Summaries in English And Afrikaans / Text in Afrikaans / The biography focused on the life and work of Evert Philippus Groenewald in church historical perspective within the context of the twentieth century. It endeavoured to make a contribution to a period in the history of the Dutch Reformed Church (DRC) against the background of strife in matters related to the church, politics and other areas. Groenewald taught New Testament subjects as professor at the Faculty of Theology (Section 8 - DRC) at the University of Pretoria for 33 years. As one of the first four professors of the new Faculty of Theology he helped to lay a sound foundation. He served as dean of the Faculty for 21 years (1948 - 1969). As administrator and lecturer he played an important role in the establishment, recognition and development of the Faculty. He was a born exegete, the Nestor of New Testament science in SA. He is regarded as a great theologian and the doyen of New Testament research and exegesis in SA. As writer of Afrikaans theological literature Groenewald undeniably fulfilled the role of a pioneer. This was recognised by the award of the Stals-prize for Theology to him, the first time in history. Apart from this he received four honourary doctorates and various other important awards. He made an important contribution to Bible translation and translatory science. As church and cultural leader he strove to find solutions for the problems of his church and people. He made a significant contribution in the ecumenical field. Apartheid was given its biblical foundation by Groenewald during the forties. His intention was to stimulate thought in the search for a solution to the serious racial problem. Further facets of Groenewald's work await research in order to paint a representative theological portrait of him. / Die studie fokus op die lewe en werk van Evert Philippus Groenewald in kerkhistoriese perspektief binne die konteks van die twintigste eeu. Die klem het op die periode tussen die dertiger- en tagtigerjare geval. Daar is gepoog om 'n bydrae te lewer tot 'n tydperk in die geskiedenis van die NGK teen die agtergrond van die stryd wat op vele gebiede gevoer is. Die invloed van vroom ouers, 'n aantal ingrypende gebeurtenisse in sy lewe en die eise van die tyd het hom ge·inspireer. Hy was kind en teoloog van sy tyd, egter ook van sy kerk. Wat hy verwoord het was deel van die NGK se Calvinistiese en gereformeerde historiese erfenis en die NGK se beleid. Hy het sy eie teologiese stempel egter ongetwyfeld daarop afgedruk. Hy onderrig vir 33 jaar (1938 tot 1970) Nuwe Testamentiese vakke as professor aan die Teofogiese Fakulteit (Afd 8) van UP. As een van die eerste vier professore help hy om 'n stewige grondslag te le. Hy was vir 21 jaar (1948-1969) dekaan van die Fakulteit. In 1970 het hy geemeriteer. Hy het nie die akademie as sy enigste roeping beskou nie. Hy het sy kerk, volk en die gemeenskap gedien. Na sy aftrede lewer hy sy belangrikste bydraes tot Bybelvertaling, die NAV (gepubliseer in 1983), en die vertaalwetenskap. Hy het wat sy lewenstaak betref sy belangrikste bydrae as dosent gelewer. As administrateur het hy die Fakulteit help vestig en uitbou. Hy was 'n gebore eksegeet, die Nestor van die Nuwe Testamentiese wetenskap in SA. Hy word beskou as 'n belangrike teoloog, die doyen van die Nuwe Testamentiese navorsing en eksegese in SA. Die tradisie van die N T eksegese wat hy in die beoefening van die teologie gevestig het, kan as sy heel belangrikste bydrae beskou word. Hy word ook as volksteoloog getipeer. As skrywer het Groenewald 'n pioniersrol vervul vanwee sy groot bydrae tot die ontluikende Afrikaanse teologiese literatuur. Hy het die prestasie behaal dat die Stals-prys vir Teologie, die eerste keer in die geskiedenis, aan horn toegeken is. Hy is met vier eredoktorsgrade en verskeie ander belangrike toekennings vereer. As kerk- en kultuurleier het Groenewald se bekwaamhede sterk na vore gekom. Hy het die behoeftes van sy kerk en volk raakgesien en horn beywer om oplossings vir die ingewikkelde vraagstukke te vind. Die NGK, UP, vele instansies en die Staat het gebruik gemaak van sy talente. Apartheid is in die veertigerjare deur hom Bybels fundeer. Sy bedoeling was om teologiese denke te stimuleer in die soeke na 'n oplossing vir die ernstige rassevraagstuk. Hy het apartheid as teologies-praktiese oplossing aangebied. Hy het na 'n eerlike oplossing binne die destydse konteks gesoek wat regverdig teenoor die nieblanke sou wees en van die blanke groot offers sou vra. Die wyse waarop apartheid algaande toegepas is, het meegebring dat daar afgewyk is van wat Groenewald in 1947 beoog het. Dit het in 'n ideologiese monster ontaard wat groot pyn en lyding veroorsaak het. Groenewald was een van 'n klein aantal kerkfigure wat met hul dade in die twintigste eeu van stryd en worsteling die Suid-Afrikaanse kerkgeskiedenis verryk het. Sy bydrae is deur hierdie proefskrif slegs ten dele ontgin en verdere fasette van sy werk wag om nagevors te word ten einde uiteindelik 'n omvattende teologiese portret van hom te skilder. / Christian Spirituality, Church History and Missiology / Th. D. (Church History)

