Affirmative Action remains one of the most highly sensitive, emotive and hotly debated subjects in South Africa. It is nevertheless an important legislated program that needs to be fully researched and constructively debated to bring change to the lives of previously disadvantaged groups. The present study focused on the experiences of black middle managers. The goal being to describe how black middle managers experience Affirmative Action at the South African Broadcasting Corporation. Emphasis was placed on how black middle managers define Affirmative Action, whether they feel that others question their abilities because of Affirmative Action or not and the extent to which Affirmative Action policies affect their job satisfaction and work commitment. The phenomenological approach was used to study the experiences of five middle managers at the SABC. Results of the study revealed that participants experienced Affirmative Action positively as a corrective process that provides employment opportunities for advancement and actualisation of potentialities. These results seem to counter previous research studies (e.g., Gillis et al., 2001; Koekemoer, 1998) that propound a high stress level and demotivation among those who are supposed to benefit from Affirmative Action, the affirmed. The current findings are congruent with Skedsvold and Mann’s (1996) assertion that Affirmative Action policies increase job satisfaction and organisational commitment among beneficiaries. / Dissertation (MA (Research Psychology))--University of Pretoria, 2006. / Psychology / unrestricted

This dissertation is an investigation into the type of language or discourse that is used in the policy process with the aim of giving a description of the characteristics of the language or discourse of public policy for public policy. This, therefore, includes a description of discourse and communication strategies by means of which stakeholders in the decision-making process (and ultimately also ordinary citizens) persuade or manipulate or are persuaded or manipulated to accept policy on issues directly affecting them. Newspaper articles which reported on the “Plastic Bag Policy” debate are analysed to discover which language or discourse strategies have been employed. / Dissertation (M (Political Policy Studies))--University of Pretoria, 2006. / Political Sciences / unrestricted

Currently a need exists for an Afrikaans screening tool to timeously identify learners with insufficient pre-literacy skills and especially phonological awareness skills. The purpose of this study was achieved by developing an Afrikaans version of the Phonological Awareness Literacy Screening- Kindergarten (PALS-K) (Invernizzi, Meier, Swank&Juel, 1998) through translating the existing screening tool and adapting the instrument linguistically and culturally. Grade R and Grade 1 teachers were approached to administer the preliminary translated instrument (Siftingstoets vir Fonologiese Bewustheid en Geletterdheid) (SFBG) on learners (n=28). Following the execution of this task the teachers had to evaluate the suitability of the translated instrument by completing a purpose developed questionnaire. Each separate division was evaluated by integrating the results of the questionnaire with the captured responses of the learners. The results indicated that the SFBG is an appropriate translation of the PALS-K (Invernizzi et al., 1998). Adaption or replacement of certain individual test items was suggested. Finally it is concluded that the current study may be viewed as the underpinnings for the development of an Afrikaans pre-literacy protocol with the emphasis on phonological awareness. / Dissertation (M (Communication Pathology))--University of Pretoria, 2006. / Speech-Language Pathology and Audiology / unrestricted

This study represents an examination of the impact of becoming a clinical psychologist on personal relationships from a social constructionist perspective. The research is qualitative as befits the epistemology. Unstructured interviews were conducted with five becoming-psychologists at the end of their internship year, and the resulting data were submitted to a process of thematic analysis. A study of relevant literature revealed very little information on the personal relationships of clinical psychologists per se. Available literature pertained to training of clinical psychologists and to intimate relationships in general. Themes emerged from the research that reflected themes present in the literature. There is a common theme of unacknowledged needs in relationships, the consequences of expressing those needs and the consequent renegotiation of roles in existing relationships. A theme of desire for greater emotional connection is present, connected to a feeling of no longer fitting into contexts where the becoming-psychologist used to be comfortable prior to training, and consequent feelings of isolation and loneliness become pertinent. Another common theme involves a feeling of being simultaneously observer and observed in interactions, which is evident in a tendency to watch oneself from a third-person perspective and is perceived to involve a concomitant loss of the spontaneous response. This study represents an examination of the impact of becoming a clinical psychologist on personal relationships from a social constructionist perspective. The research is qualitative as befits the epistemology. Unstructured interviews were conducted with five becoming-psychologists at the end of their internship year, and the resulting data were submitted to a process of thematic analysis. A study of relevant literature revealed very little information on the personal relationships of clinical psychologists per se. Available literature pertained to training of clinical psychologists and to intimate relationships in general. Themes emerged from the research that reflected themes present in the literature. There is a common theme of unacknowledged needs in relationships, the consequences of expressing those needs and the consequent renegotiation of roles in existing relationships. A theme of desire for greater emotional connection is present, connected to a feeling of no longer fitting into contexts where the becoming-psychologist used to be comfortable prior to training, and consequent feelings of isolation and loneliness become pertinent. Another common theme involves a feeling of being simultaneously observer and observed in interactions, which is evident in a tendency to watch oneself from a third-person perspective and is perceived to involve a concomitant loss of the spontaneous response. In addition to that which was suggested in the literature, the study suggested that psychologists language needs more readily; relationships with others outside psychology were more successful if the other person was able to language their own experiences and overtly negotiate roles. There seems to be a tendency in the psychologists interviewed to be involved in constant self-examination and examination of relationships, as well as a tendency to take responsibility in intimate relationships. They also demonstrate a conflict between responding with or without awareness (connected to the theme in the literature of constant awareness of process and consequent inability to react spontaneously), a feeling of being compelled to dialogue around that which was perceived in this state of awareness, and a sense of emotional overload during training that contributed to the sense of isolation alluded to above. Linked to these feelings of isolation there is a tendency to connect most readily with other psychologists. / Dissertation (MA (Clinical Psychology))--University of Pretoria, 2006. / Psychology / unrestricted

