Thesis (PhD (Sport Science))--Stellenbosch University, 2008. / The purpose of this study was to determine the effectiveness of a 16-week multidimensional intervention programme on the speed and accuracy of decision making, declarative knowledge and visual skills of u/20 rugby players. Two intact groups of rugby academy players participated in this study. One academy group participated in the intervention programme, which included activities, including the statistical analysis of individual players, game analysis, tactical rugby discussions, rugby rule discussions and visual skills training. The other academy group served as the comparison group and completed both the pre- and post-tests. The results indicated significant improvements in the speed of tactical decision making by participants in both the experimental and the comparison groups. Both groups also indicated a significant deterioration in the accuracy of their decisions. Both groups achieved a significant improvement in their declarative knowledge of rugby rules, as well as in their visual skills. The similarity in the post-test scores of the two groups led to the conclusion that the intervention programme, as presented in this study, did not appear to make a significant impact on the players. Suggestions are made for the design of future intervention programmes to improve tactical decision making.

Thesis (MA (Sociology and Social Anthropology))--University of Stellenbosch, 2010. / ENGLISH ABSTRACT: South Africa’s natural environment is internationally recognised for its biodiversity, and therefore deep concern exists regarding the significant impact of invasive alien species (IAS) on that biodiversity. To combat the spread of IAS in South Africa, the national Working for Water (WfW) Programme was established in 1995. In addition to the clearing of IAS, the programme has also been designed to provide employment and empowerment to the marginalised sectors of South African society. With regard to the latter, WfW forms part of South Africa’s Expanded Public Works Programme (EPWP), and can be defined as a workfare programme, since it provides paid employment, rather than welfare payment. Following a contractor development approach, it also intends to create independent entrepreneurial contractors who, ideally, should ‘exit’ WfW, by being absorbed in the broader labour market. However, anecdotal evidence indicates that, since the establishment of WfW, many of its intended beneficiaries have become highly dependent on such employment, and therefore do not wish to “exit” the programme. Also, mounting concern regarding beneficiary dependence on Public Works Programmes in general, has spurred numerous academic debates on welfare dependence, as well as attempts to explain variability in dependence on government support. This thesis reports on a multi-site case study of beneficiary dependence on four WfW projects, which was undertaken in four CapeNature reserves in the Western Cape province of South Africa. Five broad research questions were formulated, which relate to the extent of beneficiaries’ dependence on the projects concerned, as well the sociological factors that may contribute to such a phenomenon. The data collected for this study were analysed with reference to various theories of state dependence. The beneficiaries were found to have become highly dependent, mostly in a financial sense, on the WfW projects studied, but also in regard to expectations of remaining in the WfW Programme in future. Such dependence is largely due to WfW having become engrained in beneficiaries’ social structure to such an extent, that it affects both their choices and their actions. Fearing a return to the conditions of farm labour, or the inability to escape the culture of poverty and/or marginalisation they experienced before joining WfW, seems to have resulted in the “unanticipated consequence” of workers being reluctant to exit from the programme, on which they have become dependent for their income and social standing. In the light of these findings, the thesis also briefly reflects upon South Africa’s EPWPs, with the conclusion of the case study offering at least a partial solution to improving the WfW Programme as an EPWP. / AFRIKAANSE OPSOMMING: Suid-Afrika se natuurlike omgewing word internasionaal erken vir sy biodiversiteit, en om hierdie rede bestaan daar goot bekommernis oor die beduidende uitwerking van uitheemse indringerspesies (UIS) op hierdie biodiversiteit. Om die verspreiding van UIS in Suid-Afrika te bekamp, is die Nasionale Werk vir Water (WfW) Program in 1995 gestig. Benewens die verwydering van UIS, is die program ook ingestel op werkverskaffing en bemagtiging van die gemarginaliseerde sektore van die Suid-Afrikaanse samelewing. Met betrekking tot laasgenoemde vorm WfW deel van die Suid-Afrikaanse Uitgebreide Openbare Werke Program (UOWP), en kan gedefineër word as ‘n werkswelsynsprogram, met die klem op die verskaffing van werk teen betaling, eerder as bloot net ’n welsynsbetaling. WfW volg ‘n kontrakteur-ontwikkelingsbenadering, waarvolgens kontrakteurs ontwikkel word, wat, ideaal gesien, die program as entrepreneurs kan verlaat en as sodanig in die breër arbeidsmark geabsorbeer kan word. Nietemin, in die praktyk wil dit tans egter voorkom asof die veronderstelde begunstigdes van WfW eerder hoogs afhanklik geraak het van die werk en dit derhalwe nooit wil verlaat nie. Die stygende kommer rakende begunstigde afhanklikheid van Openbare Werke Programme oor die algemeen, het reeds oorsprong verleen aan menige akademiese debatte oor welsynsafhanklikheid, sowel as pogings om verskille in omvang van afhanklikheid van regeringsondersteuning te verduidelik. Die tesis rapporteer oor ’n veelligging