Zugl.: Paderborn, Universiẗat, Diss., 2006.

In the early eighties human-animal interaction was still regarded as a relatively new field of study. Since then, various disciplines got involved through research, publications, projects and scientific meetings. Although the independent development of the study field was hindered by fragmentation and specialization, important contributions were made by the different disciplines. An unique characteristic of human-animal interaction as field of study is the combination between the human sciences and natural sciences. The need for some form of integration and openness between the sciences developed. This combination not only offers opportunities but set specific demands for multidisciplinary co-operation. The study field of human-animal interaction can be enriched and broadened through co-operation between disciplines as each discipline have specialized knowledge and skills available to enhance the synergistic effect. The aim of this study is to explore the multidisciplinary nature of the study field, the involvement of Social Work in the multidisciplinary team, points of departure for multidisciplinary co-operation, and the independent nature of the study field. Twenty three disciplines were identified that are involved in the study field, namely: Anthropology&Archeology, Occupational Therapy, Architecture, Marketing, Philosophy, Physiology, Physiotherapy, Medicine, Journalism, Communication Pathology, Criminology, Art, Social Work, Education, Psychiatry, Public Health, Law, Psychology, Sociology, Town&Regional Planning, Theology, Veterinary Science and Nursing. Involvement varies from direct involvement with the implementation of programmes; indirect involvement as for example in an advisory capacity; contributing to the fundamental view points regarding the human-animal bond; and the promoting of a positive image of human-animal interaction. The role of Social Work in the study field can be divided into five main areas, namely: the aim of social work intervention, e.g. improving quality of life; the roles of the social worker, e.g. facilitator; target groups in Social Work, e.g. children and the elderly; needs of people, e.g. alleviating loneliness and depression; and approaches towards service rendering, e.g. developmental Social Work. The most important principles of multidisciplinary co-operation in the study field are stated as: aspiration to achieve the same goal, joint research, a comprehensive description of the nature and extent of the involvement of each discipline, knowledge of all the other discipline's involvement, as well as participation in human-animal interaction programmes. The independence of human-animal interaction as study field can be measured against the following seven criteria: scientific organizations, scientific meetings, publications, academic training- and educational programmes, research, programmes and projects in practice, and multidisciplinary co-operation. A strategy to enhance human-animal interaction as independent, multidisciplinary study field in South Africa is presented according to seven decision-making areas used in the marketing of services. These decision making areas include: product-(service)decisions, price decisions, place decisions, promotional decisions, personnel decisions and presentation decisions. As social workers focus on the needs of the community and the need to interact with companion animals is one of these needs, social workers can play an important role in achieving the strategic goals of leading the study field of human-animal interaction to independence. / Dissertation (DPhil (Social Work))--University of Pretoria, 2004. / Social Work and Criminology / unrestricted

