Proefskrif--PU vir CHO

During 1913 arrangements have been made for the hygienic inspection of school children in primary schools, in Transvaal, Dr C. L. Leipoldt was appointed. Medical inspection started in April, 1914, and discontinued, owing to the outbreak of the war in August, and was resumed in October 1915. In 1918 the scheme of inspection was organized on a sound basis, but was interrupted by the influenza epidemic. In 1919, Dr Leipoldt, was seconded to the Cape, and the service was carried out by Drs Cleaver and Elias. For private reasons, Dr Leipoldt resigned at the end of 1922. Dr J. A. Kieser, joined the service in 1922 and retired at the end of 1948. After various temporary appointments, Dr F. Z. van der Merwe was appointed on the 23rd of July 1951, and retired on the 10th of December 1954. Dr c. E. Theron has been appointed as his successor as from January 1955. During 1958 a Commission of Enquiry was appointed to inquire into the efficiency of the school medical service. In 1959, extensions of the service and the provision for more satisfactory accommodation were held in abeyance, awaiting the proposed transfer of the School Medical Services to the Department of Hospital Services. The expected transfer did not eventuate in 1960 and the work continued as before. On 1st April 1961, the School Medical Service as a whole was taken over by the Department of Hospital Services. The buildings, equipment, etc. were also tranferred. In future Dental Service would no longer function as part of the School Medical Service, but would continue to exist as a separate section under its own head. The nurses are, engaged exclusively in service to schools. All treatments and arrangements are now controlled by the hospitals. The old Roman opinion that a sound mind dwells in a healthy body (Mens sana in corpore sano) also comes to its own right in the Transvaal Educational System. / Thesis (MEd)--PU vir CHO

A formal hierarchical structure in schools results in a centralised form of management. Management by objectives can break a formal hierarchical structure at a school with the result that members of the staff will participate more readily. There is a relationship between play, game and sport, forming a continuum leading from play to game to sport. This continuum is not only continuous but it is also mutually inclusive and interwoven. Education is the most complete equipment of the religious human being regarding occupational fulfilment. School athletics can be used extracurriculum to educate children totally. There is a relationship between instruction and school athletics. Modalities as basic forms of reality include certain implications regarding school athletics and its management. These implications reveal certain values extending from the arithmetical to the credible modalities. Massparticipation should be the starting point in order to fully utilise the values of school athletics. Management by objectives can be defined as a way of management where management takes place on the basis of objectives formulated by way of participation and endeavouring to reach these objectives within a set time limit. Personal objectives of staff must coincide with the organizational objectives and the testing and evaluation of the results must take place by means of achievements based on the objectives. The implementation of certain steps result in a management by objectives plan for school athletics. If such a plan is put into operation it provides a school with a unique management by objectives programme for school athletics. The problems contained in management by objectives could paramountly be seated in human behaviour. Through dedication and enthusiasm of the executive council, especially the principal, these problems might be bridged. Management by objectives can thus be applied successfully in schools. / Skripsie (MEd)--PU vir CHO, 1988

