Exploring how a genetic attribution to disease relates to stigma experiences of Xhosa patients with schizophrenia in South Africa
- Matshabane, Olivia P, Campbell, Megan M, Faure, Marlyn C, Marshall, Patricia A, Mayosi, Bongani M, Stein, Dan J, Appelbaum, Paul S, de Vries, Jantina
- Authors: Matshabane, Olivia P , Campbell, Megan M , Faure, Marlyn C , Marshall, Patricia A , Mayosi, Bongani M , Stein, Dan J , Appelbaum, Paul S , de Vries, Jantina
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/302487 , vital:58201 , xlink:href="https://doi.org/10.1007/s00127-020-01875-z"
- Description: Background: Over the past three decades, a range of international stakeholders have highlighted the possibility that genomic research may impact stigma associated with psychiatric disorders. Limited research has been conducted in Africa to investigate this relation. Method In the present study, using focus group discussions, we explored the relation between genetic attribution and stigma among 36 Xhosa people with schizophrenia. We addressed three main questions: (1) What causal beliefs do Xhosa people with schizophrenia use to explain their illness and to what extent do genetic explanations play a role in these beliefs? (2) What are the internalised stigma experiences of Xhosa people with schizophrenia? (3) How do genetic explanations relate to stigma experiences, if at all? Results Most participants were able to define genetics and some linked genetics to disease causation. Despite adequate knowledge of genetics and an emphasis on genetic explanations of schizophrenia in the study, most participants held a multitude of causal explanations including: psychosocial, environmental, and cultural. Moreover, participants rarely mentioned disease cause when describing their stigma experiences. Discussion For this population group, there was no straight-forward relation between a genetic attribution and stigma. Therefore, we did not fnd evidence that genetic attribution may signifcantly increase stigma. Although North American and European literature provides conficting evidence regarding this relation, there is increased consensus that biomedical explanations for psychiatric disorders may reduce blame. This study found evidence supporting that consensus. This study provides an empirical foundation to inform ongoing work on the psychosocial implications of psychiatric genomics research in non-Western contexts.
- Full Text:
- Date Issued: 2020
- Authors: Matshabane, Olivia P , Campbell, Megan M , Faure, Marlyn C , Marshall, Patricia A , Mayosi, Bongani M , Stein, Dan J , Appelbaum, Paul S , de Vries, Jantina
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/302487 , vital:58201 , xlink:href="https://doi.org/10.1007/s00127-020-01875-z"
- Description: Background: Over the past three decades, a range of international stakeholders have highlighted the possibility that genomic research may impact stigma associated with psychiatric disorders. Limited research has been conducted in Africa to investigate this relation. Method In the present study, using focus group discussions, we explored the relation between genetic attribution and stigma among 36 Xhosa people with schizophrenia. We addressed three main questions: (1) What causal beliefs do Xhosa people with schizophrenia use to explain their illness and to what extent do genetic explanations play a role in these beliefs? (2) What are the internalised stigma experiences of Xhosa people with schizophrenia? (3) How do genetic explanations relate to stigma experiences, if at all? Results Most participants were able to define genetics and some linked genetics to disease causation. Despite adequate knowledge of genetics and an emphasis on genetic explanations of schizophrenia in the study, most participants held a multitude of causal explanations including: psychosocial, environmental, and cultural. Moreover, participants rarely mentioned disease cause when describing their stigma experiences. Discussion For this population group, there was no straight-forward relation between a genetic attribution and stigma. Therefore, we did not fnd evidence that genetic attribution may signifcantly increase stigma. Although North American and European literature provides conficting evidence regarding this relation, there is increased consensus that biomedical explanations for psychiatric disorders may reduce blame. This study found evidence supporting that consensus. This study provides an empirical foundation to inform ongoing work on the psychosocial implications of psychiatric genomics research in non-Western contexts.
