Collection L

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Assertive behaviour of a group of English-speaking secondary school learners
(Stellenbosch : Stellenbosch University, 1997) Dourans, Fredelene Joan; van Heerden, A. E.; Stellenbosch University. Faculty of Education. Dept. of Educational Psychology.
The aim of this research was to investigate the assertive behaviour of a group of English-speaking secondary school learners, their degree of discomfort with assertive behaviour, and to identify situations in which they would like to become more assertive. The research consists of two parts: a literature study and an empirical investigation. The literature study consists of an examination of South African and international research relevant to the investigation. The literature available on assertiveness and assertiveness training is reviewed. Since adolescence is a well-researched area in psychology, theories pertaining to adolescent development are only briefly mentioned and only those deemed relevant to this research are highlighted. For the empirical investigation the research questionnaire, the Assertion Inventory, was administered. The Assertion Inventory is a 40-item instrument for use with a group of heterogeneous individuals. The Assertion Inventory was designed to derive three types of information: a person's degree of discomfort with assertive behaviour in specific situations, judged probability of engaging in assertive behaviour, and the identification of situations in which a person would like to become more assertive. Additional information derived from this questionnaire for the purposes of this research was sex and age differences pertaining to assertiveness amongst high school pupils. This investigation shows that only a small percentage of adolescents knows how to assert themselves appropriately. The majority of adolescents display what is known as a dysfunctional assertion repertoire ranging from nonassertiveness to anxious-performers. Girls appear to be more assertive than boys. Considering the findings, guidelines for an assertiveness training programme have been given. These include: Change: What it requires: This section deals with what the group would require in order to become more assertive. Change: How to do it: This section deals with information and skills needed in four basic areas in order to become more assertive. Four Basic Profiles: This section deals with the subjects who fall into the three dysfunctional categories of assertiveness and what they need to do in order to change their behaviour. Developing an Assertion Plan: A well thought out plan will enable group members to make significant changes in their thinking, feelings and behaviours systematically. Six steps were provided in this regard.
Contributions to the science of agricultural extension
(Stellenbosch : Stellenbosch University, 1991) Bembridge, Timothy James; Stellenbosch University. Faculty of AgriSciences. Dept. of Agricultural Economics.
ENGLISH ABSTRACT: A systems approach was adopted in overviewing the contributions to the science of agricultural extension based on a selection of 82 published papers and 15 research reports published over a period of some 30 years. Extension science is the body of knowledge which accumulates experience and research fundings with respect to extension; and borrows insights from disciplines and fields of endeavours which seem pertinent to extension. Extension science seeks to help extension professionals improve their effectiveness and efficiency.
The cranial morphology of the fruit-piercing moth, Serrodes partita (Fabr.) with special reference to the feeding mechanism
(Stellenbosch : Stellenbosch University, 1969) Swart, Philippus Lodewikus; Stellenbosch University. Faculty of AgriSciences. Dept. of Agricultural Economics.
The early dynastic Egyptian ceramics of Kafr-Tarkhan (c. 3000-2800 B.C.) with special reference to examples in the South African Cultural History Museum, Cape Town
(Stellenbosch : Stellenbosch University, 1995) Boshoff, Anlen Isabella Joan; Cornelius, I.; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Ancient Studies.
The main objective of the study was to research the Egyptian collection of pottery from Tarkhan in the South African Cultural History Museum in Cape Town, focusing on interaction in Africa. Pottery as a material object, was used to investigate various cultural patterns relating to specific customs. The first section of this thesis deals with the historical background of Egypt, concentrating on the prehistory, leading up to the First Dynasty, including the development of the Egyptian society. As pottery is of prime importance, information was given about its development, technology, and variety of styles.
Die effek van plantgroeireguleerders op vrugontwikkeling van buite-seisoen kweekhuistamaties
(Stellenbosch : Stellenbosch University, 1997) Van Tonder, Catherina Susara Magdelena; Stellenbosch University. Faculty of AgriSciences. Dept. of Agricultural Economics.
ENGLISH ABSTRACT: The yield of greenhouse tomatoes produced out-of-season or during unfavourable environmental conditions is usually poor. Short photoperiod, low light intensities and low temperatures limit photosynthesis and therefore the production of carbohydrates, essential for the production of viable pollen. High temperatures contribute to deviations in flower morphology like splitting of the anther cone and style exsertion which therefore results in poor pollen transfer and low fruit set. Inadequate pollination results in seedless (Partenocarpic) fruit development with non-marketable sizes and shapes. Truss-vibration with an electric truss-vibrator is successfully used in greenhouses to enhance pollen transfer and pollination. However, truss-vibration is labour intensive and may increase the chance of damage to flowers. Therefore chemical manipulation of fruit development with plant growth regulators (PGR) offers an useful alternative.
