Purpose - This autobiography sums up the life story of one of the contributors to the history of inquiry and instruction in the field of marketing, with special attention to the historical developments that have influenced the study of consumer behavior and the concept of branding. Design/methodology/approach - This paper is an autobiographical essay, a personal history. Findings - The reminiscence illustrates the way life experiences evolve, showing the interaction among personal growth, education, career choices and work experience that led to Professor Levy's contributions to the field of marketing education and its research literature. Originality/value - The paper describes a unique life, and an unusual explication of the personal life sources of influential ideas. It is novel in its large perspective and integrative narrative, and the unusual exposure of its various conceptual issues and links. It should be of interest to marketing historians, managers and scholars of marketing education.

D.Litt. et Phil. (Organisational Psychology) / Please refer to full text to view abstract

This thesis is a study in the ideological foundations of Victorian civic pride. It argues that the Victorian civic renaissance had an extensive intellectual genealogy. The thesis hopes to foster a reevaluation of the Victorian city in its intellectual context, and broaden the perimeters of enquiry within urban history. In doing so, it contributes to the debate over middle class identity in Victorian England. The four chapters indicate the dominant strands of thinking that determined the development of the Victorian city. The first chapter addresses the pre-Reformation ideal of civil society. It throws new light upon the work of Southey, Cobbett, Pugin, and Ruskin. By contrasting the edifices of the virtuous, medieval past against the civic symbols of the faithless and individualist present, they fostered a corporatist civic tradition which powerfully influenced the Victorian city. The second chapter describes the defence of the industrial city by liberal civic elites. Their rhetoric was as concerned with defending Nonconformity and the historical role of the middle class as the manufacturing city. Influenced by the French Doctrinaires, advocates of liberal civic thought championed the city, and its inhabitants, as the harbingers of liberty, prosperity and progress. Chapter three charts how Victorian 'merchant princes' looked to ancient Greece and Renaissance Italy to support their wealth and industry. It emphasises the draw of Periclean Athens and medieval Florence as potent civic ideals. Their successful combination of commerce and culture made the cities instrumental models in the development of Victorian civic pride. The final chapter explains how the Saxon spirit of local self-government became part of a national identity. The English polity based upon a system of decentralization and multiple municipal centres was contrasted against Norman centralization which resulted in Parisian despotism. _With the growth of statist legislation in the 1840s this narrative of local self-government was placed under strain. The chapter discusses how Saxon civic thought influenced central policy and urban identity.

This thesis is concerned with jurisdictionally evasive European corporations in the Atlantic region. In the wake of renewed interest in trading companies in the historical literature on empires and colonies, this study explores the claims of corporations to foreign lands, the dispossession of pre-existing populations, and the emergence of legal conflicts out of these events and other related extra-European processes. To that end, this thesis engages with medieval legal and economic history, to explain the origin of the modern corporate form, the changing patterns of landholding and commerce across Europe, and the response of canonistic and civilian legal traditions to these developments. After emphasising the importance of the coastal region stretching from Lisboa to St. Petersburg, where trading companies thrived, each of the individual corporations involved in the colonisation of America is introduced. An intellectual history is then presented, covering relevant legal thought; here, the focus moves from patents and jurisdiction to the Roman law of property and in particular the idea of prescription, to contracts, and finally to war. These, I argue, are the ideological contexts most relevant in a legal history of corporations and early modern imperialism. The narrative which then follows is based upon primary research conducted in archives from across the globe. Here, special attention is given to English, French, Dutch, and Swedish corporate activity in the early modern ‘Atlantic World’ (1603-1673). Regionally, the main focus is drawn towards Ireland, North America, and South Africa, where corporations established their claims against other Europeans and against indigenous communities through a combination of separate means. Private law was more practical on the ground, while public law justifications tended to be more spurious and ambivalent, even if there was never a clean formula adoptable when it came to the acquisition of territory by European corporations away from Europe, and might was invariably right. This argument is presented before returning, finally, to the European context. The legal history of colonialism in the seventeenth-century Atlantic has never been presented so stringently from the corporate perspective for the purpose of contrast to the European diplomatic context; the result of such an approach is a new way to consider the origins of private international law in world history.

