HUMAN FATE AND DIVINE WILL IN THE THEOGNIDEA

The term "Theognidea" or Corpus Jheognideum represents the 1389 lines ascribed to the poet Theognis, although we know that not all of these Jines come from the hand of Theognis himself. For this reason I will constantly refer to the poems in this corpus as "Theognidea" rather than "the poems of Theognis" (cf. West 1974:40-45; 65-71; Adkins 1985: 133)

Transformatoriese leer by skoolhoofde

Transformative learning in school principals. The aim of this qualitative study was to explore the meaning making process involved in transformative learning as experienced by school principals within a changing socio-cultural context. We argued that the political changes in the post-apartheid South Africa would cause a disparate experience for and challenge the perspectives of many Afrikaner school principals. This experience could trigger perspective transformation - the transformation of an individual's meaning structures, resulting in a new perspective. The study revealed a transformative learning process similar to that proposed by Mezirow, beginning with a disorienting dilemma, followed by varied reactions, catalyst events, exploring and trying out of new roles and the integration of the new perspective into the participants' lives. The actual meaning the school principals attached to the changes in their perspectives is linked to a sense of increased personal empowerment as well as to a belief that the changes were in line with their religious beliefs and that the changes would be beneficial to their cultural group. This study contributes to a growing empirical exploration of transformative learning by exploring transformative learning within a changing socio-cultural context. (South African Journal of Education: 2001 21(4): 264-267

Rate of information processing and reaction time of aircraft pilots and non-pilots.

Reaction time and rate of information processing are cited as critical components in the make-up of pilots. A need was identified to establish the validity of various chronometric measures in the selection of pilots. Fifty-eight military and commercial pilots and twenty non-pilots were subjected to Schepers’ Computerised Information Processing Test Battery, which measures reaction time, form discrimination time, colour discrimination time, rate of information processing(perceptual) and rate of information processing (conceptual). Five hypotheses and one postulate were formulated and tested. The results indicate that pilots could be differentiated from non-pilots with 92,3% accuracy. However, the results need to be cross-validated before they are used for selection

Talent management, work engagement and voluntary turnover at a Namibian Financial Institution

Abstract: ABSTRACT The Namibian financial industry operates in a very competitive and unpredictable environment—one in which employers face limited availability of the specialised employee skills to perform the required operations effectively to achieve strategic objectives. The main objective of this research was to determine the relationship between talent management, work engagement, and voluntary turnover at a Namibian financial institution. A quantitative research approach was followed, with data gathered from employees at the institution (n = 91). Three measuring instruments—a talent management measure, the Utrecht Work Engagement Scale, and a voluntary turnover intention questionnaire—were administered. In general, it appears that participants were deployed in job positions aligned with their career choice, that respondents could associate themselves with the brand of their institution, and received adequate performance feedback. Although the respondents indicated moderate to high levels of work engagement, about half of them considered quitting their jobs. The results also showed that the employees perceived a lack of talent mindset, talent retention strategies, and inadequate compensation from their employer. Talent management, work engagement, and voluntary turnover were significantly related. This research emphasises the importance of adequately assembled talent management practices and strategies to enhance positive individual outcomes

The validation of a measure of organisational energy in the South African context

ORIENTATION: Previous research has highlighted the need to examine the relationship between people and organisations. This perspective facilitates the study of organisational energy. RESEARCH PURPOSE: The purpose of this research was to validate a measure of organisational energy in the South African context and to investigate whether there are differences in organisational energy as perceived by employees based on their demographic characteristics and lifestyle variables. MOTIVATION FOR THE STUDY: Managing energy in organisations is important as it drives motivation, powers teamwork, fosters creativity and gives organisations a competitive edge (Schiuma, Mason & Kennerley, 2007). Limited empirical research currently exists on the phenomenon of energy in organisations. RESEARCH DESIGN/APPROACH METHOD: The researchers used a cross-sectional survey design, with a convenience sample (N = 520) of employees in a South African financial institution. The researchers administered the EnergyScapes Profile. MAIN FINDINGS: Exploratory factor analysis resulted in a one-factor structure for the EnergyScapes Profile. The scale, labelled organisational energy, showed acceptable internal consistency. The researchers found statistically significant differences in the organisational energy levels of employees based on age, tenure, geographical region, relaxation, hypertension and diabetes, depression or psychosis. PRACTICAL/MANAGERIAL IMPLICATIONS: The research provides valuable insight for practicing managers about understanding the concept of organisational energy and encourages leaders to question the energy of their employees. CONTRIBUTION/VALUE-ADD: The insight the researchers gained by studying the concept of organisational energy contributed in a unique way and showed the importance of considering organisations as dynamic and interactive with the people that work for them.http://www.sajhrm.ac.z

The management side of talent : causal implications for the retention of generation Y employees

Organisations are facing significant challenges to retain Generation Y employees. Research shows that, once these individuals are employed, they are not likely to remain in that position for very long. Organisations therefore need to find innovative solutions to retain this group of employees. The purpose of this research was to determine the causal relationship between management support towards talent management and the impact thereof on the turnover intentions of Generation Y employees. The Human Capital Index, Perceived Organisational Support Questionnaire, Perceived Organisational Support and Intention to Quit questionnaires were administered among a convenience sample of generation Y employees (N=135). The results showed that Perceived Organisational Support is significantly related to Talent management practices, Perceived Supervisor Support and Intention to Quit. Perceived Supervisor Support is significantly related to Talent management practices and Intention to Quit. Talent management practices are significantly related to intention to quit. Recommendations are made.http://www.cluteinstitute.com/journals/journal-of-applied-business-research-jabram2016Human Resource Managemen

Language and learning science in South Africa

South Africa is a multilingual country with 11 official languages. However, English dominates as the language of access and power and although the Language-in- Education Policy (1997) recommends school language policies that will promote additive bilingualism and the use of learners' home languages as languages of learning and teaching, there has been little implementation of these recommendations by schools. This is despite the fact that the majority of learners do not have the necessary English language proficiency to successfully engage with the curriculum and that teachers frequently are obliged to resort to using the learners' home language to mediate understanding. This research investigates the classroom language practices of six Grade 8 science teachers, teaching science through the medium of English where they and their learners share a common home language, Xhosa. Teachers' lessons were videotaped, transcribed and analysed for the opportunities they offered learners for language development and conceptual challenge. The purpose of the research is to better understand the teachers' perceptions and problems and to be able to draw on examples of good practice, to inform teacher training and to develop a coherent bilingual approach for teaching science through the medium of English as an additional language

Identity exploration and development in TESOL teacher education: A three-dimensional space narrative inquiry perspective

This study explores the professional identity development of five non-native English-speaking teacher learners from different backgrounds who were studying for a Master’s degree in Applied Linguistics/TESOL at an Australian university, following the three-dimensional space narrative inquiry framework (Clandinin & Connelly, 2000). The study aims to address how identity work could be utilized in teacher education to enrich teacher learners’ learning experience and prepare them for better developing their teacher selves. Participants attended two one-hour story-telling sessions aimed to elicit various aspects of their experience within the teacher education program such as native/non-native issues, transition in time and space and changes in expectations, and the learning environment. Their stories, structured and analyzed following the three-dimensional space narrative inquiry framework (Interaction, Continuity, and Situation) revealed their growth, satisfaction, and tensions resulting from becoming part of the community of practice in the Australian teacher education program. This research highlights the role of conducting identity exploration interventions within the context of teacher education in assisting TESOL teachers to construct and reconstruct their professional identity. It also suggests classroom activities designed based on the three-dimensional space narrative inquiry framework to make identity work a crucial part of teacher development within teacher education courses