The purpose of this study was to discover and describe the structure and essence of the phenomenon of letting go. The meaning of the experience had to be revealed, explored and understood. The emphasis in contemporary psychology is on separation, a word often used synonymously with letting go, and, while a plethora of studies have been conducted in the area of separation, with separation-individuation the prevailing paradigm for developmental psychology, the meaning and experience of letting go has remained unexplored. The phenomenon of letting go was approached from a developmental perspective. Literature in the field regarding separation, separation-individuation and the related aspects of holding, attachment, transitional space and autonomy was reviewed. With the focus on an existential-phenomenological understanding of the lived meaning of the experience, a dialogue between the available psychological facts and the world of experience regarding letting go arises. The phenomenon was explored in a qualitative manner employing the phenomenological research method articulated by Amedeo Giorgi. The qualitative research interview, proposed by Kvale, was the method used to collect the data where, five participants were asked to describe a significant letting-go experience. The general psychological structure revealed that the experience of letting go cannot be contained in stasis. The experience is also relative to the contextual environment in which it occurs. Letting go is a transitional process of spiral mobility, as the past is returned to (and repeated), to meet with the challenge of change. In fear of entering the unknown, the familiar is held on to and as a façade evolves which conceals the truth, there is a deceptive belief regarding personal stability. In the push and pull experience of the polarised conflict, a struggle ensues, where unexpected outbursts can occur. Gradual awareness of the inevitability of change and the emerging negativity regarding the self gives rise to the threat of fragmentation, and there is a submission to the omnipotence of time and space. In an attempt to gain control, decisions are made, as the self partakes in the creative process. Successful resolution of the conflict gives rise to a sense of empowerment. While memories fill the gap of the past and new meaning is created regarding the future, a sense of continuity arises that is held on to. To let go is to relinquish control, to submit to, and partake in the process of creation. The vacillation and oscillation between positive and negative forces is the rhythmic process of life. Letting go is characteristic of human development, which though cyclic, is not only phase-related but unpredictable and an integral part of life. The dialectic of holding on and letting go is the dialectic of life and death. The implications of letting go are diverse in relation to microcosmic or macrocosmic change, whether personal, social, political or universal. The findings revealed can contribute to the fields of developmental psychology, social psychology, transpersonal psychology, psychotherapy, bereavement, forgiveness and other related fields. Letting go is the experience of the self in the process of change. / Thesis (PhD (Psychotherapy))--University of Pretoria, 2005. / Psychology / unrestricted