Text in Afrikaans, with abstract and title in Afrikaans and English / Organisasieverwante stres onder maatskaplike werkers is ‘n internasionale verskynsel (Shweta & Siebert, 2007). Maatskaplike dienslewering gaan gewoonlik gepaard met organisasieverwante eise wat ‘n negatiewe uitwerking op die maatskaplike werker sowel as die kwaliteit van dienslewering kan hê indien dit nie vroegtydig geïdentifiseer en voorkom word nie (Werner, 2007:320). Ten spyte van die feit dat maatskaplike werk as een van die mees stresvolle beroepe beskryf word, het organisasieverwante stres binne die maatskaplike diensveld eers in die laaste paar jaar aandag begin geniet (Dillenburger, 2004:213). In die literatuur word daar na drie vlakke van intervensie verwys, naamlik primêre, sekondêre en tersiêre intervensie (Departement van Arbeid, 2003:14; Cooper, Dewe & O’Driscoll, 2001:189). Sekondêre en tersiêre intervensies word as die mees algemene strategieë vir die bestuur van stres in ‘n organisasie geïdentifiseer (Cooper et al., 2001:190; Grobler, Wärnich, Carrell, Elbert & Hatfield, 2002:441). Kritiek op die genoemde vlakke van intervensie sluit in dat die verantwoordelikheid op die maatskaplike werker alleen geplaas word om sy/haar stres te hanteer. Primêre intervensie behels dat die oorsprong van die probleem voorkom word, in plaas daarvan dat die simptome behandel word nadat dit reeds voorgekom het (Satcher, 1999). Hierdie navorsingstudie plaas die fokus op die primêre-intervensiestrategie, nadat daar ‘n leemte in die literatuur in hierdie verband geïdentifseer was. Die doel van die navorsing was om die aard van voorkoming van organisasieverwante stres onder maatskaplike werkers, deur middel van primêre-intervensiestrategieë deur maatskaplikewerkbestuurders, te verken en te beskryf ten einde ‘n voorkomingsriglyn te ontwikkel. Ten einde die navorsingsdoel te kon bereik is die kwalitatiewe navorsingsbenadering in hierdie studie gebruik, aangesien dit die mees geskikte wyse sou wees om die verkennende en beskrywende aard van die studie te ondersteun (Creswell & Plano Clark, 2007:12). Die populasies vir hierdie kwalitatiewe studie was: • Alle maatskaplikewerkbestuurders wat by regerings- of nie-regeringsorganisasies werksaam is. • Alle maatskaplike werkers wat by regerings- of nie-regeringsorganisasies werksaam is. Binne die raamwerk van die kwalitatiewe navorsingsbenadering is daar van ‘n nie-waarskynlikheidsteekproefmetode en die doelgerigte en sneeubal steekproeftegnieke gebruik gemaak. Die navorser wou gebruik maak van haar eie oordeel oor wie die navorsingsvraag die beste sou kon beantwoord. Die steekproefgrootte was bepaal deur data-versadiging wat waargeneem was na nege onderhoude met maatskaplike werkers en nege onderhoude met maatskaplikewerkbestuurders. Die navorser het by beide populasies semi-gestruktureerde onderhoude as die metode van data-insameling benut. Tesch soos aangehaal in Creswell (2009:186), se agt stappe vir kwalitatiewe data-analise het die navorser ondersteun om die data op ‘n sistematiese wyse tot temas en sub-temas te kodeer. Die data is na afloop van die identifisering van die temas en sub-temas beskryf en gekontroleer met bestaande literatuur. Guba het (in Krefting, 1991:214-222) ‘n model saamgestel om met die verifikasie van kwalitatiewe data te help. Hierdie model is op die volgende vier aspekte gegrond en in hierdie studie benut: geldigheid van die waarheid, toepasbaarheid, bestendigheid en neutraliteit. Die volgende etiese aspekte is tydens die beplanning en uitvoering van hierdie studie in ag geneem: Vermyding van skade; vrywillige deelname; ingeligte toestemming en anonimiteit en konfidensialiteit. Die benutting van bovermelde metodologie het die navorser in staat gestel om voorkomingsriglyne te ontwerp en om gevolgtrekkings en aanbevelings te maak. / The goal of this research was to explore and describe the nature of prevention of organisation-related stress among social workers through primary intervention strategies by social work managers to develop a prevention guideline. The qualitative research approach, together with the case study, contextual, explorative and descriptive research designs were used in the study. The two populations included a) all social work managers and b) all social workers that work for government or non-government organisations. Samples from the populations were obtained through the non-probability sampling method and the purposive and snowball sampling techniques. Data was collected through semi-structured interviews. Tesch’s framework for qualitative research analysis supported the researcher to identify themes and sub-themes, while Guba’s model was used to assist with the verification of qualitative data. The empirical findings provided the foundation for the development of a prevention guideline. / Department of Social Work / Ph. D. (Social Work)

No description available.

No description available.