gevallestudie oor begunstigde afhanklikheid van vier WfW-projekte, wat geleë is in vier CapeNature reservate in die Wes-Kaapprovinsie van Suid-Afrika. Vyf breë navorsingsvrae is ontwerp, wat verband hou met die omvang van afhanklikheid van hierdie spesifieke projekte, sowel as die sosiologiese faktore wat tot die ontwikkeling van hierdie verskynsel sou kon bydra. Data is ontleed met verwysing na verskeie teorieë van staatsafhanklikheid. Daar is bevind dat begunstigdes hoogs afhanklik geraak het, hoofsaaklik in ‘n finansiële sin, van die bestudeerde WfW-projekte, maar ook verwagtinge het om in die toekoms deel te bly van die WfW-Program. Hierdie afhanklikheid spruit voort daaruit dat die begunstigdes se sosiale struktuur tot so ‘n mate met WfW verweef geword het, dat dit ’n uitwerking het op die werkers se keuses, asook hul optrede. ’n Vrees om terug te keer na die omstandighede van plaaswerk, of die onvermoë om te ontvlug van die kultuur van armoede en/of marginalisering wat hulle ervaar het voor deelname aan WfW, het skynbaar die “onbedoelde gevolg” gehad dat werkers onwillig is om te tree uit die program waarvan hulle afhanklik geraak het vir hul inkomste en sosiale stand. In die lig van hierdie bevindinge reflekteer hierdie tesis ook kortliks oor Suid-Afrika se UOWP, met die gevolgtrekking van die gevallestudie wat ten minste ‘n gedeeltelike oplossing bied ter verbetering van die WfWProgram, as ’n UOWP.

Thesis (M Sport Sc (Sport Science))--University of Stellenbosch, 2006. / The motivation for this research evolved from a study of Flow in Sport (Jackson & Csikszentmihalyi, 1999). Flow is described as a state of optimal experience that could be attained by becoming immersed in a challenging task that absorbs all the attention on the task at hand. Physical exercise was used in this study because it provides a flow-conducive environment in which challenges can easily be gauged and increased, giving essential motivational feedback. A broad spectrum of sport psychology and flow-related research was applied in the design of a comprehensive and easily accessible system of understanding what it means to experience flow. Research that relates to the use of visualisation, relaxation and the use of natural triggers are key factors used in the implementation of the programme. The concept of flow was founded in seven fundamental elements that need to be present in order to experience flow. The programme was developed during several phases of sample testing over a period of two years to refine and condense the system so it would not detract attention from the task at hand. The final seven-week programme was presented to a sample of seven participants on a one-on-one basis. A combination of quantitative (measurements of performance levels in the chosen activity taken before and after the intervention programme intervention and qualitative (participants’ comments which were written down in terms of personal experiences related to the programme after completing the programme) methods were used to assess the effectiveness of the devised programme. Ground Evaluation Theory is described by Patton (1980) as the systematic working out of hypotheses and concepts during the course of research. This was a central feature of the nature of the development of the present programme. Patton (1980) describes a meta-evaluation as an evaluation of an evaluation. This was applied over the two-year period while refining and simplifying the present intervention so as to reduce potentially distracting analysis by participants. Using a standardised protocol, participants made use of personal past optimal experiences that epitomise each of the fundamental aspects of being in flow. These experiences (or blueprints) were then associated with natural triggers formed by seven segments of the human body to subconsciously refresh and enhance access to these past optimal states. A flow-chart on which these images were drawn was designed. It was used in conjunction with relaxation and visualisation to continually re-visit, refresh and apply these states of mind to reaching new peaks. Subjects were to visualise themselves immersed in performance of their task at the level set as the goal for the end of the programme. The past blueprinted states were used to recreate an optimal mental approach during this visualised performance. The goals were broken down into achievable challenging steps of progression with the use of personal training programmes designed by a sports scientist to be effective for attaining goals which were set. The flow-programme was evaluated in terms of setting training schedules, taking measurements and setting goals before intervention and then gauging the progress of these factors after the implementation of the programme. The factors measured were: the level of flow experienced in the chosen activity; satisfaction with life; adherence to the programme; and achievement of training goals. These variables were measured by comparing results in standardised tests which have proven reliable for measuring flow and satisfaction with life. Adherence to the programme was measured relative to the amount of training that had been specified in the programme designs. The attainment of goals was also measured by the percentage of goals that had been achieved, compared with those set by each participant for the programme.The results show that the subjects benefited from the programme on the four measures. The subjects also commented that they found the programme to be a highly effective tool for grasping an understanding of the concept of flow, as well as experiencing this elusive state. It was concluded that flow could be tapped into at a volitional level by using the devised intervention.