- Full Text:
- Date Issued: 2020
Exploring how mobile phones mediate bonding, bridging and linking social capital in a South African rural area
- Buthelezi, Stella Mbalenhle Nomfundo
- Authors: Buthelezi, Stella Mbalenhle Nomfundo
- Date: 2020
- Subjects: Social capital (Sociology) -- South Africa -- Eastern Cape , Cell phone users -- South Africa -- Eastern Cape , Cell phones -- Sociological aspects -- South Africa -- Eastern Cape , Cell phones -- Social aspects -- South Africa -- Eastern Cape , Social media -- Influence -- South Africa -- Eastern Cape , WhatsApp (Application software) -- Sociological aspects -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/163419 , vital:41035
- Description: Many contemporary ICT for development (ICT4D) studies focus on the benefits of mobile phones on the socio-economic development of marginalised communities. For many people in poorly resourced rural areas, one of the significant benefits of mobile phone usage is the expansion of social networks for resources or support. Social capital is one of the concepts that have been found to directly or indirectly influence many aspects of social life, communities and development. In the present study, I explore how mobile phones mediate bonding, bridging and linking social capital in a rural area on the Wild Coast of South Africa, Dwesa. I use individual semi-structured interviews with purposefully selected participants who are mobile phone owners in the area. I employ a thematic analysis to analyse their responses in relation to three dimensions of social capital, i.e. 1) trust and solidarity, 2) social cohesion and inclusion and 3) collective action and empowerment. Like in many South African rural areas, in Dwesa there is endemic poverty, inadequate services and infrastructure and high unemployment. The study found that by increased communication, mobile phones mostly strengthen bonding social capital between close ties who rely on each other for various forms of support. Mobile phones also facilitate the building of bridging social capital among members of various community groups by using WhatsApp group chats and Facebook. The little evidence on the relationship between mobile phone use and linking social capital in the area relates to group networks providing opportunities for interaction between community members and individuals in tertiary institutions and local government positions.
- Full Text:
- Date Issued: 2020
- Authors: Buthelezi, Stella Mbalenhle Nomfundo
- Date: 2020
- Subjects: Social capital (Sociology) -- South Africa -- Eastern Cape , Cell phone users -- South Africa -- Eastern Cape , Cell phones -- Sociological aspects -- South Africa -- Eastern Cape , Cell phones -- Social aspects -- South Africa -- Eastern Cape , Social media -- Influence -- South Africa -- Eastern Cape , WhatsApp (Application software) -- Sociological aspects -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/163419 , vital:41035
- Description: Many contemporary ICT for development (ICT4D) studies focus on the benefits of mobile phones on the socio-economic development of marginalised communities. For many people in poorly resourced rural areas, one of the significant benefits of mobile phone usage is the expansion of social networks for resources or support. Social capital is one of the concepts that have been found to directly or indirectly influence many aspects of social life, communities and development. In the present study, I explore how mobile phones mediate bonding, bridging and linking social capital in a rural area on the Wild Coast of South Africa, Dwesa. I use individual semi-structured interviews with purposefully selected participants who are mobile phone owners in the area. I employ a thematic analysis to analyse their responses in relation to three dimensions of social capital, i.e. 1) trust and solidarity, 2) social cohesion and inclusion and 3) collective action and empowerment. Like in many South African rural areas, in Dwesa there is endemic poverty, inadequate services and infrastructure and high unemployment. The study found that by increased communication, mobile phones mostly strengthen bonding social capital between close ties who rely on each other for various forms of support. Mobile phones also facilitate the building of bridging social capital among members of various community groups by using WhatsApp group chats and Facebook. The little evidence on the relationship between mobile phone use and linking social capital in the area relates to group networks providing opportunities for interaction between community members and individuals in tertiary institutions and local government positions.
- Full Text:
- Date Issued: 2020
Exploring intermolecular contacts in multi-substituted benzaldehyde derivatives: X-ray, Hirshfeld surface and lattice energy analyses
- Hulushe, Siyabonga T, Manyeruke, Meloddy H, Louzada, Marcel, Rigin, Sergei, Hosten, Eric C, Watkins, Gareth M
- Authors: Hulushe, Siyabonga T , Manyeruke, Meloddy H , Louzada, Marcel , Rigin, Sergei , Hosten, Eric C , Watkins, Gareth M
- Date: 2020
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/148483 , vital:38743 , DOI: 10.1039/C9RA10752E
- Description: Crystal structures of six benzaldehyde derivatives (1–6) have been determined and their supramolecular networks were established by an X-ray crystallographic study. The study has shown that the compounds are linked by various intermolecular interactions such as weak C–H⋯O hydrogen bonding, and C–H⋯π, π–π and halogen bonding interactions which consolidate and strengthen the formation of these molecular assemblies. The carbonyl group generates diverse synthons in 1–6 via intermolecular C–H⋯O hydrogen bonds. An interplay of C–H⋯O hydrogen bonds, and C–H⋯π and π–π stacking interactions facilitates the formation of multi-dimensional supramolecular networks. Crystal packings in 4 and 5 are further generated by type I halogen⋯halogen bonding interactions. The differences in crystal packing are represented by variation of substitution positions in the compounds. Structure 3 is isomorphous with 4 but there are subtle differences in their crystal packing.
