Human rights education is a much-investigated area of research; however, what teachers understand about human rights and the Life Skills explicit, enacted and supplementary curriculum seems to be vague. The vagueness related to the understanding of human rights emanated from multiple understandings of human rights that could be adhered to. Meta-theoretical underpinnings for the understanding of human rights have been discussed in the human rights body of scholarship. These meta-theoretical underpinnings of human rights were philosophically clustered to develop an analytical construct to guide this inquiry. This inquiry was focused on a contribution regarding teachers’ understanding of human rights education to augment the infusion of a human rights culture in diverse educational contexts. This inquiry was done, firstly, to explore the [in]consistencies between the meta-theoretical underpinnings of human rights and how they were reflected in the explicit, enacted and supplementary curriculum. Secondly, it was to explore how these influenced the way in which human rights were enacted in the curriculum. These consistencies and inconsistencies were deemed to be important because they affect the way human rights are understood and dealt with in the classroom directly. The aims of the research were to determine the meta-theoretical underpinnings of human rights in the intermediate phase Life Skills explicit, enacted and supplementary curriculum; the language(s) that emerged regarding the meta-theoretical underpinnings of human rights in the Life Skills enacted curriculum; and how the enacted and supplementary curriculum of human rights were influenced by teachers’ understandings of the meta-theoretical underpinnings. A qualitative study situated in an interpretivist paradigm was undertaken, using a shadowing methodology. Participants were purposefully selected. Data were generated by means of a document analysis as data generation strategy of the National Curriculum Statement Curriculum and Assessment Policy Statement document, as well as the accompanying learning study materials, classroom observations through silent shadowing and a semi-structured one-on-one interview with each teacher. Data were analysed by means of discourse analysis. It was empirically found that the supplementary curriculum directly related to the explicit curriculum. The enacted curriculum revealed consistencies and inconsistencies within the explicit curriculum. Regarding teachers’ understanding of the explicit Life Skills curriculum, it was found that the teachers participating in this inquiry experienced limitations and restrictions regarding their own interpretations of the explicitly provided curriculum. Even when the teachers understood human rights slightly differently from the explicit and supplementary curriculum, they still only enacted what was provided in the explicit curriculum. My recommendations highlight the need to inquire about the way(s) in which teachers could be effectively supported by the Life Skills curriculum in terms of human rights enactment. A future essential study should inquire about the responsibility of each teacher with regard to human rights education and the ethical implications and considerations thereof. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2014

Human rights education is a much-investigated area of research; however, what teachers understand about human rights and the Life Skills explicit, enacted and supplementary curriculum seems to be vague. The vagueness related to the understanding of human rights emanated from multiple understandings of human rights that could be adhered to. Meta-theoretical underpinnings for the understanding of human rights have been discussed in the human rights body of scholarship. These meta-theoretical underpinnings of human rights were philosophically clustered to develop an analytical construct to guide this inquiry. This inquiry was focused on a contribution regarding teachers’ understanding of human rights education to augment the infusion of a human rights culture in diverse educational contexts. This inquiry was done, firstly, to explore the [in]consistencies between the meta-theoretical underpinnings of human rights and how they were reflected in the explicit, enacted and supplementary curriculum. Secondly, it was to explore how these influenced the way in which human rights were enacted in the curriculum. These consistencies and inconsistencies were deemed to be important because they affect the way human rights are understood and dealt with in the classroom directly. The aims of the research were to determine the meta-theoretical underpinnings of human rights in the intermediate phase Life Skills explicit, enacted and supplementary curriculum; the language(s) that emerged regarding the meta-theoretical underpinnings of human rights in the Life Skills enacted curriculum; and how the enacted and supplementary curriculum of human rights were influenced by teachers’ understandings of the meta-theoretical underpinnings. A qualitative study situated in an interpretivist paradigm was undertaken, using a shadowing methodology. Participants were purposefully selected. Data were generated by means of a document analysis as data generation strategy of the National Curriculum Statement Curriculum and Assessment Policy Statement document, as well as the accompanying learning study materials, classroom observations through silent shadowing and a semi-structured one-on-one interview with each teacher. Data were analysed by means of discourse analysis. It was empirically found that the supplementary curriculum directly related to the explicit curriculum. The enacted curriculum revealed consistencies and inconsistencies within the explicit curriculum. Regarding teachers’ understanding of the explicit Life Skills curriculum, it was found that the teachers participating in this inquiry experienced limitations and restrictions regarding their own interpretations of the explicitly provided curriculum. Even when the teachers understood human rights slightly differently from the explicit and supplementary curriculum, they still only enacted what was provided in the explicit curriculum. My recommendations highlight the need to inquire about the way(s) in which teachers could be effectively supported by the Life Skills curriculum in terms of human rights enactment. A future essential study should inquire about the responsibility of each teacher with regard to human rights education and the ethical implications and considerations thereof. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2014

