published_or_final_version / English Studies and Comparative Literature / Master / Master of Arts

Lenght of sentence add structure of educational texts depend on relation between author and recipient, individual style, branches of knowledge. Average lenght of sentence specialize educational texts, it's one of linguist feature. Distributin of language sections also specialize educational texts. Scientific style texts contain usage of intertextual correlation devices oriented towards the textual paradigm of this style.

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal

Lietuvių kalbos funkcinių stilių skyrimo kriterijai priklauso nuo atskirų tyrinėtojų iškeliamų požymių. Kalbotyros terminų žodyne funkcinis stilius apibūdinamas kaip kalbos atmaina, vartojama tam tikroje žmonių veiklos srityje. Galima skirti tokius funkcinius stilius: buitinį, kanceliarinį, meninį, publicistinį ir mokslinį. Kiekviename funkciniame stiliuje vartojamos skirtingos kalbos priemonės, jos savitai organizuojamos. Žanras – viena iš svarbesnių stilistinių kategorijų, kuria perduodama informacija. Tai labai parankus tekstų klasifikavimo įrankis, tačiau jam trūksta aiškiai apibrėžtų klasifikavimo kriterijų. Šio darbo objektas – sakinys ir jo funkcionavimas V.Juknaitės įvairių kalbos atmainų, įvairių žanrų tekstuose. Sakinio ilgis – vienas iš sakinio parametrų, padedantis atskleisti teksto savitumą. Šiame darbe pirmą kartą siekiama analizuoti šnekamosios kalbos sakinius ir jų parametrus. Šnekamosios kalbos sakinio ilgis dar nėra tyrinėtas. Ištyrinėjus sakytinės ir rašytinės kalbos sakinių ilgio struktūrą, patyrinėjus V.Juknaitės kalbinės laiškų raiškos savitumą galima kalbėti apie autorės idiostilių. Būtent autorystės valia ir formuojamas įvairių V.Juknaitės rašymų formų – meninės kūrybos, publicistinių, mokslinių tekstų, tiek šnekamosios kalbos – idiostilius. Rašytojos siekis meniniais vaizdais apipavidalinti kūrinio erdvės ir laiko pokyčius skatina įvairių raiškos priemonių vartojimą, jų atranką pagal individualius poreikius. Todėl kalba yra labai svarbus instrumentas... [toliau žr. visą tekstą] / Functional styles of Lithuanian language's criteria depends on the raised features by individual researchers. Functional style in Linguistics Glossary is characterized as a language variety used in a particular area of human activity. There are some functional styles: domestic, clerical, artistic, scientific, publicistic. Each functional style of language are used by the different measures and they are organized individually. Genre is one of the most important stylistic categories in which information is transmitted. This is a very handy tool for text classification, but it lacks to clearly defined criteria for classification. Work object - the sentence and its functioning in different language, different genres of texts of V Juknaitė. Length of the sentence is one of the parameters of the sentence that helps to reveal the text identity. This work pursues to analyze the spoken sentences and their settings. Sentence lenght of conversational speech hasn't been explored yet. Explored the spoken and written language, sentence length, structure and look at the linguistic expression of V.Juknaitė we can talk about auhtor's idiostyle. It were the various V.Juknaitė posting forms of idiostyle - artistic, publicistic, scientific texts and spoken language. The writer's ambition to format the work space and time changes by artistic images are motivate the application of different time expressions and screening them by individual needs. Therefore language is a very important tool that... [to full text]

Work context has many consequences for the psychological outcomes of employees. These outcomes also have consequences for the employer through possible loss of productivity, impaired health of employees which may be associated with absenteeism and turnover intention, among others. The literature also shows that these outcomes are not always the same even under similar working conditions. Theorising in cognitive psychology indicates that the way in which an individual appraises a situation may be more important to psychological outcomes than the actual presence of a stressor. Recently, personal resources have been hypothesised to influence these individual differences. Few if any studies have explored such personal resources as moderators in the relationship between work context and psychological outcomes, especially in the South African public service context. Thus, the