Die niestandaardvariëteit van Afrikaans, naamlik Swartafrikaans het ontstaan om ʼn Afrikataalmoedertaalspreker en ʼn Afrikaansmoedertaalspreker in staat te stel om met mekaar te kommunikeer en mekaar te verstaan. Hierdie ontstaansdoel is tiperend van pidgintale en kan ook as die hooffunksie van Swartafrikaans beskou word. Soms word Swartafrikaans egter tussen twee Afrikaansmoedertaalsprekers gebruik. Anders as by ʼn pidgin waar die taal tussen twee (of meer) sprekers van verskillende tale gebruik word, word Swartafrikaans in só ʼn geval tussen twee (of meer) moedertaalsprekers van dieselfde taal gebruik. Weens die veranderde aard van Swartafrikaans, verander ook die funksies. Anders as die oorspronklike funksie van Swartafrikaans, vervul Swartafrikaans ’n alternatiewe funksie wanneer dit deur Afrikaansmoedertaalsprekers nagepraat word. Hierdie alternatiewe funksies kan steeds gelykstaande wees aan die funksies van ʼn pidgin, maar ook aan dié van ʼn jargon. Die funksies van ʼn pidgin is steeds teenwoordig, maar kom nou voor in kombinasie met die funksies van ʼn jargon. Binne hierdie studie word ʼn kwalitatiewe benadering gevolg met spesifieke fokus op die gegronde teorie. Drie verskillende instrumente is tydens die data-insameling gebruik. Vraelyste is deur ʼn groep van 191 respondente ingevul, almal studerend aan die Potchefstroomkampus van die Noordwes-Universiteit in 2014. ʼn Groep van 35 studente, almal vir 'n tweedejaarsmodule in Afrikaans-Nederlands ingeskryf, het aan die loodsondersoek deelgeneem. Hierna is die gefinaliseerde vraelys deur ʼn groep Afrikaansmoedertaalsprekers wat vir die verpligte module, Akademiese Geletterdheid, geregistreer is, ingevul. ʼn Fokusgroeponderhoud is met vyf bruin Afrikaansmoedertaalsprekers gevoer en eposonderhoude is met twee swart Afrikaansmoedertaalsprekers gevoer. Nadat die data gekodeer is met behulp van die kwalitatiewe data-analise sagteware, Atlas.ti, is die kodes in drie temas verdeel, naamlik die gebruikskonteks, die aard van Swartafrikaans sowel as die persepsies oor die alternatiewe funksies van Swartafrikaans. Daar is bevind dat die alternatiewe funksies van Swartafrikaans as gelykstaande aan dié van ʼn pidgin, gekombineerd met dié van ʼn jargon beskou kan word. Prominente funksies behels: inklusiwiteit en eksklusiwiteit, humor en die verryking van die individu se taalrepertoire. Die alternatiewe funksies van Swartafrikaans is sosiaal van aard en meer as een funksie kan gelyktydig deur ʼn uiting vervul word. Die sosio-historiese konteks van Suid-Afrika bring groot sensitiwiteit mee oor die napraat van Swartafrikaans by Afrikataalmoedertaalsprekers sowel as by Afrikaansmoedertaalsprekers. Hierdie sensitiwiteit het op sy beurt tot gevolg dat Afrikaansmoedertaalsprekers dit verkies om Swartafrikaans in ʼn sosiaal geborge omgewing te gebruik. / MA (Afrikaans and Dutch), North-West University, Potchefstroom Campus, 2015

Die niestandaardvariëteit van Afrikaans, naamlik Swartafrikaans het ontstaan om ʼn Afrikataalmoedertaalspreker en ʼn Afrikaansmoedertaalspreker in staat te stel om met mekaar te kommunikeer en mekaar te verstaan. Hierdie ontstaansdoel is tiperend van pidgintale en kan ook as die hooffunksie van Swartafrikaans beskou word. Soms word Swartafrikaans egter tussen twee Afrikaansmoedertaalsprekers gebruik. Anders as by ʼn pidgin waar die taal tussen twee (of meer) sprekers van verskillende tale gebruik word, word Swartafrikaans in só ʼn geval tussen twee (of meer) moedertaalsprekers van dieselfde taal gebruik. Weens die veranderde aard van Swartafrikaans, verander ook die funksies. Anders as die oorspronklike funksie van Swartafrikaans, vervul Swartafrikaans ’n alternatiewe funksie wanneer dit deur Afrikaansmoedertaalsprekers nagepraat word. Hierdie alternatiewe funksies kan steeds gelykstaande wees aan die funksies van ʼn pidgin, maar ook aan dié van ʼn jargon. Die funksies van ʼn pidgin is steeds teenwoordig, maar kom nou voor in kombinasie met die funksies van ʼn jargon. Binne hierdie studie word ʼn kwalitatiewe benadering gevolg met spesifieke fokus op die gegronde teorie. Drie verskillende instrumente is tydens die data-insameling gebruik. Vraelyste is deur ʼn groep van 191 respondente ingevul, almal