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Die verhouding tussen verhaal en metafoor in Agaat (Marlene van Niekerk) / Hester Elzebet VenterVenter, Hester Elzebet January 2009 (has links)
The novel Agaat by Marlene van Niekerk is a highly complex text. One of the most compelling
aspects of the novel is the way in which the author constructs an underlying metaphorical grid
which determines the composition of the novel. The motives in the novel cannot be regarded
merely as motives because specific prominent and powerful metaphors are continually exploited
by variation and extension. The complicated relationship between narrative and metaphor on
different levels is of great importance in the interpretation of the novel.
Due to the complexity of the text, the dominant metaphors cannot be analyzed in the traditional
manner. In this study I want to demonstrate that conceptual blending theory, which can be
regarded as a branch of conceptual metaphor theory, offers a theoretical framework that can be
used to understand the underlying cognitive functioning of the interaction between author, text
and reader.
This dissertation will examine the processes of blending shaped from the mottos posted at the
beginning of the novel. The three mottos, the music motto, the embroidery motto and the farming
motto, act throughout the novel as a backdrop against which events in the novel can be
interpreted. The blending formed from these mottos merge with other metaphors in the novel in
order to generate meaning. The three mottos were taken from the introductions of the FAKVolksangbundel,
the embroidery book Borduur so and the Hulpboek vir boere in Suid-Afrika.
The three books are used by Milla to educate and teach Agaat. She uses the books to "create"
Agaat and to mould her into the person that Milla wants her to be. The mottos stress the uplifting
of the people and the creation of a true Afrikaner identity. Agaat accomplishes everything that
the books require of her, she becomes an expert in the areas that determine the Afrikaner
identity. However, as a brown woman, she is still not considered a member of community or as a
fully acceptable civilized woman.
The meanings of the other important metaphor in the novel, the mirror metaphor, are also
investigated extensively. The mirror plays an important role in the relationship between Milla and Agaat. The mirror is also important in Milla's confrontation with herself, especially in her
experience of her illness and her acceptance of her imminent death. The mirror is also used in the
depiction of the relationship between characters and the experience of each other as the "Other".
The blending of the mirror metaphor and the link that can be established with the theories of
Lacan are part of one of the main blendings formed from the mirror metaphor. This metaphor
also interacts with the embroidery metaphor. The mirror reflects images to the characters and via
the characters to the readers which enforce moral judgments about perceptions and practices.
The final part of the dissertation analyses how the dominant metaphors, namely music,
embroidery, farming and the mirror, blend in multiple ways in the text to create new domains of
meaning. The four main metaphors also blend with secondary metaphors in the novel in order to
generate meaning. One of the important secondary metaphors is the "waterhondjies". The
"waterhondjies" blend with Guido Gezelle's poem "Het Schrijverke". There is also emphasis on
the relationship between writing and the "waterhondjies". The blending of the caeser butterfly
plays an important role in the novel as well.
In the final chapter the statement is made that the metaphors and symbols in Agaat cannot merely
be regarded and interpreted as traditional motives, but rather as examples of cognitive blending.
The types of blending in the novel require the cooperation of the reader in all cases. The reader
must, in some cases, as with the mirror metaphor and the metaphor of the "waterhondjies",
identify and activate the second domain of the blend. In the case of the mottos the different
domains of the blend are activated by the author and the reader only needs to provide an
interpretation. At the end of the dissertation the conclusion is made that the blending theory
offers a suitable method and terminology to analyze the complex processes of generating
meaning in the novel. / Thesis (M.A. (Afrikaans and Dutch))--North-West University, Potchefstroom Campus, 2010
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Die verhouding tussen verhaal en metafoor in Agaat (Marlene van Niekerk) / Hester Elzebet VenterVenter, Hester Elzebet January 2009 (has links)
The novel Agaat by Marlene van Niekerk is a highly complex text. One of the most compelling
aspects of the novel is the way in which the author constructs an underlying metaphorical grid
which determines the composition of the novel. The motives in the novel cannot be regarded
merely as motives because specific prominent and powerful metaphors are continually exploited
by variation and extension. The complicated relationship between narrative and metaphor on
different levels is of great importance in the interpretation of the novel.
