Summaries in English and Afrikaans / This research was triggered by the need to assist first year students in a way which had not been addressed by the people involved with the upliftment of disadvantaged students. The aspect which was addressed was the personal growth of the adult learner within the academic situation with consideration of his own personal circumstances and ideals. This means that a micro level approach was generated by creating the Academic Enhancement Programme (AEP). The purpose of the programme is to give adult learners the opportunity to understand themselves and their own value systems better on a micro, meso and macro level, to experience personal growth or self-actualisation and to see how these factors influence the adult learners' interaction with the tertiary academic situation. Eight possible value systems were discussed and introduced to the adult learners who participated in the Academic Enhancement Programme. The adult learners were given the opportunity to measure themselves against the value systems and to evaluate how these influenced their realistic academic self-actualisation. The psycho-andragogical categories were utilised during the application of the programme as criteria to evaluate the effectiveness of the programme. The following recommendations were made • the creation of a faculty specific induction programme • linking study packages directly to the context of adult learners • organising personal academic contact • giving personal academic support • making the evaluation procedures transparent • creating and supporting informal study groups Although the study has certain limitations, it should be of great value to the university system during the transformation phase that it is experiencing at present. The main aim of the study is, however, the contribution to the academic growth of the adult learner in the tertiary situation / Hierdie navorsing het ontstaan vanuit die behoefte om eerstejaarstudente op 'n bepaalde wyse te ondersteun. Hierdie wyse is nog nie aangespreek deur mense wat met benadeelde studente gewerk het nie. Die aspek wat ondersoek is, is die persoonlike groei wat volwasse leerders ervaar binne die akademiese situasie met inagneming van hulle eie persoonlike omstandighede en ideale. Dit het beteken dat daar deur middel van 'n mikrobenadering 'n Akademiese Verrykingsprogram geskep moes word. Die doel van die program is drievoudig: Dit meet aan volwasse leerders die geleentheid bied om hulleself en hulle waardesisteme beter te verstaan in 'n mikro-, meso- en makroverband; om persoonlike groei I selfaktualisering te ervaar en om tot die besef te kom dat hierdie aangeleenthede hulle interaksie met die tersiere akademiese situasie be'invloed. Agt verskillende waardesisteme is bespreek en aan die volwasse leerders wat aan die Akademiese Verrykingsprogram deelgeneem het, voorgehou. Die volwasse leerders het die geleentheid gekry om hulself aan hierdie waardesisteme te meet. Hulle kon ook in die loop van die program vasstel hoe dit hulle realistiese akademiese selfaktualisering be'invloed. Die psigo-andragogiese kategoriee is tydens die toepassing van die program as kriteria gebruik om die effektiwiteit van die program te bepaal. Die volgende aanbevelings is gemaak: • dat 'n fakulteit-spesifieke induksieprogram geskep meet word, • dat studiepakkette direk aan die volwasse leerder se verwysingsraamwerk gekoppel meet word, • dat persoonlike akademiese ondersteuning gebied meet word, • dat persoonlike kontak op akademiese gebied bewerkstellig moet word, • dat evalueringsprosedures deursigtig gemaak meet word, • dat informele studiegroepe tot stand gebring en onderhou meet word. Alhoewel die studie aan verskeie beperkings onderhewig is, behoort dit vir die universiteitswese tydens die huidige transformasiegebeure van groot waarde te wees. Die belangrikste doel van die navorsing is egter die bydrae wat dit kan lewer tot die akademiese groei van die volwasse leerder in die tersiere situasie. / Psychology of Education / D.Ed. (Psychology of Education)

In this study a linguistic investigation of the traditional colour terms of Northern Sotho was carried out. The research comprised three separate phases. In all three phases two aspects were emphasised, namely, the nature of the concept underlying each colour term and the nature and extent to which the selection requirements of the term affected the antecedent. In the first phase, the definitions of selected colour terms, as given in three standard Northern Sotho dictionaries, were studied and compared. These dictionaries included: Pukuntšu, The New Sesotho Dictionary and the Groot Noord-Sotho Woordeboek. Special reference was made to (a) the description of colour as given in the definition, and (b) the selection requirements with regard to the antecedent. The concept “colour term” itself is problematic as the definitions of these terms encompass more than mere references to colour. When comparing the definitions of these terms in Northern Sotho dictionaries, however, little unanimity could be found regarding: (a) the the concept underlying the colour terms, and (b) the selection requirements of these terms in respect of the antecedent. In phase two, six mother-tongue speakers of Northern Sotho were interviewed. The descriptions of the colour terms provided by these respondents were then analysed in the same manner as that of the dictionaries. The informants were all professional people with notable linguistic ability and knowledge of livestock. An Electronic Data Base (compiled by the Department of African Languages, University of Pretoria) was consulted in the third phase of study. The objective of this phase was to collect data on the frequency of use of these colour terms and in light of this to make deductions on their selection requirements. Finally, a synthesis was made of the information collected during the three phases. As indicated above, this is a practical study falling within the ambit of the science of language-usage. At most it can be claimed that the conceptualisation of colour and the manner in which it is reflected in language, has a psycho-linguistic basis. As a result of the nature of the study, it could not always be carried out within a strict theoretical framework. / Dissertation (M A (African Languages))--University of Pretoria, 2005. / African Languages / unrestricted