general aim of this study was to determine whether personal resources (emotional intelligence, self-efficacy and explanatory styles) are moderators in the relationship between work context Gob demands and job resources) and psychological outcomes (psychological well-being and work engagement) in a sample of government employees. A cross-sectional survey research design was implemented. Data were collected from 459 participants with the following measuring instruments, the Job-Demands Resources (JD-R) Scale, the Satisfaction with Life Scale (SWLS), the Affectomemter-2 Short-form (AFM.), the Utrecht Work Engagement Scale (UWES) , the Emotional Intelligence Scale (ElS), the General Self-efficacy (GSE) scale, and the Explanatory Style (ES) Questionnaire. A demographic questionnaire was developed by the first author to capture diverse information from the participants relating to gender, turnover intention, post level and so forth. Analyses were conducted mainly in 2 steps. Firstly, multiple regression analyses were used to test the main effects of work context variables on psychological outcomes. Secondly, two-step hierarchical regression analyses were used to test whether personal resources (emotional intelligence, self-efficacy, and explanatory styles) moderated the relationship between work context variables and psychological outcomes. Before testing the moderation, all independent variables and moderator variables (dimensions of personal resources) were centred so as to exclude the possibility of any multicollinearity in the regression equation. The results of the study, reported in three articles/manuscripts, showed significant main effects for work context and the personal resources as predictors of psychological outcomes. In the second place, the results also showed that the personal resources used in this study moderate the relationship between work context and psychological outcomes. In the first article, it was concluded that emotional intelligence is of potential value, especially in the public sector that is focussed on optimal service delivery, and where emotional encounters are stock-in-trade. Emotional intelligence is a valuable personal resource to cultivate for establishing, developing, and maintaining positive outcomes in psychological well-being in the workplace. In the second article, it was concluded that as self-efficacy beliefs facilitate actions and behaviour taken by individuals, it is important that feedback and modelling could play an important role especially in service-oriented work contexts that may need self-regulation of emotions. In the third article, it was concluded that as attributional feedback can induce change in how individuals perceive their success or failure in a task, the role of explanatory styles in psychological outcomes could be cultivated through active feedback given to employees on their performance and possibilities of future growth in the organisation. Overall it was concluded that a lack of job resources in the presence of high job demands will undermine psychological outcomes even in the presence of personal resources. Therefore, the consequences for health impairment and negative outcomes cannot be over-emphasised in a situation where job demands outstrip job resources. Employees in the public service require skills such as social and emotional competency, self-efficacy and optimism as these are important tools in dealing with the public. Employees must have initiative, flexibility, motivation to achieve, empathy, self-esteem and confidence, self-control, and group management among fellow employees and the public that is served by them. Although the limitations for this study are related to the fact that it was a cross-sectional research design and data was collected using self-reports, insights were gained about the role of personal resources in the relationship between work context and psychological outcomes. Based on all three articles, it was recommended that cross lagged panel studies may be useful in further clarifying the role of personal resources in longitudinal studies about the relationship between job resources and psychological outcomes and possible upward spirals arising from facilitating these relationships. Aspects of such studies may also include a qualitative assessment of what participants perceive as job resources and personal resources and these help them to achieve their goals. / Thesis (Ph.D. (Psychology))--North-West University, Potchefstroom Campus, 2010.

