A critical realist account of a mentoring programme in the Faculty of Pharmacy at Rhodes University
- Authors: Oltmann, Carmen
- Date: 2009
- Subjects: Rhodes University -- Academic Development Programme Pharmacy -- Study and teaching (Higher) -- South Africa Mentoring in education -- South Africa Mentoring in Science -- South Africa Critical realism Communities of practice
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3781 , http://hdl.handle.net/10962/d1003259
- Description: This study originates from experiences I had as supervisor of the mentoring programme for first year students in the Faculty of Pharmacy, at Rhodes University. Our mentoring programme is a strategy for first year students – specifically those from previously disadvantaged backgrounds – to succeed at Rhodes University. Using an ontological meta-theory - critical realism - as my analytical lens, discourse as my unit of analysis, and Invitational Learning Theory as a theoretical tool I developed a model of mentoring based on Bhaskar’s transformational model (1993). This model illustrates the relationship between structure, culture and agency. Whilst developing this model I focussed on determining how mentors construct mentoring, and how mentoring facilitates access to a Community of Practice (CoP). Mentoring involves providing a shared space that is safe, that the mentor and mentee feel comfortable in, and that supports and challenges both the mentor and the mentee. It is a reciprocal, developmental relationship for both the mentor and the mentee that deals with issues that the mentee deems as ‘real’. Mentoring is a process, not an outcome. The mentoring strategies that the mentors employed changed as the mentors mentored. Mentors help mentees by using structures and mechanisms that worked for them, and/or by helping mentees access these structures and mechanisms. Mentoring facilitates access to a CoP by providing opportunities for engagement. This involves sharing of experiences and knowledge, and promoting discussion. The mentor helps the mentee move from being a peripheral member of the CoP to becoming a main member, i.e., becoming active, learning with and from others within the CoP. CoPs develop social capital and knowledge management. My research suggests that the knowledge, skills and attitude developed by the mentors within this study may be transferable to other aspects in Pharmacy.
- Full Text:
- Date Issued: 2009
- Authors: Oltmann, Carmen
- Date: 2009
- Subjects: Rhodes University -- Academic Development Programme Pharmacy -- Study and teaching (Higher) -- South Africa Mentoring in education -- South Africa Mentoring in Science -- South Africa Critical realism Communities of practice
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:3781 , http://hdl.handle.net/10962/d1003259
- Description: This study originates from experiences I had as supervisor of the mentoring programme for first year students in the Faculty of Pharmacy, at Rhodes University. Our mentoring programme is a strategy for first year students – specifically those from previously disadvantaged backgrounds – to succeed at Rhodes University. Using an ontological meta-theory - critical realism - as my analytical lens, discourse as my unit of analysis, and Invitational Learning Theory as a theoretical tool I developed a model of mentoring based on Bhaskar’s transformational model (1993). This model illustrates the relationship between structure, culture and agency. Whilst developing this model I focussed on determining how mentors construct mentoring, and how mentoring facilitates access to a Community of Practice (CoP). Mentoring involves providing a shared space that is safe, that the mentor and mentee feel comfortable in, and that supports and challenges both the mentor and the mentee. It is a reciprocal, developmental relationship for both the mentor and the mentee that deals with issues that the mentee deems as ‘real’. Mentoring is a process, not an outcome. The mentoring strategies that the mentors employed changed as the mentors mentored. Mentors help mentees by using structures and mechanisms that worked for them, and/or by helping mentees access these structures and mechanisms. Mentoring facilitates access to a CoP by providing opportunities for engagement. This involves sharing of experiences and knowledge, and promoting discussion. The mentor helps the mentee move from being a peripheral member of the CoP to becoming a main member, i.e., becoming active, learning with and from others within the CoP. CoPs develop social capital and knowledge management. My research suggests that the knowledge, skills and attitude developed by the mentors within this study may be transferable to other aspects in Pharmacy.
