Communication Science

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Public relations and communication theory, with special reference to corporate social investment
(University of Zululand, 1994) Skinner, John Christopher; Mersham, G.M.
Public relations unique 'gate-keeping role' in a new communication order offers practitioners a definite break with the past and dynamic new challenges for the future. This new-found status rests on the premise that communication theory should provide the basic underlying philosophy for public relations. Furthermore, in the First World/Third World duality of South Africa, it is argued that the whole approach to public relations must change in order to more accurately reflect the needs of various communities. In communication terms, this:means placing greater importance and reliance on recipients* needs throughout the communication process. Regular feedback must be encouraged. This emphasis supports the view that public relations is essentially a communication phenomenon rooted in the understanding of social issues. Thus its background and experience will serve it well in the evolution of a new, democratic, non-racial society in South Africa.
Die Afrikaanse setselgroep : `n bestekopname
(University of Zululand, 2000) Luthuli, Muzi Stephen; Klopper, R.M.; Gouws, R.H.
Eng =: In this thesis I report the results of a survey that I made of the contributions that linguists had made in the course of the previous century regarding the description of the Afrikaans prepositional phrase construction. My research revealed that the first generation of Afrikaans linguists for ideological reasons were preoccupied with the origin and development of Afrikaans, and that Afrikaans prepositions were only referred to during discussions regarding the extent to which Afrikaans was considered to be a pure Germanic language, or a creolised language that obtained its characteristic features at the southern tip of Africa under the influence of contact languages such as Malay-Portuguese and Khoe. My research further revealed that De Villiers and Raidt were the first of the second generation Afrikaans linguists that understood that prepositions were constituents of a grammatical construction, the prepositional phrase construc¬tion. My main finding was that Ponelis is the central figure in the description of the grammar of Afrikaans, and that he made the biggest contribution to the description of the Afrikaans prepositional phrase construction in that capacity. Finally I concluded that De Wet and De Stadler are transitional figures to a new approach, according to which prepositions are characterised as elements of case grammar. Of De Stadler I concluded that his work on the Afrikaans partitative construction and the Afrikaans dative construction have created a bridge for analysing the Afrikaans prepositional phase construction within an emerging new approach, Cognitive Grammar. Afri: = In hierdie verhandeling doen ek verslag oor 'n bestekoJlname wat ek gemaak het van die bydraes wat taalkundiges in die loop van die vorige eeu gemaak het t.o.v. die beskrywing van die Afrikaanse setselgroep. My navorsing het aan die lig gebring dat die eerste generasie Afrikaanse talkumliges om ideologiese redes gemoeid was met die ontstaansgeskiedenis van Afrikaans, en dat Afrikaanse setsels slegs ter sprake gekom het tydens besprekings oor die mate waarin Mrikaans 'n suiwer Germaanse taal sou wees, of 'n gekreoliseerde taal wat aan die suidpunt van Afrika onder invloed van kontaktale soos Maleis-Portugees en Khoekoens sy kenmerkende taaleienskappe gekry het. Verder het my navoring aan die lig gebring dat De Villiers en Raidt die eerste taalkundiges van die tweede generasie was wat getoon het dat setsels as konstituente van 'n bepaalde grammatikale struktuur,die setselgroep, gebruik word. My hootbevinding is dat Ponelis die hooffiguur in die beskrywing van die grammatika van Afrikaans is en dat hy in daardie hoedanigheid die grootste bydrae gelewer het tot die beskrywing van die Mrikaanse setselgroep. Laastens het ek bevind dat De Wet en De Stadler oorgangsfigure is na 'n nuwe benadering waarvolgens setseIgroepe as deel van die kasusgrammatika beskryf word. Gor De Stadler het ek bevind dat sy werk oor die Afrikaanse partitietkonstruksie en die Afrikaanse datietkonstruksie 'n brug skep vir die bestudering van die Mrikaanse setselgroep binne 'n ontwikkelende nuwe benadering, die Kognitiewe Grammatika.
Prevenient message making: the development of the communicative self.
(University of Zululand, 2000) Hooyberg, Volker; Mersham, G.M.
