Spelling suggestions: "subject:"selfregulation""
11 |
Remedies van 'n versekeraar in geval van wanvoorstelling en waarborgbreuk deur 'n versekerdeVisser, Hendrik Matthys Pieter 11 1900 (has links)
Summaries in Afrikaans and English / Text in Afrikaans / In die skripsie word gekyk na die remedies van 'n versekeraar by
wanvoorstelling (nie-openbaring) en waarborgbreuk deur 'n versekerde
en veral die beperking van die versekeraar se kansellasiereg.
Die klem sal egter val op die remedies by waarborgbreuk
omdat versekeraars veel meer daarop steun.
Die volgende voorstelle word gemaak. 'n Kansellasiereg behoort
in die geval van wanvoorstelling (nie-openbaring) nie verleen te
word as die versekeraar nogtans, met kennis van die ware feite,
sou kontrakteer nie. By verbreking van bevestigende waarborge
behoort 'n kansellasiereg toegestaan te word as die waarborgbreuk
die betrokke versekeraar se berekening van die risiko redelikerwys
geraak het maar nie as die versekeraar nogtans sou kontrakteer
nie. By voortdurende waarborge behoort kansellasie beskikbaar
te wees as die waarborgbreuk die skade redelikerwys veroorsaak
het. 'n Skadevergoedingseis behoort beskikbaar te wees waar
'n versekeraar nie kan of wil kanselleer nie. / The remedies of an insurer, in the event of misrepresentation
(non-disclosure) and breach of warranty by an insured are
discussed, particularly limiting the insurer's right to cancel.
The emphasis is on the remedies applicable to breach of warranty
because insurers use these more frequently.
The following solutions are suggested. An insurer should not be
allowed to cancel in the event of misrepresentation (nondisclosure)
if it would still have concluded the contract,
knowing the truth. In the event of affirmative warranties a
right to cancel should be available if breach of warranty
reasonably affected the particular insurer's assessment of the
risk, but not if the contract would still have been concluded.
In the event of promissory warranties, cancellation should only
be available if breach of warranty reasonably caused the loss.
A claim for damages should be available if an insurer can not or
does not wish to cancel. / Private Law / LL.M.
|
12 |
Evaluation of a programme to facilitate positive youth development / A.J.W. BrinkBrink, Andrea Johanna Wilhelmine January 2010 (has links)
The South African context, in particular, is characterized by a definite need for the facilitation of the development of the youth in a more positive trajectory. Family structures are not always robust enough to support the positive development of the youth, owing to the demands made on single–parent families, amongst other reasons. Community structures may also be less supportive of the development of the youth, because of the impact of the changes associated with the transitional phase of the country during the past sixteen years (Meehan, Peirson & Fridjhon, 2007). Furthermore, young people under the age of 15 years comprise almost a third of the total South African population (Statistics South Africa, 2009), and in the future, they will have to be prepared for an adulthood faced with previously unknown challenges (United Nations Population Fund). The importance of the development of the youth, in order to enable them to contribute to their country in future, is acknowledged by the South African Governement (National Youth Commission website).
This study was conducted within the parameters of the newly developing positive youth development (PYD) paradigm. The empirical level of this paradigm is well represented in the literature, indicating that the content areas, or the “what” of PYD, have been well elucidated. However, there is a lack of theory, especially with regard to models describing developmental change (Larson et al., 2004), and evaluation of interventions aiming at the facilitation of PYD. In order to contribute to the answering of the questions regarding the “how” of development, this study had the following main aims: a) the compilation of a theoretical model, describing developmental change in the youth; b) the operationalization of this model for intervention purposes; and c) the evaluation of a programme and the model on which it is based. The study is reported on in an article format, and comprises a total of three articles. The first article focuses on the process of the compilation of a theoretical model by means of: a) the construction of a comprehensive meta–theoretical matrix, b) the integration of theory that features in the PYD literature, and c) the expansion of the latter with theory from other compatible sub–disciplines in psychology. The resultant Positive Youth Development Intervention (PYDI) model provides a process–related description of developmental change ? and is one of the first models to do so.
