The current research investigated the ways language was used by mainstream primary school teachers and language learners whose native language was other than the official language of instruction. The setting of the study was the island of Cyprus, where the mainstream population’s language, Standard Modern Greek, is taught as the educational first language to native speakers of the Greek Cypriot dialect. At the same time, Standard Modern Greek is taught as an additional language to non-native Greek speakers. The main aim of the study was the investigation of the teachers’ and language learners’ use of language in the multilingual schools, to provide information regarding the way participants managed to ‘get along’ socially and academically. Upon examination of this use, the existence of the sociolinguistic phenomenon of bidialectism (the coexistence of two varieties), presented a further complication. The investigation was set within a sociocultural framework, following a neo-Vygotskyan perspective. The investigation was approached through a multiple case study conducted in three first grade primary school classrooms in Cyprus, in which ten language learners and three mainstream teachers were observed for more than 1500 minutes in the classroom and in the playground area. The study was also supported by interviews with the teachers and the GAL learners. In addition, interviews using the young learners’ drawings and persona dolls were conducted to investigate the perspectives of the children. The originality of the study was reflected in the variety of the research methods used, the inclusion of young children in the research, the consideration of bidialectism, the reflection upon both socialising and educational purposes through the use of language and, finally, the different settings where the participants were observed. The results of the study revealed that the instructors used the various linguistic varieties to achieve educational goals through the communication process, in that way prioritising communication over a preferred language. It also became clear that the teachers’ use of language was shown to prioritise communication rather than language learners’ socialisation in a preferred language culture. Moreover, teachers seemed to use the unofficial variety more often than any other linguistic variety as one of the most powerful means of communication they had with the language learners. Similarly, language learners were observed using the unofficial variety almost exclusively while the official variety use was observed only inside the classroom and only in activities that were related to written texts. Also, the playground area was observed to allow young learners to use language more freely, without worrying about mistakes and thus a much more extensive use of verbal speech was noticed. Finally, language learners seemed to use the language first and foremost to become equal members of their school and their class, while their use of language for educational purposes through communication was not a priority as it was for the teachers. None of the previous studies reviewed in the field managed to apply such a rich methodological design, include young students’ voices and examine the language use taking into account the bidialectal phenomenon.

The aim of this study was to examine adolescent perceptions of risky behaviour using a mobile phone. This research may contribute to creating an awareness of risky and healthy adolescent uses of mobile phones. Anonymous sketches were collected from Grade 10 learners depicting their understanding of risky behaviour using the mobile phone. Thereafter, 12 learners agreed, through informed consent, to participate in semi-structured interviews. All participants considered the mobile phone an integral part of their social lives. Participants noted the benefits of using their mobile phones for their school work, such as searching the internet, taking photos of, and recordings of class work. Participants indicated that engaging in activities that allow for self-expression using the mobile phone, as well as knowing how much information to post, and using the mobile phone for what it was intended for (i.e. communication), was healthy behaviour. Participants indicated that sharing one’s address, phone number, and personal or intimate photographs and videos was risky behaviour. Participants did not extend their definitions of healthy behaviour to include moderate use of the mobile phone on a daily basis, and in fact reported spending an average of 4-5 hours daily on their mobile phones. Participants indicated numerous incidents of cyberbullying (although that term was not explicitly used), such as online racism, creating and distributing demeaning lists, and nude or offensive photographs of one another. Participants’ moral boundaries appeared to be negotiable, due to inconsistent opinions on what was considered acceptable or unacceptable behaviour on their mobile phones. Participants revealed a desire to be trusted with their mobile phones, yet indicated that they hid information from their parents. Findings show that, although the participants knew and understood the risks that exist in mobile interactions, they continued to engage in these risky behaviours. / Thesis (MA (Psychology))--North-West University, Potchefstroom Campus, 2013.

The aim of this study was to examine adolescent perceptions of risky behaviour using a mobile phone. This research may contribute to creating an awareness of risky and healthy adolescent uses of mobile phones. Anonymous sketches were collected from Grade 10 learners depicting their understanding of risky behaviour using the mobile phone. Thereafter, 12 learners agreed, through informed consent, to participate in semi-structured interviews. All participants considered the mobile phone an integral part of their social lives. Participants noted the benefits of using their mobile phones for their school work, such as searching the internet, taking photos of, and recordings of class work. Participants indicated that engaging in activities that allow for self-expression using the mobile phone, as well as knowing how much information to post, and using the mobile phone for what it was intended for (i.e. communication), was healthy behaviour. Participants indicated that sharing one’s address, phone number, and personal or intimate photographs and videos was risky behaviour. Participants did not extend their definitions of healthy behaviour to include moderate use of the mobile phone on a daily basis, and in fact reported spending an average of 4-5 hours daily on their mobile phones. Participants indicated numerous incidents of cyberbullying (although that term was not explicitly used), such as online racism, creating and distributing demeaning lists, and nude or offensive photographs of one another. Participants’ moral boundaries appeared to be negotiable, due to inconsistent opinions on what was considered acceptable or unacceptable behaviour on their mobile phones. Participants revealed a desire to be trusted with their mobile phones, yet indicated that they hid information from their parents. Findings show that, although the participants knew and understood the risks that exist in mobile interactions, they continued to engage in these risky behaviours. / Thesis (MA (Psychology))--North-West University, Potchefstroom Campus, 2013.

