In the last two decades of the twentieth century in particular, a renewed interest arose in the relationship between music making and intelligence. This yet again led to the question of whether or not music making has any influence on intelligence. As a result of popular views, incorrect and incomplete reports and research which has not been based on an adequate scientific foundation, however, claims about the potential of making music to increase intelligence are currently being questioned. Even though the literature study could not prove beyond all doubt that music making increases intelligence, it is nevertheless significant that most of the top achievers in the matric final examination make music, play in orchestras or sing in choirs. The main objective of the study is to determine the nature of the relationship between music making and intelligence. A further aim of the study is also to establish whether the making of music contributes towards equipping learners with life skills which enable them to be successful in their lives later on. In addition to the literature study, this study also includes an empirical investigation. For the purposes of this study the Baron Emotional Quotient Inventory: Youth Version was used. The experimental group consisted of forty nine learners who are members of either the Northwest Youth Orchestra or the Musikhane orchestra. A control group consisting of fifty learners from the same schools as the experimental group was involved as well. In-depth interviews were also held with the conductors of respectively the Northwest Youth Orchestra and the Musikhane orchestra. Questionnaires were completed by music teachers in the Northwest Province and by some of the Musikhane workers, in order to compare the qualitative results of the questionnaires and interviews with the quantitative results of the BarOn EQ-i:YV questionnaire. The findings of the study are based on an empirical study, which includes qualitative and quantitative testing. It was indicated, amongst others, that the positive influence of music making on academic achievement is to be found on the affective rather than the cognitive level. Furthermore, music making equips learners with certain life skills, like self-discipline, self-confidence and good inter- and intrapersonal relationships, which help them to be successful in other areas of their lives, such as their school work. / Thesis (Ph.D. (Music))--North-West University, Potchefstroom Campus, 2004.