The second article describes the operationalization of the PYDI model, by means of an indication of the relevant constructs, phenomena and processes to be facilitated. Although recent research points to a relation between PYD and self–regulation, there has been no model, describing the role of self–regulation in the facilitation of the positive development of the youth. This study adapted a model from an educational context (Heckhausen & Gollwitzer, 1987 (as cited in Boekaerts & Niemivirta, 2005)), in order to describe the regular self–regulatory processes constituting the bi–directional interactions between the youth and their primary life contexts, as proposed by developmental systems theory (Lerner, 1998), the meta–theory to PYD (King et al., 2005). A further specifc contribution is that the presentation aspects of the programme material, aimed at facilitating the integration thereof, are addressed on a theoretical level. The third article describes the evaluation of the PYDI model and programme, with young adolescents in a school in a rural area as participants. A mixed–methods study, which has been shown to render much richer information than a quantitative study alone, was applied. Although the quantitative data did not prove the success of the programme, the qualitative data suggested that some aspects of self–regulation had indeed been facilitated successfully. A second follow–up assessment, conducted seventeen months later, indicated that certain skills had only become internalized by that time, suggesting that the implementation and evaluation of such a programme should be expanded over an extended time–frame. This study has contributed to the level of theory of PYD, by indicating, a) the lacunae, and b) that theory in compatible sub–disciplinary paradigms could be used in order to devise workable models for PYD. Furthermore, the process–related nature of the PYDI model and programme, owing to its adaptability to different needs, may be adapted and extended to be applicable to the needs of the diverse South African population. Recommendations regarding future application and research, especially within the South African context, have also been put forward in the study. / Thesis (Ph.D. (Psychology))--North-West University, Potchefstroom Campus, 2011.
|
13 |
Evaluation of a programme to facilitate positive youth development / A.J.W. BrinkBrink, Andrea Johanna Wilhelmine January 2010 (has links)
The South African context, in particular, is characterized by a definite need for the facilitation of the development of the youth in a more positive trajectory. Family structures are not always robust enough to support the positive development of the youth, owing to the demands made on single–parent families, amongst other reasons. Community structures may also be less supportive of the development of the youth, because of the impact of the changes associated with the transitional phase of the country during the past sixteen years (Meehan, Peirson & Fridjhon, 2007). Furthermore, young people under the age of 15 years comprise almost a third of the total South African population (Statistics South Africa, 2009), and in the future, they will have to be prepared for an adulthood faced with previously unknown challenges (United Nations Population Fund). The importance of the development of the youth, in order to enable them to contribute to their country in future, is acknowledged by the South African Governement (National Youth Commission website).
This study was conducted within the parameters of the newly developing positive youth development (PYD) paradigm. The empirical level of this paradigm is well represented in the literature, indicating that the content areas, or the “what” of PYD, have been well elucidated. However, there is a lack of theory, especially with regard to models describing developmental change (Larson et al., 2004), and evaluation of interventions aiming at the facilitation of PYD. In order to contribute to the answering of the questions regarding the “how” of development, this study had the following main aims: a) the compilation of a theoretical model, describing developmental change in the youth; b) the operationalization of this model for intervention purposes; and c) the evaluation of a programme and the model on which it is based. The study is reported on in an article format, and comprises a total of three articles. The first article focuses on the process of the compilation of a theoretical model by means of: a) the construction of a comprehensive meta–theoretical matrix, b) the integration of theory that features in the PYD literature, and c) the expansion of the latter with theory from other compatible sub–disciplines in psychology. The resultant Positive Youth Development Intervention (PYDI) model provides a process–related description of developmental change ? and is one of the first models to do so.
The second article describes the operationalization of the PYDI model, by means of an indication of the relevant constructs, phenomena and processes to be facilitated. Although recent research points to a relation between PYD and self–regulation, there has been no model, describing the role of self–regulation in the facilitation of the positive development of the youth. This study adapted a model from an educational context (Heckhausen & Gollwitzer, 1987 (as cited in Boekaerts & Niemivirta, 2005)), in order to describe the regular self–regulatory processes constituting the bi–directional interactions between the youth and their primary life contexts, as proposed by developmental systems theory (Lerner, 1998), the meta–theory to PYD (King et al., 2005). A further specifc contribution is that the presentation aspects of the programme material, aimed at facilitating the integration thereof, are addressed on a theoretical level. The third article describes the evaluation of the PYDI model and programme, with young adolescents in a school in a rural area as participants. A mixed–methods study, which has been shown to render much richer information than a quantitative study alone, was applied. Although the quantitative data did not prove the success of the programme, the qualitative data suggested that some aspects of self–regulation had indeed been facilitated successfully. A second follow–up assessment, conducted seventeen months later, indicated that certain skills had only become internalized by that time, suggesting that the implementation and evaluation of such a programme should be expanded over an extended time–frame. This study has contributed to the level of theory of PYD, by indicating, a) the lacunae, and b) that theory in compatible sub–disciplinary paradigms could be used in order to devise workable models for PYD. Furthermore, the process–related nature of the PYDI model and programme, owing to its adaptability to different needs, may be adapted and extended to be applicable to the needs of the diverse South African population. Recommendations regarding future application and research, especially within the South African context, have also been put forward in the study. / Thesis (Ph.D. (Psychology))--North-West University, Potchefstroom Campus, 2011.
