Developments in Information and Communication Technologies are rapidly breaking down the barriers of time and place that may have previously limited learning to those able to access campus-based programmes. Distance learning, or e-learning, offers exciting opportunities to cross cultural borders and open up the world of education in ways inconceivable even a few years ago. This study considered how e-learning can be used to effectively deliver training to those involved in Christian mission work. Holistic mission training aims to equip the whole person head, heart and hands for Christian service, especially in cross-cultural contexts. Particularly in the Western world, this training has traditionally taken place within face-to-face learning communities, with e-learning s place as a delivery mode being a matter for debate. The research set out to identify and define the key criteria required for the effective delivery of holistic mission training through e-learning and conceptualise those criteria within a framework. A multimethod research design was adopted combining qualitative and quantitative data collection techniques. A systematic literature review was carried out to identify and define the key criteria for effective mission training and effective e-learning and the main challenges in delivering mission training through e-learning, along with potential solutions. Further criteria were found through action research to develop and evaluate a programme of holistic mission training delivered through e-learning. The study contributes to knowledge by identifying for the first time the elements, factors and conditions that can enable holistic mission training to be delivered effectively through e-learning and setting them within a framework to facilitate the development and evaluation of e-learning programmes. The findings highlight principles applicable to different learning situations, cultures and technologies and are largely transferable to other disciplines.

Teaching incarcerated adolescents can be challenging for teachers to gain students' attention while strengthening their character as part of their rehabilitation and re-socilizaton process.

ABSTRACT This study examined the effect of holistic practices on anxiety. The study used a pre-experimental design and measured any differences in outcomes in Generalized Anxiety Disorder clients as measured by General Anxiety Disorder-7 (GAD-7) between the two following groups: 1) the experimental group who received holistic services in addition to traditional treatment such as psychotherapy and/or medication as compared to 2) the control group who received psychotherapy and/or medication alone. Pretest of GAD-7 at intake and post-tests at about 4 months into treatment were measured along with a holistic practice survey and analyzed post-hoc through SPSS data analysis. This study found that GAD-7 scores were improved, with majority of the participants involved in some sort of holistic supplemental practices. However there was no statistical correlation between the two phenomena in this small sample. More research is recommended with larger samples, as well as improved instrumentation that could vet out other possible effects on the GAD scores.

This exploratory, qualitative study focuses on the transition from junior-to-senior sports. The purpose of the study was to outline the temporal structure of this transition. The aim was to do this by achieving the following three objectives: (1) to develop a working model showing transitional phases in the transition from junior-to-senior sports, (2) to examine demands, resources, barriers, coping strategies, and outcomes within each of the four transitional phases in the working model, (3) to validate the working model through external validation, i.e. through asking the study’s participants for their opinion on the model. There were 10 male participants in this study consisting of active ice hockey players, ice hockey coaches, and a former ice hockey player; preparation phase (n=1), orientation phase (n=1), stabilization phase (n=5), junior coach (n=1), senior coach (n=1), dropout (n=1). Seven instruments were used in this study, including six interview guides and one working model. Initially a working model, depicting four transitional phases, was developed, based on theoretical frameworks and personal experience. A total of 949 raw data units were extracted from the interviews, categorized as either demands, resources, barriers, coping strategies, or outcomes within a transitional phase, and then arranged into category profiles representing each transitional phase in the working model. Furthermore, an empirical model was developed based on the working model and the category profiles. The results are, among other things, discussed in relation to theoretical frameworks and previous research. / Denna undersökande, kvalitativa studie fokuserar på övergången från junior-till-senioridrott. Syftet med studien var att kartlägga denna övergångs tidsmässiga struktur. Målet var att göra detta genom att uppfylla följande tre delmål: (1) att utveckla en arbetsmodell som visar transaktionella faser i övergången från junior-till-senior idrott, (2) att undersöka krav, resurser, barriärer, coping strategier och utfall inom var och en av de fyra transaktionella faserna i arbetsmodellen, (3) att validera arbetsmodellen genom extern validering, d.v.s. genom att fråga studiens deltagare om deras åsikter kring modellen. Det var 10 manliga deltagare i denna studie bestående av aktiva hockeyspelare, hockeytränare och en föredetta hockeyspelare; förberedelsefasen (n=1), orienteringsfasen (n=1), stabiliseringsfasen (n=5), junior tränare (n=1), senior tränare (n=1), dropout (n=1). Sju instrument användes i studien; sex intervjuguider och en arbetsmodell. Inledningsvis utvecklades en arbetsmodell, föreställande fyra transaktionella faser, baserad på teoretiska ramverk och personlig erfarenhet. Totalt extraherades 949 rådata från intervjuerna, som sedan kategoriserades som antingen krav, resurser, barriärer, coping strategier eller utfall inom en transaktionell fas, och därefter ordnades de i kategoriprofiler som representerar varje transaktionella fas i arbetsmodellen. Vidare utvecklades en empirisk modell baserad på arbetsmodellen och kategoriprofilerna. Resultatet diskuteras bl.a. i relation till teoretiska ramverk och tidigare forskning.

