Numerous academics and foreign policy practitioners have argued that relations with Russia are one of the most divisive issues within the European Union (cf. Leonard and Popescu 2007, Mandelson 2007). Mainstream explanations highlight that this is due to the different interests and security concerns of EU member states (David et al. 2011). This dissertation proposes an alternative understanding that focuses on national identity construction and Russia‘s role therein. Germany, Poland and Finland, three EU member states that traditionally have different stances towards Russia, are selected for in-depth analysis. The key argument is that divergent national discourses on Russia are due to the different ways in which the country was constructed in national identity. In order to show this, the thesis elaborates on social constructivist scholarship studying the relationship between identity and foreign policy. It argues that constructivist models theorising a causal link between identity and foreign policy (eg Wendt 1999, Katzenstein 1996) are insufficient to fully explain the complexity of this relationship. Drawing on the work of scholars such as Ted Hopf (2002), Richard Ned Lebow (2008, 2008a) and Ole Waever (2002), this thesis develops an interpretive theoretical framework in which national identity and foreign policy are conceptualised as mutually constitutive and studied at the level of discourses. Dominant identity and foreign policy narratives are examined in a longue durée perspective, which allows for an exploration of their deep historical roots. The research conducted through this model highlights the relevance of long-standing narratives on Russia to current foreign policy discourses. However, the thesis also shows that national identity is malleable and top national officials can reformulate dominant discourses in order to achieve particular foreign policy goals. This is illustrated in the case studies, which focus on official narratives concerning the building of the Nord Stream pipeline, the Russian-Georgian war of August 2008 and the mass demonstrations in Russian cities in the winter of 2011-2012. The empirical analysis shows that gradual convergence took place across national discourses as national constructions of Russia were reformulated in order to pursue a pragmatic foreign policy towards Moscow. Finally, through the comparison of national discourses in the EU discursive arena, the dissertation assesses the prospects for the emergence of shared EU foreign policy narratives on Russia.

The questions addressed in this study arose from an earlier project which attempted to provide videoconferencing opportunities for Second Language (SL) teachers to engaging in bilingual “virtual exchanges” for their students (hereafter referred to as “eTandem videoconferencing”). This investigation was initially motivated by the interest on discovering why these teachers and their students did not take the opportunity to participate in the synchronous part of the exchanges. This qualitative study reports on the developmental paths experienced by twenty SL teachers from the US, the UK, Switzerland and Spain and their pupils in the process. It particularly aims to discover what teachers' roles emerge in the process. The research also focuses on how these teachers’ practices are consistent with a more social constructivist approach to Computer Assisted Language Learning. The investigation builds on Hartnell-Young’s theoretical model (2003) of teachers’ roles where computers are used. Data collection involves an initial survey, observation of teachers and students before, during and after the exchanges and video-stimulated recall interviews with the teachers. The research centres on critical incidents experienced by these teachers. Hugues' model (2009) of the expanded critical incident approach provides the methodological framework. In line with her model, the study has created a multifaceted word picture of these teachers, further characterised by a condensed set of critical findings. The teachers’ accounts reveal several incidents that inhibited or supported the teachers’ development in terms of how they planned the learning environment regarding the physical space, the virtual setting and the social environment and in terms of how they mediated the implementation of the exchanges towards a more interactive approach. In doing so, this investigation adds to the knowledge base available to educators and researchers by offering greater understanding about these SL teachers’ particular experiences.