Die praktische Arbeit des Monumentalmalers Hermann Prell (1854–1922) wurde zeitlebens von einer intensiven Auseinandersetzung mit Fragen der Maltechnik begleitet, die sich in seinen umfangreichen Aufzeichnungen niederschlug. Aufgrund seiner zahlreichen Kontakte zu Zeitgenossen, wie Hans von Marées und Arnold Böcklin, stellt sein schriftlicher Nachlass eine wichtige Quelle zur kunsttechnischen Entwicklung um 1900 dar. Im Rahmen der vorliegenden Arbeit werden seine Forschungen zur Maltechnik und die Beschreibung der von ihm angewendeten Materialien sowie Techniken das erste Mal tiefgreifend untersucht und umfassend vorgestellt. Die erhaltenen Dokumente bieten die Grundlage für eine Aufschlüsselung der verwendeten Rezepturen und handelsüblichen Künstlermaterialien sowie deren Kontextualisierung. Des Weiteren ergänzen historische Abbildungen und Vorstudien zur Erarbeitung der Komposition und Maltechnik den Blick auf den Werkprozess. Ebenso wird die kunsttechnologische Untersuchung von ausgewählten Werken mit der Auswertung der Quellen kombiniert. Während seiner monumentalen Aufträge galt sein besonderes Interesse der technischen und künstlerischen Umsetzung eines Gesamtkunstwerkes. Hermann Prell widmete sich eingehend kunsttechnologisch relevanter historischer und zeitgenössischer Quellenliteratur, zum Beispiel von Cennino Cennini und Ernst Berger. Die Freskotechnik nahm im breiten technischen Spektrum seines Œuvres einen hohen Stellenwert ein. Daneben spielte die Beschäftigung mit Tempera sowohl für das Staffeleibild als auch für die Wandmalerei eine große Rolle. Insgesamt wird erstmals ein Überblick über Hermann Prells angewendete Kunsttechniken in ihrer Vielfalt sowie deren Genese gegeben. / Throughout his life Hermann Prell (1854–1922) – known for his monumental paintings – accompanied his practical work with intense explorations of questions related to painting technique. This is reflected in his extensive writings. Prell was also engaged in a lively exchange with other artists, such as Hans von Marées and Arnold Böcklin. Hermann Prell’s writings combined with his contemporaries’ present an important source on painting technique around the turn of the 19th century in Germany. This study provides the first in-depth examination and comprehensive presentation of Prell’s research into painting techniques and a description of the materials and techniques he utilised. The preserved documents provide the basis for analysing the recipes the artist used and commercially available artists’ materials as well as their contextualisation with current research. Our view of his working process is further supplemented by historical reproductions and preparatory studies that served Prell to develop his compositions and painting techniques. Furthermore, the results of recent technical examinations of selected artworks are combined with an evaluation of the written sources. For his numerous large commissions for government buildings, Prell was particularly interested in the technical and artistic realisation of a Gesamtkunstwerk. He occupied himself extensively with related historical and contemporary sources, for example, the writings of Cennino Cennini and Ernst Berger. Amongst the broad technical range of his oeuvre the fresco technique assumed particular importance. In addition, his occupation with tempera’s use for easel paintings as well as wall paintings played a major role. In conclusion, for the first time Hermann Prell’s various applied techniques and materials as well as their genesis are given a comprehensive overview.

Ein Volltext für den Gesamtband liegt nicht vor. Nur die mit diesem Datensatz verknüpften Beiträge wurden auf Qucosa als Open Access-Veröffentlichung publiziert.

Diese Arbeit beschreibt die Herstellung und die Produktionsbedingungen für die Komplett-Fertigung von Elektro-Motoren (überwiegend Drehstrommotoren) verschiedener Bauarten und Leistungsstufen (< 10 kW) von 1949 (Sachsenwerk Radeberg) bis zur Einstellung der Motorenfertigung 1959 (VEB RAFENA-Werke Radeberg). Parallel mit der Motorenfertigung wurden im Sachsenwerk die dafür benötigten Schalt- und Steuereinrichtungen hergestellt. Die 5-teilige Arbeit untergliedert sich als Beschreibung des Geschäftsfeldes Elektromotoren 1948 - 1959 mit dem zugehörigen Einführungstext in: 1. Fertigung von Elektromotoren und Schaltgeräten in Radeberg 2. Prinzipielle Fertigungs-Abschnitte der Motoren-Fertigung und Flächennutzung 3. Gerätegruppen der in Radeberg produzierten Drehstrom-Motoren 4. Umfang der Elektromotorenproduktion 5. Arbeitszeit-Aufwände, Löhne und Preise

