A review of the literature reveals that organisational commitment is an outcome of organisational culture, when reviewing the definitions, theoretical development and models of these two concepts. The integration of organisational commitment with organisational culture indicates that there is a need for a scientific study to determine the relationship between these two variables. The empirical study involved the participation of 371 respondents in an organisation. A survey was conducted using the organisational commitment scale and the organisational culture questionnaire to determine the relationship between organisational culture and organisational commitment. The results suggest that organisational culture has an effect on organisational commitment. Recommendations are made to successfully implement both organisational culture and organisational commitment change initiatives. / Industrial and Organisational Psychology / M.A. (Industrial and Organisational Psychology)

The importance of supervision and the influence of this relationship on the process of supervision, is often underrated. In order for this process to be implementede success-fully knowledge of the different functions including the administrative- educational- and supportive functions is of the utmost importance. It is also becoming increasingly impor-tant that note should be taken of the impact that cultural differences has on supervisor-relationships, the supervisional process and the effectivity of rendering of service as so-cial service organisations increasingly consists of diverse staff members rendering service to a diverse clientelle. This descriptive study has as goal to describe the impact of cultural differences on the practice focussing on the function of supervision and the establishment of diverse organisations and problems arising in this connection. Carefull attention will be paid as to how respondents experience cultural differences in the working environment, their problems and their opinions of how to solve these problems effectively. Conclusions and recomendations were made, which focussed on problems arising as result of cultural differences. The compilation of tentative guidelines which could be usefull in establishing supervision services with greater cultural sensitivity were given. / Social Work / M.Diac (Maatskaplike Werk-Rigting)

Before the 1990's, African migrants did not perceive South Africa as an ideal migration destination. This changed after the end of the apartheid era. The new political climate in the country and the new migration movements linked to increased globalisation changed the situation significantly. South Africa became an attractive migration destination, particularly also for professional African migrants. In this dissertation a select group of black professional/skilled migrants from non-SADC countries, who are resident in Cape Town, are studied. It is shown that such transients defy any migration typology within the South African context. Their position in the world of economic migrants is not automatically one of cosmopolitanism, privilege and glamour. Their decision to migrate is also not necessarily voluntary. The explication and analysis of the context and circumstances of the migrants are conducted with specific reference to: - professional mobility vis a vis identity, culture and community - human mobility and globalisation - the demographics and legalities of immigration to South Africa - origin, identity and the construct of `home' - the `host' nation and perceptions, stereotypes and xenophobia - personal networks and adaptation - the notion of space becoming place. What is thus demonstrated and interrogated is that `belonging' in this world is a process of change and fluctuation. `Crossing borders' will mean different things to different people - especially also for skilled/professional migrants. Issues such as class, gender, race, citizenship, ethnicity and sexuality, play a role in how `belonging' is defined and how people assign meaning to movements across borders. / Anthropology and Archaeology / (MA (Anthropology))

The thesis consists of seven chapters with each chapter focusing on a particular aspect of the research topic. Chapter One deals with conventional preliminaries such as aim of study, method of approach, literature overview and other introductory material. Chapter Two is an an overview of the foundations of Bishop Dwane's spirituality and his church's struggle for autonomy. It also covers the origins, the nature and the purpose of Ethiopianism as the central thread in Dwane's theologizing and family history. Chapter Three reflects the attitude of the Anglican Church to African traditional culture as reflected in three historical phases - the era of total onslaught on African culture and religion, the period of accommodation, and the phase of turning a blind eye to these matters for as long as Anglicanism remains intact. Chapter Four contains Dwane's views on various cultural issues culminating in his decision to indigenize his Ethiopian Episcopal Church's liturgy and other forms of worship by incorporating traditional healers into the church and invoking the presence of Qamata and the ancestors in worship. Chapter Five analyses Dwane's prophetic spirituality as evidenced by his advocacy role in fighting for justice and human rights in this country. He relentlessly fought for the rights of those who were victimized by the government of the day, and those who were willfully discriminated against. Chapter Six is on the evolution of an authentic Xhosa spirituality, in particular, and African spirituality in general, in the Ethiopian Episcopal Church. While the main focus of the study is the evolution of Xhosa spirituality, it should be emphasized that the thrust of Dwane's theologizing extended to the evolution of other African spiritualities in the broader church. Chapter Seven is a general conclusion that highlights the main elements of Dwane's spirituality and the heritage he left behind in this regard. / Christian Spirituality, Church History and Missiology / D. Th. (Systematic Theology)

