<p>Our exam paper is about young adults’ use of intensifiers in school papers. The theoretical background includes previous research about intensifiers in the Swedish language and above all young adults’ use of intensifiers. We have chosen to focus on all intensifying expressions which young adults’ use, because we did not want to limit our research material. We made a comparing study of 25 student papers from year 1999 and 25 student papers from year 2009 to find similarities and differences. Our result answers our four main questions: “How has the frequency of intensifiers changed from year 1999 to year 2009?”, “Which new intensifiers have been added?”, “In which contexts are intensifiers used?” and “Are there any differences in the use of intensifiers between boys and girls?”. The result shows that the number of intensifiers has increased during the 10 year period but that the selection of used intensifiers has decreased. Furthermore is a change in which intensifiers that are used and in which contexts they are used illustrated. The result also shows that boys in year 1999 use intensifiers more frequently than the girls, but in year 2009 the result was opposite.</p>

Our exam paper is about young adults’ use of intensifiers in school papers. The theoretical background includes previous research about intensifiers in the Swedish language and above all young adults’ use of intensifiers. We have chosen to focus on all intensifying expressions which young adults’ use, because we did not want to limit our research material. We made a comparing study of 25 student papers from year 1999 and 25 student papers from year 2009 to find similarities and differences. Our result answers our four main questions: “How has the frequency of intensifiers changed from year 1999 to year 2009?”, “Which new intensifiers have been added?”, “In which contexts are intensifiers used?” and “Are there any differences in the use of intensifiers between boys and girls?”. The result shows that the number of intensifiers has increased during the 10 year period but that the selection of used intensifiers has decreased. Furthermore is a change in which intensifiers that are used and in which contexts they are used illustrated. The result also shows that boys in year 1999 use intensifiers more frequently than the girls, but in year 2009 the result was opposite.

The SASII which is a measure of social axioms, a concept based on an understanding of the core construct of general beliefs, was investigated in this study. The objective was to determine whether the SASII model fits the data collected in a South African context and whether it measures the same social axiom constructs of the a priori five-factor model. Secondly, the study tested the SASII for configural, metric, scalar and full invariance. Thirdly, social axioms' nomological network was investigated by relying on personality factors to validate social axioms. This study also tested the linkages between social axioms and the Big-Five personality factors. Finally, social axioms' ability to predict personality across cultures was investigated. Beliefs are social in nature and are universally shared amongst individuals within cultures. Shared beliefs represent how people organise their world and make sense of and interpret social realities. Values are widely used in the conceptualisation of cultures as this allows comparisons of the value profiles of individuals socialised into different cultures. Personality represent self-views and is related to culture. Establishing the relationship between social axioms and the constructs of personality and values is an important area for research and intervention. The first article on generalised beliefs, often referred to as social axioms, was published in 2002. It described the axiomatic nature of beliefs based on truth assumptions, personal experience and socialisation. The article sparked a global research interest on social axioms designed to evaluate the universality and meaning of the structure of beliefs across cultures. This interest has resulted in an array of articles, chapters and even a book on the subject. South Africa is ideally positioned for cross-cultural research because of its 11 official languages, diversity in educational levels and unemployment rates, inequality and a divided society due to the historical legacy of apartheid. Language differences create specific environments, defined in terms of culture, race, ethnic grouping, values and attitudes. Globalisation has accelerated the rate of intercultural contact, guiding research attempts to comprehensively describe the emerging cross-cultural dynamics. Recent research findings indicate that South Africans exhibit extreme social axiom scores that are similar to trends in other developing countries. Social axioms research also seeks to assess overlap with other constructs such as values and personality. Efforts to refine social axioms and to expand their nomological network are therefore the main focus of this study. This study aims to contribute towards previous research efforts to improve the validity and expand the nomological network of social axioms through assessing the relationship between generalised beliefs, namely social axioms (labelled Social Cynicism, Reward for Application, Social Complexity, Fate Control and Religiosity) and personality factors (i.e., Extraversion, Agreeableness, Conscientiousness, Neuroticism and Intellect) in the South African context. A cross-sectional survey design was used to collect data regarding these constructs as experienced by students and their family members and friends. A convenience sample (N = 1567) of university students and their family members and friends participated in this study. The measuring instruments used were the Social Axioms Survey (SASII), Mini-International Personality Item Pool (Mini-IPIP) and a biographical questionnaire. The results of Study 1 indicated that the SASII five factor structure exhibited an unacceptable model fit within the South African context when conducting a confirmatory factor analysis (CFA). However, as an exploratory step, and by creating a parsimonious model, the improved CFA of the SASII presented a fit that improved on previous research findings, suggesting a reasonable fit, taking into account the complexity of the SASII model. Study 2 assessed the measurement invariance (configural, metric, and scalar invariance) of the five factor structure of the SASII parsimonious model across male and female groups in a South African sample. Evidence was obtained through multi-group confirmatory factor analyses, which supported a baseline configural model. This finding indicated that the number of factors and factor structure of the SASII parsimonious model are considered equivalent across male and female groups. Proof for partial metric invariance was found and scalar invariance could not be achieved. Results thus indicated that male and female respondents did not exhibit the same understanding of certain latent constructs and that some items did not have the same meaning for both groups. Males and females also differed in terms of their levels of trust on the SASII's scales of Social Cynicism, Social Complexity and Religiosity. Because scalar invariance could not be achieved, comparisons of the SASII five factors' means across groups could not be computed. This study provided support for previous research findings and indicated that some items and latent factors of the SASII need refinement. / Thesis (PhD)--University of Pretoria, 2017. / Human Resource Management / PhD / Unrestricted