Ekonomiese orientering as deel van die verpligte skoolkurrikulum in die RSA
(Stellenbosch : Stellenbosch University, 1990) Botha, Christiaan; Park, T.; Stellenbosch University. Faculty of Education. Dept. of Educational Psychology.
Generally-formative teaching attempts to prepare the child sufficiently for the very real demands he will face, and to equip him for a wider calling and life after school. During this process, the aspect of economy - in other words, the equipping of the pupil with the correct insight, skills, values, attitudes and character traits to enable him, in conjuction with his abilities and fields of interest, to be economically productive as part of a balanced and skillful source of manpower - will be denoted as one of the most important aspects. In this way, pupils are given the opportunity to contribute to the well-being of others, as well as to provide for their own physical needs.
Exploring the role of exercise on thyroid function, postural control, and neuroplasticity in individuals with hypothyroidism
(2022-12) Watson-van Zyl, Jeanine; Welman, Karen Estelle; Sehm, Bernhard
FACTORS ASSOCIATED WITH NON-PAYMENT FOR SELECTED SERVICES IN SOUTH AFRICAN METROPOLITAN MUNICIPALITIES
(2021-12-08) Mahlwele, Casment; Geyer, Herman
Femme in Translation
(2020-02-26) Nzungu, Imkhitha; de Villiers, Annemarie
Gait pattern and physical impairments in children with HIV encephalopathy and spastic diplegia: A two-year follow-up study
(2021-10-25) Prins, Danielle; Lamberts, Robert Patrick; Langerak, Nelleke Gertrude
Die gebruik van inhoude uit die sielkunde deur die maatskaplike werker in gevallewerk met die kind
(Stellenbosch : Stellenbosch University, 1979) Smith, Catharina Magrita; de Villiers, J. J.; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Social Work.
ENGLISH ABSTRACT: No abstract available.
n Geografiese opname van die Breerivier-opvangsgebied met klem op die landelike grondgebruik
(Stellenbosch : Stellenbosch University, 1965) Swanevelder, C. J; Nel, A.; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Geography and Environmental Studies.
ENGLISH ABSTRACT: No abstract available.
A Geography of Mobile Phone Masts in the Stellenbosch Local Municipality
(2022-02-10) Andrews, Wendall Deudon; Spocter, Manfred
Die geskiedenis van die teologiese seminarie van die Nederduits-Gereformeerde Kerk in Suid-Afrika, 1824-1909
(Stellenbosch : Stellenbosch University, 1931) Janse van Rensburg, Jacobus Ignatius; Stellenbosch University. Faculty of Education. Dept. of Educational Psychology.
AFRIKAANSE OPSOMMING: In die volgende hoofstukke word min of meer uitvoerig die voorgeskiedenis, die ontstaan, en die ontwikkeling van die Teologiese Seminarie van die N.G.Kerk in Suid-Afrika tot die jaar 1909 behandel. In hoeverre 'n studie van hierdie aard voorsiening sal maak in 'n bestaande behoefte hang af van die aard en die omvang van sodanige behoefte. Reeds in 1908 het die kommissie, wat reelings moes tref vir die feesviering in verband met die vyftigjarige bestaan van die Seminarie, aanbeveel: "dat (de) Professoren verzocht worden om eene geschiedenis van het seminarium te schryven, te laten drukken en by de feestviering uit te geven." i) Aan hierdie versoek: is blykbaar nie gehoor gegee nie; altans geen publikasie van so 'n aard - sover ons bekend - is gemaak nie. Enkele artiekels in tydskrifte en boeke versprei is bewaar gebly, maar die inhoud daarvan het meer bepaald betrekking op die inwyding van die Seminarie in 1859, en is bloot weergawes van wat een en ander, wat in 1859 die feesvierings bygewoon het, op skrif gestel het. Uit die aard van die saak is dit heel natuurlik dat sulke verspreide geskrifte baie subjektief van aard sal wees, daar dit onder die varse indruk van al die opgewektheid gedurende die feesvierings opgestel is. 'n Nugtere weergawe van die feite vind ons dus nie daarin nie; daar sulke geskrifte opgestel is net met die doel om andermaal die ondervindinge van 'n paar dae vantevore weer in die herinnering te laat herlewe.
Geskrewetaalmoeilikhede met Afrikaans (eerste taal) by hoerskoolleerlinge : fouteanalise en remedierende strategiee
(Stellenbosch : Stellenbosch University, 1990) Menkveld, Hendrikje; du Preez, J. J.; Combrink, J. G. H.; Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies.
