L’ambition de ce travail est de définir les conditions de possibilité d’une sociologie des œuvres littéraires. Cette démarche est illustrée par l’analyse des articles politiques, critiques littéraires et œuvres romanesques de l’écrivain Maurice Blanchot, de la période de l’entre-deux-guerres à la fin de la seconde guerre mondiale. La sociologie des œuvres littéraires doit être en mesure de produire une analyse de la forme et du contenu des œuvres. C’est en inscrivant notre travail dans la tradition compréhensive que nous tentons de dépasser les obstacles épistémologiques et méthodologiques d’une telle perspective. La compréhension des œuvres et du sens de la pratique littéraire de Blanchot passe par la reconstruction de ses expériences socialisatrices : son histoire de famille, son rapport au corps, à la maladie et à l’amour. Nous posons aussi que son passage à l’extrême droite et sa conception radicale de la pratique littéraire procèdent du même malaise existentiel. / The aim of this work is to define the conditions of possibility of a sociological approach applied to literary works. That approach is illustrated by the analysis of political and literary articles, and novels of the writer Maurice Blanchot, from the inter-war period to the end of the Second World War. We define sociology of literary works as an approach that must be able to produce knowledge about both content and style. We postulate that the theoretical framework of interpretive sociology is the most likely to answer the epistemological and methodological obstacles of such a perspective. We try to evidence that the understanding of the literary works and the literary practice of Blanchot can be achieved by the reconstruction of his socialization experiences: his family history, his relation to his body, to illness and to love. We also postulate that his political commitment at the far right and his radical view of literary practice are based on the same existential unease.

The aim of this study is to investigate the interrelationships between place and taste through a multi-sited ethnography of music consumption. Place and taste are important theoretical constructs that have been studied extensively across the humanities and social sciences. Yet, there is a scarcity of research that attempts to bring together these constructs in the fields of marketing and consumer research and beyond. In particular, prior consumer culture theory (CCT) research has not taken into account the spatial processes through which consumers enact, perform and further develop their tastes in the market place. More significantly, little empirical research illustrates how different consumption spaces tend to orchestrate and shape consumers’ tastes. As such, this study focuses on the context of music consumption and aims to explore spatial taste formation processes via consumers’ aesthetic experiences in popular (festival) and classical (concert hall) music places within the fields of indie and classical music consumption respectively. The emergent findings are structured upon four chapters (papers) and develop specific research objectives which revolve around the overarching aim of the study, namely the exploration of the interrelationships between place and taste. This study brings together both structural and experiential dimensions of taste and highlights the ontological significance of phenomenological understandings of space and place for marketing and consumer research.

Notre travail est inspiré, d'un côté, par des constats concordants effectués sur 'le terrain' et, de l'autre, par les recherches relatives à la dimension culturelle des enseignements de langue et par l'actualité des questions culturelles. il se propose donc de montrer comment la sémantique, interprétative en particulier, tout en aidant à renouveler la didactique du lexique et du texte, peut contribuer non seulement à réduire significativement le déficit herméneutique et culturel observé dans les pratiques de lecture en classe de français au cameroun mais aussi à répondre aux attentes de nos textes de référence et aux défis culturels du monde actuels.ce travail opte pour une configuration didactique articulant approche(s) culturelle(s), sémantique interprétative, textes et recherches actuelles sur le lexique, méthodes d'enseignement/apprentissage des langues suggérées par l'approche communicative qui se double ici de la perspective actionnelle. large mais homogène, notre corpus se constitue d'enquêtes, de documents à caractère pédagogique et didactique en usage dans le système éducatif camerounais. il permettra de mettre en lumière certains aspects significatifs des cultures éducatives et linguistiques dans lesquelles l'enseignement du français (et donc de la lecture) s'inscrit au cameroun.le travail, proprement dit, s'articulera autour de trois parties. la première approche, sur le plan historique, le français dans sa formation et son enseignement, la didactique, la sémantique, les pratiques de lecture dans leurs dimensions culturelles. la seconde porte, quant à elle, sur la description et l'analyse des représentations et des pratiques de lectureen classe de français. la dernière, enfin, se consacre à la mise en œuvre des éléments de sémantique dans les activités de vocabulaire et de lecture. grâce à l'objet d'étude, aux champs disciplinaires choisis et à la configuration didactique retenue, il s'agit, en somme, dans ce travail, d'aider à l''installation' d'une compétence (inter)culturelle chez les apprenants camerounais à travers un renouvellement des pratiques interprétatives. / Nowadays, there is a renewal of interest in cultural issues. This enhanced interest stems from recognition of formerly undervalued cultures, the migration of peoples and cultures, globalization, extremism. The culture is at the same time a factor of integration and exclusion. Such a context entails cultural matters as the hobbyhorse of the French class entrusted with an unwritten mission of peacemaking, connecting people and cultures, thanks to his teaching contents.In this respect, the glossary and the texts are precious teaching aids all the more as the French class reveals problems of comprehension, interpretation of passages related to ignorance of their cultural dimension on the one hand, and on the other hand the primacy of formalism and technicism in pedagogic and didactic management of reading sessions. This doctoral thesis seeks to answer the double question of to what extent the interpretative semantics can help rehabilitate the meaning by promoting, during lexical and textual sessions, interpretative activities that highlight in all kinds of texts the relationship language, meaning, culture, society and achieve the objectives of the cultural training, the challenges of national integration and globalization. Its ambition is also to significantly fill this hermeneutic and cultural gap by renewing some classroom practices through interpretive semantics of which this thesis intends to be a didactic transposition.

