Student counsellors’ utilisation of the wellness questionnaire for higher education in a student counselling centre
- Authors: Smith, Bianca Simone
- Date: 2019
- Subjects: Counseling psychology , College students -- Psychological aspects College students -- Mental health Universities and colleges -- Health promotion services
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/43346 , vital:36860
- Description: Students face a variety of stressors, such as personal, career and/or academic/learning concerns and often seek counselling from student counselling centres at their respective Higher Education institutions. Wellness counselling is aimed at assisting clients to prevent illnesses from developing and to create and maintain healthy lifestyle choices. A wellness counselling model includes a step-by-step approach and one step is to conduct a wellness assessment. Several wellness assessments exist but it was found that the assessments were not applicable for the SA student population, and so the Wellness Questionnaire for Higher Education (WQHE) was developed. As the WQHE is a relatively new assessment, there is not much research that has been conducted, specifically there is no research based on the counselling process following the administration of the assessment. Therefore, this study seeks to explore and describe how counsellors administered and utilised the WQHE as part of the counselling process. The research sample consisted of nine participants who administered the WQHE with their clients. Purposive sampling was the non-probability strategy employed, therefore participants were invited to attend an individual semi-structured interview. The implications of the findings are that the WQHE is a useful and viable assessment to assist clients resolve their difficulties and improve their functioning. The WQHE can be administered to clients who present with a variety of presenting problems. The WQHE can be used effectively alongside a variety of counselling theories/frameworks and other psychometric or self-assessments. The administration of the WQHE in itself was found to be useful as it educated and empowered the clients to understand their wellness levels and to provide them with a holistic view of themselves. Furthermore, the clients felt educated to understand their wellness levels and broaden their understanding of the wellness dimensions.
- Full Text:
- Date Issued: 2019
- Authors: Smith, Bianca Simone
- Date: 2019
- Subjects: Counseling psychology , College students -- Psychological aspects College students -- Mental health Universities and colleges -- Health promotion services
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/43346 , vital:36860
- Description: Students face a variety of stressors, such as personal, career and/or academic/learning concerns and often seek counselling from student counselling centres at their respective Higher Education institutions. Wellness counselling is aimed at assisting clients to prevent illnesses from developing and to create and maintain healthy lifestyle choices. A wellness counselling model includes a step-by-step approach and one step is to conduct a wellness assessment. Several wellness assessments exist but it was found that the assessments were not applicable for the SA student population, and so the Wellness Questionnaire for Higher Education (WQHE) was developed. As the WQHE is a relatively new assessment, there is not much research that has been conducted, specifically there is no research based on the counselling process following the administration of the assessment. Therefore, this study seeks to explore and describe how counsellors administered and utilised the WQHE as part of the counselling process. The research sample consisted of nine participants who administered the WQHE with their clients. Purposive sampling was the non-probability strategy employed, therefore participants were invited to attend an individual semi-structured interview. The implications of the findings are that the WQHE is a useful and viable assessment to assist clients resolve their difficulties and improve their functioning. The WQHE can be administered to clients who present with a variety of presenting problems. The WQHE can be used effectively alongside a variety of counselling theories/frameworks and other psychometric or self-assessments. The administration of the WQHE in itself was found to be useful as it educated and empowered the clients to understand their wellness levels and to provide them with a holistic view of themselves. Furthermore, the clients felt educated to understand their wellness levels and broaden their understanding of the wellness dimensions.
- Full Text:
- Date Issued: 2019
Student perceptions of online infidelity
- Authors: Bands, Luke
- Date: 2019
- Subjects: Adultery , Online dating Sex -- Social aspects Sex -- Psychological aspects , College students -- Sexual behavior -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/42096 , vital:36625
- Description: There has been a large amount of research on infidelity and its effects on relationships. However, a new phenomenon, that of online infidelity, has emerged and with it comes some confusion as to what exactly constitutes an act of infidelity while exploring the limits of cyberspace. While some research has been done internationally on the perceptions of online infidelity, studies conducted in South Africa are lacking. The aim of the present study was to explore and describe student perceptions of online infidelity. Social Constructionism was used as the theoretical framework for the study. A qualitative approach was used and the study was exploratory and descriptive in design. Semi-structured interviews were conducted, with the sample size of the study being twelve. Thematic analysis, as outlined by Braun and Clarke, was used in order to analyse the obtained data. Two main themes emerged, namely Defining Online Infidelity, and Reasons Surrounding Perceptions of Online Infidelity. The findings of the present study will provide a better understanding of perceptions of online infidelity within the South African context, and can be used for further research.
- Full Text:
- Date Issued: 2019
- Authors: Bands, Luke
- Date: 2019
- Subjects: Adultery , Online dating Sex -- Social aspects Sex -- Psychological aspects , College students -- Sexual behavior -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/42096 , vital:36625
- Description: There has been a large amount of research on infidelity and its effects on relationships. However, a new phenomenon, that of online infidelity, has emerged and with it comes some confusion as to what exactly constitutes an act of infidelity while exploring the limits of cyberspace. While some research has been done internationally on the perceptions of online infidelity, studies conducted in South Africa are lacking. The aim of the present study was to explore and describe student perceptions of online infidelity. Social Constructionism was used as the theoretical framework for the study. A qualitative approach was used and the study was exploratory and descriptive in design. Semi-structured interviews were conducted, with the sample size of the study being twelve. Thematic analysis, as outlined by Braun and Clarke, was used in order to analyse the obtained data. Two main themes emerged, namely Defining Online Infidelity, and Reasons Surrounding Perceptions of Online Infidelity. The findings of the present study will provide a better understanding of perceptions of online infidelity within the South African context, and can be used for further research.
- Full Text:
- Date Issued: 2019
Student teachers’ perceptions of their school mentors’ interpersonal collegial leadership competencies to develop their work-integrated learning knowledge and skills
- Authors: Mahomed, Carmel Claire
- Date: 2019
- Subjects: Educational leadership , Mentoring in education -- South Africa Student teachers -- South Africa
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: http://hdl.handle.net/10948/42548 , vital:36667
- Description: Mentoring is indispensable for the adjustment of student teachers to the demands of the school work-integrated learning environment. Despite the benefits of mentoring to student teachers, a challenge is the inconsistency of the mentoring programmes within and across schools. An additional challenge is the predominance of bureaucratic models of mentoring, which have the potential of perpetuating a hierarchical approach to mentoring if student teachers use mentor teachers who depend on bureaucratic models of mentoring as role models. Therefore, to ensure that student teachers are exposed to a cross-pollination of expertise from all teachers in the schools, this study proposes a collegial approach to mentoring to determine the impact of the collegial competencies of the mentor teachers on the student teachers’ acquisition of work-integrated learning. A case study in a higher education institution was conducted to obtain data regarding the perceptions of two hundred and forty-one student teachers of their mentor teachers’ interpersonal competencies. The student teachers in this study were all in the final year of their initial teacher education qualification. The respondents comprised student teachers from the Foundation Phase, Intermediate Phase, Further Education and Training and Postgraduate Certificate in Education. Data were gathered using a structured questionnaire. The focus in the questionnaire was on the competencies: interpersonal collegial leadership, communication, empathy, trust, content knowledge and pedagogical content knowledge. The findings revealed that the student teachers’ perceptions of their mentor teachers’ competencies relating to their internal collegial leadership, proficiency in communication, capacity for empathy and ability to establish trust were positive. The mentor teacher competencies of interpersonal collegial leadership, communication, empathy and trust revealed emotional intelligence competencies in their relationships with the student teachers. The findings also revealed that the student teachers' perceptions of their mentor teachers’ competencies relating to content knowledge and pedagogical content knowledge were positive. The mentor teachers’ content knowledge and pedagogical content knowledge revealed their competencies associated with their cognitive skills (IQ) in the school work-integrated environment. The findings also indicated that, in terms of their interpersonal collegial leadership, the mentor teachers were not inclined to harness the expertise of their colleagues to ensure that there was a collegial approach to mentoring among all the teachers in a school. This might be a reason for the inability of some mentor teachers to shift their paradigms from bureaucratic approaches to mentoring to collegial approaches. The adoption of collegial approaches to mentoring with a focus on competencies associated with both EI and IQ has the potential to impact markedly on the enhancement of the professional development of student teachers.
- Full Text:
- Date Issued: 2019
- Authors: Mahomed, Carmel Claire
- Date: 2019
- Subjects: Educational leadership , Mentoring in education -- South Africa Student teachers -- South Africa
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: http://hdl.handle.net/10948/42548 , vital:36667
- Description: Mentoring is indispensable for the adjustment of student teachers to the demands of the school work-integrated learning environment. Despite the benefits of mentoring to student teachers, a challenge is the inconsistency of the mentoring programmes within and across schools. An additional challenge is the predominance of bureaucratic models of mentoring, which have the potential of perpetuating a hierarchical approach to mentoring if student teachers use mentor teachers who depend on bureaucratic models of mentoring as role models. Therefore, to ensure that student teachers are exposed to a cross-pollination of expertise from all teachers in the schools, this study proposes a collegial approach to mentoring to determine the impact of the collegial competencies of the mentor teachers on the student teachers’ acquisition of work-integrated learning. A case study in a higher education institution was conducted to obtain data regarding the perceptions of two hundred and forty-one student teachers of their mentor teachers’ interpersonal competencies. The student teachers in this study were all in the final year of their initial teacher education qualification. The respondents comprised student teachers from the Foundation Phase, Intermediate Phase, Further Education and Training and Postgraduate Certificate in Education. Data were gathered using a structured questionnaire. The focus in the questionnaire was on the competencies: interpersonal collegial leadership, communication, empathy, trust, content knowledge and pedagogical content knowledge. The findings revealed that the student teachers’ perceptions of their mentor teachers’ competencies relating to their internal collegial leadership, proficiency in communication, capacity for empathy and ability to establish trust were positive. The mentor teacher competencies of interpersonal collegial leadership, communication, empathy and trust revealed emotional intelligence competencies in their relationships with the student teachers. The findings also revealed that the student teachers' perceptions of their mentor teachers’ competencies relating to content knowledge and pedagogical content knowledge were positive. The mentor teachers’ content knowledge and pedagogical content knowledge revealed their competencies associated with their cognitive skills (IQ) in the school work-integrated environment. The findings also indicated that, in terms of their interpersonal collegial leadership, the mentor teachers were not inclined to harness the expertise of their colleagues to ensure that there was a collegial approach to mentoring among all the teachers in a school. This might be a reason for the inability of some mentor teachers to shift their paradigms from bureaucratic approaches to mentoring to collegial approaches. The adoption of collegial approaches to mentoring with a focus on competencies associated with both EI and IQ has the potential to impact markedly on the enhancement of the professional development of student teachers.
