In 1829, Passion settings entered the secular concert hall with Felix Mendelssohn’s revival of Bach’s St. Matthew Passion in Berlin. The genre has fallen in and out of favor with composers because of the subject matter and Bach’s prominence in the setting. James MacMillan’s St. John Passion has established itself as one of the preeminent modern passion settings by manipulating past idioms such as chant, chorales, and other popular passion conventions in concert with his use of Celtic folk idioms. He creates a passion experience that strives for a spiritually Catholic influence. This approach has earned praise and harsh criticism. MacMillan’s unique use of keening and the drone offers a uniquely Scottish passion that allows for Jesus’ crucifixion to be more poignant to the intended initial audience. In addition to his use of Celtic folk idioms, MacMillan uses added text; most central to this paper is The Reproaches. Movement eight (The Reproaches) is the emotional and musical climax of the work. This inclusion of text has shifted the climax, namely Jesus’s death and burial, to moments before his death. In addition, the value of the work as a liturgical work is lost by the inclusion of these texts, but a religious and spiritual essence remain.

Burnout and job satisfaction among 108 clinical psychologists working in multi-disciplinary teams (MDTs), was explored in relation to perceived team climate, clarity of team and personal role, and professional and team identificaton. The study employed a cross-sectional within-group and between group design involving a quantitative and qualitative methodology to explore the relationship between variables. Clinical psychologists reported high job satisfaction and high emotional exhaustion, and perceived team climate to be low on a number of aspects. Professional identification was higher than team identification, although team identification was strong. Team identification was associated with aspects of job satisfaction, but not burnout. Clarity regarding personal role in the team was positively associated with job satisfaction and negatively associated with emotional exhaustion. Clarity regarding the role of the team was associated with team identification and job satisfaction. Multi-disciplinary team experience, experience as a psychologist, length of time and the number of sessions worked with the team, were not associated with team identification. Amount of contact with other psychologists was not associated with professional identification. Team climate was associated with job satisfaction and team identification. The findings are discussed and the implications for services, clinical practice and clinical psychology training are addressed.

Whilst it is recognised that the organisational career is still prevalent within today's career landscape, there is a lack of research exploring the career capital needed to ease intra-organisational transitions. This thesis reviews this gap and explores the career capital required by business leaders to facilitate their own voluntary, sideward or upward macro work role transitions. The research questions include: 1. What aspects of career capital facilitate such role transitions? 2. How and to what extent are these role moves supported by career capital? 3. What barriers inhibit such role transitions? 4. What are the implications for business leaders and organisations of these role transition experiences? Drawing upon an interpretivist research approach, with a social constructionist stance and using event-based narrative interviews, this study explores the experiences of 36 business leaders who have undertaken a role transition within a UK business within the previous three years. This case organisation operates within the construction sector and is part of an international establishment. This research study enhances our appreciation of career capital; it offers unique contributions to knowledge from theoretical, empirical and practice perspectives. By developing a new career capital theoretical framework, our understanding of the career capital aspects that ease organisational role transitions is deepened. Such findings reaffirm the relevance of context and emphasise the importance of the Bourdieusian notion of the field and symbolic capital. Moreover, the insights offered by this research study recognise the relevance of Bourdieu's capital convertibility within the context of career capital. Furthermore, this research study identifies new characteristics, including where career capital can: act as a barrier, overcome barriers, be eroded, be influenced by the role holder's levels of personal agency and organisational attachment, and connect together to increase impact. Conclusively, this research study confirms the relevance of career capital within transition management. Additionally, given the importance of transitions within career theories, career capital is an important concept for the career management field as a whole.