Magister Commercii (Information Management) - MCom(IM) / Knowledge Management has been at the heart of mounting focus over the last several years. Research and literature on the area under discussion has grown and organizations have come to realize that success is often determined by one’s ability to create, disseminate, and embody knowledge in products and services. This realization has led to increased interest in examining the ways in which knowledge can be effectively identified, elicited, codified, distributed and retained.When an employee leaves an organization, the knowledge they possess often goes with them. This loss can potentially have a negative impact on the productivity and quality of the organization. Knowledge Management seeks to find ways to minimize loss of knowledge when an employee leaves an organization. One of the impediments that knowledge management seeks to overcome is the accepted tendency in people to hoard knowledge. People often withhold knowledge when they feel it provides them with a competitive advantage over others. The argument of this study was intended to provide the organization with an approach that it can utilize to facilitate tacit knowledge elicitation by means of the storytelling method.In keeping with Grounded theory principles, and utilising an interpretive approach, stories from Subject Matter Experts were collected and re-coded into fitting knowledge management constructs. The coding of the stories into the various knowledge management constructs was then further refined by means of expert review. Pearson’s cross correlation analysis was also used as a supporting tool to determine and validate that the collected stories were classified correctly under the knowledge management constructs. The research findings eventually demonstrated that storytelling is an effective means of eliciting tacit knowledge from experts. In addition to this, the research has inadvertently resulted in the construction of a knowledge management framework for storytelling.

This personal narrative autoethnography of my lived experiences as a middle-school service-learning course teacher has helped me solve a personal mystery and present an important perspective for the K-12 service-learning field. With an eye on revealing a unique service-learning classroom concept to educational leaders, enhancing middle level teacher education, and hopes of providing greater opportunities for advancing research on service learning in K-12 education, this study has also aided me in understanding my professional self and my subjective educational theory through a personal interpretive framework (Kelchtermans, 1993, 1999, 2009). Using autoethnography (Ellis, 2004; Ellis & Bochner, 2006) as a method to explore my own experiences as a middle school service-learning teacher and the perceptions of critical friends— colleagues, family members, and friends—who have been significant in my experiences, I am able to present an evocative personal narrative on what it means to be a service-learning teacher. Overarching findings from this study reveal that a middle grades service-learning teacher is a self-authored individual (Baxter Magolda, 1999, 2009; Kegan, 1994) who is committed to community-engaged education (Dewey, 1900, 1933), possesses a strong “I must” (Noddings, 2002b, p. 20) perspective on relational care, and are for development in servant leadership (Greenleaf, 1977; Sergiovanni, 1992; Bowman, 2005)

