Este trabalho compara as duas gravações realizadas pelo pianista András Schiff em 1984 e 2011, respectivamente, do Cravo Bem-Temperado de J. S. Bach, e discute as entrevistas concedidas pelo pianista à imprensa especializada, nas quais ele expõe sua abordagem com relação à interpretação da música de J. S. Bach. O objetivo do trabalho é corroborar a hipótese de que o pianista adota, na sua gravação mais recente, uma abordagem mais próxima ao estilo de performance da música barroca denominado estilo retórico, conforme proposto por Haynes (2007) e Golomb (2004; 2008). Conclui-se, através da análise das gravações e das entrevistas supracitadas, que Schiff adota princípios do estilo retórico na sua execução, além de reconhecer implicitamente, nas suas entrevistas, a relevância dos princípios retóricos para a execução da música de Bach. Também são discutidos os argumentos do pianista a favor do uso do piano como instrumento apropriado para a execução da música de Bach e da rejeição do uso do pedal de sustentação deste instrumento, e a relação de Schiff com o movimento da Performance Historicamente Informada. / This paper compares the two recordings made by the pianist András Schiff in 1984 and 2011, respectively, of the First Book of The Well-Tempered Clavier by J. S. Bach, and discusses the interviews granted by the pianist to the specialized press where he exposes his approach to the interpretation of Bach's music. The paper aims to support the hypothesis that the pianist adopts in his latest recording an approach called Rhetorical Style by Haynes (2007) and Golomb (2004; 2008) which, according to the authors, is closer to the Baroque Music performance style. By analyzing the aforementioned recordings and interviews, it is concluded that Schiff adopts principles of the Rhetorical Style in his performance, and also implicitly acknowledges in his interviews the relevance of rhetorical principles for the execution of Bach's music. Also discussed are the pianist's arguments in favor of using the piano as an appropriate instrument for the execution of Bach's music and against the use of the instrument' sustain pedal, in addition to Schiff's relationship with the Historically Informed Performance movement.

Magister Artium (Psychology) - MA(Psych) / The aims of this study were to understand stress, coping strategies and social support amongst grade 11 students. / South Africa

South Africa has been going through a transformation process and mental health is no exception. As this process of transformation unfolds, the psychological service rendering is being redressed following the criticism on the previous mental health care system. Psychological services were only available in the white suburban areas, therefore they were not meeting the needs of the majority of South Africans. In the new political dispensation there is a demand for more psychological services to be made available to the historically disadvantaged communities. There is a need to explore the knowledge about and attitudes towards psychological services by black communities in rural areas. The study is aimed at exploring these aspects, as it is essential in establishing appropriate community-based psychological services rendering. In-depth interviews were carried out on a randomly selected sample of 10 participants from a rural village in Hebron. The study indicated that there was a reasonable knowledge about psychological services. The main sources of knowledge possessed by the people are mainly from the media, studying psychology and having had an exposure to the psychologists previously. The attitude towards psychological services depends on whether the people personally or their loved ones had a positive experience with a psychologist. Educational level was found to be playing a major role, as people with higher level of education had positive attitude towards psychological services. The level of the actual use of psychological services was very low due to lack of such services in the area. The participants expressed the needs for the psychologists to work in collaboration with the communities. There was a need for the psychological services to be made available in the community and that there should be awareness talks regarding these services. The results and implications are discussed and there are suggestions for research. / Dissertation (MA (Clinical Psychology))--University of Pretoria, 2006. / Psychology / unrestricted

The thesis investigates deliberateness in water allocation to historically disadvantaged individuals (HDIs) through a water infrastructure development project, the Great Letaba River Water Development Project (GleWaP) within a context of water allocation reform (WAR). WAR is a programme set to redress past discriminatory laws and practices in the allocation of water in South Africa and seeks to address racial and gender inequalities inherited from past political epochs. The study interrogates the concept of individual water rights for women in a context where the collective is prioritised over the individual. The qualitative study uses data collected from 73 participants using interviews, two focus group discussions and surveys. John Rawls’ theory of distributive justice and Jacques Derrida’s deconstruction theory are applied to interrogate water allocation discourses and processes to understand whether genuine justice can be achieved through water allocation reform. The study is set within the critical social theory paradigm where the interlinkages between power, politics, race and gender are interrogated in search of social justice. Study findings reveal that the intentions of WAR as articulated in the goals are far from achievable with other variables such as land ownership still to be addressed. After several years, WAR remains steeped in theoretical rhetoric while lacking in practicality, as victims of past discriminatory practices still have no access to water resources, while legislation continues to protect and benefit a minority. The study identifies deficit thinking as one of the challenges in the implementation of the reform strategy. It concludes that the water allocation reform strategy does not break away from colonial and apartheid concerns for white beneficiaries as there does not seem to be a deliberate attempt to allocate water to predominantly black historically disadvantaged individuals. The thesis thus recommends measurable outcomes for water allocation reform, development of a vibrant black rural water economy, and the use of expropriation of water as a measure to speed up water reform. / Thesis (PhD)--University of Pretoria, 2020. / Anthropology and Archaeology / PhD / Restricted

