Texte remanié de: Proefschrift--Sociale wetenschappen--Nijmegen--Katholieke Universiteit, 1999. / Mention parallèle de titre ou de responsabilité : Attitudes ten aanzien van allochtonen : concepten, metingen en modellen. Bibliogr. p. 251-258. La couv. porte Geneviève Verberk comme nom d'auteur. SOCON = Sociaal culturele ontwikkelingen in Nederland.

Magister Artium (Psychology) - MA(Psych) / Menstruation is a normal physiological process that has been distorted and riddled with negative connotations. The purpose of this study was to determine whether the biological factor, age at menarche, influences the attitudes and beliefs of the experience of menstruation; whether the psychological factor, preparedness, has an impact on the attitudes and beliefs of the experience of menstruation; and whether the socio-cultural factor, population group, affects the attitudes and beliefs of the experience of menstruation. The biopsychosocial model was used to guide this study as it examined the biological, psychological and socio-cultural factors that impact the attitudes and beliefs of the experience of menstruation. In this quantitative study, simple random sampling was used to recruit a sample of 200 female students from the University of the Western Cape, ages 18-21 years. Surveys containing biographic information as well as questions from the Beliefs and Attitudes Towards Menstruation questionnaire (BATM) were administered. The results indicated that there were significant associations between population group and level of secrecy as well as level of preparedness and level of pleasantness, annoyance and disability associated with menstruation. Results also revealed significant differences between normal and late onset of menarche on the level of disability associated with menstruation. Ethical guidelines stipulated by the University of the Western Cape were strictly adhered to. Research focusing on the attitudes and beliefs of the experience of menstruation will contribute to the knowledge base of menstruation in the South African context, as well as informing interventions which focus on educating women about menstruation so as to promote positive attitudes and prevent forms of social control imposed on women because of menstruation.

Science education studies show that many preservice science teachers have negative attitudes toward teaching science, yet they are expected to teach it in an effective manner. Previous studies on preservice science teachers’ attitudes have focused on studying their attitudes toward teaching science as a single concept, yet the literature shows that attitudes should be studied as a psychological construct consisting of cognitive beliefs, affective states, and perceived control beliefs. There is a dearth of research on preservice science teachers’ attitudes toward teaching science. Specifically, no such study has been conducted before in Saudi Arabia using this manner of exploring attitudes. As such, this convergent parallel mixed-methods study had threefold aims: to explore Saudi preservice elementary teachers’ attitude dimensions toward teaching science, including their cognitive beliefs, affective states, and perceived control beliefs; to establish the relationship between preservice elementary teachers’ cognitive beliefs, affective feelings, and perceived control dimensions; and to determine the underlying reasons for preservice elementary science teachers’ attitude dimensions toward teaching science. The data was collected by using a questionnaire made up of two sections: the quantitative section was a DAS survey developed by van Aalderen-Smeets and Walma van der Molen (2013), and the qualitative section comprised open-ended questions. The reason for using a mixed-methods design was to gain a comprehensive understanding of the collected information. The study was conducted among 92 Saudi preservice science teachers at a large university in western Saudi Arabia. Data was analyzed by using T-tests, ANOVA, and the Pearson correlation for the quantitative data, and a thematic analysis approach for the qualitative data. The results of the survey showed that most preservice science teachers have positive attitudes’ dimensions toward teaching science. The results of the qualitative data also supported these results and yielded 19 themes regarding the factors that impact preservice science teachers’ attitudes’ dimensions. The implications of these results for future research and practicum training are discussed herein.