The aim of this study was to evaluate the "beautification of schools" programme as an environmental management tool with a view to facilitating the improvement thereof wherever necessary. An in-depth literature review on theoretical perspectives in environmental management indicated that these partially addressed the problem of the study, namely, to comply with some principles of environmental management system, but not to implement them fully. The theory developed from the literature review facilitated the development of an empirical research. Qualitative research was conducted to evaluate the "beautification of schools" programme as an environmental management tool with a view to facilitating the improvement thereof wherever necessary. It emerged from the findings of the research, that some schools do not have environmental policies. Those schools with environmental policies lack environmental policy objectives. They do not have time frames according to which environmental programmes of action need to be reviewed. Although some schools have used the environmental management strategies in the "beautification of schools" campaign as a management tool, they have never taken proactive measures to better manage the environment of their schools. / Thesis (M. Environmental Management)--North-West University, Potchefstroom Campus, 2005.

The aim of this study was to evaluate the "beautification of schools" programme as an environmental management tool with a view to facilitating the improvement thereof wherever necessary. An in-depth literature review on theoretical perspectives in environmental management indicated that these partially addressed the problem of the study, namely, to comply with some principles of environmental management system, but not to implement them fully. The theory developed from the literature review facilitated the development of an empirical research. Qualitative research was conducted to evaluate the "beautification of schools" programme as an environmental management tool with a view to facilitating the improvement thereof wherever necessary. It emerged from the findings of the research, that some schools do not have environmental policies. Those schools with environmental policies lack environmental policy objectives. They do not have time frames according to which environmental programmes of action need to be reviewed. Although some schools have used the environmental management strategies in the "beautification of schools" campaign as a management tool, they have never taken proactive measures to better manage the environment of their schools. / Thesis (M. Environmental Management)--North-West University, Potchefstroom Campus, 2005.

The aim of this study is to ascertain what misconceptions N2 students have about DC resistive circuits and how screencasts could effect on the rectification of these misconceptions. This study was conducted at the Kathu Campus of the Northern Cape Rural Further Education and Training College in the town Kathu in the arid Northern Cape. The empirical part of this study was conducted during the first six months of 2013. A design-based research (DBR) method consisting of four phases was used. DBR function is to design and develop interventions such as a procedure, new teachinglearning strategies, and in the case of this study a technology-enhanced learning (TEL) tool (screencast) with the purpose of solving a versatile didactic problem and to acquire information about the interventions of the TEL tool (screencast) on the learning of a student. In the first and second phase of DBR quantitative data for this research were gathered with the Determining and Interpreting Resistive Electric circuits Concepts Test (DIRECT) in order to determine the four most common misconceptions. The DIRECT test was conducted in the first trimester to find the misconceptions; the test was conducted in the second trimester also to confirm the misconceptions. Further quantitative data were collected from a demographic questionnaire. The qualitative data were collected by individual interviews in the fourth phase of the research project. Phase three of this study was the development of screencasts in the four most prominent misconceptions in DC resistive circuits of the students. The respondents of this study were non-randomly chosen and comprised of two groups, one in the first trimester of the year and one in the second trimester of the year, which enrolled for the N2 Electrical or Millwright courses. The respondents were predominant male and representing the three main cultural groups in the Northern Cape namely: Black, Coloured and White. The four misconceptions on DC resistive circuits that were identified were: (i) understanding of concepts, (ii) understanding of short circuit, (iii) battery as a constant current source, and (iv) rule application error. Screencasts clarifying the four misconceptions were developed and distributed to the respondents. On the foundation of the results of this research, it can be concluded that the students have several misconceptions around direct current resistive direct current circuits and that the use of TEL like screencasts can be used to solve some of these misconceptions. Screencasts could supplement education when they were incorporated into the tutoring and learning for supporting student understanding. The results of this research could lead to the further development and refinement of screencasts on DC resistive circuits and also useable guidelines in creating innovative screencasts on DC resistive circuits. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2014