Rugby union is a popular sport played in more than a 100 countries worldwide. In South Africa rugby is a major sport c0mpare.d to other playing countries such as Australia, England, France, Ireland and Scotland where it is only thud, fourth or fifth most popular sport (SARFU: 2003d:ll) Rugby consists of various activities that require certain anthropometrical, physical and motor and rugby-specific components. These components are specific to the positional requirements in rugby (Craven, 1974; De Ridder, 1993; Noakes & Du Plessis, 1996; Malan & Hanekom, 2001; Van Gent, 2003). Du Randt and Headley (1993:112) stated that the process of talent identification in South Africa was uncontrolled and in the beginning phase. Since then scientific research on talent identification of youth rugby players in South Africa has been done by De Ridder (1993), Pienaar and Spamer (1995,1998), Hare (1997) and Van Gent (2003) to name a few. Research has been done regarding positional requirements (Van Gent, 2003) in the adolescent rugby player. However, little is known about the elite schoolboy rugby player in South Africa and internationally. In 1995, the National Sports Council of South Africa compiled a policy, highlighting the need and importance of a scientific identification and development programme of talented sportspeople (South Africa, 1996). Eight years after the national policy was compiled, the South African Rugby Football Union (SARFU) launched a major new player identification and development strategy (SARFU, 2003d:15). In 2003, SARFU identified the U/16 age group schoolboys as the first level of talent identification thus the focus should be on South African schools in particular, because this is the breeding ground for elite sportsmen and women. The U/16 and U/18 players are chosen to represent their provinces at a national rugby week. The U/16 and U/18 rugby players chosen at the end of the national rugby week (Grant Khomo U/16 week and the U/18 Craven Week for High Schools) are named the Green Squad and consists of a 100 top players from both the U/16 and U/18 groups (SARFU, 2003b:2). This study is the start of a new phase of research on the elite youth rugby player. The significance of this study is the compilation of a profile of the U/16 and U/18 elite rugby player, with reference to anthropometrical variables, physical and motor abilities and game-specific skills which will serve as a guide to the school and provincial coaches on team selection and individual training programmes. A further contribution is that this research will support SARFU in the process of identifying and developing youth rugby players. Furthermore, this study will also form part of an international research profile on talent identification of elite youth rugby players as well as the development in school sport. The aim of this study was to compile a status profile of the U/16 and U/18 elite rugby player in South Africa with reference to anthropometrical variables, physical and motor abilities and game specific skills as well as a status profile for different playing positions of the U/16 and U/18 elite rugby player in South Africa. The literature review emphasises the value of sport education and physical education in schools as well as the growth and motor development of the adolescent. According to Dick (1992:125) the adolescent period is the best time for the athlete to develop physical and motor abilities. Physical and sport education in schools offers the adolescent the opportunity to develop certain skills be it physical, motor, emotional or mental skills. In South Africa many talented and less talented adolescents have the opportunities to participate in sport due to player development programmes in various sports. Not only does physical and sport education aid to improve health related and skill-related fitness but also aids in talent detection and talent identification programmes. It is also important to fully understand the adolescent's growth and motor development as these variables have an influence on sporting performance. The literature review also discusses talent identification models that have evolved over the past decades as well as talent identification in youth sport and youth rugby development in South Africa. Salmela and Regnier (1983) stated that talent identification is a long process in which potential sportspeople are identified and developed in a specific kind of sport. Assessments of talent identification programmes should be done regularly to get the best value for a country's sporting achievement as well as an individual's future sporting performance. This could help researchers to adapt regularly to the physical profile of youth rugby players and help to establish norms that can be used to identify and develop elite youth sportspeople. The empirical study (chapter 4) explains the different measurements and tests that were done with the Green Squad players. The research group consisted of U/16 (n = 93) and U/18 (n = 97) elite South African schoolboy rugby players, also known as the Green Squad of SARFU. The players of the Green Squad represented all 14 provinces of South Africa. Each player was tested in August 2003 and February 2004 according to a rugby test protocol of SARFU. The test protocol consisted of anthropometrical variables; body height, body mass, body fat percentage, muscle percentage, skin fold thickness and somatotype. The game-specific skill components that were used included ground skills, kicking for distance, passing for distance, passing for accuracy 4 m and catching and throwing over the crossbar. Physical and motor components consisted of bench press, pull ups, push ups, speed over 10 m and 40 m, agility Illinois test and speed endurance. Descriptive statistics (x, standard deviation, minimum and maximum) were used as well as practical significant differences (d-values) (Cohen, 1988). The method of principal components analysis (PCA) and correlations was used to determine best player position of the Green Squad 2003/2004 season (Bartholomew et al. 2002). The SAS-computer programme package of the North-West University, Potchefstroom campus (SAS Institute Inc., 1999) was used for data analysis. By means of the results that were obtained, it was indicated that as far as the anthropometrical variables among the Ul16 Green Squad players were concerned differences were found between the Green Squad group and U/16 rugby players of other studies. The U/l6 Green Squad players also reported practical significant differences with regard to anthropometrical components from 2003 to 2004. The results of the anthropometrical data of the U/18 Green Squad players compared favourably to literature. Although the U/18 Green Squad group improved from 2003 to 2004 in terms of anthropometrical components, low practical significance was recorded. In terms of physical and motor, the U/16 Green Squad players presented more improvements from 2003 to 2004 than the U/18 Green Squad players that could be due to growth and training programmes that were followed. However, the U/18 Green Squad players presented a better performance than the U/18 players in literature that could also be due to conditioning and training programmes that were followed. With regard to game skill components the U/16 and U/18 Green Squad rugby players possessed better game-specific skills in most tests than their counterparts in literature. Differences between national and provincial youth rugby players were recorded with regard to anthropometrical, physical and motor and game-specific components, thus the importance of further studies on the elite schoolboy rugby players, are evident. Practical significant differences were found between different playing positions in both age groups with reference to anthropometrical, physical and motor and game-specific components. It can be derived that differences do exist between playing positions with regard to' anthropometrical, physical and motor and game-specific components and that it is necessary to include the components in a player position test battery. To summarise, this study succeeded to compile a status profile of the elite youth rugby player with reference to physical and game-specific variables. This test battery can be used in positional talent identification and development models for elite schoolboy rugby players. School and provincial coaches can use this test battery as a guide on team selection and individual training programmes. It adds an enormous amount of knowledge on talent identification of youth elite rugby players. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2005.

