Collection L

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Now showing 1 - 20 of 77
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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.
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    The battle of Kursk : an appraisal of the Soviet and German operational doctrines
    (Faculty of Humanities, University of the Free State, 2003) Esterhuyse, Abel; Jordaan, Evert
    Operation Zitadelle (Citadel), the German attack on the Kursk salient on 5 July 1943, constituted the final attempt by the German Army to retain its operational initiative on the Eastern Front. The Russians knew that the Kursk salient was a great temptation to the German Army. The German General Staff's classic reaction to an enemy promontory, an enemy -held outpost stretching beyond the general run of the front line, had always been to pinch the promontory off by attacking each of its flanks simultaneously. This was precisely what the Germans did at Kursk when Field Marshall HG von Kluge attacked the salient from the north, while Lieutenant-General FE von Manstein struck it from the south.
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    The Cold War : the world's longest war?
    (Stellenbosch University, Military Science, 1997) Kapp, P. H.
    The Cold War is a war that was never declared and never terminated. Historians differ rather seriously on when, how and where it began. They do not, however, differ on the fact that it simply faded away at the end of the eighties, but they assign different events as the turning point in the process. It lasted for almost fifty years and historians will one day have to assign it its rightful place in the history of the twentieth century. Although a number of local conventional wars are generally regarded as in some way or the other associated with the Cold War, a direct military confrontation between the two beligerent superpowers never occurred. In spite of the constant threat of a nuclear war, the atomic bomb was never again used after Nagasaki and Hiroshima. The Cold War also represents the longest peace period in the modern history of Europe. It is also the period of the most intensive arms race and military threats in the history of the world. On several occasions heightened international tension brought the world on the brink of war. These contrasts and its significance for the different interpretations of the Cold War, forms the subject of this article.
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    Contesting "Iraq" : a Social Constructivist explanation
    (Military Science, Stellenbosch University, 2011) Bailie, Lawrence Craig
    Iraq, following the 2003 US invasion, was more than just a site of physical conflict; it was also an event on the ground that encompassed a contest around classification. The reason for this contest – one that goes beyond the political considerations during that time – is the migration of the term “civil war”. Using social constructivism as a theoretical lens of inquiry, sense is made of this migration. The empirical evidence that accompanies this theoretical work is drawn from the debate over the conflict in Iraq. This debate is used as a means by which to bring the contestation over the notion of “civil war” to the fore and reveal the migration of the term.
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    The context and dynamics of the war in Congo-Kinshasa since August 1998
    (Stellenbosch University, Military Science, 1998) Matthee, H.
    Thousands of fighters from at least eight African states and several insurgent groups are involved in a war in Congo-Kinshasa since 1998. This article investigates the context and dynamics of the war to determine the reasons for the conflict. The outcome of the conflict is still unpredictable at the time of writing and the article tentatively explores the chance for stability in Africa's third largest country. The article begins with an analysis of the country's political order, the economic framework, regional dynamics, the impact of the rebellion of 1996-1997, Kabila's rule and the volatile security situation by 1998. The rebellions of 1996-1997 and 1998 are compared and the escalation of the 1998 rebellion into a regional war is traced. Finally, the article looks at the prospects for regional peace and stability in Congo-Kinshasa.
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    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.
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    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.
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    Decolonization in South African universities: storytelling as subversion and reclamation
    (Oxford University Press, 2024-06) Davids, Nuraan
    Underscoring recurrent calls for the decolonization of university curricula in South Africa are underexplored presumptions that by only disrupting theoretical content, universities might release themselves from a colonialist grasp, that continues to dominate and distort higher education discourse. While it might be the case that certain theories hold enormous authoritative, ‘truthful’ sway, as propagated through Western interpretations and norms, there are inherent problems in exclusively approaching the decolonization project as a content-based hurdle, removed from the subjectivities of students’ social, lived, and learning realities. The argument advanced in this article is that until the epistemic harm of colonialism and apartheid are afforded careful recognition and attention—as in focusing on the lived experiences, realities, and stories of individuals—the hard work of delegitimizing coloniality, and its implicit structures of hegemonies and binaries cannot unfold. In addressing these harms, I commence by describing some of the contexts of epistemic harm, promulgated through colonialism and apartheid. This is followed by a consideration of decolonization, both as theory and practice-within-context. Here, I also foreground the #Rhodesmustfall campaign, as a particular moment of painful clarity about why decolonization, as well as transformation, has faltered in higher education in South Africa. In the second half, I focus on the necessity of prioritizing storytelling as a deep manifestation of decolonization. Stories, I maintain, provide access into unknown lives, and can subvert the invisible, normative framings, which dictate how we live in this world. As a manifestation of decolonization, students’ stories hold profound implications for the recognition and affirmation of pluralist identities, histories, knowledge, values, and world-views.
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    The development of normative theory in International Relations : some practical implications for norm-based and value-based scholarly inquiry
    (Bureau for Scientific Journals, 2004) Neethling, Theo
    This article attempts to assess the development and significance of normative theory in International Relations as an academic discipline. It is pointed out that a revival of normative concerns and issues in International Relations has transpired in recent decades, and that many scholars in International Relations today accept a proposition that scientific knowledge and inquiry in the discipline and its application should be underpinned or directed by a defensible normative commitment. It is furthermore pointed out that normative theory and some practical manifestations of norm-based and valuebased scholarly inquiry in the discipline are a matter of great significance, since these issues relate to some moral and ethical dimensions of activities in the international community. The article concludes by asserting that the growth of normative theory in International Relations is also of great importance and significance for scholarly research from a Christian perspective.
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    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.
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    THE EFFECT OF MUNICIPAL BOUNDARY CHANGES ON VOTING RESULTS IN SOUTH AFRICA
    (2022-02-23) Mabatle, Joseph Lekwe; Geyer, Herman
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    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.
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    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.
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