Die uitdagings wat in skare ontstaan het as gevolg van transformasie plaas die moderne skoolhoof se bestuursleierskap onder die vergrootglas. Skoolhoofde benodig radikale metodes van benadering in hul bestuurstyle en fokus. Die interpretering en implementering van transformasie gee aanleiding tot onduidelikheid en verrykende kompieksiteit. Van skoolhoofde word verwag am antwoorde en oplossings te vind vir transformasie en terselfde tyd word van hulle verwag am effektiewe en doeigerigte onderrig en leer daar te stel. Hoofstuk 1 handel kortliks oar die bree probleemvrae van transformasie wat in skole plaasvind. Die benadering en gevolge, direk of indirek, wat met die skoal hoof se bestuurstyl gepaard gaan word bestudeer. Die bestuurstyl, benadering en veranderings wat met transformasie gepaard gaan en hoe skoolhoofde hulself moet herontwerp, te same met hulle skoal am aan die behoeftes en else van transformsasie te voldoen word bestudeer. Verder wys dit daarop dat 'n gedeeltelike en algehele persoonlike transformasie benodig word am transformasie te laat plaasvind vir mod erne skole van die een-twintigste-eeu. Daar word oak aandag geskenk aan die doel en metode van die navorsing. Verder word daar oak aandag gegee aan probleemvrae wat met behulp van die Iiteratuurstudie en empiriese ondersoek beantwoord sal word. 'n Suid-Afrikaanse perspektief en die invloed, gevolge van transformasie word in die daaropvolgende hoofstuk (hoofstuk 2) bestudeer. Hoewel baie klem op transformasi~ geplaas word, dui die hoofstuk aan dat transformasie onderwys vanaf Jan van Riebeeck se tyd met ons is, verskans onder verskeie name en benaderings. Verskeie filosofiese benaderings word ondersoek en hoe dit in 'n mod erne era toegepas kan word. Minder bekend, maar met ononderhandelbare gevolge is die Suid-Afrikaanse Grondwet en beleidsraamwerk rakende die onderwys. Ten einde word verskeie implikasies van transformasie in die onderwys ondersoek. Hoofstuk 3 word gewy aan die bestuursleierskap van die moderne skoolhoof. Aandag word geskenk aan die sieninge rakende wat leierskap is en wat verwag word van 'n leier asook die kompleksiteit van moderne leierskap. Verder word 'n verskeidenheid van leierskapmodelle en dimensies bestudeer en bespreek wat bydra tot die kompleksiteit van bestuursleierskap. Omdat leierskap nie vir aile persone 'n eenstyl kan wees nie word verskillende leierskapstyle bestudeer wat afsonderlik en gekombineerd in suksesvolle bestuursleierskap situasies gebruik kan word. Transformasie bring mee dat moderne skoolhoofde sekere karaktereienskappe moet he en stel gevolglik sekere en uitdagende professionele eise aan die skoolhoof. Transformasie het ook tot gevolg dat die rol van die skoolhoof in SuidAfrika drasties verander, wat meebring dat hoofde hul benadering tot skoolbestuur en spesifiek hul benadering tot transformasie onderwys indringend moet hersien. Ten einde bestudeer hoofstuk 3 sekere uitdagings wat aan die skoolhoof in 'n moderne onderwysmilieu gerig word. In hoofstuk 4 is gepoog om die navorsingsontwerp deeglik te beskryf. Die meetinstrument (vraelys) is 'n selfontwerpte vraelys wat uit vrae bestaan wat deur respondente beantwoord moes word. Die ontwerp van die vraelys vir skoolhoof en onderwyser respondente is van so aard dat dit met mekaar ooreenstem. In die beantwoording van die vraelyste het respondente vier keuses van antwoorde gehad. Die administratiewe prosedures wat gevolg is met die vraelyste is ook aangedui. Die statistiese tegnieke en prosedures is ook volledig uiteengesit en verduidelik. Die hoofstuk sluit ook in die uiteensetting van die faktoranalise, bepaling van betroubaarheid van die vraelyste en die bepaling van effekgroottes van verskille tussen die groepe respondente. In die volgende hoofstuk is die empiriese ondersoek en resultate verder verduidelik word. In hoofstuk 5 is die resultate van die inligting wat in die vraelyste verkry is asook die statistiese ontleding daarvan volledig weergegee. Bepaling van frekwensies en gemiddeldes van vraelyste aan skoolhoofde en personeel word weergegee. Die bevindinge van die vraelyste vir beide skoolhoofde en personeel dui slegs die hoogste en laagste uitvalle aan. Vergelyking tussen die hoogste en laagste uitvalle van die vraelyste aan skoolhoof en personeel respondente word ook aangedui. Met 'n faktoranalise is die verskillede faktore uit skoolhoof en personeel vraelyste aangedui. 'n Betroubaarheids toets is gedoen met behulp van die Cronbach-Alfa Koeffisient . Verder is die gemiddeldes en standaardafwykings van die items van skoolhoof en personeel vraelyste bepaal. Die statistiese verskille tussen skoolhoof en personeel met betrekking tot elke faktor is ook bepaal. Statistiese verskille tussen hoer-en laerskole en verskille tussen verskillende ouderdomsgroepe met betrekking tot die 6 faktore is ook gedoen. In die volgende hoofstuk is gevolgtrekkings uit die resultate van die navorsing gemaak word. Daar is gepoog word om aanbevelings uit die gevolgtrekkings aan die hand te doen. Verder is gepoog word om rigting vir verdere navorsings aan die hand te doen. In hoofstuk 6 is die probleem en doelstelling kortliks bespreek. Dit word opgevolg deur te kyk na die literatuurstudie en bevindinge met betrekking tot die literatuurstudie. Daar is ook aandag gegee aan bevindinge met betrekkinge tot navorsingsdoelwite. Verder is die empiriese navorsing en bevindinge met betrekking tot die empiriese ondersoek