This study investigates the possibilities and implications for the teaching of the solving of polynomial equations. It is historically directed and also focusses on the working procedures in algebra which target the cognitive and affective domains. The teaching implications of the development of representational styles of equations and their solving procedures are noted. Since concepts in algebra can be conceived as processes or objects this leads to cognitive obstacles, for example: a limited view of the equal sign, which result in learning and reasoning problems. The roles of sense-making, visual imagery, mental schemata and networks in promoting meaningful understanding are scrutinised. Questions and problems to solve are formulated to promote the processes associated with the solving of polynomial equations, and the solving procedures used by a group of college students are analysed. A teaching model/method, which targets the cognitive and affective domains, is presented. / Mathematics Education / M.A. (Mathematics Education)

Summaries in English And Afrikaans / Text in Afrikaans / The biography focused on the life and work of Evert Philippus Groenewald in church historical perspective within the context of the twentieth century. It endeavoured to make a contribution to a period in the history of the Dutch Reformed Church (DRC) against the background of strife in matters related to the church, politics and other areas. Groenewald taught New Testament subjects as professor at the Faculty of Theology (Section 8 - DRC) at the University of Pretoria for 33 years. As one of the first four professors of the new Faculty of Theology he helped to lay a sound foundation. He served as dean of the Faculty for 21 years (1948 - 1969). As administrator and lecturer he played an important role in the establishment, recognition and development of the Faculty. He was a born exegete, the Nestor of New Testament science in SA. He is regarded as a great theologian and the doyen of New Testament research and exegesis in SA. As writer of Afrikaans theological literature Groenewald undeniably fulfilled the role of a pioneer. This was recognised by the award of the Stals-prize for Theology to him, the first time in history. Apart from this he received four honourary doctorates and various other important awards. He made an important contribution to Bible translation and translatory science. As church and cultural leader he strove to find solutions for the problems of his church and people. He made a significant contribution in the ecumenical field. Apartheid was given its biblical foundation by Groenewald during the forties. His intention was to stimulate thought in the search for a solution to the serious racial problem. Further facets of Groenewald's work await research in order to paint a representative theological portrait of him. / Die studie fokus op die lewe en werk van Evert Philippus Groenewald in kerkhistoriese perspektief binne die konteks van die twintigste eeu. Die klem het op die periode tussen die dertiger- en tagtigerjare geval. Daar is gepoog om 'n bydrae te lewer tot 'n tydperk in die geskiedenis van die NGK teen die agtergrond van die stryd wat op vele gebiede gevoer is. Die invloed van vroom ouers, 'n aantal ingrypende gebeurtenisse in sy lewe en die eise van die tyd het hom ge·inspireer. Hy was kind en teoloog van sy tyd, egter ook van sy kerk. Wat hy verwoord het was deel van die NGK se Calvinistiese en gereformeerde historiese erfenis en die NGK se beleid. Hy het sy eie teologiese stempel egter ongetwyfeld daarop afgedruk. Hy onderrig vir 33 jaar (1938 tot 1970) Nuwe Testamentiese vakke as professor aan die Teofogiese Fakulteit (Afd 8) van UP. As een van die eerste vier professore help hy om 'n stewige grondslag te le. Hy was vir 21 jaar (1948-1969) dekaan van die Fakulteit. In 1970 het hy geemeriteer. Hy het nie die akademie as sy enigste roeping beskou nie. Hy het sy kerk, volk en die gemeenskap gedien. Na sy aftrede lewer hy sy belangrikste bydraes tot Bybelvertaling, die NAV (gepubliseer in 1983), en die vertaalwetenskap. Hy het wat sy lewenstaak betref sy belangrikste bydrae as dosent gelewer. As administrateur het hy die Fakulteit help vestig en uitbou. Hy was 'n gebore eksegeet, die Nestor van die Nuwe Testamentiese wetenskap in SA. Hy word beskou as 'n belangrike teoloog, die doyen van die Nuwe Testamentiese navorsing en eksegese in SA. Die tradisie van die N T eksegese wat hy in die beoefening van die teologie gevestig het, kan as sy heel belangrikste bydrae beskou word. Hy word ook as volksteoloog getipeer. As skrywer het Groenewald 'n pioniersrol vervul vanwee sy groot bydrae tot die ontluikende Afrikaanse