Due to the complexity of the text, the dominant metaphors cannot be analyzed in the traditional
manner. In this study I want to demonstrate that conceptual blending theory, which can be
regarded as a branch of conceptual metaphor theory, offers a theoretical framework that can be
used to understand the underlying cognitive functioning of the interaction between author, text
and reader.
This dissertation will examine the processes of blending shaped from the mottos posted at the
beginning of the novel. The three mottos, the music motto, the embroidery motto and the farming
motto, act throughout the novel as a backdrop against which events in the novel can be
interpreted. The blending formed from these mottos merge with other metaphors in the novel in
order to generate meaning. The three mottos were taken from the introductions of the FAKVolksangbundel,
the embroidery book Borduur so and the Hulpboek vir boere in Suid-Afrika.
The three books are used by Milla to educate and teach Agaat. She uses the books to "create"
Agaat and to mould her into the person that Milla wants her to be. The mottos stress the uplifting
of the people and the creation of a true Afrikaner identity. Agaat accomplishes everything that
the books require of her, she becomes an expert in the areas that determine the Afrikaner
identity. However, as a brown woman, she is still not considered a member of community or as a
fully acceptable civilized woman.
The meanings of the other important metaphor in the novel, the mirror metaphor, are also
investigated extensively. The mirror plays an important role in the relationship between Milla and Agaat. The mirror is also important in Milla's confrontation with herself, especially in her
experience of her illness and her acceptance of her imminent death. The mirror is also used in the
depiction of the relationship between characters and the experience of each other as the "Other".
The blending of the mirror metaphor and the link that can be established with the theories of
Lacan are part of one of the main blendings formed from the mirror metaphor. This metaphor
also interacts with the embroidery metaphor. The mirror reflects images to the characters and via
the characters to the readers which enforce moral judgments about perceptions and practices.
The final part of the dissertation analyses how the dominant metaphors, namely music,
embroidery, farming and the mirror, blend in multiple ways in the text to create new domains of
meaning. The four main metaphors also blend with secondary metaphors in the novel in order to
generate meaning. One of the important secondary metaphors is the "waterhondjies". The
"waterhondjies" blend with Guido Gezelle's poem "Het Schrijverke". There is also emphasis on
the relationship between writing and the "waterhondjies". The blending of the caeser butterfly
plays an important role in the novel as well.
In the final chapter the statement is made that the metaphors and symbols in Agaat cannot merely
be regarded and interpreted as traditional motives, but rather as examples of cognitive blending.
The types of blending in the novel require the cooperation of the reader in all cases. The reader
must, in some cases, as with the mirror metaphor and the metaphor of the "waterhondjies",
identify and activate the second domain of the blend. In the case of the mottos the different
domains of the blend are activated by the author and the reader only needs to provide an
interpretation. At the end of the dissertation the conclusion is made that the blending theory
offers a suitable method and terminology to analyze the complex processes of generating
meaning in the novel. / Thesis (M.A. (Afrikaans and Dutch))--North-West University, Potchefstroom Campus, 2010
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Conceptual awareness in English of grade 5 learners : an analysis / Matodzi Nancy LambaniLambani, Matodzi Nancy January 2001 (has links)
The objectives of this study were to investigate existing theory regarding the conceptual
learning of young learners and to determine what core concepts Grade 5 learners need to
learn. An empirical investigation as to whether these learners were familiar with the mother
tongue words for the identified core concepts in syllabuses and textbooks, and to
investigate whether they could recede these concepts into English (the medium of
instruction in their classrooms) was also undertaken.
The role of conceptual awareness in learning was discussed based on Piaget's, Vygotsky's
and Clark's theory. They explain how concepts and knowledge are acquired and also how
language affects this process. Learners are required to know the concepts of what they
learn and should recede the information or concepts into the language used for a specific
learning task. In the case of this study it was English.
