Die moreel-etiese ontwikkeling van middel-adolessente in die een en twintigste eeu word deur talle faktore beïnvloed. In hierdie studie val die klem spesifiek op die invloed wat sommige tipes musiek in die middel-adolessent se lewe uitoefen. Veral gedurende adolessensie wat as ‘n tyd van onsekerheid gekenmerk word, kan die invloed van sommige musiek ‘n negatiewe uitwerking op hulle lewe uitoefen. Middel-adolessente moet gedurende hierdie lewensfase die versekering hê dat hulle hulself na hulle ouers en kerkleiers kan wend, ten einde leiding te ontvang en toegerus te word om enige negatiewe boodskappe wat in sommige musiek voorkom, te identifiseer en pro-aktief daarmee te handel. Hierdie studie is onderneem vanuit die Pinkstertradisie en spesifiek die AGS-Kerk, met die doel om die kerk se moontlike rol in die moreel-etiese toerusting van middel-adolessente te bespreek. In hierdie navorsing is beide kwalitatiewe en kwantitatiewe navorsingsmetodes gebruik wat getoon het dat musiek ‘n negatiewe invloed op die ontwikkeling van middel-adolessente se lewe kan uitoefen. Daar is gevind dat musiek middel-adolessente onder meer kan aanmoedig om alkohol en dwelmmiddels te misbruik, seksueel losbandig te wees, gewelddadig en rebels op te tree, by homoseksuele praktyke betrokke te raak, eiesinnig te wees en leuens te vertel. Middel-adolessente benodig hulp en volgens die Bybel het ouers en kerkleiers die verantwoordelikheid om kinders moreel-eties toe te rus. In hierdie studie is die grammaties-historiese metode van eksegese ingespan om vanuit die Efésiërsbrief riglyne neer te lê wat AGS pastore/jeugpastore kan gebruik om middel-adolessente moreel-eties toe te rus. / MA (Pastoral studies), North-West University, Potchefstroom Campus, 2015

Die moreel-etiese ontwikkeling van middel-adolessente in die een en twintigste eeu word deur talle faktore beïnvloed. In hierdie studie val die klem spesifiek op die invloed wat sommige tipes musiek in die middel-adolessent se lewe uitoefen. Veral gedurende adolessensie wat as ‘n tyd van onsekerheid gekenmerk word, kan die invloed van sommige musiek ‘n negatiewe uitwerking op hulle lewe uitoefen. Middel-adolessente moet gedurende hierdie lewensfase die versekering hê dat hulle hulself na hulle ouers en kerkleiers kan wend, ten einde leiding te ontvang en toegerus te word om enige negatiewe boodskappe wat in sommige musiek voorkom, te identifiseer en pro-aktief daarmee te handel. Hierdie studie is onderneem vanuit die Pinkstertradisie en spesifiek die AGS-Kerk, met die doel om die kerk se moontlike rol in die moreel-etiese toerusting van middel-adolessente te bespreek. In hierdie navorsing is beide kwalitatiewe en kwantitatiewe navorsingsmetodes gebruik wat getoon het dat musiek ‘n negatiewe invloed op die ontwikkeling van middel-adolessente se lewe kan uitoefen. Daar is gevind dat musiek middel-adolessente onder meer kan aanmoedig om alkohol en dwelmmiddels te misbruik, seksueel losbandig te wees, gewelddadig en rebels op te tree, by homoseksuele praktyke betrokke te raak, eiesinnig te wees en leuens te vertel. Middel-adolessente benodig hulp en volgens die Bybel het ouers en kerkleiers die verantwoordelikheid om kinders moreel-eties toe te rus. In hierdie studie is die grammaties-historiese metode van eksegese ingespan om vanuit die Efésiërsbrief riglyne neer te lê wat AGS pastore/jeugpastore kan gebruik om middel-adolessente moreel-eties toe te rus. / MA (Pastoral studies), North-West University, Potchefstroom Campus, 2015

Resistant behaviour is a serious reality in South African primary schools. South Africa’s teachers strive to be agents of positive change amidst the multiple challenges they and their learners encounter, yet they admittedly experience daily frustration at addressing resistant behaviour. Considering the harsh external realities which many learners encounter, resistant behaviour cannot be expected to disappear at the introduction of specific techniques. The research consequently aimed to examine and describe Grade 5 teachers’ perceptions of resistance with the objective of improving teacher-learner relationships. A phenomenological paradigm structured this qualitative