Doctor Educationis / The Department of Education of the South Mrican Government of National Unity has accepted democratic governance as one of the principles of its education and training programme. At school level, especially at historically black schools, there is also an increasing demand for meaningful involvement in the decision-making that affects school policy. Unfortunately educational leaders have generally not been empowered to make a meaningful contribution to the transformation of the schools into democratic teaching and learning organizations. This motivated the decision to undertake this thesis. The focus on the democratization of instructional leadership is meant to serve as an example and catalyst for the democratization of all other aspects of the school. In order to contextualize the investigation the main approaches to schooling in South Africa were interrogated against the background of the conservative, liberal and radical theories of democracy in western capitalist societies. The main finding is that, in spite of obvious differences, South African schooling is essentially another form of mass education used as the legitimating apparatus of state ideology. Within this framework Christian-National Education and liberalism form the dominant educational discourse in South Africa while the aspirations of the majority of blacks find manifestation in People's Education which embodies radical/nco-Marxist theories. In spite of the claims of it being basically neutral and value free, educational leadership in South Africa has generally been used to legitimate and reproduce the existing hegemony. An investigation of the positivistic, interpretive and critical research paradigms indicated that, given the South African context, critical action research with its emphasis on, amongst others, collaborative participation, empowerment and emancipation is the most appropriate means to effect the democratization of instructional leadership. Relevant theories and research findings from the literature on action research were then explicated and made applicable to instructional leadership. Special emphasis was furthermore placed on practicalities like the preparation of instructional leaders for action research, the role of facilitators, and the transformation of the instructional mission, and the structures and interaction patterns of the school. The relatively radical nature of the practical suggestions necessitated the identification of the various personal, professional, societal and political constraints which might impede the envisaged consensual and facilitative leadership. Without depreciating the substantiality and magnitude of the constraints, possible solutions are proffered to overcome these constraints. In the true spirit of action research, an effort is made to avoid prescriptiveness due to the uniqueness of each situation. The successful implementation of action research will eventually depend on the commitment and willingness of all the main role players and stakeholders to collaborate fully in the pursuit of democratic instructional leadership. It thus becomes imperative that what is legitimated as privileged school experience should not be an endorsement of a particular culture or ideology. Instead instructional leadership should aim at developing emancipatory forms of consciousness so that teachers and pupils can not only be consumers but also producers of knowledge, who can reject and/or mediate knowledge which serves to reproduce the existing social order.

The purpose of this study was to determine factors that impact the final grades of full admission and developmental students who were enrolled in selected 22 undergraduate business courses during the fall 2015 and spring 2016 semesters. Also, this study examined the interaction of students’ ethnicity, gender, age, and classification on their final course grades in selected business courses at a rural public HBCU. The research design for this study was casual-comparative research. A 2X2 and a 2X4 factorial ANOVA was used to determine whether there was a main effect on students’ final grades considering each independent variable. Out of a population of 393 students enrolled, 320 students participated in this study. After the data were collected and analyzed, the researcher determined that there was a statistically significant relationship between student’s final grade and course delivery, ethnicity, and classification. There was no statistically significant interaction on student’s final grades between course delivery and student admission status, gender, age, ethnicity, and classification. Conclusion and recommendations based on the findings in this study indicated that students attending the rural public HBCU and enrolled in business courses that offered the same courses in both face-toace and online formats performed better in face-toace courses than in the online courses.

Historisk informerte framføringer av klassisk musikk blir en mer og mer vanlig tilnærmingsmetode for moderne musikere. Denne oppgaven utforsker ulike aspekter av en slik innstuderingsprosess. Oppgaven beskriver hvordan kunnskap om romantisk tolkningstradisjon og spillestil kan berike og frigjøre musikeren, men problematiserer samtidig aspekter som tradisjon og stilmessig korrekthet. Som grunnlag for denne diskusjonen ligger Johannes Brahms sonate i Ess-dur for bratsj og klaver, samt tre forskjellige innspillinger gjort av fiolinisten Joseph Joachim i 1903. Ved hjelp av disse kildene viser jeg hvordan man kan tenkes at denne sonaten kunne blitt tolket i Brahms sin samtid, og diskuterer videre hvordan jeg vil tolke sonaten selv i lys av denne kunnskapen. Resultatet er en informert framføring av sonaten, hvor jeg har tatt i betraktning den romantiske spillestilen, men ikke på bekostning av min selvstendige tolkning av verket.