Hardly any research has been done on work-life interaction (WLI) in the mining industry in South Africa. Mining is a high-risk profession and the custom of reducing the occurrence of morbidity and inhumanity in these industries must be gainfully considered. Many of the individuals who work in the mining industry are shift workers. Individuals who are working shifts often appear to have little time for non-work related commitments. Their families, personal health, socialising with friends, maintenance of their households and hobbies do not receive the necessary attention, which cause an imbalance of work and life. The general objective of this research was to study the experience of WLI of two cultural groups (Afrikaans and Setswana-speaking individuals) in the mining industry and more specifically, to determine certain antecedents, consequences and strategies used with regards to WLI. A non-probability purposive voluntary sample of 25 mineworkers was taken from the Northern Cape Province. Participants consisting of males and females were stratified in terms of language (Afrikaans and Setswana). Data collection for this research consisted of a pilot study, qualitative interviews and field notes, The data was transcribed verbatim and checked by independent researchers. Content analysis was used to analyse the data. It was found that Afrikaans males, Setswana males and Setswana females experienced pressure and stress at work, where the Afrikaans females did not have that same experience. Several antecedents (e.g., pressure at work, heavy workload, stress, and family obligations) that led to definite consequences (e.g., lack of quality time for self and family, physical and emotional strains, and low levels of productivity), as well as the strategies (e.g., prioritising, time management, communication and planning) which the different language groups use to cope with their work-life interaction were revealed during interviews. The results also confirmed that there were some major differences between Afrikaans and Setswana-speaking individuals in terms of their experiences of work-life interaction. Recommendations were made for the organisation and for future research. / Thesis (M.Com. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2007

Thesis (M.Com. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2007.