- Full Text:
- Date Issued: 2019
Students’ experiences and perceptions of racial prejudice and discrimination on social networking sites
- Authors: Van Graan, Christelle
- Date: 2019
- Subjects: Online social networks--Psychological aspects , Internet users -- Psychology Cyberspace -- Psychological aspects Racism -- Psychological aspects Social psychology
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/44158 , vital:37119
- Description: The present study set out to enhance the understanding of racial prejudice and discrimination on social networking websites or ‘sites’ from the perspective of university students. The research focused on discovering the perceived determinant factors of online racial prejudice and discrimination, as well as the impact social networking sites have on such behaviour. A qualitative research design was selected, which utilised the grounded theory method to explore and describe the experiences and perceptions of the eight participants recruited by means of purposive sampling. The aim of the study was achieved through individual semi-structured interviews and a concept definition questionnaire as data collection tools. The findings were compared to major extant theories and literature to determine whether existing explanations for the occurrence of this online behaviour is sufficient to account for this phenomenon. Using an iterative process of thematic analysis, the findings revealed several perceived factors that contribute to this behaviour. It was found that social networking site users, in all their psychological, psychosocial and cognitive attributes, are the primary source for this behaviour. Moreover, online racial prejudice and discrimination is initiated by the use of these platforms and their facilitative features, which has a perceived negative impact on social and racial relations. Grounded in the research data, an explanatory theory was formulated of individuals’ perceived behaviour on social networking sites, specifically pertaining to racial prejudice and discrimination, as well as to how this negatively manifests and causes racial division in society.
- Full Text:
- Date Issued: 2019
- Authors: Van Graan, Christelle
- Date: 2019
- Subjects: Online social networks--Psychological aspects , Internet users -- Psychology Cyberspace -- Psychological aspects Racism -- Psychological aspects Social psychology
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/44158 , vital:37119
- Description: The present study set out to enhance the understanding of racial prejudice and discrimination on social networking websites or ‘sites’ from the perspective of university students. The research focused on discovering the perceived determinant factors of online racial prejudice and discrimination, as well as the impact social networking sites have on such behaviour. A qualitative research design was selected, which utilised the grounded theory method to explore and describe the experiences and perceptions of the eight participants recruited by means of purposive sampling. The aim of the study was achieved through individual semi-structured interviews and a concept definition questionnaire as data collection tools. The findings were compared to major extant theories and literature to determine whether existing explanations for the occurrence of this online behaviour is sufficient to account for this phenomenon. Using an iterative process of thematic analysis, the findings revealed several perceived factors that contribute to this behaviour. It was found that social networking site users, in all their psychological, psychosocial and cognitive attributes, are the primary source for this behaviour. Moreover, online racial prejudice and discrimination is initiated by the use of these platforms and their facilitative features, which has a perceived negative impact on social and racial relations. Grounded in the research data, an explanatory theory was formulated of individuals’ perceived behaviour on social networking sites, specifically pertaining to racial prejudice and discrimination, as well as to how this negatively manifests and causes racial division in society.
- Full Text:
- Date Issued: 2019
Students’ perceived experiences of a flipped classroom at a traditional South African university in comparison to the traditional classroom
- Authors: Cilliers, Liezel
- Date: 2019
- Subjects: Teaching -- trends Flipped classrooms
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/15881 , vital:40545
- Description: The purpose of this study was to explore students’ perceived experiences of flipped classrooms at a traditional South African university in comparison to the traditional classroom. Universities across the world are confronted with a variety of problems. One of these challenges include the massification of higher education as more students now have access to universities resulting in larger class sizes and lower through put rates. Universities have traditionally made use of the face-to-face model of lectures and tutorials as a passive mode of course instruction and delivery. However, due to the massification of higher education, it has become very difficult for lecturers to communicate and collaborate with students. One of the ways that lecturers have attempted to overcome the problem of massification is to make use of technology to increase the delivery of course content. When lectures are made available online while the traditional class time is used to build conceptual understanding and cognitive skills among students, the approach is known as ‘flipping’ the classroom. Several studies have shown that this type of active classroom approach can perform better than traditional lectures when learning outcomes are compared. There is also a very limited body of knowledge available regarding students’ perceived experiences of flipped classrooms at traditional South African universities. The theoretical frameworks guiding this study are the Activity Theory and Constructivism, whilst a pragmatic paradigm was employed. The flipped classroom was used in one course of the Management and Commerce Faculty at a traditional university in South Africa. The study was divided into three cycles: The first cycle involved 4 weeks of traditional lectures, the second cycle of 4 weeks introduced blended learning into the course, while the third cycle of 4 weeks changed the content delivery method to a flipped classroom. At the end of each cycle a formal evaluation through focus groups interviews (with 10 students per cycle) and a questionnaire (that was administered to the class) was conducted to inform the next cycle. Throughout the research process, the researcher also kept detailed field notes to as an account of the planning, execution and reflection for each class. The researcher also observed the behavior of the students during the various research cycles to provide a ‘snapshot’ of the classes. The results of the study suggest that students prefer the use of the flipped classroom is it enables them to communicate with their peers and the lecturer, and providing them with opportunities to better understand learning content through discussions and reasoning, rather than the means of receiving information. Barriers that were identified included difficulty with learning strategies and technical assistance when students needed assistance. However, students were positive about both the use of the flipped classroom as opposed to the use of the traditional classroom.
- Full Text:
- Date Issued: 2019
- Authors: Cilliers, Liezel
- Date: 2019
- Subjects: Teaching -- trends Flipped classrooms
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/15881 , vital:40545
- Description: The purpose of this study was to explore students’ perceived experiences of flipped classrooms at a traditional South African university in comparison to the traditional classroom. Universities across the world are confronted with a variety of problems. One of these challenges include the massification of higher education as more students now have access to universities resulting in larger class sizes and lower through put rates. Universities have traditionally made use of the face-to-face model of lectures and tutorials as a passive mode of course instruction and delivery. However, due to the massification of higher education, it has become very difficult for lecturers to communicate and collaborate with students. One of the ways that lecturers have attempted to overcome the problem of massification is to make use of technology to increase the delivery of course content. When lectures are made available online while the traditional class time is used to build conceptual understanding and cognitive skills among students, the approach is known as ‘flipping’ the classroom. Several studies have shown that this type of active classroom approach can perform better than traditional lectures when learning outcomes are compared. There is also a very limited body of knowledge available regarding students’ perceived experiences of flipped classrooms at traditional South African universities. The theoretical frameworks guiding this study are the Activity Theory and Constructivism, whilst a pragmatic paradigm was employed. The flipped classroom was used in one course of the Management and Commerce Faculty at a traditional university in South Africa. The study was divided into three cycles: The first cycle involved 4 weeks of traditional lectures, the second cycle of 4 weeks introduced blended learning into the course, while the third cycle of 4 weeks changed the content delivery method to a flipped classroom. At the end of each cycle a formal evaluation through focus groups interviews (with 10 students per cycle) and a questionnaire (that was administered to the class) was conducted to inform the next cycle. Throughout the research process, the researcher also kept detailed field notes to as an account of the planning, execution and reflection for each class. The researcher also observed the behavior of the students during the various research cycles to provide a ‘snapshot’ of the classes. The results of the study suggest that students prefer the use of the flipped classroom is it enables them to communicate with their peers and the lecturer, and providing them with opportunities to better understand learning content through discussions and reasoning, rather than the means of receiving information. Barriers that were identified included difficulty with learning strategies and technical assistance when students needed assistance. However, students were positive about both the use of the flipped classroom as opposed to the use of the traditional classroom.
- Full Text:
- Date Issued: 2019
Students’ perceptions of their employability as revealed by their understandings of the South African Labour Market
- Authors: Gabobegwe, Maoshadi Keletso
- Date: 2019
- Language: English
- Type: text , Thesis , Masters , MSocSc
- Identifier: http://hdl.handle.net/10962/71482 , vital:29857
- Description: The state of the South African labour market is characterized −among other things− by inequalities and the chronic issue of unemployment, with a rate that has come up to 27.7% in the third quarter of 2017. Considering this, unemployment in South Africa is explained by numerous authors as a structural issue. In a sense that unemployed people do not have the skills required by the labour market. But, since education attainment improves an individuals’ employment prospects and outcome. It would be expected that people with higher education would have high prospects of getting employment. Yet, people with higher education qualifications also face challenges of obtaining employment. Even though research finds that graduate unemployment is not as bad when compared to general and overall unemployment of the country. It still remains that skills shortages and/or mismatch are deemed to be the main contributor of the South African graduate unemployment. Existing research finds that just as the labour market is characterized with differences on the grounds of gender and race. This also reflects on how graduates enter the labour market. With the white race having more employment outcomes than blacks and males than females. It is against this background that this dissertation set out to explore what Rhodes University final-year students’ −who are nearing the transition from varsity to the labour market− perceive to be their employment prospects and outcomes. Taking into consideration the issue of unemployment and inequalities in the labour market. In essence, one of the key issues that the dissertation focuses on, is what students think of their employability based on their understanding of the labour market. More than that, the dissertation investigates how aspects such as the student’s field of study, race and gender factor into how students understand the labour market and ultimately how they perceive their employment prospects and outcomes. As a consequence, evidence suggests that students’ perceptions of the labour market influences how they perceive their employability. Over and above, the research finds that the students field of study especially, features significantly in how students perceive the labour market and their employability. While race and gender also factored in students’ responses, it was not as significant as compared to their field of study respectively. The general finding is that students are well aware of the issues of the labour market and are concerned about the implications of these issues on their employability. This awareness and concern varied based on students’ field of study, race and gender.