Doctor of Philosophy / Department of Family Studies and Human Services / Sonya L. Britt / There has been increased interest in understanding the significant disparity in U.S. households’ retirement preparedness due to concern about the stability of Social Security benefits, the shift from defined benefit plans to defined contribution plans, and the decreased rate of saving. This dissertation explores a model that can be utilized to understand and enhance retirement preparedness by individuals, educators, practitioners, and policy makers. Retirement preparedness was measured in two different ways—using the income replacement rate and the capital accumulation ratio—for two separate empirical models. The general conceptualization of the framework is based on the retirement planning work of Hershey (2004). This study utilized the 2008 Rand version (Version L) of the Health and Retirement Study (HRS) and 2006, 2008, and 2010 psychosocial and lifestyle questionnaire. The Rand HRS data file is a user-friendly version of the HRS data and contains cleaned data. The two hierarchical regressions were used to analyze the association between retirement preparedness and the theoretical concepts of cultural influence, environmental influence, task components, and psychological influence. Entering the conceptual components as four separate blocks allows for observation of changes in R[2] based on the addition of the conceptual components. This research investigates the following research questions: (a) How strongly are cultural influences associated with retirement preparedness?, (b) How strongly are environmental influences associated with retirement preparedness?, (c) How strongly are task components associated with retirement preparedness?, and (d) How strongly are psychological influences associated with retirement preparedness? Current retirement planning practices are often based on structural profiles such as financial resources, financial needs, and goals. The holistic approach used for this dissertation is based on the awareness of the influence of psychological and personal factors on financial decision making. The results showed that the variables positively associated with the retirement income replacement rate were self-perception of aging, homeownership, stock ownership, household pension ownership, IRA/Keogh ownership, and business ownership. Pre-retirement income log had a highly negative association with the retirement income replacement ratio. Big Five personality and perceived mastery were not significant. However, when asset ownership (excluding homeownership) was not controlled, conscientiousness and low emotional stability became significant and showed a positive association for conscientiousness and a negative association for low emotional stability. Self-perception of aging was a significant psychological variable in both models. The significant variables from the second model measured by the capital accumulation ratio were asset ownerships including homeownership, stock ownership, IRA ownership, real estate ownership, and business ownership. None of the psychological variables were significant, except for agreeableness, which was related negatively to the capital accumulation ratio when the asset ownerships (excluding home ownership) were not controlled. Other significant variables, when asset ownership was not controlled, were home ownership, pre-retirement income log, being non-White.

Since 1904 bedwetting alarms have been developed and scientifically described for the treatment of nocturnal enuresis, also known as bedwetting. Currently, several bedwetting alarms of various designs are available on the overseas market. These can be imported to South Africa at great cost. As affordable alarms were not readily available in South Africa, there was a need to develop and evaluate a new unit. In order to improve the efficacy of this new device, it was accompanied by detailed user guidelines and instructions. The use of this alarm was tested and the observations of thirteen bedwetting children recorded. Additionally, a programme was developed to counsel enuretic children with accompanying problems, and to assist the parents in dealing with their child's bedwetting problem. The observations and findings will be useful in practice and future research. / Psychology of Education / M. Ed. (Educational Psychology - Specialisation in Guidance and Counselling)

