The aim of this study was to investigate and describe the description of negative peer pressure by grade nine learners. The study took place within the context of adolescence, which is often described as a phase where negative peer pressure plays a significant role in the lives of adolescents. A literature study on the topic showed that peer pressure is a complex phenomenon that is experienced by all adolescents at some point. Literature also indicated that the voice of adolescents regarding their own unique and subjective description of negative peer pressure has not been recorded often enough. It became evident that especially grade nine learners are vulnerable to negative peer pressure. This grade or age group forms part of the middle adolescent phase, which is especially characterised by the forming of an own identity. The forming of an own identity is influenced by the different develop-mental tasks that are associated with adolescence, namely their emotional, cognitive, moral and social development. During this developmental phase the membership of a peer group becomes increasingly important and exclusion from the group is feared. This fear often leads to conforming to negative group norms and behaviour. From this context, the study is necessary. The researcher has undertaken a qualitative, phenomenological study, during which unstructured interviews were conducted with twelve grade nine learners from public high schools in the Drakenstein area of the Boland, Western Cape. These interviews were transcribed and the data analysed so that specific themes concerning negative peer pressure could be identified. From these empirical findings it was evident that the mutual relationships of the participants as well as the dynamics and norms within their respective groups, impacted severely on their description of negative peer pressure. Group formation in the middle adolescent years seems to be a complex process. It appears as if the smaller, more intimate group of friends can protect adolescents against negative peer pressure on the one hand, but can also exert pressure on group members to partake in negative activities. Therefore smaller groups often change as members move in and out of the group to find a group where they feel at home. According to the participants, conforming to negative behaviour and norms takes place more readily in the bigger or wider and more diverse peer group. Within these bigger groups it is easier for individuals to lose their identity, and therefore adolescents that are still in search of a personal identity and value system, give in to negative pressure and behaviour easier. A wide range of causes are named for this giving in to pressure, but according to the participants, their need for acceptance and recognition by the peer group as well as the accompanying fear of exclusion are the most important causes. From the study it was further evident that the relationships that adolescents find themselves in, play a deciding role in their description of negative peer pressure. The participants indicated that their relationship with their parents, their peer group, as well as the relationship with themselves, all influence their ability to handle negative peer pressure. From these findings the description of participants of negative peer pressure is explained in full. Suggestions are made to better equip parents, teachers and other professional people who work with adolescents in order to support and advise grade nine learners more successfully in their handling of negative peer pressure. / Thesis (MA (Psychology))--North-West University, Potchefstroom Campus, 2013.

The aim of this study was to investigate and describe the description of negative peer pressure by grade nine learners. The study took place within the context of adolescence, which is often described as a phase where negative peer pressure plays a significant role in the lives of adolescents. A literature study on the topic showed that peer pressure is a complex phenomenon that is experienced by all adolescents at some point. Literature also indicated that the voice of adolescents regarding their own unique and subjective description of negative peer pressure has not been recorded often enough. It became evident that especially grade nine learners are vulnerable to negative peer pressure. This grade or age group forms part of the middle adolescent phase, which is especially characterised by the forming of an own identity. The forming of an own identity is influenced by the different develop-mental tasks that are associated with adolescence, namely their emotional, cognitive, moral and social development. During this developmental phase the membership of a peer group becomes increasingly important and exclusion from the group is feared. This fear often leads to conforming to negative group norms and behaviour. From this context, the study is necessary. The researcher has undertaken a qualitative, phenomenological study, during which unstructured interviews were conducted with twelve grade nine learners from public high schools in the Drakenstein area of the Boland, Western Cape. These interviews were transcribed and the data analysed so that specific themes concerning negative peer pressure could be identified. From these empirical findings it was evident that the mutual relationships of the participants as well as the dynamics and norms within their respective groups, impacted severely on their description of negative peer pressure. Group formation in the middle adolescent years seems to be a complex process. It appears as if the smaller, more intimate group of friends can protect adolescents against negative peer pressure on the one hand, but can also exert pressure on group members to partake in negative activities. Therefore smaller groups often change as members move in and out of the group to find a group where they feel at home. According to the participants, conforming to negative behaviour and norms takes place more readily in the bigger or wider and more diverse peer group. Within these bigger groups it is easier for individuals to lose their identity, and therefore adolescents that are still in search of a personal identity and value system, give in to negative pressure and behaviour easier. A wide range of causes are named for this giving in to pressure, but according to the participants, their need for acceptance and recognition by the peer group as well as the accompanying fear of exclusion are the most important causes. From the study it was further evident that the relationships that adolescents find themselves in, play a deciding role in their description of negative peer pressure. The participants indicated that their relationship with their parents, their peer group, as well as the relationship with themselves, all influence their ability to handle negative peer pressure. From these findings the description of participants of negative peer pressure is explained in full. Suggestions are made to better equip parents, teachers and other professional people who work with adolescents in order to support and advise grade nine learners more successfully in their handling of negative peer pressure. / Thesis (PhD (Psychology))--North-West University, Potchefstroom Campus, 2013.