- Full Text:
- Date Issued: 2019
- Authors: Gabobegwe, Maoshadi Keletso
- Date: 2019
- Language: English
- Type: text , Thesis , Masters , MSocSc
- Identifier: http://hdl.handle.net/10962/71482 , vital:29857
- Description: The state of the South African labour market is characterized −among other things− by inequalities and the chronic issue of unemployment, with a rate that has come up to 27.7% in the third quarter of 2017. Considering this, unemployment in South Africa is explained by numerous authors as a structural issue. In a sense that unemployed people do not have the skills required by the labour market. But, since education attainment improves an individuals’ employment prospects and outcome. It would be expected that people with higher education would have high prospects of getting employment. Yet, people with higher education qualifications also face challenges of obtaining employment. Even though research finds that graduate unemployment is not as bad when compared to general and overall unemployment of the country. It still remains that skills shortages and/or mismatch are deemed to be the main contributor of the South African graduate unemployment. Existing research finds that just as the labour market is characterized with differences on the grounds of gender and race. This also reflects on how graduates enter the labour market. With the white race having more employment outcomes than blacks and males than females. It is against this background that this dissertation set out to explore what Rhodes University final-year students’ −who are nearing the transition from varsity to the labour market− perceive to be their employment prospects and outcomes. Taking into consideration the issue of unemployment and inequalities in the labour market. In essence, one of the key issues that the dissertation focuses on, is what students think of their employability based on their understanding of the labour market. More than that, the dissertation investigates how aspects such as the student’s field of study, race and gender factor into how students understand the labour market and ultimately how they perceive their employment prospects and outcomes. As a consequence, evidence suggests that students’ perceptions of the labour market influences how they perceive their employability. Over and above, the research finds that the students field of study especially, features significantly in how students perceive the labour market and their employability. While race and gender also factored in students’ responses, it was not as significant as compared to their field of study respectively. The general finding is that students are well aware of the issues of the labour market and are concerned about the implications of these issues on their employability. This awareness and concern varied based on students’ field of study, race and gender.
- Full Text:
- Date Issued: 2019
Students’ perspectives on the language question in South African Higher Education: the expression of marginalized linguistic identities on Rhodes University students’ Facebook pages
- Authors: Resha, Babalwa
- Date: 2019
- Subjects: Language policy -- South Africa -- Makhanda , Language and education -- South Africa -- Makhanda , Sociolinguistics -- South Africa -- Makhanda , Language and languages -- Study and teaching -- Social aspects -- South Africa -- Makhanda , Linguistic rights -- South Africa , Translanguaging (Linguistics) , Multilingual education -- South Africa -- Makhanda , Educational change -- South Africa -- Makhanda , South Africa – Makhanda -- Language and languages -- Political aspects , Student movements -- South Africa -- Makhanda , Online social networks -- South Africa -- Makhanda , Rhodes University -- Sociological aspects , Facebook (Firm) , UCKAR
- Language: English
- Type: text , Thesis , Doctoral , MA
- Identifier: http://hdl.handle.net/10962/119813 , vital:34785
- Description: The study analyses students’ engagement with the language question in South African Higher Education (HE) and their use of African languages on the institutional Facebook pages, namely UCKAR and RHODES SRC, during the student protests of 2015 to early 2017. Extensive use of social media is a salient feature of the protests as indicated by the hashtag prefixes such as #RhodesMustFall and #FeesMustFall. On these platforms, disgruntled students use their multiple languages to interact, establish a sense of belonging and power to challenge different forms of exclusionary institutional culture, including language policies and practices in HE. The research examines and explores students’ perspectives on the language question in Higher Education Institutions (HEIs) on the two institutional Facebook pages, and how mother tongue speakers of indigenous African languages use these languages to express their marginalized linguistic identities in HEIs in South Africa. Theoretically, the study uses the notion of linguistic imperialism to provide a broad context for understanding the language question in South African HE and its significance in transformation. The engagement with the language question on the UCKAR and RHODES SRC Facebook pages is carried out from the lenses of citizen sociolinguistics while the new theory of translanguaging offers the analysis on language usage and alternative ways of addressing linguistic hegemony in educational environments. The translanguaging approach has the capacity to demonstrate multi-layered linguistic practices and reflections on the UCKAR and RHODES pages. It is the interest of the researcher to investigate how students with various linguistic and other backgrounds engage the language question and perform linguistic identities. Language usage on the two Rhodes University institutional Facebook pages and its implications on students’ engagement with issues, is used to provide insight towards the implementation of multilingualism in the university. The study is virtual ethnographic in nature. Virtual ethnography is an online research method that employs ethnographic research to study online social interactions. To analyse data, the study used a textual analysis technique as it looks at any analysis of texts broadly. Critical Discourse Analysis approach was used to analyse language debates. Purposive sampling was also used to select Facebook posts and comments on the language question and those written in African languages, and interviews were conducted with key members of Rhodes University, to bring forth their perspectives on the institution’s language policy and to figure out what plans are put into place to engage students in debates on the language question because students are important stakeholders of the university, and at the same time some of these students are also speakers of indigenous African languages. In general, the research findings have shown that students as users of languages in HEIs are capable of engendering debates that could be used as solutions to the language question and transformation in the South African HEIs. Thus, this study offers a different approach into engaging with students, their perspective and debates through institutional Facebook pages. In addition, it offers students’ perspectives on the curriculum of the university and how the university can go about its transformation. This study provides evidence that the use of indigenous African languages by mother tongue speakers of these languages in institutes of higher learning and their related institutional Facebook pages and social media in general, is an expression of marginalized linguistic identities of these language speakers. Sometimes these identities are multiple, and students use different modalities to express them, hence the notion of translanguaging.
- Full Text:
- Date Issued: 2019
- Authors: Resha, Babalwa
- Date: 2019
- Subjects: Language policy -- South Africa -- Makhanda , Language and education -- South Africa -- Makhanda , Sociolinguistics -- South Africa -- Makhanda , Language and languages -- Study and teaching -- Social aspects -- South Africa -- Makhanda , Linguistic rights -- South Africa , Translanguaging (Linguistics) , Multilingual education -- South Africa -- Makhanda , Educational change -- South Africa -- Makhanda , South Africa – Makhanda -- Language and languages -- Political aspects , Student movements -- South Africa -- Makhanda , Online social networks -- South Africa -- Makhanda , Rhodes University -- Sociological aspects , Facebook (Firm) , UCKAR
- Language: English
- Type: text , Thesis , Doctoral , MA
- Identifier: http://hdl.handle.net/10962/119813 , vital:34785
- Description: The study analyses students’ engagement with the language question in South African Higher Education (HE) and their use of African languages on the institutional Facebook pages, namely UCKAR and RHODES SRC, during the student protests of 2015 to early 2017. Extensive use of social media is a salient feature of the protests as indicated by the hashtag prefixes such as #RhodesMustFall and #FeesMustFall. On these platforms, disgruntled students use their multiple languages to interact, establish a sense of belonging and power to challenge different forms of exclusionary institutional culture, including language policies and practices in HE. The research examines and explores students’ perspectives on the language question in Higher Education Institutions (HEIs) on the two institutional Facebook pages, and how mother tongue speakers of indigenous African languages use these languages to express their marginalized linguistic identities in HEIs in South Africa. Theoretically, the study uses the notion of linguistic imperialism to provide a broad context for understanding the language question in South African HE and its significance in transformation. The engagement with the language question on the UCKAR and RHODES SRC Facebook pages is carried out from the lenses of citizen sociolinguistics while the new theory of translanguaging offers the analysis on language usage and alternative ways of addressing linguistic hegemony in educational environments. The translanguaging approach has the capacity to demonstrate multi-layered linguistic practices and reflections on the UCKAR and RHODES pages. It is the interest of the researcher to investigate how students with various linguistic and other backgrounds engage the language question and perform linguistic identities. Language usage on the two Rhodes University institutional Facebook pages and its implications on students’ engagement with issues, is used to provide insight towards the implementation of multilingualism in the university. The study is virtual ethnographic in nature. Virtual ethnography is an online research method that employs ethnographic research to study online social interactions. To analyse data, the study used a textual analysis technique as it looks at any analysis of texts broadly. Critical Discourse Analysis approach was used to analyse language debates. Purposive sampling was also used to select Facebook posts and comments on the language question and those written in African languages, and interviews were conducted with key members of Rhodes University, to bring forth their perspectives on the institution’s language policy and to figure out what plans are put into place to engage students in debates on the language question because students are important stakeholders of the university, and at the same time some of these students are also speakers of indigenous African languages. In general, the research findings have shown that students as users of languages in HEIs are capable of engendering debates that could be used as solutions to the language question and transformation in the South African HEIs. Thus, this study offers a different approach into engaging with students, their perspective and debates through institutional Facebook pages. In addition, it offers students’ perspectives on the curriculum of the university and how the university can go about its transformation. This study provides evidence that the use of indigenous African languages by mother tongue speakers of these languages in institutes of higher learning and their related institutional Facebook pages and social media in general, is an expression of marginalized linguistic identities of these language speakers. Sometimes these identities are multiple, and students use different modalities to express them, hence the notion of translanguaging.
- Full Text:
- Date Issued: 2019
Study habits and learning styles as correlates of grade 11 students’ academic performance in mathematical literacy in the Amathole Education District
- Authors: Yako, Mzwandile John-Mott
- Date: 2019
- Subjects: Academic performance
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10353/16687 , vital:40743
- Description: This study investigated whether there was correlation in study habits and learning styles with Mathematical Literacy among the Grade 11 (eleven) high school learners. The Amatole Education District was chosen for this study since it is composed of urban and rural schools. Since Mathematical Literacy was introduced in the system of education in South Africa with the understanding that learners who are finding it a challenge to study Mathematics be complemented with Mathematical Literacy to provide them with skills that are a prerequisite for tertiary level and participation in the economic development. The study purposed to establish whether there was a relationship between academic performance with study habits and learning styles in Mathematical Literacy. The study used the post-positivistic paradigm; the approach was quantitative and the design was descriptive correlational. In sampling probability, cluster sampling was used based on the number of high schools in the Amatole Education District of the Eastern Cape. It was then followed by sub-sampling of learners in Grade 11 (eleven) whose mathematical Literacy skills and performance were being investigated in this study. The theory of Covey on study habits and Kolb’s theory on learning styles were used as a theoretical framework for the study. The data collection instrument used was a closed-ended questionnaire based on a Likert scale measurement. Confidentiality and anonymity were emphasized with informed consent in place. Data was analyzed using SPSS software and Microsoft Excel. The results showed a significant relationship between note taking, writing skills and Mathematical Literacy skills and performance. The findings on the learning styles indicated no significant relationship between socio-demographic factors (visual language, visual numerical, auditory-numerical e.tc.) and academic performance in Mathematical Literacy. This research revealed that study habits had an impact on the academic performance of learners in mathematical literacy. This relationship between academic performance and study habits is an indication that learners needed to improve in their use of English as a second language, especially on note taking, writing skills and Mathematical Literacy.
