Pierre Bourdieu (2000) skrev om det smala och det breda litterära fältet och menade att det anses vara prestigefyllt att tillhöra det förra. Ju mindre kvantitet författare säljer, desto mer status får de. Kerstin Ekman debuterade med en genrekonventionell deckare och bör- jade således med att tillhöra det breda fältet. Idag är hon invald i Svenska Akademien, har skrivit flera prisbelönta böcker och är känd för sina målande naturbeskrivningar. Syftet med den aktuella undersökningen är att synliggöra eventuella skillnader eller likheter i bildspråk mellan två av Ekmans böcker, en från respektive fält. Undersökningen bygger på Metaphor Identification Process Vrije Universiteit (MIPVU), en metod för att identifiera stiltermerna metaforer, liknelser, metonymier och personifie- ringar. Analysen görs på utvalda sekvenser av tematiskt samhöriga scener i Kerstin Ek- mans böcker 30 meter mord (1959) och Händelser vid vatten (1993). Resultatet visar att det totala antalet metaforer är marginellt fler i Händelser vid vatten som också innehåller fler liknelser. Dessutom är en större andel metaforer originella i Händelser vid vatten än i 30 meter mord. Vidare pekar resultatet mot att bildspråket med avseende på flertalet undersökta stiltermer är mer komplext i Händelser vid vatten. Undersökningen är kvalitativ vilket medför att det inte går att dra några generella slutsat- ser om hur bildspråket skiljer sig åt mellan böcker från de olika fälten. Det går inte heller att utifrån vår undersökning säga att de aktuella böckernas klassificering enbart beror på de skillnader i bildspråket som synliggörs genom MIPVU, eftersom även andra aspekter kan ha påverkat böckernas uppdelning på de två fälten.

Doctor Educationis / ‘n Gevallestudie binne die kwalitatiewe metodologiese paradigma is gebruik om die hersiene Arbeidsterapiekurrikulum by die Universiteit van Wes-Kaapland te interpreteer. Die doel van die studie was om te bepaal hoe die hersiene kurrikulum aan die handelingsgerigte wetenskaplike raamwerk van die beroep, die gemeenskapsgebaseerde visie van die veranderde gesondheidsorgbenadering in Suid-Afrika na 1994, en aan die beginsels van studentgesentreerde opleiding voldoen. Eerstens, is konseptuele duidelikheid verkry omtrent die ontplooiende verwikkelinge in die Arbeidsterapieprofessie na ‘n teoretiese raamwerk van handelingsgerigte wetenskap en van transformasie van gesondheidsdienste in die land. Tweedens, deur die proses van konseptuele analise en deur die gebruik van dokumentêre analise, tematiese analise van studente se geskrewe evaluerings en ‘n fokusgroeponderhoud met Arbeidsterapiepersoneel, is die data ge-analiseer. Die konseptuele analise van die hersiene Arbeidsterapiekurrikulum het areas van kurrikulumstruktuur, onderrig en leer, studente-assessering, praktiese opleiding, personeel se professionele ontwikkeling en navorsing ingesluit. Vanuit die konseptuele analise is gevolgtrekkings en aanbevelings gemaak. Die hoofgevolgtrekking wat na aanleiding van my interpretasie en bevinding in die Arbeidsterapiekurrikulummodel voorgestel word, is dat die Arbeidsterapiekurrikulum deur drie teoreties-opvoedkundige vertrekpunte naamlik: handelingsgerigte wetenskap, primêre gesondheidsorgbenadering en studentgesentreerde onderrigbenadering ondersteun word.

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Relationships with internal stakeholders within the organisation (employees) are crucial for organisational survival and success (Hargie & Tourish, 2000:293; Jensen, 2010:32; Koschmann, 2007:12; McDermott & Chan, 1996:5; Van der Colff, 2003:258). Therefore, twoway symmetrical communication with employees in building relationships and relationship management is so important (Bezuidenhout, 2010; Koschmann, 2007:8). The North-West University focuses on maintaining good relationships with their employees through communication, but experience challenges in this regard. The Institutional Office of the North-West University is the main source of information and communication with employees of all three campuses. A consultant (Media Mosaics, 2010) and two other studies (Holtzhausen & Fourie, 2011; Mmope, 2010) identified various problems with the communication and consequent relationships between the Institutional Office and the Potchefstroom Campus employees. Given that good relations between the two business units are a focus of the university and that the outcomes of internal communication are good relationships, it is necessary to determine how the internal communication from the North-West University Institutional Office to Potchefstroom Campus employees are conducted in order to build good relationships. To determine the above a literature study, questionnaire survey and semi-structured interviews were carried out. The systems approach, reflective paradigm, excellence theory, two-way symmetrical communication model and stakeholder relations theory were used as a theoretical framework (Dozier, et al., 1995; Ferreira & Staude, 1991; Grunig & Grunig, 2000:310; Grunig et al., 2002; Ledingham & Bruning, 2001:63; Skinner & Von Essen, 1999:257; Steyn & Puth, 2000; Verčič et al., 2001:382). From the results it appears that the North-West University Institutional Office and Potchefstroom Campus employees do not agree on all aspects of the relationship and communication between them. It appears that the North-West University Institutional Office meets only some of the requirements of communication and relationship building, as it has been set out in the literature, and that there is room for improvement. / MA (Communication Studies), North-West University, Potchefstroom Campus, 2014