Submitted in fulfillment of the requirements for the Degree in Masters of Technology in Nursing, Durban University of Technology, Durban, South Africa, 2015. / INTRODUCTION Globally, the use of alternative therapies by the public as well as healthcare workers has been widely documented. In South Africa, no studies have been done on alternative therapies specifically related to nurses. The vast amount of media attention with regards to alternative therapies related to the positive and negative outcomes has sparked major interest in this topic. The aim of the study was to determine the perceptions of professional nurses at nine hospitals within the uMgungundlovu District, South Africa, towards alternative therapies in a nursing context. OBJECTIVES OF THE STUDY The objectives of the study were to determine the professional nurses’ perceptions as well as knowledge of alternative therapies. The possible barriers in providing alternative therapies in nursing practice was also explored in order to make recommendations to guide professional nurses with regard to alternative therapies in patient care. METHODOLOGY A quantitative exploratory research approach underpinned this study. A survey questionnaire was used to obtain information from professional nurses who had consented to participate. The total population of professional nurses was 1218. A total of 616 questionnaires were distributed to participants at the nine participating hospitals. Three hundred and eighty six (386) questionnaires were returned, which resulted in a 63% response rate. FINDINGS It was evident from the data that professional nurses used various forms of alternative therapies. The results revealed that almost 69% (n=265) used prayer/spiritual healing, followed by 53.9% (n=207) who used nutritional supplements, whilst 51.9% (n=199) used music therapy. Participants rated their satisfaction on the information received regarding alternative therapies in nursing education as follows: prayer/spiritual healing 71.1% (n=271), nutritional supplements 71.7% (n=273), music therapy 57.9% (n=220), massage therapy 46.7% (n=216) and support groups 80.3% (n=306). About two thirds (n=272) felt that alternative therapies was beneficial rather than a threat to patient’s health. However, 60% (n=229) agreed that the use of alternative therapies that were not tested in a scientific manner should be discouraged. More than 80% (n=313) of the sample thought that health professionals should have the ability to advise patients in the clinical setting about the most commonly used alternative therapies. More than half of the sample (n=254) stated that they did encounter patients in the clinical setting who enquired about alternative therapies. Only 39.6% (n=153) stated that they felt confident to advise patients about alternative therapies, whilst 26.7% (n=103) stated that they were unable to do so. As the evidence base for the use of alternative therapies grows, so too does the demand increases for the integration of alternative therapies in nursing education. Nurses being the patient’s advocate need to be well versed regarding the use and safety aspects of alternative therapies.

In response to climate change, there is a growing need for the UK to reduce carbon emissions in the domestic sector. As a majority of energy consumed within the domestic sector is as a result of space and water heating, research in the field focuses on thermal comfort. The literature on thermal comfort is dominated by an examination of the physiological aspects, and although the influences of psychological and socio-cultural aspects are often recognised, their relationship to the physiological aspects is not fully understood. Additionally, the literature typically studies various elements of comfort (e.g. thermal, acoustic, lighting, etc.) in isolation to each other rather than taking a holistic approach which would mirror how they are experienced in the real world and identify potential associations. As a result, this thesis explores the multi-dimensions of comfort in the domestic environment. This research begins by taking a user-centred approach to exploring UK householders perspectives of comfort in the home. Through interviewing householders, the findings revealed householders attributed a wide scope of factors to their own experience of comfort, from aesthetics to feeling secure in their home; the findings highlighted the significance of psychological factors to householders comfort. The following stage involved a focused and in-depth exploration of the psychological dimensions of domestic comfort through photo elicitation interviews. The findings supported the presence of four intertwined psychological dimensions and further established the multidimensional nature of comfort. The final study was conducted to establish when comfort and unwinding takes place in householders everyday lives. Through the use of two self-reporting ethnographic tools, namely SenseCams and diaries, householders were observed in their homes. The findings captured householders engaging in various comfort making activities and also demonstrated the value of using self-reporting tools in the home context. In the final stage, a classification of domestic comfort was generated which presents an accumulation of the findings from this research to produce a holistic and multi-dimensional notion of domestic comfort.

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.