study to determine how grade 5 teachers perceive resistance through their direct experiences. The research involved focus group discussions and interviews. Fourteen teachers participated, representing three private and three public schools in Gauteng. Selection criteria included: a recognised teaching qualification, teaching experience of minimum two years, currently teaching Grade 5 learners, a commitment to teach demonstrated through course attendance and enhancement of the school’s curriculum, and the ability to speak English. During each focus group discussion, one introductory question was asked: “Please share your perceptions of resistant behaviour shown by children in your Grade 5 classes”. Additional funnelling and probing questions were utilized. Prior to data gathering, one participant per school was requested to volunteer to participate in an individual interview, in addition to the focus group discussion. During the interview, two introductory questions were asked: “How did you experience the focus group discussion pertaining to teacher perceptions of the resistant behaviour displayed by children in Grade 5?” and “What is your view of the conclusion/s reached during the discussion?” These questions were followed by funnelling questions. Content analysis was used with Interpretative phenomenological analysis to understand meanings ascribed to coded texts. Emerging findings were depicted visually to identify data patterns as part of thematic analysis until themes crystallised. Amongst findings understood from a causal, contextual and developmental perspective, unique findings emerged revealing that a relationship exists between teachers’ perceptions of resistant behaviour and the school ethos, that resistance can reveal creativity and divergent thinking processes, and that considering resistant behaviour from a future-minded perspective can enable teachers to see resistant behaviour as indicative of underlying skills needed by society, if developed as strengths. The findings support international research with one marked exception: that the examples provided in the literature affect the resistant learner personally, whereas the examples provided by the participants affect the other learners, teachers and the school itself. The findings contribute meaningfully to the debate regarding how to manage school resistance. The researcher recommends further studies be carried out to determine if the findings are reflective of most Grade 5 teachers. If so, it is advised that the findings be shared so that teachers become aware of alternate ways to interpret resistance and possibly to enhance their professional development by reformulating their current thought processes around resistance. The researcher recommends that the relationship between school ethos and resistant behaviour be explored to assist teachers in contextualising their management of resistance. / MA (Psychology), North-West University, Potchefstroom Campus, 2014

Resistant behaviour is a serious reality in South African primary schools. South Africa’s teachers strive to be agents of positive change amidst the multiple challenges they and their learners encounter, yet they admittedly experience daily frustration at addressing resistant behaviour. Considering the harsh external realities which many learners encounter, resistant behaviour cannot be expected to disappear at the introduction of specific techniques. The research consequently aimed to examine and describe Grade 5 teachers’ perceptions of resistance with the objective of improving teacher-learner relationships. A phenomenological paradigm structured this qualitative study to determine how grade 5 teachers perceive resistance through their direct experiences. The research involved focus group discussions and interviews. Fourteen teachers participated, representing three private and three public schools in Gauteng. Selection criteria included: a recognised teaching qualification, teaching experience of minimum two years, currently teaching Grade 5 learners, a commitment to teach demonstrated through course attendance and enhancement of the school’s curriculum, and the ability to speak