studerend aan die Potchefstroomkampus van die Noordwes-Universiteit in 2014. ʼn Groep van 35 studente, almal vir 'n tweedejaarsmodule in Afrikaans-Nederlands ingeskryf, het aan die loodsondersoek deelgeneem. Hierna is die gefinaliseerde vraelys deur ʼn groep Afrikaansmoedertaalsprekers wat vir die verpligte module, Akademiese Geletterdheid, geregistreer is, ingevul. ʼn Fokusgroeponderhoud is met vyf bruin Afrikaansmoedertaalsprekers gevoer en eposonderhoude is met twee swart Afrikaansmoedertaalsprekers gevoer. Nadat die data gekodeer is met behulp van die kwalitatiewe data-analise sagteware, Atlas.ti, is die kodes in drie temas verdeel, naamlik die gebruikskonteks, die aard van Swartafrikaans sowel as die persepsies oor die alternatiewe funksies van Swartafrikaans. Daar is bevind dat die alternatiewe funksies van Swartafrikaans as gelykstaande aan dié van ʼn pidgin, gekombineerd met dié van ʼn jargon beskou kan word. Prominente funksies behels: inklusiwiteit en eksklusiwiteit, humor en die verryking van die individu se taalrepertoire. Die alternatiewe funksies van Swartafrikaans is sosiaal van aard en meer as een funksie kan gelyktydig deur ʼn uiting vervul word. Die sosio-historiese konteks van Suid-Afrika bring groot sensitiwiteit mee oor die napraat van Swartafrikaans by Afrikataalmoedertaalsprekers sowel as by Afrikaansmoedertaalsprekers. Hierdie sensitiwiteit het op sy beurt tot gevolg dat Afrikaansmoedertaalsprekers dit verkies om Swartafrikaans in ʼn sosiaal geborge omgewing te gebruik. / MA (Afrikaans and Dutch), North-West University, Potchefstroom Campus, 2015

Despite the fact that the majority of scholars agree that Paul’s letter to the Romans was written to address the Judean-Gentile ethnic divide in Rome, there is still a continued failure to follow through with the avenues that this position opens up for the study of Romans. Traditionally, Paul’s letter to the Romans has been read as a theological tractate, a reading that assumes an ideational or theological interpretation of the letter to the exclusion of Paul’s ethnic rhetoric present in the letter and how it might have related and even addressed the tangible relations between real-world Judeans and Gentiles in first century antiquity. This study investigates just that: how might Paul’s ethnic rhetoric have addressed the Judean- Gentile ethnic divide in Rome. After the introduction, the study reviews the current state of scholarship with regard to Paul and ethnicity in Romans. This then is followed by an elaborate socio-historical exploration of Judean-Gentile ethnicities and relations in ancient antiquity and the specific Roman context into which Paul’s letter was addressed. The impact of those relations to the origins of the early Christian movement in Rome and significant points of coherence between the socio-historical context and Paul’s letter are also established. Having established the socio-historical context, Paul’s ethnic rhetoric in Romans 1-4 is probed for how it might have addressed the Judean-Gentile ethnic divide and realised unity among them. / MA (New Testament), North-West University, Potchefstroom Campus, 2014

Despite the fact that the majority of scholars agree that Paul’s letter to the Romans was written to address the Judean-Gentile ethnic divide in Rome, there is still a continued failure to follow through with the avenues that this position opens up for the study of Romans. Traditionally, Paul’s letter to the Romans has been read as a theological tractate, a reading that assumes an ideational or theological interpretation of the letter to the exclusion of Paul’s ethnic rhetoric present in the letter and how it might have related and even addressed the tangible relations between real-world Judeans and Gentiles in first century antiquity. This study investigates just that: how might Paul’s ethnic rhetoric have addressed the Judean- Gentile ethnic divide in Rome. After the introduction, the study reviews the current state of scholarship with regard to Paul and ethnicity in Romans. This then is followed by an elaborate socio-historical exploration of Judean-Gentile ethnicities and relations in ancient antiquity and the specific Roman context into which Paul’s letter was addressed. The impact of those relations to the origins of the early Christian movement in Rome and significant points of coherence between the socio-historical context and Paul’s letter are also established. Having established the socio-historical context, Paul’s ethnic rhetoric in Romans 1-4 is probed for how it might have addressed the Judean-Gentile ethnic divide and realised unity among them. / MA (New Testament), North-West University, Potchefstroom Campus, 2014

