Adolescence is a phase that includes substantial physical, social and psychological changes (Department of Health, 1999) and is considered to be a psychologically turbulent and emotional period in a person’s life (Strong, De Vault, Satad & Yarber, 2001) that can also have an influence o n parent–child relationships. The purpose of this stud y is to specifically focus on parent– adolescent relationships of African female adolescents as research and literature is limited regarding African female adolescent s’ experience of parent–adolescent relationships and the dynamics involve d. Little is known of how African female adolescents experience the relationship they have with their parents and what their needs are regarding these relationshi.p s The objectives of this studya re to explore and describe African female adolescents’ experience of parent–adolescent relationships, and to explore aspects of African female adolescents’ relationships with their parents that may influence t heir sense of well–being. Thirty and thirty–two African female adolescents participated voluntarily in graphic family sculpting and focus group interviews respectively. Six focus group interviews at Randfontein High School, Gauteng, provided rich data on African female adolescents’ experience of parentadolescent relationships and aspects of the relationships that influence their sense of wellbeing. The findings suggest that the majority of the participants experience a more positive relationship with their mothesr than with their fathesr, and that positive and negative aspects in their relationships with their parents is perceived to influence their well–being. The importance of communication was a very prominent theme in the focus group discussions. With regard to graphic family sculpting, the findings also suggest that the mothers have a more prominent and positive role and participants experience their fathers as less involved. / Thesis (M.A. (Research Psyvhology))--North-West University, Potchefstroom Campus, 2011.

Adolescence is a phase that includes substantial physical, social and psychological changes (Department of Health, 1999) and is considered to be a psychologically turbulent and emotional period in a person’s life (Strong, De Vault, Satad & Yarber, 2001) that can also have an influence o n parent–child relationships. The purpose of this stud y is to specifically focus on parent– adolescent relationships of African female adolescents as research and literature is limited regarding African female adolescent s’ experience of parent–adolescent relationships and the dynamics involve d. Little is known of how African female adolescents experience the relationship they have with their parents and what their needs are regarding these relationshi.p s The objectives of this studya re to explore and describe African female adolescents’ experience of parent–adolescent relationships, and to explore aspects of African female adolescents’ relationships with their parents that may influence t heir sense of well–being. Thirty and thirty–two African female adolescents participated voluntarily in graphic family sculpting and focus group interviews respectively. Six focus group interviews at Randfontein High School, Gauteng, provided rich data on African female adolescents’ experience of parentadolescent relationships and aspects of the relationships that influence their sense of wellbeing. The findings suggest that the majority of the participants experience a more positive relationship with their mothesr than with their fathesr, and that positive and negative aspects in their relationships with their parents is perceived to influence their well–being. The importance of communication was a very prominent theme in the focus group discussions. With regard to graphic family sculpting, the findings also suggest that the mothers have a more prominent and positive role and participants experience their fathers as less involved. / Thesis (M.A. (Research Psyvhology))--North-West University, Potchefstroom Campus, 2011.

The use of traditional medicine during pregnancy and childbirth is common among the Black traditional cultures of Southern Africa. Any pregnancy–related problem is believed to be somehow associated with dikgaba, a phenomenon that only indigenous healers are capable of managing. It is therefore crucial that the midwives and other health care professionals acknowledge the relevance of traditional medicine when dealing with clients who belong to black traditional societies of South Africa. The objective of the study was to explore and describe health practices related to dikgaba in pregnancy as well as to formulate recommendations for culturally congruent and safe midwifery care. In–depth individual interviews were conducted to collect data from ten participants known to be experts in kgaba remedies used during pregnancy and birth. These were traditional healers, traditional birth attendants and those with keen interest in traditional and cultural issues. Interviews were conducted in the participants’ homes for privacy, confidentiality and convenience. A naturalistic and phenomenological approach using contextual exploratory and descriptive research design was used to reach the aim of the study from the perspectives of Batswana in the North West province. The study revealed that an understanding of dikgaba and the related healing practices in pregnancy and childbirth is common. This clearly motivates for better understanding of traditional medicine by the midwives as it is relevant and justifiable. Recommendations are made to inform the transformation of the health–care delivery system, with specific reference to midwifery education, research and practice, in order to make health care acceptable and accessible to all. / Thesis (M.Cur.)--North-West University, Potchefstroom Campus, 2011.

