No description available.

This dissertation work considers communication between people. I look at coordinating dyads (couples in relationships) and people in working relationships to develop an understanding of how people engage in high-stakes, or emotional communication via various communicative media. The approach for this research is to observe and measure people's behavior during interaction and subsequent reporting of that behavior and associated internal experiences. Qualitative and quantitative methods are employed. Quantitative data are analyzed using a range of statistical analyses, including correlations matrices, ANOVAs, and multivariate statistics. Two controlled laboratory experiments were conducted for this research. These experiments involved couples in relationships. Couples were brought into the lab and argued with each other across one of three technological media: face-to-face, telephone, and instant messaging (IM). In one set of couples' experiments, the couples argued for twenty minutes; in the subsequent couples' experiment, couples were encouraged to take as much time as they needed for their arguments. One of the main results from the first experiment is that couples did, indeed, argue when brought into a laboratory setting. One of the important findings for the second experiment is that time did not affect couples' tendency to reach closure during their arguments. This research is a contribution in that it examines how people engage in highly emotional communication using various technological media. In a society with ever-increasing communication needs that require technology, it becomes necessary to study its communicative affordances. Understanding the context of highly emotional interactions between members of couples gives insight into how technology meets (or fails to meet) these communication needs. / Ph. D.

This study explores the development of teacher professionalism as it is reflected both historically and philosophically in the educational reform movements of the 1830's and 1980's. Within this framework the study argues that interpersonal communication and group dynamics skills training is now a necessary component for the development of professionalism in teacher education programs. The study reviews the Carnegie (1986), Holmes (1986) and Nation At Risk (1983) reports on education, focusing on the issue of the professionalization of teaching. The study evaluates the potential impact of the notion of "critical democracy" (Giroux and Mclaren, 1986) on the preparation of pre-service teachers in the 1990’s. The study reviews the following elements: (1) the educational reform movement of the 1980's, specifically focusing on the issues of teacher professionalism, collaboration in educational settings, shared decision making, and critical literacy, (2) the historical foundations of teacher education in America, specifically focusing on the development of the First Normal School at Lexington, Massachusetts (1839), and the professionalization of teaching in the reform movement of the 1830's, and (3) the theoretical development and the practical application of interpersonal communication and group dynamics skills training in the development of professionalism, specifically exploring the utilization of such training in the curricula of pre-service teacher education programs. The study sets forth a normative philosophical framework for professional development which is grounded in the models of interpersonal communication and group dynamics developed by Jack Gibb (1970) and Gerrard Egan (1976). Specific practical applications are explored and the primary elements of the theory are illustrated in the form of possible curricular elements. These practical applications address the issues of: (1) Team Building and Group Contract Development, (2) Interpersonal Communication and Group Dynamics Skills Training, and (3) Collaborative Decision Making/Empowerment. The study also critiques the possible benefits associated with the proposed theoretical framework and its practical applications for use in pre-service teacher education programs. Finally, the study makes recommendations for utilization of the theory in various' educational settings and explores the possibility of further research and publication. / Ed. D.

The purpose of this study was to contribute to a base of information about adult offspring who reside in the parental home, with particular emphasis on intergenerational relationships. The variables investigated included intimacy with parents, individuation from family of origin, triangulation, intimidation, and personal authority. These were selected to provide a theoretical basis for an understanding of the relational dynamics within the parent-adult child household and of differentiation of the adult offspring in the study. Sixty-six adults living in their parents' homes participated in the study. Each completed five subscales from the Personal Authority in the Family System Questionnaire(PAFS-Q) and a demographic questionnaire. Demographic results indicated that moving home after a separation or divorce was not prevalent, even to receive assistance with child care. A greater proportion of females than males lived at home during the ages of 22-29, with proportions of females growing smaller until the ages of 40- 45, when the ratio became 50-50. Fewer than half of the respondents paid for rent and household expenses regularly, even with over 80% employed full time and over 68% earning $10,000.00 or more annually. Multivariate analyses revealed that these adult children reported significant degrees of intimacy and personal authority under conditions of satisfaction with the living arrangement, as well as significant levels of fusion in conjunction with both satisfaction and age being over forty. Intimidation was significantly less with those who have resided at home two to seven years, and greater with those who have lived in the home only one year. / Ph. D.

published_or_final_version / Education / Master / Master of Education

Call number: LD2668 .T4 1986 D34 / Master of Arts / Communication Studies

This research study is qualitative exploratory in nature, trying to gain insight into integrated communication at Eskom. The study presents the methodology of the investigation, the analysis of the data, the findings as well as the conclusion and recommendations. Data collection techniques include an online self-administered questionnaire, structured questionnaire, focus group discussions and content analysis of the organisations’ publications. The population selected consists of Eskom communication managers and professionals, human resources personnel and project managers to establish the extent to which integrated communication is practised within Eskom. Finally, the research findings are discussed and further recommendations proposed. The findings show that Eskom communication is predominantly top-down with the divisions still working in silos. Furthermore, a measuring instrument developed to evaluate the extent of integrated communication as proposed by Du Plessis and Scoonraad in Barker and Angelopulo (2006) were found to be applicable to the Eskom situation. / Communication Science / M.A. (Specialisation in Organisational Communication Research and Practice)

published_or_final_version / Community Medicine / Doctoral / Doctor of Philosophy

published_or_final_version / Social Work / Master / Master of Social Work

published_or_final_version / Applied English Studies / Doctoral / Doctor of Philosophy