Orthodox Christianity came to the Banyore people of western Kenya in 1942. The Banyore are Bantu speaking people whose language belongs to the Luhya group of languages. The Banyore live near the Uganda border; they are thought to be related to the famous Uganda Kingdom of Bunyoro Kitara. The first Christian missionaries among the Banyore were Protestants who came from South Africa in 1905. . The Orthodox faith reached Bunyore in 1942, through a Kenyan missionary from central Kenya, Bishop George (Arthur) Gathuna, and Fr Obadiah from Uganda. The point of note here is that the first Orthodox Christian missionaries to introduce the Orthodox Christian faith to the Banyore people were Kenyans. I shall examine the relation between Orthodox Christianity and Banyore culture, and show how Orthodox Christianity, in dialogue with the Banyore people, became indigenised in Bunyore culture. Thus Orthodox Christians in Bunyore do not see Orthodoxy as something foreign, but as something that has become part of their own culture. / Christian Spirituality, Church History & Missiology / D.Th. (Missiology)

This study identifies a theological trajectory of first generation “believers” – those who allow the biblical text to speak authoritatively into their lives – within the Sindhi community of Pakistan. A passage from a contemporary translation of the New Testament in the Sindhi language – Luke 15:11-32, Jesus’ Parable of the Two Lost Sons – was presented in interview settings to discover how Sindhis express their faith as they consider the message of the parable. Culture texts generated by believers are compared to those generated by “traditional” Muslim Sindhis who do not accept the Bible as authoritative. Twenty–eight people identified as Sindhi believers were interviewed as well as twenty traditional Sindhi Muslims. Similarities and contrasts between the two groups are used to discover how the theological praxis of the believers is being impacted and how they are adjusting their view of God as they engage scripture. The description of theological trajectories that diverge from accepted traditional convictions is referred to as “mapping.” Six themes were identified from the interviews that are important for both groups while demonstrating distinct contrasts and similarities. The themes are (1) God is compassionate/kind/merciful/loving beyond our imagination, (2) God forgives his servants who repent, (3) Concepts of rewards, punishment and the fear of God, (4) The relationship of human beings with God (child versus servant), (5) Issues of justice, honor and status, and (6) The importance of obedience to God. An evaluation of the six themes revealed one overarching trajectory: a shift from a dominant master–servant view of the Divine–human relationship to a father–child paradigm. The research affirms that the shift to a biblically shaped view of God is not disconnected from previous beliefs, but is based on and shaped by a priori assumptions held by members of society. Commitment to the Bible as God’s word speaking authoritatively to believers creates a shift or trajectory of faith so that current perspectives, symbols and metaphors of God are being reformed and reconfirmed through the believers’ interaction with the Sindhi translation of scripture. / Christian Spirituality, Church History & Missiology / D. Th. (Missiology)

Current practice in language teaching based on communicative approaches emphasizes the development of language skills. Opportunities are created for students to develop their language skills through social interaction based on pair and group work. Such interaction requires the use of interpersonal skills. If students do not feel confident about their interpersonal skills, they may be reluctant to take part in communicative activities, which require social interaction. Interpersonal skills are also important if students are to use their language skills in real life situations effectively and confidently. Gender and cultural differences related to interpersonal communication may have an impact on how successful students learn a foreign language. The study explores student confidence in interpersonal skills, the role that gender may play in interpersonal relationships, and also in fostering cultural activities that are aimed at the development of interpersonal communication. Such relationships have potential implications on the teaching of a foreign language in the classroom situation. This research was conducted at a Japanese university where the researcher is a lecturer and had full access to all the resources he needed. The same research was also conducted at Chinese, Russian, and Ghanaian universities, as well as at an international school in Saudi Arabia. Data was collected using questionnaires. The study employed both quantitative and qualitative methods in order to gain an in-depth understanding of the problem, and to probe the issues involved more extensively. Quantitative data was collected by means of a questionnaire that consisted of multiple-choice questions. Qualitative data was gathered by means of open-ended questions. Questionnaire results were analyzed using both descriptive and inferential statistics. The research findings indicate that some students may lack confidence in social situations where the use of interpersonal skills is neglected. This research also found that females may be more comfortable and adept in interpersonal exchanges owing to some biological and cultural reasons. Findings also indicate that cultural differences that impact on interpersonal communication situations did not entirely support the findings from the literature review, particularly concerning the use of nonverbal communication by Japanese students. Recommendations based on research findings, are given concerning the development of interpersonal skills. / Educational Studies / D. Ed. (Didactics and Curriculum Studies)