Until recently, there has been a lack of understanding or of inclusion regarding bisexuality in research regarding sexual orientation. Thus, stereotypes, such as bisexual individuals being nonmonogamous, are formed, as are attitudes regarding bisexuals. It was hypothesized that this particular stereotype would moderate the relationship between valuing monogamy and attitudes regarding bisexual women. It was also hypothesized that less of a value of monogamy would directly relate to more positive attitudes about bisexual women. Therefore, 199 lesbians were recruited for this study. Two factors from the Relationship Issues Scale (RIS) were used to assess values of monogamy. A revised version of the Biphobia Scale was used to assess attitudes towards bisexual women. Three single-items were averaged to assess the belief that bisexual women are nonmonogamous. Results did not support either hypothesis. However, overall attitudes towards and experiences with bisexual women were quite positive, and some notable correlations were observed among variables including attitudes about bisexual women and willingness to date bisexual women. Further, about one-quarter of the variance in attitudes toward bisexual women was accounted for by the combination of personal experience with bisexual women, belief that bisexuality is a step in the coming out process, and belief that bisexual women are nonmonogamous. Slightly over one-quarter of the variance in willingness to date a bisexual woman was accounted for by the combination of the belief that bisexual women are nonmonogamous, the belief that bisexuality is a step in the coming out process, attitudes about bisexual women, attitudes regarding monogamy, and age.

No description available.

M.A. / Communication departments may have the core knowledge to practise excellent communication, but senior management must also share a common understanding of the role and function of communication and communication managers in an organisation for communication to be excellent. The need for this study originated from the perception that the top communicator is often not at the table when strategic decisions are made. Yet, public relations specialists often have expertise that can contribute to organisational decision-making. They can, amongst others, facilitate dialogue between key publics and members of senior management in order to enhance understanding of the vision and goals of the organisation and the needs of the organisation's clients and stakeholders. This form of two-way symmetrical communication is the basis of excellent communication. Most practitioners agree that the best place for the top communicator is within an organisation's senior management - taking part in strategic decision-making through two-way communication (Dozier, Grunig, L & Grunig, J, 1995). The three spheres of communication excellence - as identified in the Excellence Study, the largest and most intensive investigation ever conducted of public relations and communication management - include the knowledge base of communication departments; shared expectations between the top communicator and senior management; and the culture of the organisation. The middle sphere of shared expectations between the top communicator and semor management, has three components which will be investigated in this study. The first component is departmental power - the ability to influence members of senior management. Sometimes top communicators are members of senior management, participating directly in strategic management and planning. In other cases, they exert informal influence as providers of information and as process facilitators to senior management. The power of the public relations department is associated with the value members of senior management attach to public relations as a function, as well as the strategic contribution the top communicator and the communication department make to organisational decision-making.

A dissertation presented in partial fulfillment of the requirements for the Master's Degree in Technology: Chiropractic, Durban Institute of Technology, 2004. / Chiropractors and physiotherapists treat a common pool of patients, often using similar modalities to treat them, yet there has always been an apparent antagonism towards each other as recorded in the literature. This is therefore assumed to be true in the South African context; however there has never been any quantifiable evidence as to what the interprofessional ties are between these two professions in this context / M