Thesis (MSc)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: The Centre for Rehabilitation Studies, Faculty Health Sciences, University of ENGLISH ABSTRACT: Stellenbosch, South Africa, delivers a rehabilitation training programme to its MBChB students. The aim of this programme is to equip graduates with the knowledge, skills and attitudes to manage persons with disabilities in the community which aligns with both the faculty mission and the National Department of Health’s 2010 Plan. In line with rehabilitation philosophies a generic approach using the International Classification of Function, Disability and Health is used in this programme. Feedback has been received from the students at the end of each of the rehabilitation modules and the programme has been reviewed annually by the Module Chair Persons and Rehabilitation Programme Co-ordinator. It had however never been formally evaluated and hence the need for this study. In this study a cross-sectional description of the programme was made using the framework of the World Health Organisation approved World Federation for Medical Education’s Global Standards for basic medical education. Sixty five themes were arranged according to the original nine areas of the standards. Interviews and questionnaires were designed and documentation was reviewed to obtain quantitative and qualitative data from direct and indirect stakeholders from nine population samples. Participants included faculty staff, students as well as rehabilitation experts and persons with disabilities. The analysis of the results of the data collected between March and September 2011 showed that the programme was compliant against 40 of the 65 indicators. The programme was compliant regarding the area pertaining to the mission and objectives and largely compliant regarding the content and delivery of the programme. Where there was non compliance or room for improvement regarding the content, delivery and assessment of the students, recommendations were made, reviewed by the programme committee in November 2011 and implementation was planned for January 2012. Shortcomings identified in the training and support of teaching staff, availability of training resources and in the administrative support of the programme were referred to the Head of the Centre for Rehabilitation Studies. Non-compliance regarding electives and enrolment of medical students with disabilities was considered beyond the immediate control of the programme and were to be referred to the Faculty Health Sciences management. The results showed non-compliance of monitoring and evaluation of the programme, supporting the original need for this study. The indicators were deemed comprehensive and relevant for this evaluation of the rehabilitation programme. It was recommended that four indicators be refined according to the results of this study and that the lists of heath conditions and bio psychosocial problems that persons with disability experience be further validated. Three changes to the tools were recommended should they be used for repeat evaluations of the programme. It was recommended that the methods used to monitor the programme be reviewed allowing for more specific feedback against selected indicators, with wider stakeholder input including lecturers. A final recommendation was that the post of the Rehabilitation Programme Co-ordinator be evaluated in order to effect these recommendations. / AFRIKAANSE OPSOMMING: Die Sentrum vir Rehabilitasie Studies, Fakulteit Gesondheidswetenskappe, Universiteit van Stellenbosch, Suid-Afrika, lewer 'n rehabilitasie-opleidingsprogram aan sy MBChB-studente. Die doel van hierdie program is om gegradueerdes met die nodige kennis, vaardighede en gesindhede toe te rus om persone met gestremdhede in die gemeenskap te kan behandel wat in lyn is met die fakulteit se missie en die Nasionale Departement van Gesondheid se 2010 Plan. In ooreenstemming met rehabilitasie filosofieë word 'n generiese benadering volgens die Internasionale