of researchers internationally. Researchers have investigated the relationships among these constructs with a variety of results. These relationships, however, have not yet been investigated in a South African context with Afrikaans-speaking adolescent readers, and the only information available on the reading motivation of Afrikaans-speaking adolescent readers is information on their reading preferences in regard to literary texts. Hence the following three research aims were determined for this study: the compilation of a reading motivation profile of Afrikaans-speaking adolescent readers, the analysis of the relationships among Afrikaans-speaking adolescent readers' reading motivation and their amount of reading, reading comprehension and academic achievement in an Afrikaans Home Language environment, as well as the development of a reading motivation framework, particularly for use in the school and classroom environment, for these adolescent readers. The study was carried out in the post-positivistic research paradigm by means of a non-experimental quantitative research approach. Three methods of data collection were used, namely a structured questionnaire (based on the eleven reading motivation dimensions of Wigfield and Guthrie's (1997) Motivation for Reading Questionnaire, which for this purpose had been adapted for the South African context), two reading comprehension tests and obtaining the data regarding the academic achievement of the respondents. The 823 respondents that had participated in this study were the grade 9 learners (Afrikaans Home Language) of seven schools from the Dr Kenneth Kaunda district (North West Province, South Africa), selected by means of purposive sampling so that different quintiles and geographic areas were represented. Information obtained from a comprehensive literature study on relevant motivation theories, on reading motivation in practice and on the relationship among their reading motivation, amount of reading, reading comprehension and academic achievement, as well as from the results of an empirical investigation of the reading motivation of specific grade 9 learners, was used to compile a reading motivation profile of Afrikaans-speaking adolescent readers. The motivation theories on which motivation in this study was based, were the social-cognitive theory, the self-efficacy theory, the ecological system theory of human development and the expectancy-value theory, because these theories emphasise the individual's behaviour within particular social contexts and because constructs such as self-efficacy, task value and mastery, which emanate from these theories, play a cardinal role in determining suitable reading motivation strategies for specific readers. It was essential to compile a reading motivation profile of Afrikaans-speaking adolescent readers before a reading motivation framework for these adolescent readers could be compiled. The reading motivation framework recommends specific reading motivation strategies various social role-players in the school and classroom environments can implement so as to improve Afrikaans-speaking adolescent readers' reading motivation levels. The various social role-players that would influence the Afrikaans-speaking adolescent reader's reading motivation and the reading motivation strategies each of them could use, was systematised (namely the Department of Education, the school principal and management team, teachers and parents). The essence of the contribution made by this study is that a reading motivation profile of a group of Afrikaans-speaking adolescent readers (grade 9 learners) could be compiled, that clear mutual relationships among the respondents' reading motivation and their amount of reading, reading comprehension and academic achievement came to the fore from this study and that a reading motivation framework could be developed by means of which to improve the reading motivation levels of these adolescent readers. / PhD (Curriculum Development, Innovation and Evaluation), North-West University, Potchefstroom Campus, 2014

After the first democratic election that took place in South Africa in 1994, numerous changes occurred within the labour force. The labour force has become increasingly diverse with individuals from different races, genders and ages now fulfilling various positions within organisations. Consequently, organisations have become more focused on managing this diverse workforce and eliminating stereotypes, and consequently discrimination that accompanies this diversity. Stereotypes that are formed within organisations can be based on various criteria and, if not addressed, can lead to various negative consequences for both the individual and the organisation. It therefore seems that stereotypes are an important topic to research, specifically within the unique South African context. The objective of this study was to explore the prevalent stereotypes and the experiences thereof among individuals working in selected South African organisations. Within the social constructivism paradigm using an emic perspective, qualitative research from both a phenomenological and hermeneutic approach was employed to achieve the objectives of this study. Both purposive and convenience sampling was used for the purpose of this study after utilising a multiple case study strategy. Employees of selected South African organisations (N = 336) were involved in this research study. These organisations formed part of the following employment sectors: banking, higher education institutions, mining, municipalities, nursing, police services, primary and secondary schools, and restaurant industry. Data was collected by making use of semi-structured interviews, and data analysis was achieved by means of thematic analysis. The results of this study indicated that individuals working in selected South African organisations are familiar with the meaning of stereotypes and that they are consciously aware of the origin of stereotypes. Results indicated that although not all of the participants have had direct experiences with stereotyped groups, they are well aware that stereotypes are also caused by indirect sources. The results of this study also illustrate that various stereotypes exist within selected South African organisations. It was explored on an out-group and in-group level. It was found that not only do employees stereotype others (out-group), they are also well aware of being stereotyped themselves (in-group). The most prevalent stereotypes were based on race, gender, age, occupation, and other work-related dimensions. Stereotypes based on race, gender and age were based on the internal dimensions of diversity. Stereotypes were also based on the external and organisational dimensions of diversity and included occupation, physical appearance, position, qualification, and duration in organisation. Interesting to note is that with in-group occupational stereotyping, most employees felt they are also stereotyped on their internal dimensional characteristics (race, gender and age). Stereotyped occupations include: academics, administration staff, educators, engineers, finance, human resources, librarians, mining, nursing, police and restaurant waitrons. The findings of this study also showed that when individuals experience in-group stereotypes, they react to these stereotypes on a cognitive, behavioural or emotional level. Results indicated that participants mostly reacted to stereotypes in a cognitive manner and most of these experiences were negative in nature. Recommendations with regard to future research and practice were made. Managers within organisations should eliminate stereotypes from organisational practices and decision-making by not focusing on irrelevant personal differences, but rather on performance-related information. Employees should be trained and educated by the organisation regarding stereotypes and the effects thereof. Employees should also be provided with an opportunity to interact with diverse people within the organisation. / PhD (Industrial Psychology), North-West University, Potchefstroom Campus, 2014