|
14 |
Aspekte van regsbeheer in die konteks van die Internet / Aspects of legal regulation in the context of the InternetGordon, Barrie James 06 1900 (has links)
Die wêreld soos dit vandag bestaan, is gebaseer op die Internasionaalregtelike
konsep van soewereiniteit. State het die bevoegdheid om hulle eie sake
te reël, maar die ontwikkeling van die Internet as ’n netwerk wat globaal
verspreid is, het hierdie beginsel verontagsaam. Dit wou voorkom asof die
Internet die einde van soewereiniteit en staatskap sou beteken.
’n Geskiedkundige oorsig toon dat reguleerders aanvanklik onseker was
oor hoe hierdie nuwe medium hanteer moes word. Dit het geblyk dat nuwe
tegnologieë wat fragmentasie van die Internet bewerkstellig, gebruik kon
word om staatsgebonde regsreëls af te dwing. Verskeie state van die wêreld
het uiteenlopende metodologieë gevolg om die Internet op staatsvlak te
probeer reguleer, en dit het tot die lukraak-wyse waarop die Internet tans
gereguleer word, aanleiding gegee.
Hierdie studie bespreek verskeie aspekte van regsbeheer in die konteks
van die Internet, en bepaal daardeur hoe die Internet tans gereguleer word.
Toepaslike wetgewing van verskeie state word regdeur die studie bespreek.
Vier prominente state, wat verskeie belangrike ingrepe ten aansien van
Internetregulering gemaak het, word verder uitgelig. Dit is die Verenigde
State van Amerika, die Volksrepubliek van Sjina, die Europese Unie as
verteenwoordiger van Europese state, en Suid-Afrika. Aspekte wat op
Internasionaalregtelike vlak aangespreek moet word, soos internasionale
organisasies en internasionale regsteorieë ten aansien van die regulering
van die Internet, word ook onder die loep geneem.
Die bevindings wat uit die studie volg, word gebruik om verskeie
aanbevelings te maak, en die aanbevelings word uiteindelik in ’n nuwe
model saamgevoegom’n sinvoller wyse van regulering van die Internet voor
te stel.
Aangesien die huidige studie in die konteks van die Internasionale
reg onderneem word, word die studie afgesluit met ’n bespreking van
kubersoewereiniteit, wat ’n uiteensetting is van hoe soewereiniteit ten
aansien van die Internet toegepas behoort te word. Die gevolgtrekking is
insiggewend — die ontwikkeling van die Internet het nie die einde van
soewereiniteit beteken nie, maar het dit juis bevestig. / The world is currently structured in different states, and this is premised
on the International law concept of sovereignty. States have the capacity
to structure their own affairs, but the development of the Internet as a
globally distributed network has violated this principle. It would seem that
the development of the Internet would mean the end of sovereignty and
statehood.
A historical overview shows that regulators were initially unsure of how
this new medium should be dealt with. It appeared that new technologies
that could fragment the Internet, could be used to enforce state bound
law. Several states of the world have used different methodologies trying to
regulate the Internet at state level, and this led to the random way in which
the Internet is currently regulated.
This study examines various aspects of legal regulation in the context
of the Internet, and determines how the Internet is currently regulated.
Appropriate legislation of several states are discussed throughout the
study. Four prominent states, which made several important interventions
regarding the regulation of the Internet, are highlighted further. It is the
United States, the People’s Republic of China, the European Union as the
representative of European countries, and South Africa. Aspects that need to
be addressed on International law level, such as international organizations
and international legal theories regarding the regulation of the Internet, are
also discussed.
The findings that follow from this study are used to make several
recommendations, which in turn are used to construct a new model for a
more meaningful way in which the Internet could be regulated.