The aim of this study was to investigate and describe the description of negative peer pressure by grade nine learners. The study took place within the context of adolescence, which is often described as a phase where negative peer pressure plays a significant role in the lives of adolescents. A literature study on the topic showed that peer pressure is a complex phenomenon that is experienced by all adolescents at some point. Literature also indicated that the voice of adolescents regarding their own unique and subjective description of negative peer pressure has not been recorded often enough. It became evident that especially grade nine learners are vulnerable to negative peer pressure. This grade or age group forms part of the middle adolescent phase, which is especially characterised by the forming of an own identity. The forming of an own identity is influenced by the different develop-mental tasks that are associated with adolescence, namely their emotional, cognitive, moral and social development. During this developmental phase the membership of a peer group becomes increasingly important and exclusion from the group is feared. This fear often leads to conforming to negative group norms and behaviour. From this context, the study is necessary. The researcher has undertaken a qualitative, phenomenological study, during which unstructured interviews were conducted with twelve grade nine learners from public high schools in the Drakenstein area of the Boland, Western Cape. These interviews were transcribed and the data analysed so that specific themes concerning negative peer pressure could be identified. From these empirical findings it was evident that the mutual relationships of the participants as well as the dynamics and norms within their respective groups, impacted severely on their description of negative peer pressure. Group formation in the middle adolescent years seems to be a complex process. It appears as if the smaller, more intimate group of friends can protect adolescents against negative peer pressure on the one hand, but can also exert pressure on group members to partake in negative activities. Therefore smaller groups often change as members move in and out of the group to find a group where they feel at home. According to the participants, conforming to negative behaviour and norms takes place more readily in the bigger or wider and more diverse peer group. Within these bigger groups it is easier for individuals to lose their identity, and therefore adolescents that are still in search of a personal identity and value system, give in to negative pressure and behaviour easier. A wide range of causes are named for this giving in to pressure, but according to the participants, their need for acceptance and recognition by the peer group as well as the accompanying fear of exclusion are the most important causes. From the study it was further evident that the relationships that adolescents find themselves in, play a deciding role in their description of negative peer pressure. The participants indicated that their relationship with their parents, their peer group, as well as the relationship with themselves, all influence their ability to handle negative peer pressure. From these findings the description of participants of negative peer pressure is explained in full. Suggestions are made to better equip parents, teachers and other professional people who work with adolescents in order to support and advise grade nine learners more successfully in their handling of negative peer pressure. / Thesis (MA (Psychology))--North-West University, Potchefstroom Campus, 2013.