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Faculty of Health Sciences School of Therapelitics 0009448d jasmin@tiscali.co.za / Currently the role of the Emergency Nurse in South Africa is not clearly defined. Nursing legislation does not effectively guide these nurses to enable them to cope with the high expectations and increasing demands for emergency care. Nor does it provide adequate legislative protection especially with regard to the responsibilities within the prehospital environment. This creates role confusion and conflict, which has a negative impact on the patient who requires emergency care, the advanced nurse practitioner and the emergency team. . The purpose of this research was to explore and describe the role of the South African emergency nurse in the prehospital environment and the emergency room and to formulate an instrument that can be used for policy formation, education, training and evaluation. The purpose was addressed though an action research process where data was collected in four phases that included both qualitative and quantitative methods. The process involved a group of experts who utilized their expert knowledge, skills and attitudes to explore and describe the phenomena being researched. They confirmed that the environment in which emergency nurses worked included the pre-hospital environment and emergency room. The data/roles identified and analysed were weighted to provide a weighting scale by means of a methodology referred to as “ Modelling of Human Judgement”. A competency rating was done to provide a three-point competency rating. The data/roles obtained was developed into a questionnaire and sent to the rest of the emergency nurse population for validation and verification. After validation and verification the information gathered was reduced, organized and with the assistance of a statistician (throughout all the phases) the data was analysed and an instrument developed for use as a policy framework for e.g. a scope of practice and unit standards. The instrument was quantified for educational and evaluation purposes. The instruments can be used to develop high levels of competency to encourage interdependent and autonomous decision-making, which is based on the knowledge of role expectations and sound professional decision making, which in turn is supported by appropriate legislation.

The present study aimed to investigate the effect of sex-role identity on self-esteem in samples of adolescents. The subject population consisted of 208 white, English-speaking, middle-class adolescents. Subjects were divided into three age groups of 13 year olds, 15 year olds, and first year undergraduates. Within these three groups, four variables were investigated, namely, age, sex, sex-role identity, and self-esteem. Self-esteem was measured by means of the Tennessee Self Concept Scale, and sex-role identity by means of the Bern Sex-Role Inventory. Two-way analyses of variance were utilized to compare the mean scores obtained by each of the four sex-role categories on self-esteem. Results were then compared by sex. In addition, chi-square contingency tests were utilized to test for the incidence of androgyny in the three age groups and to compare the incidence of androgyny in a South African sample with the incidence reported in an American sample. Using a significance level of .05 as the criterion for significance, significant results were produced for most of the hypotheses. Psychological androgyny was found to be positively associated with higher levels of self-esteem at all three ages. The results -re discussed in terms of gender schema theory and psychoanalytic theory and suggestions made for clinical application. Limitations of the present research are discussed and suggestions made for further research.

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archives@tulane.edu / The current study is designed to test whether a stressed-out female role model in a male-dominated domain hinders women’s career aspirations. Role models have been shown to increase women’s career interest in fields where they are underrepresented. This study, however, sought to establish that role model stress in male-dominated domains is threatening to aspirant women’s career achievement. Female pre-medical undergraduates read about either a stressed or non-stressed female physician (the role model) who works in either a male-dominated or gender-equal work environment. There were no significant changes on pre-med career interest over time. However, participants reported that their interest in a career in medicine decreased as a result of listening to an interview with a stressed role model. Unexpectedly, participants listening to a stressed role model performed better on an in-lab task. The male-dominated domain did not induce the same threat effects as it has in past studies, but this independent variable was not without consequence as participants in the gender-equal domain condition performed better on a creative thinking exercise. This study demonstrates that stressed-out role models do impact individuals looking up to them, but it may not be enough to deter new aspirants from their intended career paths. / 1 / Sally Merritt