ENGLISH ABSTRACT: The main aims of this study were to present an overview of the causes of problems involving written language (Afrikaans), to determine the categories of errors made by high school pupils, and to suggest remedial procedures to eliminate these problems. The literature study done on normal written language reveals basic similarities as well as differences between writing and talking and between writing and reading. These processes usually interact with each other and involve both cognitive skills and lower cognitive skills. The overview of the ontogenetic development of written language confirms the complexity of the writing process. It also indicates that until recently the teaching of writing, especially in America and Great Britain, restricted the natural ontogenetic development of writing. During the last decade, however, the process approach has been implemented in many schools in America – with good results. The process approach integrates all aspects of teaching writing, including the handling of errors, subsumed under three phases: the pre-writing phase, the writing phase and the post-writing phase. The consideration of difficulties involving written language reveals that high school pupils with learning difficulties usually experience writing difficulties as well. Pupils with learning difficulties and pupils with writing difficulties show strong similarities: they have problems with their self concept, motivation, socialisation, and language control. The quality of their written work is poor and full of mechanical errors such as spelling mistakes and punctuation errors. The causes of learning difficulties and writing difficulties are very similar. Typical causes are neuropsychological dysfunctions, cognitive dysfunctions and language problems arising from these two, or because of limited language development. Evaluating writing difficulties is a problem because there are few suitable standardised tests for English, and no tests for Afrikaans. Therefore teachers and researchers have to use informal tests which in most cases they have to draw up themselves. The experimental study involved 62 high school pupils. In 1981 all of them were included in a remedial programme in Afrikaans (first language). The control group also consisted of 62 pupils. Each member in the experimental group was paired off with a member in the control group. Each pupil completed a questionnaire and one standardised grammar test. They also wrote a story using a photograph as a stimulus. The results of the statistical analysis accord with the findings in the relevant literature. The pupils make the same kinds of mistakes, except in cases where Afrikaans grammar differs from English, i.e. certain spellings, word order and “Anglisisms”. The suggested remedial procedures include affective strategies such as invitational education and the creating of a positive climate. The emphasis is on the process approach to writing. It forms the basis for the learning of cognitive skills and the implementation of different learning styles and learning methods. The study concludes with research findings, with particular attention to the limited provision for pupils with writing difficulties in Afrikaans medium schools. A main proposal is that more should be done for these pupils. This would merit further research.
Die groeiende rol van die vrou in die Afrikaanse pers met spesifieke verwysing na Die Burger en die Nasionale Pers
(Stellenbosch : Stellenbosch University, 1987) Van der Vyver, Marita; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Journalism.
ENGLISH ABSTRACT: No abstract available.
HIV disclosure patterns among sexually active adolescent girls and young women living with HIV in urban communities of Zambia
(2021-12-01) Chanda Prudence, Mwamba; Graeme, Hoddinott
The Howiesons Poort at Klasies River : from artefacts to cognition
(Stellenbosch : Stellenbosch University, 1997) Wurz, Sarah(Sarah Jacoba Deborah); Deacon, H. J.; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Ancient Studies.
ENGLISH ABSTRACT: Two samples of artefacts from the Howiesons Poort levels of the Upper member of the Klasies River main site were studied. One sample came from the top cutting of 1967-8 excavation by Singer & Wymer in cave 1A. The other sample was collected in 1995 from the surface of cave 2. The levels date to some 70 000 years ago and the samples include over 500 characteristic Howiesons Poort backed artefacts. A chaȋne opératoire approach was used in the study and this focuses on the succession of choices of the artefact makers. It could be established that in making the Howiesons Poort artefacts raw materials were selected, techniques to produce thin blade blanks were adopted, right sized blades were chosen for retouching and the end product, the backed artefacts, were standardised in form. It is concluded that casual artefacts apart, the main goal of the artefact makers was the production of backed artefacts. The inference drawn is that the process of manufacture of backed artefacts in the Howiesons Poort is a reflection of active style, a conscious attempt to communicate through the choices made. Active style is equated with symbolism. In this time range the evidence in the stone artefacts and in the associated occurrence of ochre, for the use of symbols, is significant because symbolism can be linked to language and modem cognition. The emergence of the modem mind is conventionally associated with the appearance of the Upper Palaeolithic 40 000 years ago in Europe. This perception is questioned by these results.
Die Hugenote-inrigtings op Wellington : die stigters en hulle stigtings
(Stellenbosch : Stellenbosch University, 1952) Rousseau, F. M; Stellenbosch University. Faculty of Education. Dept. of Educational Psychology.
Investigating the growth of informal settlements in Gauteng over time
(2021-12-02) Maimane, Ntsikelelo Given; Willemse, Lodene

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