The aim of this study was through theories of emotional labor; understand how staff and volunteers within women’s shelter handled their emotions in the encounters with battered women. To examine this we used a qualitative method and interviewed four staff members and three volunteers spread across four different women’s shelters. The data collected was analyzed using Hochschilds’ theory of emotional labor. The results show that the most common feelings within the women’s shelters were feelings of friendship, happiness, sadness and frustration. The results also show that the staff and volunteers needed to manage their emotion due to the inappropriateness of some feelings. The feelings that needed managing were primarily feelings of sadness, frustration and shock. To manage their emotion the staff and volunteers of the women’s shelters used both surface acting and deep acting. The surface acting used was that staff and volunteers hid the feelings that were considered inappropriate. The deep acting used was method acting, working experience, life experience and the staff and volunteers also managed their emotions by talking to fellow staff and their loved ones.

This study attempted to examine the public relations activities of sports information departments of universities within the Mid-American conference. The activities were categorized according to James E. Grunig and Todd Hunt's four public relations models.The researcher provided ten sports information directors with thirty-six statements regarding various public relations activities which a public relations department would perform. Each respondent was asked to sort the responses according to how they perceived public relations activities were carried out within their respective departments.The Q-method program was used to determine two factor groups from the ten responses received. Factor I consisted of nine sports information directors and Factor II consisted of one sports information director.While sports information directors in both groups agreed that truth is important in a public relations program (a public information model), the two groups differed significantly in the types of public relations activities they carried out. Factor I respondents perceived their departments as performing a more press agentry/publicity style of public relations (model 1). The Factor II respondent perceived his department more along the lines of two-way asymmetric and two-way symmetric public relations (models 3 and 4). Neither of the two groups practiced each of these models exclusively but rather practiced one dominant form of public relations while using the other models to a lesser extent. / Department of Journalism

This study examines the design and implementation of Common Task Assessment as a Grade 9 summative assessment specifically of Economic Management Sciences. The main focus is on understanding how the quality of the design and implementation thereof at Sedibeng-West and Sedibeng-East schools are managed. The research was undertaken in response to the researcher’s personal observation and experience of how educators were struggling to implement Common Task Assessment, due to lack of resources and the challenges they faced in implementing new policies introduced by the Department of Education. From an international perspective, the literature reveals that Common Task Assessment is problematic in other countries as well, so it is not abnormal to discover similar problems emerging at South African schools during implementation. This thesis presents an overview of the relevant literature which was studied in order to validate the research problem: gaining a perspective on how the design and the implementation of Common Task Assessment concerning the Economic Management Sciences are presently managed at Sedibeng-East and Sedibeng-West schools. Attention was focused on aspects such as the conceptual framework on which the study was grounded, namely that there is a very specific societal relationship within a school which should be honoured at all times. The research paradigm was based on a positivist and post positivist worldview and the empirical investigation comprised of quantitative research, combined with a small dimension of qualitative research. The strategy of inquiry was non-experimental, descriptive survey research carried out with the participation of on Grade 11 learners who had completed the Common Task Assessment of Economic Management Sciences in 2009 and Grade 9 educators who teach this subject. Two structured questionnaires (one for learners and the other for educators) were used, consisting of Likert scale and open-ended questions. Key issues were identified, bolstering strengths and combatting weaknesses in managing the design and implementation of school-based assessment. Educators and learners‟ data revealed far-reaching implications for Common Task Assessment, which should be taken into consideration in order to improve this type of assessment instrument. In everything ethical principles were strictly adhered to. The results from the data analyses were organized into themes concerning the design of Common Task Assessment, as well as the implementation and management thereof. Challenges put forward by learner participants, as well as those put forward by educators, received prominence and the urgency of training educators in the implementation of school-based assessment was accentuated. Findings made from the literature study were compared with those which emerged from the questionnaires, simplifying the task of highlighting the contributions of the study to the theory and the practice of managing school-based assessment and the logic of the recommendations. The thesis suggests numerous guidelines toward a management intervention plan to improve the quality of the design and implementation of school-based assessment. These guidelines were compiled in line with the aims and principles of the New Curriculum Statement (CAPS). The main thrust of the research is therefore not the negative aspects which were identified, but the positive assurance that managing school-based assessment professionally while keeping it CAPS relevant, is not an insurmountable task. / "PhD awarded posthumously."--p.22, Autumn Graduation Ceremony, North-West University, Vaal Triangle Campus, 2013