This study examined the roles of mothers and fathers in the sexuality education of their sons and daughters. Specifically, the research investigated the sexuality knowledge, attitudes and skills of parents to provide education to their pre-school (5 years of age) or year seven (12 years of age) children. Investigation of parents' active participation in the sexuality education of their children and analysis of the factors which determined their involvement was the main objective of the study. The comfort level of parents in their communication with their children and plans for further sexuality education were also considered. Predictive models of sexuality communication were empirically tested and from this a conceptual model was derived which explicates sexuality education in the home.The research involved both a qualitative and quantitative approach to the investigation of parents' contribution to the future sexual health of their children. The first phase of the study involved focus group interviews with 11 parents to discuss their issues and concerns in providing sexuality education. Thematic analysis of the focus groups and review of the literature informed development of the instrument used in the second phase of the study.Face validity of the instrument was established and 371 parents participated in phase two of the study. One hundred and ninety five (195) mothers and 176 fathers responded voluntarily to an anonymous, self-administered questionnaire on their involvement in their child's sexuality education.In the second phase of the study the instrument used included demographic data and general questions regarding sexuality education. A sexuality knowledge and attitude scale was included as well as qualitative questions concerning parents' skills in sexuality education pertaining to three relevant scenarios. Parents' teaching practices, plans for future ++ / sexuality education and a Likert scale of comfort levels was also part of the instrument.Demographic data was consistent with the general population except with respect to income and education which were both higher than expected. Most parents (95%) stated that the home should be the primary place for sexuality education. However, less than half (36%) initiated frequent discussion with their child.Results showed that generally parents had a satisfactory knowledge of sexuality (M= 2 1) but that mothers had more knowledge of sexuality than fathers. Parents' sexuality attitudes tended toward the conservative end of the continuum with fathers more liberal in their attitudes than mothers. The study revealed a small positive correlation between knowledge and attitudes which showed that parents with more knowledge had more liberal attitudes.Mothers' and fathers' skills in sexuality education varied, demonstrating some uncertainty in this aspect of parenting. Most parents (63%) were not appropriate in their response to their child's questions about 'how babies are made', and provided their child with no factual information. Although most parents (76%) had observed their child's 'genital play' the majority (75%) were unaware of their child's 'sex play' behaviours. Parents' skills in responding to their child's genital play and sex play revealed that few (less than 16%) demonstrated complete acceptance of their child's sexual behaviour. Curiously, parents stated that they were generally comfortable when presented with all situations. The findings indicate a need for community based parent education which focuses on enhancing parents' sexuality knowledge, attitudes and skills.Generally small percentages of parents talked to their children about various sexuality topics with the factual topics such as body differences, birth, reproduction and obscene words the most frequently ++ / discussed. Other topics, of a more sensitive or intimate nature, such as contraception, sexually transmissible diseases, abortion, dating, intimate relationships, masturbation, petting and wet dreams were discussed by fewer parents. Not unexpectedly, parents communicated more with their year seven child than their pre-schooler, but the ages at which topics were introduced varied widely. This suggests parents require guidelines for their role which promote early, open and unreserved communication. The timing of sexuality education is also crucial to ensure that sexuality is as integral to the individual as numeracy and literacy and is approached in the same manner.For almost all topics mothers communicated more than fathers for both the pre-school and year seven groups. In contrast to the literature, pre-school mothers communicated equally with both genders and fathers communicated more with their sons, while by year seven, both mothers and fathers communicated more with their sons than their daughters. The topics discussed with sons and daughters appeared to differ with both mothers and fathers discussing physiological and protective issues with daughters and conversing about sexual behaviours with sons. Gender was a significant factor in sexuality education and strategies to promote equality relating to both parents and children are required.Many parents severely overestimated their plans for communicating with their children about sexuality. Most parents of pre-school children planned to discuss all sexuality topics by the time their children were 12 years old, but in reality this was not evident when compared with the year seven group. Few children initiated frequent communication (37%) with their parents but when they did it was usually with their mother.For the overall sample, the communication of sexuality was predicted by parents' attitudes to teaching ++ / sexuality, their perceived preparation, the church as a source of sexual learning and their teaching skills. The predictors however, varied depending on the gender of the parent and the age group being considered and different models explained between 14% and 46% of the variance of communication.No previously published research in Australia has investigated the role of mothers and fathers as sexuality educators. This study has contributed to the increasing body of knowledge in sexuality which aims to educate children more comprehensively for sexual health in adulthood. The conceptual framework derived from the literature and the findings of the study is anticipated to be of benefit to health professionals, school teachers and sexuality educators as they work with parents to promote sexual health.

Bibliography: leaves 453-474.