Klassifikasie van Funksie, Gestremdheid en Gesondheid in hierdie program gebruik. Terugvoer is van die studente aan die einde van elk van die rehabilitasie modules ontvang en die program is jaarliks deur die Module voorsitter en Rehabilitasie Program-koördineerder hersien. Dit was egter nooit formeel geëvalueer nie en daarom die behoefte vir hierdie studie. In hierdie studie is 'n deursnee beskrywing van die program gemaak deur gebruik te maak van die raamwerk van die Wêreld-Gesondheidsorganisasie goedgekeurde Wêreld Federasie van Mediese Onderwys se globale standaarde vir basiese mediese opleiding. Vyf-en-sestig temas is volgens die oorspronklike nege gebiede van die standaarde gerangskik. Onderhoude en vraelyste is ontwerp en dokumentasie is hersien om kwantitatiewe en kwalitatiewe data te verkry van direkte en indirekte belanghebbendes uit nege bevolking monsters. Deelnemers het fakulteit personeel, studente, sowel as rehabilitasie kundiges en persone met gestremdhede ingesluit. Die ontleding van die resultate van die data wat ingesamel is tussen Maart en September 2011 het getoon dat die program aan 40 van die 65 aanwysers voldoen. Die program voldoen met betrekking tot die gebied van die missie en doelwitte en is grootliks in ooreenstemming met betrekking tot die inhoud en aflewering van die program. Waar daar nie-nakoming was of ruimte vir verbetering ten opsigte van die inhoud, lewering en beoordeling van die student was, is aanbevelings gemaak in November 2011, deur die program komitee hersien en implementering was vir Januarie 2012 beplan. Leemtes geïdentifiseer in die opleiding en ondersteuning van die doserende personeel, die beskikbaarheid van opleiding hulpbronne en in die administratiewe ondersteuning van die program is verwys na die Hoof van die Sentrum vir Rehabilitasiestudies. Nie-nakoming ten opsigte van elektiwe en die inskrywing van mediese studente met gestremdhede was buite die onmiddellike beheer van die program oorweeg en sou na die Fakulteit Gesondheidswetenskappe verwys word. Die resultate het nie-nakoming van monitering en evaluering van die program getoon, wat die oorspronklike behoefte vir hierdie studie ondersteun het. Die aanwysers was omvattend geag en relevant vir die evaluering van die rehabilitasieprogram. Dit was aanbeveel dat vier van die aanwysers volgens die resultate van hierdie studie verfyn moet word en dat die lyste van die Gesondheids kondisies en bio-psigososiale probleme wat persone met gestremdhede ervaar verder valideer moet word. Drie veranderinge is aan die instrumente aanbeveel sou hulle vir herevaluering van die program gebruik word. Dit is aanbeveel dat die metodes wat gebruik word om die program te monitor, hersien moet word, met voorsiening vir meer spesifieke terugvoer teen gekose aanwysers, met wyer belanghebbendes se insette insluitend dosente. 'n Finale aanbeveling was dat die pos van die rehabilitasie-program-koördineerder geëvalueer moet word ten einde hierdie aanbevelings aan te bring.

Thesis (MBA)--Stellenbosch University, 2002. / ENGLISH ABSTRACT: The past decade saw increasing prominence put on teams in the workplace and concurrently a proliferation in the use of adventure-based programmes to develop teams. The study provides a description of an adventure-based team development intervention into the executive team of the Health and Racquet Club's Gauteng region. The team consisted of fourteen executives that all took part in a three-day team development programme. As a qualitative study it refers to the nature of the intervention as characterised by the participants through their experience thereof and as a descriptive study it learns about the who, what, when, where, and how of the adventure-based team development intervention. The study is done from a phenomenologicalconstructionist perspective and therefore focuses on the meaning attached to the experience by the participants while it recognises the involvement of the researcher. The study is accomplished by describing: • the