It is within the realm of the international civil society that religions play out their important public roles as charities and advocacy organizations in globalization. World governance models in the post-Cold War era stress the important role that civil society plays in building and sustaining democracy. Indeed, the participation of the Catholic Church in the "third wave of democratization" confirms this. Yet, twenty-five years after the collapse of international socialism, problems with American-led models of development have come to the fore in glaring ways. Growing wealth inequality and what Gayatri Spivak calls "sustainable underdevelopment" are the norm, and these problems highlight the dangers and instability of liberal economic policies. Religious organizations, and proponents of the Catholic social tradition in particular, have been the strongest voices for advocating social justice and advancing policies that pursue "the common good." Both working to alleviate poverty as charities ([i]NGOs and FBOs) and using their voices as a "public religion" (José Casanova) in civil society, Catholic institutions navigate the historically constructed and contingent boundaries among the three spheres of the state, the market, and civil society. Studying this interplay has provided fruitful theories deconstructing the religious/secular binary. In light of these theories, this thesis applies the critique of liberalism supplied by world-systems analysis to the development of Catholic social thought, in the process highlighting a complex history of complicity and dissent with U.S. liberalism's unfolding hegemony. In circulating Catholic social thought through the economic focused paradigm of world-systems analysis, I explore the possibilities of seeing religion and globalization outside a culturally focused framework. How the social magisterium is responding to the problems of economic globalization in an increasingly unstable world will affect its future legitimacy. I explore where the Church has been and its capacity to be a continuingly proactive force for "social justice" and "the common good."

Fred Dretske (1981) claimed that the essence of the kind of cognitive activity that gives rise to Intentional mental states is a process by which the analogue information coming from a source-object is transformed into digital form. It is this analogue-to-digital conversion of data that enables us to form concepts of things. But this achievement comes with a cost, since the conversion must involve a loss of information. The price we pay for the lost information is a proportional diminishment in our ability to discriminate the source-object from others that may be similar to it. I argue that this fact underlies an important distinction between what a mental state may be about and to what the state may be directed, Aboutness and directedness are two of four Intentional dimensions on which this project concentrates. The other two are aspectual shape and misrepresentation. The distinction between aboutness and directedness is a part of a proposed approach to Intentionality based on the script theory of Roger Schank and Robert Abelson (1977). Scripts are schemata—organized knowledge structures that guide our understanding of the world around us. Schank and Abelson's basic ideas are extended to yield four different script-types: episodic (related to situations and events), instrumental (related to procedural knowledge), personal (representing an agent's goals and plans), and definitional (involved in object-recognition). The relationship between scripts and the Intentionality of thought is the main focus of this dissertation. An important secondary concern is the viability of externalism and internalism. It is argued that neither of these attitudes is independently adequate to provide a full account of Intentional content. Rather, the proper approach is to confine externalistic influences to aboutness and then characterize directedness in a manner that captures the world-according-to-the-agent. This strategy is implemented in the following way: aboutness is construed causally-evolutionarily; directedness is constructed with the help of the notion of an equivalence class; aspectual shape is shown to be a function of the kind of information a script provides; and an account of misrepresentation is given by comparing the different extensions generated from aboutness and directedness respectively. / Arts, Faculty of / Philosophy, Department of / Graduate

This study supported Schon's notions of reflective practice as being applicable to teachers involved in teaching physical activities in the context of unforgiving learning environments and specifically to teachers in the sport diving community. According to Schon, one's ability to recognize patterns and act effectively and efficiently in situations of uniqueness and uncertainty depends upon one's capacity to frame problems. In doing so, one draws upon a repertoire of past experience arid ways of capturing that experience which enables the development of the ability to reframe problems in light of information gathered from the direct experience. Reframing occurs through the processes of reflection-in-action and reflection-onaction and is a response to an internal dialogue related to the action setting, in which something has not happened as expected, thus producing a curious or intrigued response. A number of issues specific to teacher reflection in unforgiving learning environments emanated from the analysis of one sport diving teacher engaged in teaching an entry-level sport diving course which involved three different teaching environments (the classroom setting, the confined water [pool] and open water [ocean] environments). Three research questions guided the analysis. In answer to the first research question: What factors do sport diving practitioners reflect upon in each of the three environments? six reflective themes were identified in this case study with five being common across the three teaching environments and the remainder being specific to the classroom environment. The common themes were: a trusting relationship, the necessity of teacher control, to see the 'unforgivingness' of the environment, learning from one's practice, challenges to one's practice and understanding one's practice. In answer to the second research question: What influences the reflective process? the analysis revealed thirteen underlying or influencing factors or dispositions across the three teaching environments with eight of them being common to either two, or all three, of the environments. In answer to the third research question: What is the nature of sport diving practitioners' reflective practice? five categories have been used to address the analysis: 1) across environment related, 2) classroom and confined water (pool) related, 3) confined water (pool) and open water (ocean) related 4) classroom and open water (ocean) related and 5) specific to one environment. The reflection process documented in this study suggested that Schon's notion of reflective practice is very applicable to the professional development of sport diving as his conception of reflection applies to the three areas of teaching which exist in unforgiving learning environments: the problem solving disposition of teacher reflection, the learning from one's practice, and the probing of internal dialogue. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