aangedui. Riglyne vir die verbetering van die rol van die skoolhoof word ook in hierdie hoofstuk aangedui. Die hoofstuk sluit ook in aanbevelings wat gedoen is aan die hand van bevindinge wat gemaak is. Ten einde is aanbevelings gemaak vir verdere navorsing. / ABSTRACT: The management leadership of the modern principal has been placed under the magnifying glass due to the challenges brought about in schools by transformation. School principals are in need of radical methods of approach to their management styles and focus. Interpretation and implementation of transformation lead to obscurity and far reaching complexity. School principals are expected to provide answers and solutions for transformation while at the same time putting effective and purposeful education in place. Chapter 1 gives a brief overview of the broader problem of transformation in schools. The approach and results, either direct or indirect, that are linked to the management style of the principal are studied. The management style, approach and changes due to transformation, has principals need to re-invent themselves and their schools to fulfil the needs of transformation, are also studied. It points out that a partial or even complete personal transformation in modern schools of the twenty first century. Attention is given to afforded problematic questions that will be answered by means of the literature study and empirical investigation. A South African perspective and the influence and consequences of transformation are discussed in the subsequent chapter (chapter 2). Although transformation is emphasized, this chapter reveals that diverse teaching and education have been with us since the time of Jan van Riebeeck, entrenched by various names and approaches. Various philosophical approaches and their applications in the modern era are investigated. Perhaps not as well-known, but with non-negotiable results, is the South African Constitution and Management framework regarding education. Therefore various implications of transformation for diverse education are investigated. Chapter 3 is dedicated to leadership in management of modern school principals. Attention is given to views as to what leadership is, what is expected of a leader as well as the complexities of modern leadership. A number of leadership models and dimensions that add to the complexity of leadership in management are studied as leadership can never be the same for all people. These varying styles of leadership can be used separately or in combination for successful management leadership. Transformation has resulted in school principals having to possess certain characteristics. This results in specific and challenging professional demands on the school principal. Transformation has brought about dramatic changes to the role of school principals in South Africa. This in turn has caused principals to revise their approach to diverse and transformation education. To this end chapter 3 studies certain challenges to the school principal in the modern education milieu. In chapter 4 the research concept has been explained. The measuring instruments (questionnaires) is a self conducted questionnaire that consist of questions that must be answered by the respondents. The questionnaire concept for principals and teachers is of such a nature that it is corresponding with one another. In answering the questions the respondents have four possible answers to choose from. The administrative procedures that was followed are also indicated. Statistic techniques and procedures are explained and set out in detail. The chapter include the layout of the factor analysis, reliability of the factors and the determining of effect valuation between different groups of respondents. The empirical investigation and its results will be explained in the next chapter. In chapter 5 the results of the information from the questionnaires are given. There is a detailed statistical analysis of all information. The frequency and averages of questionnaires completed by principals and educators are determined and explained. Findings indicate only the highest and lowest fall-outs of the questionnaires of principals and educators respondents. The factor analysis is an indication of the different factors from principal and educator questionnaires. A reliability test was done by means of the Cronbach Alpha Coefficient. The averages and standard deviations of the items of principals and educators questionnaires were determined, as were the statistical differences between high and primary schools and the differences between age groups with reference to the six factors. In the next chapter conclusions are drawn from the results of the research. Recommendations were suggested with reference to the conclusions. Possible areas for future research are also be suggested. The problem and objectives of the study were briefly discussed in chapter 6. The literary study and its results were discussed. Attention was also be focused on the results with reference to the research objectives. The empirical research and its results have also been discussed in detail. Guidelines for the improvement of the role of the principal are given in this chapter. Recommendations which have been made with reference to the findings of the study are included and finally recommendations for further research have been suggested. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2010.

