M.A. / The prospective and observed changes in South-Africa, with respect to the mobilisation of human skills, bring unique challenges to the fore where the career development of the individual is concerned. Scheepers (1996) and Quinn (1994) state that psycho-educational programmes can be implemented to foster the successful transfer of career development skills. A number of career development programmes were therefore designed and developed. However, the necessity of further development and extension of such programmes are crucial and in accordance with the experienced rapid changes of the target group's needs. In the light of the above mentioned statements, a study was conducted to evaluate the impact of an existing career development programme, by using standard programme development requirements. A further objective of the study was to make an existing programme more goal orientated and user friendly, by ensuring a more effective transfer of the skills contained in the programme. The method used was the developmental research model as introduced by Rothman and Thomas (1994). The choice of this model presents various advantages to the researcher, through the generation of both qualitative and quantitative results. The quantitative measure instruments that were used in this study are the Career Development Questionnaire of Langley and the Career information Questionnaire of Heidema. The qualitative evaluation made by direct observation and also the feedback of the tests. It was endeavoured to establish a theoretical foundation for the identified problem by using the theories of important career development researchers. The structural-interactive model of Holland was mainly focused upon in this regard. A career workbook, namely the SNUG was presented at various intervals to a group RAUCALL students during this research. Three groups were chosen at random and this ensured the progressive development of the programme. The first group was introduced to the original SNUG and owing to observation certain useful amendments were made to the presentation. This tentative improvements were presented to the second group whereafter further amendments were brought forth. The third and last group were exposed to the resultant improved SNUG. The focus of the improvements that were implemented fell on the visual changes and was not based on the contents. Statistical significant differences between the three groups in terms of the five sub tests of the Career Development Questionnaire were reported and no significant differences with reference to the results of the Career Information Questionnaire were noted. However the scores still refer to inefficient career development skills when a realistic career decision is to be made. A correlation between the third sub test of the Career Development Questionnaire namely Career Information and the Career Information Questionnaire of Heidema was noted.

M.A. (Applied Linguistics) / In June 1991 Parliament passed the following amendment to paragraph (b) of Section 3 of Act 90 of 1979: that the language or languages to be used as the medium of instruction at a school and the extent and duration of such use shall be determined by the Minister after consultation with the parents of pupils enrolled at that school, which consultation shall take place in the manner as prescribed. Act 90 of 1979 is the Education and Training act which legislates for black education under the control of the Department of Education and Training. The education epartments in the self-governing states tend to align themselves with DET policy, but the TBVC states have acted independently even though there have been correspondences between their policies and the DET's which might suggest otherwise. The amendment replaces the following wording of paragraph (b): that the universally accepted principle of mother-tongue instruction be observed: Provided that this principle shall be applied at least up to and including Standard two: Provided further that the wishes of the parents shall be taken into consideration in the application of this principle after Standard two, and also in the choice of one of the official languages as the medium of instruction where the mother tongue cannot be used as the medium of instruction after Standard two. The essential difference between the two is that the original wording prohibited the use of any medium other than the mother tongue before Standard 3 whereas the amendment does not. Both versions make prov1s1on for the wishes of parents to influence but not actually to determine language policy: the Minister reserves the right to do that. The 1991 amendment legislates in favour of the options listed in section 7.11 of the White Paper on the Provision of Education in the Republic of South Africa of 1983 quoted below, which in turn quotes at length from the report of the Education Working Party of the HSRC De Lange Commission. Paragraphs (a) to (e) acknowledge the desirability of mother tongue instruction and of developing African languages accordingly, but paragraphs (f) and (g) imply that the then current language medium policy of mother tongue for at least the first four years was not necessarily the best one, and that "pragmatic approaches to the language medium problem include the use of English from Sub A".

A collection of mostly lyrical poems. The poems explore moments of experience and thought relating to longing and belonging, in terms of relations, memory and place. The poems are mostly short and intense. Silence and implied meanings are often as important as what is said; shadows are evoked to recall substance. Though short, the poems are not tightly closed – on the contrary, meanings proliferate in the process of exploration

A collection of mostly lyrical poems. The poems explore moments of experience and thought relating to longing and belonging, in terms of relations, memory and place. The poems are mostly short and intense. Silence and implied meanings are often as important as what is said; shadows are evoked to recall substance. Though short, the poems are not tightly closed – on the contrary, meanings proliferate in the process of exploration

This collection of poems explores the boundaries between certainty and uncertainty, between the desire for meaning and the destabilisation of meaning. The content encompasses everyday life, love and loss, and the ambiguities are reflected in the forms used, so that, for instance, the linear continuity of narrative and the musicality of the lyric may be juxtaposed with the fragmented and imagistic leaps of the associative poem.

An exchange programme involving students and academics from Egoli University in Johannesburg and the University of Athens provides the conduit for the smuggling of Venetian Grossi coins discovered on the Cycladic island of Naxos. Thirty-five year old Delancey James, a Professor of Ethics at Egoli University, stumbles upon events associated with the murder of a post-graduate student. Through her investigation, she uncovers a web of intrigue that links the coin smuggling to corruption at the highest levels of the University, and, in the process, her life is placed in mortal danger.

The kingdom of Sansland situated on the Azanian Peninsula has been ruled by Sorricians, the sky people, ever since they landed on terra firma centuries ago. The indigenous population are forced to engage directly in the social and economic perpetuation of their own domination beneath the Sorrician heel. Until revolution flares in the antipodes, and soon, even the gods themselves seem to take an interest in the inevitable course of events. But all is not what it seems. The revolution appears to proceed too rapidly. The kingdom’s trade infrastructure collapses too easily. The Sorrician rulers are inexplicably and unrealistically confident in their ability to repel an attack on the capital. It will take a man of conscience, a regular soldier and a boy priest to restore appearances back to reality.

My mother had many failings. Her inability to cook. Her inability to work. Her inability to love. But her two biggest failings...those were the ones that had the potential to ruin my entire life, to ruin my brother’s life, to tear a family apart. More than anything, it was her inability to act. Claire is a young woman working in Johannesburg as a PA. She has few friends barring her au pair flatmate Beth and work colleague Marge. Her nights are spent trying to overcome the trauma of her past to find sexual fulfilment in a shallow world of one night stands. Whether she can set herself on a path towards a more normal life comes down to one crucial thing – forgiveness.

A collection of mostly lyrical poems. The poems explore moments of experience and thought relating to longing and belonging, in terms of relations, memory and place. The poems are mostly short and intense. Silence and implied meanings are often as important as what is said; shadows are evoked to recall substance. Though short, the poems are not tightly closed – on the contrary, meanings proliferate in the process of exploration

This is a collection of village narrative poems mainly set in rural Limpopo that searches into the complexity of the past and how historical events impact on the present. Although the poems are imagined along the Marxist dialectic, they’re fresh imaginative creations featuring a strong element of surprise, spiritual mysticism, experimenting with form, delving into unknown poetic avenues, creating new music, exploring new sounds and taking risks. The long and intense poem, Ancestral wealth, which is a tribute to the poet’s father, reflects on death and its impact through the effective application of various stylistic elements and poetic devices, thus immortalising the life of a rural South African. Overall the poems, including retrospective and experimental ones, condemn the free market economic system and all that it seems to necessitate: the degradation of ecology, indifference to human suffering and the alienation of vulnerable social groups.