1. Reason for the investigation. Authority and responsibility go hand in glove. Senior executive posts carry heavy responsibilities, but arc vested with corresponding authority. The implementation of authority in Afrikaans High Schools has boon studied to ascertain : • a fundamental foundation for a healthy approach to the question of authority; • how a policy of authority is compiled and which rules and regulations, methods and techniques be implemented. The task of the school principal has further been studied to ascertain what is being done and what can be done to minimize problems in connection with the implementation of 2nthority. 2. The method used for the investigation, By studying the attitude of authority in literature; through the medium of a questionnaire sent to school principals and by application of the principles sot down in the Holy Scriptures, a standard for the application of the vested authority could be formulated. 3. Finding. 3.1 Summary of the contents: Chapter 1. In this chapter the concept formulation, the aims of and the reason for the investigation were stated. Chapter 2 discusses authority as the ability to give instructions and take decisions by which others must abide. Authority means "to have control over". God is the source of all authority. It has been found that the authority-crisis in education is seated rather in ideological differences than in the difference between adult and child. On the authority of God's Holy word communism, liberalism, permissiveness, etc., were weighed and found wanting. The dangers lurking in the confusion and weakening of Christian principles are discussed. It is further stated that under the correct authority the educated, who is free to do as he wishes, chooses the Path of Truth. In Chapter 3 the questionnaire is discussed and an account given of the replies received. Despite shortcomings in the questionnaire, valuable data was collected. In Chapter 4 a valuation of the authority vested in a high school was assessed. It is declared that a high school would be an excellent institution for authority if dedicated educators, through personal involvement, honesty, hard work, sympathy and inspiration could succeed in influencing pupils to dedicated effort, determination and the acceptance of Christian values. Delegation of authority is considered in Chapter 5. It is an expedient which, used correctly, can be of inestimable value to a principal. Methods of delegation are discussed. In Chapter 6 attention is given to the necessity of discipline and school rules. Rules must be reasonable and lead to self-discipline. According to principals, school rules originate mainly as a result of two reasons: • it is imperative for a school to ensure that everyone benefits from the educational programme: • it is imperative that the pupils themselves learn to respect authority and to lead them to responsible self-disciplined citizenship with respect for order, co-operation and the bonds of a Christian community. Discipline and rules are not an aim in themselves, but are aids to more elevated educational objectives. The danger of too many "don'ts" is that undecided, irresolute people, who are under the impression that everything which is not specifically forbidden is permissible, will emerge. Chapter 7 deals with the implementation of the democratic principle in high schools. With careful application of the system, subordinates, especially scholars, can share in the application of this authority. In this manner a constructive contribution can be made to solve the problem of the shortage of leaders, resulting in responsible, self-reliant people. The school principal in his office is considered in Chapter 8. His task, character and problems are discussed, and full consideration given to aids for the prevention of problems in regard to discipline. The most important accessories namely discipline, sound human relationships, a happy staff and pupils are studied. A principal must maintain a pious atmosphere in his school. It is further pointed out that vocational consciousness, love, strong leadership qualities and the ability to inspire are essential characteristics in a principal. This chapter explains that although principals are entrusted with a task which would probably become progressively more difficult, they could call on help from above: “Faithful is he that calleth you, who also will do it". (1 Thes. 5: 24). In Chapter 9 the summary of the contents, the findings from the literature and the recommendations are given. The important findings from the questionnaires have been used through the whole contents, and some interesting facts emerged, which are briefly as follows: • The majority of principals of Afrikaans High Schools who completed the questionnaire were Afrikaans-speaking. • 52,2% of the principals h:we had less than five years' experience. • 66% of the schools have written school regulations. 87% of those regulations have not been submitted to the Transvaal Education Department. • 63% of the principals are of the opinion that the school’s authority also applies after school hours outside of the school gates. • With regard to hairstyles 46% consider that their rules are more strict than neighbouring schools, and 80% have stricter rules at school than those enforced by the parents. • 67% allow no dancing at school whatsoever. • 84% find that pupils comply spontaneously with school rules. • 51% do not separate boys and girls during breaks. • 91% know to what church denomination the head prefects belong. • 16% practise democratic prefect elections by pupils. • 75% hold prefect elections where both teachers and pupils vote. The greatest single problem at schools appears to be in finding suitable staff for the various posts. Parents support the school's authority and principals are of the opinion that the majority of parents prefer a strict school. Principals are of the opinion that their wives are not in duty bound to partake of any work at school, but that on investigation they may help. A list of preferences for arriving at decisions in regard to authority is given. A further list of preferences for ideals for their school is also given, as well as a list of the tasks which principals find most difficult in their application of the authority vested in them. The findings from the literature are mainly as follows: There appears to be strong, revolutionary, unchristian attitude in education, the whole crisis being seated in the conflict of forces which do not acknowledge God and the Christian philosophy. It appears that change is imminent, the problem being where changes are to be made. Mortimer Smith says "But change must be based on something more substantial than the slogans, ideological zealotry, and utopian sentimentality that all too often mark the movement for alternative schools”. The following recommendations are given: Christian educators will have to reflect on their vocation lest they fall into the trap where the means are regarded as the end, and where everyone is satisfied as long as good citizens are the end product of their work as teachers. Vague devotion and half-hearted education do not meet the demands of the present time. The onslaught against Christianity is too fanatical. Too much is speculated about the superficial and non-essential in the implementation of discipline. Young people are driven away from authority by attempts to enforce rules, which were not founded on sound and strict principles. The demands of discipline must rest on sound principles and the child must be led to decide for himself whether he wishes to build on those principles. Problems encountered in this investigation which require further research are mainly: • How many ideal scholars who are dedicated Christians remain thus once they leave school? • Why does an antipathy towards religion exist in so many young people? Is it as a result of their upbringing or have they received wrong religious instruction? • The shortage of staff requires urgent research on the question of how mere work can be done with fewer people. What percentage of our country's graduated manpower is connected with education, despite the critical shortage? We must no longer look for men in the educational field but certainly at methods by which we can ultimately manage to do more work with fewer men. Educational research should enter this field of study. In conclusion it is stated again that all is well in n school where God is the authority in the hearts and minds of principal, teachers and pupils. / Thesis (MEd)--PU vir CHO