Thesis (MScConEcol)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: Reductionism, an approach to understanding complex systems based on reducing the system to its individual components and the interactions between these components, is the linear and rigid approach to traditional management and research that allows us to understand complicated systems. Yet its application to complex systems has likely added to the degradation of social-ecological systems. In recognition of this, there is currently a shift to holism: the concept that a system is greater than the sum of its components and that the system has emergent properties that are only present through the complex interactions of the whole system. The inclusion of this natural complexity within social-ecological systems is thought to promote resilience – the ability of a system to absorb shock and thus promote sustainability. However, these concepts are largely theoretical and few examples exist that demonstrate ways of transferring them to pragmatic land management. Holistic ManagementTM (HM) could potentially be such a working example. It is a decision-making framework that provides a holistic context for the adaptive management of natural resources. However, limited peer-reviewed research has been applied to this potential to promote sustainability. Thus the current study aimed to address this apparent gap by determining if HM land managers were a distinct group from non-HM (NHM) land managers in regards to their management practices and if HM land managers had a greater adaptive capacity (the management of resilience) than non-HM land managers. The study was conducted in a community of livestock farmers in the arid rangelands of the Karoo, South Africa. Data were mainly gathered through face-to-face interviews with land managers – including 20 self-defined HM land managers and 20 self-defined NHM land managers. To compare the reported management approaches of land managers, two scoring systems were developed. The HM Adoption Index measured the extent to which participants were aligned with key principles and practices of HM (including having a holistic goal, testing decisions, applying the Holistic Planned Grazing, demonstrating continuous learning and innovation). The Adaptive Capacity Index measured the extent to which participants demonstrated key traits of adaptive capacity as identified from the literature. In addition, participants were also asked to describe the strategies they apply to deal with local livestock farming challenges including parasite control, predation management and drought management. A significant difference was found between HM and NHM land managers for both the HM Adoption Index and Adaptive Capacity Index (p<0.01). The majority of HM land managers adopted ―true holistic and ―adaptive management practices (80%) while NHM land managers were mostly ―semi holistic and ―coping (65%). HM land managers also notably tended to report more innovative and environmentally aware methods in dealing with farming challenges and were more likely to be part of study groups which build social capital and promote social learning. Results imply that HM provides a framework that introduces holistic principles to land management, making the holistic context and resilience accessible to individual managers for practical day-to-day decision-making. / AFRIKAANSE OPSOMMING: Reduksie, 'n benadering om komplekse sisteme te verstaan deur om die sisteme te besnoei tot sy individuele komponente en interaksies tussen die komponente, is die liniêre en rigiede benadering tot tradisionele bestuur en navorsing. Dit laat ons toe om komplekse sisteme te verstaan. Tog het die toepassing van reduksie op komplekse sisteme waarskynlik bygedra tot die degradasie van sosiaal-ekologiese sisteme. In herkenning van laasgenoemde is daar tans 'n skuif na holisme: die konsep dat 'n sisteem groter is as die somtotaal van al sy komponente en dat die sisteem voortkomende eienskappe het wat net navorekom deur die komplekse interaksies van die sisteem. Die insluiting van die natuurlike kompleksiteit binne sosiaal-ekologiese sisteme bevorder moontlik weerstandigheid; die vermoë van 'n sisteem om 'n skok te absorbeer en so volhoubaarheid te bevorder. Hierdie konsepte is egter meestal teoreties en min voorbeelde bestaan wat metodes demonstreer om die konsepte oor te dra na pragmatiese grondbestuur. Holistiese BestuurTM (HB) kan moontlik so 'n werkende voorbeeld wees. Dit is 'n raamwerk vir besluitvorming wat 'n holistiese konteks verskaf vir die aanpasbare bestuur van natuurlike hulpbronne. Daar is min eweknie-hersiende navorsing wat HB se potensiaal om volhoubaarheid te bevorder ondersoek. Dus het die huidige studie beoog om die gaping aan te spreek deur te bepaal of HB praktiseerders onderskei kan word van 'n groep van nie-HB (NHB) praktiseerders in terme van bestuurspraktyke en of HB praktiseerders 'n groter aanpasbaarheid (die bestuur van weerstandigheid) toon as NHB praktiseerders. Die studie het plaasgevind in 'n gemeenskap van veeboere in die dorre veld van die Karoo, Suid Afrika. Data was versamel deur aangesig tot aangesig onderhoude met grondbestuurders; 20 self-geïdentifiseerde HB praktiseerders en 20 self-geïdentifiseerde NHB praktiseerders. Twee puntestelsels is ontwikkel om die gerapporteerde benaderings van grondbestuurders te vergelyk. Die HB Toepassing Puntelys het gemeet tot watter mate 'n deelnemer inskakel met die kern beginsels van HB (insluitend om 'n holistiese doelwit te hê, om besluite te toets, om Holistiese Beplande BewydingTM toe te pas en om 'n voortsetting van leer en innovasie te demonstreer). Die Aanpasbaarheid Puntelys het gemeet tot watter mate 'n deelnemer die kern kenmerke van aanpasbaarheid, soos geïdentifiseer in literatuur, demonstreer. Bykomend was deelnemers ook gevra om die strategieë te beskryf wat hulle toepas om die uitdagings van plaaslike veeboerdery tegemoed te kom insluitend die beheer van parasiete, die bestuur van roofdiere en die bestuur tydens droogtes. 'n Betekenisvolle verskil was gevind tussen HB en NHB praktiseerders vir die HB Toepassing Puntelys en die Aanpasbaarheid Puntelys (p<0.01). Die meederheid van HB praktiseerders het ―ware holistiese en ―aanpasbare praktyke toegepas (80%) terwyl NHB praktiseerders se metodes meestal ―semi-holisties en ―korttermyn probleem hantering was (65%). HB praktiseerders het ook 'n waarneembare neiging gehad om innoverende en omgewingsbewuste metodes te rapporteer in verband met veeboerdery uitdagings en was meer waarskynlik deel van 'n studie groep wat sosiale kapitaal gebou en sosiale leer bevorder het. Die resultate het aangedui dat HB 'n raamwerk voorsien wat holistiese beginsels oordra na grondbestuur en so die holistiese konteks en weerstandigheid toeganklik maak vir die individuele bestuurder vir daaglikse praktiese besluitneming en toepassing.