This study investigates the ontological and psychological conditions of the process of prevenient message making leading to the constitution of the communicative self. It articulates the dimension of prevenience involved in the process of message making contextualized within the emerging computer-mediated communication milieu. The study clarifies the significance of associating prevenient message making with the development of the communicative self with respect to constituting oneself as a contemporary in contradistinction to the contingent. In the context of human communication, the study presents a • particular focus on authenticity associated with the communicator as a genuine individual. In developing a linkage between prevenient message making and the communicative self, the study traces the traditional Christian theological concept of prevenient grace in its ultimately spiritual roots. It situates prevenient message making in the context of a more fundamental understanding of intra and interpersonal communication, and orientates the thesis within the work of key thinkers such as Simone Weil, Soren Kierkegaard, George Simmel, and Martin Versfeld.
Body Image : Gender Subtexts in the Popular Print Media Available in South Africa at the beginning of the 21st Century
(University of Zululand, 2001) Buthelezi, Thabisile M.; Klopper, R.M.
In this dissertation, I present the results of an analysis of the role of female body image in the promotion of commercial products in magazines that are available in South Africa at the beginning of the 21st century. The South African legislation is progressive towards promoting gender equality. But the central problem is that there are still gaps between the progressive legislation and the attitudes and beliefs of South Africans towards gender equality, particularly in the use of female body images in magazine adverts by the advertising industry. This gap between de jure and de facto is due to gender differences and stereotypes that have been entrenched in every aspect of our lives (for example, in language, culture, religion, and so on). According to Deacon (1997:376-410) and Pease and Pease (2000:60-61), because of the gendered social environment in the ancestral world, our brains (as females and males) evolved differently within the continuing gendered social environment. So, our fore brain, which is responsible for thinking, reasoning and planning processes, has helped us to reconstruct our gendered social environment by the formulation of legislation that promote human rights including the right to equality. However, the legislation on equality is not sufficient to reconstruct our environment. The evidence is that within the good legislation that has been made in South Africa, the advertising industry is continuing with the biased portrayal of female and male body images in the magazine adverts, in particular. Besides, the female body image is still portrayed in stereotypical roles. For example, the female is presented in passive roles and as objects as well as sex objects. However, the consumers do not adequately challenge the advertising industry about this gendered portrayal of the female body images in magazine adverts because the consumers themselves have a gendered view of the world. Therefore, other social programmes (in schools and communities) should supplement legislation that has been made in order to try and reconstruct the gendered social environment in South Africa. But, there are still areas for further research in the area of gender and body image to try and uncover the effects that the body image has on the consumers.
The conceptual basis of ethnic steriotyping among secondary school leaners in the Durban Metropolitan area
(University of Zululand, 2001) Moodley, Manogarie; Klopper, R.M.
In this dissertation I present the results of an analysis of ethnic stereotyp¬ing among secondary school learners in the Durban metropolitan region. In the first part of the dissertation I review reports in the print media on the high levels of racial tension and confrontation that characterised communities, including schools, across the country since the new democ¬ratic dispensation that started in 1994. In subsequent chapters I review academic literature that reveal the extent of ethnic stereotyping world¬wide, as well as the nature of stereotyping. In the penultimate chapter I utilise the insights gained from this literature review to interpret the re¬sults, obtained through a quantitative research methodology, showing that there is clear evidence for ethnic stereotyping among the respondents of the survey, and demonstrating the cognitive models that people use when they positively stereotype their own ethnic groups, while at the same time negatively stereotyping members of other ethnic groups.
Negotiated dramaturgy - industrial theatre as communication in the organisation
(University of Zululand, 2001) Baker, Gavin R.; Mersham, G.M.
This study investigates Industrial Theatre as an effective form of corporate communication against the backdrop of South Africa's unique situation that distinguishes it from other countries in the world. As the post-apartheid South African society is concerned with development and transformation of its workforce, particularly among those who have previously been disadvantaged, communication in organisations has become vitally important in achieving these goals as well as in increasing productivity. This study identifies four specific problems that relate to the effectiveness of communication within an organisation, namely the historical problem, the literacy problem, the credibility problem and the problem concerning the traditional adversarial relationship. Problems concerning the corporate media and the definition of the term "Industrial Theatre" are also treated. In this study, Industrial Theatre is equated with a form of corporate communication and thus has a public relations function within an organisation. It therefore needs to ground itself firmly within public relations theory and practice. It must be a deliberate, planned and sustained effort that establishes and maintains mutual understanding between the organisation and its internal and external stakeholders. The uniqueness of the South African environment necessitates a communication model that creates an enabling environment for effective corporate communication. The Mersham graphic communication model for development as used in this study achieves this by contextualising both the communicators and the recipients firmly within their own sociocultural and autobiographical circumstances. The Mersham model is ideally suited to the Industrial Theatre context, as it also advocates that communicators and recipients should exchange roles, thereby enabling effective communication on a continuous basis. The current trends in corporate communication encourage transparency and "ownership". All the stakeholders of an organisation are encouraged to interact and to participate in the management of their organisation, hence achieving a sense of "ownership". The key to this entire process is negotiation. As this study contends that any theatrical process used as a communication tool should have negotiation as its main constituent, it was necessary to create a dramaturgy that incorporates negotiation into all its facets in order to serve the purposes of the thesis. The Negotiated Dramaturgy thus created has three distinct parts. The first consists of the pre-production forums in which the stakeholders discuss issues that create objectives for the dramaturgy to achieve. The second section contains the dramaturgy that enacts the objectives through story lines created by the stakeholders and analyses the results through the in-role forums. The third section evaluates the effectiveness of the process. This approach to Industrial Theatre ensures that all stakeholders are involved in the entire process from beginning to end. They, therefore, have total "ownership" of the process, which is characterised by transparency.