Since the present study is undertaken in the context of the International
law, the study is concluded with a discussion of cyber sovereignty, which
is a discussion of how sovereignty should be applied with regards to the
Internet. The conclusion is enlightening—the development of the Internet
does not indicate the end of sovereignty, but rather confirms it. / Criminal and Procedural Law / LLD
|
15 |
Fostering self-regulation through positive discipline during free play in early childhood educationMsipha, Zenzile 10 June 2021 (has links)
Abstract in English, Afrikaans and Zulu / The fostering of self-regulation is of great importance in the Early Childhood
Development (ECD) phase, because it leads to future self-discipline. The aim of the
study was to understand the participants’ ways of fostering self-regulation during free
play in three primary schools in Zimbabwe. The theoretical frameworks of the study,
namely positive psychology and Deci and Ryan’s Self-Determination Theory (SDT),
as well as the Basic Psychological Needs Theory (BPNT), regarded the learners’
support for autonomy, competence and relatedness as key characteristics of positive
discipline that support the development of self-regulation. Benner’s interpretive
phenomenology method was used with the aim of describing and interpreting
participants’ experiences of the phenomenon under study. The social constructivism
paradigm underpinned the study and the approach was qualitative. Data collection
and analysis were guided by Benner’s interpretive phenomenological method. A
paradigm case, themes and exemplars were used in data presentation, discussion
and interpretation. Findings showed that free-play activities consisted of, for instance,
socio-dramatic play, indoor play in play corners and outdoor play. The common
practices used by the participants to foster self-regulation through positive discipline
were co-regulation, positive reinforcement, time-out and logical consequences.
Teachers and learners often perceived the teachers’ use of time-out and logical
consequences as punishment rather than positive discipline, because of the rigidity of
its application without considering psychosocial needs. The findings, however, were
consistent with an understanding of fostering self-regulation through positive discipline
during free play by nurturing the learners’ psychological needs for autonomy,
competence and relatedness, as well as mindfulness. Research proposed
mindfulness as a possible fourth basic psychological need. In line with the Sustainable
Development Goals (SDGs) for achieving a better and sustainable future for all people
by 2030, participants perceived the fostering of self-regulation through positive
discipline as part of gender education for eradicating gender-based violence and to
foster resilience. / Selfregulering moet in die vroeë kinderjare reeds by klein kinders gekweek word sodat
hulle later in die lewe in staat sal wees om selfdissipline aan die dag te lê. Die doel
van hierdie studie was om vas te stel hoe die deelnemers by drie laerskole in
Zimbabwe gedurende vrye spel selfregulering by leerders gekweek het. Die drie
teoretiese raamwerke waarop hierdie studie berus, is die positiewe sielkunde, Deci en
Ryan se selfbeskikkingsteorie (SBT) en die teorie van basiese psigososiale behoeftes
(TBSB). Hiervolgens is die bevrediging van kinders se behoefte aan outonomie,
bedrewenheid (‘competence’) en verhoudings (‘relatedness’) voorvereistes vir die
positiewe dissiplinering waarmee selfregulering by hulle gekweek word. Benner se
metode van interpretatiewe fenomenologie is gevolg om deelnemers se belewing van
die fenomeen te beskryf en te vertolk. Die sosiale konstruktivisme het die grondslag
van hierdie studie gevorm, en die benadering was kwalitatief. Data is volgens Benner
se metode van interpretatiewe fenomenologie ingewin en ontleed. ʼn Paradigmageval,