principles underscoring the intervention and illustrating how the intervention is based on recent literature applying the principles to adventure-based team development; • intervention (and research) context by recounting the activities that were used; and • meaning attached to the intervention with regards to the impact thereof on individuals and team development. In Chapter One an overview of the study, the scope thereof and a formulation of the research problem are given. Chapter Two presents an overview of the team within its context and explains the process of contracting, the team's needs and the fit between the intervention and the strategic aims of the organisation. "The following Chapter provides the principles that were applied in the design and construction of the intervention and gives the theoretical underpinnings of the programme as stemming from recent literature. In Chapter Four a description of the course design as well as the activities that were used is given. This is followed by a description of the impact of the intervention on the individual members and on the team respectively. An overview of the phenomenological method of analysis of Georgi is given and it is used to analyse partlcipant's presentation of the most memorable moments they experienced during the course. The study is concluded by presenting the research outcomes, suggestions on future research and final comments. / AFRIKAANSE OPSOMMING: Gedurende die afgelope dekade is aansienlik meer prominensie aan spanne in die werkplek toegeken. Daarmee saam is daar ook 'n toename in die gebruik van avontuur-gebaseerde ontwikkelingsprogramme vir spanne. Hierdie studie verskaf 'n beskrywing van 'n avontuur-gebaseerde spanontwikkelingsintervensie waaraan die uitvoerende span van die Health and Racquet Club se Gautengstreek onderwerp is. Die span het bestaan uit veertien bestuurders wat almal aan 'n drie-dag spanontwikkelingsprogram deelgeneem het. Die studie is kwalitatief van aard in die wyse waarop die aard van die intervensie deur die deelnemers gekenmerk word deur hul belewenis daarvan. As 'n beskrywende studie beskryf dit die wie, wat, waar en hoe van die avontuur-gebaseerde spanontwikkelingsintervensie. Die studie word vanaf 'n fenomenologies-konstruksionistiese perspektief aangepak. Dit behels dat daar op die betekenis wat aan die ervaring deur die deelnemers geheg word, gefokus word. Die betrokkenheid van die navorser word terselfdertyd erken. Die studie is voltooi deur 'n beskrywing aan te bied van: - die beginsels wat die intervensie onderlê en hoe die intervensie gebaseer is op 'n toepassing van resente onwikkelings in navorsing rakende avontuur-gebaseerde spanontwikkeling; - die intervensie- (en navorsings-) konteks deur die aktiwiteite wat gebruik is te skets; - die betekenis wat aan die intervensie geheg is met betrekking tot die impak daarvan op individue en spanontwikkeling onderskeidelik. In Hoofstuk Een word 'n oorsig van die studie, die omvang daarvan en 'n formulering van die navorsingsprobleem verskaf. Hoofstuk Twee bied 'n oorsig van die span binne sy konteks aan en verduidelik die proses van kontraktering, die span se behoeftes en die belyning van die intervensie met die strategiese doelwitte van die organisasie. Die volgende Hoofstuk bied die beginsels wat toegepas is in die ontwerp en daarstelling van die intervensie en gee die teoretiese onderbou van die program soos dit put uit resente literatuur. In Hoofstuk Vier word 'n beskrywing van die kursusontwerp asook die aktiwiteite wat gebruik is verskaf. Dit word gevolg deur 'n beskrywing van die impak van die intervensie op individuele deelnemers en die span onderskeidelik. 'n Oorsig van die fenomenologiese metode van Georgi word verskaf en dit word aangewend om 'n analise van die deelnemers se weergawe van die mees betekenisvolle oomblikke wat hulle gedurende die program ervaar het, te doen. Die studie word afgesluit met die navorsingsresultate, aanbevelings oor toekomstige navorsing en finale opmerkings.