Youth sex offenders are not a homogenous population. They differ in terms of race, social class, victim preferences (both in terms of age and in terms of whether the victim is known to the offender or not), their modus operandi to gain compliance, levels of aggression and physical violence, the types (“hands on” or “hands off”) and levels (level 1, 2, or 3) of offences and lastly their motivations for committing a sex offence. The motivations are linked to the risk factors to which an individual is exposed, for example, a youth that was previously sexually victimised could sexually act out his experiences. A qualitative approach was used in this study. The researcher aimed to gain a holistic comprehension of the risk factors that youth attribute to their sex offending behaviour and thus this was the most appropriate approach to use. A semi-structured interview schedule was used as the data collection method as this allowed the researcher the freedom to change the sequence and forms of the questions in order to follow up on responses. The function of this interview schedule was to direct the researcher to ensure that she covered all the themes needed to obtain the necessary data. The interview schedule was made up of nine categories, namely: biographic characteristics, academic performance, extramural activities, substance use, family substance use problems, family and community violence, emotional status, caring and attachment to family and peers, sexual abuse and knowledge about sex. After the interviews were conducted, the data was transcribed, analysed and interpreted. The researcher made use of interpretative phenomenological analysis (IPA) to determine the emergent themes. The researcher eliminated the emergent themes that were impossible to label, or those deemed to be irrelevant to the study. Thereafter, the researcher clustered the emergent themes into sub-ordinate themes and validated these main and sub-ordinate themes. The researcher then provided a textural description to depict the experience and a structural description to depict the possible explanation of the experience of the respondents. Finally, a composite description provided the structure for the interpretation of the data. The researcher interpreted the main and sub-ordinate themes with relation to the literature review and the theories deemed useful in explaining the risk factors associated with youth sex offending, namely: Sigmund Freud’s psychoanalytic theory, Erik Erikson’s psychosocial theory of personality development, Albert Bandura’s social cognition theory, William Marshall and Howard Barbaree’s integrated theory, and Neil Malamuth’s confluence model of sexual aggression. The analysis and interpretation of the data revealed certain possible risk factors that could contribute to the phenomenon of youth sex offending in South Africa. The researcher provided possible methods of addressing these risk factors. The dearth of knowledge regarding the phenomenon of youth sex offending highlights the need for further research and the researcher made several recommendations regarding future research prospects in order to address this social problem and to give youth sex offenders the best chance of adopting pro-social behaviour. Copyright / Dissertation (MA)--University of Pretoria, 2010. / Social Work and Criminology / unrestricted

At a nexus between translation studies and didactics, the teaching of sight translation within the parameters of a foreign language course has as its primary aim to improve the communication skills of foreign language learners in general and of French learners at the University of Pretoria in particular. Contrary to the communication process in their first and second languages, students who try to speak a foreign language such as French are unable to express their thoughts freely. To compensate for their insufficient language knowledge and intuition, they tend to rely on their other languages as a reference for all communication. Although this natural reflex is part of the learning process, students' attempts to transfer words, phrases, and rules directly from one language to another can be detrimental to language performance. The problem does not lie in the fact that they translate mentally before speaking, but that they tend to translate literally. This is a highly inefficient communication strategy that results in a non-idiomatic, imperfect reflection of students’ actual knowledge of language. Unlike the above-mentioned mental transcoding and the so-called pedagogical translation generally practiced in the language class, the interpretive translation approach focuses on the reexpression of the meaning of the original text. This professional translation approach should be applied to all translation, including translation in the language class. Although the purpose is not to train professional translators or interpreters, students still need to learn to translate intelligently, whether verbally or mentally, without literally reproducing their reference languages. Since students are even more tempted than professionals to rely on the source language due to their limited language knowledge, they should explicitly learn to look for alternative means of expression available to them instead of transcoding this language. Sight translation is a very economical technique to teach this approach in language classes, as students learn to translate in their own words, using all their communication skills. Students learn how best to convey the meaning of the source text with the limited vocabulary and grammar skills at their disposal. When speaking, they also focus on the meaning of their utterances and use compensatory strategies when faced with a language problem, instead of copying from their reference languages or avoiding the problem altogether by switching to another language. In the space of little more than a year, the majority of the forty-four students who participated in the empirical research learned to communicate in a natural and authentic manner without undue interference from their other languages (mainly English). Those who have mastered the approach increasingly use efficient strategies to overcome language shortcomings, thus abandoning formal transfer to the benefit of their oral expression. In addition, a small number of talented students were identified to engage in further specialised translation and interpretation training. In conclusion, sight translation teaching in the classroom proved to be a highly beneficial method to improve translation and communication skills among French foreign language learners in the multicultural environment of the University of Pretoria. / Thesis (DLitt(French))--University of Pretoria, 2008. / Modern European Languages / DLitt / unrestricted