Magistro darbe, remiantis iš šešių interneto svetainių surinktais žurnalistų ir žurnalisčių straipsniais, analizuojama vyrų ir moterų kalba. Dviejų sukurtų tekstynų duomenys apima tekstus nuo 2002 m. iki 2009 m., o jų bendra apimtis – 3 177 706 žodžiai. Darbo tikslas – nustatyti žurnalistų vyrų ir moterų kalbos ypatybes publicistikos tekstuose. Tikslui pasiekti, buvo keliami šie uždaviniai: surinkti žurnalistų ir žurnalisčių straipsnių tekstynus; išsiaiškinti, kokios ypatybės būdingos sakytinei ir rašytinei vyrų bei moterų kalbai; išanalizuoti vyrų ir moterų kalbai būdingas ypatybes; ištirti lyčių kalbos skirtumus remiantis sukurto tekstyno duomenimis; išsiaiškinti, ar galima iš teksto bruožų įvardinti autoriaus lytį. Nustačius sakytinei ir rašytinei vyrų bei moterų kalbai būdingas ypatybes, publicistiniai tekstai tirti pagal 10 formaliosios kalbos, gramatinių ir leksinių ypatybių: žodingumą ir ilgumą, dažniausiai vartojamus žodžius ir kalbos dalis, tematiką, netikrumo ir abejonių, jausmų raišką, spalvų aprašymą, neiginių, deminutyvų vartoseną ir kitų žmonių citavimą. Atlikus žurnalistų ir žurnalisčių straipsnių analizę nustatyta, kad žurnalistų straipsniuose žodžių vidutinis ilgis yra šiek tiek didesnis, todėl tekstyno kūrimo metu jų straipsnių prireikė mažiau, o tai reiškia, kad vyrai rašo ilgesnius tekstus. Nors vidutinis žodžių ilgis moterų straipsniuose yra mažesnis, tačiau labai ilgų leksemų (19−25 raidžių) jos vartoja daugiau. Taigi trumpesnės apimties tekste jos... [toliau žr. visą tekstą] / The language of men and women in media texts is analysed in this master thesis. The two created corpora include texts since 2002 to 2009 and they have 3 177 706 words. The aim of the thesis is to investigate the language of men and women in media texts. The following tasks were raised to achieve this aim: to collect men and women articles and create corpora, to find out what specific features of both spoken and written language of men and women are, to analyze the specific features of men and women language, to examine gender differences in language developed on the basis of corpus data and find out whether it is possible to understand the author's gender from the identified text features. Men and women media texts were investigated under 10 features of formal language, grammatical and lexical attributes: vocabulary and words longitude, commonly used words and part of speech, themes, uncertainty and doubts expression, feelings of resolution, colors expression, negatives, usage of diminutives and citations of other people. After analysis of men and women articles, it was identified that men use slightly longer words and men‘s articles are longer texts. Although the average length of words in articles by women is lower, they use more very long tokens (19−25 characters). Thus they use more complex structure of words in shorter texts. Women also use richer vocabulary as their type-token ratio index is higher. Women write more emotional articles and they use more interjections... [to full text]

Hardly any research has been done on work-life interaction (WLI) in the mining industry in South Africa. Mining is a high-risk profession and the custom of reducing the occurrence of morbidity and inhumanity in these industries must be gainfully considered. Many of the individuals who work in the mining industry are shift workers. Individuals who are working shifts often appear to have little time for non-work related commitments. Their families, personal health, socialising with friends, maintenance of their households and hobbies do not receive the necessary attention, which cause an imbalance of work and life. The general objective of this research was to study the experience of WLI of two cultural groups (Afrikaans and Setswana-speaking individuals) in the mining industry and more specifically, to determine certain antecedents, consequences and strategies used with regards to WLI. A non-probability purposive voluntary sample of 25 mineworkers was taken from the Northern Cape Province. Participants consisting of males and females were stratified in terms of language (Afrikaans and Setswana). Data collection for this research consisted of a pilot study, qualitative interviews and field notes, The data was transcribed verbatim and checked by independent researchers. Content analysis was used to analyse the data. It was found that Afrikaans males, Setswana males and Setswana females experienced pressure and stress at work, where the Afrikaans females did not have that same experience. Several antecedents (e.g., pressure at work, heavy workload, stress, and family obligations) that led to definite consequences (e.g., lack of quality time for self and family, physical and emotional strains, and low levels of productivity), as well as the strategies (e.g., prioritising, time management, communication and planning) which the different language groups use to cope with their work-life interaction were revealed during interviews. The results also confirmed that there were some major differences between Afrikaans and Setswana-speaking individuals in terms of their experiences of work-life interaction. Recommendations were made for the organisation and for future research. / Thesis (M.Com. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2007