- Full Text:
- Date Issued: 2020
- Authors: Hulushe, Siyabonga T , Manyeruke, Meloddy H , Louzada, Marcel , Rigin, Sergei , Hosten, Eric C , Watkins, Gareth M
- Date: 2020
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/148483 , vital:38743 , DOI: 10.1039/C9RA10752E
- Description: Crystal structures of six benzaldehyde derivatives (1–6) have been determined and their supramolecular networks were established by an X-ray crystallographic study. The study has shown that the compounds are linked by various intermolecular interactions such as weak C–H⋯O hydrogen bonding, and C–H⋯π, π–π and halogen bonding interactions which consolidate and strengthen the formation of these molecular assemblies. The carbonyl group generates diverse synthons in 1–6 via intermolecular C–H⋯O hydrogen bonds. An interplay of C–H⋯O hydrogen bonds, and C–H⋯π and π–π stacking interactions facilitates the formation of multi-dimensional supramolecular networks. Crystal packings in 4 and 5 are further generated by type I halogen⋯halogen bonding interactions. The differences in crystal packing are represented by variation of substitution positions in the compounds. Structure 3 is isomorphous with 4 but there are subtle differences in their crystal packing.
- Full Text:
- Date Issued: 2020
Exploring parents’ participation in school governance with the purpose of developing parents’ leadership: a formative intervention in a Namibian combined rural school
- Authors: Nghiteeka, Hileni
- Date: 2020
- Subjects: Educational leadership -- Namibia , Education, Secondary -- Parent participation – Namibia , Democracy and education -- Namibia , Transformational leadership -- Namibia , Rural schools -- Namibia , School management and organization – Namibia , Cultural Historical Activity Theory
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/145045 , vital:38403
- Description: In a post-independent Namibia, the Education Act 16 of 2001 accorded democratic rights and equal opportunities to all education stakeholders, including parents, to be involved in educational decision-making in schools. This involvement advocated increasing the voice of the educational stakeholders at a grass roots level in an attempt to redress the past injustices of the apartheid education system. However, the studies carried out internationally, as well as in Africa and Namibia, reveal that the issue of democratic participation in school decisions is a restricted reality. This study was conducted in Happy (pseudonym) combined school, a state rural school in the Oshikoto Region, Northern Namibia, aimed at exploring parents’ participation in school governance. The study adopted an interventionist approach to develop parents’ leadership in school. Framed by a distributed leadership perspective, the main purpose of the study was to seek parents’ voices through participation for them to be catalysts for change in transforming parents’ leadership in school. For its theoretical and analytical framing, the study adopted the Cultural Historical Activity Theory (CHAT). The study findings revealed that parents’ leadership as a concept was understood differently in the case study school and it was practiced within the boundaries of policies. Through the lens of distributed leadership, it was evident that distributed leadership was still in its infancy in the school, as only the characterisations of an authorised distributed leadership were evident in this school. The CHAT analysis revealed that parents’ leadership was constrained due to a number of challenges, including language barriers, transport to and from meetings and a lack of support from other parents and some teachers. Study participants, through participation in a Change Laboratory workshop process, envisioned some models such as raising funds to serve as an incentive for parents’ School Board members and for an information dissemination committee within the community to do educational campaigns in an effort to enhance parents’ leadership in school. To unleash distributed leadership in schools, the study offered some recommendations, including that parents’ leadership should be included as part of the curriculum at higher institutions in order to sensitise educators to this critical aspect of leadership, prior to joining the profession. Another recommendation was for stakeholders to make use of the study’s findings, when designing workshop materials and conducting workshops. Finally, the study recommended further interventionist research to be conducted on the same research topic, preferably on a larger scale, in an effort to add to the body of knowledge in the field of leadership and management, particularly with regards to parental leadership.