- Full Text:
- Date Issued: 2019
- Authors: Yako, Mzwandile John-Mott
- Date: 2019
- Subjects: Academic performance
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10353/16687 , vital:40743
- Description: This study investigated whether there was correlation in study habits and learning styles with Mathematical Literacy among the Grade 11 (eleven) high school learners. The Amatole Education District was chosen for this study since it is composed of urban and rural schools. Since Mathematical Literacy was introduced in the system of education in South Africa with the understanding that learners who are finding it a challenge to study Mathematics be complemented with Mathematical Literacy to provide them with skills that are a prerequisite for tertiary level and participation in the economic development. The study purposed to establish whether there was a relationship between academic performance with study habits and learning styles in Mathematical Literacy. The study used the post-positivistic paradigm; the approach was quantitative and the design was descriptive correlational. In sampling probability, cluster sampling was used based on the number of high schools in the Amatole Education District of the Eastern Cape. It was then followed by sub-sampling of learners in Grade 11 (eleven) whose mathematical Literacy skills and performance were being investigated in this study. The theory of Covey on study habits and Kolb’s theory on learning styles were used as a theoretical framework for the study. The data collection instrument used was a closed-ended questionnaire based on a Likert scale measurement. Confidentiality and anonymity were emphasized with informed consent in place. Data was analyzed using SPSS software and Microsoft Excel. The results showed a significant relationship between note taking, writing skills and Mathematical Literacy skills and performance. The findings on the learning styles indicated no significant relationship between socio-demographic factors (visual language, visual numerical, auditory-numerical e.tc.) and academic performance in Mathematical Literacy. This research revealed that study habits had an impact on the academic performance of learners in mathematical literacy. This relationship between academic performance and study habits is an indication that learners needed to improve in their use of English as a second language, especially on note taking, writing skills and Mathematical Literacy.
- Full Text:
- Date Issued: 2019
Study into the Road Accident Fund adopting a semi-paperless strategy
- Authors: Lugebu, Sisonke
- Date: 2019
- Subjects: Road Accident Fund (South Africa) , Business planning -- Computer simulation Information technology -- Management Computer systems -- Environmental aspects Green technology
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: http://hdl.handle.net/10948/40522 , vital:36179
- Description: The study sought to explore the feasibility of the South African Road Accident Fund(RAF) transitioning from traditional offline paper management system to a semi-paperless management system. the study was conducted with the RAF offices in the East London region. the researcher explored the benefits, risks and challenges inherent in business process automation. the literature study covered business process automation, service delivery in South Africa and other diverse related aspects. the population sample was drawn from departments within RAF offices in East London region. Primarily data was collected by means of semi-structured questionnaire, which was handed to participants. the study was guided by interpretivist paradigm and made use of qualitative research method.
- Full Text:
- Date Issued: 2019
- Authors: Lugebu, Sisonke
- Date: 2019
- Subjects: Road Accident Fund (South Africa) , Business planning -- Computer simulation Information technology -- Management Computer systems -- Environmental aspects Green technology
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: http://hdl.handle.net/10948/40522 , vital:36179
- Description: The study sought to explore the feasibility of the South African Road Accident Fund(RAF) transitioning from traditional offline paper management system to a semi-paperless management system. the study was conducted with the RAF offices in the East London region. the researcher explored the benefits, risks and challenges inherent in business process automation. the literature study covered business process automation, service delivery in South Africa and other diverse related aspects. the population sample was drawn from departments within RAF offices in East London region. Primarily data was collected by means of semi-structured questionnaire, which was handed to participants. the study was guided by interpretivist paradigm and made use of qualitative research method.
- Full Text:
- Date Issued: 2019
Substance abuse effects on academic performance and professional behaviour of public nursing college students in the Eastern Cape, South Africa
- Authors: Madikizela, Zoleka
- Date: 2019
- Subjects: Substance abuse -- South Africa -- Eastern Cape Nursing students -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Cur
- Identifier: http://hdl.handle.net/10353/11407 , vital:39069
- Description: The purpose of the study was to explore the effects of substance abuse on the academic performance and professional behaviour of students at a public nursing college in order to develop guidelines for the prevention of substance abuse. The design that was chosen as most suitable for this study was the qualitative research design. The researcher chose this method as she sought to explore the effects of substance abuse on the participants in this study. A purposive sampling method was used to select participants on the basis of their knowledge of the phenomenon.The participants who were utilised were 3rd and 4th year level students in the four year diploma in nursing. A pilot study was conducted and participants with similar characteristicsto the study population were utilised. Individual interviews were used as the means to collect data during which participants were given an opportunity to discuss issues with the intention of eliciting their views and opinions. One broad, open ended question was used to gather information from the participants and subsequent questions were used to probe further for clarity. Data were collected until saturation pointwas reached. Transcriptions were done within two days of the interview. The researcher repeatedly listened to audio recordings of the data until completely satisfied with verbatim interpretation of data. Data analysis was done manually. The researcher used the process of bracketing during data analysis and remained neutral, setting aside previous knowledge and beliefs about the phenomenon under study. The participants were allowed freedom to conduct their lives as autonomous agents, without control, coercion or exploitation. The findings revealed that: firstly, substance abuse has a negative impact of on both the academic performance and professional behaviour of the public nursing college students; secondly, that guidelines are needed for the prevention of substance abuse amongst students so as to focus on a ‘substance abuse free college environment’. vi The academic performance is negatively affected as substance abuse results in cognitive impairment, failure to meet the 85% lecture attendance requirement resulting in them repeating a year of study or being excluded from the course, and resulting in a missed opportunity to acquire scientific knowledge in nursing. The students’ academic aspirations get derailed. Students also experience strained relationships with lecturers due to drunkenness and bunking classes. Studentlecturer strained relationships are incompatible with academic achievement. Students whose professional behaviour is negatively affected by substance abuse demonstrate unethical conduct and professional misconduct in the clinical setting for experiential learning. The students fail to inculcate the values of the nursing profession and thus tarnish the image of the profession. Such students behave unprofessionally as they either absent themselves from duty, come on duty drunk or continue taking substances while on duty. They are also rude and swear at colleagues, supervisors, other staff members and patients. The students steal from colleagues and display insubordination. Their dress code is unprofessional and they are incompetent with poor standards of care towards the patients. The purpose of this study was to develop guidelines to prevent substance abuse at the college and this has been achieved. The results show that the college environment should be made substance abuse free by: firstly, identifying and mitigating the predisposing factors or reasons for substance abuse, for example: establish a proper and aesthetic infrastructure conducive to learning and teaching at the students’ residences and classrooms, set up mentorship programmes and introduce the house-mother model at residences; secondly, developing a policy on prevention of substance abuse within college premises including disciplinary measures; thirdly, developing stress management programmes for students to prevent abuse of substances as a coping mechanism, e.g. decongest the curriculum, curriculum review to be consultative, develop support groups, grant mid-year breaks and provide recreational and sporting facilities; fourthly, engage the services of a vii professional therapist for students who are already abusing substances or referral to the therapist; fifthly, clinical accompaniment should be strengthened for effective correlation of theory and practice; and, lastly, engage the services of a financial advisor to give guidance on income and expenditure with regard to student stipend instead of spending it on substances.
- Full Text:
- Date Issued: 2019
- Authors: Madikizela, Zoleka
- Date: 2019
- Subjects: Substance abuse -- South Africa -- Eastern Cape Nursing students -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Cur
- Identifier: http://hdl.handle.net/10353/11407 , vital:39069
- Description: The purpose of the study was to explore the effects of substance abuse on the academic performance and professional behaviour of students at a public nursing college in order to develop guidelines for the prevention of substance abuse. The design that was chosen as most suitable for this study was the qualitative research design. The researcher chose this method as she sought to explore the effects of substance abuse on the participants in this study. A purposive sampling method was used to select participants on the basis of their knowledge of the phenomenon.The participants who were utilised were 3rd and 4th year level students in the four year diploma in nursing. A pilot study was conducted and participants with similar characteristicsto the study population were utilised. Individual interviews were used as the means to collect data during which participants were given an opportunity to discuss issues with the intention of eliciting their views and opinions. One broad, open ended question was used to gather information from the participants and subsequent questions were used to probe further for clarity. Data were collected until saturation pointwas reached. Transcriptions were done within two days of the interview. The researcher repeatedly listened to audio recordings of the data until completely satisfied with verbatim interpretation of data. Data analysis was done manually. The researcher used the process of bracketing during data analysis and remained neutral, setting aside previous knowledge and beliefs about the phenomenon under study. The participants were allowed freedom to conduct their lives as autonomous agents, without control, coercion or exploitation. The findings revealed that: firstly, substance abuse has a negative impact of on both the academic performance and professional behaviour of the public nursing college students; secondly, that guidelines are needed for the prevention of substance abuse amongst students so as to focus on a ‘substance abuse free college environment’. vi The academic performance is negatively affected as substance abuse results in cognitive impairment, failure to meet the 85% lecture attendance requirement resulting in them repeating a year of study or being excluded from the course, and resulting in a missed opportunity to acquire scientific knowledge in nursing. The students’ academic aspirations get derailed. Students also experience strained relationships with lecturers due to drunkenness and bunking classes. Studentlecturer strained relationships are incompatible with academic achievement. Students whose professional behaviour is negatively affected by substance abuse demonstrate unethical conduct and professional misconduct in the clinical setting for experiential learning. The students fail to inculcate the values of the nursing profession and thus tarnish the image of the profession. Such students behave unprofessionally as they either absent themselves from duty, come on duty drunk or continue taking substances while on duty. They are also rude and swear at colleagues, supervisors, other staff members and patients. The students steal from colleagues and display insubordination. Their dress code is unprofessional and they are incompetent with poor standards of care towards the patients. The purpose of this study was to develop guidelines to prevent substance abuse at the college and this has been achieved. The results show that the college environment should be made substance abuse free by: firstly, identifying and mitigating the predisposing factors or reasons for substance abuse, for example: establish a proper and aesthetic infrastructure conducive to learning and teaching at the students’ residences and classrooms, set up mentorship programmes and introduce the house-mother model at residences; secondly, developing a policy on prevention of substance abuse within college premises including disciplinary measures; thirdly, developing stress management programmes for students to prevent abuse of substances as a coping mechanism, e.g. decongest the curriculum, curriculum review to be consultative, develop support groups, grant mid-year breaks and provide recreational and sporting facilities; fourthly, engage the services of a vii professional therapist for students who are already abusing substances or referral to the therapist; fifthly, clinical accompaniment should be strengthened for effective correlation of theory and practice; and, lastly, engage the services of a financial advisor to give guidance on income and expenditure with regard to student stipend instead of spending it on substances.