The widening of access to Higher Education (HE) with a concomitant call for more accountability in the HE sector locally and globally, has altered the former elitist status of the university and impacted the professional standing, autonomy, and working conditions of lecturers negatively. Lecturers are increasingly held to account for providing quality teaching and delivering employable graduates. Yet their work environment has been characterised by poor support, dwindling resources, lack of recognition and reward for teaching efforts and excellence, and absence of legal protection when failing to fulfil the undefined yet high accountability expectations in their teaching-related work. This state of affairs has had an inevitable influence on lecturers’ perceived security in their labour environment. The overarching purpose of this study was therefore to generate guidelines to improve the existing juridical foundation for accountability of South African (SA) HE lecturers with a view to enhance their security in their employment context. In order to assist in the fulfilment of this central purpose, the study aimed to develop understanding of how lecturers perceive their accountability and security in light of diverse teaching-related responsibilities and vagueness in terms of expected conduct; and the protection (or lack of protection) of their rights and professional status. An international perspective on these issues was imperative to shed some light on how regulation elsewhere could improve practices in the SA context. While SA lecturers are equally entitled to all the rights stipulated in the Bill of Rights, they are also subject to and accountable for upholding the provisions of the SA Constitution and derived labour legislation relevant within the HE environment. The founding values of the Constitution, namely equality, human dignity and the protection of human rights and related freedoms, form not only the basic standard for measuring lecturer conduct, but also the legal basis for challenging policy, system or conduct that might threaten constitutional or labour rights. Yet, despite the existing juridical foundation for the regulation of accountability and rights protection of SA lecturers, comprising the SA Constitution, general labour and HE legislation, there is an absence of HE-specific teaching-related accountability regulation, resulting in lecturer insecurity regarding expected conduct, professional recognition and support, and accountability expectations in their teaching-related work. In comparison, a number of Australian legal imperatives, including the Commonwealth of Australia Learning and Teaching Council’s standard for quality teaching with corresponding quality indicators, provide for more clearly defined teaching-related accountability regulation. In addition, the Mission Based Compacts, the Threshold Standards, and the national Modern Award for the Higher Education Industry, afford Australian lecturers the protection of HE-specific rights relevant to enhance security in their unique work environment. These legal imperatives proved to be significant for informing the improved juridical foundation for lecturer teaching-related accountability in the SA context to enhance the security of the SA lecturer. With a focus on the development of in-depth understanding of the phenomena of lecturer accountability and security via the perspectives and interpretations of lecturers themselves, the empirical study was grounded in an inductive qualitative methodology from an interpretive-phenomenological perspective. To ensure richness of descriptive data, lecturers actively involved in undergraduate teaching at three different local, and one Australian university, were purposively selected to participate in semi-structured individual and focus group interviews. The analysis and interpretation of the interview data included a comparative component to explore perceptions of lecturer accountability regulation and security protection in an Australian context with a view to identify inadequate legal provisioning for these phenomena in the SA HE environment. From the data analysis and interpretation, seven meaningful themes were identified, associated with either lecturer accountability or lecturer security. The findings offered not only a clear delineation of internal and external lecturer teaching-related accountability, but also a comprehensive definition of lecturer professional security that was found wanting in all legal sources and other literature studied for this thesis. Moreover, in realisation of the primary aim of this study, twelve significant guidelines are presented to establish an improved juridical foundation for lecturer accountability that will enhance lecturer security in the SA Higher Education context. Amongst these are: the development of a clear delineation of teaching-related roles and responsibilities articulated for different academic post levels; the establishment of a professional HE teaching-oriented career path affording professional recognition via a professional body for lecturers, and requiring continuous professional teaching development; and the development of minimum conditions of employment unique to the work of the HE lecturer. / PhD (Education Law), North-West University, Potchefstroom Campus, 2015