The use of traditional medicine during pregnancy and childbirth is common among the Black traditional cultures of Southern Africa. Any pregnancy–related problem is believed to be somehow associated with dikgaba, a phenomenon that only indigenous healers are capable of managing. It is therefore crucial that the midwives and other health care professionals acknowledge the relevance of traditional medicine when dealing with clients who belong to black traditional societies of South Africa. The objective of the study was to explore and describe health practices related to dikgaba in pregnancy as well as to formulate recommendations for culturally congruent and safe midwifery care. In–depth individual interviews were conducted to collect data from ten participants known to be experts in kgaba remedies used during pregnancy and birth. These were traditional healers, traditional birth attendants and those with keen interest in traditional and cultural issues. Interviews were conducted in the participants’ homes for privacy, confidentiality and convenience. A naturalistic and phenomenological approach using contextual exploratory and descriptive research design was used to reach the aim of the study from the perspectives of Batswana in the North West province. The study revealed that an understanding of dikgaba and the related healing practices in pregnancy and childbirth is common. This clearly motivates for better understanding of traditional medicine by the midwives as it is relevant and justifiable. Recommendations are made to inform the transformation of the health–care delivery system, with specific reference to midwifery education, research and practice, in order to make health care acceptable and accessible to all. / Thesis (M.Cur.)--North-West University, Potchefstroom Campus, 2011.

Emotions are the very heart of people's experiences. Moreover, emotions determine people's focus because they influences people's interests and define dimensions of people's worlds across cultures. However, past research on emotions has argued about the meaning of basic emotions being relative or universal cross cultures. It seems as if researchers are avoiding the issues regarding the meaning of negative and positive emotions and how these emotions are expressed within a cross–cultural context. One of the biggest concerns is that if the descriptions of people's positive and negative emotions are not understood, it becomes difficult for people from different cultural backgrounds to maintain healthy relationships and relate their emotions with one another. Apart from the lack of research regarding the meaning of emotions across cultures, emotion and emotion experiences in the extrinsic and intrinsic level to the employee, especially within the cross cultural context, is also an under researched topic in South African organisations. The reason for this is that organisations view emotions as a complicated subject to understand and tend to focus more on maintaining positive emotions at work rather than creating a stable emotional climate in an organisation for employees. The lack of creating a stable emotional climate within an organisation and addressing adverse discrete emotions and emotional experiences could have harmful effects on employees' mental health and physical well–being. Furthermore, the absence of measuring instruments to investigate the emotions and emotional experiences of employees may result into experiencing painful personal incidents, lack of pride in one's accomplishments, lack of engagement and commitment, negative behaviour and attitudes, and intentions to quit. These experiences might trigger any negative emotions such as anger, hate, irritation, disappointment, despair and frustrations. The above problem statement gave a reason to investigate whether the meaning of emotions differs across cultures or is the same cross culturally, to identify the meaning structure of emotions and to identify the emotions and emotion experience of the employees within the work environment's extrinsic and intrinsic level experience to the individual. Therefore, the Componential Emotions Theory was a relevant theory to determine the meaning of emotions within the Tswana speaking group. The theory of determining emotions and emotion episodes by the Affective Events Theory was followed as a way of determining emotions and emotion experiences comprehensively in the Setswana speaking language group. The Componential Emotion Theory was adapted to provide a clarification of how people across cultures describe their emotion terms. According to the Componential Emotion Theory, emotion terms across cultures can be described through cognitive appraisal, subjective feelings, facial expressions, verbal expressions, gesture, bodily sensations, action tendencies and emotion regulation. Regarding the Affective Events Theory (AET), the theory suggests that emotion episodes at work can cause or be generated by either positive or negative emotions at work. The theory represents an understanding of