- Full Text:
- Date Issued: 2019
Substituent effects on the electrocatalytic activity of cobalt phthalocyanine in the presence of graphene quantum dots
- Centane, Sixolile Sibongiseni
- Authors: Centane, Sixolile Sibongiseni
- Date: 2019
- Subjects: Phthalocyanines , Quantum dots , Electrocatalysis , Electrochemistry
- Language: English
- Type: text , Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/67614 , vital:29121
- Description: The electrocatalytic activity of metallophthalocyanines derivatives is explored. Cobalt monocarboxyphenoxy phthalocyanine (1), cobalt tetracarboxyphenoxy phthalocyanine (2), cobalt tetraaminophenoxy phthalocyanine (3) and cobalt tris-(tert-butylphenoxy) monocarboxyphenoxy phthalocyanine (4) are the phthalocyanines employed in this work. The metallophthalocyanines were employed alone as well as in the presence of the carbon based graphene quantum dots. The electrocatalytic behaviour of functionalized GQDs is also explored herein. The catalytic processes studies were conducted on a glassy carbon electrode surface. Modification of the electrode was achieved by the adsorption method. The materials were adsorbed either alone, as premixed/covalently linked GQDs/Pc conjugates or sequentially. Sequentially adsorbed electrodes involved the phthalocyanines on top or beneath GQDs. Sequentially modified electrodes where the phthalocyanine had higher currents and low detection limits than when the phthalocyanine is underneath. Premixed conjugates showed better activity than the covalently formed conjugates. The nanomaterials synthesized and used in this work were characterized using transmission electron microscopy, UV-Vis spectroscopy, dynamic light scattering, Raman spectroscopy, X-ray diffraction, Atomic Force Microscopy and X-ray photoelectron spectroscopy. The modified electrodes were characterized using cyclic voltammetry and scanning electrochemical spectroscopy. The electrocatalytic activity of the modified electrodes towards the oxidation of hydrazine was evaluated using cyclic voltammetry and chronoamperometry. Superior catalytic activity was observed for the conjugates compared to that of the individual conjugates.
- Full Text:
- Date Issued: 2019
- Authors: Centane, Sixolile Sibongiseni
- Date: 2019
- Subjects: Phthalocyanines , Quantum dots , Electrocatalysis , Electrochemistry
- Language: English
- Type: text , Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/67614 , vital:29121
- Description: The electrocatalytic activity of metallophthalocyanines derivatives is explored. Cobalt monocarboxyphenoxy phthalocyanine (1), cobalt tetracarboxyphenoxy phthalocyanine (2), cobalt tetraaminophenoxy phthalocyanine (3) and cobalt tris-(tert-butylphenoxy) monocarboxyphenoxy phthalocyanine (4) are the phthalocyanines employed in this work. The metallophthalocyanines were employed alone as well as in the presence of the carbon based graphene quantum dots. The electrocatalytic behaviour of functionalized GQDs is also explored herein. The catalytic processes studies were conducted on a glassy carbon electrode surface. Modification of the electrode was achieved by the adsorption method. The materials were adsorbed either alone, as premixed/covalently linked GQDs/Pc conjugates or sequentially. Sequentially adsorbed electrodes involved the phthalocyanines on top or beneath GQDs. Sequentially modified electrodes where the phthalocyanine had higher currents and low detection limits than when the phthalocyanine is underneath. Premixed conjugates showed better activity than the covalently formed conjugates. The nanomaterials synthesized and used in this work were characterized using transmission electron microscopy, UV-Vis spectroscopy, dynamic light scattering, Raman spectroscopy, X-ray diffraction, Atomic Force Microscopy and X-ray photoelectron spectroscopy. The modified electrodes were characterized using cyclic voltammetry and scanning electrochemical spectroscopy. The electrocatalytic activity of the modified electrodes towards the oxidation of hydrazine was evaluated using cyclic voltammetry and chronoamperometry. Superior catalytic activity was observed for the conjugates compared to that of the individual conjugates.
- Full Text:
- Date Issued: 2019
Suicide and the South African business cycle
- Authors: Botha, Ferdi , Pitot, A
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/396138 , vital:69153 , xlink:href="https://hdl.handle.net/10520/EJC-18880c26e4"
- Description: Using monthly data for January 2006 - December 2015, this study explores the relationship between suicide and the South African business cycle. Contrary to most previous research, the findings reveal that suicide is pro-cyclical.
- Full Text:
- Date Issued: 2019
- Authors: Botha, Ferdi , Pitot, A
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/396138 , vital:69153 , xlink:href="https://hdl.handle.net/10520/EJC-18880c26e4"
- Description: Using monthly data for January 2006 - December 2015, this study explores the relationship between suicide and the South African business cycle. Contrary to most previous research, the findings reveal that suicide is pro-cyclical.
- Full Text:
- Date Issued: 2019
Sulphide textures and compositions associated with the hydrothermal/magmatic system of the Twangiza gold deposit (South Kivu, DRC)
- Authors: Busane, Emmanuel Aganze
- Date: 2019
- Subjects: Gold mines and mining -- Congo (Democratic Republic) , Geology -- Congo (Democratic Republic) , Hydrothermal alteration -- Congo (Democratic Republic) , Sulphide minerals -- Congo (Democratic Republic) , Gold ores -- Geology -- Congo (Democratic Republic) , Geochemistry -- Congo (Democratic Republic) , Twangiza Mine (Congo (Democratic Republic))
- Language: English
- Type: text , Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/76588 , vital:30610
- Description: Twangiza mine is a gold deposit situated in the eastern Democratic Republic of Congo. The rock types at the Twangiza Mine consist of black shale, including carbonaceous mudstone and thin intercalated layers of siltstone, and feldspar-rich granitoid intrusive sills, referred to as albitite, folded into a major antiformal structure. The gold mineralization at the mine is commonly found associated with sulphides. The sulphide textures and compositions of mineralized and unmineralized samples of black shales, albitite sills and hydrothermal veins in the mine are considered for the understanding of the spatial association of gold with sulphides and gold mineralization history of the mine. The sulphides within the Twangiza mine consist of pyrite, arsenopyrite, pyrrhotite, chalcopyrite and rare cobaltite. The primary pyrite texture occurs in unmineralized black shale and is interpreted to be diagenetic. It consists of fine-grained anhedral pyrite crystals aggregating into spherical nodules and formed in replacement of organic material during the diagenesis process. The secondary pyrite textures resulted from the hydrothermal fluids activity and include (i) aggregates of annealed anhedral crystals into sulphide-rich lenses; (ii) elongated anhedral pyrite in the form of short stringers; (iii) fine-grained subhedral to euhedral pyrite randomly distributed within the rock matrix; (iv) euhedral zoned pyrite crystals occurring within veins; (v) aggregations of fine-grained anhedral pyrite, locally distributed in the matrix; (vi) abundant dissemination of fine-grained subhedral to anhedral pyrite crystals within the vein selvedge in the host rock; (vii) and coarse-grained massive pyrite bodies. The pyrite major elemental composition does not vary significantly in the different textures and sample types. The Fe content ranges from 44.57 to 46.40 wt. %, and the S content ranges from 53.75 to 55.25 wt. %. Pyrite from mineralized black shale and hydrothermal veins contains relatively higher concentrations of As (~ 1 wt. %) than pyrite from other sample types. The arsenopyrite commonly occurs as fine-grained anhedral crystals as inclusions within pyrite, medium-grained crystal intergrowing with pyrite and/or as coarse-grained massive arsenopyrite bodies in the massive sulphide veins. The arsenopyrite composition is uniform in all textural and sample type with Fe content ranging from 33.44 to 35.20 wt. %, S content ranging from 21.13 to 22.55 wt. % and As content ranging from 42.20 to 43.97 wt. %. In mineralized black shale and unmineralized black shale, the arsenopyrite shows, however, minor concentrations of Ni with 0.39 and 0.70 wt. % respectively. The pyrrhotite occurs as fine-grained anhedral patchy crystals randomly distributed within the rock matrix of unmineralized black shale and unmineralized granitoid, and / or as inclusions within pyrite in mineralized granitoid. The pyrrhotite shows a uniform composition in all samples and textural types, though minor concentrations of Ni (2.06 wt. %) content are reported in unmineralized granitoid. Chalcopyrite occurs as fine-grained crystals in inclusions within pyrite; and cobaltite occurs as rare fine-grained anhedral crystals occasionally disseminated in the albitite sill matrix. The chalcopyrite composition does not vary considerably in all sample and textural types, and cobaltite shows minor concentrations of Ni (4.55 wt. %) and Fe (3.45 wt. %). Native gold grains are commonly found associated with the secondary pyrite texture especially within the sulphide-rich lenses and in the massive sulphide veins, and are almost pure with ~97 wt. %. A Na-rich hydrothermal fluid from low-grade metamorphism associated with the E-W compressive tectonic event, which caused formation of the antiform structure which control the mineralization in the deposit area, led to the albitization of the deposit rocks and specially the alteration of the granitic assemblage to form albitite, and the deposition of aggregates of fine-grained anhedral crystals and growth and annealing of pyrite in sulphide-rich lenses. Afterward, the CO2-rich hydrothermal fluids influx circulated through reactivated structures, including quartz veins, and led to the precipitation of dolomite, ankerite, siderite and magnesite. They also led to the precipitation of pyrite of secondary textures as well as arsenopyrite, chalcopyrite and formation of pyrrhotite from the desulphurization of early pyrite. The CO2-rich hydrothermal fluids probably leached gold and other trace elements such as As, Co, etc. from the sedimentary host rocks and deposited them into suitable traps, such as the sulphide-rich lenses and massive sulphide bodies, preferably within the hinge zone of anticline axis constituting a hydrothermal fluid pathway.