The process of psychological change is complex, mirroring the complexity of life (Mahoney, 1991). Such complexity is nonlinear. Essentially, people are nonlinear dynamical systems and are characterised by an ever-changing, ever-adaptive movement from one state of order to another. This movement is a sequential flux, a turbulent ebb and flow of forces and form. Psychological change, too, follows this chaotic process of change (Butz, 1997). This is in line with the ‘new science’ of complexity. A postmodern vision, this is an ecological worldview that sees the world in terms of wholeness, interconnectedness, context, and nonlinear process (Goerner, 1995a). Three fields characterised by and concerned with complexity and which embrace the postmodern, ecological worldview are constructivism, ecopsychology, and chaos theory. Constructivism holds that people are meaning-making individuals who construct their own versions of reality; people are proactive, self-organising, and ever adapting to higher levels of complexity (Masterpasqua & Perna, 1997; Neimeyer & Mahoney, 1995). Ecopsychology is a synthesis of psychology and ecology; it is inspired by a holistic version of reality and posits the mutual embeddedness of humans and nature, the systemic connectedness of all that exists, and the evolutionary flux of the universe (Goerner, 1995a; Metzner, 1999). Chaos theory is the face of complexity; it is concerned with nonlinear dynamic systems as they evolve over time and the patterns and processes underlying such change (Cambel, 1993; Kellert, 1993). Although individually powerful and relevant for psychology, these fields are highly fragmented and often impractical. Much potential lies in their integration. Against this background, two goals were pursued in this study: 1) primarily, to simply and clearly demonstrate the concepts and application of chaos theory in a therapeutic situation; 2) to integrate the fields of constructivism, ecopsychology, and chaos theory relevant to the main goal of the study. Constructivism served as a grounding epistemology and, within this, ecopsychology served as a context within which chaos theory was utilised as a therapeutic applicatory model. The grounding epistemology, integration, and intervention are premised on the notions that: a) nature and humans are mutually and crucially embedded in each other; b) nature is characterised by nonlinear dynamical systems and the chaotic process of change, and thus humans (ie: dynamical systems) are also necessarily subject to such natural laws and principles; c) humans are proactive and may utilise the principles of chaos theory – notably self-organisation – to consciously initiate their own chaotic process of psychological change. The fields of constructivism, ecopsychology, and chaos theory are characterised by new and innovative forms of research and design methods. Such a pioneering spirit underpinned this study. The emphasis was on simplicity and pragmatic utility, using down-to-earth methods geared to producing practical and relevant data for use in therapy. A prime consideration was to ground the study in real-life. An empirical, descriptive field study was thus used, utilising an intensive single-case quantitative (time-series) design for data collection and a qualitative analysis. The intervention was aimed at initiating and facilitating psychological change, and was conducted with three participants. A nature-based metaphor and related guided imagery were used as a structure for the intervention. The intervention was conducted over three months. Participants completed self-report scales four times daily for the duration of the intervention, yielding time-series data. Analysis was by means of interpretation of three-dimensional geometric phase portraits and time-series graphs. Interpretations were used heuristically, triangulating them with clinical observations and verbal feedback from participants. Results showed that each of the three participants changed psychologically in different ways in the intervention, with certain aspects of chaos theory more applicable to one or the other. Considered together, the data pertaining to the three participants were clearly related to the principles of chaotic change. It was concluded that the concepts of chaos theory were shown to be relevant for therapy and that their application could be demonstrated simply and clearly. Chaos theory holds much potential as an applicatory model in psychology and would be well served by the use of more simple and pragmatic research methods. The use of triangulation in chaos theory analysis was found to be a particularly powerful methodology. The integration of constructivism, ecopsychology, and chaos theory proved to be a powerful framework for therapy and holds much potential for future development as a framework for broader psychological investigation and application. Much future research could be pursued from where this study leaves off. More studies focusing on simple and clear applications of chaos theory in therapy could be undertaken. Practical studies conducted in real-life therapeutic situations using innovative methodology would be particularly useful. A more comprehensive integration of constructivism, ecopsychology, and chaos theory could be undertaken. This could be a rich synthesis, going beyond unification of the core fundamentals to consider more widely related aspects of therapy and psychology. / Professor Gertie Pretorius

Increasingly, multimedia technology is permeating the educational arena worldwide, and many colleges and universities are moving towards the use of digital technology to enhance the teaching and learning process of both the students and educational practitioners (Kachian & Wieser, 1999:[online]; Mat, 2000:[online]). South Africa is a developing country that is undergoing radical social, political, economic and cultural changes and advances in computer technology have also dramatically changed the learning and teaching process and provided new learning opportunities and access to educational resources beyond those traditionally available. This research study describes a design experiment in which a multimedia learning environment (MMLE) was crafted for nursing students in neonatology at a university in Johannesburg, South Africa. At the outset, the integrated design principles derived from the constructivist perspectives on learning, multimedia learning design principles generated from Instructional Design Theory and the learning styles according to Kolb’s Learning Style Inventory, are established as a theoretical point of departure. This theoretical position led to the generation of a design framework that exploits the congruencies between constructivist perspectives on learning, the individual attributes of learners as defined by learning styles and multimedia design principles. The design experiment is conducted in five phases: the establishment of the design framework after an extensive literature review, the development of the MMLE, a pilot study, the final implementation and data analysis. Both quantitative and qualitative data are collected. The preliminary results of the study show that the students had an overwhelmingly positive experience of the MMLE, and that their preferred learning style had some influence on their experience. Little evidence has been found in the literature about the interaction between learning styles and constructivist learning principles for the design of multimedia learning and it is in this area that the study makes a contribution. The study also makes a contribution to the field of Nursing Science education, as it designs and develops multimedia learning materials, and assesses the value of those learning materials for learners which may be adopted in similar contexts within the broader South African context. / Prof. D. Van Der Westhuizen