Every preacher has a distinct personality type that determines the preparation, construction and presentation of a public worship. The Myers-Briggs Type Indicator® [MBTI®] proofs to be a most efficient instrument of personality traits. This dissertation express a qualitative and quantitative investigation of the distinct influence of the preacher’s MBTI® type on the liturgical preparation, construction and presentation of a public worship. In a literature study the history and core of the subjacent theory of the MBTI® is investigated and explained. Carl G. Jung, the father of analytical psychology distinguished two opposite orientations to the world, extraversion and introversion. Jung also described four mental processes, the two opposite ways of taking in information [sensing and intuition] and the two opposite ways of organizing that information [thinking and feeling]. In addition to this distinctions, Isabel Myers and Katharine Briggs [a mother and daughter] added two preferred opposite lifestyles, a planned definite lifestyle [judging] and a spontaneous flexible lifestyle [perceiving]. Out of these distinctions and combinations thereof the Myers-Briggs Type Indicator® was born. The Myers-Briggs Type Indicator® consists out of sixteen unique and different personality types that are described in a four letter combination. This combination describes your preferred orientation to the world [extroversion or introversion], your preferred way of gathering information [sensing or intuition], your preferred way of decision making [thinking or feeling] and the preferred lifestyle you adopts [judging or perceiving]. This sixteen personality types and it’s combinations and dynamics are described in this dissertation. Thereafter each MBTI® personality type’s expected liturgical preparation, construction and presentation of a public worship were plotted and empirically tested. A random test, consisting out of one third of the population [the preachers of the Dutch Reformed Classis of Wonderboom] was used for the empirical study. A self report questionnaire was designed for this purpose. The results of this empirical investigation was connected with the outcome of the literature study and the expected responses verified. Out of this theoretical and empirical study, the hypothesis that the MBTI® type of the preacher’s has a significant influence on the liturgical preparation, construction and presentation of a public worship, was verified. It would benefit every preacher and congregation to use this superb psychometric instrument the MBTI® proved to be! It will certainly enhance the liturgical quality of preaching and preparation, and thus the whole ministry! / Dissertation (MA (Theology))--University of Pretoria, 2006. / Practical Theology / unrestricted

The motivation for this research is found in the presumption that music as an auschultation activity is used in many congregations but without the optimal benefit that could be arrived with proper implementation. The Proposition to the problem can be worded as follow: What is the criteria and manner for active music auschultation, to be part of the worship ceremony of the Dutch Reformed Church and will it contribute to the enrichment and renewal of the service. Various problems were identified, formulated in question form and studied by doing a LiLiterary research. The following aspects were researched, whereafter conclusions could be made for the practical implementation of active music auschultation during the service: -- The aim and function of music auschultation during the service. -- An interpretation of the Liturgical and Music-historical synopses regarding the function and meaning of music and song during the service. -- Criteria for active music auschultation during the service. -- Music auschultation as enrichment and renewal of the service of the Dutch Reformed Church. -- A methodology for music auschultation during the service. -- The responsibility of the minister in planning and presenting music auschultation during the service. -- Listening guides and - questionnaires as aids for music auschultation. -- Resources for the minister in the planning and presentation of music auschultation during the worship ceremony. The results of the investigation is precipitated in the following recommendations: -- Ministers should undergo training in music auschultation during their academic forming. Thereafter it should be a lifelong, self-imposed task to cultivate and understand the application of music auschultation during the service. -- The training of ministers must include the planning and presentation of active music auschultation during the service. -- The musical ability of ministers should expand to singing and playing of musical instruments. -- Theologians and Church musici can together contribute to music material, guides and aids for musical auschultation. / Dissertation (MA (Theology))--University of Pretoria, 2006. / Practical Theology / unrestricted

A private dental practice, in order to be viable, requires patients who are loyal, dentally educated, and, as a result, prepared to invest in comprehensive dentistry. However, a vital, yet often underestimated prerequisite for creating such a patient, is the dentist’s ability to communicate effectively with the patient. The aim of this study was to develop, implement and evaluate a curriculum in relational communication skills for third year dental students. The methodology employed during the study enhanced a student-centered, problem-oriented learning approach by means of an experiential learning strategy complemented by a didactic teaching strategy (ATF-strategy). The ATF-teaching strategy was designed in a pre- and post-training cycle: (i) Affectively stimulate students: video recordings and evaluation of third year dental students’ base line relational communication skills with a standardised patient (SP); (ii) Presenting the theory: developing students’ relational communication skills by means of a didactic lecture and role playing a structured interview with peers; (iii) Opportunity to functionalise the skills: role playing a structured interview with a SP and evaluation of students’ newly developed relational communication skills by means of an assessment rubric and video recordings and -feedback. The subjects in the study were third year dental students (n = 67). The following instruments were employed: a case study of a clinical scenario was used to role-play an interview with a SP. The SP used a “rubric”, representing the six dimensions of the required relational communication skills, as an assessment instrument to provide descriptive feedback to each student. The “dentist’s” feedback was a questionnaire completed by each student about his/her experience as “dentist” during the interview with the SP. The “patient’s” feedback was a questionnaire completed by the SP about his/her experience as “patient” during the interview. A study guide, describing the evidence behind relational communication skills training, as well as the relational communication skills required, was developed and a copy was issued to each student. Quantitative and qualitative results were obtained. (i) Quantitative results: both male and female students, as well as the class as a whole, scored significantly higher during training cycle 2 compared to training cycle 1 (p < 0.0001) for five of the six dimensions of the rubric (except Dimension: “Opening the interview”). This confirms the effectiveness of the teaching strategy to develop third year dental students’ relational communication skills. Both male and female students rated the appropriateness of the teaching methods employed during the study, rather highly (4.18 and 4.26 on a five-point Likert scale, respectively); (ii) Qualitative results: the “dentists’” feedback showed that by role-playing a structured interview, students’ confidence to interact in a relaxed way with the “patient” was enhanced. Furthermore, the important roles of trust, empathy and active listening in establishing a meaningful relationship with a patient, were emphasised by most of the students. It is concluded that the ATF-teaching strategy employed for teaching third year dental students relational communication skills, proved to be an effective strategy and was perceived by the students as a valuable and appropriate strategy. / Thesis (PhD Dentistry)--University of Pretoria, 2007. / Community Dentistry / unrestricted