- Full Text:
- Date Issued: 2020
- Authors: Nghiteeka, Hileni
- Date: 2020
- Subjects: Educational leadership -- Namibia , Education, Secondary -- Parent participation – Namibia , Democracy and education -- Namibia , Transformational leadership -- Namibia , Rural schools -- Namibia , School management and organization – Namibia , Cultural Historical Activity Theory
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/145045 , vital:38403
- Description: In a post-independent Namibia, the Education Act 16 of 2001 accorded democratic rights and equal opportunities to all education stakeholders, including parents, to be involved in educational decision-making in schools. This involvement advocated increasing the voice of the educational stakeholders at a grass roots level in an attempt to redress the past injustices of the apartheid education system. However, the studies carried out internationally, as well as in Africa and Namibia, reveal that the issue of democratic participation in school decisions is a restricted reality. This study was conducted in Happy (pseudonym) combined school, a state rural school in the Oshikoto Region, Northern Namibia, aimed at exploring parents’ participation in school governance. The study adopted an interventionist approach to develop parents’ leadership in school. Framed by a distributed leadership perspective, the main purpose of the study was to seek parents’ voices through participation for them to be catalysts for change in transforming parents’ leadership in school. For its theoretical and analytical framing, the study adopted the Cultural Historical Activity Theory (CHAT). The study findings revealed that parents’ leadership as a concept was understood differently in the case study school and it was practiced within the boundaries of policies. Through the lens of distributed leadership, it was evident that distributed leadership was still in its infancy in the school, as only the characterisations of an authorised distributed leadership were evident in this school. The CHAT analysis revealed that parents’ leadership was constrained due to a number of challenges, including language barriers, transport to and from meetings and a lack of support from other parents and some teachers. Study participants, through participation in a Change Laboratory workshop process, envisioned some models such as raising funds to serve as an incentive for parents’ School Board members and for an information dissemination committee within the community to do educational campaigns in an effort to enhance parents’ leadership in school. To unleash distributed leadership in schools, the study offered some recommendations, including that parents’ leadership should be included as part of the curriculum at higher institutions in order to sensitise educators to this critical aspect of leadership, prior to joining the profession. Another recommendation was for stakeholders to make use of the study’s findings, when designing workshop materials and conducting workshops. Finally, the study recommended further interventionist research to be conducted on the same research topic, preferably on a larger scale, in an effort to add to the body of knowledge in the field of leadership and management, particularly with regards to parental leadership.
- Full Text:
- Date Issued: 2020
Exploring Quinolinyl-Thiazolidinedione hybrid compounds as potential anti-tubercular agents
- Authors: Mtshare, Thanduxolo Elihle
- Date: 2020
- Subjects: Quinoline , Mycobacterium tuberculosis , Tuberculosis -- Chemotherapy , Plasmodium falciparum , Thiazolidinedione
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/143314 , vital:38232
- Description: Tuberculosis (TB) is an infectious disease caused by the pathogen, Mycobacterium tuberculosis. According to the World Health Organization, TB is the ninth leading cause of death worldwide ranking above HIV/AIDS. This high mortality rate of TB begs the questions about the efficiency of the current therapy and raises an urgent need to create novel anti-tuberculosis agents which will aid in curbing this burden. Quinoline containing compounds have remarkable biological activities across a wide spectrum of diseases including anti-tuberculosis. On the other hand, thiazolidinedione containing compounds possess a broad spectrum of biological properties. In this study, we rationally designed compounds containing these pharmacophoric units and investigated them for their potential biological activity against Mycobacterium tuberculosis. Considering antimalarial activity of quinoline-based compounds, the compounds achieved were also cross-screened for their activity against the Plasmodium falciparum parasite, a causative agent of malaria. In all the synthesized compounds, compound 2.6a, 2.6b and 2.7b emerged as most active compounds against the H37Rv strain with MIC₉₀ values ranging in between of 1.08 – 17.1 μM. In addition, none of the compounds showed any inhibitory activities against the 3D7 strain of P. falciparum parasite. All the compounds prepared in this study showed no significant human cytotoxic effects as measured by HeLa cell line.