The thesis describes research investigating differences between the two hemispheres in automatic and in attentionally controlled processes. It is suggested that the interaction between these two processes may be a source of hemispheric differences. Three different paradigms that each imply different definitions of automatic and attentionally controlled processes are used: A paradigm used to demonstrate illusory conjunctions, a modified priming paradigm and a modified Stroop-task. Converging evidence from all three paradigms indicates that automatic processes are common to both hemispheres. Lateral asymmetries only emerge in attentional effects. For verbal information, selective attention mechanisms in the left hemisphere are found to be selective for left hemisphere items only, whereas right hemisphere mechanisms are sensitive to information from both hemispheres. The right hemisphere appears to be able to give some automatic support to attended verbal processing in the left hemisphere, while the reverse seems to be more difficult. / Arts, Faculty of / Psychology, Department of / Graduate

A central task of contemporary analytic philosophy is to develop an understanding of how our minds are connected to the external (or mind-independent) world. Arising from this task is the need to explain how thoughts represent things in the world. Giving such an explanation is the central endeavor of this dissertation—the aim being to contribute to our understanding of what it is for a subject to be thinking of a particular object. The structure of the dissertation is set, in part, by responding to the commonly held view that a satisfactory explanation of what it is to think of a particular object can be drawn out of, or extended from, an explanation of what it is to be referring to that particular object. Typically, in investigating these matters, it is accepted that there is an explanatory priority of language over thought. This is the Priority Thesis. Some take the Priority Thesis to reflect an appropriate methodological strategy. In this form, it implies the methodological point that the best way to describe thoughts is by describing them as they are expressed in language. Most, however, seem to take the Priority Thesis to be symptomatic of a substantive, metaphysical truth. This, to put it one way, is that the content of a thought is paralleled by the content of the associated linguistic expression. I call this the Assumption of Parallelism. This characterizes what we call Linguistic Turn philosophy (i.e., analytic philosophy). The body of the dissertation arises out of questioning the extent of the application ofthe Priority Thesis in developing theories of reference and thought. I call the move of the partial overturning ofthe Priority Thesis the Linguistic U-Turn. The overall conclusion is that we cannot explain what it is to think of a particular object by extending explanations of what it is to be referring to that particular object. In particular, I reject what I call the Causal Theory of Thought—the view that the representational properties of a thought are explained by the referential properties of the appropriate singular term. My aim, then, is to show that a popular conviction concerning the representational properties of thoughts about things in the world is not warranted. / Arts, Faculty of / Philosophy, Department of / Graduate

M.A. (Educational Psychology) / A research team from the Department of Educational Sciences of the Rand Afrikaans University has recently engaged in a project to evaluate the concept "Adulthood". The aim with this project is to formulate guide-lines (directions) which could be used in the education of all children in South Africa. Each member of the team has done research on a specific facet of adulthood. This scription focuses on religiousity as a facet of adulthood with the purpose of determining whether or not religiousity is essential for adulthood in a new South Africa. Politicians, businessmen and teacher trainers were amongst the respondents asked to complete the questionnaire. The respondents were chosen to be as representative as possible of all groups and decision makers in South Africa. The results of the empirical research show that in general a reasonably high premium is placed on religiousity as a facet of adulthood. Based on this fact one can recommend that the inclusion of religiousity in the curriculum of most schools in a new South Africa, should seriously be considered. The following specific findings have been made: - No significant differences have been found in the judging of religiousity as a facet of adulthood between men and women, married people and those with different marital statuses, lecturers at colleges and universities and between people of different age groups, family sizes and income groups. The above mentioned groups all consider religiousity as a necessity for adulthood. - However, significant differences have been detected in the views of the following: religious groups, language groups, trade groups, qualification groups and residential area groups. Groups of the Christian religion are positive about religiousity being a part of adulthood; other-believers are not as positive and unbelievers are entirely negative. Afrikaans-speaking people feel much stronger about religiousity than English-speaking people and other languagegroups; the latter still being more positive than English-speaking people. People with mere standerd 10 certificates or even lower scholastic qualifications consider religiousity more important than better qualified people do. People living in rural areas are more positive towards religiousity as a facet of adulthood than suburban people and urban people. It is thus quite clear that the positive and negative attitudes towards religiousity of different groups, should be given attention before the practical implementation of religious education in schools can be considered. To conclude: it is necessary to state that aspects such as devotion towards a religion, obtaining direction and goals from it, seeking knowledge about it and finding peace in it are aspects which must be emphasised.