In South Africa Multinational Enterprises (MNEs) have to contend with the typical adversarial relations with a host government. In addition, MNEs operate in an environment regulated by a government policy of Redress, aimed at changing the wealth profile of the country to reflect the ethnic demographics. Policies such as Broad Based Black Economic Empowerment, Affirmative Action and Preferential Procurement are interventionist and place additional burden on the MNEs. Implementations of these regulations are often the source of conflict between MNEs and the local government. Ethno-cultural distance aggravates the strained relations between the MNE and host government. The policy of Redress effectively legislates the incorporation of local third parties that are ethno-culturally related to government into the competitive strategies of MNEs. Joint ventures with locals are an acknowledged strategy to enter foreign markets, providing for legitimisation and access to networks. The choice in strategy when dealing with the home government of either a relational or transactional approach is transferable to the MNE host government environment. Political levels have proven to be inaccessible but successful business transactions with government are abundant. The transactional approach dominates as a result of the failure to establish any relations with the host government, negating the pursuit of the relational approach. Third parties play an enabling role in successful transactions, ranging from providing access to government employees up to securing the deal and transacting with the MNE at arms-length. The absence of any social capital in successful transactions requires re-evaluation of the role of social capital in bridging barriers in business relations. Possible explanations are in the linking that the social capital of the third party with the government and MNE employees respectively has, an extremely low threshold for social capital in successful transactions, the force exerted by the need for the products or services, or, most probable, the profit motive. The distance between the government and MNE is extreme as a result of the historical strife between the ethnic groups in the country and the policy of Redress. The connotation with the social environment deters the active pursuit of social capital to gain competitive advantage. / D.B.L.

Grounded in the qualitative tradition, the aim of this study was to explore how principals perceive the processes governing, tensions inherent in and consequences, of the secularisation of public schools in South Africa, against the backdrop of the old apartheid system. Principals are key informants who bridge the gap between the political arena and the individuals who are affected at the implementation level and therefore provide a valuable lens through which the process of secularisation can be explored. Eight principals, who had been in this position of leadership for at least eight years, participated in semi-structured interviews, which were then subjected to a thematic content analysis. Principals perceived the process as characterised by a lack of consultation and transparency, with no clear guidelines provided to them and no follow-through from the education ministry. They also perceived tensions in the manner in which principals continued to embrace Christian principles in the management of their schools. Tolerance and respect of different religions were identified as positive outcomes of secularisation but these were perceived to have been offset by the negative consequences of a moral collapse, an ungovernable school and a loss of identity among the students. Through exploring the nature of key socialising agents, in the educational arena, it became evident that the participants often conceptualised themselves as martyrs and perceived parents as morally neglectful. The changing role of the school, as an agent of religious education, was also explored. Overall, all the principals strongly agreed that despite the good intentions of the government in fostering a democratic society, the impact of secularisation had resulted in some unintended effects, including a negative impact on the moral development of the students. In sum they perceived that the negative consequences of secularisation outweighed the promises of the government’s overall secularisation vision.

In South Africa Multinational Enterprises (MNEs) have to contend with the typical adversarial relations with a host government. In addition, MNEs operate in an environment regulated by a government policy of Redress, aimed at changing the wealth profile of the country to reflect the ethnic demographics. Policies such as Broad Based Black Economic Empowerment, Affirmative Action and Preferential Procurement are interventionist and place additional burden on the MNEs. Implementations of these regulations are often the source of conflict between MNEs and the local government. Ethno-cultural distance aggravates the strained relations between the MNE and host government. The policy of Redress effectively legislates the incorporation of local third parties that are ethno-culturally related to government into the competitive strategies of MNEs. Joint ventures with locals are an acknowledged strategy to enter foreign markets, providing for legitimisation and access to networks. The choice in strategy when dealing with the home government of either a relational or transactional approach is transferable to the MNE host government environment. Political levels have proven to be inaccessible but successful business transactions with government are abundant. The transactional approach dominates as a result of the failure to establish any relations with the host government, negating the pursuit of the relational approach. Third parties play an enabling role in successful transactions, ranging from providing access to government employees up to securing the deal and transacting with the MNE at arms-length. The absence of any social capital in successful transactions requires re-evaluation of the role of social capital in bridging barriers in business relations. Possible explanations are in the linking that the social capital of the third party with the government and MNE employees respectively has, an extremely low threshold for social capital in successful transactions, the force exerted by the need for the products or services, or, most probable, the profit motive. The distance between the government and MNE is extreme as a result of the historical strife between the ethnic groups in the country and the policy of Redress. The connotation with the social environment deters the active pursuit of social capital to gain competitive advantage. / D.B.L.