This study examines the design and implementation of Common Task Assessment as a Grade 9 summative assessment specifically of Economic Management Sciences. The main focus is on understanding how the quality of the design and implementation thereof at Sedibeng-West and Sedibeng-East schools are managed. The research was undertaken in response to the researcher’s personal observation and experience of how educators were struggling to implement Common Task Assessment, due to lack of resources and the challenges they faced in implementing new policies introduced by the Department of Education. From an international perspective, the literature reveals that Common Task Assessment is problematic in other countries as well, so it is not abnormal to discover similar problems emerging at South African schools during implementation. This thesis presents an overview of the relevant literature which was studied in order to validate the research problem: gaining a perspective on how the design and the implementation of Common Task Assessment concerning the Economic Management Sciences are presently managed at Sedibeng-East and Sedibeng-West schools. Attention was focused on aspects such as the conceptual framework on which the study was grounded, namely that there is a very specific societal relationship within a school which should be honoured at all times. The research paradigm was based on a positivist and post positivist worldview and the empirical investigation comprised of quantitative research, combined with a small dimension of qualitative research. The strategy of inquiry was non-experimental, descriptive survey research carried out with the participation of on Grade 11 learners who had completed the Common Task Assessment of Economic Management Sciences in 2009 and Grade 9 educators who teach this subject. Two structured questionnaires (one for learners and the other for educators) were used, consisting of Likert scale and open-ended questions. Key issues were identified, bolstering strengths and combatting weaknesses in managing the design and implementation of school-based assessment.Educators and learners‟ data revealed far-reaching implications for Common Task Assessment, which should be taken into consideration in order to improve this type of assessment instrument. In everything ethical principles were strictly adhered to. The results from the data analyses were organized into themes concerning the design of Common Task Assessment, as well as the implementation and management thereof. Challenges put forward by learner participants, as well as those put forward by educators, received prominence and the urgency of training educators in the implementation of school-based assessment was accentuated. Findings made from the literature study were compared with those which emerged from the questionnaires, simplifying the task of highlighting the contributions of the study to the theory and the practice of managing school-based assessment and the logic of the recommendations. The thesis suggests numerous guidelines toward a management intervention plan to improve the quality of the design and implementation of school-based assessment. These guidelines were compiled in line with the aims and principles of the New Curriculum Statement (CAPS). The main thrust of the research is therefore not the negative aspects which were identified, but the positive assurance that managing school-based assessment professionally while keeping it CAPS relevant, is not an insurmountable task. / "PhD awarded posthumously."--p.22, Autumn Graduation Ceremony, North-West University, Vaal Triangle Campus, 2013

A survey was conducted to investigate motivational and satisfaction differences between Information Systems (IS) and non-IS personnel working in various non-IS organizational departments. The motivational factors of Motivating Potential Score (MPS), Growth Need Strength (GNS), Social Need Strength (SNS), Average Psychological Score (APS), and Overall Satisfaction Score (OSS) were measured. Control for occupational group differences was achieved by classifying survey respondents into one of two job categories: Managerial or Professional/Technical. Significant differences were found in the GNS scores and SNSs of the two job categories. Several implications of the research findings are discussed and recommendations are made with respect to future studies.