The widening of access to Higher Education (HE) with a concomitant call for more accountability in the HE sector locally and globally, has altered the former elitist status of the university and impacted the professional standing, autonomy, and working conditions of lecturers negatively. Lecturers are increasingly held to account for providing quality teaching and delivering employable graduates. Yet their work environment has been characterised by poor support, dwindling resources, lack of recognition and reward for teaching efforts and excellence, and absence of legal protection when failing to fulfil the undefined yet high accountability expectations in their teaching-related work. This state of affairs has had an inevitable influence on lecturers’ perceived security in their labour environment. The overarching purpose of this study was therefore to generate guidelines to improve the existing juridical foundation for accountability of South African (SA) HE lecturers with a view to enhance their security in their employment context. In order to assist in the fulfilment of this central purpose, the study aimed to develop understanding of how lecturers perceive their accountability and security in light of diverse teaching-related responsibilities and vagueness in terms of expected conduct; and the protection (or lack of protection) of their rights and professional status. An international perspective on these issues was imperative to shed some light on how regulation elsewhere could improve practices in the SA context. While SA lecturers are equally entitled to all the rights stipulated in the Bill of Rights, they are also subject to and accountable for upholding the provisions of the SA Constitution and derived labour legislation relevant within the HE environment. The founding values of the Constitution, namely equality, human dignity and the protection of human rights and related freedoms, form not only the basic standard for measuring lecturer conduct, but also the legal basis for challenging policy, system or conduct that might threaten constitutional or labour rights. Yet, despite the existing juridical foundation for the regulation of accountability and rights protection of SA lecturers, comprising the SA Constitution, general labour and HE legislation, there is an absence of HE-specific teaching-related accountability regulation, resulting in lecturer insecurity regarding expected conduct, professional recognition and support, and accountability expectations in their teaching-related work. In comparison, a number of Australian legal imperatives, including the Commonwealth of Australia Learning and Teaching Council’s standard for quality teaching with corresponding quality indicators, provide for more clearly defined teaching-related accountability regulation. In addition, the Mission Based Compacts, the Threshold Standards, and the national Modern Award for the Higher Education Industry, afford Australian lecturers the protection of HE-specific rights relevant to enhance security in their unique work environment. These legal imperatives proved to be significant for informing the improved juridical foundation for lecturer teaching-related accountability in the SA context to enhance the security of the SA lecturer. With a focus on the development of in-depth understanding of the phenomena of lecturer accountability and security via the perspectives and interpretations of lecturers themselves, the empirical study was grounded in an inductive qualitative methodology from an interpretive-phenomenological perspective. To ensure richness of descriptive data, lecturers actively involved in undergraduate teaching at three different local, and one Australian university, were purposively selected to participate in semi-structured individual and focus group interviews. The analysis and interpretation of the interview data included a comparative component to explore perceptions of lecturer accountability regulation and security protection in an Australian context with a view to identify inadequate legal provisioning for these phenomena in the SA HE environment. From the data analysis and interpretation, seven meaningful themes were identified, associated with either lecturer accountability or lecturer security. The findings offered not only a clear delineation of internal and external lecturer teaching-related accountability, but also a comprehensive definition of lecturer professional security that was found wanting in all legal sources and other literature studied for this thesis. Moreover, in realisation of the primary aim of this study, twelve significant guidelines are presented to establish an improved juridical foundation for lecturer accountability that will enhance lecturer security in the SA Higher Education context. Amongst these are: the development of a clear delineation of teaching-related roles and responsibilities articulated for different academic post levels; the establishment of a professional HE teaching-oriented career path affording professional recognition via a professional body for lecturers, and requiring continuous professional teaching development; and the development of minimum conditions of employment unique to the work of the HE lecturer. / PhD (Education Law), North-West University, Potchefstroom Campus, 2015