Emotions play an important role in the lives of human beings and, without doubt, emotions form an inherent part of the workplace (Ashkanasy, Zerbe, Charmine & Hartel, 2002). Studying emotions within the South African context is relevant for applied psychology. South Africa comprises eleven official languages which are representative of the general population in the working environment. As a result, knowledge and understanding of emotions is useful since it forms part of social interaction at work. The understanding of one’s own as well as others’ emotions and the ability to deal with those emotions contribute to the productivity and cooperation among employees in the working environment. The objective of this research was to determine the conceptualization of emotion and culture according to the literature study, to determine the different and representative emotion words within the isiNdebele speaking group, to determine the relevant and representative prototypical emotion words that have been encoded in this group, to determine the cognitive emotion structure of this group and lastly, to determine the interrater reliability of the raters and reliability of the measurement instrument as well as the dimensions of emotion structure in the isiNdebele speaking group in Mpumalanga province. A survey design with convenience sample was used to achieve the research objectives in a series of three independent studies. The study population of the first phase (N=126) consisted of a convenience sample of the isiNdebele speaking group who have metric and are working in the South African Police Service in Mpumalanga province. The study population of the second phase consisted of a convenience sample of Language Experts with degrees and diplomas (N=51) in isiNdebele language from different occupations. The study population of the third phase consisted of a convenience sample of the experts (educators) in isiNdebele speaking group (N=183) from different schools in the former KwaNdebele homeland in Mpumalanga province. In this study, free listing, prototypicality and similarity rating questionnaires were administered by a qualified psychometrist. Statistical methods and procedures (Multidimensional Scaling and Descriptive Statistics) were used and Cronbach alpha coefficients were determined to analyse the results of the isiNdebele speaking group. The results of the free listing task indicated the words with the highest frequency as cry (lila), happy (thaba), laugh (hleka), angry (kwata), disappointed (swaba), confused (hlangahlangana), depressed (gandeleleka), pain (ubuhlungu), tired (dinwa), and abused (hlukumezeka). The results of this phase also indicated the basic emotion concepts of happiness (thaba) and angry (kwata) as the only emotion terms which mostly came to mind to the isiNdebele speaking group. The results of the prototypicality rating task indicated the emotion terms ranked as the ten (10) most prototypical emotion terms for the isiNdebele speaking group (N=51) were “ukuthaba khulu” (exhilaration), “itukuthelo/ ukukwata” (anger), “ithabo elikhulu” (euphoria), “ukuthaba” (cheerfulness), “ithabo” (happiness), “ukudana” (dejection), “ukutlhuwa/ ukudana”(glumness), “ukuthaba” (joviality), “ukulila/isililo” (cry), “ithabo” (joy). A multi– dimensional scaling was conducted to determine the cognitive structure of emotion concepts whereby a two– dimensional structure (evaluation and power) was identified to the isiNdebele speaking group. Recommendations for future research to the organisation as well as recommendations for future research were suggested. / http://hdl.handle.net/10394/7044 / http://hdl.handle.net/10394/7044 / Thesis (M.A. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2012.