English. During each focus group discussion, one introductory question was asked: “Please share your perceptions of resistant behaviour shown by children in your Grade 5 classes”. Additional funnelling and probing questions were utilized. Prior to data gathering, one participant per school was requested to volunteer to participate in an individual interview, in addition to the focus group discussion. During the interview, two introductory questions were asked: “How did you experience the focus group discussion pertaining to teacher perceptions of the resistant behaviour displayed by children in Grade 5?” and “What is your view of the conclusion/s reached during the discussion?” These questions were followed by funnelling questions. Content analysis was used with Interpretative phenomenological analysis to understand meanings ascribed to coded texts. Emerging findings were depicted visually to identify data patterns as part of thematic analysis until themes crystallised. Amongst findings understood from a causal, contextual and developmental perspective, unique findings emerged revealing that a relationship exists between teachers’ perceptions of resistant behaviour and the school ethos, that resistance can reveal creativity and divergent thinking processes, and that considering resistant behaviour from a future-minded perspective can enable teachers to see resistant behaviour as indicative of underlying skills needed by society, if developed as strengths. The findings support international research with one marked exception: that the examples provided in the literature affect the resistant learner personally, whereas the examples provided by the participants affect the other learners, teachers and the school itself. The findings contribute meaningfully to the debate regarding how to manage school resistance. The researcher recommends further studies be carried out to determine if the findings are reflective of most Grade 5 teachers. If so, it is advised that the findings be shared so that teachers become aware of alternate ways to interpret resistance and possibly to enhance their professional development by reformulating their current thought processes around resistance. The researcher recommends that the relationship between school ethos and resistant behaviour be explored to assist teachers in contextualising their management of resistance. / MA (Psychology), North-West University, Potchefstroom Campus, 2014

Ένα διακριτικό γνώρισμα της παγκόσμιας οικονομίας τις τελευταίες δεκαετίες αποτελεί ο ρυθμός ανόδου και η εντυπωσιακή αύξηση των άμεσων ξένων επενδύσεων (ΑΞΕ) παγκοσμίως. Λόγω του δυνητικού ρόλου που οι άμεσες ξένες επενδύσεις μπορούν να παίξουν στην επιτάχυνση του ρυθμού ανάπτυξη και την μεταστροφή της οικονομίας, πολλές αναπτυσσόμενες χώρες αναζητούν τέτοιου είδους επενδύσεις που θα δρούσαν πολλαπλασιαστικά στις προσπάθειες ανάπτυξης της οικονομίας τους. Κατά συνέπεια, οι άμεσες ξένες επενδύσεις έγιναν μια σημαντική πηγή εξωτερικής ιδιωτικής χρηματοδότησης για τις αναπτυσσόμενες χώρες. Παρόλα αυτά, οι κατανομή των ΑΞΕ χαρακτηρίζεται από μεγάλες ανισότητες και οι αναπτυσσόμενες χώρες αντιμετωπίζουν μείζονα προβλήματα στην προσέλκυση ξένων επενδυτών. Οι χώρες της Μέσης Ανατολής και της Βορείου Αφρικής (Middle East and North Africa, ΜΕΝΑ χώρες) όπως πολλές άλλες ανερχόμενες και αναπτυσσόμενες χώρες αναλώνονται σε τεράστιες προσπάθειες για την προσέλκυση ενός ικανοποιητικού επιπέδου ΑΞΕ, μέσω της προώθησης των τοπικών τους πλεονεκτημάτων και μέσω της μείωσης τόσο των εμποδίων όσο και των κινδύνων που παρακωλύουν τις ροές των ΑΞΕ. Υπάρχουν γνωστοί παράγοντες και κίνδυνοι που επηρεάζουν τις ΑΞΕ, όπως οι οικονομικοί και οι πολιτικοί παράγοντες. Όμως, φαίνεται ότι μένει ένας σημαντικός ρόλος σε αυτόν τον τομέα που θα μπορούσαν να παίξουν άλλοι παράγοντες. Σε πολλές περιπτώσεις αυτός ο ρόλος μπορεί να μην είναι ξεκάθαρος. Σκοπός αυτής της μελέτης είναι να εξετασθούν οι σχετικά άγνωστοι παράγοντες (προσδιοριστικά στοιχεία και κίνδυνοι), παρά οι παραδοσιακοί παράγοντες, που επηρεάζουν τους ξένους επενδυτές στην απόφασή τους να εμπλακούν με ΑΞΕ στις ΜΕΝΑ χώρες. Αυτοί οι νέοι παράγοντες εστιάζουν στο πολιτιστικό