- Full Text:
- Date Issued: 2019
- Authors: Busane, Emmanuel Aganze
- Date: 2019
- Subjects: Gold mines and mining -- Congo (Democratic Republic) , Geology -- Congo (Democratic Republic) , Hydrothermal alteration -- Congo (Democratic Republic) , Sulphide minerals -- Congo (Democratic Republic) , Gold ores -- Geology -- Congo (Democratic Republic) , Geochemistry -- Congo (Democratic Republic) , Twangiza Mine (Congo (Democratic Republic))
- Language: English
- Type: text , Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/76588 , vital:30610
- Description: Twangiza mine is a gold deposit situated in the eastern Democratic Republic of Congo. The rock types at the Twangiza Mine consist of black shale, including carbonaceous mudstone and thin intercalated layers of siltstone, and feldspar-rich granitoid intrusive sills, referred to as albitite, folded into a major antiformal structure. The gold mineralization at the mine is commonly found associated with sulphides. The sulphide textures and compositions of mineralized and unmineralized samples of black shales, albitite sills and hydrothermal veins in the mine are considered for the understanding of the spatial association of gold with sulphides and gold mineralization history of the mine. The sulphides within the Twangiza mine consist of pyrite, arsenopyrite, pyrrhotite, chalcopyrite and rare cobaltite. The primary pyrite texture occurs in unmineralized black shale and is interpreted to be diagenetic. It consists of fine-grained anhedral pyrite crystals aggregating into spherical nodules and formed in replacement of organic material during the diagenesis process. The secondary pyrite textures resulted from the hydrothermal fluids activity and include (i) aggregates of annealed anhedral crystals into sulphide-rich lenses; (ii) elongated anhedral pyrite in the form of short stringers; (iii) fine-grained subhedral to euhedral pyrite randomly distributed within the rock matrix; (iv) euhedral zoned pyrite crystals occurring within veins; (v) aggregations of fine-grained anhedral pyrite, locally distributed in the matrix; (vi) abundant dissemination of fine-grained subhedral to anhedral pyrite crystals within the vein selvedge in the host rock; (vii) and coarse-grained massive pyrite bodies. The pyrite major elemental composition does not vary significantly in the different textures and sample types. The Fe content ranges from 44.57 to 46.40 wt. %, and the S content ranges from 53.75 to 55.25 wt. %. Pyrite from mineralized black shale and hydrothermal veins contains relatively higher concentrations of As (~ 1 wt. %) than pyrite from other sample types. The arsenopyrite commonly occurs as fine-grained anhedral crystals as inclusions within pyrite, medium-grained crystal intergrowing with pyrite and/or as coarse-grained massive arsenopyrite bodies in the massive sulphide veins. The arsenopyrite composition is uniform in all textural and sample type with Fe content ranging from 33.44 to 35.20 wt. %, S content ranging from 21.13 to 22.55 wt. % and As content ranging from 42.20 to 43.97 wt. %. In mineralized black shale and unmineralized black shale, the arsenopyrite shows, however, minor concentrations of Ni with 0.39 and 0.70 wt. % respectively. The pyrrhotite occurs as fine-grained anhedral patchy crystals randomly distributed within the rock matrix of unmineralized black shale and unmineralized granitoid, and / or as inclusions within pyrite in mineralized granitoid. The pyrrhotite shows a uniform composition in all samples and textural types, though minor concentrations of Ni (2.06 wt. %) content are reported in unmineralized granitoid. Chalcopyrite occurs as fine-grained crystals in inclusions within pyrite; and cobaltite occurs as rare fine-grained anhedral crystals occasionally disseminated in the albitite sill matrix. The chalcopyrite composition does not vary considerably in all sample and textural types, and cobaltite shows minor concentrations of Ni (4.55 wt. %) and Fe (3.45 wt. %). Native gold grains are commonly found associated with the secondary pyrite texture especially within the sulphide-rich lenses and in the massive sulphide veins, and are almost pure with ~97 wt. %. A Na-rich hydrothermal fluid from low-grade metamorphism associated with the E-W compressive tectonic event, which caused formation of the antiform structure which control the mineralization in the deposit area, led to the albitization of the deposit rocks and specially the alteration of the granitic assemblage to form albitite, and the deposition of aggregates of fine-grained anhedral crystals and growth and annealing of pyrite in sulphide-rich lenses. Afterward, the CO2-rich hydrothermal fluids influx circulated through reactivated structures, including quartz veins, and led to the precipitation of dolomite, ankerite, siderite and magnesite. They also led to the precipitation of pyrite of secondary textures as well as arsenopyrite, chalcopyrite and formation of pyrrhotite from the desulphurization of early pyrite. The CO2-rich hydrothermal fluids probably leached gold and other trace elements such as As, Co, etc. from the sedimentary host rocks and deposited them into suitable traps, such as the sulphide-rich lenses and massive sulphide bodies, preferably within the hinge zone of anticline axis constituting a hydrothermal fluid pathway.
- Full Text:
- Date Issued: 2019
Supervision of student teachers in Zimbabwean Primary Schools: Implications for teacher pre-service programmes.
- Authors: Ndlovu,Trezia
- Date: 2019
- Subjects: Student teachers -- Supervision of
- Language: English
- Type: Thesis , Doctoral , PhD (Education)
- Identifier: http://hdl.handle.net/10353/16654 , vital:40740
- Description: The economic crisis in Zimbabwe has resulted in poor working conditions, low remuneration and lack of resources. This situation has led to low morale of qualified teachers. The supervision of student teachers therefore, represents extra work for the teachers, who are already over-burdened by large classes and the demands associated with the introduction of new subjects from time to time. Some mentors feel that they need to be given incentives for their role in the training of teachers. Furthermore, research suggests that some student teachers are struggling with their teaching practice which is an important aspect of their teacher education. It is for this reason that the researcher sought to conduct a case study that would examine the supervision of student teachers by school based supervisors in Zimbabwean primary schools. Purposive sampling was used to select eighteen student teachers and nine supervisors. This study, which is qualitative in nature, was grounded in the constructivist paradigm. Semi-structured interviews were deployed to gather data and Focus Group Discussions and document analysis were also used for triangulation purposes. The data revealed that although student teachers were supervised by their mentors, there were divergent perspectives with regard to how supervision of student teachers should be conducted, with a significant number understanding supervision as checking and controlling of student teachers‟ work. It also emerged from the data that good relationship with mentors was beneficial to student teachers. However, the majority of student teachers reported serious challenges that included lack of orientation mentors and inadequate supervision due to busy schedule of their mentors. Based on the findings of the study, the study recommends that School ~ viii ~ Heads should choose well-qualified and experienced teachers to mentor and supervise student teachers so that they serve as good role models to the students, and that clear supervision guidelines be developed to achieve uniformity in the supervision of student teachers.
- Full Text:
- Date Issued: 2019
- Authors: Ndlovu,Trezia
- Date: 2019
- Subjects: Student teachers -- Supervision of
- Language: English
- Type: Thesis , Doctoral , PhD (Education)
- Identifier: http://hdl.handle.net/10353/16654 , vital:40740
- Description: The economic crisis in Zimbabwe has resulted in poor working conditions, low remuneration and lack of resources. This situation has led to low morale of qualified teachers. The supervision of student teachers therefore, represents extra work for the teachers, who are already over-burdened by large classes and the demands associated with the introduction of new subjects from time to time. Some mentors feel that they need to be given incentives for their role in the training of teachers. Furthermore, research suggests that some student teachers are struggling with their teaching practice which is an important aspect of their teacher education. It is for this reason that the researcher sought to conduct a case study that would examine the supervision of student teachers by school based supervisors in Zimbabwean primary schools. Purposive sampling was used to select eighteen student teachers and nine supervisors. This study, which is qualitative in nature, was grounded in the constructivist paradigm. Semi-structured interviews were deployed to gather data and Focus Group Discussions and document analysis were also used for triangulation purposes. The data revealed that although student teachers were supervised by their mentors, there were divergent perspectives with regard to how supervision of student teachers should be conducted, with a significant number understanding supervision as checking and controlling of student teachers‟ work. It also emerged from the data that good relationship with mentors was beneficial to student teachers. However, the majority of student teachers reported serious challenges that included lack of orientation mentors and inadequate supervision due to busy schedule of their mentors. Based on the findings of the study, the study recommends that School ~ viii ~ Heads should choose well-qualified and experienced teachers to mentor and supervise student teachers so that they serve as good role models to the students, and that clear supervision guidelines be developed to achieve uniformity in the supervision of student teachers.
- Full Text:
- Date Issued: 2019
Supply chain efficacy for reefer cargo destined for Cape Town terminal
- Authors: Tefu, Johanna
- Date: 2019
- Subjects: Business logistics -- South Africa -- Cape Town , Industrial procurement Physical distribution of goods Marine terminals -- South Africa -- Cape Town
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: http://hdl.handle.net/10948/43867 , vital:37066
- Description: Economical earnings for South Africa rely severely on export earnings, which are dependent on the effectiveness and efficiency of the cold chain. Achieving an efficient, integrated, effective, collaborative, focused and proficient supply chain in the exporting of reefer cargo plays a pivotal role in growing a country’s economy. The purpose of this treatise is to develop a conceptual framework that can be adopted by the cold chain industry in South Africa to achieve supply chain efficacy for reefer cargo destined for Cape Town Terminal. A quantitative approach was adopted for the collection of data, as well as an in-depth literature review was conducted, where efficacy in a supply chain was studied. Variables that were explored in the study for the attainment of supply chain efficacy include; the reliability of the cold chain, communication, innovation, agility, asset management and the level of service quality. Information that was needed for the study was collected using a questionnaire and available literature. A questionnaire was used to determine key elements that are imperative in the development of a conceptual framework to ensure the attainment of supply chain efficacy. This study explores the necessary literature on the South Africa fruit industry, the cold chain and its participants, the SCOR process model and elements that determine supply chain efficacy. The study also explored the various dimensions of an integrated supply chain. The ideal conceptual framework was developed which was used to form a basis for the formulation of the questionnaire. The study comprised of 126 respondents and various statistical methods were used to analyse the conceptual model. Hereafter, a proposed conceptual model to measure supply chain efficacy was constructed. The model includes reliability, communication, innovation, asset management, and service quality, which have been tested to be determinants of supply chain efficacy. The study concludes with managerial recommendations that participants in the cold chain can adopt to achieve efficacy. Some of the recommendations include Port Terminals implementing control measures that will ensure proper and accurate pre-advice of reefer cargo, this is to take place prior to containers arriving at the terminal gate. Port Terminals and Shipping Lines to develop a platform e.g. an application whereby timeous and informative communication will be made available to industry when the port is faced with periods of high winds or any changes in vessel schedules. The fostering of partnerships that will make possible the opportunity for exploring Lean Six Sigma principles with efforts of improving export processes. The development of a performance tracking tool that can be used by the entire cold chain, so as to ascertain where improvement areas to the process are and implement immediate change. The industry to invest in extensive market research to examine and improve on fruit export trade. Focusing on strategies such as diversifying the market, this can be done as a result of the volatility of the sector. Port Terminals to explore possibilities of increasing rail activities for reefer containers. Controlling bodies such as the PPECB to conduct industry-wide training programmes for refining the handling of reefer cargo in aims of improving trade. The industry to also establish platforms were feedback would be given pertaining to the performance of the cold chain at the end of the reefer peak season, with variable action items. This treatise looks at proposing a conceptual framework that can be adopted to achieve supply chain efficacy for reefer cargo destined for the Cape Town Terminal. This study will enable the integration of the cold chain network in the Western Cape in order to meet fruit export demand and seasonality requirements.