The aim of this study was to investigate and describe the description of negative peer pressure by grade nine learners. The study took place within the context of adolescence, which is often described as a phase where negative peer pressure plays a significant role in the lives of adolescents. A literature study on the topic showed that peer pressure is a complex phenomenon that is experienced by all adolescents at some point. Literature also indicated that the voice of adolescents regarding their own unique and subjective description of negative peer pressure has not been recorded often enough. It became evident that especially grade nine learners are vulnerable to negative peer pressure. This grade or age group forms part of the middle adolescent phase, which is especially characterised by the forming of an own identity. The forming of an own identity is influenced by the different develop-mental tasks that are associated with adolescence, namely their emotional, cognitive, moral and social development. During this developmental phase the membership of a peer group becomes increasingly important and exclusion from the group is feared. This fear often leads to conforming to negative group norms and behaviour. From this context, the study is necessary. The researcher has undertaken a qualitative, phenomenological study, during which unstructured interviews were conducted with twelve grade nine learners from public high schools in the Drakenstein area of the Boland, Western Cape. These interviews were transcribed and the data analysed so that specific themes concerning negative peer pressure could be identified. From these empirical findings it was evident that the mutual relationships of the participants as well as the dynamics and norms within their respective groups, impacted severely on their description of negative peer pressure. Group formation in the middle adolescent years seems to be a complex process. It appears as if the smaller, more intimate group of friends can protect adolescents against negative peer pressure on the one hand, but can also exert pressure on group members to partake in negative activities. Therefore smaller groups often change as members move in and out of the group to find a group where they feel at home. According to the participants, conforming to negative behaviour and norms takes place more readily in the bigger or wider and more diverse peer group. Within these bigger groups it is easier for individuals to lose their identity, and therefore adolescents that are still in search of a personal identity and value system, give in to negative pressure and behaviour easier. A wide range of causes are named for this giving in to pressure, but according to the participants, their need for acceptance and recognition by the peer group as well as the accompanying fear of exclusion are the most important causes. From the study it was further evident that the relationships that adolescents find themselves in, play a deciding role in their description of negative peer pressure. The participants indicated that their relationship with their parents, their peer group, as well as the relationship with themselves, all influence their ability to handle negative peer pressure. From these findings the description of participants of negative peer pressure is explained in full. Suggestions are made to better equip parents, teachers and other professional people who work with adolescents in order to support and advise grade nine learners more successfully in their handling of negative peer pressure. / Thesis (PhD (Psychology))--North-West University, Potchefstroom Campus, 2013.

In this thesis, three mesh generation software packages have been developed and implemented. The first two were based on structured mesh generation algorithms and used to solve structured surface and volume mesh generation problems of three-dimensional domains. Structured mesh generation algorithms were based on the concept of isoparametric coordinates. In structured surface mesh generation software, quadrilateral mesh elements were generated for complex three-dimensional surfaces and these elements were then triangulated in order to obtain high-quality triangular mesh elements. Structured volume mesh generation software was used to generate hexahedral mesh elements for volumes. Tetrahedral mesh elements were constructed from hexahedral elements using hexahedral node insertion method. The results, which were produced by the mesh generation algorithms, were converted to a required format in order to be saved in output files. The third software package is an unstructured quality tetrahedral mesh generator and was used to generate exact Delaunay tetrahedralizations, constrained (conforming) Delaunay tetrahedralizations and quality conforming Delaunay tetrahedralizations. Apart from the mesh generation algorithms used and implemented in this thesis, unstructured mesh generation techniques that can be used to generate quadrilateral, triangular, hexahedral and tetrahedral mesh elements were also discussed.

In recent years there has been increasing awareness of transgender and gender non-conforming people in the UK, and in turn there have been vastly increasing numbers of people seeking medical treatment for their gender dysphoria. This research paper analyses the past medical literature on transgender and gender non-conforming people in the UK, in combination with an interview with a surgeon working in the field of sex reassignment surgery, to examine the historical trends in medical approaches to gender non-conformity. This investigation into changing medical standards and practices is argued to indicate three major trends, a correlation between wider social norms and medical norms, an increasing de-pathologisation of gender non-conformity and an increasing focus on individualism over society. These trends are then extended forward and used to imagine possible future changes in the medical treatments of transgender and gender non-conforming people in the UK, such as an increasing focus on an informed consent model and a problematising of the boundaries between “transgender” medical procedures and other forms of bodily modifications. This paper aims to contribute to the current body of work in feminist science studies focusing on gendered aspects of medical practices, and also aims to continue the work of Donna Haraway and others in deconstructing rigid bodily categories.