The study focuses on the use of negotiation skills as a managerial task of the school principal in order to reduce conflicts between teachers and between teachers and themselves, so as to enhance a good working interpersonal relationship between them. This will lead to the building of trust, professional development and success. The purpose of this study was to determine through a literature study and empirical investigation, the nature of negotiation in schools and the skills used by principals when negotiating with teachers. The empirical investigation determined the skills used the most and least by principals when negotiating with teachers. Chapter 1 covered the statement of the problem, aims and methods to be used to obtain an overview of the nature of negotiation. This chapter also covers the empirical investigation which includes the questionnaire, population and sample, the statistical techniques. This chapter further covers the arrangement of chapters. Chapter 2 emphasises the nature of negotiation in general and in schools. The definition of negotiation and the concepts closely related to it are given in this chapter. The significance of negotiation and the negotiation principles are explained. The process of negotiation with its three phases, are discussed, approaches to negotiation are explained and common mistakes that occur during negotiation are highlighted. Mention is also made of the attitude principals have towards the use of negotiation in schools, as well is the effects that negotiations have on school performance. The context and skills needed in successful negotiation are discussed in chapter 3. With regard to the context of negotiation, the climate, negotiating for common ground, the characteristics of good agreement and the elements of negotiation are covered. With regard to skills needed in successful negotiation, listening, empathy, space, timing and persuasion are discussed. In chapter 4 the empirical research design, administrative procedures, population and sampling as well as statistical techniques are discussed. The completed and questionnaires returned by respondents are empirically analysed and interpreted. The practical significance (effect size) of differences between biographical data and the different negotiation factors is done to determine if the differences are large enough to have an effect in practice. In chapter 5 the summary of all the chapters is done as well as the findings 60m the research and the recommendations. Of all the negotiation skills discussed, it is evident that empathy is a skill that is mostly used by principals, followed by persuasion and the process of negotiation. The skill that is used least by school principals and that is also recommended as a topic for further research, is space. Recommendations of this study emphasize the importance of workshops and or in-service training for principals on the use of negotiation skills. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2005.

In spite of the number of participants in soccer, it would appear that there is no specific physical, motor, anthropometric and sport psychological profile by which soccer players can be evaluated to determine whether they comply with the specific requirements of soccer. Therefore, the purpose of this study was to determine which physical, motor performance, anthropometric and sport psychological variables distinguish soccer teams of different participation levels. Fifteen Uniwest (classed as successful), twelve Vaal Triangle Technikon (classed as less successful) and sixteen North-West Sports Academy players (classed as the developmental team) were subjected to a test battery that consisted of 8 physical and motor tests as well as 14 anthropometric measurements. Only two teams (Uniwest and Vaal Triangle Technikon) completed the CSAI-2, AMSSE, ACSI-28 and PVI sport psychological questionnaires. The results of the stepwise forward discriminant analysis showed that isokinetic dorsi and plantarflexion peak torque, together with right hamstring flexibility, agility, muscle mass percentage, speed over 5m and abdominal muscle strength, were the physical, motor performance and anthropometric test variables which significantly (p ≤0.05) and accurately (94.74%) distinguish between soccer teams of different participation levels. The results of the sport psychological variables revealed that goal directedness, concentration, optimal performance under pressure, goal setting, performance motivation and activation control are the variables that have an 86.1 1% success rate in discriminating between successful and less-successful soccer players. In conclusion, although the potential of a physical, motor performance, anthropometric and sport psychological test battery to discriminate accurately between soccer players of different participation levels can not be discounted, it appears that the successful soccer team will not necessarily achieve better test battery results than players of other participation levels. The successful group only obtained significantly better results in 4 variables (speed over 5, 10 and 20m as well as striving for success) when compared to the less successful group, who achieved significantly better results in 16 variables. / Thesis (M.Sc. (Human Movement Science))--North-West University, Potchefstroom Campus, 2005.