The study revealed that many learners who were investigated in this study did not possess
the knowledge to encode many of the core or broader concepts in Tshivenda, their mother
tongue. Learners also seemed to learn some concepts and the English encoding for them
simultaneously.
The findings showed, however, that most learners in Grade 5 could not recede many of
the concepts that they possessed in L1 into English the Mol. It was clear that many
learners in this study were not ready to switch from mother tongue instruction to English
Mol in Grade 5.
Their lack of conceptual awareness coupled with the lack of adequate English proficiency
to learn the subjects in English may have been influenced by a number of possible
reasons. Some reasons that were suggested were the following: a lack of prior knowledge
of concepts that occur in Grade 5 syllabuses and textbooks; poorly trained teachers who
are unable to assist learners to create links between existing knowledge and new
knowledge; poor socio-economic circumstances and illiteracy and teachers who may lack
English proficiency and cannot teach all subjects confidently in English.
Some implications for the findings were suggested such as the following: if teachers are
aware of the demands made on the conceptual framework of learners and the possible
limitations that• they have regarding their conceptual readiness to learn, intervention is
possible. Much can be done regarding the strategies that teachers may employ to enrich,
expand, reconstruct, revisit or adapt concepts for learning. Such strategies include visual
scaffolding, an enriched conceptual and language programme and a planned and
structured approach to teaching language across the curriculum. / Thesis (M.A. (Applied Language and Literary Studies))--Potchefstroom University for Christian Higher Education, 2001
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Conceptual awareness in English of grade 5 learners : an analysis / Matodzi Nancy LambaniLambani, Matodzi Nancy January 2001 (has links)
The objectives of this study were to investigate existing theory regarding the conceptual
learning of young learners and to determine what core concepts Grade 5 learners need to
learn. An empirical investigation as to whether these learners were familiar with the mother
tongue words for the identified core concepts in syllabuses and textbooks, and to
investigate whether they could recede these concepts into English (the medium of
instruction in their classrooms) was also undertaken.
The role of conceptual awareness in learning was discussed based on Piaget's, Vygotsky's
and Clark's theory. They explain how concepts and knowledge are acquired and also how
language affects this process. Learners are required to know the concepts of what they
learn and should recede the information or concepts into the language used for a specific
learning task. In the case of this study it was English.
The study revealed that many learners who were investigated in this study did not possess
the knowledge to encode many of the core or broader concepts in Tshivenda, their mother
tongue. Learners also seemed to learn some concepts and the English encoding for them
simultaneously.
The findings showed, however, that most learners in Grade 5 could not recede many of
the concepts that they possessed in L1 into English the Mol. It was clear that many
learners in this study were not ready to switch from mother tongue instruction to English
Mol in Grade 5.
Their lack of conceptual awareness coupled with the lack of adequate English proficiency
to learn the subjects in English may have been influenced by a number of possible
reasons. Some reasons that were suggested were the following: a lack of prior knowledge
of concepts that occur in Grade 5 syllabuses and textbooks; poorly trained teachers who
are unable to assist learners to create links between existing knowledge and new
knowledge; poor socio-economic circumstances and illiteracy and teachers who may lack
English proficiency and cannot teach all subjects confidently in English.
Some implications for the findings were suggested such as the following: if teachers are
aware of the demands made on the conceptual framework of learners and the possible
limitations that• they have regarding their conceptual readiness to learn, intervention is
possible. Much can be done regarding the strategies that teachers may employ to enrich,
expand, reconstruct, revisit or adapt concepts for learning. Such strategies include visual
scaffolding, an enriched conceptual and language programme and a planned and
structured approach to teaching language across the curriculum. / Thesis (M.A. (Applied Language and Literary Studies))--Potchefstroom University for Christian Higher Education, 2001
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Kurrikulumhersiening in ‘n veranderde Suid-Afrika: ‘n studie van die arbeidsterapiekurrikulum aan die Universiteit van Wes-KaaplandDe Jongh, Jo-Celene January 2009 (has links)
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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The effectiveness of applying conceptual development teaching strategies to Newton's second law of motion / Carel Hendrik MeyerMeyer, Carel Hendrik January 2014 (has links)
School science education prepares learners to study science at a higher level, prepares them to follow a career in science and to become scientific literate citizens. It is the responsibility of the educator to ensure the learners’ conceptual framework is developed to the extent that secures success at higher level studies. The purpose of this study was to test the effectiveness of conceptual change teaching strategies on the conceptual development of grade 11 learners on Newton’s second law of motion. The two strategies employed were the cognitive conflict strategy and the development of ideas strategy.