The purpose of this qualitative research study was to investigate the motivational factors that lead to faculty giving to their employing institutions. Giving practices in relation to the life experiences and independent influences of faculty members who were employed at Historically Black Colleges and Universities (HBCU) were examined. In addition this study contributes to the limited amount of literature provided on HBCUs institutional advancement offices as well as the effectiveness of their solicitation efforts as perceived by faculty members employed at the colleges and universities. Three research questions were considered in this study. First, what life experiences contribute to the predisposition of faculty donors in giving to their institutions? Second, what intrinsic motivational elements influence faculty donors to give to their employing institutions? Third, how are the strategies used to solicit funding from faculty related to giving? Basic interpretive qualitative methodology was used to analyze the data gathered from the research participants. In-depth interviews were conducted with seven faculty members employed at HBCUs in the southern region of the United States. It was determined that faculty members attribute their giving practices to many of their life experiences. Religious involvement, childhood experiences, and family history, were all discussed by faculty members as being instrumental to their giving habits. Participants also discussed the sense of community that is established at HBCUs as being inspirational in determining whether or not they gave of their time, talent, or financial resources. Responses to open-ended questions about the effectiveness of institutional advancement offices provided additional qualitative data that could be used by HBCUs to increase the amount of annual giving to the university.

The Swedish singer Elisabeth Olin was the first star of Swedish opera, but very little is known about her today. The theoretical part of this study gives a historical background to her life and the music that she performed, music that is rarely performed today. Further, this study discusses the subject of Historically Informed Performance Practice (HIP) and the most common arguments for and against it, with examples connected to the repertoire in focus. The results of the study show that although HIP does not give clear answers or solutions, it offers tools for interpretation and performance, which help the musician to make artistic choices. The artistic part of this study is a performance about Olin based on music that she performed. The object of the artistic part is to present Olin and the music of her time, particularly the music of Gustavian opera, to a modern audience. / <p>G. B. Pergolesi (1710–1736) Salve Regina i c-moll</p><p>F. A. Uttini (1723–1795) ”Öde, dina dolda lagar” ur Thetis och Pelée (1773)</p><p>F. A. Uttini ”Min tunga känner intet tvång” ur Aline, drottning av Golconda (1775)</p><p>P-A Monsigny (1729­-1817) ”Il ne faut pas vous alarmer” ur La belle Arsène (1773, Stockholm 1779)</p><p>C. W. Gluck (1714-1787) “Armez-vous d’un noble courage” ur Iphigénie en Aulide (1774, Stockholm 1778)</p><p>J. G. Naumann (1741–1801) “Mitt minne fåfängt återför…I berg som krönen denna tract” ur Amphion (1777)</p><p>E. Olin (1740–1828) ”En liten sårland bäck” (ur diktsamlingen ”Gustaviade”, 1768)</p><p>Medverkande: Elisabeth Hellström, sopran; Karolina Weber Ekdahl, barockviolin; Sandra Marteleur, barockviolin; Boel Hillerud Nyman, barockviola; Johanna Niederbacher, barockcello; Sofia Winiarski, kistorgel och cembalo; Klara Hellström, blockflöjt; Alex Gullberg, blockflöjt</p><p>Ljudupptagning från examenskonsert i Kungasalen 2023-03-22 med ovanstående program och medverkande.</p>

It is believed that purposefully constructed learning communities can have academic, social, and motivational advantages for its participants. In an effort to improve graduation and retention of students, some HBCUs have sought new ways to construct learning environments that are conducive to the learning styles of students of color. This study sought to investigate the impact of a learning community on pre-college level students standardized test scores and final grades. The Repeated Measures One-Way ANOVA revealed a statistically significant difference in COMPASS score change between groups with the comparison group demonstrating a greater change than did the learning community group. In addition, Analysis of Covariance test was used to answer the research question regarding differences in final grades between the two groups. After adjusting for the COMPASS pre-test, there was no difference in final grades between groups. Using the Motivated Strategies for Learning Questionnaire (MSLQ), a Likert-type scale based on the Eccles et al. (1983) expectancy-value motivational model, three components of students motivation were investigated: task value, extrinsic value, and test anxiety. The Independent Samples t-Test was used to compare the means. There was a statistically significant mean difference in extrinsic value with the students enrolled in traditionally taught pre-college level English courses demonstrating more extrinsic motivation. There was a statistically significant mean difference in task value with students enrolled in the learning community demonstrating higher task value than the comparison group. Finally, there was a statistically significant mean difference in affect with students in the learning community group demonstrating more test anxiety. Conclusions and recommendations were presented for future research.