This research investigated the leadership style in a research and development (R&D) work unit within a petro-chemical company, using the Full Range Leadership Development Theory as assessed by Multifactor-Leadership-Questionnaire (MLQ). From the literature review conducted, it was concluded that an R&D environment is multi-dimensional and the workforce can be diverse in the field of specialisation and personality characteristics. Subsequently, the literature review also focused on functional diversity and gender differences within technological and/or scientific environments. Descriptive statistics were provided and the data were then statistically analysed. The research results showed a statistical difference in the perception of the frequency of leadership style between manager-leaders and subordinates. Differences in the mean scores of manager-leaders and subordinates found that the manager-leaders overestimated the frequency ratings of their transformational leadership style and the leadership outcomes, while they under-estimated the frequency ratings for transactional and laissez-faire leadership style. This indicates that although the manager-leaders consider themselves as more transformational, the subordinates of this R&D unit view their immediate managers as not displaying ideal levels of transformational leadership behaviours. A self-bias phenomenon may be present where the manager-leaders judge themselves as overly favourable. It is recommended that this be addressed within the organisation. A statistical significant difference was observed in how some male and female employees experienced their manager-leaders' leadership style. The females indicated a higher frequency of laissez-faire leadership style, while some males viewed their manager-leaders as more transformational compared to the female employees. Manager-leaders may need different skills to manage females and in general an increasing awareness of gender bias within the unit may mitigate stereotypical assumptions. No statistically significant differences (p<0, 05) could be found for the total group between functional areas, being scientists versus engineers. It should be noted that the departments consist of predominantly scientists, while only one department showed a mixture of scientists and engineers. / Thesis (M.B.A.)--North-West University, Vaal Triangle Campus, 2010.

This research investigated the leadership style in a research and development (R&D) work unit within a petro-chemical company, using the Full Range Leadership Development Theory as assessed by Multifactor-Leadership-Questionnaire (MLQ). From the literature review conducted, it was concluded that an R&D environment is multi-dimensional and the workforce can be diverse in the field of specialisation and personality characteristics. Subsequently, the literature review also focused on functional diversity and gender differences within technological and/or scientific environments. Descriptive statistics were provided and the data were then statistically analysed. The research results showed a statistical difference in the perception of the frequency of leadership style between manager-leaders and subordinates. Differences in the mean scores of manager-leaders and subordinates found that the manager-leaders overestimated the frequency ratings of their transformational leadership style and the leadership outcomes, while they under-estimated the frequency ratings for transactional and laissez-faire leadership style. This indicates that although the manager-leaders consider themselves as more transformational, the subordinates of this R&D unit view their immediate managers as not displaying ideal levels of transformational leadership behaviours. A self-bias phenomenon may be present where the manager-leaders judge themselves as overly favourable. It is recommended that this be addressed within the organisation. A statistical significant difference was observed in how some male and female employees experienced their manager-leaders' leadership style. The females indicated a higher frequency of laissez-faire leadership style, while some males viewed their manager-leaders as more transformational compared to the female employees. Manager-leaders may need different skills to manage females and in general an increasing awareness of gender bias within the unit may mitigate stereotypical assumptions. No statistically significant differences (p<0, 05) could be found for the total group between functional areas, being scientists versus engineers. It should be noted that the departments consist of predominantly scientists, while only one department showed a mixture of scientists and engineers. / Thesis (M.B.A.)--North-West University, Vaal Triangle Campus, 2010.