This thesis is based on a cross-sectional survey design that employed the simple random sampling technique. From an original sample size of 1900 that was split between the South African market (1300) and the Zimbabwean market (600), a total of 494 usable responses were obtained representing a 26% response rate. Several statistical tools were applied to the results that included: cross tabulations, frequencies, correlations, factor analysis and discriminant analysis. The results showed that in contrast to traditional internationalization theory that suggests that firms internationalize sequentially along an establishment chain, the vast majority of firms (86%) completed their entire internationalization cycle within one foreign market entry mode that was in this case exporting. The two major explanations for this behaviour are that firstly, exporting is preferred as a deliberate strategic option through which small firms can maintain optimum profit-risk levels. Secondly, rigorous exchange control regimes maintained by governments within the Southern African region have traditionally favoured the export-only method of internationalization and consequently many firms have since developed inertia in experimenting with other forms of internationalization. Within that single mode of exporting, six stages and four developmental patterns were identified. In short, there are complex sub-processes at work within the export-only option and there are different levels of sophistication that offer a firm growth options that enable it to complete its entire internationalization through export. Similar observations were made in respect of other international market entry modes, such as licensing, foreign manufacture and integrated foreign manufacture on a worldwide basis. Mutual dependency among the stages could not be established for most firms in the survey implying that mode entry can be direct. Thus a firm can enter a foreign market via foreign production for example without necessity of having exported before. Not only do small firms internationalize within a single mode, they do so relatively fast. 72% of the firms internationalized within the first 10 years of their existence and this was attributed to factors such as: the international experience of the key managers in the firm, the perception that domestic economic conditions present a risk to the firm’s future earnings, the total lack of a domestic market for the products that are made by some firms, for example certain kinds of software, the desire to take advantage of a product with a relatively short life cycle or a product that is cheap and or easy to market and finally a firm’s involvement in project work as a network partner. The results also show that managers in the 31-40 year age group are more likely to internationalize their firms faster than any other age group. The willingness to internationalize fast remains high until the age of 50, but from then on it drops appreciably, however it does not stop altogether. Furthermore, the evidence presented shows that the internationalization process is pursued independently by small firms in the region in contrast to the European and New Zealand experience that suggests that small firms and in particular those that internationalize fast, do so with the assistance of other firms that are part of its formalized business network. Consistent with traditional internationalization theory, small firms in southern Africa were found to generally fan out from geographically close markets to geographically distant markets. However, unlike in traditional theory, this was not for reasons of psychic proximity but rather for practical economic reasons. A new internationalization model that details the motivation domain as consisting of specific antecedents, enablers, information sources and precipitators, is presented in this thesis. The barriers, accelerators, selectors and market outcomes that shape the internationalization process are also given. The major limitation of the study was the use of the simple random sampling technique, while the main recommendation centred on the need for policy initiatives that focus on profiling managers and providing targeted assistance as well as formally networking firms for export through the creation of industrial clusters. / Thesis (DCom (Business Management))--University of Pretoria, 2005. / Business Management / unrestricted

no abstract available / Thesis (PhD (Entrepreneurship))--University of Pretoria, 2005. / Business Management / unrestricted