πεδίο. Το δείγμα αποτελείται από δεκαεννέα ΜΕΝΑ χώρες για την περίοδο 1970-2003. Η ανάλυση διεξάγεται σε δύο επίπεδα: σε διαστρωματικό επίπεδο χωρών (για το σύνολο των ΜΕΝΑ χωρών, από τη μια πλευρά, και για τα υποσύνολα των πετρελαιοπαραγωγών και μη πετρελαιοπαραγωγών χωρών, από την άλλη), χρησιμοποιώντας το Υπόδειγμα Σταθερής Επίδρασης (Fixed Effect Model, FEM) και σε επίπεδο χώρας, χρησιμοποιώντας τεχνικές αυτοπαλινδρομούμενων διανυαματικών συστημάτων (VAR). Τα αποτελέσματα συμφωνούν στην υπόδειξη του πολιτισμικού κινδύνου ως το βασικό και κυρίαρχο κίνδυνο που επηρεάζει τις ροές των ΑΞΕ στις ΜΕΝΑ χώρες (τόσο για τις πετρελαιοπαραγωγές, όσο και τις μη πετρελαιοπαραγωγές χώρες), ενώ ο πολιτικός κίνδυνος έπεται και ο οικονομικός κίνδυνος φαίνεται να ασκεί τη μικρότερη επιρροή. Η ανάγκη για μια ανάλυση μεγαλύτερη σε βάθος έδωσε ώθηση για την ανάπτυξη της ποιοτικής ανάλυσης με άμεση επικοινωνία με τους ξένους επενδυτές σε μια από τις ΜΕΝΑ χώρες, η οποία τυγχάνει να είναι η Ιορδανία (case-study). Τα αποτελέσματα της ποιοτικής ανάλυσης, ειδικά η τεχνική της δεσμευμένης Logit παλινδρόμησης, επιβεβαιώνει τα οικονομετρικά αποτελέσματα, ότι, δηλαδή, η οικονομική επίδοση και η πολιτική σταθερότητα (αστάθεια) είναι σημαντικά θέματα στην διαμόρφωση των ΑΞΕ. Παρόλα αυτά, οι πολιτισμικοί παράγοντες ασκούν ειδικές επιδράσεις σε αυτό το πλαίσιο. Με άλλα λόγια, οι πολιτισμικοί παράγοντες φαίνεται να κρύβονται πίσω από τους πολιτικούς κινδύνους στις ΜΕΝΑ χώρες και, ακολούθως, να επηρεάζουν τις αποφάσεις σχετικά με τις ροές των ΑΞΕ προς τις χώρες αυτές. / A distinctive feature of the world economy in recent decades has been the growth and the dramatically increase of foreign direct investment FDI in the world. Due to the potential role, foreign direct investment can play in accelerating growth and economic transformation; many developing countries seek such investment to accelerate their development efforts. Consequently, foreign direct investment has become an important source of private external finance for developing countries. However, the distribution of FDI is highly unequal and developing countries face major difficulties in attracting foreign investors. The MENA countries like most other emerging and developing countries spend huge efforts to attract a significant level of FDI by promoting their location advantages and by diminishing both obstacles and risks that hinder FDI. There are well known factors and risks that affect FDI such as economical and political factors; however, it seems that there is a significant role that other factors could play on this field. In several cases this role may not be clear; as it may be hidden behind other factors. The purpose of this study is to examine the real factors (determinants and risks) rather than the traditional factors, which influence foreign investors to engage in FDI in the MENA countries, noting that these new factors focus on the cultural level. The sample consists of nineteen MENA countries for the period of 1970-2003. The analysis has been conducted using two levels: On the cross sectional level (for the whole MENA region from one hand and for both oil and non-oil regions from the other hand), using fixed effect model (FEM), and on the country level using vector autoregressive technique (VAR). Results agreed to present the cultural risk as the main dominant risk that affects FDI inflows in the MENA countries (for both oil and non-oil countries), political risk came to be the next, while the economical risk was the last effective risk. The more depth analysis urged us to develop a qualitative analysis (survey) to directly communicate foreign direct investors in one of the MENA countries, who happened to be Jordan (study case). The qualitative analysis (survey) results especially the conditional Logit regression technique confirmed the econometric results that the economic performance and the political (in) stability are important issues in affecting FDI; however, the cultural factors are also having their special effects on this theme. In other words, cultural factors seem to be behind the political risks in the MENA countries and therefore affect FDI decisions there.