Work context has many consequences for the psychological outcomes of employees. These outcomes also have consequences for the employer through possible loss of productivity, impaired health of employees which may be associated with absenteeism and turnover intention, among others. The literature also shows that these outcomes are not always the same even under similar working conditions. Theorising in cognitive psychology indicates that the way in which an individual appraises a situation may be more important to psychological outcomes than the actual presence of a stressor. Recently, personal resources have been hypothesised to influence these individual differences. Few if any studies have explored such personal resources as moderators in the relationship between work context and psychological outcomes, especially in the South African public service context. Thus, the general aim of this study was to determine whether personal resources (emotional intelligence, self-efficacy and explanatory styles) are moderators in the relationship between work context Gob demands and job resources) and psychological outcomes (psychological well-being and work engagement) in a sample of government employees. A cross-sectional survey research design was implemented. Data were collected from 459 participants with the following measuring instruments, the Job-Demands Resources (JD-R) Scale, the Satisfaction with Life Scale (SWLS), the Affectomemter-2 Short-form (AFM.), the Utrecht Work Engagement Scale (UWES) , the Emotional Intelligence Scale (ElS), the General Self-efficacy (GSE) scale, and the Explanatory Style (ES) Questionnaire. A demographic questionnaire was developed by the first author to capture diverse information from the participants relating to gender, turnover intention, post level and so forth. Analyses were conducted mainly in 2 steps. Firstly, multiple regression analyses were used to test the main effects of work context variables on psychological outcomes. Secondly, two-step hierarchical regression analyses were used to test whether personal resources (emotional intelligence, self-efficacy, and explanatory styles) moderated the relationship between work context variables and psychological outcomes. Before testing the moderation, all independent variables and moderator variables (dimensions of personal resources) were centred so as to exclude the possibility of any multicollinearity in the regression equation. The results of the study, reported in three articles/manuscripts, showed significant main effects for work context and the personal resources as predictors of psychological outcomes. In the second place, the results also showed that the personal resources used in this study moderate the relationship between work context and psychological outcomes. In the first article, it was concluded that emotional intelligence is of potential value, especially in the public sector that is focussed on optimal service delivery, and where emotional encounters are stock-in-trade. Emotional intelligence is a valuable personal resource to cultivate for establishing, developing, and maintaining positive outcomes in psychological well-being in the workplace. In the second article, it was concluded that as self-efficacy beliefs facilitate actions and behaviour taken by individuals, it is important that feedback and modelling could play an important role especially in service-oriented work contexts that may need self-regulation of emotions. In the third article, it was concluded that as attributional feedback can induce change in how individuals perceive their success or failure in a task, the role of explanatory styles in psychological outcomes could be cultivated through active feedback given to employees on their performance and possibilities of future growth in the organisation. Overall it was concluded that a lack of job resources in the presence of high job demands will undermine psychological outcomes even in the presence of personal resources. Therefore, the consequences for health impairment and negative outcomes cannot be over-emphasised in a situation where job demands outstrip job resources. Employees in the public service require skills such as social and emotional competency, self-efficacy and optimism as these are important tools in dealing with the public. Employees must have initiative, flexibility, motivation to achieve, empathy, self-esteem and confidence, self-control, and group management among fellow employees and the public that is served by them. Although the limitations for this study are related to the fact that it was a cross-sectional research design and data was collected using self-reports, insights were gained about the role of personal resources in the relationship between work context and psychological outcomes. Based on all three articles, it was recommended that cross lagged panel studies may be useful in further clarifying the role of personal resources in longitudinal studies about the relationship between job resources and psychological outcomes and possible upward spirals arising from facilitating these relationships. Aspects of such studies may also include a qualitative assessment of what participants perceive as job resources and personal resources and these help them to achieve their goals. / Thesis (Ph.D. (Psychology))--North-West University, Potchefstroom Campus, 2010.