Thesis (PhD)--Stellenbosch University, 2015. / ENGLISH ABSTRACT: This study is motivated by existing information on the discontinuity between home literacy practices and school literacy expectations of learners who typically speak a local variety of their mothertongue which is in various ways different from the standardised language of learning and teaching (LoLT). In this particular case the study refers to Afrikaans as a home language and language in education. The main concern is that these learners typically perform below par in standardised South African literacy tests such as the Annual National Assessment (ANA) and the Systemic Evaluation Test. They show slower achievement of literacy milestones, higher school drop-out rates and less achievement of access to higher learning opportunities (Lahire, 1995; Siegel, 2007). A Narrative Enrichment Programme was developed as a means of investigating questions concerning learners’ levels of language awareness, their understanding and use of different spoken and written genres, registers and varieties of Afrikaans (including their own), and their general appreciation for spoken and written forms of language in narrative and in other everyday uses. The purpose of such an investigation is to better understand the apparent discontinuity between home language practices and school language expectations, and to suggest new ways of addressing difficulties that arise in literacy development as a result of such discontinuity. The first part of the Narrative Enrichment Programme provided learners with an enriched reading, listening and writing environment in which they could engage with novel stories and work towards producing their own little books. The second part of the programme consisted of supporting exercises that addressed narrative structure issues that arose in the course of the first part. Specifically, exercises of picture-sequencing, picture-sentence matching and an exercise called Beginning, Middle and End were used to assess how learners recount the various components and the chronology of a story that was presented to them in the form of a set of topically connected pictures, and in a longer narrative that was read to them. Findings show that learners have a keen appreciation of the spoken form of language in that they loved listening to the stories. One group showed special enthusiasm for retelling stories that they had heard at home. Another aspect of the programme to which learners responded enthusiastically, was the activity of illustrating little books; this they appeared to enjoy more than writing them. Enthusiastic responses of learners are attended to because learning is much more likely to proceed successfully if learners enjoy the developmental activities. Levels of linguistic awareness with regards to genre, register and grammatical aspects such as spelling differed from learner to learner. Learners showed varying degrees of dependence on the already familiar genres of fables and fairy tales. Regarding writing conventions they also showed varying degrees of awareness of (e.g.) appropriate punctuation. Interesting examples of regional language use which included phonological awareness of the spoken form are discussed in considerable detail. There were unexpected findings regarding the influence that learners’ life experiences have on their narrative products. The picture sequencing activities reflected learners’ use of familiar everyday events and artefacts rather than reference to ones unfamiliar to them, which were apparently intended in the set of pictures. The rich and varied data that was collected, illustrates theoretical positions regarding the different kinds of habitus learners encounter, the ways in which educational systems privilege some linguistic resources above others, the connections between language and identity, and the ways in which new forms of literacy may assist in better facilitating learners’ emerging literacy and the learning that such literacy should facilitate. / AFRIKAANSE OPSOMMING: Hierdie studie is gemotiveer deur inligting oor die diskontinuïteit tussen tuisgebaseerde geletterdheidspraktyke en skoolgeletterdheidsverwagtinge van leerders wat tipies ’n plaaslike variant van hulle moedertaal praat, wat op verskeie maniere verskil van die gestandardiseerde taal wat as medium van onderrig gebruik word. In hierdie geval verwys die studie na Afrikaans as huistaal en taal-in-onderrig. Die kwessies wat hier ter sake is, is dat hierdie leerders tipies benede die verwagtinge presteer in gestandaardiseerde Suid Afrikaanse geletterdheidstoetse soos die Jaarlikse Nasionale Assessering (ANA) en die Sistemiese Evalueringstoets. Hulle bereik geletterdheidsmylpale stadiger as die norm, vertoon hoër skooluitsaksyfers en minder van hulle behaal toegang tot hoër onderwysgeleenthede (Lahire, 1995; Siegel, 2007). ʼn Narratiewe Verrykingsprogram is ontwikkel as ʼn instrument om vrae te ondersoek wat verband hou met leerders se vlakke van taalbewustheid, hulle begrip en gebruik van verskillende gesproke en geskrewe genres, registers en variante van Afrikaans (insluitend hulle eie), en hul algemene waardering vir gesproke en geskrewe vorme van taal in narratief en in ander alledaagse gebruike. Die doel van so 'n ondersoek is om die ooglopende diskontinuïteit tussen huistaalpraktyke en skooltaalverwagtinge beter te verstaan, en om voorstelle te ontwikkel vir die aanspreek van probleme wat in geletterdheisontwikkeling ontstaan as gevolg van so ʼn diskontinuïteit. Die eerste deel van die Narratiewe Verrykingsprogram het leerders voorsien van 'n verrykte omgewing waarin