Maatskaplike Werk, as die uiting van n samelewing se bemoeienis met mense in nood, word vir baie dekades reeds deur welsynsinstansies beoefen. Welsynsinstansies is egter nie vir alle persone in nood aanvaarbaar nie, sodat diegene in die middel- en hoer inkomstegroepe nie juis by maatskaplikewerk-hulpverlening uitkom nie. In die VSA is dieselfde verskynsel gehanteer deur die instelling van maatskaplikewerk-privaatpraktyk, wat tans daar n omvangryke en gevestigde hulpverleningstruktuur is. Sedert 1970 het maatskaplike werkers in Suid-Afrika begin om privaatpraktyk te oorweeg en het selfs daarmee begin eksperimenteer. Dog, uiteenlopende standpunte, hetsy evolusionere of revolusionere beskouings, word daaroor gehandhaaf. Die doel van die ondersoeke is dus om te bepaal of privaatpraktyk in Maatskaplike Werk bestaansreg het, of dit beskikbaar en in privaatpraktyk bruikbaar is. Uit die bevindings kan n model vir die instelling en instandhouding van n lewenskragtige praktyk ontwikkel word. Die ondersoek het bestaan uit n literatuurstudie en n empiriese opname in ses stede van die land onder drie teikensisteme, naamlik maatskaplikewerkers (privaatpraktisyns) en nie-privaatpraktisyns) , kliente van welsynsorganisasies en privaatpraktyke en lede van vyf ander hulpprofessies. n Studiereis is na die VSA onderneem om privaatpraktyke te bestudeer en n vergelykingsbasis vir die Suid-Afrikaanse bevindings te kry. Resultate uit die ondersoek dui daarop dat privaatpraktyk, as hulpverleningstruktuur, n realiteit in die maatskaplikewerk- professie is wat nie genegeer kan word nie. Die bestaansreg daarvan is teoreties kwalifiseerbaar, terwyl die nodige sisteme bestaan om maatskaplikewerk-hulpverlening privaat en onafhanklik van welsynsinstansies aan te bied. Privaatpraktisyns verlang n infrastruktuur om hulle dienste beter te organiseer, terwyl 97,8% van die nie-privaat-praktisyns ten gunste van privaatpraktyk is, omdat dit n groter beroepskeuse bied en die professie se selfstandige optrede bevestig. Verbruikers van privaatpraktyk-dienste is oorwegend tevrede, maar as gevolg van beperkte fondse kan die meeste welsynsorganisasie-kliente nie privaatpraktyk-dienste benut nie. Lede van die ander hulpprofessies dra nie voldoende kennis van die maatskaplikewerk-hulpbron nie, maar is oor die algemeen positief daaroor, hoewel net 52,9% voorsien om dit te benut. Indien maatskaplike werkers die nodige opleiding ondergaan, konstruktief beplan, besigheidsbeginsels inkorporeer, die diens bekendstel en kwaliteitdienste lewer, is n lewenskragtige praktyk verseker. / Thesis (DPhil)--University of Pretoria, 1984. / gm2014 / Social Work and Criminology / Unrestricted

In practice, the learner with low self worth struggles to achieve certain goals and does not experience success in the classroom. Teachers involved in the lives of these learners do not always have the skills to motivate and handle them in the classroom. The general aim and focus of the research study therefore is to identify the needs of educators in a primary school setting in order to accommodate the learner with low self worth in the classroom. The theoretical framework of this study is based on the Gestalt theory, focussing on the phenomenological method of awareness. The researcher made use of a qualitative research approach and the empirical data was collected by means of focus groups. The collected data was analysed by Creswell’s spiral of data analysis. In conclusion, the researcher identified that educators have a need regarding their training, parental involvement, personal and professional support, and a need for a guideline to accommodate the learner with low self worth in the class. In closing, the researcher made some suggestions regarding future training of educators, practice and possible ideas for future research based on the needs of educators identified through this study. / MA (Psychology), North-West University, Potchefstroom Campus, 2014

In practice, the learner with low self worth struggles to achieve certain goals and does not experience success in the classroom. Teachers involved in the lives of these learners do not always have the skills to motivate and handle them in the classroom. The general aim and focus of the research study therefore is to identify the needs of educators in a primary school setting in order to accommodate the learner with low self worth in the classroom. The theoretical framework of this study is based on the Gestalt theory, focussing on the phenomenological method of awareness. The researcher made use of a qualitative research approach and the empirical data was collected by means of focus groups. The collected data was analysed by Creswell’s spiral of data analysis. In conclusion, the researcher identified that educators have a need regarding their training, parental involvement, personal and professional support, and a need for a guideline to accommodate the learner with low self worth in the class. In closing, the researcher made some suggestions regarding future training of educators, practice and possible ideas for future research based on the needs of educators identified through this study. / MA (Psychology), North-West University, Potchefstroom Campus, 2014

