Academic literature on the topic 'Leerstof'

South Africa's previous constitutional dispensation may without a doubt be described as an era where injustice prevailed. In this era parliament passed laws with the intent to discriminate against the majority of the people. In doing so, it created a regime known as the Apartheidsregime. Under the influence of British Colonial Laws, South Africa adopted and followed the Westminster-system until 27 April 1994. One of the main characteristics of the Westminster-system is the notion that parliament is supreme. A further characteristic of this model is that there must be a partial separation between the legislative, executive and the judiciary. This division between the three branches of government is universally known as the doctrine of separation of powers. In terms of the doctrine of separation of powers, government's authority is to be divided between the legislative, executive and the judiciary in an endeavour to prevent too much authority being vested in one branch of government. In a valuable contribution by Professor Vile, Constitutionalism and the Separation of Powers, the author suggests a model for the doctrine in terms whereof government's authority is divided between the three branches with appropriate checks and balances between them, in order to ensure that each branch serves as a "watch dog" for the other. This idea did, however, not flourish in South Africa under the banner of parliamentary sovereignty. The judiciary had limited control over the legislature and executive. In fact, the judiciary was only entitled to review laws passed by the legislature as far as it related to procedure. The judiciary was not in a position to review the substance of laws. The birth of the new constitutional order brought radical changes to the previous dispensation. The Constitution of the Republic of South Africa 108 of 1996 serves as the supreme law of the Republic. In terms of the Constitution, the judiciary is independent from the legislature and the executive and will be the guardian of the Constitution. With its new status, the judiciary is in the position to review legislation and acts of the executive - procedurally and substantially. The Constitution furthermore provides that any legislation and acts of the executive inconsistent with its provisions are void. It is the duty of the judiciary to test legislation and acts of the executive against the provisions of the Constitution. As guardian of the Constitution, the judiciary finds itself in the position where it may make rulings that potentially infringe on the primary functions and territory of the legislature and executive. This infringement is, strictly speaking, an undermining of the doctrine of separation of powers. The inclusion of the so-called second and third generation rights in the Bill of Rights, such as socio-economic rights do not make the judiciary's task any easier. The justiciability and enforcement of second and third generation rights usually leaves the judiciary in a predicament. It is well known that the enforcement of second and third generation rights has the potential to have budgetary implications. In the event that a court enforces second and third generation rights, its decision will be criticized by those in favour of a strict application of the doctrine of separation of powers. On the other hand, in the event that a court is reluctant to enforce these rights due to its deference to the legislature and the executive, it will be equally criticized for not upholding the principles of the Constitution. In a democratic state such as South Africa, the people elect its government. In this regard the following problem arises: What is the position when government, who is elected by the majority, neglects and/or fails to realize a specific right entrenched in the Bill of Rights. Can it be argued that government's failure to realize such a right is constitutional based on the fact that it is democratically elected? Or should it be argued that its conduct is unconstitutional in terms of the principles of the Constitution? This phenomenon is known as the countermajoritarian dilemma. As guardian of the Constitution, it is the function of the courts to take decisions of this nature. As already stated, the judiciary will trespass on the domain of the legislature or executive when it enforces the entrenched constitutional rights. As a result of this trespassing its conduct will be in direct conflict with the doctrine of separation of powers. The present study undertakes to find a solution for the countermajoritarian dilemma. The purpose of the study is twofold. In the first instance it seeks to create an understanding where the boundaries between the different branches of government authority lie. Within this exercise the following matters are addressed: elements of the formal Rechtsstaat (which include a separation of powers and an independent judiciary), the concept of government authority, the development of the doctrine of separation of powers from the ancient periods until present and the relationship between the judiciary with the legislative and executive authority. In the second instance, it addresses instances where the judiciary acts beyond its powers. In this regard a brief comparison is made to Germany and Canada in an endeavour to find possible solutions to countermajoritarianism. The study concludes that, as a general basis for constitutional review, the countermajoritarian dilemma can only be addressed by considering the boundaries of judicial review. Secondly, in the event that it is not possible to determine such boundaries, that the judiciary enters into a constructive dialogue with the relevant branch of government to resolve the issue. In this contribution, the author seeks to introduce the Webber-model of dialectic dialogue as a basis to address the countermajoritarian dilemma.<br>Thesis (LL.D. (Constitutional Law))--North-West University, Potchefstroom Campus, 2006

