No abstract

Re|:)etition Strain Injury (RSI), a non-specific and controversial constellation of work-related hand, arm and neck symptoms, became endemic in Australian industry in the early 1980s. Fifty two women who worked in a telecommunications organisation and chicken processing factory and had been diagnosed as having Repetition Strain Injury were interviewed about their perceptions and experiences of the illness. Their accounts ofthe effects of the pain and limitation on their work, home lives and identity reveal pervasive and ramifying consequences, including unemployment, a reduced capacity to do housework, disruption to family relationships and plans for the future, financial hardship, emotional and mental distress, loss of sleep, and an erosion of self-esteem and involvement in leisure activities. Dominant themes in the interviews are the ambiguity of the illness and uncertainty about the prognosis, the disbelief of others which marginalises sufferers and contributes to a sense of loss of 'self and integrity, and the emotive political climate in which the women are forced to renegotiate roles and adapt to the limitations which RSI places on their lives.

This article is about the empirical research of the relationship between the components of communicative behaviour of young people. Article describes the basic components of communicative behaviour: communicative tolerance, social communicative competence, perceptual-interactive competence. These components make it possible to investigate holistically and comprehensively communicative behaviour of a person, as well as to build a correctional program for effective social dialogue construction. We describe the procedure and statistical methods to research communicative behaviour components. Analysis of relationships between components shows that the communicative behaviour of a person is build up through various systems of relationships between its components. Based on this, we found that components of communicative behaviour were dependent on characteristics of the educational environment (of such specializations as: humanitarian, technical, military). The revealed features of communicative behaviour can be used to resolve problems of discrimination, both within the student group and beyond.