The use of Web 2.0 technologies in the field of learning is on the rise, yet there have been a limited number of studies of the impact of Web 2.0 technologies on learning. By their nature, Web 2.0 technologies increase the interactivity between users. Interactivity is considered to be a key to success in traditional classrooms. The purpose of this thesis is to determine whether the interactivity of Web 2.0 technologies has an impact on the learning experience of students. The thesis investigated the use of Web Polls to provide interactivity inside the classroom and the use of Twitter to provide interactivity outside the classroom. Four studies were conducted, two involving Web Polls and two involving Twitter. Mixtures of methods such as qualitative and quantitative approaches were employed in the studies in order to triangulate the data, and the data from participants were collected via questionnaires and interviews. The primary purpose of employing triangulation techniques is to have more explanation and more understanding of the student behaviour from different points of view. The responses to the four studies revealed that the use of interactivity of Web 2.0 technologies were more positive than neutral about the learning experience of students. Across these field studies, the interactivity inside the classroom had a greater effect on the learning experience of students. Overall, the research revealed that the perception of using interactivity of Web 2.0 technologies inside and outside the classroom was more positive than neutral about the credibility of the instructor, the engagement, the communication by students, and the motivation of students, and results in a positive attitude to the use of Web 2.0 for learning. The thesis suggests that the adoption of interactivity of Web 2.0 technologies has the potential to support learning in higher education.

Ethnicity is one of the powerful concepts in social sciences. It encourages social scientists coming from different academic disciplines to think over its roles, influences and power within communities which are shaped at various level. Particularly in the globalised world, traditional approaches such as primordalism, essentialism or instrumentalism have difficulty to provide a powerful framework to understand complexity and power of ethnicity in diasporic spaces which host different identity formations, experiences and cultural hybridisation. Accordingly, these traditional approaches miss differences among human beings who associated themselves with certain ethnicities. For this reason, social scientists tend to understand the concept of ethnicity with alternative approaches. Unlike traditional approaches, social constructionism does not seen ethnicity as fixed, stable homogeneous things. Rather, ethnicities refer to a cognitive process which is shaped by people’s attitudes, perceptions or interactions. Approaching to ethnicity as a cognitive process allows us to go beyond universality and sharp definitions of ethnicity. Also, it emerges out various interpretations in diasporic spaces where ethnicity can be reproduced in various ways. By relying on this theoretical framework, this research seeks to understand the reproduction of Armenianness in diasporic spaces. Through focusing on Turkish, Lebanese and British Armenians, it searches answers for following questions a) What are the components of Armenianness in Turkey, Lebanon and Britain? b) How are the components of Armenianness interpreted in diasporic communities in Turkey, Lebanon and Britain? c) How is Armenianness reproduced among Armenian youngsters in Turkey, Lebanon and Britain? It is hypothesised that Armenianness is not a holistic form, it can be observed as “a patchwork” consisting of various patterns and colours. In order to materialise research aims and goals, the research was supported by field works in Istanbul, Beirut and London between 2011 and 2013. Throughout the data collection period, in-depth interviews, ethnography and participant observation were preferred to not only identify components of Armenianness, but also to create datasets for comparing and analysing the cases. The datasets have been analysed by ANCO-HITS to demonstrate similarities and differences among various reproduction forms of Armenianness in numerical ways. As a result of the ANCO-HITS analysis, Armenianness was ranked in each case according to participants’ scores. Later on, two participants (having the most negative and positive) were introduced through referring findings and fieldwork notes which derived from ethnography. This research shows that Armenianness is observed in various forms. It is highly heterogeneous in diasporic spaces and experienced in different ways. Interpretations of youngsters are varied. It sometimes seems to be ethnic, nationalist, political, moderate or congregational. It also demonstrates that attitudes, perceptions as well as interactions of youngsters with Armenians and non-Armenians can be effective parameters differentiate Armenianness in diasporic spaces.