- Full Text:
- Date Issued: 2019
- Authors: Tefu, Johanna
- Date: 2019
- Subjects: Business logistics -- South Africa -- Cape Town , Industrial procurement Physical distribution of goods Marine terminals -- South Africa -- Cape Town
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: http://hdl.handle.net/10948/43867 , vital:37066
- Description: Economical earnings for South Africa rely severely on export earnings, which are dependent on the effectiveness and efficiency of the cold chain. Achieving an efficient, integrated, effective, collaborative, focused and proficient supply chain in the exporting of reefer cargo plays a pivotal role in growing a country’s economy. The purpose of this treatise is to develop a conceptual framework that can be adopted by the cold chain industry in South Africa to achieve supply chain efficacy for reefer cargo destined for Cape Town Terminal. A quantitative approach was adopted for the collection of data, as well as an in-depth literature review was conducted, where efficacy in a supply chain was studied. Variables that were explored in the study for the attainment of supply chain efficacy include; the reliability of the cold chain, communication, innovation, agility, asset management and the level of service quality. Information that was needed for the study was collected using a questionnaire and available literature. A questionnaire was used to determine key elements that are imperative in the development of a conceptual framework to ensure the attainment of supply chain efficacy. This study explores the necessary literature on the South Africa fruit industry, the cold chain and its participants, the SCOR process model and elements that determine supply chain efficacy. The study also explored the various dimensions of an integrated supply chain. The ideal conceptual framework was developed which was used to form a basis for the formulation of the questionnaire. The study comprised of 126 respondents and various statistical methods were used to analyse the conceptual model. Hereafter, a proposed conceptual model to measure supply chain efficacy was constructed. The model includes reliability, communication, innovation, asset management, and service quality, which have been tested to be determinants of supply chain efficacy. The study concludes with managerial recommendations that participants in the cold chain can adopt to achieve efficacy. Some of the recommendations include Port Terminals implementing control measures that will ensure proper and accurate pre-advice of reefer cargo, this is to take place prior to containers arriving at the terminal gate. Port Terminals and Shipping Lines to develop a platform e.g. an application whereby timeous and informative communication will be made available to industry when the port is faced with periods of high winds or any changes in vessel schedules. The fostering of partnerships that will make possible the opportunity for exploring Lean Six Sigma principles with efforts of improving export processes. The development of a performance tracking tool that can be used by the entire cold chain, so as to ascertain where improvement areas to the process are and implement immediate change. The industry to invest in extensive market research to examine and improve on fruit export trade. Focusing on strategies such as diversifying the market, this can be done as a result of the volatility of the sector. Port Terminals to explore possibilities of increasing rail activities for reefer containers. Controlling bodies such as the PPECB to conduct industry-wide training programmes for refining the handling of reefer cargo in aims of improving trade. The industry to also establish platforms were feedback would be given pertaining to the performance of the cold chain at the end of the reefer peak season, with variable action items. This treatise looks at proposing a conceptual framework that can be adopted to achieve supply chain efficacy for reefer cargo destined for the Cape Town Terminal. This study will enable the integration of the cold chain network in the Western Cape in order to meet fruit export demand and seasonality requirements.
- Full Text:
- Date Issued: 2019
Sustainability reporting guidelines for higher educational institutions in South Africa
- Authors: Zietsman, Jaco
- Date: 2019
- Subjects: Education, Higher -- South Africa , Corporation reports Sustainability
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: http://hdl.handle.net/10948/33384 , vital:32754
- Description: In the higher education sector, a number of Higher Education Institutions (HEIs) are playing a leading role in promoting sustainable initiatives. Managing these initiatives effectively can be a complex task and requires data and information from multiple sources. HEIs must ensure financial sustainability, social sustainability, environmental sustainability and educational sustainability. HEIs in South Africa are required to produce a sustainability report for the Department of Higher Education and Training (DHET) on an annual basis. HEIs are not required to use a specific set of guidelines to create a report that complies with the DHET reporting requirements. HEIs face a number of challenges in effectively managing and reporting on sustainability information, such as poor sharing and communication of information and combining information from different sources to form an integrated report. Well-structured guidelines that adheres to institution standards and governmental reporting requirements can effectively streamline the sustainability reporting process. This study investigates the requirements and challenges of effective sustainability reporting for HEIs in South Africa. A set of Global Reporting Initiative (GRI) G4 guidelines were reworked to support effective sustainability reporting by South African HEIs. Nelson Mandela University is one such HEI, which is affected by the challenges of managing and reporting on strategic sustainability information. Nelson Mandela University was therefore used as a case study in this research study. An in-depth study was done exploring how prominent international universities apply the GRI guidelines to contribute and generate integrated sustainability reports for their specific HEIs and general reporting needs and requirements. Additionally, an in-depth study of the German integrated reporting guidelines for HEI’s was conducted. Furthermore, a study of the South African DHET reporting requirements was conducted to explore the similarities that exists between the GRI (G4) guidelines and DHET requirements. The guidelines were evaluated by Nelson Mandela University personnel and academics. The final product consists of a set of GRI guidelines that have been adapted to satisfy both GRI and DHET requirements for integrated sustainability reporting for South African HEIs. The contributions from this study are a set of GRI G4 guidelines and examples for integrated sustainability reporting and management for HEIs in South Africa. The set of adapted GRI guidelines for HEIs in South Africa was created with the assistance of the strategic management departments at Nelson Mandela University. The GRI guidelines have been reworded to be specifically applicable to South African HEIs and contain instructions and guidelines on how to generate an integrated sustainability report for a South African HEI.
- Full Text:
- Date Issued: 2019
- Authors: Zietsman, Jaco
- Date: 2019
- Subjects: Education, Higher -- South Africa , Corporation reports Sustainability
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: http://hdl.handle.net/10948/33384 , vital:32754
- Description: In the higher education sector, a number of Higher Education Institutions (HEIs) are playing a leading role in promoting sustainable initiatives. Managing these initiatives effectively can be a complex task and requires data and information from multiple sources. HEIs must ensure financial sustainability, social sustainability, environmental sustainability and educational sustainability. HEIs in South Africa are required to produce a sustainability report for the Department of Higher Education and Training (DHET) on an annual basis. HEIs are not required to use a specific set of guidelines to create a report that complies with the DHET reporting requirements. HEIs face a number of challenges in effectively managing and reporting on sustainability information, such as poor sharing and communication of information and combining information from different sources to form an integrated report. Well-structured guidelines that adheres to institution standards and governmental reporting requirements can effectively streamline the sustainability reporting process. This study investigates the requirements and challenges of effective sustainability reporting for HEIs in South Africa. A set of Global Reporting Initiative (GRI) G4 guidelines were reworked to support effective sustainability reporting by South African HEIs. Nelson Mandela University is one such HEI, which is affected by the challenges of managing and reporting on strategic sustainability information. Nelson Mandela University was therefore used as a case study in this research study. An in-depth study was done exploring how prominent international universities apply the GRI guidelines to contribute and generate integrated sustainability reports for their specific HEIs and general reporting needs and requirements. Additionally, an in-depth study of the German integrated reporting guidelines for HEI’s was conducted. Furthermore, a study of the South African DHET reporting requirements was conducted to explore the similarities that exists between the GRI (G4) guidelines and DHET requirements. The guidelines were evaluated by Nelson Mandela University personnel and academics. The final product consists of a set of GRI guidelines that have been adapted to satisfy both GRI and DHET requirements for integrated sustainability reporting for South African HEIs. The contributions from this study are a set of GRI G4 guidelines and examples for integrated sustainability reporting and management for HEIs in South Africa. The set of adapted GRI guidelines for HEIs in South Africa was created with the assistance of the strategic management departments at Nelson Mandela University. The GRI guidelines have been reworded to be specifically applicable to South African HEIs and contain instructions and guidelines on how to generate an integrated sustainability report for a South African HEI.
- Full Text:
- Date Issued: 2019
Sustainable rural development through community participation: modeling community-based tourism in Nqileni village, Eastern Cape, South Africa
- Authors: Setokoe, Tshepiso Jonathan
- Date: 2019
- Subjects: Rural development -- South Africa -- Eastern Cape , Tourism -- South Africa Tourism -- South Africa -- Eastern Cape Ecotourism
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10948/43379 , vital:36863
- Description: The development of tourism has been heralded to be a mechanism for sustainable rural development. Sustainable development of any nature requires that any efforts aimed at developing rural areas must involve the community in which the development is undertaken. This has given rise to concerted efforts by governments and development practitioners to involve local communities in development initiatives undertaken within their locale. The study analysed the importance of community participation in tourism development, with the aim to ensure the sustainable rural development of areas such as Nqileni village. This was undertaken using a qualitative research approach using semi-structured interviews to solicit data from twenty members of the Nqileni village community. The data was analysed with the assistance of a specialist qualitative data analyst, using the NVivo sytem, version 11, and was objectively interpreted and analysed by the researcher. The results revealed that the community viewed their participation to be paramount in development initiatives undertaken within the area, which also allows for the building of capacity, and ultimately empowers the community to meaningfully participate in the sustainable development of the area. Finally, the study proposed a community-based tourism model for sustainable rural development, which placed community participations at the root of sustainable development. This has been presented in a form that proposes that a leadership that works together in harmony, coupled with a flow of tourists and investment in the area, which can encourage the community to participate in tourism, resulting in a tourism economy that will allow for positive impacts (such as employment, conservation of resources and preservation of culture).This will enable the reduction of poverty, revival of other economic sectors within the area and foster social cohesion, and ultimately developing the area and its people.
