Thesis. / Includes bibliographical references.

Thesis (M.S.)--University of Wisconsin--Madison, 1949 -(Dept. of) History. / Bibliography: 5 leaves at end of volume.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1951. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 552-558).

M.A. (Psychology) / This study regarding the long-term effects of the Westdene bus-disaster which was undertaken after a period of seven years, had the following objectives: (1) A literature survey regarding the theory of disaster psychology; (2) An investigation of the long-term effects of traumatic events in the primary victims of the Westdene bus-disaster; (3) A survey to establish the long-term effects of therapeutic inputs in the primary victims. The first part of this study is devoted to a theoretical investigation which gives an overview of the Post Traumatic Stress Syndrome. Since the concept of stress is essential to the understanding of this syndrome, it is also closely examined. The conclusion was reached that the concept of stress and how stress is measured should be reconsidered. Stress should be seen as a contextual phenomenon and not just physioloqical and intra-psychological one. The specific types of disasters are also examined in the literature survey. The way in which children and adolescents experience stress differently to adults is also discussed. This is largely due to the dynamic processes involved during development which allows them (within the context of supportive systems) to absorb elements of healing faster and more effectively. The processes involved in development are also discussed in the literature survey. Research was done mainly in a qualitative way. The results of the research suggest that the experiencing of serious trauma by adolescents negatively influence the process of becoming independent and forming of an identity. This appears to be a function of the adolescent's in ability to separate from his/her family of origin and/or the inability of the family of origin to allow the adolescent to become independent. It further appears that the presence of PTSS in victims of a traumatic event is not a linear matter which follows automatically after exposure to a certain amount of stressful events. There appear to be other factors that play a causal role in the extent to which the victim experiences " events as stressful or not. These factors operate as "mediating factors" with regards to the victim's experience of an event as stressful or not. Such factors include social networks and whether vicitim's experience events as ideologically meaningful or not. With regards to psychological help/therapy and the long-term effects of such interventions, the researcher came to the conclusion that developmental processes in interaction with a supportive psychological climate can be a powerful antidote for the experiencing of PTSS symptoms in the long-term. Criticism against this study is that due to the long lapse of time between the taking place of the disaster and the of the study factors other than the disaster maybe responsible for the current functioning of the primary victims,as well as the fact that the group used for research purposes was to a degree self-selective.

Ph.D. (Zoology) / Please refer to full text to view abstract

M.Ed. (Educational Management) / Please refer to full text to view abstract

D.Phil. / Please refer to full text to view abstract

Rocks forming part of the Main-Bird Series and the Kimberley-Elsburg Series of the Upper Division of the Witwatersrand System are found in the mine. The sequence studied starts with the Middle or MB 6 Zone of the Livingstone Stage followed by the Upper or MB 5 Zone. The Vaal Roof, forming the base of the Vaal Stage, rests disconformably on the older rocks. The Stage is subdivided into the Vaal Reef Zone, the Lower Vaal Zone, the Argillaceous Zone and the Upper Vaal Zone. The lower and upper contacts of the Argillaceous Zone are gradational. The Kimberley Stage follows unconformably and comprises the basal Gold Estates Conglomerate Zone, the Denny's Zone and the Gold Estates Zone. The overlying Elsburg Stage may be subdivided into the Bastard Zone and the Upper Elsburg Zone on lithological grounds. Most of the rocks are indurated quartz wackes with only a few orthoquartzite horizons such as the Denny's Zone and the immediate hangingwall of the Vaal Reef. Microscopically the rocks consist of detrital quartz and chert grains in a fine-grained sericitic to partly siliceous matrix which may constitute more than 50 per cent of the rock. Heavy minerals, such as zircon, chromite, rutile, leucoxone, pyrite, tourmaline, epidete, apetite and magnetite, occur in most of the zones. The Vaal Reef, the economic horizon, is of small-pebble, oligomictic conglomerate, often containing thucholite seams and granules, and varying in thickness from a mere parting to more than five feet. There appears to be a correlation between greater pebble size and higher ore grade but no correlation of sorting coefficients and gold value. The mineralogy of the Vaal Reef was studied by means of polished sections and heavy mineral concentrates. The minerals identified include gold, pyrite of several ages, pyrrhotite, chalcopyrite, uraninite, galena, brannerite, gersdorffite or cobaltite, skutterudite, linnacite, danaite, niccolite, pentlandite, magnotite, zircon, chromite, rutile, leucoxine, monazite, sphalerite, tourmaline, and fluorite. From a study of the silver content of gold in the Vaal Roof it is concluded that the variations in apparent fineness are a reflection of the composition of the gold in the original source rocks. There is a definite uranium-gold relationship in the Vaal Roof. With increase in grade the amount of U₃O₈ increases but the U₃O₈:AU ratio decreases. Use of these reations may indciate the payability in cases of incomplete core recovery.The intrusive rocks were studies in detail. Six types of intrusive rocks were found. From oldest to youngest those are quartz diabase (of three varieties), amygdaloidal diabase, ilmenite mela-microdiorite, mottled microdiorite, olivine lamprophyre and ankeritic beforsite, ranging in age from Lower Ventersdorp to post-Karroo. Most of the intrusives are highly altered due to the effects of regional metamorphism and deuteric alteration. Later formations, such as the Langgeleven and Allanridge Formations of the Ventersdorp System and the Black Roof and Dolomite Series of the Transvaal System, occur on the property. The various formations have been subjected to faulting and folding.