Abstract The current theses is concerned with the Upper Secondary School students school contentment as it functions in total personality and its connection to values. Personality is seen as a combination of cognition, emotions and actions. Contentment is the functioning of personality. The three basic components mentioned above appear on all levels of personality: concepts, manners, attitudes, norms and values. Primarily in this reseach, the connection of values is regarded in the relation to the school contentment of the upper secondary school students. The third main task is to examine if contentment can be supported by general ?humane values, i.e. if humanization can improve the contentment in the upper seconday school. Humanization is seen as a process of growing up as a human being. The subjects of this research are 799 second class students of upper secndary schools. The cognitions and life values of upper secondary school students are already getting differentiated. Thus, the part that values play in the school contentment is examined in the current report. The aim is to examine whether school contentment apprears as total personal or whether some component is more dominent than the others. Values are national and universal. The aim is to find general human factors of different values, which would be the basis for building the realization and contentment of total personality. According to the research results, school contentment appears threefold and on layers. The strongest area of contentment is emotions, the weakest cognitions. The emotional area of contentment is an expression of ego, cognitions express clearness and cognitional content and action expresses the realization of cognition and emotions in practice. Thus school contentment is the realization of total personality. Contentment is shown by cognitive clearness, receiving and allowing emotions and the realization of these mental basic areas in actions. Those who are contented with upper secondary school favour politically conservative and universal values. Self realization is limited by the norms and culture of the community. Values dont appear, however, balanced but their components, cognitions, emotions and action are even partly illustrations. Mostly, this is due to social pressure to act in accordance with general permission. Values, too, appear in three parts, so that in all value groups, the main areas are congnitions (human dignity), emotions (tolerance) and action (ethics). School contentment is not much explained by the school progress of the student and the basic education of his or her father. Contentment is equal with girls and boys. It is, in general, similar in all upper secondary schools. About 40% of the upper secondary school students have quite good contentment, one third poor. According to this research, school contentment can be built, with good reason, on general human values. Therefore, the functions of information have to be revealed and the emotions connected with them have to be accepted. The condition for this is that school socialization is built in a general, human direction. The attitude to learning has to be cognitive. Emotions will be connected in time with the meanings of words, with the spontanous experience of the individual, naturally weak. The safegarding of learning abilities and learning equipment is of primary importance. Students themselves look for experiences in the culture they face. Upper secondary school studies have to be scholarly. The personal contentment and action of individuals is made possible by the humane athmosphere of the school community. Humanization is a good basis for contentment. The lack of contentment appears as defensiveness, which would be a suitable theme for further research. / Tiivistelmä Väitöskirjatutkimuksessa selvitellään lukiolaisten kouluviihtyvyyttä kokonaispersoonallisuuden toimivuutena ja sen yhteyttä arvoihin. Persoonallisuus nähdään ajattelun, tunteiden ja toimintojen muodostamana kokonaisuutena. Mainitut kolme peruskomponenttia ilmenevät persoonallisuuden kaikilla tasoilla: käsitteissä, tavoissa, asenteissa, normeissa ja arvoissa. Tutkimuksessa selvitetään lukiolaisten kouluviihtyvyyden suhdetta arvoihin. Kolmas päätehtävä on tutkia, voidaanko viihtyvyyttä tukea yleisin, humaanein arvoin eli voidaanko humanisaatiolla edistää lukioviihtyvyyttä. Humanisaatio nähdään ihmiseksi kasvamisen prosessina. Koehenkilöinä on 799 lukion toisluokkalaista. Tiedot koottiin kyselylomakkeilla. Halutaan tutkia, esiintyykö kouluviihtyvyys kokonaispersoonallisena vai onko jokin viihtyvyyden alueista muita hallitsevampi. Arvot ovat kansallisia ja universaaleja. Erilaisista arvoista pyritään löytämään yleisiä ihmistä koskevia tekijöitä, joiden varaan kokonaispersoonallisuuden todentumista ja viihtyvyyttä voitaisiin rakentaa. Tutkimuksen tulosten mukaan kouluviihtyvyys ilmenee kolmijakoisena ja kerroksittain. Vahvin viihtyvyyden osa-alue ovat tunteet, heikoin ajattelu. Viihtyvyyden tunnealue ilmentää itsetuntoa, kognitiot kuvaavat selkeyttä ja ajatuksellista tyytyväisyyttä sekä toiminnot ajattelun ja tunteiden todentamista käytännössä. Kouluviihtyvyys on siis kokonaispersoonallisuuden todentumisen ilmentäjä. Kognitiivinen selkeys, tunteiden saaminen ja salliminen, sekä näiden henkisten perusalueiden realisoituminen persoonallisina aktioina ilmentävät viihtyvyyttä. Lukiossa viihtyvät suosivat oikeistolaisia ja universaaleja arvoja. Toimintayhteisön normisto ja kulttuuri rajaavat itsensä toteuttamista. Arvot eivät ilmene oppilaan mielessä kuitenkaan tasapainoisina, vaan niiden komponentit, kognitiot, emootiot ja toiminta, ovat osin jopa erimerkkisiä. Useimmiten tämä johtuu sosiaalisesta paineesta toimia yleisen suotavuuden suuntaisesti. Tunteet hallitsevat ajattelua liikaa. Myös arvot esiintyvät kolmiosaisina. Kaikissa arvoryhmissä painoalueina ovat kognitiot (ihmisarvoisuus), emootiot (suvaitsevaisuus) ja toiminnot (eettisyys). Koulumenestys ja oppilaan isän pohjakoulutus eivät juuri selitä kouluviihtyvyyttä. Tytöt ja pojat viihtyvät yhtä hyvin. Kouluviihtyvyys on yleensä samanlaista kaikissa lukioissa. Noin 40 % lukiolaisista ilmaisee viihtyvänsä aika hyvin, heikonlaisesti viihtyviä on kolmannes. Tämän tutkimuksen mukaan viihtyvyyttä voidaan rakentaa perustellusti yleisten humaanien arvojen varaan. Tietojen funktiot tulee siksi paljastaa ja niihin liittyvät tunteet hyväksyä. Tämä edellyttää koulun sosialisaation kehittämistä yleiseen, inhimilliseen suuntaan. Opittaviin asioihin tulee suuntautua kognitiivisesti. Tunteet liittyvät aikanaan sanojen tarkoitteisiin yksilön oman kokemuksen myötä luonnollisen laimeina. Oppimisvalmiuksien ja oppimisen välineiden turvaaminen on ensisijaista. Opiskelijat itse hakevat elämyksensä kohtaamastaan kulttuurista. Lukiossa on syytä opiskella tieteellisesti. Kouluyhteisön humaani ilmapiiri mahdollistaa yksilöiden persoonallisen viihtyvyyden ja toiminnan. Humanisaatio on hyvä viihtyvyyden perusta. Viihtymättömyys ilmenee defensiivisyytenä, joka olisikin sopiva jatkotutkimuksen aihe.