South Africa will be implementing Basel II on 1 January 2008. Basel II provides regulatory capital requirements for credit risk, market risk and operational risk. The purpose of capital requirements is to level the playing field for all internationally active banks and to protect consumers against these risks. Although there is an obvious threat of liquidity risk and it is important to correctly measure and manage liquidity risk, it is almost glaringly omitted from Basel II. The result of not managing liquidity risk properly may have dire consequences for banks because a liquidity crisis may happen without warning. Therefore, the aim of this study was to explore current practices and to propose guidelines for effective liquidity risk regulation in South Africa. A literature study and quantitative analysis on liquidity risk in South Africa were conducted to assess whether it is valid for regulators to require banks to hold capital for liquidity risk. This study provides conclusions and recommendations on the regulatory treatment of liquidity risk in South Africa under Basel II. Although Pillar 2 reviews a variety of other risks and not only liquidity risk, it is proposed that the liquidity risk part of such reviews is conducted on the basis of a questionnaire used to determine possible gaps between banks' practices and prescribed criteria regarding the management and measurement of liquidity risk. It is important to note that such an approach has a constraint in terms of the substantial amount of work that would have to be done on the regulation of liquidity risk by both regulators and banks. Therefore resource constraints and the cost versus the benefit of such an approach would have to be considered carefully. The all-encompassing conclusion to this study is that capital would not be an effective mitigant for liquidity risk for a number of reasons. Liquidity risk differs from bank to bank and a general capital charge for all banks may not be sensible, therefore liquidity risk should be analysed on a bank-by-bank basis. In other words, capital could be charged for liquidity risk under Pillar 2(b) of Basel II. Such a capital charge would not serve the purpose of covering losses resulting from liquidity risk, but would instead impose a penalty on banks that are deemed to manage and measure liquidity risk imprudently. Such a penalty would typically be quite small but would serve as an incentive for banks to improve their management and measurement techniques to the desired level as set out by prescribed criteria. The criteria that should be used for determining whether banks measure and manage liquidity risk prudently should be of such a nature that the Bank Supervision Department (BSD) of the South African Reserve Bank (SARB) complies with Basel Core Principle 14: Liquidity Risk in regulating liquidity risk. In addition, it should align the criteria used to the 14 Principles for the sound management of liquidity as prescribed by the Bank for International Settlements and the Institute of International Finance. Furthermore, it is proposed that the BSD should not prescribe to banks which methods to use to report their liquidity risk, because all banks are not the same in terms of size and sophistication. For this reason, banks should be allowed to follow an internal models approach for liquidity risk whereby banks are, subject to regulatory approval, allowed to use their own internal liquidity risk measures to report liquidity risk to the BSD. This approach is similar to the approach followed by the Bundesbank in Germany. A liquidity risk questionnaire could be drafted according to which banks' liquidity risk management and measurement is assessed in terms of the sound Principles for managing liquidity risk and the Basel Core Principles. One questionnaire could be used for the purposes of assessing the quality of banks' liquidity risk management and measurement in terms of a Supervisory Review and Evaluation Process (SREP) as well as for banks applying for approval of an internal models approach for liquidity risk. The same questionnaire could be used for both purposes, or the questionnaire could be divided into two clear sections whereby all banks are required to answer the SREP (or Pillar 2(b)) section, and only banks applying for the use of an internal models approach for liquidity risk are required to complete this section. A further conclusion to this study is that the BSD should publish a framework in which its approach to regulating liquidity risk is described in detail. Some aspects that should be included in such a document include a widely-accepted definition for liquidity risk and guidelines/minimum standards for measurement and management techniques for liquidity risk and the process that will be followed under Pillar 2 of Basel II. If the BSD is concerned about the level of potential liquidity risk in the South African banking system, it should consider having the additional instruments that are eligible as collateral included as instruments eligible for liquid asset reserve requirements. An additional mitigant for liquidity risk may be that the BSD requires banks to report their liquidity risk more frequently than the current monthly basis. / Thesis (M.Com. (Risk Management))--North-West University, Potchefstroom Campus, 2008.