how employees emotionally respond to certain emotion episodes that occur in various organisational settings. The following research objectives were formulated based on the above–mentioned description of the research problem. The research objectives were addressed into two research articles where study 1 (the meaning of emotion) was the first research article and study 2 (studying the emotion episodes and associated emotions) was the second research article. The objectives of study 1 were to determine the meaning of emotions as conceptualised in a literature review with specific reference to emotion dimensions; to determine how emotions and culture are conceptualised in a literature review with specific reference to the Setswana language group; to describe the Componential Emotion Theory in the literature as an approach to study the meaning of emotion in cultural contexts; to determine if the 24 emotion terms as measured by the Grid instrument, will refer to all components by revealing the meaning of an emotion structure in Setswana; to determine if the Meaning Grid will display acceptable alpha coefficients when compared with internationally studies having a value of 0, 80 and higher; to determine if the meaning of emotion (as measured in the context of the Componential Emotion Theory approach) in a Setswana–speaking students sample will include the evaluation–pleasantness dimension; to determine if the meaning of emotion (as measured in the context of the Componential Emotion Theory approach) in a Setswana–speaking students sample will include the potency–control dimension; to determine if the meaning of emotion (as measured in the context of the Componential Emotion Theory approach) in a Setswana–speaking students sample will include the activation–arousal dimension; to determine if the meaning of emotion (as measured in the context of the Componential Emotion Theory approach) in a Setswana–speaking students sample will include the unpredictability dimension; and to draw conclusions and suggest future research about the meaning of emotion in the Setswana language group. In this part of the study, the sample consisted of (N=122) and was taken from a higher education institution in the North–West Province. A Setswana translated version of the shortened form of the Meaning Grid instrument was administered. Four pilot studies were conducted (Meaning Grid) which consisted of (N=28) and the data gathering was held in a higher education institution in the North West Province. After all four pilot studies had been conducted, the shortened form of the GRID (Translated in Setswana) was then administered using the paper and pencil method (61 emotion features). Furthermore, by utilising the SPSS program, Principal Component Analysis (PCA) was executed to determine the number of factors and indicate the emotion dimensions present in the Setswana language group. In terms of inter–rater reliability, the cronbach–alpha for each respondent was calculated on their rating of emotion terms. A cut–off point for each item – total correlations of at least 0,20 – was used for inclusion for the final determination of reliability. In essence, it means that unreliable raters were dropped in order to keep the reliability high. The Componential Emotion Theory of Scherer (1987) was applied and indicated a four–factor model that should first be extracted namely: evaluation–pleasantness, activation–arousal, potency–control and unpredictability. However, examination of a three and four factorial extraction was not interpretable. The two emotion words, namely sadness and shame, were eliminated because they were outliers in the rotations done. Further inspection of the Scree–plot indicated that a two factor solution should be extracted. A principal component analysis (PCA) (done on the mean corrected scores) were therefore computed for two factors after a varimax rotation - which was interpretable as Evaluation–pleasantness and potency–control dimensions. The results and the interpretation of the two components (dimensions) are based on their relationship with the 61 emotion features. A further analysis was done to determine the component loadings of the 24 Grid emotion term on each factor. This gave an indication of the position of the emotion terms on the specific factors (evaluation–pleasantness and potencycontrol dimensions). Furthermore, the positions of each emotion term in relation with other emotions were graphically represented in a scatter plot. The objectives of study 2 were to conceptualise emotions at work as from a literature research; To determine the relevance of discrete emotions, emotion episodes and the use of the Affective Events Theory for the work context as presented in the research literature; to determine emotion episodes that are experienced in the workplace by Setswana employees; to determine emotion episodes and associated emotions reported on an extrinsic level of Setswana speaking working adults; to determine emotion episodes and associated emotions reported on an