hulle aktief betrokke kon raak by nuwe verhale en kon werk aan die produksie van hul eie klein boekies. Die tweede deel van die program het bestaan uit ondersteuningsoefeninge wat spesifiek kwessies van narratiefstruktuur wat in die eerste deel na vore gekom het, aangespreek het. Meer spesifiek, prentorganiseringsoefeninge, die verbind van sinne aan illustrasies, en 'n oefening genaamd “Begin, Middel en Einde” is gebruik om na te gaan hoe leerders rekenskap gee van die verskillende komponente en die chronologie van ’n verhaal wat aan hulle voorgehou is in die vorm van ʼn stel tematies verwante illustrasies, en in ʼn langer narratief wat aan hulle voorgelees is. Bevindinge toon dat leerders waardering vir die gesproke vorm van taal het, soos geïllustreer in hulle luistergereedheid as stories voorgelees word. Een groep het entoesiasme getoon vir die oorvertel van stories wat hulle by die huis gehoor het. ’n Ander aspek van die program waarop leerders met entoesiasme gereageer het, was die aktiwiteit van illustrasie van hulle boekies; hulle het kennelik die aanbied van visuele illustrasies meer geniet as die skryfproses. Entoesiasme van leerders is as belangrik beskou omdat leerprosesse baie meer waarskynlik geslaagd sal wees as leerders die ontwikkelingsaktiwiteit geniet. Vlakke van taalbewustheid ten opsigte van genre, register en grammatikale aspekte soos spelling, verskil van een leerder tot ’n volgende. Leerders het verskillende grade van afhanklikheid getoon van die fabel- en sprokiegenres. Betreffende skryfkonvensies het hulle wisselende grade van bewustheid getoon van (bv.) gepaste leestekengebruik. Interessante voorbeelde van die gebruik van streektaal, wat fonologiese bewussyn van die gesproke vorm insluit, word in besonderhede bespreek. Daar was onvoorsiene bevindinge betreffende die invloed wat leerders se lewenservaringe op hulle narratiewe produkte gehad het. Die prentordeningsaktiwiteite het leerders se gebruik van bekende alledaagse gebeure en artefakte gereflekteer; hulle het nie verwys na wat vir hulle onbekend was nie al het die stel prente oënskynlik iets anders beoog as wat die leerders daarvan gemaak het. Die ryk en gevarieerde data wat versamel is, illustreer teoretiese posisies rakende die verskillende soorte habitus waarmee leerders gekonfronteer word, die wyse waarop onderwyssisteme party soorte taalvaardighede bo ander reken, die verbande tussen taal en identiteit, en die maniere waarop nuwe vorme van geletterdheid ingespan kan word om leerders se ontluikende geletterdheid en die leergeleenthede wat sodanige geletterdheid fasiliteer, te bevorder.

There are many important factors that influence and even determine the work of middle and senior managers in the public and private sectors, NGOs, and international organizations such as the UN. Yet, despite this overall agreement, the study of 'managerial effectiveness' has remained relatively neglected and unexplored particularly within the developing world. The present research explores the dimensions of the managerial effectiveness of middle and senior managers who work in the Education Programme of the UN Agency in Lebanon. These managers are dedicated to refugees and their children at primary and high schools, and vocational centers. In doing so this study has adopted the framework, 'parameters of managerial effectiveness', developed by Analoui (1999) to explore and identify the factors and causal influences which form the basis for the effectiveness of these managers to develop policies and strategies for their increased effectiveness. The literature in the areas of development of management, management training and development, and recent works on managerial effectiveness confirm the importance of the parameters and interrelationship between them and the unique contextual factors, namely the personal, organizational and external factors. The Education Programme of the UNRWA in Lebanon provides a suitable case, and the middle and senior managers constitute the units of analysis. The entire cadre of senior and middle management (N= 132) were included in this first time study. The methodology adopted for collecting and generating relevant and adequate data was a combination of survey questionnaire, interviews and the use of secondary data available. The adoption of 'triangulation' as a strategy yielded adequate and relevant data which was analyzed using statistical methods. The quantitative analysis was supported by qualitative data based on senior and middle managers' own perception of their effectiveness. The results, by and large, support Anloui's (1999; 2007) theory and led to the first time discovery of the eight parameters of the managerial effectiveness in UNRWA, Lebanon. The results revealed a myriad of factors and influences concerning the middle and senior managers' perception, managerial skills and competencies, organizations criteria for effectiveness, opportunities, demands and constraints involved, as well as the inter-organizational relationship and the dominant managerial philosophy of effectiveness. The study contributes to the literature on managerial effectiveness by contextualizing the model adopted thus contributing to this neglected field of managerial studies. It also provides the basis for the formulation of policies and strategies to improved and increase managerial effectiveness in Lebanon, Syria, Jordan and Palestine, and the developing world as the whole where UN is actively operating to support refugees. Like any empirical investigation the study suffers from limitations which need to be considered in the future research in this field.