M.Ed. (Educational Psychology)<br>The high failure rate of especially first year students at tertiary institutions with its financial and manpower implications poses a problem. A report of the work committee of the Committee of University Principals Identified the lack of research on the learning needs of students as well as the need for a student learning profile and ways in which learning style research results can be utilised in the tertiary instruction programme. The implications of learning styles on the reading development of university students are still in doubt. Reading demands a vast amount of a student's study hours and reading ability underachievement occurs to a great extent. Consequently reading development programmes were introduced at tertiary Institutions to offer students the opportunity of developing and improving their reading skills. At the Rand Afrikaans University three different reading courses are offered, but during the past years it has become evident that not all students benefit equally from a specific course. These three courses accentuate the two main components of the reading act. namely the optical-mechanical (in course A), or the cognitive linguistic (in course B) as against the integration of both these components (in course C). The problem is which factors determine to which specific course a student should be assigned to optimise his reading ability. One probability is that a student's learning style could be such a factor. Hypotheses were posed to examine this. The aim of this study is to determine whether a student's learning style has any implications for the different reading courses which are conducted at the Student Counseling Bureau at RAU. An attempt was made to determine the preferred learning style of students in order to ascertain whether 8 student with 8 specific learning style would benefit more from a specific reading course (or courses).

Text in Afrikaans<br>The broad focus of the thesis is an analysis of the meaning and the modern development of the doctrine of the separation of power (trias politica) and the application thereof in the constitutional development in South Africa. The first chapter outlines the historical restrictions that were placed on governmental authority by the trias politica doctrine. In the following chapter the application of the trias politica doctrine in different governmental systems (parliamentary, presidential and semipresidential) are analysed. In the third chapter an analysis is made of the constitutions of the former Boer republics, chronologically followed by an analysis of the 1909, 1961 and 1983 Constitutions, to establish to which extent the trias politica doctrine was incorporated in the respective constitutions. In the subsequent chapters, the focus shifts to the constitutions in the post democratic era, namely the 1993 interim Constitution and the 1996 (final) Constitution. It is evident that the new supreme Constitution and an independent judiciary yielded to a stronger adherence to the separation of power principle. It is also evident that the retainment of the parliamentary system, with a fused legislature and executive authority, inhibited a stronger separation of power. The inclusion of sosioeconomic rights in the Constitution resulted in a more direct involvement in governmental policy. However, the Constitutional Court managed to maintain a fine balance between reviewing policy and the formulation of policy. In the closing chapter a short summary is provided, followed by comments on possible alternatives to the existing system to ensure a stronger separation of powers.<br>Public, Constitutional and International Law<br>LL. D. (Constitutional, International and Indigenous Law)

Thesis (LL.D.)--University of Leiden<br>"Between legality and illegality: An inquiry into the doctrine of encroachment of rights and powers as a result of the corrective action of reasonableness and fairness in law with particular reference to the encroachment of ownership of immovable property" ...refer to full-text for more details which includes abstracts Afrikaans. Text in Afrikaans.