intrinsic level of Setswana speaking working adults; and to draw conclusions and make suggestions for future research about the emotion episodes and related emotions of Setswana employees. Within this part of the study a non–probability availability sample (N= 120) was taken from the mining industry, tourism industry, and community services including the government, manufacturing, agriculture, construction and the infrastructure industry. A pilot study was utilised as a prerequisite for the successful execution, and completion of this research study allowed the researcher to acquire thorough background knowledge about specific problems that the researcher intended to investigate. Thereafter, the Tswana employees understood the questions and could report without effort on emotion episodes at work that they experienced. Data collection was done through the Episode Grid, and two questions on emotion episodes were used for collecting emotion episodes in Setswana namely: the participants had to report their most intense emotion episode that they have experienced within their workplace in detail, for example, what happened? How did the episode begin? How did it evolve? How did it end? Secondly, the participants were asked to describe the three most important emotions or feelings that were experienced in the particular event. The described episodes were then categorised into different categories on intrinsic and extrinsic level experienced to the individual. Furthermore, the specific episodes were divided into two types of category levels namely extrinsic emotion episodes and intrinsic emotion episodes. The categories that were found on the extrinsic level concerning emotion episodes at work were acts of management, acts of colleagues, company procedure/company policy, acts of customers, work procedure, external environment and acts of subordinates. Concerning the intrinsic level about emotion episodes at work, the categories that were found included task problems/making mistakes, personal incidents, goal achievement, receiving recognition, physical incidents, discrimination, workload and lack of control. The emotions that were experienced on the extrinsic level comprised emotion terms such as anger, disappointment, anxiety, hurt, irritation, disgust, annoyance, fear, sadness, despair, worry, frustration, embarrassment, shame, hate, stress and anxiety. Regarding the emotions experienced on the intrinsic level, the emotion terms that were described included anger, disappointment, anxiety, hurt irritation, fear, sadness, despair, frustration, hate, pride, stress, compassion, guilt and happiness. Recommendations for the organisation and future research were made. / Thesis (M.Com. (Human Resource Management))--North-West University, Potchefstroom Campus, 2011.

The object of this study was to develop a valid and reliable measuring instrument for the Relationship Harmony personality cluster as part of the overall SAPI project, a project that aims to develop a valid, reliable, fair and unbiased personality measuring instrument that can be used within the South African context. Due to the large item pool (i.e. 400 items) two questionnaire versions were developed, namely RH–1 and RH–2. A pilot study was conducted with both versions on participating students from tertiary institutions within the North West and Gauteng Provinces (RH–1: n = 507; RH–2: N = 475). Items indicating unacceptable kurtosis were excluded from further analyses due to their unsuitability for factor analysis. Principal component analyses indicated that 31 items from RH–1 and 24 items from RH–2 shared less than 5% of their variance with the total score. These items were thus excluded from further analyses. Principal component analyses were also conducted to determine the correlations between the 23 facets and their relating items. This procedure resulted in another 3 items being removed due to loadings < 0.20. First–order unstructured factor analysis techniques (scree plot, eigenvalues and parallel analysis) indicated that three factors should be retained for RH–1 and two factors for RH–2. Oblique rotations produced factor correlation matrices for both sets of data. Maximum likelihood was used to analyse the factor structure of the Relationship Harmony cluster in both data sets. The data sets were then subjected to higher order factor analysis. A hierarchical Schmid–Leiman factor solution produced a three factor solution for RH–1 (Negative Relational Behaviour, Positive Relational Behaviour and Approachability) and a two factor solution for RH–2 (Positive Relational Behaviour and Negative Relational Behaviour). Construct equivalence across the White and African groups was evaluated by comparing the factor pattern matrices. For RH–1, all facets except for Tolerant loaded on the same factors for both race groups. RH–2’s factors were represented by the same facets irrespective of the race groups. Recommendations were made for future research. / Thesis (M.Com. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2012.