The aim of this study is to ascertain what misconceptions N2 students have about DC resistive circuits and how screencasts could effect on the rectification of these misconceptions. This study was conducted at the Kathu Campus of the Northern Cape Rural Further Education and Training College in the town Kathu in the arid Northern Cape. The empirical part of this study was conducted during the first six months of 2013. A design-based research (DBR) method consisting of four phases was used. DBR function is to design and develop interventions such as a procedure, new teachinglearning strategies, and in the case of this study a technology-enhanced learning (TEL) tool (screencast) with the purpose of solving a versatile didactic problem and to acquire information about the interventions of the TEL tool (screencast) on the learning of a student. In the first and second phase of DBR quantitative data for this research were gathered with the Determining and Interpreting Resistive Electric circuits Concepts Test (DIRECT) in order to determine the four most common misconceptions. The DIRECT test was conducted in the first trimester to find the misconceptions; the test was conducted in the second trimester also to confirm the misconceptions. Further quantitative data were collected from a demographic questionnaire. The qualitative data were collected by individual interviews in the fourth phase of the research project. Phase three of this study was the development of screencasts in the four most prominent misconceptions in DC resistive circuits of the students. The respondents of this study were non-randomly chosen and comprised of two groups, one in the first trimester of the year and one in the second trimester of the year, which enrolled for the N2 Electrical or Millwright courses. The respondents were predominant male and representing the three main cultural groups in the Northern Cape namely: Black, Coloured and White. The four misconceptions on DC resistive circuits that were identified were: (i) understanding of concepts, (ii) understanding of short circuit, (iii) battery as a constant current source, and (iv) rule application error. Screencasts clarifying the four misconceptions were developed and distributed to the respondents. On the foundation of the results of this research, it can be concluded that the students have several misconceptions around direct current resistive direct current circuits and that the use of TEL like screencasts can be used to solve some of these misconceptions. Screencasts could supplement education when they were incorporated into the tutoring and learning for supporting student understanding. The results of this research could lead to the further development and refinement of screencasts on DC resistive circuits and also useable guidelines in creating innovative screencasts on DC resistive circuits. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2014

The study is aimed at the development of a Practice Model for Private Practice Management in Social work. It is evident from the literature that no practice model for private practice management exists, peculiar to the nature and modus operandi of Social work. A further problem is that the knowledge base of Social work is often derived and adopted from other professions and disciplines to address problem areas in Social work private practice. The problem lies far deeper. The lack of a practice model for private practice management also implies the lack of guidelines on how to employ social workers within the field of private practice. Poor remuneration and socio-economic change in the external environment put financial and emotional pressure on the social worker, which causes him to leave the social work profession. With reference to the above mentioned the researcher developed a practise model for private practice management in Social work to an extend that the content nature and magnitude of private practice is being familiarised and utilised in practice through this practise model. In order to reach this goal, a theoretical frame of reference for private practice management in Social work is created, the profile of existing private practices in South Africa is explored, a practice model for private practice management is developed through the intervention research model and the developed practice model's value is evaluated through focus groups consisting of private practitioners. Interdependent herewith all relevant concepts, principles, processes and elements as components of a practice model is investigated in both the field of social work and economic and management sciences. From the economic and management science a distinction is made between aspects applicable within entrepreneurship and management to private practice management. Based on a comprehensive literature study the practice model is developed and supported by a secondary data analysis from the national databank of the South African Social Workers in Private Practice. The utilisation value of the developed model is evaluated through three separate focus groups consisting of social workers in private practice. The qualitative data analysed through this process is carefully incorporated into a final practice model. Conclusions and recommendations as a result of the research process conclude the study. Copyright 2004, University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. Please cite as follows: Bloem, CHM 2004, 'n Praktykmodel vir privaatpraktykbestuur in maatskaplike werk (Afrikaans), PhD thesis, University of Pretoria, Pretoria, viewed yymmdd < http://upetd.up.ac.za/thesis/available/etd-12152006-111832 / > / Thesis (PhD)--University of Pretoria, 2006. / Social Work and Criminology / Unrestricted