Thesis (MA)--Potchefstroomse Universiteit vir Christelike Hoer Onderwys, 1971

The purpose of this research is to indicate that art education can also make a particular contribution to the social forming and development of the child to which Sociology can add knowledge in education. To achieve this (aim) it is shown how art education has developed historically from the rational stage of the teaching of drawing up to the modern concept of creative expression by the child in the primary school. Conjoined with this modern concept the Calvinistic/Christian's philosophy of life and education with particular emphasis on the purpose, view of the child, the content, the method, the discipline; evaluation and organisation of art education as fundamental foundation of art education are given in outline. Particular emphasis is laid on the social forming, i.e. growth and development stages of the child in art education to which the family group must also contribute by means of co-operation and interaction with the school. The views of various researchers and those of the writer-about art education in the Western world are utilised to Indicate what the excellencies of art education are or should be. Unfortunately this is not the case in all the primary schools in Transvaal. These shortcomings are revealed with directives for the effective realisation of art education within the framework of the general education and teaching in the school. Recommendations are made among other things with the view to effective organisation and administration of art centres at all primary schools in Transvaal, the utilisation of facilities and stock by the teacher, the importance of talent, the academical and professional training of teachers for this task and vocation which is still mainly the Cinderella in the present construction. That this subject is done justice to by some schools in Transvaal is proved by the high quality of child art held at the art exhibition at the Republic festival in which primary schools in Transvaal took part. / Thesis (MA)--PU vir CHO