A sequential explanatory mixed-method research design was used during this study. The qualitative data were used to elucidate the quantitative findings. The quantitative research consisted of a quasi-experimental design consisting of a single-group pre-test–post-test method. During the qualitative part of the research a phenomenological research approach was utilised to gain a better understanding of participants’ learning experiences during the intervention.
The quantitative research made use of an adapted version of the Force Concept Inventory (FCI). The data collected from the pre-test were used to inform the intervention. The intervention was videotaped and the video analysis or qualitative data analysis was done. After the intervention the post-test was written by the learners. Hake’s average normalised learning gain <g> from pre- to post-scores was analysed to establish the effectiveness of the intervention. The two sets of results (quantitative and qualitative) were integrated. Information from the qualitative data analysis was used to support and explain the quantitative data.
The quantitative results indicate that there was an improvement in the students’ force conception from their initial alternative conceptions, such as that of an internal force. Especially the learners’ understanding of contact forces and Newton’s first law of motion yielded significant improvement. The qualitative data revealed that the understanding of Newton’s second law of motion by the learners who partook in this study did improve, since the learners immediately recognised the mistakes made when confronted with the anchor concept. The cognitive conflict teaching strategy was effective in establishing the anchor concept of force which proved to be useful as bridging concept in the development of ideas teaching strategy. The data from both datasets revealed that the cognitive conflict teaching strategy for the initial part of the intervention was effective. It was evident that for development of the idea teaching strategy the two data sets revealed mixed results. Recommendations were made for future research and implementation of conceptual development teaching strategies. / MEd (Natural Sciences Education), North-West University, Potchefstroom Campus, 2014
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The effectiveness of applying conceptual development teaching strategies to Newton's second law of motion / Carel Hendrik MeyerMeyer, Carel Hendrik January 2014 (has links)
School science education prepares learners to study science at a higher level, prepares them to follow a career in science and to become scientific literate citizens. It is the responsibility of the educator to ensure the learners’ conceptual framework is developed to the extent that secures success at higher level studies. The purpose of this study was to test the effectiveness of conceptual change teaching strategies on the conceptual development of grade 11 learners on Newton’s second law of motion. The two strategies employed were the cognitive conflict strategy and the development of ideas strategy.
A sequential explanatory mixed-method research design was used during this study. The qualitative data were used to elucidate the quantitative findings. The quantitative research consisted of a quasi-experimental design consisting of a single-group pre-test–post-test method. During the qualitative part of the research a phenomenological research approach was utilised to gain a better understanding of participants’ learning experiences during the intervention.
The quantitative research made use of an adapted version of the Force Concept Inventory (FCI). The data collected from the pre-test were used to inform the intervention. The intervention was videotaped and the video analysis or qualitative data analysis was done. After the intervention the post-test was written by the learners. Hake’s average normalised learning gain <g> from pre- to post-scores was analysed to establish the effectiveness of the intervention. The two sets of results (quantitative and qualitative) were integrated. Information from the qualitative data analysis was used to support and explain the quantitative data.
