Optimal performance requires a relaxed concentration which is incompatible with experiencing certain emotions (Juslin, 2009). This research aimed to explore the extent to which performers emotionally engage with music during a solo recital, from the performer’s perspective. The research project was a qualitative study, using interpretative phenomenological analysis (IPA). The research participants consisted of eight concert pianists (four students and four professionals), each of whom performed solo recitals lasting 60 -70 minutes. The pianists were interviewed by means of semi-structured, in-depth interviews immediately after their performances. The interview data was collated from the semi-final round of the 2011 National University of South Africa (UNISA) piano competition (student pianists), and professional performances in South African concert halls in 2011/2012 (professional pianists). The results suggested that the performers experienced two categories of emotions during performance: musical emotions which relate to the emotional content of the music, and performance-related emotions which relate to the performance circumstances. Musical emotions appeared significantly more complex and nuanced than emotions experienced in an everyday context. Performers preferred to represent musical emotions perceived to be in the score rather than experience them directly (induced) during performance. The performers maintained strict emotional control during performance, as excessive musical and performance-related emotions impacted negatively on a performance. An intense dialogue evolved between performer and composer when preparing for a performance. This manifested in performance as a stage persona, and was experienced by performers as a cognitive-emotive duality. During optimal performance, the performers appeared to transcend reality and enter a “zone”, or state of altered consciousness. The heightened elation experienced by the performers when in the zone was synonymous with a state of Flow (Csíkszentmihályi, 1990). Several factors facilitated or inhibited musical Flow, but did not guarantee its occurrence. In conclusion, the research suggests that the performers’ engagement with musical emotions (perceived and induced) during performance is incidental and does not play a significant role either in the successful representation of musical emotions, or the performer’s experience during performance. The euphoric “high” which performers experience during optimal performance does not relate to musical emotions, but reflects rather the altered state of consciousness experienced during Flow. / Thesis (DMus)--University of Pretoria, 2014. / lk2014 / Music / DMus / Unrestricted

The focus of this study was to locate the lacuna that exists between cultural history and musicology, in order to assess processes of affect and meaning in vocal music as a vehicle for understanding the South African Boer psyche and circumstances during the war. The pursuit of locating the lacuna was best served by employing qualitative research methods that reflect the phenomenological paradigm. This allowed for an in-depth understanding of the Boers in terms of their own interpretations of reality, as well as the understanding of society in terms of the meanings that people ascribe to the societal practices in that society. A cultural-historical approach was necessary in order to highlight the experiential world of the Boers and gain some insider perspectives of the war. This approach did not, however, have much to say about the role of Boer vocal music in generating and articulating social and cultural meanings. On the other hand, the musicological approach which was based on research grounded in an examination of hand-notated musical scores, drew little attention to the role of music’s meanings in the social, historical and cultural circumstances of the Boer people during the war. After the historical context, which generated the vocal music was understood; the researcher was able to identify the lacuna as an aural void, due to the fact that affect and meaning cannot be grounded exclusively in an examination of cultural history or musical symbols decontextualised from sound. The background information allowed for the lyrics to be interpreted in melodic configurations, which were equated with particular moods, emotions and cultural meanings. This thesis thus responded to and succeeded in assessing insight and understanding into the psyche and circumstances of white South Africans during the Anglo Boer War. The thesis concluded by proving that by highlighting the aural void it was possible to move cultural history towards an accommodation with musicology. Through Boer vocal music it was thus possible to critically shape understanding of the experiential world of the Boer during the Anglo-Boer War. / Thesis (DMus)--University of Pretoria, 2005. / Music / unrestricted

The assertive training literature has documented the effectiveness of both behavioral and cognitive methods to increase individual's assertiveness. However, the ability for such methods to enhance the generalization of treatment effects to untrained assertive response classes and the natural environment has been poor. In addition, little notice has been paid to the durability of these changes. Although the past several years have witnessed more intensive efforts by investigators to program generalization as part of their interventions, results have continued to be disappointing. A specific generalization-enhancing treatment strategy, self-directed practice, has been utilized with much success in phobic populations. This strategy, and the theoretical orientation it reflects, has been proposed for use in assertive training. The present study sought to examine the effectiveness of this method as compared to the traditional assertive training procedures and investigate the role of self-efficacy expectations in mediating initial behavior change and its subsequent generalization.

Alcoholics Anonymous (AA) continues to be the most accepted approach for the treatment of addictions in the United States. However, due to recent evidence questioning the effectiveness of AA, the need for alternative approaches to the treatment of addictions has become clear. The following research addresses the efficacy of one such alternative, Rational Recovery (RR). Node-Link Mapping (NLM), a graphic communication technique which uses links and nodes as building blocs to facilitate and enhance communication of information as well as awareness in a counseling environment, was implemented to enhance the recovery process. Three groups of ten (10), chemically dependent, adjudicated subjects were exposed to three different treatment approaches at an outpatient counseling center. The Experimental group received RR with NLM, the Comparison group was exposed only to RR, and the Control group continued in treatment according to the protocol of the counseling agency. All subjects were given the Substance Abuse Subtle Screening Inventory-2 (SASSI-2) as a measurement of symptoms associated with chemical dependency. The subjects were also administered the Rotter Internal-External Locus of Control Scale (Rotter I-E Scale) to determine locus of control prior to treatment and any change after treatment.