Emotions play an important role in the lives of human beings and, without doubt, emotions form an inherent part of the workplace (Ashkanasy, Zerbe, Charmine & Hartel, 2002). Studying emotions within the South African context is relevant for applied psychology. South Africa comprises eleven official languages which are representative of the general population in the working environment. As a result, knowledge and understanding of emotions is useful since it forms part of social interaction at work. The understanding of one’s own as well as others’ emotions and the ability to deal with those emotions contribute to the productivity and cooperation among employees in the working environment. The objective of this research was to determine the conceptualization of emotion and culture according to the literature study, to determine the different and representative emotion words within the isiNdebele speaking group, to determine the relevant and representative prototypical emotion words that have been encoded in this group, to determine the cognitive emotion structure of this group and lastly, to determine the interrater reliability of the raters and reliability of the measurement instrument as well as the dimensions of emotion structure in the isiNdebele speaking group in Mpumalanga province. A survey design with convenience sample was used to achieve the research objectives in a series of three independent studies. The study population of the first phase (N=126) consisted of a convenience sample of the isiNdebele speaking group who have metric and are working in the South African Police Service in Mpumalanga province. The study population of the second phase consisted of a convenience sample of Language Experts with degrees and diplomas (N=51) in isiNdebele language from different occupations. The study population of the third phase consisted of a convenience sample of the experts (educators) in isiNdebele speaking group (N=183) from different schools in the former KwaNdebele homeland in Mpumalanga province. In this study, free listing, prototypicality and similarity rating questionnaires were administered by a qualified psychometrist. Statistical methods and procedures (Multidimensional Scaling and Descriptive Statistics) were used and Cronbach alpha coefficients were determined to analyse the results of the isiNdebele speaking group. The results of the free listing task indicated the words with the highest frequency as cry (lila), happy (thaba), laugh (hleka), angry (kwata), disappointed (swaba), confused (hlangahlangana), depressed (gandeleleka), pain (ubuhlungu), tired (dinwa), and abused (hlukumezeka). The results of this phase also indicated the basic emotion concepts of happiness (thaba) and angry (kwata) as the only emotion terms which mostly came to mind to the isiNdebele speaking group. The results of the prototypicality rating task indicated the emotion terms ranked as the ten (10) most prototypical emotion terms for the isiNdebele speaking group (N=51) were “ukuthaba khulu” (exhilaration), “itukuthelo/ ukukwata” (anger), “ithabo elikhulu” (euphoria), “ukuthaba” (cheerfulness), “ithabo” (happiness), “ukudana” (dejection), “ukutlhuwa/ ukudana”(glumness), “ukuthaba” (joviality), “ukulila/isililo” (cry), “ithabo” (joy). A multi– dimensional scaling was conducted to determine the cognitive structure of emotion concepts whereby a two– dimensional structure (evaluation and power) was identified to the isiNdebele speaking group. Recommendations for future research to the organisation as well as recommendations for future research were suggested. / http://hdl.handle.net/10394/7044 / http://hdl.handle.net/10394/7044 / Thesis (M.A. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2012.

Legalised desegregation through the implementation of the South African Schools law (Law no. 84 of 1996) sparked the hope of an opportunity to promote integration between learners and more than that, that the former would also extend to the larger community. The media has however indicated that racial-integration in schools is not necessarily experienced as positive by all the role players and that the process does not present itself as being problem-free. The goal of this study was to investigate the experiences of racial minority groups within majority school contexts; the challenges that are posed to them within the contexts; the factors that may play a role in their adjustment and functioning within the context; the negotiation of racial-ethnicity and social identity that accompanies it, and the possible relationship that exists between the former and their emotional intelligence (EI). These goals were realised through the launch of a theoretical, as well as an empirical investigation of aforementioned aspects related to the life worlds