The quantitative results indicate that there was an improvement in the students’ force conception from their initial alternative conceptions, such as that of an internal force. Especially the learners’ understanding of contact forces and Newton’s first law of motion yielded significant improvement. The qualitative data revealed that the understanding of Newton’s second law of motion by the learners who partook in this study did improve, since the learners immediately recognised the mistakes made when confronted with the anchor concept. The cognitive conflict teaching strategy was effective in establishing the anchor concept of force which proved to be useful as bridging concept in the development of ideas teaching strategy. The data from both datasets revealed that the cognitive conflict teaching strategy for the initial part of the intervention was effective. It was evident that for development of the idea teaching strategy the two data sets revealed mixed results. Recommendations were made for future research and implementation of conceptual development teaching strategies. / MEd (Natural Sciences Education), North-West University, Potchefstroom Campus, 2014
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Misconceptions regarding direct-current resistive theory in an engineering course for N2 students at a Northern Cape FET college / Christiaan BeukesBeukes, Christiaan January 2014 (has links)
The aim of this study is to ascertain what misconceptions N2 students have about DC resistive circuits
and how screencasts could effect on the rectification of these misconceptions. This study was
conducted at the Kathu Campus of the Northern Cape Rural Further Education and Training College
in the town Kathu in the arid Northern Cape. The empirical part of this study was conducted during
the first six months of 2013. A design-based research (DBR) method consisting of four phases was
used. DBR function is to design and develop interventions such as a procedure, new teachinglearning
strategies, and in the case of this study a technology-enhanced learning (TEL) tool (screencast)
with the purpose of solving a versatile didactic problem and to acquire information about the interventions
of the TEL tool (screencast) on the learning of a student. In the first and second phase of
DBR quantitative data for this research were gathered with the Determining and Interpreting Resistive
Electric circuits Concepts Test (DIRECT) in order to determine the four most common misconceptions.
The DIRECT test was conducted in the first trimester to find the misconceptions; the test was
conducted in the second trimester also to confirm the misconceptions. Further quantitative data were
collected from a demographic questionnaire. The qualitative data were collected by individual interviews
in the fourth phase of the research project. Phase three of this study was the development of
screencasts in the four most prominent misconceptions in DC resistive circuits of the students. The
respondents of this study were non-randomly chosen and comprised of two groups, one in the first
trimester of the year and one in the second trimester of the year, which enrolled for the N2 Electrical
or Millwright courses. The respondents were predominant male and representing the three main cultural
groups in the Northern Cape namely: Black, Coloured and White. The four misconceptions on
DC resistive circuits that were identified were: (i) understanding of concepts, (ii) understanding of
short circuit, (iii) battery as a constant current source, and (iv) rule application error. Screencasts clarifying
the four misconceptions were developed and distributed to the respondents. On the foundation
of the results of this research, it can be concluded that the students have several misconceptions
around direct current resistive direct current circuits and that the use of TEL like screencasts can be
used to solve some of these misconceptions. Screencasts could supplement education when they
were incorporated into the tutoring and learning for supporting student understanding. The results of
this research could lead to the further development and refinement of screencasts on DC resistive
circuits and also useable guidelines in creating innovative screencasts on DC resistive circuits. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2014
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Misconceptions regarding direct-current resistive theory in an engineering course for N2 students at a Northern Cape FET college / Christiaan BeukesBeukes, Christiaan January 2014 (has links)
The aim of this study is to ascertain what misconceptions N2 students have about DC resistive circuits
and how screencasts could effect on the rectification of these misconceptions. This study was
conducted at the Kathu Campus of the Northern Cape Rural Further Education and Training College
in the town Kathu in the arid Northern Cape. The empirical part of this study was conducted during
the first six months of 2013. A design-based research (DBR) method consisting of four phases was
used. DBR function is to design and develop interventions such as a procedure, new teachinglearning
strategies, and in the case of this study a technology-enhanced learning (TEL) tool (screencast)
with the purpose of solving a versatile didactic problem and to acquire information about the interventions
of the TEL tool (screencast) on the learning of a student. In the first and second phase of
DBR quantitative data for this research were gathered with the Determining and Interpreting Resistive
Electric circuits Concepts Test (DIRECT) in order to determine the four most common misconceptions.