The word diversity can be described as being different or having differences. Furthermore, it also relates to variety or assortment. Diversity forms an integral part of society worldwide. It consists of many different aspects which are all evident in different ways in society. These aspects of diversity include culture, religion, race, language, socio-economic class, gender, ability, etc. Diversity also exists in education as an important part of society. Parental involvement is viewed by many people as an important part of the education process. It has many positives which include improved academic performance of the child, understanding of the schools circumstances, having a more positive attitude towards the school, improved community involvement and a positive school climate. Parental involvement enhances the complete learning experience of the child and focuses on the total development of the child. It includes the making of a commitment and the forming of a partnership between parent and school which is also fundamentally prescribed by legislation. When this partnership is engaged in properly there is a definite positive outcome for both the child and the school. Fundamentally, the purpose of parental involvement lies in the opportunities that it offers all the stakeholders involved to contribute towards the upbringing and development of the children. Managing the involvement of parents should be well planned and directed. School managers need to take into account the issue of diversity in relation to parental involvement. Schools have to make use of creative strategies and approaches as they deal with differences among people which need to be respected in such a way that everyone can be integrated into the school system. Diversity amongst people has an influence on parental involvement and need to be managed to good effect. Ultimately, positive parents will educate positive children who are what we strived for. What is interesting from the results of the study is that the respondents that participated in the research are of the opinion that racial differences as an aspect of diversity doesn‟t have a significant influence on parental involvement. Diversity aspects that are viewed as having a / Thesis (MEd (Education Management))--North-West University, Potchefstroom Campus, 2012

South Africa will be implementing Basel II on 1 January 2008. Basel II provides regulatory capital requirements for credit risk, market risk and operational risk. The purpose of capital requirements is to level the playing field for all internationally active banks and to protect consumers against these risks. Although there is an obvious threat of liquidity risk and it is important to correctly measure and manage liquidity risk, it is almost glaringly omitted from Basel II. The result of not managing liquidity risk properly may have dire consequences for banks because a liquidity crisis may happen without warning. Therefore, the aim of this study was to explore current practices and to propose guidelines for effective liquidity risk regulation in South Africa. A literature study and quantitative analysis on liquidity risk in South Africa were conducted to assess whether it is valid for regulators to require banks to hold capital for liquidity risk. This study provides conclusions and recommendations on the regulatory treatment of liquidity risk in South Africa under Basel II. Although Pillar 2 reviews a variety of other risks and not only liquidity risk, it is proposed that the liquidity risk part of such reviews is conducted on the basis of a questionnaire used to determine possible gaps between banks' practices and prescribed criteria regarding the management and measurement of liquidity risk. It is important to note that such an approach has a constraint in terms of the substantial amount of work that would have to be done on the regulation of liquidity risk by both regulators and banks. Therefore resource constraints and the cost versus the benefit of such an approach would have to be considered carefully. The all-encompassing conclusion to this study is that capital would not be an effective mitigant for liquidity risk for a number of reasons. Liquidity risk differs from bank to bank and a general capital charge for all banks may not be sensible, therefore liquidity risk should be analysed on a bank-by-bank basis. In other words, capital could be charged for liquidity risk under Pillar 2(b) of Basel II. Such a capital charge would not serve the purpose of covering losses resulting from liquidity risk, but would instead impose a penalty on banks that are deemed to manage and measure liquidity risk imprudently. Such a penalty would typically be quite small but would serve as an incentive for banks to improve their management and measurement techniques to the desired level as set out by prescribed criteria. The criteria that should be used for determining whether banks measure and manage liquidity risk prudently should be of such a nature that the Bank Supervision Department (BSD) of the South African Reserve Bank (SARB) complies with Basel Core Principle 14: Liquidity Risk in regulating liquidity risk. In addition, it should align the criteria used to the 14 Principles for the sound management of liquidity as prescribed by the Bank for International Settlements and the Institute of International Finance. Furthermore, it is proposed that the BSD should not prescribe to banks which methods to use to report their liquidity risk, because all banks are not the same in terms of size and sophistication. For this reason, banks should be allowed to follow an internal models approach for liquidity risk whereby banks are, subject to regulatory approval, allowed to use their own internal liquidity risk measures to report liquidity risk to the BSD. This approach is similar to the approach followed by the Bundesbank in Germany. A liquidity risk questionnaire could be drafted according to which banks' liquidity risk management and measurement is assessed in terms of the sound Principles for managing liquidity risk and the Basel Core Principles. One questionnaire could be used for the purposes of assessing the quality of banks' liquidity risk management and measurement in terms of a Supervisory Review and Evaluation Process (SREP) as well as for banks applying for approval of an internal models approach for liquidity risk. The same questionnaire could be used for both purposes, or the questionnaire could be divided into two clear sections whereby all banks are required to answer the SREP (or Pillar 2(b)) section, and only banks applying for the use of an internal models approach for liquidity risk are required to complete this section. A further conclusion to this study is that the BSD should publish a framework in which its approach to regulating liquidity risk is described in detail. Some aspects that should be included in such a document include a widely-accepted definition for liquidity risk and guidelines/minimum standards for measurement and management techniques for liquidity risk and the process that will be followed under Pillar 2 of Basel II. If the BSD is concerned about the level of potential liquidity risk in the South African banking system, it should consider having the additional instruments that are eligible as collateral included as instruments eligible for liquid asset reserve requirements. An additional mitigant for liquidity risk may be that the BSD requires banks to report their liquidity risk more frequently than the current monthly basis. / Thesis (M.Com. (Risk Management))--North-West University, Potchefstroom Campus, 2008.