of racial minority groups in a majority school context. The empirical investigation was conducted from an INTERPRETIVISTIC-positivistic paradigm. Two schools where white and black learners are respectively in the minority were involved in the study. All the learners (grade 9-12) that were regarded as part of the racial minority group in the involved schools, were asked to complete an EI-questionnaire, the EQ-i:YV, after which six participants (three males and three females) from each school were selected on the basis of their scores achieved on the previously mentioned questionnaire. Afterwards qualitative techniques (focus groups, semi-structured interviews, observations and reflection) were implemented to investigate the (racial and social) identity negotiation, adjustment and functioning of the participants in their respective school contexts. The former was also related to their EI. Triangulation and crystallisation were implemented to verify the findings. Racism was identified as the biggest stumbling block to successful integration in the white school context, whereas language appeared to be the biggest stumbling block of the white participants’ adjustment and functioning within their black school context. Social categorisation emerged as a reality in both school contexts and white learners appeared to be evaluated as the higher-status group in both schools. From the results it appears that no relationship worth mentioning exists between the white participants’ EI and their identity negotiation within a black school context, whilst it appears as if a small relationship exists between the black participants’ EI and their identity-negotiation within a white school context. It appears however that a strong relationship exists between participants’ EI and their adjustment and functioning within their majority school context. The following additional factors (that are not applicable to EI) that can play a possible role in the adjustment and functioning of racial minority groups in majority school contexts have also been identified: home circumstances, faith, recognition of sport and/or cultural achievement and the support of one or more parents. AFRIKAANS : Daar is met die wettiging van desegregasie deur die Suid-Afrikaanse Skolewet (Wet no. 84 van 1996) gehoop dat die geleentheid geskep sou word om integrasie tussen leerders te bevorder en dat voorgenoemde na die breër gemeenskap sou uitkring. Uit die media blyk dit egter dat rasse-integrasie in skole allermins positief deur al die rolspelers beleef word en dat die proses nie sonder probleme verloop nie. Die doel van hierdie studie was om ondersoek in te stel na rasseminderheidsgroepe se belewenis van meerderheidskoolkontekste; die uitdagings wat binne hierdie kontekste aan hulle gestel word; die faktore wat moontlik ‘n rol in hulle aanpassing en funksionering in hierdie kontekste speel; die onderhandeling van ras-etniese en sosiale identiteit wat daarmee gepaard gaan, en die moontlike verband wat tussen voorgenoemde en hul emosionele intelligensie (EI) bestaan. Hierdie doelstellings is gerealiseer deur ‘n teoretiese, sowel as ‘n empiriese ondersoek na voorgenoemde aspekte van die leefwêrelde van rasseminderheidsgroepe in meerderheidskoolkontekste te loods. Die empiriese ondersoek is vanuit ‘n INTERPRETIVISTIES-positivistiese paradigma onderneem. Twee skole waar wit en swart leerders onderskeidelik in die minderheid is, is by die studie betrek. Al die leerders (graad 9-12) wat as deel van die rasseminderheidsgroep in die betrokke skole beskou kon word, is gevra om ‘n EI-vraelys, die EQ-i:YV, te voltooi, waarna ses deelnemers (drie seuns en drie dogters) op grond van die tellings wat hulle op voorgenoemde vraelys behaal het, geselekteer is. Kwalitatiewe tegnieke (fokusgroepe, semi-gestruktureerde onderhoudvoering, observasie en refleksie) is daarna geïmplementeer om die (ras-etniese en sosiale) identiteitsonderhandeling, aanpassing en funksionering van die deelnemers in hul onderskeie skoolkontekste te ondersoek. Voorgenoemde is ook met hul EI in verband gebring. Triangulasie en kristallisasie is geïmplementeer om bevindinge te verifieer. Rassisme is as die grootste struikelblok tot suksesvolle integrasie in die wit skoolkonteks geïdentifiseer, terwyl taalprobleme die grootste struikelblok in die wit deelnemers se aanpassing en funksionering in hul swart skoolkonteks blyk te wees. Sosiale kategorisering blyk in albei skoolkontekste ’n realiteit te wees en wit leerders blyk in albei skole as die hoëstatusgroep geëvalueer te word. Uit die resultate blyk dit dat daar geen noemenswaardige verband tussen die wit deelnemers se EI en hulle identiteitsonderhandeling binne ’n swart skoolkonteks bestaan nie, terwyl dit blyk of daar ’n geringe verband tussen die swart deelnemers se EI en hulle identiteitsonderhandeling binne ’n wit skoolkonteks bestaan. Daar blyk egter ’n sterk verband tussen deelnemers se EI en hulle aanpassing en funksionering binne hul meerderheidskoolkontekste te bestaan. Die volgende addisionele faktore (wat nie op EI betrekking het nie) wat moontlik ’n rol in die aanpassing en funksionering van rasseminderheidsgroepe in meerderheidskoolkontekste kan speel, is ook geïdentifiseer: huislike omstandighede, geloof, prestasie op sport en/of kulturele gebied en die ondersteuning van een of meer ouers. Copyright / Thesis (PhD)--University of Pretoria, 2010. / Educational Psychology / unrestricted