Summaries in Afrikaans and English<br>In die studie is daar gepoog om aan te toon waarom die ondervindingsmod~l vir taalleer die aangewese model vir effektiewe tweedetaalleer is. Die kommunikatiewe onderrigbenaderingswyse, onderhandeling in die klaskamer en die belangrikheid van die prosessillabus in tweedetaalverwerwing is bespreek. Die taalonderwyser se rot as fasiliteerder van leer in kommunikatiewe FAfrikaanstaalonderrig in die interaktiewe klaskamer met klem op leerdergesentreerde onderrig is uiteengesit. Daar is verder aangetoon dat daar ten opsigte van die rot van die onderwyser 'n paradigmatiese verskuiwing moet plaasvind, veral noudat beginsels van uitkomsgebaseerde onderrig wat deel van kurrikulum 2005 vorm, in 1998/1999 in aile Suid-Afrikaanse skole ingestel is. Die onderwyser is nou 'n fasiliteerder van kennis, nie 'n oordraer daarvan nie. Belangrike aspekte van leer wat leerders se tweedetaalleer be'invloed, is bespreek, byvoorbeeld klaskamerkommunikasie, fasilitering, suggestopedia, faktore wat begrip van leerstof be'invloed, onderwyser - en leerdergedragswyses, positiewe /eeratmosfeer, behandeling van leerderfoute, Jeerderpersepsies, kommunikatiewe strategiee en evalueringsmetodes. 'n Verskeidenheid taallesse wat op T2-Afrikaans en die T2-taalklaskamer betrekking het, en wat verskillende onderrigteoriee, uitkomsgebaseerde onderrig en die ses taalvaardighede integreer, word in hoofstuk 5 ge'illustreer.<br>In this study it is shown why the discovery model of language learning is the appropriate model for effective language learning. The communicative teaching approach, classroom-negotiation and the importance of the process syllabus in second language acquisition is discussed. The language teacher's role as facilitator of learning, in communicative L2 - Afrikaans language teaching in the interactive classroom with a learner-centered focus is explained. It is further shown that the role of the teacher must undergo a paradigm shift especially now that principles of outcomes based education which forms part of curriculum 2005 has been introduced into all schools in South Africa in 1998/1999. The teacher is now a facilitator of knowledge and not a transmitter thereof. Important aspects of learning that influence learners' second language learning are discussed, for example classroom communication, facilitation, suggestopedia, factors that influence the understanding of subject matter, teacher and learner behaviours, positive learning atmosphere, treatment of Ieamer errors, learner perceptions, communicative strategies and methods of evaluation. A variety of language lessons which integrate various teaching theories, outcomes based education and the six language learning skills which are related to L 2-Afrikaans and the L 2-classroom are illustrated in Chapter 5.<br>Afrikaans and Theory of Literature<br>M.A. (Afrikaans)

Text in Afrikaans<br>Die doel van die ondersoek sentreer rondom die verband tussen denkontwikkeling (‘n kognitiewe veranderlike) en prestasie in Afrikaans as tweede taal. Denkont-wikkeling is egter nie die enigste kognitiewe veranderlike wat prestasie in ‘n taal kan beïnvloed nie. Verbale begrip en geheue is ook as vername kognitiewe verander-likes geïdentifiseer. Affektiewe veranderlikes soos motivering, selfkonsep en angs, kan ook met prestasie in Afrikaans as tweede taal in verband gebring word. ‘n Empiriese ondersoek is uitgevoer waarby 174 hoërskoolleerders betrek is. Kognitiewe en affektiewe veranderlikes, asook leerstyl, is gemeet. Uit die empiriese ondersoek blyk dit dat selfkonsep, geheue, verbale begrip en motivering as die vernaamste veranderlikes beskou kan word wat met prestasie in Afrikaans as tweede taal verband hou. Denkontwikkeling is nie as ‘n vername faktor geïdentifiseer nie. Die bevindinge in die literatuurstudie en die empiriese ondersoek is bespreek om ouers en onderwysers van riglyne te voorsien om prestasie in Afrikaans te verhoog.<br>The aim of the research focusses on the relationship between thought development (a cognitive variable) and achievement in Afrikaans as a second language. Besides thought development, verbal understanding and memory recollection are also identified as distinctive cognitive variables. Affective variables such as motivation, self-concept and anxiety could also relate to performance in Afrikaans as a second language. Empirical research was conducted amongst 174 High School learners. Cognitive variables, affective variables and learning styles were measured. Resulting from the empirical research, it appears that self-concept, memory recollection, verbal comprehension and motivation are the main variables that impact on the performance of Afrikaans as a second language. Thought process development was not identified as a main factor. Results from the literature study and the empirical research are discussed in order to assist parents and teachers with guidelines to increase achievement in Afrikaans as a second language.<br>Psychology of Education<br>M. Ed. (Sielkundige Opvoedkunde)