teologiese literatuur. Hy het die prestasie behaal dat die Stals-prys vir Teologie, die eerste keer in die geskiedenis, aan horn toegeken is. Hy is met vier eredoktorsgrade en verskeie ander belangrike toekennings vereer. As kerk- en kultuurleier het Groenewald se bekwaamhede sterk na vore gekom. Hy het die behoeftes van sy kerk en volk raakgesien en horn beywer om oplossings vir die ingewikkelde vraagstukke te vind. Die NGK, UP, vele instansies en die Staat het gebruik gemaak van sy talente. Apartheid is in die veertigerjare deur hom Bybels fundeer. Sy bedoeling was om teologiese denke te stimuleer in die soeke na 'n oplossing vir die ernstige rassevraagstuk. Hy het apartheid as teologies-praktiese oplossing aangebied. Hy het na 'n eerlike oplossing binne die destydse konteks gesoek wat regverdig teenoor die nieblanke sou wees en van die blanke groot offers sou vra. Die wyse waarop apartheid algaande toegepas is, het meegebring dat daar afgewyk is van wat Groenewald in 1947 beoog het. Dit het in 'n ideologiese monster ontaard wat groot pyn en lyding veroorsaak het. Groenewald was een van 'n klein aantal kerkfigure wat met hul dade in die twintigste eeu van stryd en worsteling die Suid-Afrikaanse kerkgeskiedenis verryk het. Sy bydrae is deur hierdie proefskrif slegs ten dele ontgin en verdere fasette van sy werk wag om nagevors te word ten einde uiteindelik 'n omvattende teologiese portret van hom te skilder. / Christian Spirituality, Church History and Missiology / Th. D. (Church History)

This study investigates the possibilities and implications for the teaching of the solving of polynomial equations. It is historically directed and also focusses on the working procedures in algebra which target the cognitive and affective domains. The teaching implications of the development of representational styles of equations and their solving procedures are noted. Since concepts in algebra can be conceived as processes or objects this leads to cognitive obstacles, for example: a limited view of the equal sign, which result in learning and reasoning problems. The roles of sense-making, visual imagery, mental schemata and networks in promoting meaningful understanding are scrutinised. Questions and problems to solve are formulated to promote the processes associated with the solving of polynomial equations, and the solving procedures used by a group of college students are analysed. A teaching model/method, which targets the cognitive and affective domains, is presented. / Mathematics Education / M.A. (Mathematics Education)

Cette thèse s’inscrit de manière indirecte dans la problématique des risques psychosociaux. A la demande d’un groupe mondial de l’industrie électrique, nous sommes entré dans la question en renversant le problème. Nous avons étudié les instruments psychosociaux de la santé au travail chez les managers de proximité. Le développement du pouvoir d’agir protège la santé et la formation de nouveaux buts est un organisateur de ce développement. Nous avons donc cherché à comprendre et à expliquer comment de nouveaux buts se forment dans et par les dialogues entre pairs sur le travail. L’analyse de discours a permis d’identifier une opération langagière et deux opérations psychologiques qui concourent au renouvellement des buts d’action : la reprise de discours dans le discours, la différenciation des sources de but et l’institution de liaison entre les activités. Sur la base de ces résultats, nous définissons les conditions que les dialogues entre pairs doivent réunir pour être un instrument de la santé. / This thesis is a contribution to the field of psychosocial risks at work. It reports how, in order to respond to the command of an international corporation of electrics industry, we entered the question of psychosocial risk at work, and how we managed to reverse the question. We ‘ve been studying, in a team managers’ group, the psychosocial tools used in order to build and maintain health at work. in the perspective of Clinic of Activity, we know firstly that the development of « power to act » in activity protects and promotes health at work, and secondly that the creation of new goals is a medium of this development. That is why , in this research project, we aimed to understand the creation process of new goals in activity, and we studied this process in a specific frame : in and by the way of dialogues about work activity among professional peers. Discourse analysis permit to identify three different processes, a language process and two psychological ones, that all participate to a renew of goals. Those processes are : 1) a new iteration, in the discourse, of a verbal statement taken from another discourse ; 2) the differentiation of goal’s origins ; and 3) the elaboration of new links between activities. Those issues allows us to define some of the significant properties of dialogue as a tool for health promotion between peers at work.