This study examined differences in achievement over Person- Centered Therapy and Rational-Emotive Therapy taught by adjunct computer-assisted instruction tutorials (CAI) and traditional instruction (TI). The Achievement Instrument Over Person-Centered Therapy and Rational-Emotive Therapy was developed by the researcher to measure achievement. Content validity and test-retest reliability were established for the test. Analysis of covariance was utilized to test for differences in achievement gains between the CAI and TI groups. Cumulative university grade point averages and achievement pre-test scores were covariates. The Kolmogorov-Smirnov test was used to determine if the distribution of scores following instruction would be more positively skewed for the CAI group than for the TI group. This effect was expected if CAI was more effective than TI for low ability students.

The role of the state in land use control was examined in general, and in relation to the land use context of Alaska. The study provides a brief overview of the history of land ownership and land control in Alaska as well as the particular difficulties attendant to the control and management of lands in Alaska. The types of land use control mechanisms and strategies available to Alaska, and their applicability to the Alaska context are examined through case studies of land use programs in Hawaii, Florida, Vermont and Oregon. Finally, the elements of Alaska's land use framework are identified in order to provide insight into the types of land use controls which might form the basis for a state land use control program for Alaska. The study concludes by offering a number of specific recommendations on the actions required to create a viable, comprehensive state land use program for Alaska. / M.S.

Although thet:e has been gradual awat:eness of leat:ning disabilities aftet: Wodd Wat: II, it was in the late 1960's that compt:ehensive assessment and special education wet:e provided in schools. Specifically, in the at:ea of services for families, a reaffirmation of the fundamental rights of chilruen and families emerges. Although stress associated with the presence of a learning disabled child is an important consideration, its impact on the family is related to the family members' cognitive appraisal of the stress situation and thett copmg resources. Parents of learning disabled chilruen experience more stress, often exacerbated by faulty, misunderstood coping efforts that increase conflict in the family. Reseat:chers have investigated how: families manage stress; and cope with the multiple stt:esses of rearing a learning disabled children. It has been found that while many families cope, others cannot. Stress theory has dttected our attention to circumstances that weaken families and exacerbate distress. Preventative and ameliorative services at:e needed to assist such families. Stress and coping theory suggest that differences in families' reactions to learning disabilities may be related to amount and quality of resources available to pat:ents. This involves cognitive adaptation using coping skills, enabling them to t:e-evaluate stressful events positively. Another resource would be professionals, whose role would be of a facilitator, strengthening the ability of the family to gain access to needed services while increasing the family's mastery of coping with learning disability. Research has shown that parents' initial contact with learning disability and how to assist their learning disabled child was stressful. After parents received counselling on coping with their stress and stress management, and after the child's psycho-educational assessment and remedial measures were implemented, there has been significant positive feedback from parents and children. Research would embrace relationships between perceptions and family well-being using Ellis's rational-emotive therapy, thereby contributing to better understanding of how families cope with stress. Ayurvedic principles would be used to adopt a holistic approach to life. By using RET and A yurvedics the researcher was able to assist parents with learning disabled children to cope better with their stresses and effectively manage their child's learning disability. / Psychology of Education / D. Ed. (Psychology of Education)

Although thet:e has been gradual awat:eness of leat:ning disabilities aftet: Wodd Wat: II, it was in the late 1960's that compt:ehensive assessment and special education wet:e provided in schools. Specifically, in the at:ea of services for families, a reaffirmation of the fundamental rights of chilruen and families emerges. Although stress associated with the presence of a learning disabled child is an important consideration, its impact on the family is related to the family members' cognitive appraisal of the stress situation and thett copmg resources. Parents of learning disabled chilruen experience more stress, often exacerbated by faulty, misunderstood coping efforts that increase conflict in the family. Reseat:chers have investigated how: families manage stress; and cope with the multiple stt:esses of rearing a learning disabled children. It has been found that while many families cope, others cannot. Stress theory has dttected our attention to circumstances that weaken families and exacerbate distress. Preventative and ameliorative services at:e needed to assist such families. Stress and coping theory suggest that differences in families' reactions to learning disabilities may be related to amount and quality of resources available to pat:ents. This involves cognitive adaptation using coping skills, enabling them to t:e-evaluate stressful events positively. Another resource would be professionals, whose role would be of a facilitator, strengthening the ability of the family to gain access to needed services while increasing the family's mastery of coping with learning disability. Research has shown that parents' initial contact with learning disability and how to assist their learning disabled child was stressful. After parents received counselling on coping with their stress and stress management, and after the child's psycho-educational assessment and remedial measures were implemented, there has been significant positive feedback from parents and children. Research would embrace relationships between perceptions and family well-being using Ellis's rational-emotive therapy, thereby contributing to better understanding of how families cope with stress. Ayurvedic principles would be used to adopt a holistic approach to life. By using RET and A yurvedics the researcher was able to assist parents with learning disabled children to cope better with their stresses and effectively manage their child's learning disability. / Psychology of Education / D. Ed. (Psychology of Education)

University of Macau / Faculty of Education

published_or_final_version / Education / Master / Master of Education