In training programs designed to help immigrant women adapt to Canada, drop-out rates are frequently high and attendance is often low. Investigating some reasons behind this observation was the motivation for this thesis. A literature review revealed that curricula used in existing programs are often developed from experts' understanding of immigrants' needs; research on immigrant women's curricular needs as perceived by themselves is virtually nonexistent. An objective of this thesis was to address this knowledge gap. This study inquired into what curricular needs immigrant women have, how these needs differ, and what relationship exists between the women's backgrounds and their curricular needs. A questionnaire was developed and validated by an expert panel, and then administered to graduates from an orientational training program. Post-survey interviews were conducted. Data were analyzed using frequency distribution, cluster analysis, multivariate analysis of variance (MANOVA), factor analysis, and linear discriminant analysis. It was found that the program, although well received, did not reflect the curricular needs perceived by the immigrant women themselves. Life skills instruction was unwanted by many students while English and computer lessons were in demand. A desire to regain higherquality jobs partially explained the women's curricular needs.

A large sample (N = 206) of expert instructional designers was surveyed in order to determine how developmental testing is designed and conducted. The majority of respondents indicated that they did conduct formative testing of prototype instructional materials for purposes of revising them. Both one-to-one and small group testing were recommended with both the developer and the test subjects assuming active roles during the testing sessions. Both quantitative and qualitative (including attitudinal) data are gathered with an emphasis placed on the analysis of the posttest data. Based on a review of the literature and the results of the survey, an experiment was conducted in order to investigate the effects of different roles that the participants might play during testing sessions with different numbers of participants within sessions. Individuals assigned to small groups did not produce as many comments during instruction as the one-to-one procedure. A content analysis of the qualitative data revealed that test subjects generally comment by indicating comprehension/recall problems. As a source of feedback, the attitudinal survey provided a considerable amount of data especially with small groups which were reluctant to make critical comments during instruction.

The health and fitness status of Canadian children has been declining over the past several decades. Children’s health and fitness impacts future health status as many health and fitness indicators track from youth into adulthood and are associated with serious illnesses such as cardiovascular disease (CVD). One potential determining factor of health and fitness may be the level of proficiency exhibited in performing fundamental movement skills (FMS). Failure to master FMS in childhood may decrease the physical activity options available in adulthood because FMS provide a foundation for all forms of physical activity pursuits necessary for health and fitness benefits. Todate, the relationship between health, fitness and proficiency of FMS has not been examined in Canadian children. Therefore, the purpose of the present investigation was to examine the current state of movement skill proficiency in relation to health and fitness in Canadian elementary-aged children. Boys (n = 71) and girls (n = 91 girls) ages 8 to 11 years were recruited from schools participating in the evaluation component of the Action Schools! BC program. Measures of fundamental movement skill proficiency (i.e., running, horizontal jumping, vertical jumping, jumping from a height, hopping, and skipping) and indicators of health and fitness (i.e., blood pressure, arterial compliance, weight status, musculoskeletal and cardiovascular fitness) were assessed. Results indicated low levels of FMS proficiency for both boys and girls. Analysis also revealed significant relationships between EMS and indicators of health and fitness. Correlation analyses found running and hopping to be significantly (p < .01) related to musculoskeletal and cardiorespiratory fitness tests. Significant (p < .01) relationships between vertical jumping and weight status, musculoskeletal and cardiorespiratory fitness were also found by the correlation analyses. Regression analyses were performed to determine the independent relationship between health and fitness indicators. Vertical jump was significantly (p < .01) related to blood pressure (BP) independent of confounding health and fitness variables. Finding significant relationships between FMS proficiencies and health and fitness indicators coupled with the low proficiencies demonstrated by our sample of children suggest the need for a greater emphasis on the development of FMS.