temas en voorbeelde (‘exemplars’) is in die aanbieding, bespreking en interpretasie
van data gebruik. Volgens die bevindings het vryespelaktiwiteite bestaan uit onder
meer sosiaal-dramatiese spel, binnenshuise spel in speelhoekies, en buitelugspel. Die
praktyke waarvolgens deelnemers selfregulering deur positiewe dissiplinering
gekweek het, was onderlinge regulering, positiewe versterking, afkoeltyd en logiese
gevolge. Onderwysers en leerders het afkoeltyd en logiese gevolge nie as positiewe
dissiplinering nie, maar eerder as straf belewe aangesien dit streng toegepas word en
nie met die kind se psigososiale behoeftes rekening hou nie. Die bevindings strook
egter met ons siening van die kweek van selfregulering deur positiewe dissiplinering
tydens vrye spel deur leerders se psigososiale behoefte aan outonomie,
bedrewenheid (‘comptetence’), verhoudings (‘relatedness’) en bewustheid
(‘mindfulness’) te bevredig. Navorsers stel bewustheid (‘mindfulness’) as ʼn vierde
basiese psigososiale behoefte voor. In ooreenstemming met die Doelwitte vir
Volhoubare Ontwikkeling (DVO’s) vir ʼn beter en volhoubare toekoms vir alle mense
teen 2030, het deelnemers gevind dat die kweek van selfregulering deur positiewe dissiplinering deel uitmaak van genderopvoeding as teenvoeter vir geslagsgeweld, en
vindingrykheid aanwakker. / Ukukhuthaza ukuzilawula kubaluleke kakhulu esigabeni sokuThuthukiswa
Kwabantwana Abasebancane (i-ECD phase), ngoba kuholela ekuzikhalimeni
esikhathini esizayo. Inhloso yalolu cwaningo bekuwukuqonda izindlela
zababambiqhaza zokukhuthaza ukuzilawula ngesikhathi sokudlala ngokukhululeka
ezikoleni ezintathu zamabanga aphansi eZimbabwe. Izinhlaka zombono
wezinzululwazi zalolu cwaningo, ezaziwa ngokuthi okuhle kwengqondo kanye
noMbono Wenzululwazi kaDeci noRyan Wokuzimisela (i-SDT), kanye noMbono
Wenzululwazi Wezidingo Eziyisisekelo Zokuphathelene Nenggqondo (i-BPNT),
zithathe ukwesekwa kwabafundi njengokuzimele, ikhono kanye nokuhlobana
njengezimpawu ezisemqoka zokukwazi ukuzikhalima okuhle okusekela
ukuthuthukiswa kokuzilawula. Kusetshenziswe indlela kaBenner yokuhumusha
okwenzekile ngenhloso yokuchaza nokuhumusha okwenzeke kubabambiqhaza
kulokho okufundwa ngako. Inqubo yokwakhiwa kwezenhlalakahle iyona esekele
ucwaningo kanti futhi indlela yokwenza ibibheka amaqiniso. Ukuqoqwa kwemininingo
nokuhlaziywa bekuncike endleleni kaBenner yokuhumusha okwenzekile.
Kwasetshenziswa izimo semiqondo, izingqikithi kanye nezibonelo ukwethula
imininingo, izingxoxo nokuhumusha. Okutholakele kukhombisile ukuthi ukudlala
ngokukhululeka kubandakanya, ngokwesibonelo, ukudlala ngokulingisa ezenhlalo,
ukudlala endlini emakhoneni okudlala kanye nokudlala ngaphandle. Imikhuba
ejwayelekile esetshenziswa ngababambiqhaza ukukhuthaza ukuzilawula
ngokusebenzisa ukukhalima okukahle kwakungukulawula ngokubambisana,
ukukhuthaza okuhle, ukuqedwa komdlalo kanye nemiphumela eyenza umqondo. Othisha nabafundi babevame ukubona ukuqedwa komdlalo nemiphumela eyenza
umqondo njengento esetshenziswa ngothisha njengesijeziso kunokukhalima okuhle,
ngenxa yobukhuni bokusetshenziswa kwako ngaphandle kokubheka izidingo
zomqondo. Okutholakele, nokho, bekuhambisana nokuqonda kokukhuthaza
ukuzilawula ngokukhalima okukahle ngesikhathi sokudlala ngokukhululeka
ngokunakekela izidingo zabafundi zokuphathelene nengqondo ekuzimeleni, ikhono
kanye nokuhlobana, kanye nokuqaphela izinto. Ucwaningo luhlongoze ukuqaphela
izinto njengesidingo sesine esiyisisekelo kokuphathelene nengqondo.
Ngokuhambisanayo neziNjongo Zokuthuthukiswa Okusinokusimama (ama-SDG)
ukuze kufezeke ikusasa elingcono nelinokusimama kubantu bonke ngonyaka ka-
2030, ababambiqhaza babona ukukhuthaza ukuzilawula ngokuzikhalima okukahle
njengengxenye yemfundo yobulili ukuze kuncishiswe udlame oluncike ebulilini futhi
kukhuthazwe ukuqina. / Psychology of Education / D. Ed. (Psychology of Education)
|
Page generated in 0.0798 seconds