The word diversity can be described as being different or having differences. Furthermore, it also relates to variety or assortment. Diversity forms an integral part of society worldwide. It consists of many different aspects which are all evident in different ways in society. These aspects of diversity include culture, religion, race, language, socio-economic class, gender, ability, etc. Diversity also exists in education as an important part of society. Parental involvement is viewed by many people as an important part of the education process. It has many positives which include improved academic performance of the child, understanding of the schools circumstances, having a more positive attitude towards the school, improved community involvement and a positive school climate. Parental involvement enhances the complete learning experience of the child and focuses on the total development of the child. It includes the making of a commitment and the forming of a partnership between parent and school which is also fundamentally prescribed by legislation. When this partnership is engaged in properly there is a definite positive outcome for both the child and the school. Fundamentally, the purpose of parental involvement lies in the opportunities that it offers all the stakeholders involved to contribute towards the upbringing and development of the children. Managing the involvement of parents should be well planned and directed. School managers need to take into account the issue of diversity in relation to parental involvement. Schools have to make use of creative strategies and approaches as they deal with differences among people which need to be respected in such a way that everyone can be integrated into the school system. Diversity amongst people has an influence on parental involvement and need to be managed to good effect. Ultimately, positive parents will educate positive children who are what we strived for. What is interesting from the results of the study is that the respondents that participated in the research are of the opinion that racial differences as an aspect of diversity doesn‟t have a significant influence on parental involvement. Diversity aspects that are viewed as having a / Thesis (MEd (Education Management))--North-West University, Potchefstroom Campus, 2012

Approved for public release, distribution unlimited / The maintenance of large military software systems is complex, involves users as well as software professionals, and requires appropriate management, which is one of the most important factors in efficient maintenance. Maintenance management requires information about the current state of the maintenance process that should be organized within a maintenance-oriented Enginering Database. This database should include all the necessary data about software changes, system configeration, maintenance task scheduling, etc., and it should be based on a realistic model of the maintenance process. This tesis proposes a mathematical Model of Software Maintenance that uses graphs to model the relationships between maintenance tasks and software components. The Model addresses the dynamic behavior of the maintenance process and supports priority and precedence of maintenance activities. The proposed Model of Software Maintenance provides a sound basis for implementation of a maintenance-oriented engineering database that supports automation of maintenance management, e.g., process control, task scheduling, job assignments, planning and forecast, gathering and interpretation of maintenance statistics and metrics, etc.