M.Ed. (Education Management) / The individual behaviour of the involved experienced teacher gives form and direction to the practice of teaching and education. The improvement of the school's effectiveness can be the consequence of the dedication and enthusiasm of involved experienced teachers. By developing highly motivated involved experienced teachers, the educational leader creates the potential for effective teaching and the improvement of school efficiency. Education leaders should regard their motivational task as a high priority. From the research material it is clear that there is a large variety of problems facing the uninvolved experienced teacher. These problems differ in degree and scope. For every separate problem area specific solutions will have to be found. In order to find sensible solutions for these problems." it is desirable to group them together in separate areas or categories. From a wide variety of problems, it is possible to isolate the following areas or categories, viz: + discontent with aspects of management + adaptation to the school environment, and + limited promotional opportunities Although not all uninvolved experienced teachers experience the same problems, there are, however, problems that are common to them all. Communication is one such problem that could bring about major change. Communication is a way of Iiving and forms an integral part of one's existence. It forms the basis of the establishment, maintenance and improvement of human relations. Due to the educational leader's managerial function, manifold opportunities arise for effective communication, which are enhanced by his qualities, such as leadership, guidance, the ability to organise, to be decisive and to exercise discipline. The school climate, human relations and the management style within a school constitute the basic requirements for a particular mode of communication. The educational leader should always endeavour to communicate effectively in order to prevent and rectify communication barriers. xii In order to allow the educational leader to formulate a sensible motivation strategy it is necessary for him to be aware of and get an overall picture of the multiplicity of existing theories of motivation. Each theory, in its own way, gives expression to the nature of human needs and motives as forces governing motivation. At the same time it is an indication of the human personality and these theories allow educational leaders to: + improve the uninvolved experience teacher's attendance, quality of work, and personal involvement + bring about the acceptance of responsibility without the use of threats, and + turn traditional practises into innovative teaching methods. It would be unrealistic to think that a perfect approach to motivation could ever be achieved. The educational leader must, of necessity, apply motivation in a specific situation, adapting the motivational strategy to suit each individual, depending on his needs in changing circumstances. A positive school climate is of particular importance if the pupils are to achieve maturity and teachers are to enjoy job satisfaction. The success of motivation as a managerial skill applied by the educational leader depends on the efficiency of the execution of his other managerial activities. This efficiency can be achieved by training during which the educational leader becomes more skilled in dealing with the key elements of the task of motivation, viz: + the importance of school climate in the development of highly motivated uninvolved experienced teachers, and + the effect of different leadership styles on the motivation of the uninvolved experienced teacher. The creation of the so-called ideal or positive school climate should form part of the educational leader's managerial strategy. In this regard the leadership style of the educational leader is of paramount importance in the creation of a positive school climate in order to encourage motivated behaviour of the uninvolved experienced teacher.

D.Ed. (Educational Management) / Please refer to full text to view abstract