<p>This thesis uses various approaches such as observation of satellite images, field investigations, analogue modeling and GPS measurements to constrain deformation of the basement and sedimentary cover of the Zagros fold-thrust belt in time and space.</p><p>Focal mechanism solutions of most earthquakes indicate that deformation in the Zagros basement is due to shortening and thickening through numerous thrust faults. However, observations of strike-slip faulting recognized on satellite images imply that N-S trending faults in the Zagros, inherited from Pan-African basement, rotated about vertical axes to accommodate the convergence between Arabia and central Iran.</p><p>Field studies suggest that southwestward advance of the Zagros front has been recorded by syn-sedimentary structures. These structures indicate that deformation started as early as end Eocene in the northeast of the Simply Folded Zone and propagated progressively to the southwest. The deformation front drove the foreland basin to its present position along the Persian Gulf and Mesopotamia. </p><p>Scaled analogue models suggest that the seismicity due to orogenic shortening depends largely on the friction between the cover and its basement. Models show that fold-thrust belts with low tapers shortened above low friction ductile decollements involve several long-lived thrust faults generating low to moderate earthquakes over wide areas at the same time. By contrast, earthquakes with larger magnitudes are expected to occur along a few short-lived thrust ramps in fold-thrust belts with larger tapers shortened above high-friction decollments.</p><p>GPS-derived velocities across and along the Zagros suggest that only about one third (10 ± 3 mm/yr) of the current convergence between Arabia and Eurasia is accommodated within the Zagros by thickening to the east of the Kazerun Fault and thickening and lateral movement to the west. The remaining (21 ± 3 mm/yr) is transferred beyond the Zagros suture to central Iran and the northern Iranian mountains.</p>

This thesis uses various approaches such as observation of satellite images, field investigations, analogue modeling and GPS measurements to constrain deformation of the basement and sedimentary cover of the Zagros fold-thrust belt in time and space. Focal mechanism solutions of most earthquakes indicate that deformation in the Zagros basement is due to shortening and thickening through numerous thrust faults. However, observations of strike-slip faulting recognized on satellite images imply that N-S trending faults in the Zagros, inherited from Pan-African basement, rotated about vertical axes to accommodate the convergence between Arabia and central Iran. Field studies suggest that southwestward advance of the Zagros front has been recorded by syn-sedimentary structures. These structures indicate that deformation started as early as end Eocene in the northeast of the Simply Folded Zone and propagated progressively to the southwest. The deformation front drove the foreland basin to its present position along the Persian Gulf and Mesopotamia. Scaled analogue models suggest that the seismicity due to orogenic shortening depends largely on the friction between the cover and its basement. Models show that fold-thrust belts with low tapers shortened above low friction ductile decollements involve several long-lived thrust faults generating low to moderate earthquakes over wide areas at the same time. By contrast, earthquakes with larger magnitudes are expected to occur along a few short-lived thrust ramps in fold-thrust belts with larger tapers shortened above high-friction decollments. GPS-derived velocities across and along the Zagros suggest that only about one third (10 ± 3 mm/yr) of the current convergence between Arabia and Eurasia is accommodated within the Zagros by thickening to the east of the Kazerun Fault and thickening and lateral movement to the west. The remaining (21 ± 3 mm/yr) is transferred beyond the Zagros suture to central Iran and the northern Iranian mountains.