Magister Philosophiae - MPhil / The Nuclear Non-Proliferation Treaty (NPT) was negotiated to stop the proliferation of nuclear weapons, resulting from the dangers associated with the use of these weapons well visible during 1945, in Hiroshima and Nagasaki and a nuclear arms race as seen during the Cuban Missile Crisis. During NPT Review Conferences, held every five years, the strength and integrity of this treaty is tested. Evident in NPT review conferences is the disagreement between nuclear weapon states and non-nuclear weapon states over the role and importance placed on nuclear weapons and the slow pace of nuclear disarmament. The NPT has been in force for over 40 years; however the threat of nuclear weapons still exists. It then becomes necessary to understand what role the NPT plays in the international system, which differs depending on the theoretical lens used to interpret the NPT. A realist perspective of the NPT reveals that this treaty is an instrument used by dominant states to safeguard and legitimise their hold over nuclear weapons, while denying other states access to these weapons, instead protecting their allies through extended nuclear deterrence. A liberal perspective of the NPT highlights the moral influence of this treaty as an instrument for the benefit of the greater good, to shield humanity from the dangers of a nuclear explosion by delegitimizing nuclear weapons, key to shaping the perceptions of the decision makers of states regarding state security and nuclear weapons particularly. A constructivist interpretation of the NPT argues that this treaty is a social construction by states to impose a measure of order in their relations. At particular times in history, the NPT moves between a realist and liberal interpretation based on critical events that inform its direction. Social agents (decision makers of the state) through their thinking and ideas construct and give meaning to “reality” which is constantly negotiated. With that in mind, no interpretation of the NPT is fixed and for that reason, a constructivist conclusion seems ultimately applicable, namely that the NPT is what states make of it.

Magister Educationis (Adult Learning and Global Change) - MEd(AL) / This study investigates how students in an online Masters Programme in Adult Learning, although geographically dispersed used SNs to develop a supportive environment that enables collaborative learning to support and deepen their learning. Web 2.0 social software provided the tools for various forms of communication and information sharing amongst student within the social networks. This study shows how the use of Web 2.0 tools such as wikis, podcasts, blogs, chat rooms, social networking sites and email have the potential to expand the learning environment, increase participation and enrich the learning experience. Rapid technological developments transform our world into a global society which is ever changing and interconnected. The SNs as a learning environment in this technological driven global society is complex and not clearly defined; therefore it was not easy for me to understand the nature of the SNs as learning environment. The social nature of this study has therefore urged me to use social constructivism as a conceptual framework to gain insights into how students have used the social networks to develop a supportive environment that enables collaborative learning to support and deepen their learning. The utilisation of social constructivism as theoretical lens has helped to broaden my perceptions of the SNs as learning environment, to deepen my understanding of how learning occurs in the SNs and to comprehend learner behaviour within this pedagogical space. Social constructivists view learning as a social process in which people make sense of their world by interacting with other people (Doolittle & Camp, 1999). Social constructivists belief in the social nature of knowledge, and the belief that knowledge is the result of social interaction and language usage, and, thus, is a shared, rather than an individual, experience (Prawat & Floden, 1994). Furthermore, they believe that this social interaction always occurs within a socio-cultural context, resulting in knowledge that is bound to a specific time and place (Vygotsky, 1978).

Magister Educationis (Adult Learning and Global Change) - MEd(AL) / Scholars focusing on experiential learning argue that experience should be considered as critical for adult learning. This research paper frames experiential learning within a Constructivist framework. This paper focuses on an investigation into the ways that facilitators use the Continuous Learning Cycle, a model for learning based on Kolb's Learning Cycle, to facilitate learning through experience during the triad skills observation role-play in a workshop, which is part of an induction programme, for a retail bank. Indications are that facilitators use the Continuous Learning Cycle in limited ways, and therefore undermine the possibilities for optimal experiential learning; and that the Continuous Learning Cycle has limitations.

This study explored the experiences of street-involved youth who have received mental health services for symptoms of methamphetamine-induced psychosis. Specifically, the study investigated what factors were perceived by participants to promote and hinder access to mental health services. The researcher interviewed nine street youth at Covenant House, a Vancouver agency serving street-involved youth. Interview data and the researcher's field notes were coded and analyzed within a grounded theory paradigm. Youth discussed formal and informal sources of help and routes to both. Two distinct perspectives to treatment were identified: an addictions perspective and a concurrent disorders perspective. Respondents outlined the typical pathway into methamphetamine use and described barriers and supports for accessing services while undergoing drug-induced psychosis. Significant factors that encouraged access to services were positive relationships with helpers, strong peer supports, and the use of involuntary services when necessary. Identified barriers included fear of being stigmatized, lack of problem awareness, and systemic barriers. The current research proposed a model of access to mental health services that positions outreach and frontline workers as key figures to mediating street youth's access to appropriate services. / Arts, Faculty of / Social Work, School of / Graduate