This thesis explores several issues in the adaptation process of immigrants and their children in Canada. Chapter 2 investigates why second-generation immigrants are better educated than the remaining population. Using a standard human capital framework where individuals choose how much to invest in both their children's and their own human capital, I show that a gap in education can arise in the absence of differences in unobservable characteristics between immigrants and the native born. Rather, it can arise due to institutional factors such as imperfect transferability of foreign human capital and credit constraints. The model's key implication is a negative relationship between parental human capital investments and children's educational attainment, particularly in families with uneducated parents. I find strong empirical evidence of such tradeoffs in human capital investments occurring within immigrant families. Chapter 3 re-assesses the effect of living in an ethnic enclave on labour market outcomes of immigrants. I find evidence of cohort effects in the relationship between mean earnings and the proportion of co-ethnics in the CMA which vary by education level. Next, using information on the proportion of one's friends who share one's ethnicity, I test a common assumption that the enclave effect is a network effect. I find that traditional, geography-based measures of the ethnic enclave effect capture the impact of factor(s) other than social networks. In fact, the two effects generally offset each other to some degree in determining immigrant employment outcomes. Neither measure has a statistically significant effect on average immigrant earnings, at least in cross-sectional data. Chapter 4, co-authored with David Green and Craig Riddell, tests two alternative theories about why immigrants earn less than native-born workers with similar educational attainment and experience - discrimination versus lower skills (measured by literacy test scores). We find that immigrant workers educated abroad have lower cognitive skill levels (assessed in English or French) than similar native-born workers. This skills gap can explain much of the earnings gap. At the same time, foreign-educated immigrants receive no lower returns to skills than the native born. These results offer strong evidence against the discrimination hypothesis.

SUMMARY Research work: The pecularities of the verbal intellect and reading skills for junior school age pupils. The subject of research: The pecularities of verbal intellect and reading skills for junior school age pupils. Research hypothesis: a presumable formation between the verbal intellect and reading skills. Research purpose: To ascertain the influence of the verbal intellect over the formation of reading skills on junior school age students. 136 students: 80 girls and 56 boys have particapated in the research from Kėdainiai region.. That is 18,3% of fourth forms schoolchildren in the research period. The point and nature of common intellect abilities have been underprobed, at that and the concept of intellect itself is not strictly determined in psychology. In the case of every intellect impact sign of learning strides, it is believable that pupils‘ reading skills will be dependable on the educating intellect. Research work has been analyzed from the two points of view: how pupils‘ mental evolution, intellect and reading process are beeing proceeded during the reclamation of reading skills. Conclusions: the static meaningful link has been stated between the verbal intellect and reading skills. This correlation permits to motivate the hypothesis: there is a probabale link between the formation of the verbal intellect and reading skills.

Parents who abuse drugs and alcohol are at increased risk of child maltreatment, including the neglect of their children’s health. The present research investigates the effectiveness of the SafeCare® Health module in training mothers with a history of substance abuse living in a residential treatment facility to correctly identify and treat their children’s illnesses. Three mothers of children ages 5-years-old and younger participated in the study. Using a multiple-baseline, single-case experimental design, the research team examined the participants’ ability to select the most appropriate course of action for addressing their children’s illnesses. Results indicate that parents’ skills increased steadily during the intervention, with two of the three participating parents demonstrating mastery of the skills presented. The results suggest that this intervention has great potential to be feasible and effective with this population in this setting. Future research should further investigate the relevance of this intervention with vulnerable populations living in a residential setting to examine whether the changes in targeted parenting skills result in changes in behavior that impact child maltreatment incidence reductions.