Although the benefits of exercise are well documented, the risk of injury as a result of exercise is also documented. The undertaking of exercise in the form of sport or dance carries a risk of injury. This risk is increased in the professional ranks where increased intensity of exercise coupled with greater exposure periods are noted. Two published systematic reviews of the literature pertaining to musculoskeletal injuries and pain in dancers (up to 2008) indicated that there are still major scientific limitations and biases in the literature reviewed and indicated the need for explicit criteria on injury definition and methods of injury reporting. The reviews did comment on the evidence that musculoskeletal injury is an important issue for all dancers and that there is preliminary evidence that comprehensive injury prevention and management strategies may reduce injuries. The purpose of this single cohort observational study was to document injury incidence and severity in professional ballet dancers over three years including any changes as a result of changes within their medical management. While it is recognised that a randomised control trial would be advocated for an interventional study, due to the demands of this high performance environment this was not feasible. As such, steps were taken to improve the reporting of findings through the utilisation of the Strengthening the Reporting of Observational Studies in Epidemiology (STROBE) Statement. To date there are two publications in peer reviewed journals as a result of the data collected in this study. In the absence of international consensus on injury data collection in dance the methodology employed in this study was consistent with the International Consensus Statements on injury data collection from sport. Although the incidence of injuries in Year 1 was lower than that in other sports, the results were higher than other studies that have been reported in dance. The reason for this may be due to the use of a more encompassing injury definition. In response to the data and details obtained through the injury audit process changes in the comprehensive medical management of the dancers were implemented. The pre-participation screening was extended and the individual conditioning programmes were structured using the developed Hybrid Intervention Model. The result of the injury auditing indicated a significant reduction in injury incidence in the Year 2, with a further reduction in Year 3. These findings support the results of the systematic reviews in that there is growing evidence that comprehensive injury prevention and management strategies may reduce injuries in dance and that in the absence of stronger evidence there is a strong recommendation for those charged with caring for professional dancers to implement comprehensive medical management programmes.

This study of the South African prevention programme titled Human Rights Club aims to explore the participating adolescents experience. The method being used is qualitative focus groups interviews. Four focus groups interviews were conducted in different townships around East London, in total 21 respondents participated in the focus groups. The theoretical framework that was used to analyze the result was the concept of socialization, gender and empowerment. The results indicate that the participants experience that the program has contributed to their own personal development, social affiliation, and the ability to help others. The participants experience a change in their views on women's human rights and gender roles. Through advocacy they are spreading the knowledge they have gained to their families, friends, schools and communities. This turns former participants into activists and helps Human Rights Club to reach beyond their participants only.

Dans le système scolaire formel, l'Education Physique et Sportive à l'instar des autres disciplines d'enseignement appartenant à ce système, doit répondre au respect de certaines normes et exigences. Son unité théorique et pragmatique est normalement recherchée à travers une mise en forme bien déterminée dont les instructions officielles en lien avec la politique éducative adoptée, sont le garant. Suivant cette organisation fonctionnelle qui vise la cohérence et la stabilité disciplinaires, les programmes d'enseignement apparaissent indéniablement comme un outil de référence. Mais ces dispositifs offrent-ils réellement une grande garantie d'unité dans les savoirs enseignés ? En considérant notamment le phénomène transpositif et la série de substitution de l'objet de savoir dont il est à l'origine, la structuration d'une discipline en général et de l'EPS en particulier à partir d'un programme, est-il le seul domaine à prendre en considération pour juger de la pertinence des liaisons « savoirs à enseigner - savoirs enseignés » ? Cette étude de cas, orientée en théorie à partir d'un système de références à l'articulation de la sociologie du curriculum et anthropologie du didactique, caractérise l'existence et le recours à un processus différent dans la mise en forme de l'enseignement qui est dispensé en EPS. En s'appuyant sur la structuration de l'espace autour du système didactique « la noosphère », et l'organisation qui y est adoptée, amenant à penser suivant des modalités fort différentes le fonctionnement de ce système, la thèse montre comment peut se construire et se développer en fonction du contexte, un mode particulier de détermination, de cadrage et de régulation des savoirs enseignés. A partir du processus en usage qui résulte de la formation et de la culture professionnelle des enseignants, ainsi que du lieu noosphérien qui en assure les pilotages, la recherche met en évidence l'une des importantes origines de la résistance opposée à l'application des programmes officiels