Emotions are the very heart of people's experiences. Moreover, emotions determine people's focus because they influences people's interests and define dimensions of people's worlds across cultures. However, past research on emotions has argued about the meaning of basic emotions being relative or universal cross cultures. It seems as if researchers are avoiding the issues regarding the meaning of negative and positive emotions and how these emotions are expressed within a cross–cultural context. One of the biggest concerns is that if the descriptions of people's positive and negative emotions are not understood, it becomes difficult for people from different cultural backgrounds to maintain healthy relationships and relate their emotions with one another. Apart from the lack of research regarding the meaning of emotions across cultures, emotion and emotion experiences in the extrinsic and intrinsic level to the employee, especially within the cross cultural context, is also an under researched topic in South African organisations. The reason for this is that organisations view emotions as a complicated subject to understand and tend to focus more on maintaining positive emotions at work rather than creating a stable emotional climate in an organisation for employees. The lack of creating a stable emotional climate within an organisation and addressing adverse discrete emotions and emotional experiences could have harmful effects on employees' mental health and physical well–being. Furthermore, the absence of measuring instruments to investigate the emotions and emotional experiences of employees may result into experiencing painful personal incidents, lack of pride in one's accomplishments, lack of engagement and commitment, negative behaviour and attitudes, and intentions to quit. These experiences might trigger any negative emotions such as anger, hate, irritation, disappointment, despair and frustrations. The above problem statement gave a reason to investigate whether the meaning of emotions differs across cultures or is the same cross culturally, to identify the meaning structure of emotions and to identify the emotions and emotion experience of the employees within the work environment's extrinsic and intrinsic level experience to the individual. Therefore, the Componential Emotions Theory was a relevant theory to determine the meaning of emotions within the Tswana speaking group. The theory of determining emotions and emotion episodes by the Affective Events Theory was followed as a way of determining emotions and emotion experiences comprehensively in the Setswana speaking language group. The Componential Emotion Theory was adapted to provide a clarification of how people across cultures describe their emotion terms. According to the Componential Emotion Theory, emotion terms across cultures can be described through cognitive appraisal, subjective feelings, facial expressions, verbal expressions, gesture, bodily sensations, action tendencies and emotion regulation. Regarding the Affective Events Theory (AET), the theory suggests that emotion episodes at work can cause or be generated by either positive or negative emotions at work. The theory represents an understanding of how employees emotionally respond to certain emotion episodes that occur in various organisational settings. The following research objectives were formulated based on the above–mentioned description of the research problem. The research objectives were addressed into two research articles where study 1 (the meaning of emotion) was the first research article and study 2 (studying the emotion episodes and associated emotions) was the second research article. The objectives of study 1 were to determine the meaning of emotions as conceptualised in a literature review with specific reference to emotion dimensions; to determine how emotions and culture are conceptualised in a literature review with specific reference to the Setswana language group; to describe the Componential Emotion Theory in the literature as an approach to study the meaning of emotion in cultural contexts; to determine if the 24 emotion terms as measured by the Grid instrument, will refer to all components by revealing the meaning of an emotion structure in Setswana; to determine if the Meaning Grid will display acceptable alpha coefficients when compared with internationally studies having a value of 0, 80 and higher; to determine if the meaning of emotion (as measured in the context of the Componential Emotion Theory approach) in a Setswana–speaking students sample will include the evaluation–pleasantness dimension; to determine if the meaning of emotion (as measured in the context of the Componential Emotion Theory approach) in a Setswana–speaking students sample will include the potency–control dimension; to determine if the meaning of emotion (as measured in the context of the Componential Emotion Theory approach) in a Setswana–speaking students sample will include the activation–arousal dimension; to determine if the meaning of emotion (as measured in the context of the Componential Emotion Theory approach) in a Setswana–speaking students sample will include the unpredictability dimension; and to draw conclusions and suggest future research about the meaning of emotion in the Setswana language group. In this part of the study, the sample consisted of (N=122) and was taken from a higher education institution in the North–West Province. A Setswana translated version of the shortened form of the