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Summaries in Afrikaans and English / Text in Afrikaans / Die studie handel oor die belewing van die onderwyser-leerlingrelasies deur die senior sekondere skoolleerling. Bepaalde faktore uit die literatuur blyk 'n invloed uit te oefen op onderwyserleerlingrelasies, naamlik opvoedingsklimaat, opvoedingstyl en intermenslikheid van die onderwysers. Onderwyser-leerlingrelasies word deur 'n outokratiese opvoedingstyl en onwarme opvoedingsklimaat benadeel. 'n Betroubare meetinstrument is ontwikkel en in 'n empiriese ondersoek op standerd 6- tot 10-leerlinge afgeneem. Die resultate van die faktorontleding het getoon dat daar veral twee faktore is wat 'n invloed kan uitoefen op die onderwyser-leerlingrelasies, naamlik opvoedingsklimaat en opvoedingstyl van die onderwyser. Daar is ook bevind dat standerdgroepe en taalgroepe in hulle belewinge van die opvoedingsklimaat en opvoedingstyl verskil. Dit wil uit die resultate voorkom asof geslag 'n rol speel in leerlinge se belewing van opvoedingsklimaat en opvoedingstyl van die onderwyser. Norms is vir die vraelys bepaal deur routellings in staneges om te skakel. / This study concerns the experience of the teacher-student relationship by the senior secondary pupil. A literature study revealed that specific factors seem to influence teacher-student relationships, namely educational climate, educational style and the human nature of the teacher. An autocratic educational style and climate could harm teacher-student relationships. A reliable measuring instrument was developed and administered to standerd 6 to 10 pupils in an empirical study. The results of the factor analasys indicated that two major factors could influence the nature of the teacher-student relationship, namely educational climate and educational style of the teacher. The results also indicated a significant difference in standard groups' and language groups' experience of teacher-student relationships. It also appears from the results as if gender could play a significant role in pupils' experience of educational climate and educational style of the teacher. Norms were established for the questionnaire. / Psychology of Education / M. Ed. (Psychology of Education)

Summaries in Afrikaans and English / Text in Afrikaans / Die studie handel oor die belewing van die onderwyser-leerlingrelasies deur die senior sekondere skoolleerling. Bepaalde faktore uit die literatuur blyk 'n invloed uit te oefen op onderwyserleerlingrelasies, naamlik opvoedingsklimaat, opvoedingstyl en intermenslikheid van die onderwysers. Onderwyser-leerlingrelasies word deur 'n outokratiese opvoedingstyl en onwarme opvoedingsklimaat benadeel. 'n Betroubare meetinstrument is ontwikkel en in 'n empiriese ondersoek op standerd 6- tot 10-leerlinge afgeneem. Die resultate van die faktorontleding het getoon dat daar veral twee faktore is wat 'n invloed kan uitoefen op die onderwyser-leerlingrelasies, naamlik opvoedingsklimaat en opvoedingstyl van die onderwyser. Daar is ook bevind dat standerdgroepe en taalgroepe in hulle belewinge van die opvoedingsklimaat en opvoedingstyl verskil. Dit wil uit die resultate voorkom asof geslag 'n rol speel in leerlinge se belewing van opvoedingsklimaat en opvoedingstyl van die onderwyser. Norms is vir die vraelys bepaal deur routellings in staneges om te skakel. / This study concerns the experience of the teacher-student relationship by the senior secondary pupil. A literature study revealed that specific factors seem to influence teacher-student relationships, namely educational climate, educational style and the human nature of the teacher. An autocratic educational style and climate could harm teacher-student relationships. A reliable measuring instrument was developed and administered to standerd 6 to 10 pupils in an empirical study. The results of the factor analasys indicated that two major factors could influence the nature of the teacher-student relationship, namely educational climate and educational style of the teacher. The results also indicated a significant difference in standard groups' and language groups' experience of teacher-student relationships. It also appears from the results as if gender could play a significant role in pupils' experience of educational climate and educational style of the teacher. Norms were established for the questionnaire. / Psychology of Education / M. Ed. (Psychology of Education)