Text in Afrikaans / Uit 'n literatuurstudie en empiriese ondersoek wat onderneem is, blyk dit dat 15-40% van alle adolessente subkliniese depressie ervaar. Veranderinge en toenemende druk en eise eie aan die adolessente-fase, bring by baie adolessente depressiewe gevoelens mee. Ten spyte van hierdie omstandighede is daar egter ook baie adolessente wat hierdie fase van ontwikkeling sonder enige noemenswaardige probleme deurloop. Aaron Beck is van mening dat dit nie die omstandighede opsigself is wat tot depressie aanleiding gee nie, maar wel die betekenis wat individue aan omstandighede gee. Beck noem dat depressiewe persone tot irrasionele oortuigings, foutiewe inligting-prosessering en disfunksionele outomatiese gedagtes geneig is. Om hierdie probleem aan te spreek is ses adolessente, wat subkliniese depressie ervaar, aan Beck se kognitiewe terapie onderwerp. Die primere doel van Beck se terapie is die regstelling van bogenoemde disfunksionele kognisies. Die gevolgtrekking is dat wanneer adolessente wat subkliniese depressie ervaar, se disfunksionele kognisies reggestel word, hulle depressiewe gevoelens opgehef word. / From a literature study and empirical research which was undertaken, it seems that 15-40% of all adolescents experience subclinical depression. Changes and increasing pressure and demands, typical of the adolescent phase, causes many adolescents to experience depressing emotions. In spite of these circumstances there are also many adolescents who go through this phase in development without any significant problems. Aaron Beck is of opinion that it is not the circumstances in and of itself that lead to depression but rather the meaning that individuals attached to these circumstances. Beck mentions that depressive people are inclined to irrational beliefs, erroneous information-processing and dysfunctional automatic thoughts. To address this problem, six adolescents who experience subclinical depression, were subjected to Beck's cognitive therapy. The primary target of Beck's therapy is the correction of above mentioned dysfunctional cognitions. The conclusion is that when the dysfunctional cognitions of adolescents who experience subclinical depression can be corrected, their depressive feelings will diminish. / Educational Studies / M. Ed. (Voorligting)

Text in Afrikaans / Uit 'n literatuurstudie en empiriese ondersoek wat onderneem is, blyk dit dat 15-40% van alle adolessente subkliniese depressie ervaar. Veranderinge en toenemende druk en eise eie aan die adolessente-fase, bring by baie adolessente depressiewe gevoelens mee. Ten spyte van hierdie omstandighede is daar egter ook baie adolessente wat hierdie fase van ontwikkeling sonder enige noemenswaardige probleme deurloop. Aaron Beck is van mening dat dit nie die omstandighede opsigself is wat tot depressie aanleiding gee nie, maar wel die betekenis wat individue aan omstandighede gee. Beck noem dat depressiewe persone tot irrasionele oortuigings, foutiewe inligting-prosessering en disfunksionele outomatiese gedagtes geneig is. Om hierdie probleem aan te spreek is ses adolessente, wat subkliniese depressie ervaar, aan Beck se kognitiewe terapie onderwerp. Die primere doel van Beck se terapie is die regstelling van bogenoemde disfunksionele kognisies. Die gevolgtrekking is dat wanneer adolessente wat subkliniese depressie ervaar, se disfunksionele kognisies reggestel word, hulle depressiewe gevoelens opgehef word. / From a literature study and empirical research which was undertaken, it seems that 15-40% of all adolescents experience subclinical depression. Changes and increasing pressure and demands, typical of the adolescent phase, causes many adolescents to experience depressing emotions. In spite of these circumstances there are also many adolescents who go through this phase in development without any significant problems. Aaron Beck is of opinion that it is not the circumstances in and of itself that lead to depression but rather the meaning that individuals attached to these circumstances. Beck mentions that depressive people are inclined to irrational beliefs, erroneous information-processing and dysfunctional automatic thoughts. To address this problem, six adolescents who experience subclinical depression, were subjected to Beck's cognitive therapy. The primary target of Beck's therapy is the correction of above mentioned dysfunctional cognitions. The conclusion is that when the dysfunctional cognitions of adolescents who experience subclinical depression can be corrected, their depressive feelings will diminish. / Educational Studies / M. Ed. (Voorligting)

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