Meaning Grid instrument was administered. Four pilot studies were conducted (Meaning Grid) which consisted of (N=28) and the data gathering was held in a higher education institution in the North West Province. After all four pilot studies had been conducted, the shortened form of the GRID (Translated in Setswana) was then administered using the paper and pencil method (61 emotion features). Furthermore, by utilising the SPSS program, Principal Component Analysis (PCA) was executed to determine the number of factors and indicate the emotion dimensions present in the Setswana language group. In terms of inter–rater reliability, the cronbach–alpha for each respondent was calculated on their rating of emotion terms. A cut–off point for each item – total correlations of at least 0,20 – was used for inclusion for the final determination of reliability. In essence, it means that unreliable raters were dropped in order to keep the reliability high. The Componential Emotion Theory of Scherer (1987) was applied and indicated a four–factor model that should first be extracted namely: evaluation–pleasantness, activation–arousal, potency–control and unpredictability. However, examination of a three and four factorial extraction was not interpretable. The two emotion words, namely sadness and shame, were eliminated because they were outliers in the rotations done. Further inspection of the Scree–plot indicated that a two factor solution should be extracted. A principal component analysis (PCA) (done on the mean corrected scores) were therefore computed for two factors after a varimax rotation - which was interpretable as Evaluation–pleasantness and potency–control dimensions. The results and the interpretation of the two components (dimensions) are based on their relationship with the 61 emotion features. A further analysis was done to determine the component loadings of the 24 Grid emotion term on each factor. This gave an indication of the position of the emotion terms on the specific factors (evaluation–pleasantness and potencycontrol dimensions). Furthermore, the positions of each emotion term in relation with other emotions were graphically represented in a scatter plot. The objectives of study 2 were to conceptualise emotions at work as from a literature research; To determine the relevance of discrete emotions, emotion episodes and the use of the Affective Events Theory for the work context as presented in the research literature; to determine emotion episodes that are experienced in the workplace by Setswana employees; to determine emotion episodes and associated emotions reported on an extrinsic level of Setswana speaking working adults; to determine emotion episodes and associated emotions reported on an intrinsic level of Setswana speaking working adults; and to draw conclusions and make suggestions for future research about the emotion episodes and related emotions of Setswana employees. Within this part of the study a non–probability availability sample (N= 120) was taken from the mining industry, tourism industry, and community services including the government, manufacturing, agriculture, construction and the infrastructure industry. A pilot study was utilised as a prerequisite for the successful execution, and completion of this research study allowed the researcher to acquire thorough background knowledge about specific problems that the researcher intended to investigate. Thereafter, the Tswana employees understood the questions and could report without effort on emotion episodes at work that they experienced. Data collection was done through the Episode Grid, and two questions on emotion episodes were used for collecting emotion episodes in Setswana namely: the participants had to report their most intense emotion episode that they have experienced within their workplace in detail, for example, what happened? How did the episode begin? How did it evolve? How did it end? Secondly, the participants were asked to describe the three most important emotions or feelings that were experienced in the particular event. The described episodes were then categorised into different categories on intrinsic and extrinsic level experienced to the individual. Furthermore, the specific episodes were divided into two types of category levels namely extrinsic emotion episodes and intrinsic emotion episodes. The categories that were found on the extrinsic level concerning emotion episodes at work were acts of management, acts of colleagues, company procedure/company policy, acts of customers, work procedure, external environment and acts of subordinates. Concerning the intrinsic level about emotion episodes at work, the categories that were found included task problems/making mistakes, personal incidents, goal achievement, receiving recognition, physical incidents, discrimination, workload and lack of control. The emotions that were experienced on the extrinsic level comprised emotion terms such as anger, disappointment, anxiety, hurt, irritation, disgust, annoyance, fear, sadness, despair, worry, frustration, embarrassment, shame, hate, stress and anxiety. Regarding the emotions experienced on the intrinsic level, the emotion terms that were described included anger, disappointment, anxiety, hurt irritation, fear, sadness, despair, frustration, hate, pride, stress, compassion, guilt and happiness. Recommendations for the organisation and future research were made. / Thesis (M.Com. (Human Resource Management))--North-West University, Potchefstroom Campus, 2011.