- Full Text:
- Date Issued: 2020
- Authors: Mtshare, Thanduxolo Elihle
- Date: 2020
- Subjects: Quinoline , Mycobacterium tuberculosis , Tuberculosis -- Chemotherapy , Plasmodium falciparum , Thiazolidinedione
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/143314 , vital:38232
- Description: Tuberculosis (TB) is an infectious disease caused by the pathogen, Mycobacterium tuberculosis. According to the World Health Organization, TB is the ninth leading cause of death worldwide ranking above HIV/AIDS. This high mortality rate of TB begs the questions about the efficiency of the current therapy and raises an urgent need to create novel anti-tuberculosis agents which will aid in curbing this burden. Quinoline containing compounds have remarkable biological activities across a wide spectrum of diseases including anti-tuberculosis. On the other hand, thiazolidinedione containing compounds possess a broad spectrum of biological properties. In this study, we rationally designed compounds containing these pharmacophoric units and investigated them for their potential biological activity against Mycobacterium tuberculosis. Considering antimalarial activity of quinoline-based compounds, the compounds achieved were also cross-screened for their activity against the Plasmodium falciparum parasite, a causative agent of malaria. In all the synthesized compounds, compound 2.6a, 2.6b and 2.7b emerged as most active compounds against the H37Rv strain with MIC₉₀ values ranging in between of 1.08 – 17.1 μM. In addition, none of the compounds showed any inhibitory activities against the 3D7 strain of P. falciparum parasite. All the compounds prepared in this study showed no significant human cytotoxic effects as measured by HeLa cell line.
- Full Text:
- Date Issued: 2020
Exploring selected high school teachers’ perceptions regarding the democratisation of knowledge in the South African schooling context
- Authors: Munga, Zarina Mohamed
- Date: 2020
- Subjects: Democratization -- South Africa -- Port Elizabeth High school teachers -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/49374 , vital:41699
- Description: The democratisation of knowledge in the schooling context includes the empowering of learners. Education/schools may be regarded as the key to obtaining equal, relevant and non-discriminatory knowledge. Thus, teachers play a vital role in ensuring that the democratisation of knowledge is encouraged in the classroom context. However, knowledge is not always accessible and equal to all individuals in society. A key policy challenge currently in South African schools is whether learners have meaningful access to education and whether effective teaching and learning is occurring in the classroom. Against this background, the purpose of this study was to create an awareness of the benefits as well as to investigate the challenges of the democratisation of knowledge. Furthermore, it aims to explore how teachers’ teaching can be enhanced in order to ensure that the democratisation of knowledge is effective in the classroom. A qualitative research approach was used to collect data from three selected public high schools in the Port Elizabeth area. This study was underpinned by a critical pedagogy theory guided by thought leaders such as Paulo Freire and John Dewey who were exponents of the democratisation of knowledge in education. The research findings indicate that curriculum demands, inadequate resources, a lack of guidance from the Department of Basic Education, socio-economic issues and a negative learner mindset hinder the democratisation of knowledge. In contrast, learner engagement, reconceptualising the curriculum, relevant resources, a supportive principal and school environment, teacher wellness, parental involvement and community connectedness support the democratisation of knowledge.
- Full Text:
- Date Issued: 2020
- Authors: Munga, Zarina Mohamed
- Date: 2020
- Subjects: Democratization -- South Africa -- Port Elizabeth High school teachers -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/49374 , vital:41699
- Description: The democratisation of knowledge in the schooling context includes the empowering of learners. Education/schools may be regarded as the key to obtaining equal, relevant and non-discriminatory knowledge. Thus, teachers play a vital role in ensuring that the democratisation of knowledge is encouraged in the classroom context. However, knowledge is not always accessible and equal to all individuals in society. A key policy challenge currently in South African schools is whether learners have meaningful access to education and whether effective teaching and learning is occurring in the classroom. Against this background, the purpose of this study was to create an awareness of the benefits as well as to investigate the challenges of the democratisation of knowledge. Furthermore, it aims to explore how teachers’ teaching can be enhanced in order to ensure that the democratisation of knowledge is effective in the classroom. A qualitative research approach was used to collect data from three selected public high schools in the Port Elizabeth area. This study was underpinned by a critical pedagogy theory guided by thought leaders such as Paulo Freire and John Dewey who were exponents of the democratisation of knowledge in education. The research findings indicate that curriculum demands, inadequate resources, a lack of guidance from the Department of Basic Education, socio-economic issues and a negative learner mindset hinder the democratisation of knowledge. In contrast, learner engagement, reconceptualising the curriculum, relevant resources, a supportive principal and school environment, teacher wellness, parental involvement and community connectedness support the democratisation of knowledge.