Under 2000-talet har det producerats och spridits mängder av betydande forskning som publicerats via databaser. En betydelsefull länk i kunskapsspridningen utgörs av akademin som i dag står för den största andelen av vetenskapliga publikationer. I denna historiografiskt inriktade undersökning kartläggs och undersöks en del av svensk historieforskning och historieskrivning som ägt rum under 2000-talet. Den vetenskapliga disciplin som undersöks inom det humanistiska fältet är historievetenskapen, avgränsat till de resultat av forskning som studenter gjort runtom på de svenska universiteten och högskolorna, i ämnet historia. Källmaterialet består av studentuppsatser som publicerats i databasen Digitala vetenskapliga arkivet, DiVA vilket i dag ses som det nationellt mest använda systemet för publikationsdata, med över 400 tusen publicerade fulltexter varav antal nedladdade uppgår över 53 miljoner gånger. Genom empiriska och teoretiska studier och bruket av både kvantitativa och kvalitativa metoder analyseras metadata, för att ge svar och resultat över frågan om vad studenter i det svenska utbildningssystemet, på universitet och högskolor skriver historia om under 2000-talet. För att få fram svar fungerade bibliometri som kunskapsområde och frågan om vilka nyckelord som dominerar och var de mest frekvent använda i taggningen (definitionerna) av forskningsresultaten ställdes. Delfrågan om hur bruket av nyckelord ser ut över tid användes för att få fram och se trend över resultat. Teoretiskt ramverk i undersökningen och läsning av de kvantitativa resultaten utgick från Kuhns teori om paradigm. Resultat visar att Genus, Historiebruk, Arkeologi, Historiemedvetande, Historiedidaktik, Identitet, Osteologi, Andra världskriget, Diskursanalys, Kalla kriget, Samer, Laborativ arkeologi och Utbildningshistoria utgör några ledande sakområden som studenterna skrivit historia om under 2000-talet. Resultat visar också att det nationella paradigmet är ledande för studenternas historieforskning, även om USA, Sovjetunionen, Jugoslavien, Japan, Finland, Sápmi och Israel förekommer frekvent. Avslutningsvis visade föreliggande undersökning att metadata kan användas som resurs i historieforskning samtidigt som det historiska perspektivet vidgas. / During the 2000s, numerous significant researches have been produced and disseminated through databases. An important link in the dissemination of knowledge consists of the academy, which today accounts for the largest proportion of scientific publications. In this historiographically oriented study, a part of Swedish history research and history writing that took place during the 2000s is mapped and examined. The scientific discipline that is investigated in the humanities field is the science of history, limited to the results of research that students have done around the Swedish universities and colleges, in the subject of history. The source material consists of student essays published in the database Digital Scientific Archive, DiVA, which today is seen as the nationally most used system for publication data, with over 400 thousand published full texts, of which the number downloaded is over 53 million times.  Through empirical and theoretical studies and the use of both quantitative and qualitative methods, metadata is analyzed, to provide answers and results on the question of what students in the Swedish education system, at universities and colleges write history about during the 2000s. To obtain answers, bibliometrics functioned as an area of ​​knowledge and the question of which keywords dominated and were the most frequently used in the tagging (definitions) of the research results was asked. The sub-question about how the use of keywords looks over time was used to bring out and see the trend over results. Theoretical framework in the study and reading of the quantitative results was based on Kuhn's theory of paradigm.  Results indicate that Gender, History Use, Archeology, History Consciousness, History Didactics, Identity, Osteology, World War II, Discourse Analysis, the Cold War, Sami, Laboratory Archeology and Educational History are some leading subject areas that students wrote history about during the 2000s. Results also point out that the national paradigm is leading for students' history research, although the United States, the Soviet Union, Yugoslavia, Japan, Finland, Sápmi and Israel occur frequently. In conclusion, the present study showed that metadata can be used as a resource in history research while broadening the historical perspective.

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