A meeting of minds
(University of Zululand, 2001) Rugbeer, Yasmin; Klopper, R.M.
In this thesis I present my recommendations regarding the role of direct small group communication and public communication in an envisaged Communication Science curriculum within the Language, literacy and Communication learning area in the Further Education and Training band. I show that the fundamental switch from the traditional educator-centred teaching to learner-centred teaching in OBE requires that both educators and learners be in command of a range of communica¬tion strategies in order to construct meaning in real-world social contexts. Intraper-sonaL, interpersonal and small group involvements are all essential for successful teaching. I also stress the need for knowledge of verbal as well as nonverbal com¬munication skills to give learners the confidence they need in the workplace. The cooperative method of teaching brings democracy into the OBE classroom with learners contributing from their daily lives as well as having their needs met. I examine an array of forms of communication that learners and educators must be in command of to succeed in OBE. I argue that since the human mind integrates knowledge, the demarcations between learning areas are mainly posited for heuristic convenience. An analysis of the Revised National Curriculum Statement (C2005) shows that most of the components required to form the basis for offering Com-munication Science as a coherent formal discipline in the Further Education and Training (FKI) band, can be found, dispersed throughout the General Education and Training (GET) band, (Grades R to 9) within the Language, literacy and Communication learning area. In the penultimate chapter I utilise the insights gained to suggest what the curriculum could include for teaching direct small group communication and public communication as part of the envisaged Communica-tion Science curriculum. Finally, I would like to point out that my thesis forms part of a number of coordi-nated studies on the feasibility of including particular aspects of human communication as part of the envisaged Communication Science curriculum.
Communicating by ordering electrons : the development of electronic communication as part of a secondary school Communication Science curriculum in the Language, Literacy and Communication learning area
(University of Zululand, 2001) Rugbeer, Hemduth; Klopper, R.M.
In this thesis I focus on the introduction of Electronic Cornmunication as part of an envisaged Communication Science curriculum in the Language, Literacy and Communication Learning area of the Further Education and Training band. In the course of my thesis I will show that the requisite elements of verbal and written cornmunication are dispersed throughout the Language, Literacy and Communication learning area in the General Education and Training band, and that they can be utilised as basis for formally introducing Communication Science, as a subject in the Language, literacy and Communication learning area in the Further Education and Train¬ing band. I also show that electronic communication will form a crucial area of study in such a Communication Science curriculum. I argue that due to the diversity of cultures in South Africa, cross-cultural cornmunication is required in such a curriculum. I also argue that by the very na¬ture of Outcomes-Based Education it is necessary to have a subject into our school curriculum that will form an interface with conceptual learning and experiential learning, that will contextu-alise language study within the more comprehensive scope of forms of human communication, and that will form an interface between the humanities and science to prevent the humanities from becoming soft options in Further Education and Training band learning programmes. To this effect I focus on the crucial role of Constructivism as integrating theory to account for vari¬ous approaches to motivational learning, the primary form of learning required in Outcomes-Based Education. I examine the principles of curriculum construction in OBE and its associated culture of learn¬ing against the backdrop of the theory of Situated Cognition. This presents a platform to argue the case for Electronic Communication as part of Communication Science in the Further Edu¬cation and Training band curricula in South African schools.
Modelling optimal communication for the school as an organisation
(University of Zululand, 2002) Govindsamy, Krishna.; Klopper, R.M.