In contemporary multicultural societies, health is emerging as a fundamental right alongside education and welfare: a frame of reference endorsed by the Government of National Unity in South Africa. Health workers are confronting issues far beyond the more traditional modes of health education. The initial thrust of this research was to investigate the most relevant social, health and education knowledge bases and issues relative to health education in cross cultural encounters in order to formulate universal guidelines applicable to the national situation. Differences inherent in allopathic and traditional health systems are explored in historical time, in conjunction with concepts of social change, communality in diversity and the co-existence of multiple realities. An understanding of common denominators across all human and group experience emerges and, with it, insight into problems that occur when universalistic conceptions of human behaviour are linked to communicocentric hegemony. The parameters within which cross cultural health education are viewed are extended through an analytical, empirical evaluation of the andragogic consequences of a broader conceptualisation of culture and the patterned relationships existing between elements within society. The ontic fact that similar variables may have widely different meanings and be differently construed by people whose life experiences differ is affirmed. Culture shock becomes a potential personal reality for all engaged in cross cultural encounters. Radical reflection on human nature and the eidos of man constitutes the foundation upon which the aims and various theories of health education are systematically and progressively evaluated. Evidence surfaces that the original intent of the research was rooted in the Western medical tendency towards standardisation, specialisation and the creation of scientifically validated routines for professional practice and that gaps exist between the theory and practice of health education and the everyday experiences of people. On the basis of scientifically based insights, guidelines have been formulated to narrow the divide between the factual, linearly based procedural aspects of health education and the human experience of learning. The guidelines embody the notion that the health educator's role in cross cultural encounters is one of facilitating meaningful, appropriate and informed choices on the part of adult learners. / Educational Studies / D.Ed. (Philosophy of Education)

Roy Campbell (1901-1957), who ranks among South Africa's leading poets, was also a gifted and skilled translator. Shortly after the Second World War he was commissioned by the Spanish scholar Rafael Martinez Nadal to supply the English translations for a planned edition of the complete works of the Spanish poet and dramatist, Federico Garcia Lorca, to be published by Faber and Faber, London. However, most of these translations remained unpublished until 1985, when the poetry translations (but not the translations of the plays) were included in Volume II of a four-volume edition entitled Campbell: Collected Works, edited by Alexander, Chapman and Leveson, and published in South Africa. In 198617, Eisenberg published a collection of letters from the archives of the Spanish poet and publisher Guillermo de Torre in a Spanish journal, Ana/es de Literatura Espanola, Alicante, which revealed that the politically-motivated intervention in 1946 of Arturo and Ilsa Barea, Republican supporters who were living in exile in London, prevented the publication of Campbell's Lorca translations. These poetry translations are studied here and compared with the work of other translators of Lorca, ranging from Lloyd (1937) to Havard (1990), and including some Afrikaans versions by Uys Krige (1987). For the analysis an eclectic framework is used that incorporates ideas from work on the relevance theory of communication (Sperber and Wilson 1986) as applied to translation theory by Gutt (1990, 1991) and Bell (1991), among others, together with Eco's (1979, 1990) semiotic-interpretive approach. The analysis shows that although Campbell's translating is constrained by its purpose of forming part of a Lorca edition, his versions of Lorca' s poetry are nevertheless predominantly oriented towards the target-language reader. In striving to communicate Lorca's poetry to an English audience, Campbell demonstrates his skill and creativity at all levels of language. Campbell's translations that were published during his lifetime earned him a place among the best poetry translators of this century. The Lorca translations, posthumously added to the corpus of his published work, enhance an already established reputation as a fine translator of poetry. / Classics & Modern European Languages / D. Lit. et Phil. (Spanish)

Text in English / Undergraduate students at the Eduardo Mondlane University (UEM) experience great difficulty in developing their translation competence during their training period. On the one hand, they show many signs of poor quality during their training when they accomplish practical translation assignments on and off-campus. On the other hand, the quality of the final work submitted in partial fulfilment of the requirements for the Bachelor Honours Degree (Licenciatura) suggests that most students fail to go beyond the minimum standards with regard to translation competence. Yet, comprehensive research aimed at understanding factors hindering translation competence at the UEM has been scanty. Besides, the few studies available have some significant lacunae, for they focus on Portuguese language development; are limited to error analysis, and often ignore students‟ perspectives. Consequently, the problem of finding a balanced approach to developing students‟ translation competence has remained unaddressed. Therefore, this study has been conducted with the purpose of investigating the translation competence of the UEM undergraduates in order to establish the major obstacles to their translation competence development, and consequently come up with suggestions for improving the current translator-training degree programme. The study design uses qualitative methods translated into a case study approach. First, questionnaire data is analysed to gain lecturers‟ and students‟ perspectives on translation competence at the UEM. Second, a students‟ error typology is developed following a macro- and micro-textual analysis of their translations. The study concludes that substandard bilingual skills, compounded by curricular, attitudinal/motivational, pedagogical and infrastructural/instrumental factors, negatively impact the students‟ development of translation competence at the UEM and that addressing these may pave the way towards improving the current translation-training programme. / Linguistics and Modern Languages / M.A. (Linguistics)