Graduation date: 1985

Rustenburg Platinum Mines, Union Section, is located in the mafic phase of the north-western sector of the Bushveld Complex. This part of the Complex is characterised by transgressions of Upper zone ferrogabbros across the lower sequence of mafic rocks. These transgressions have effectively isolated a roughly triangular segment of Lower, Critical and Main zone rocks. It is in the upper part of the Critical zone that the Merensky Reef, with a strike length of 9,5 km, is found to suboutcrop below a 2-3 m black turf soil cover and it constitutes the orebody being mined at Union Section. Underground mining and development have exposed a stratigraphic succession from the Middle Group chromitites to within the lower part of the Main zone gabbros. A detailed investigation of a 100 m stratigraphic succession was undertaken in the upper part of the Critical zone, which includes the Bastard Reef, Merensky Reef, Pseudo Reef, UG 2 and UG 1 layers. Stratigraphic descriptions are presented for both a normal and potholed succession, as well as a description of pothole characteristics. The variations of Merensky Reef thickness, pothole distribution and structure of the are body are also discussed. Forty seven whole-rock major- and trace-element analyses were carried out on selected samples from both normal and potholed successions, although more emphasis was placed on the former. These samples were taken from just below the UG 1 to above the Bastard Reef. Trace elements determined included Sr, Rb, Y, Nb, Zr, Cr, Co, Ni, Cu and V. The cyclical nature of the layering is clearly defined by breaks in the trends of both the major- and trace element analyses, although some elements are strongly influenced by the modal proportions of the mai n mineral phases. Although major breaks are observed for individual elements , insignificant variation of the Mg/Mg+Fe 2 + ratio is observed throughout. New electron microprobe data are presented for the main silicate phases olivine , orthopyroxene, clinopyroxene and plagioclase , while only a limi ted number of analyses were carried out on the spine l phase. There would appear to be a reversal of the expected fractionation trend from the hanging wal l of the UG 2 to the Pseudo Marker layer. There is an upward increase of the Fo content of the olivine from F0₇₆ , ₇₋₈₁,₆ . A similar trend is observed for the orthopyroxene analyses . The Merensky unit, as a whole, exhibits a gradual decrease in the Mg end member of the Ca-poor pyroxenes from En ₇₈,₅₋₇₄ . was found to be markedly more calcic Cumulus plagioclase (An ₇₂, ₈-₈₁, ₇) than the intercumulus phase (An₅₆,₃₋₇₁, ₉) ' A further feature of the cumulus plagioclase is that strong zonation was observed with the cores of individual crystals being consistently lower in Ca relative to their margins . / KMBT_363 / Adobe Acrobat 9.53 Paper Capture Plug-in

Text in Afrikaans / 'n Bewustheid van die bruikbaarheid van rekenaarfasiliteite om die onderrigproses en die administrasie van die onderwys meer effektief te maak het in Transvaal posgevat. Rekenaarstudie is reeds as 'n buitekurrikulere vak gevestig en op die administratiewe gebied is verskeie substelsels reeds onafhanklik van mekaar gerekenariseer. Met 'n moontlike uitbreiding van rekenaardienste in die onderwys in gedagte is 'n literatuurstudie onderneem om die inligtingsbehoeftes van die verskillende besluitnemingsvlakke te peil. Die belangrikheid van die stelselbenadering om hierdie inligtingsbehoeftes te bevredig het na vore getree. 'n Historiese oorsig het egter getoon dat onlangse ontwikkeling met betrekking tot die gebruik van die rekenaar in die Transvaalse Onderwysdepartement nie die stelselbenadering volg nie. Bywyse is gevind dat leerintegrasie 'n belangrike bydrae tot die voorkoming van suboptimering van die inligtingstelsel lewer. Dit het geblyk dat die voorgestelde gedistribueerde stelsel 'n ekonomiese en effektiewe manier was om leerintegrasie te bewerkstellig. / An awareness of the usefulness of computer facilities to make teaching and administration in education more effective, has taken root in Transvaal. In the instructional field Computer study is being offered as an extra curricular subject. For administration purpose various subsystems are being computerized independent of one another. With an imminent expansion of computer services to a wider field in education, a literature study was undertaken to determine the informational needs of the various levels of decision making. The importance of the systems approach towards satisfying these informational needs was distinct. A review revealed that recent developments regarding the use of the computer in the Transvaal Education Department did not heed this approach. File integration proved to be an important factor to prevent suboptimation of the information system. A proposed distributed system, using microprocessors as terminals, was shown to be an effective and economic method to achieve file integration. / Computer Science / M. Sc. (Computer Science)

The Transvaal Colony experienced a huge problem with the scarcity of African labour for the mines and for the farms after the South African War. From 1901 to 1906 African labourers displayed great reluctance to meet the labour demands of the Transvaal colony. Both black and white witnesses to the Transvaal Labour Commission (TLC) and the South African Native Affairs Commission (SANAC) gave their views regarding the reasons why African labourers were unavailable for wage labour. The Chamber of Mines dominated the proceedings of the TLC so that in the end very little objective information could be gained from the TLC. Africans themselves, testifying before SANAC stated a number of grievances which might have been responsible for the widespread withdrawal from employment on the mines. It became clear that Africans preferred to work independently rather than to provide labour for whites who ill-treated them. This they could only do if land was available to them. / History / M. A. (History)