The DIRECT test was conducted in the first trimester to find the misconceptions; the test was
conducted in the second trimester also to confirm the misconceptions. Further quantitative data were
collected from a demographic questionnaire. The qualitative data were collected by individual interviews
in the fourth phase of the research project. Phase three of this study was the development of
screencasts in the four most prominent misconceptions in DC resistive circuits of the students. The
respondents of this study were non-randomly chosen and comprised of two groups, one in the first
trimester of the year and one in the second trimester of the year, which enrolled for the N2 Electrical
or Millwright courses. The respondents were predominant male and representing the three main cultural
groups in the Northern Cape namely: Black, Coloured and White. The four misconceptions on
DC resistive circuits that were identified were: (i) understanding of concepts, (ii) understanding of
short circuit, (iii) battery as a constant current source, and (iv) rule application error. Screencasts clarifying
the four misconceptions were developed and distributed to the respondents. On the foundation
of the results of this research, it can be concluded that the students have several misconceptions
around direct current resistive direct current circuits and that the use of TEL like screencasts can be
used to solve some of these misconceptions. Screencasts could supplement education when they
were incorporated into the tutoring and learning for supporting student understanding. The results of
this research could lead to the further development and refinement of screencasts on DC resistive
circuits and also useable guidelines in creating innovative screencasts on DC resistive circuits. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2014
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A conceptual model of volunteer well-being: a hermeneutic phenomenological studyFurtak, Aleksandra Maria 11 1900 (has links)
Bibliography: leaves 241-295 / Text in English with summaries in English, Afrikaans and Setswana / This study, to enhance understanding of volunteer well-being and to develop a
conceptual model of volunteer well-being through an in-depth exploration of
volunteers’ work–life experiences, was guided by an interest in volunteering as well
as curiosity about well-being as a concept. My perception of the importance of
volunteering for our society was based on first-hand knowledge of a volunteering
context operating in the Gauteng health sector, as well as the volunteering literature,
which confirmed its importance and encouraged me to conduct research on this
resource. The literature on well-being highlights its importance for employees in
particular and organisations in general and thus justifies the study. The literature also
supported my preference for conducting this research on volunteer well-being from a
qualitative perspective. Further motivation for the research was provided by my
awareness of the challenging nature of the volunteering context as well as the adverse
personal circumstances of the volunteers. Accordingly, recognising the importance of
well-being in volunteers, I was prompted to dedicate attention to this dynamic work
context.
To achieve its aim, in this research I applied a qualitative research approach and a
hermeneutic (interpretive) phenomenological research methodology. In-depth
interviews were used to explore the work–life experiences of eight volunteers and a
phenomenological hermeneutical analytic process was used to analyse the data. The
data were further contextualised and the findings supported by the relevant well-being
literature. Based on the findings, a conceptual model of volunteer well-being was
constructed. This model enhances our understanding of volunteer well-being,
ultimately contributing to knowledge and practice in the field of volunteering. / Die hoofdoel van hierdie studie was om die begrip van vrywilligerswelstand te
bevorder en om ’n konseptuele model van vrywilligerswelstand te ontwikkel
deur ’n omvattende ondersoek van vrywilligers se werklewe-ervarings. Die
studie was gelei deur ’n belangstelling in vrywilligerswerk en ‘n nuuskierigheid oor
welstand as ’n konsep. My waarneming van die belangrikheid van vrywilligerswerk vir
ons samelewing is gebaseer op eerstehandse kennis van ’n vrywilligerskonteks in die
Gautengse gesondheidsektor en die literatuur oor vrywilligersdienslewering, wat die
belangrikheid daarvan bevestig het en my aangemoedig het om navorsing oor hierdie
hulpbron te doen. Die literatuur oor welstand beklemtoon veral die belangrikheid
daarvan vir werknemers en organisasies oor die algemeen, en regverdig dus die
studie. Die literatuur het ook my voorkeur om hierdie navorsing oor vrywilligers se
welstand vanuit ’n kwalitatiewe perspektief te benader, ondersteun. My bewustheid
van die uitdagende aard van die vrywilligerskonteks asook die ongunstige persoonlike
omstandighede van die vrywilligers het my verder gemotiveer om die navorsing te
doen. Dienooreenkomstig, as erkenning van die belangrikheid daarvan om vrywilligers
se welstand te fasiliteer, is ek geïnspireer om aandag te skenk aan hierdie dinamiese
werkskonteks.