In this thesis I will apply the principles of organisational communication to school management to develop a communication model that principals can use as part of managing schools as organizations. In the first phase I will do a literature review of organizational communication to help me design a communication model for schools. In the second phase I will do an empirical survey of principals' understanding of organizational communication, and oftheir present communication practices.
Afrikaans in democratic South Africa :a survey of scholary contributions and tendentious reporting regarding the status of Afrikaans and the other official languages of South Africa
(University of Zululand, 2002) Khalawan, Pramesh; Klopper, R.M.
In this study I looked at the issue of the Afrikaans language, which is most often approached from a position of strong vested interest, either in support or against it. This study was intended as an intellectual response to an intensely debated issue. It is a survey of scholarly and tendentious reporting regarding the status of Afrikaans and the other official languages of South Africa. As we move into the 21st century the .Afrikaans language has once more moved into a position of status, not for ideological purposes but for practical communication. Previously it was associated with the struggle for survival, and with an image of kitchen patios. As it takes its rightful place in our multilingual country, one in which the playing fields are levelled for all indigenous languages, major processes in society will determine its future and to what extent Afrikaans would function as an African language. For this to happen the language has to create a survival niche for itself, on behalf of the other nine indigenous languages. As one of the official languages it needs to create a space beyond hegemony and social legislation. By ensuring that it is always 'ahead and to the side' (rather than "on the side') of English and the other nine languages, the Afrikaans language will experience a growth phase continuing to interrogate its own traditions where people are empowered to use the language of their choice. The Afrikaans language must not be continually punished for its perceived complicity in apartheid politics but should be protected and advanced with an overarching structure of multilingualism. The downgrading of Afrikaans has not affected the language adversely; on the contrary it has triggered stronger support from influential persons and the rest of the population. It has found a new identity and status alongside the other ten official languages. Each of these languages should be encouraged to flourish with political will and patience. Afrikaans has a significant role to play in the 'African Renaissance' and remain an important language of all South Africans. Its role as a South African language can be redefined in terms of the constitution. In the words of President Thabo Mbeki, "when the sun rises, it must show a rebirth of South Africa, driven by the enormous talents of all our people, and made possible by the knowledge and realisation that we share a common destiny.
Information networks within information networks
(2002) Gwala, Tholakele Celinhlanhla; Klopper, R.M.
In this thesis I characterise South African Infomercials as forms of persuasive mass media messages. After outlining the general nature of persuasive communication, and the rela¬tionship between persuasion and propaganda, I explain which communication codes adver¬tisers use to promote their products, particularly which codes Infomercial advertisers use. After characterising a range of South African TV Infomercials I give a detailed analysis of the pioneering serial radio and TV Infomercials used by the company SA Natural Products (SANP) in their extremely successful campaign over the past two years to make the natural health food supplement Spirulina by Marcus Rohrer® the best known and most used nutri¬tional supplement in South Africa today. 1 in particular look at the forms of communica¬tion used by managers at SANP to create information networks within their organisational network to sustain the popularity of the product in the public mind, and to keep it supplied to pharmacies, health food shops and chain stores that sell it.
Convention and invention as factors in the patterns of leisure time utilisation of Zulu adolescents in rural and semi-rural settings in kwaZulu-Natal
(University of Zululand, 2002) Mkhize, Musawenkosi; Klopper, R.M.
In this thesis I present the results of a literature study, followed by an empirical surrey, regarding the leisure time activities of Zulu adolescents in rural and semi-rural areas of KwaZuhi-Natal along the northeastern seaboard of South Africa. My findings contextualise the above group's socialisation with regard to leisure time activities, home chores, school homework, school sports activities, communal tribal activities and local community events. I document and explain a variety of neighbourhood activities, including ones played during impromptu-organised neighbourhood get togethers. They include games ranging from the mundane to the innovative. I also analyse the annual Zulu Reed Dance Ceremony as a symbolic female rite of passage to womanhood, and various activities that serve as male rite-of-passage activities to manhood. My major finding is that all forms of social behaviour of Zulu rural adolescents — including their leisure time preferences — are informed by a coherent value-belief system in which religious beliefs play a central integrating role.
From Chaos to Cooperation : The role of communication during effective learning in foundation phase classrooms
(2002) Govindsamy, Nalini D; Klopper, R.M.; Smit, J.A.