Cette these examine deux aspects des theories conformes des champs (TCC) en d dimensions.Sa premiere parti est dediee aux blocs conformes, des fonctions speciales qui contribuent au developpement en ondes partielles des fonctions a quatre points dans les TCC. On montre que ces blocs admettent un developpement en coordonnees polaires dont les coecients se calculent par une recurrence. Les blocs conformes sont naturellement denis sur le plan complexe : on considere alors leur restriction a l'axe r eel, an de montrer qu'ils obeissent une equation dierentielle sur ce domaine, ce qui mene a un algorithme ecace pour calculer les blocs conformes et leurs derivees pour tout d. Quelques applications au programme de bootstrap sont developpees. La seconde partie de cette these examine les perturbations d'une TCC par des operateurs pertinents. On etudie de tels ots du groupe de renormalisation en utilisant la Methode de Troncature Conforme (MTC) de Yurov et Zamolodchikov, une methode numerique qui permet de faire des calculs non-perturbatifs en theorie quantique des champs. Deux theories derentes sont considerees : le boson libre avec un terme de masse, et la theorie 4. Pour le dernier cas, les resultats de la MTC mettent en evidence la brisure de symetrie Z2. Finalement, on developpe une methode pour reduire les erreurs de troncature en ajoutant des contre-termes a l'action \nue" de la MTC, suivant des travaux anterieurs en d = 2 dimensions. / This thesis investigates two aspects of Conformal Field Theories (CFTs) in d dimensions. Its rst part is devoted to conformal blocks, special functions that arise in the partial wave expansion of CFT four-point functions. We prove that these conformal blocks admit an expansion in terms of polar coordinates and show that the expansion coecients are determined by recursion relations. Conformal blocks are naturally dened on the complex plane: we study their restriction to the real line, and show that they obey a fourth-order dierential equation there. This ODE can be used to eciently compute conformal blocks and their derivatives in general d. Several applications to the conformal bootstrap program are mentioned. The second half of this thesis investigates RG ows that are dened by perturbing a CFT by a number of relevant operators. We study such ows using the Truncated Conformal Space Approach (TCSA) of Yurov and Zamolodchikov, a numerical method that allows for controlled computations in strongly coupled QFTs. Two dierent RG ows are considered: the free scalar feld deformed by a mass term, and 4 theory. The former is used as a benchmark, in order to compare numerical TCSA results to exact predictions. TCSA results for 4 theory display spontaneous Z2 symmetry breaking at strong coupling: we study the spectrum of this theory both in the Z2-broken and preserved phase, and we compare the critical exponents governing the phase transition to known values. In a separate chapter, we show how truncation errors can be reduced by adding suitable counterterms to the bare TCSA action, following earlier work in d = 2 dimensions.

Gränsöverskridande könsidentiteter - Att definieras som normativ eller icke- normativ individ i det forntida samhället. Gender Non- Conforming identities- To be defined as an normative or non- normative person in the prehistorical society. How can we see Gender Non- Conforming identities in the archaelogical context? And what do these individuals tell us about the prehistorical society? This study of three individuals from prehistoic anf historic context that may or may not have been percived as Gender Non- Conforming in the past according to archaeological studies. Keyword: Gender Non- Conforming identites, Queer-theory, Dannikewoman, Birkaworrior, Oleneostrovski mogilinik, Sharmanism

The following study examines the experiences of non-binary people living in a society that emphasizes a gender binary, along with how being non-binary affects participants' views of the world and themselves. The study also looked to establish a working definition of "non-binary." I interviewed 17 participants who self-identified as non-binary regarding their lived experiences as non-binary people. Narratives were used to establish codes and themes. Adopting a narrative approach to the data, the study puts forth working definitions of non-binary and related terms, such as gender non-conforming, androgyny, and genderfluid. The study found that most participants saw themselves as breaking the norms by being non-binary and in other ways, including their sexuality and religion. Participants placed an emphasis on visibility, asserting that by being visible as non-binary they help society move away from strict binary constructs. Participants also described many adverse experiences associated with being non-binary, including being misgendered and safety concerns, which can impact non-binary people's mental health. This study forms a basis for further research into non-binary experiences, both in relation to lived day-to-day experiences and in terms of associated mental health outcomes.

In this thesis we use a new numerical code, based upon a mixed FEM-Runge-Kutta method, for the analysis and the design of plane 2-dimensional smart structures. We applied the developed code to the study of arbitrarily shaped piezo-electromechanical (PEM) plates. This code is based on a weak formulation of their governing equations as found in [18]. The optimal parameters needed to synthesize the appropriate electric networks are computed, and the overall performances of such plates are investigated. In particular, two examples are studied: firstly, a simple case is used to test the main features of the code; secondly, a more complex PEM plate is designed and analyzed by means of the proposed numerical approach. / Master of Science