The object of this study was to develop a valid and reliable measuring instrument for the Relationship Harmony personality cluster as part of the overall SAPI project, a project that aims to develop a valid, reliable, fair and unbiased personality measuring instrument that can be used within the South African context. Due to the large item pool (i.e. 400 items) two questionnaire versions were developed, namely RH–1 and RH–2. A pilot study was conducted with both versions on participating students from tertiary institutions within the North West and Gauteng Provinces (RH–1: n = 507; RH–2: N = 475). Items indicating unacceptable kurtosis were excluded from further analyses due to their unsuitability for factor analysis. Principal component analyses indicated that 31 items from RH–1 and 24 items from RH–2 shared less than 5% of their variance with the total score. These items were thus excluded from further analyses. Principal component analyses were also conducted to determine the correlations between the 23 facets and their relating items. This procedure resulted in another 3 items being removed due to loadings < 0.20. First–order unstructured factor analysis techniques (scree plot, eigenvalues and parallel analysis) indicated that three factors should be retained for RH–1 and two factors for RH–2. Oblique rotations produced factor correlation matrices for both sets of data. Maximum likelihood was used to analyse the factor structure of the Relationship Harmony cluster in both data sets. The data sets were then subjected to higher order factor analysis. A hierarchical Schmid–Leiman factor solution produced a three factor solution for RH–1 (Negative Relational Behaviour, Positive Relational Behaviour and Approachability) and a two factor solution for RH–2 (Positive Relational Behaviour and Negative Relational Behaviour). Construct equivalence across the White and African groups was evaluated by comparing the factor pattern matrices. For RH–1, all facets except for Tolerant loaded on the same factors for both race groups. RH–2’s factors were represented by the same facets irrespective of the race groups. Recommendations were made for future research. / Thesis (M.Com. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2012.

The presupposition of the discourse of the theme is that South Africans experience a moral crisis no matter what one’s ethnic background, social-economic level, education, gender, profession, living conditions or whatever is. Chapter One deals with the matter of ethics in terms of its origin, necessity and purpose. It takes the issue further as it describes the moral situation nationally and abroad. As for other countries, South Africa needs to deal with materialism, individualism, consumerism, criminality, violence and the abuse of power. The spirit of the day in terms of the post-modern ideology implies both positive and negative influences in the well being of the society. Chapter Two describes the complexity of diversity as such. It takes note of the occurrence of this phenomenon as it is experienced through all the ages all over the world, but in particular in our country. We have to respect our historical background even if it is so clear that there were many incidents and processes of misfortune. A major issue is the political system of apartheid and the process of changing it into a new democratic dispensation. Religious diversity is another reality which has an impact on the lives of the people especially in terms of morality. Along with religious diversity, cultural diversity also occurs. It is an extensive practical, emotional and spiritual experience. Chapter Three focuses on culture and religion. These two human phenomena bring about experiences such as identity and morality. The development of new religious and cultural systems is taken into account in describing a new order in terms thereof. Along with traditional and diverse social perspectives, the post-religious way of thinking place new emphasis on being moral. Chapter Four tries to make something of the dynamics of religious and cultural diversity. It is important to understand the underlying energy of conflict, accommodation and unity of different entities. Difficulties like race, racism, exclusivism, inclusiveness, respect, tolerance and contemporary lifestyles are discussed. The dynamics of religious diversity also comes to a point. Chapter Five is set aside for empirical research. It was done on the qualitative basis. Interviews either in person, telephonically or by means of a questionnaire were conducted with the following persons: Prof. Louise du Toit, Br. Peter Just, Prof. Willem Landman, Rev. Cedric Mayson, Prof. Piet Strauss, Archbishop Desmond Tutu and Prof. Marinus Wiechers. Their contributions were compiled for further use. Chapter Six explores the possibility of a new moral