- Full Text:
- Date Issued: 2020
Exploring situational leadership as a key competence in driving the implementation of the integrated development plan of a South African municipality
- Authors: Nkosimbini, Aphiwe
- Date: 2020
- Subjects: Municipal government -- South Africa -- Eastern Cape , Leadership -- South Africa -- Eastern Cape , Corporate culture -- South Africa -- Eastern Cape , Organizational behavior -- South Africa -- Eastern Cape , Situational leadership , Integrated development plan
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: http://hdl.handle.net/10962/145302 , vital:38426
- Description: Situational leadership is relevant to any organisation responsible for the delivery of services. Senior public sector leaders must cultivate the characteristics necessary to drive the implementation of initiatives geared towards meeting the developmental objectives of local government. The introduction of the Integrated Development Plan (IDP) of the municipality for the political term beginning in August 2016 provided a prospect of investigating the management of the implementation of this strategic blueprint in the context of the type of leadership styles prevalent in the local government environment. This dissertation therefore elucidates the idea of situational leadership as a key competence in driving the implementation of the IDP. This is through an examination of the understandings of twelve managers involved in driving this implementation. This research took the form of an evaluation case study. The critical incident technique was used to establish from the managers, as part of the interviews, a particular incident relevant to the delivery of services in line with the IDP. The focus in engaging with research participants was on their exercise of leadership as managers through the various contexts/ situations that arise within their working environment. The perspective gleaned from the participants is one which demonstrates the application of the model of situational leadership in a given sector. Furthermore, the study pinpointed the need to consider situational leadership through situation-specific lenses that take on board the role of relationships, organisational culture and its perceived impact on the performance of the organisation. The Case Study of the application of situational leadership provides insight into the myriad of challenges faced by local government leaders in driving service delivery imperatives. This is achieved through interviews with participants and the use of inductive thematic analysis as a tool of analysis. It provides an example of the value to be derived from situational leadership for leaders wanting to reach new frontiers in the work that they do. Ultimately, the service delivery expectations must be satisfied by those on whom this responsibility falls.
- Full Text:
- Date Issued: 2020
- Authors: Nkosimbini, Aphiwe
- Date: 2020
- Subjects: Municipal government -- South Africa -- Eastern Cape , Leadership -- South Africa -- Eastern Cape , Corporate culture -- South Africa -- Eastern Cape , Organizational behavior -- South Africa -- Eastern Cape , Situational leadership , Integrated development plan
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: http://hdl.handle.net/10962/145302 , vital:38426
- Description: Situational leadership is relevant to any organisation responsible for the delivery of services. Senior public sector leaders must cultivate the characteristics necessary to drive the implementation of initiatives geared towards meeting the developmental objectives of local government. The introduction of the Integrated Development Plan (IDP) of the municipality for the political term beginning in August 2016 provided a prospect of investigating the management of the implementation of this strategic blueprint in the context of the type of leadership styles prevalent in the local government environment. This dissertation therefore elucidates the idea of situational leadership as a key competence in driving the implementation of the IDP. This is through an examination of the understandings of twelve managers involved in driving this implementation. This research took the form of an evaluation case study. The critical incident technique was used to establish from the managers, as part of the interviews, a particular incident relevant to the delivery of services in line with the IDP. The focus in engaging with research participants was on their exercise of leadership as managers through the various contexts/ situations that arise within their working environment. The perspective gleaned from the participants is one which demonstrates the application of the model of situational leadership in a given sector. Furthermore, the study pinpointed the need to consider situational leadership through situation-specific lenses that take on board the role of relationships, organisational culture and its perceived impact on the performance of the organisation. The Case Study of the application of situational leadership provides insight into the myriad of challenges faced by local government leaders in driving service delivery imperatives. This is achieved through interviews with participants and the use of inductive thematic analysis as a tool of analysis. It provides an example of the value to be derived from situational leadership for leaders wanting to reach new frontiers in the work that they do. Ultimately, the service delivery expectations must be satisfied by those on whom this responsibility falls.