Die hoofdoel van hierdie studie was om Dansrapsodie – ʼn Afrika-stad van Stefans Grové en Fanfare Festival Overture van Jeanne Zaidel-Rudolph ten opsigte van struktuur, melodie, ritme en instrumentasie te ontleed en sodoende vas te stel watter Afrika-etniese elemente gebruik word en hoe dit toegepas is. ʼn Vergelykende studie is gedoen om vas te stel of daar enige ooreenkomste of verskille tussen die twee werke is. Verskeie skripsies, verhandelings en proefskrifte oor werke van Grové en Zaidel- Rudolph is geraadpleeg. Die skrywer kon nie gepubliseerde weergawes van Dansrapsodie – ʼn Afrika-stad en Fanfare Festival Overture opspoor nie, daarom is die ontleding met behulp van afskrifte van die handgeskrewe manuskripte onderneem. Daar is gereeld na die CD-opnames van albei werke (op die Claremont GSE-etiket) geluister. Die verhandeling bestaan uit ses hoofstukke. In die eerste hoofstuk word die agtergrond en motivering vir die studie uiteengesit en Hoofstuk 2 bevat kort biografieë van Grové en Zaidel-Rudolph. Grové se Dansrapsodie – ʼn Afrika-stad word in Hoofstuk 3 ontleed en verskillende Afrika-etniese elemente word beskryf soos wat dit van toepassing op die analise is. Zaidel-Rudolph se Fanfare Festival Overture word in Hoofstuk 4 op dieselfde wyse as Dansrapsodie – ʼn Afrika-stad ontleed. Die laaste twee hoofstukke (Hoofstuk 5 en 6) bevat ʼn vergelyking tussen die aanwending van Afrika-etniese elemente in die twee komposisies, asook gevolgtrekkings en voorstelle vir verdere studie. Die belangrikste gevolgtrekkings is die volgende: <ul> <li> Afrika-etniese elemente word in albei werke op só ʼn manier aangewend dat die komposisie vir ʼn Westerse orkes toeganklik is.</li> <li> In albei werke se struktuur word die roep-en-antwoord-beginsel en herhalende melodieë wat tydens elke herhaling effens gewysig word (permutasie) aangewend. Die melodiese inhoud word deur die mineur terts (ʼn interval van die pentatoniese toonleer) en twyfelagtige tonaliteite oorheers. Ritmiese ostinaatpatrone, die 12/8-metrum en poliritmiek in die Afrika-deel van Zaidel-Rudolph se komposisie bewerkstellig onmiddellik Afrika-etniese assosiasies. Die bongo-tromme en marimba kom in albei komposisies as Afrika-instrumente voor.</li> <li>Grové en Zaidel-Rudolph benader die aanwending van Afrika-etniese elemente in Westerse musiek op verskillende maniere.</li></ul> ENGLISH : The main objective of this study was to analyse the structure, melody, rhythm and instrumentation of Stefans Grové’s Dansrapsodie – ʼn Afrika-stad and Jeanne Zaidel- Rudolph’s Fanfare Festival Overture in order to determine which African ethnic elements are used in the two compositions and how these elements are applied. A comparative study was done to determine what the similarities and differences are between the two works. Several mini-dissertations, dissertations and theses about works by Grové and Zaidel-Rudolph were consulted. The author could not find published versions of Dansrapsodie – ʼn Afrika-stad and Fanfare Festival Overture, therefore the analysis was done with copies of the hand-written manuscripts. The author frequently listened to CD recordings (Claremont GSE label) of both works. The dissertation consists of six chapters. In the first chapter the author explains the background and motivation for the study and Chapter 2 contains short biographies of Grové and Zaidel-Rudolph. Grové’s Dansrapsodie – ʼn Afrika-stad is analysed in Chapter 3 and the different African ethnic elements that apply to this work are described. Zaidel-Rudolph’s Fanfare Festival Overture is analysed in Chapter 4, in the same way as Grové’s Dansrapsodie – ʼn Afrika-stad. The last two chapters (Chapter 5 and 6) include a comparison between the application of African ethnic elements in the two compositions, as well as conclusions and suggestions of topics for future studies. The most important conclusions are the following: <ul> <li> African ethnic elements are applied in such a way that both compositions are accessible for Western (“art music”) orchestras.</li> <li> In both compositions’ structure the call-and-response principle and repeated melodies (that are modified during each repeat) are applied. Both works’melodic content is dominated by the interval of a minor 3rd (an interval from the pentatonic scale) and an ambiguous tonality. Rhythmic ostinatos, the 12/8 metre and polyrhythm in the African part of Zaidel-Rudolph’s Fanfare Festival Overture immediately bring about African ethnic associations. The bongos and marimba as African instruments can be found in both works.</li> <li> Grové and Zaidel-Rudolph approach the application of African ethnic elements in Western art music in different ways.</li></ul> Copyright / Dissertation (MMus)--University of Pretoria, 2010. / Music / unrestricted