In this thesis I present my recommendations regarding the role of communication during effective learning in the foundation phase classrooms. I focus on three issues that are important to effective learning, namely (1) the cognitive basis of learning, (2) the cognitive basis of communication and (3) the facultative role of communication during effective learning. In the empirical phase of my research I report the results of an attitude survey conducted among educators in the foundation phase of the greater Durban region regarding their understanding of the range of communication strategies that are required of them in order to successfully implement Outcomes-Based Education (OBE). I present an analysis of OBE and Curriculum 2005, and how it continually faced refinement to become suitable for the South African educational system. An array of communication forms is discussed and I show how they can influence the teaching and learning environment to benefit both educators and learners. I show that both educators and learners can develop and equip themselves with the appropriate communication skills to facilitate effective learning. I also present various constructsvist points of view that educators can identify with for effective learning when implementing OBE in foundation phase classrooms.
Keeping record : applying organisational communication in intermediate phase classrooms
(University of Zululand, 2002) Ramcharan, Aneel; Klopper, R.M.
In this thesis I present my recommendations regarding the role of organisational com¬munication and record keeping in Outcomes-Based Education within the intermediate phase classroom. I reveal that the fundamental switch from the traditional educator-centred teaching to learner-centred teaching in Out-comes Based Education requires that both educators and learners be in command of a range of communication strategies in order to construct meaning in the real-world social contexts. It will also be illustrated that intra-personal, interpersonal and small group involvements are all essential for successful teaching and learning to take place. The importance of verbal as well as nonverbal communication skills are also given due attention. Outcomes-Based Education is based not on knowledge, but on how we think learning takes place. The focus is on the mind of the learner as an knaginer, an inventor, a creator of ideas. What is clearly evident with this approach is the manner in which learners constandv ne¬gotiate, renegotiate and construct their own meaning. The focus is on the individual and not on the group. With this in mind, we need to note that everyone learns differently and we need to assess accordingly. As educators we also need to recognise what learners have learnt and we need to find ways of acknowledging that learning has indeed taken place. Out-comes Based Education requires a cooperative method of teaching which allows for democracy in the classroom. Learners are allowed to contribute freely about their daily ex¬periences. Further to this I examine the forms of communication that learners and educators must be in command of to succeed in OBE. I further recommend tools that can be imple¬mented to successfully manage assessments in OBE classrooms. A flexible database of spread¬sheets will be presented which could be adapted to suit individual schools.
Attitudes of Zulu matriculants in the uMlazi township towards isiZulu as a school subject
(University of Zululand, 2002) Nzuza, Thembile Paschalia; Klopper, R.M.
In this thesis I am going to look at attitude study theory and then will define the terms which will be presented, in my literature chapter to help with reading and understanding of my thesis. The literature, which informs this study, is on atritiiHinal study as presented by scholars of this field. From this I will use the methods suggested to study attitudes of the uMlazi matriculants towards isiZulu as a school subject. My focus is on isiZulu language, which is one of the official languages; this will then bring in the issues of language poBcy in Black South African schools. IsiZulu will then be compared with the dominant language, which is spoken by the participants of the research, and all the official languages will be investigated if they are being used. The language policy will be investigated from the colonial era up to post democratic South Africa to establish if it has changed or not. Then the new language policy is to be investigated if it is implemented or not, if not suggest how the languages could be uplifted to promote muhilingualism which is the requirement of the Language policy-act of 1996. Writing conventions I wish to draw the attention of the reader to the following conventions that I am following in this stud}': 1 J am using the abbreviated Harvard style of referencing, for example: Adendorff 1996—388-406 means Adendorff 1996 pages 388 to 406. 2. Graphs and tables are given as figure 1-14 and they follow chronological order. 3. My questionnaire is attached under Addendum A All SPSS data are attached under addendum B.
The social and individual construction of meaning : interpersonal and intrapersonal communication in foundation phase learning
(University of Zululand, 2002) Balliram, Usha.; Klopper, R.M.
In this thesis I present my recommendations regarding the role of organisational communication with particular reference to the social and individual construction of meaning in foundation phase learning. This thesis will demonstrate that the fundamental switch from the traditional educator-centred teaching to learner-centred teaching in Out-comes Based Education requires that both educators and learners be in command of a range of communication strategies in order to construct meaning in the real-world social contexts. I also hi-light the importance of verbal as well as nonverbal communication skills in relation to intra-personal, and interpersonal communication. I encapsulate the vision of teachers and learners who are knowledgeable and multi-faceted, sensitive to environmental issues and able to respond to and act upon the many challenges that society presents. With this in mind I examine an array of forms of communication that learners and educators must be in command of to ensure the success of OBE in the classroom situation. I stress the need for knowledge of verbal as well as nonverbal communication skills to give learners the confidence they need in the social environment In surveying organisational communication I also look at the challenges that educators face in the implementation of the new curriculum I will also reveal that OBE requires a cooperative method of teaching, which allows for democracy in the foundation phase classroom. Learners are allowed to contribute freely in group and class discussions about their daily life experiences and to become independent, literate, numerate and multi-skilled individuals of society. I further recommend a model of organisational communication for foundation phase learning taking into account the kind of learner that is envisaged in OBE.