This research study explored the effects of a public servants‟ strike on psychiatric patients. This is achieved through investigating the subjective lived experiences of events prior to, during and ensuing a public servants' strike. In addition, strike action within the health care sector as a worldwide phenomenon is discussed. This provides a conceptual understanding of strike action within the health care sector, as well as critical issues raised around the use of strikes as a medium of communication. During the public servants' strike of August 2010, 446 patients were discharged from a specialized psychiatric facility in the greater Gauteng region. The sample for this research was taken from this population and comprises of three (n=3) psychiatric patients, two Afrikaans speaking males and one Sotho speaking male. At the time of the interview, all three participants had been hospitalized and received further psychiatric treatment. The researcher made use of Interpretive Phenomenological Analysis (IPA) as the method to gather and interpret the raw data. The data is discussed within three subordinate themes, namely the subjective experiences prior to, during and ensuing the strike. In addition global themes throughout the patient‟s subjective lived experiences are discussed without sequential significance. The results from this study support current literature that strikes have a direct impact on the treatment of psychiatric patients. In addition the subjective accounts of the patients did not indicate any significant deterioration in functioning during the strike. However in subsequent months following their discharge, all of the participants experienced some form of conflict which contributed to their rehospitalisation. Copyright / Dissertation (MA)--University of Pretoria, 2013. / Psychology / unrestricted

The aim of this thesis is to implement a qualitative analysis on interpretive trails, which are also considered part of local heritage interpretation. This analysis verifies if the authors of panels used recommendations published in two known methodologies during their preparation phase. This research is applied on eighteen interpretive trails in the protected landscape area of Český kras. In the practical part of this thesis, each interpretive trail has been evaluated by applying nine criteria. The outcome of the thesis is an evaluation of visuals and content composed on the interpretive trail panels for the purpose of attractive communication. The most significant deficiencies of the panels of interpretive trails in the protected landscape area of Český kras are quality of graphical design, whether the text communicates with the reader and if the text does not require linear reading. On the other hand, the most important strengths of interpretive trail panels are that the visual elements are always well connected to the content of the text on the panel and the text is easily read without specialised terms. The interpretive trail that has reached the best evaluation in the qualitative analysis is Vodácká NS Berounka. On the other hand, the trails with the lowest scores were NS Památné stromy Karlštejnska and NS Klonk-Suchomasty.

This thesis aimed to explore personal definitions and experiences of recovery from psychosis for service users (SUs) and general practitioners (GPs), as well as indentify factors which might promote or hinder recovery in a primary care context, and identify interventions which might be required to enhance the promotion of recovery in primary care. A review of existing literature pertaining to the concept of 'recovery' was undertaken, and differing conceptualisations of 'recovery' were analysed and synthesised through the use of a Critical Interpretive Synthesis. Semi-structured interviews were conducted with 24 GPs and 20 SUs. Two mixed focus groups were also carried out as follow-ups with 5 GPs and 5 SUs. The data was analysed using a modified grounded theory approach. Factors reported to promote recovery in primary care included: autonomy, choice, and empowerment for SUs in treatment decisions; signposting of peer-supported groups and services by GPs; enhancement of SUs' social support networks by GPs; advocacy and independent analysis provided by GPs; a whole-person approach to recovery (social and biomedical); less stigmatising environment of primary care; and families of SUs and GPs working together in collaboration, often having built up a trusting relationship over time through continuity of care. The following potential interventions for enhancing recovery in primary care were identified: SU-led training for GPs regarding psychosis knowledge and attitudes; raising GPs' awareness of local services and groups by encouraging service managers and group organisers to visit GP practices; establishing GP peer supervision forums; improving access to GPs with a Special Interest in Mental Health (GPwSIs); shifting a greater degree of responsibility for recovery from psychosis to primary care from secondary care; reinforcing amongst GPs an awareness of the important role which primary care can play in promoting recovery; facilitating continuity of care within large practices where feasible; and encouraging GPs to alert SUs to seriousness of potential side-effects of medication before and during treatment. The implications of the findings for policy, practice, and future research were discussed.