By the end of the twentieth century, there were many secessionist groups, but, the move towards Taiwanese secessionism has arguably been the most significant of these. It triggered the 1996 Taiwan Strait Crisis, which resulted in a historical military confrontation between Mainland China and the US. As will be shown, from 1988 to 2000, Lee Teng-hui, as president of Taiwan, manipulated the political Cross-Straits relationship to promote what was ultimately a secessionist policy. This caused Mainland China to react strongly and triggered sharp tension between Taiwan and Mainland China. This thesis considers what motivated Lee Teng-hui to implement a secessionist Cross-Straits policy and why he supported unification while adopting a substantive secessionist policy. It looks at how he was able to instigate Taiwanese hostility towards Mainlanders, to transform the hostility into a sense of Taiwanese national identity and ultimately into Taiwanese secessionist ideology. A historical approach was used in exploring the origins of secessionism, and descriptive and analytical methods to review systematically and comprehensively political developments in the ROC and its civil war, and to study Lee Teng-hui’s life; the national identity of Taiwan and Mainland China; the implementation of Lee Teng-hui’s political Cross-Straits policy; and the reaction of Mainland China. The study showed that the main cause of Taiwanese secessionism was ethnic conflict between Taiwanese and Mainlanders. It originated from the 228 Incident of 1947, in which Mainlander-led troops slaughtered many Taiwanese. Soon after, the Mainlander-led government fled to Taiwan from Mainland China, and many Taiwanese (including Mainlanders) were killed during the State of Emergency in the 1950s and 1960s. Since the Mainlander-led government fled to Taiwan in its original central government form, the Mainlander élite occupied key positions in the government during the 1950s and 1960s. It resulted in unfair power-sharing for Taiwanese, and caused the Taiwanese élite to believe that they had to establish their own government (nation). Lee Teng-hui had participated in the CCP and had been under political surveillance by the Mainlander-led government for over twenty years. He weathered these political difficulties, but by reasonable inference, there was a close relationship between the political oppression by the Mainlander-led government and his secessionist political Cross-Straits policy. Because Taiwanese residents were indoctrinated by Chiang Ching-kuo and his father, Chiang Kai-shek’s administration for about 40 years, Chinese ideology was dominant and Lee Teng-hui initially paid lip-service to Cross-Strait unification whilst working towards secessionism as reflected in the Chingdao-Lake Incident (1994); the private dialogue between Lee Teng-hui and Shiba Ryotaro (1994); the address at Cornell University (1995); and his two-state theory (1999). However, due to strong pressure from Mainland China, he did not reach his secessionist goal during his presidential term (1988-2000). In conclusion, this thesis shows that Taiwan Island’s geopolitical importance is at the heart of the US’ support for Taiwan’s secession from the Mainland. Therefore, Lee’s secessionist Cross-Strait policy aside, US national interests lie in containing Mainland China and it has, therefore, always played an important role in the secessionist issue and always will. From the perspective of Mainland China, either in terms of nationalism or national security, Taiwan’s secession is a life-and-death issue. If Taiwanese authorities were to declare independence, the only option for Mainland China would be to launch a unification war. For the US, Taiwan is only a pawn that it uses to contain Mainland China. Therefore, in the Cross-Strait issue, the US has more options than Mainland China, namely, to use military intervention in the future to deter Chinese unification or to decide to share common peaceful international relations with Mainland China by accepting Cross-Strait unification. / Thesis (DPhil (International Relations))--University of Pretoria, 2004. / Political Sciences / unrestricted