- Full Text:
- Date Issued: 2020
Exploring socialities on Black Twitter: an ethnographic study of everyday concerns of South African users in 2018 and 2019
- Authors: Adebayo, Binwe
- Date: 2020
- Subjects: Twitter (Firm) , Social media South Africa , Social media and society South Africa , Black people and mass media South Africa , Language and the Internet South Africa , Mass media and culture South Africa , Race in mass media , Ethnicity in mass media , Mass media and minorities South Africa , Mass media Social aspects South Africa , Sex differences in mass media , Social media Political aspects South Africa , South Africa Social conditions , Finance In mass media , Intersectionality (Sociology) South Africa , Black Twitter
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/140575 , vital:37900
- Description: In this thesis, I examine the phenomenon of Black Twitter, as it exists in South Africa. Drawing on its socio-cultural and linguistic elements, I analyse the kinds of socialities which are constituted on the platform. In the study, I do this by focusing on the key issues which drive the space by evaluating the key everyday concerns as expressed by its users. As such, the overarching lens focuses on three elements: Firstly, the idea of socialities and the way in which they manifest in online spaces; a focus on the everyday as an important site for social inquiry; and lastly the issue of ‘blackness’, in terms of the way it is used and understood in the South African Black Twitter context. Historically, the Black Twitter space has been linked almost exclusively to its broad base of African American users, who are significant both in terms of their numbers, and their impact on online social culture. However, in this study I engage with the ways in which Black Twitter has been adopted, co-opted and used by young South Africans. As a bona fide ‘member’ of South African Black Twitter, my approach to the study was cyberethnographic. Drawing on my access to the space, my knowledge of many of its members and dynamics, I engaged in participant observation as my primary methodology. My discussion focuses on three areas of everyday concerns, namely: gender and sexuality; race and politics; finances and the economy. These three areas emerge both as prominent sites of discussion, but also give the best insight into the ways in which young South Africans are grappling with these issues. My analysis focuses on how everyday concerns are handled on the platform, and I focus on the deployment of solidarity, formal language, platform-based language and the invocation of blackness. I argue in my conclusion that while the structure of the broad Black Twitter space reflects a leaning towards a digital public sphere, that the process and construction of Black Twitter’s ideas and content are approached via an incomplete, fluid convivial approach.
- Full Text:
- Date Issued: 2020
- Authors: Adebayo, Binwe
- Date: 2020
- Subjects: Twitter (Firm) , Social media South Africa , Social media and society South Africa , Black people and mass media South Africa , Language and the Internet South Africa , Mass media and culture South Africa , Race in mass media , Ethnicity in mass media , Mass media and minorities South Africa , Mass media Social aspects South Africa , Sex differences in mass media , Social media Political aspects South Africa , South Africa Social conditions , Finance In mass media , Intersectionality (Sociology) South Africa , Black Twitter
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/140575 , vital:37900
- Description: In this thesis, I examine the phenomenon of Black Twitter, as it exists in South Africa. Drawing on its socio-cultural and linguistic elements, I analyse the kinds of socialities which are constituted on the platform. In the study, I do this by focusing on the key issues which drive the space by evaluating the key everyday concerns as expressed by its users. As such, the overarching lens focuses on three elements: Firstly, the idea of socialities and the way in which they manifest in online spaces; a focus on the everyday as an important site for social inquiry; and lastly the issue of ‘blackness’, in terms of the way it is used and understood in the South African Black Twitter context. Historically, the Black Twitter space has been linked almost exclusively to its broad base of African American users, who are significant both in terms of their numbers, and their impact on online social culture. However, in this study I engage with the ways in which Black Twitter has been adopted, co-opted and used by young South Africans. As a bona fide ‘member’ of South African Black Twitter, my approach to the study was cyberethnographic. Drawing on my access to the space, my knowledge of many of its members and dynamics, I engaged in participant observation as my primary methodology. My discussion focuses on three areas of everyday concerns, namely: gender and sexuality; race and politics; finances and the economy. These three areas emerge both as prominent sites of discussion, but also give the best insight into the ways in which young South Africans are grappling with these issues. My analysis focuses on how everyday concerns are handled on the platform, and I focus on the deployment of solidarity, formal language, platform-based language and the invocation of blackness. I argue in my conclusion that while the structure of the broad Black Twitter space reflects a leaning towards a digital public sphere, that the process and construction of Black Twitter’s ideas and content are approached via an incomplete, fluid convivial approach.