M.Comm. (Investment Management) / It was postulated that the aim of consumer psychology as a science is to create constructs which can serve as a framework according to which consumer behaviour can be explained, predicted and influenced. The consumer decision-making process approach proves to be the most comprehensive and integrated approach to explain and predict consumer behaviour in terms of the individualised consumer. A fundamental problem, however, is that, as a result of their complexity and cognitive substructure, the models which have been designed to express this approach cannot easily be verified in practice. It was indicated that the model designed by Overton (1981) provides a way out of this dilemma. On the one hand the model relates well to existing consumer decision-making models, and on the other hand it is extremely useful from the viewpoint of the marketer, since consumers can be segmented according to two scales resulting from 'the model in terms of their cognitive orientation towards prcxiJct purchasing in general. The two scales were defined operationally as a rational and social consumer orientation respectively. The aim of this study was to obtain more information about cognitive consumer orientation. Contently, the study also aimed to promote scientific unity by integrating cognitive consumer orientation theoretically with field dependence and field independence, to provide a broader classification system from which new hypotheses could be derived. It was shOW1 that field independence and a rational consumer orientation both point to autonomous and cognitive-analytical functioning. A social-interpersonal disposition, on the other hand, underlies both field dependence and a social consumer orientation. Hierarchically, the constructs were set out with field dependence and field independence as the two general constructs, and the social and rational consumer orientations as the two consumer-specific constructs. The theoretical implications which the broader classification system has for cognitive consumer orientation were spelled out; amongst others, that it indicates that "field independent" could be substituted for the troublesome term "rational" . It was also shown what implications research of field dependence and field independence with regard to certain biographical correlates has for cognitive consumer orientation in terms of certain existing market segments. scenarios for certain demographic and socia-economic market segments, as well as for the so-called black and white consumer markets, were outlined. Recently it was found that field dependence does not occupy a bipolar position with regard to field independence in a•unitary construct, as has been traditionally accepted, but that the two are independent constructs. Consequently, the empirical study could be conducted more narrowly than the literature study to which it refers. Cognitive consumer orientation was also only tested in terms of cross-Cultural and gender differences…

M.A. / Please refer to full text to view abstract