Attitudes of matriculants in the Port Shepstone region towards IsiZulu as a school subject
(University of Zululand, 2003) Khwela, Mandlenkosi Jeffrey; Klopper, R.M.
In this study I looked at the attitudes of matriculants towards isiZulu as school subject. The study was conducted in six schools in the Scottburgh and Sayidi area. isiZulu is one of the eleven official languages and was compared to other languages offered in schools. The Language policy needs to be improved in order to cater for the development of indigenous languages. The Questionnaire survey used as the research instrument in this study, and discussions with educators in this study, which enabled the researcher to gain a deeper understanding of attitudes of pupils towards isiZulu as a school subject. .Furthermore, the findings of the study indicated that libraries are often not well equipped with reading material in isiZulu, that at Times educators which are not properly qualified for the purpose teach isiZulu, and that the subject content often do not reflect the relevancy of everyday life. It was recommended that these aspects be addressed and more importantly, that the Language policy needs to be improved in order to cater for the development of indigenous languages.
Wearing masks : an investigation of generational differences between Zulu adolescents and their parents in the Durban region from the adolescents' perspective
(2003) Mbatha, Khulekani Clifton; Klopper, R.M.
In this study I investigated generational differences between urban Zulu adolescents in the Durban region and their parents or guardians in order to determine whether there is, as it was popularly known in the nineteen seventies, a generation gap between children and their parents. My research entailed a literature survey phase in which I analysed academic literature relating to the socialization of adolescents, the socio-political climate in which present-day Zulu parents grew up under the now gone Apartheid system and the socio-economic climate in which the present generation or urban Zulu adolescents have grown up since the introduction of the new democratic dispensation in South Africa in 1994. The stark socio¬political difference in landscapes in which parents and their children have grown up leads one to hypothesise that there would a generation gap between present-day urban Zulu adolescents and their parents. The empirical part of my research tests the va¬lidity of the before-mentioned generation gap hypothesis. I how¬ever prefer to think of serious generational differences as children WEARING MASKS in the presence of their parents. Instances where children and parents do not discuss specific topics could be seen as both parties wearing masks. Instances where they strongly disagree or agree to respectfully disagree, while signifying genera¬tional differences could not be seen as wearing masks. The major findings of my research is that there are clear indica¬tions of generational differences between my respondents and their parents with regard to matters like the interpretation of 1. current affairs and 2. political matters, but not with regard to 1. music taste, 2. adolescent friendships, 3. perceptions about the HIV/AIDS pandemic or 4. religious be¬liefs. My conclusion therefore is that while generational differ¬ences do exist, Zulu adolescents and their parents in the Durban region in fact are not wearing masks when interacting with one another.
Communication between schools and parents in Urban settings Gender- based differences in school management style
(University of Zululand, 2003) Majozi, Bheki Milford; Klopper, R.M.
This thesis entails a literature survey of the forms of communication required for the successful management of primary schools and high schools by principals and their management teams, followed by an empirical survey of the management team communication practices of 367 principals in the northern section of the eThekwini Region (the area that until 2003 was known as the North Durban Region) in the KwaZulu-Natal Province, on the eastern seaboard of South Africa. In brief, my research shows that female principals predominate in primary schools and male principals in high schools. My research further shows a number of significant differences in the way that female and male principals communicate with parents.
Expressing emotion: how emotion is encoded in language and the role of emotion during conflict transformation
(2003) Wela, Vusumuzi Patrick; Klopper, R.M.
In this dissertation I present the results of an analysis of a study about how language encodes emotion and how emotion is used during negotiation. I review canonical literature on emotions, and come to the conclusion that there are no empirical grounds to identify a set number of emotions. It is more appropriate to distinguish particular mind-body states during which people experience subjective awarenesses that they term "emotions." I then go on to show that emotive awareness is so fundamental to humans that all language structures are involved in the encoding of emotive awarenesses that are expressed, in particular speech acts. Finally I look at the role of emotion during conflict transformation.

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