consciousness which should contribute to a better moral understanding of our social environment as well as the development of new and acceptable moral fabric. It incorporates the issue of leadership, opinion formers, individuals, world ethics and the importance of individual and shared responsibility. Closer to the point, Chapter Seven takes the phenomenon of religious and cultural diversity to the influence that it has on certain social levels and orders. Morality is a very practical thing which is present in all forms of human existence and function. Chapter Eight concludes with the discussion of the Christian church’s influence on the morality in South Africa. The church should on the one hand stick to its theological roots and prophetic calling, but on the other hand adapt to the new world in which it has a very important role to play. In its God-given task the church should live up to its destiny by being futuristic, creative, innovative and opportunistic. The ongoing process of secularisation of the world within which the church dwells, should be taken as a serious challenge for consistent and enduring moral healing. / Thesis (PhD)--University of Pretoria, 2010. / Dogmatics and Christian Ethics / unrestricted

Thesis (MPhil (Afrikaans and Dutch))--Stellenbosch University, 2008. / The principal aim of this research is to study the translation of dialects within the framework of the translation theoretical framework and to determine the challenges and the fundamentals of successful translation. This is especially important, since the focus will be on the translation of dialects of three related standard languages: Afrikaans and English: Kaapse Afrikaans and German: Schwäbisch and Berlinisch. The prerequisites for the process of rendering these dialects accessible, is not to be underestimated, as they include a sound and reliable knowledge of the standard languages of the particular dialects, especially in the case German, as well as a at least two of the vast variety of dialects. It is furthermore necessary to undertake a short but thorough study of the origin of the standard language German to determine which influences it had been exposed to. The relation and interaction between the author, translator and the reader are of the utmost importance. The translator is subjected to demanding challenges; these challenges should not be under-estimated. During the translation process the translator takes on the role of an interpreter and mediator of the source text. It is imperative that the translator should be aware of the theoretical aspects of translating as well as dialectology. These aspects are discussed extensively. The two dialects, Mundarten, which had been selected as examples are Schwäbisch and Berlinisch (from the federal states Baden-Württemberg and Brandenburg). Various aspects were discussed such as the linguistic, traditional characteristics of the dialects, their natural speakers as well as their love for and dedication to their own language. The translation of these aspects opens up a cultural world that would otherwise remain unknown and inaccessible. Numerous practical examples have been used, amongst which, a children’s story in rhyme. Translations were done from German as a source language to Afrikaans and Cape Afrikaans as target languages, also from Schwäbisch and Berlinisch as source languages to Afrikaans and Cape Afrikaans as target languages. Some examples were done from Cape Afrikaans as a source language to English, German and Afrikaans as target languages. Some cultural content and emotional value might be lost during the translation process, especially when it is done across cultural barriers. It remains possible, however, that the translator will be able to convey and communicate the message of the author in an accurate, convincing and sensitive way. A well-known juvenile story by a French author was used as an example to compare nine different German dialects. The German translation of the text has been used since the dialects under discussion are German dialects and the original French text would have served no purpose. The text is still translated and published in German dialects, although not all could be consulted. (Full details are in the BRONNELYS.) Sections of the text are given in the particular dialect, then in German and in Afrikaans (personal manuscript). This was done to indicate the differences and similarities of words, expressions and idiomatic similarities with standard Afrikaans. Because of the volume of this chapter, it was decided to include it as an Appendix. Additional information is given in the APPENDICES regarding the large variety of German dialects, the Germanic origin of English, whether Yiddish is a German dialect (as is alleged by a publisher) and a light-hearted look at the skylarking with traditional customs of dialect speakers.