- Full Text:
- Date Issued: 2019
- Authors: Setokoe, Tshepiso Jonathan
- Date: 2019
- Subjects: Rural development -- South Africa -- Eastern Cape , Tourism -- South Africa Tourism -- South Africa -- Eastern Cape Ecotourism
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10948/43379 , vital:36863
- Description: The development of tourism has been heralded to be a mechanism for sustainable rural development. Sustainable development of any nature requires that any efforts aimed at developing rural areas must involve the community in which the development is undertaken. This has given rise to concerted efforts by governments and development practitioners to involve local communities in development initiatives undertaken within their locale. The study analysed the importance of community participation in tourism development, with the aim to ensure the sustainable rural development of areas such as Nqileni village. This was undertaken using a qualitative research approach using semi-structured interviews to solicit data from twenty members of the Nqileni village community. The data was analysed with the assistance of a specialist qualitative data analyst, using the NVivo sytem, version 11, and was objectively interpreted and analysed by the researcher. The results revealed that the community viewed their participation to be paramount in development initiatives undertaken within the area, which also allows for the building of capacity, and ultimately empowers the community to meaningfully participate in the sustainable development of the area. Finally, the study proposed a community-based tourism model for sustainable rural development, which placed community participations at the root of sustainable development. This has been presented in a form that proposes that a leadership that works together in harmony, coupled with a flow of tourists and investment in the area, which can encourage the community to participate in tourism, resulting in a tourism economy that will allow for positive impacts (such as employment, conservation of resources and preservation of culture).This will enable the reduction of poverty, revival of other economic sectors within the area and foster social cohesion, and ultimately developing the area and its people.
- Full Text:
- Date Issued: 2019
Syntheses and photophysico-chemical properties of phthalocyanines in the presence of silica nanoparticles
- Authors: Peteni, Siwaphiwe
- Date: 2019
- Subjects: Phthalocyanines , Silica , Nanoparticles , Bioconjugates
- Language: English
- Type: text , Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/67592 , vital:29118
- Description: This thesis reports on the syntheses and characterizationof symmetrical (charged and neutral), asymmetrical (neutral) metallophthalocyanines (MPcs) and subphthalocyanines (SubPcs). The charged and neutral Pcs were physically doped onto silica nanoparticles (SiNPs). The asymmetrical MPc was also chemically linked to SiNPs. Spectroscopic and microscopic techniques were used to confirm the formation of SiNPs-MPc conjugates. The photophysics and photochemistry of the MPcs were assessed when alone and in conjugates (with SiNPs). The studies showed no significant changes in fluorescence quantum yields (ϕF) and fluorescence lifetimes (ϕF) of MPcs following doping except for 2-SiNPs (2 = Zn tetraaminophenoxyphthalocyanines) and 6-SiNPs (doped) (6 = Zn tris[(4-(pyridine-4-ylthio)2-thio-4-methylthiazol-5yl) acetic acid phthalocyanine) where there was a decrease in the ϕF value. Also for 1-SiNPs (1 = unsubstituted ZnPc) there was an elongation in τF which could be due to the protection offered by SiNPs. Both charged/neutral MPcs displayed high triplet quantum yields (ϕT) and singlet quantum yields (ϕΔ) following doping except for 2-SiNPs where there was a decrease in the latter. For 1-SiNPs there was an increase in ϕT but a decrease inϕΔ .There wasa decrease in ϕT and an increase in ϕΔfor4-SiNPs (4 = Zn tetrasulfophenoxyphthalocyanine), the decrease in ϕT could be due to the orientation of theMPc in SiNPs. An increase in both ϕT and ϕΔ for 6-SiNPs (linked) compared to 6-SiNPs (doped) was observed. Complex 5 (5 = Zn tetra-kis-(dodecylmercapto) phthalocyanine) showed a low ϕΔ value.
- Full Text:
- Date Issued: 2019
- Authors: Peteni, Siwaphiwe
- Date: 2019
- Subjects: Phthalocyanines , Silica , Nanoparticles , Bioconjugates
- Language: English
- Type: text , Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/67592 , vital:29118
- Description: This thesis reports on the syntheses and characterizationof symmetrical (charged and neutral), asymmetrical (neutral) metallophthalocyanines (MPcs) and subphthalocyanines (SubPcs). The charged and neutral Pcs were physically doped onto silica nanoparticles (SiNPs). The asymmetrical MPc was also chemically linked to SiNPs. Spectroscopic and microscopic techniques were used to confirm the formation of SiNPs-MPc conjugates. The photophysics and photochemistry of the MPcs were assessed when alone and in conjugates (with SiNPs). The studies showed no significant changes in fluorescence quantum yields (ϕF) and fluorescence lifetimes (ϕF) of MPcs following doping except for 2-SiNPs (2 = Zn tetraaminophenoxyphthalocyanines) and 6-SiNPs (doped) (6 = Zn tris[(4-(pyridine-4-ylthio)2-thio-4-methylthiazol-5yl) acetic acid phthalocyanine) where there was a decrease in the ϕF value. Also for 1-SiNPs (1 = unsubstituted ZnPc) there was an elongation in τF which could be due to the protection offered by SiNPs. Both charged/neutral MPcs displayed high triplet quantum yields (ϕT) and singlet quantum yields (ϕΔ) following doping except for 2-SiNPs where there was a decrease in the latter. For 1-SiNPs there was an increase in ϕT but a decrease inϕΔ .There wasa decrease in ϕT and an increase in ϕΔfor4-SiNPs (4 = Zn tetrasulfophenoxyphthalocyanine), the decrease in ϕT could be due to the orientation of theMPc in SiNPs. An increase in both ϕT and ϕΔ for 6-SiNPs (linked) compared to 6-SiNPs (doped) was observed. Complex 5 (5 = Zn tetra-kis-(dodecylmercapto) phthalocyanine) showed a low ϕΔ value.
- Full Text:
- Date Issued: 2019
Synthesis and elaboration of critical realist methodology for green skills research
- Authors: Rosenberg, Eureta
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436119 , vital:73228 , ISBN 9780429279362 , https://www.taylorfrancis.com/chapters/edit/10.4324/9780429279362-13/synthesis-elaboration-critical-realist-methodology-green-skills-research-eureta-rosenberg
- Description: In the concluding section of the book, this penultimate chapter elaborates on the central quest for research design that approaches green skills questions as inextricably linked to complex economic, environmental and social justice contexts that are systemic and emergent in nature, therefore necessitating a depth ontology and a dialectic approach, given the transformative intent of researching towards a more just and sustainable society. The chapter highlights methodological insights from the studies reviewed in this book, and provides guidance for green skills research design. It does so in relation to four interacting domains that research and programme planners need to consider in relation to each other. These are: the political-institutional context; theory and conceptual considerations; researchers’ personal-professional commitments; and the aligned methodological considerations. The meta-theory underlabouring the work in this book is Bhaskar’s dialectical critical realism, and its practical implications are illustrated and elaborated here with reference to the most pertinent features including lamination, systems, emergence, absence and associated approaches to analysis. The result is not a blueprint for a single research design, but considerations that could give rise to a variety of different designs for green skills research.
- Full Text:
- Date Issued: 2019
- Authors: Rosenberg, Eureta
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436119 , vital:73228 , ISBN 9780429279362 , https://www.taylorfrancis.com/chapters/edit/10.4324/9780429279362-13/synthesis-elaboration-critical-realist-methodology-green-skills-research-eureta-rosenberg
- Description: In the concluding section of the book, this penultimate chapter elaborates on the central quest for research design that approaches green skills questions as inextricably linked to complex economic, environmental and social justice contexts that are systemic and emergent in nature, therefore necessitating a depth ontology and a dialectic approach, given the transformative intent of researching towards a more just and sustainable society. The chapter highlights methodological insights from the studies reviewed in this book, and provides guidance for green skills research design. It does so in relation to four interacting domains that research and programme planners need to consider in relation to each other. These are: the political-institutional context; theory and conceptual considerations; researchers’ personal-professional commitments; and the aligned methodological considerations. The meta-theory underlabouring the work in this book is Bhaskar’s dialectical critical realism, and its practical implications are illustrated and elaborated here with reference to the most pertinent features including lamination, systems, emergence, absence and associated approaches to analysis. The result is not a blueprint for a single research design, but considerations that could give rise to a variety of different designs for green skills research.
- Full Text:
- Date Issued: 2019
Synthesis and photophysicochemical properties of novel axially di-substituted silicon (IV) phthalocyanines and their photodynamic antimicrobial chemotherapy (PACT) activity against Staphylococcus aureus
- Sen, Pinar, Sindelo, Azole, Mafukidze, Donovan M, Nyokong, Tebello
- Authors: Sen, Pinar , Sindelo, Azole , Mafukidze, Donovan M , Nyokong, Tebello
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/186757 , vital:44531 , xlink:href="https://doi.org/10.1016/j.synthmet.2019.116203"
- Description: In this study, novel silicon (IV) phthalocyanine axially di-substituted with benzimidazole moieties (3) and its quaternized derivative (4) have been synthesized and fully characterized. The photophysical and photochemical properties of both phthalocyanines such as absorption, fluorescence and, singlet oxygen quantum yields, triplet state quantum yields and exited state lifetimes were investigated in solutions. These new silicon phthalocyanines exhibited low fluorescence but produced high singlet oxygen yields in both DMSO (compound 3 and 4) and aqueous media (compound 4). The quaternization of Si(IV)Pc (3) improved the triplet state quantum yield (ΦT) 0.61 to 0.83, consequently singlet oxygen generation (ΦΔ) increased to 0.69 from 0.42. Photodynamic antimicrobial chemotherapy activities (PACT) of Si(IV)Pc photosensitizers were determined towards Staphylococcus aureus. The higher efficiency was obtained with cationic derivative (4) giving reduction percentage value of 99.75%.
- Full Text:
- Date Issued: 2019
- Authors: Sen, Pinar , Sindelo, Azole , Mafukidze, Donovan M , Nyokong, Tebello
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/186757 , vital:44531 , xlink:href="https://doi.org/10.1016/j.synthmet.2019.116203"
- Description: In this study, novel silicon (IV) phthalocyanine axially di-substituted with benzimidazole moieties (3) and its quaternized derivative (4) have been synthesized and fully characterized. The photophysical and photochemical properties of both phthalocyanines such as absorption, fluorescence and, singlet oxygen quantum yields, triplet state quantum yields and exited state lifetimes were investigated in solutions. These new silicon phthalocyanines exhibited low fluorescence but produced high singlet oxygen yields in both DMSO (compound 3 and 4) and aqueous media (compound 4). The quaternization of Si(IV)Pc (3) improved the triplet state quantum yield (ΦT) 0.61 to 0.83, consequently singlet oxygen generation (ΦΔ) increased to 0.69 from 0.42. Photodynamic antimicrobial chemotherapy activities (PACT) of Si(IV)Pc photosensitizers were determined towards Staphylococcus aureus. The higher efficiency was obtained with cationic derivative (4) giving reduction percentage value of 99.75%.
- Full Text:
- Date Issued: 2019