Relationships with internal stakeholders within the organisation (employees) are crucial for organisational survival and success (Hargie & Tourish, 2000:293; Jensen, 2010:32; Koschmann, 2007:12; McDermott & Chan, 1996:5; Van der Colff, 2003:258). Therefore, twoway symmetrical communication with employees in building relationships and relationship management is so important (Bezuidenhout, 2010; Koschmann, 2007:8). The North-West University focuses on maintaining good relationships with their employees through communication, but experience challenges in this regard. The Institutional Office of the North-West University is the main source of information and communication with employees of all three campuses. A consultant (Media Mosaics, 2010) and two other studies (Holtzhausen & Fourie, 2011; Mmope, 2010) identified various problems with the communication and consequent relationships between the Institutional Office and the Potchefstroom Campus employees. Given that good relations between the two business units are a focus of the university and that the outcomes of internal communication are good relationships, it is necessary to determine how the internal communication from the North-West University Institutional Office to Potchefstroom Campus employees are conducted in order to build good relationships. To determine the above a literature study, questionnaire survey and semi-structured interviews were carried out. The systems approach, reflective paradigm, excellence theory, two-way symmetrical communication model and stakeholder relations theory were used as a theoretical framework (Dozier, et al., 1995; Ferreira & Staude, 1991; Grunig & Grunig, 2000:310; Grunig et al., 2002; Ledingham & Bruning, 2001:63; Skinner & Von Essen, 1999:257; Steyn & Puth, 2000; Verčič et al., 2001:382). From the results it appears that the North-West University Institutional Office and Potchefstroom Campus employees do not agree on all aspects of the relationship and communication between them. It appears that the North-West University Institutional Office meets only some of the requirements of communication and relationship building, as it has been set out in the literature, and that there is room for improvement. / MA (Communication Studies), North-West University, Potchefstroom Campus, 2014

Thesis (MPhil (Afrikaans and Dutch))--University of Stellenbosch, 2007. / In this study, students’ reactions towards linguistic politeness and the lack thereof in letters distributed by Stellenbosch University (SU), is tested. The aim of the research is to determine the answers to mainly two questions: Does letters which lack linguistic politeness influence institutional image negatively? Is linguistic politeness considered a vital component in institutional letters? SU is currently engaged in establishing the institution’s proposed image in letters directed to students. For that reason, male and female students from the Faculty of Arts and the Faculty of Natural Sciences were chosen as respondents. The pioneers in the field of pragmatic politeness, Penelope Brown and Stephen C. Levinson, identified approximately 40 politeness strategies utilised in social interaction. According to Brown and Levinson, these strategies protect two intrinsic aspects of the human personality: positive face (roughly, the want to be respected by others) and negative face (roughly, the want not to be impeded by others). Consequently, two official letters from SU were tested to establish senior students’ interpretation of the letters’ contribution to face loss. One letter, incorporating no politeness strategies, and a manipulated version comprising appropriate strategies was employed. The research was accomplished by means of pared observations in which fifteen analogous politeness concepts were tested. Senior students responded to comparable questions that assessed the letters’ effect on their positive and negative face. Despite this, the respondents were never fully aware of the fact that their opinion of politeness was tested. The next step entailed the statistical processing of the answers that were ultimately featured on comparable histograms. The results prove that the writer (as a representative of SU) of the letter in which politeness strategies lack, shows no respect for the student (she/the letter generates positive face loss). However, this letter is mainly responsible for negative face loss which means the writer is excessively prescriptive. Interestingly enough, the student respondents were more sensitive towards linguistic politeness in the manipulated text than the lack thereof in the original version. Alternatively, the students are more appreciative towards the institutional letter which employs positive and negative politeness strategies. The results prove the high probability of linguistic politeness promoting institutional image and white, Afrikaans speaking students’ regard for linguistic politeness in institutional letters.

Thesis (PhD (Educational Psychology))--Stellenbosch University, 2008. / It is evident that many students admitted to higher education in South Africa are ill-prepared for tertiary study. The predominantly behaviorist school system encourages learner dependency and superficial understanding and fails to encourage reflection and self-direction. Changing times and a more diverse student population have heightened the need for a broader range of teaching and learning approaches at tertiary level. As a result, many departments, faculties and institutes such as SciMathUS have explored the merits of problem-based learning (PBL) which supports students as self-directed, independent learners. Problem-based learning is a different philosophical approach to the whole notion of teaching and learning where problems drive the learning and is one of the best examples of a constructivist learning environment. Thus far, problem-based learning has mainly been implemented in long-term medical curricula, so research findings focus mainly on the development of PBL for longer programmes. The purpose of this study is to evaluate whether introducing a Hybrid PBL approach in a shorter one-year foundation programme can create conditions for learners to develop and sustain self-directed learning skills and gain more control of the learning process. This interpretive-constructivist study may be broadly termed evaluation research. A mixedmethod approach that involved collecting and analyzing both qualitative and quantitative data was chosen. Evaluation findings indicate that introducing students to a Hybrid PBL approach does promote more meaningful learning patterns, typified by processing the subject matter critically and self-regulating learning processes. However the sustainability of the meaningdirected learning activities is questionable if student beliefs do not support the activities employed. Findings also reveal that the Hybrid PBL approach contributes to overall programme improvement by promoting understanding in mathematics and science and improved staff relationships and subject knowledge. PBL helps to establish a learner-centered learning environment that emphasizes relations in mathematics and science, promotes deep approaches to learning which may lead to higher levels of achievement and success in Higher Education.

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