- Full Text:
- Date Issued: 2009
The effects of a 160 km run on selected anthropometric, physiological and psychological parameters
- Authors: Oltmann, Carmen
- Date: 1992
- Subjects: Marathon running -- Psychological effects , Marathon running -- Physiological effects
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:5148 , http://hdl.handle.net/10962/d1009706 , Marathon running -- Psychological effects , Marathon running -- Physiological effects
- Description: Twenty-one male subjects volunteered to participate in this study of the effects of an ultramarathon run under competitive conditions. Selected anthropometric measurements were made before and after the race. Blood samples were taken before, and within 10 min. of completing the race. Haematocrit and cortisol concentrations were analysed from each sample. Three ratings of perceived exertion (RPE) - local, central and overall, were obtained at two-hourly intervals throughout the race. The shortened form of the Eysenck Personality Inventory (EPI) was administered before the race. The Profile of Mood States (POMS) test was completed both before and immediately after the race. The average running intensity was estimated to be about 32% VO₂max which would not have caused major lactate accumulation. Repetitive compressive forces as a result of heel-strike resulted in intervertebral disc fluid loss. This resulted in a significant (p<0.05) decrease in stature after the race. Mobilization of glycogen, trig1ycerides and protein for metabolism as well as fluid loss via sweat resulted in significantly decreased body mass after the race. Plasma volume and serum cortisol concentrations were significantly increased after the race compared to pre-race baseline levels. Local RPE responses were dominant throughout the entire race, followed by overall RPE. Running 160 km had an effect on mood state. "Depression", "fatigue" and "confusion" (profile of Mood states) were all significantly increased compared to pre-race scores. Sleep deprivation as a result of running through the night was probably an important contributing factor. The anthropometric profile of the ultramarathon runners in this sample was more like that of the general population than elite marathon runners from the literature. The ultramarathon runners were more extroverted than elite marathon runners, but exhibited a similar Profile of Mood state before the race. The stressor - running 160 km - resulted in a 'strain response'. This was evident in the decreased stature and mass, and increased serum cortisol, "depression", "confusion" and above all "fatigue".
- Full Text:
- Date Issued: 1992
- Authors: Oltmann, Carmen
- Date: 1992
- Subjects: Marathon running -- Psychological effects , Marathon running -- Physiological effects
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:5148 , http://hdl.handle.net/10962/d1009706 , Marathon running -- Psychological effects , Marathon running -- Physiological effects
- Description: Twenty-one male subjects volunteered to participate in this study of the effects of an ultramarathon run under competitive conditions. Selected anthropometric measurements were made before and after the race. Blood samples were taken before, and within 10 min. of completing the race. Haematocrit and cortisol concentrations were analysed from each sample. Three ratings of perceived exertion (RPE) - local, central and overall, were obtained at two-hourly intervals throughout the race. The shortened form of the Eysenck Personality Inventory (EPI) was administered before the race. The Profile of Mood States (POMS) test was completed both before and immediately after the race. The average running intensity was estimated to be about 32% VO₂max which would not have caused major lactate accumulation. Repetitive compressive forces as a result of heel-strike resulted in intervertebral disc fluid loss. This resulted in a significant (p<0.05) decrease in stature after the race. Mobilization of glycogen, trig1ycerides and protein for metabolism as well as fluid loss via sweat resulted in significantly decreased body mass after the race. Plasma volume and serum cortisol concentrations were significantly increased after the race compared to pre-race baseline levels. Local RPE responses were dominant throughout the entire race, followed by overall RPE. Running 160 km had an effect on mood state. "Depression", "fatigue" and "confusion" (profile of Mood states) were all significantly increased compared to pre-race scores. Sleep deprivation as a result of running through the night was probably an important contributing factor. The anthropometric profile of the ultramarathon runners in this sample was more like that of the general population than elite marathon runners from the literature. The ultramarathon runners were more extroverted than elite marathon runners, but exhibited a similar Profile of Mood state before the race. The stressor - running 160 km - resulted in a 'strain response'. This was evident in the decreased stature and mass, and increased serum cortisol, "depression", "confusion" and above all "fatigue".
- Full Text:
- Date Issued: 1992
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