Om hierdie doel te bereik het ek ’n kwalitatiewe navorsingsbenadering en ’n
hermeneutiese (verklarende) fenomenologiese navorsingsmetodologie in hierdie
navorsingsprojek gebruik. Indiepte onderhoude is gebruik om die werklewe-ervarings
van agt vrywilligers te ondersoek, en ’n fenomenologiese, hermeneutiese, analitiese
proses is gebruik om die data te ontleed. Die data is verder gekontekstualiseer en die
bevindings is deur die tersaaklike literatuur ondersteun. ’n Konseptuele model van
vrywilligerwelstand is op grond van hierdie bevindinge opgestel. Hierdie model
bevorder ons begrip van vrywilligerswelstand, en lewer sodoende ’n bydrae tot die
kennis en ervaring op die terrein van vrywilligerswerk. / Thutopatlisiso eno ya go tlhama sekao sa kgopolo sa boithaopi go tswa mo
mogopolong wa seemo se se amogelesegang sa botshelo ka go sekaseka go ya
kwa botennye, maitemogelo a tiro a baithaopi, e kaetswe ke kgatlhego mo
boithaoping, keletso ya go itse ka ga mogopolo wa seemo se se amogelesegang sa
botshelo le dikwalo tse di ka ga boithaopi. Kitso e e tseneletseng ya bokao jwa
boithaopi jo bo dirang mo lephateng la boitekanelo la Gauteng, gammogo le dikwalo
tsa boithaopi, di tlhomamisitse botlhokwa jwa boithaopi mo setšhabeng sa gaetsho
mme tsa nthotloetsa go dira patlisiso ka ntlha eno. Go tlaleletsa, thutopatlisiso eno e
tlhomamisitswe ke dikwalo tse di ka ga seemo se se amogelesegang le botlhokwa jwa
seemo se se amogelesegang sa botshelo se se totileng badiri ka bo bona le ditheo
ka kakaretso. Dikwalo gape di tshegeditse tlhopho ya me ya go dira patlisiso ka ga
seemo se se amogelesegang sa botshelo jwa baithaopi ka mogopolo wa go batla go
batlisisa mabaka a a bakang seemo se se rileng. Thotloetso e nngwe ya patlisiso e
tlisitswe ke temogo ya me ya dikgwetlho tsa boithaopi gammogo le maemo a a sa
amogelesegeng a baithaopi. Fela jalo, ka go lemoga botlhokwa jwa go gokaganya
seemo se se amogelesegang sa botshelo mo baithaoping, ke ne ke patelesega go
tota mofuta ono wa tiro.
Go fitlhelela maikaelelo ano, patlisiso eno e dirisitse mokgwa wa patlisiso o o
lebelelang mabaka a a rotloetsang ntlha e e rileng (qualititative research) le mokgwa
wa patlisiso o o ranolang (hermeneutic phenomological research methodology). Go
dirisitswe dipotsolotso tse di tseneletseng go sekaseka maitemogelo a tiro a baithaopi
mme ga dirisiwa thulaganyo ya tshekatsheko ya phenomenological hermeneutial go
sekaseka tshedimosetso. Tshedimosetso e ne ya bewa ka bokao mme diphitlhelelo
tsa tshegediwa ka dikwalo tse di maleba. Go ikaegilwe mo diphitlhelelong tseno, go
ne ga thalwa sekao sa kgopolo sa seemo se se amogelesegang sa botshelo jwa
baithaopi. Go tshitshinngwa gore go dirisiwe sekao seno go dirisa ka botlalo le go
netefatsa go nnela leruri ga tiro ya baithaopi, gore kwa bokhutlong go tshwaelwe mo
kitsong le mo tirong mo lephateng la boithaopi. / Psychology / D. Phil. (Psychology)
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