- Full Text:
- Date Issued: 2020
Exploring student teachers’ self-reflections on implementation of IsiXhosa literacy strategies with Grade 3 learners : a single case study approach
- Authors: Magangxa, Pretty Neliswa
- Date: 2020
- Subjects: Primary school teachers -- South Africa -- Xhosa language , Education -- Curricula
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/46251 , vital:39528
- Description: Reflection is the core aspect in many teacher education programmes around the world, South Africa included. The Department of Higher Education and Training (DHET) regards reflection as a vital tool in integrating theoretical and practical knowledge gained in university coursework with practical knowledge obtained in the school classroom context. Literature highlighted that student teachers do not engage in reflection effectively, especially within the context of African language literacy teaching, thus they feel unprepared to deal with the complexities in classrooms. This has negative repercussions on how learners are taught and achieve their educational attainments. The main aim of this study was to explore and describe student teachers’ selfreflections on implementing isiXhosa literacy strategies with Grade 3 learners. This study further sought to understand their reflections on integrating theory and practice as well as their successes and challenges of implementing theoretical knowledge. The main argument of this study is that reflective thinking is a complex and valuable tool that can be utilised to provide quality teaching and learning. In this qualitative single case study premised on an interpretivist paradigm, I purposively selected student teachers and generated data through classroom observations, individual semi-structured interviews and reflective journals. Data was analysed through thematic analysis and two themes emerged. The findings revealed that student teachers used a learner-centred approach to teach isiXhosa literacy in Grade 3 classrooms. Moreover, it revealed that student teachers experienced curriculum demands that inhibited them from implementing isiXhosa literacy strategies efficiently. Conclusions were made based on ideas of sociocultural theory, the reflective thinking model and literature. From these findings, several recommendations were made for student teachers, literacy teacher educators, mentor teachers and policy makers.
- Full Text:
- Date Issued: 2020
- Authors: Magangxa, Pretty Neliswa
- Date: 2020
- Subjects: Primary school teachers -- South Africa -- Xhosa language , Education -- Curricula
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/46251 , vital:39528
- Description: Reflection is the core aspect in many teacher education programmes around the world, South Africa included. The Department of Higher Education and Training (DHET) regards reflection as a vital tool in integrating theoretical and practical knowledge gained in university coursework with practical knowledge obtained in the school classroom context. Literature highlighted that student teachers do not engage in reflection effectively, especially within the context of African language literacy teaching, thus they feel unprepared to deal with the complexities in classrooms. This has negative repercussions on how learners are taught and achieve their educational attainments. The main aim of this study was to explore and describe student teachers’ selfreflections on implementing isiXhosa literacy strategies with Grade 3 learners. This study further sought to understand their reflections on integrating theory and practice as well as their successes and challenges of implementing theoretical knowledge. The main argument of this study is that reflective thinking is a complex and valuable tool that can be utilised to provide quality teaching and learning. In this qualitative single case study premised on an interpretivist paradigm, I purposively selected student teachers and generated data through classroom observations, individual semi-structured interviews and reflective journals. Data was analysed through thematic analysis and two themes emerged. The findings revealed that student teachers used a learner-centred approach to teach isiXhosa literacy in Grade 3 classrooms. Moreover, it revealed that student teachers experienced curriculum demands that inhibited them from implementing isiXhosa literacy strategies efficiently. Conclusions were made based on ideas of sociocultural theory, the reflective thinking model and literature. From these findings, several recommendations were made for student teachers, literacy teacher educators, mentor teachers and policy makers.
- Full Text:
- Date Issued: 2020
Exploring teaching and learning German as a foreign language at a South African institution of higher education: blended learning and collocations
- Authors: Ortner, Gwyndolen Jeanie
- Date: 2020
- Subjects: German language -- Study and teaching (Higher) -- South Africa , German language -- Study and teaching (Higher) -- Foreign speakers -- South Africa , German language -- Study and teaching (Higher) -- English speakers -- South Africa , Rhodes University -- Students , Rhodes University. German Studies
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/167295 , vital:41465
- Description: German Studies students at Rhodes University have normally never studied the German language before enrolling for the first-year course and face the challenge of a fairly rapid linguistic advancement, in a context with very limited exposure to the foreign language outside the classroom. Free writing is an area which students find particularly challenging as it requires students to syndissertatione grammatical and vocabulary knowledge. Furthermore, South African students are often underprepared for the challenges they face at university regarding language, technology and finance, as they try to to assimilate to the academic environment and gain epistemological access to their various subjects, in this case, language acquisition and the attendant modules of translation, literature and cultural studies. The use of technology in teaching and learning, known as blended learning, is said to produce better results than face-to face teaching alone, through creating opportunities for more autonomous student learning. Scholars of instructed second-language acquisition also suggest using technology to improve language instruction. One particular area which is gaining ground is teaching students collocational structures through exploring large language corpora, to improve students’ language competencies such as writing fluency. However, both blended learning practices and corpus-based teaching practices suggested by scholars are often not reported on in a particular teaching and learning context, taking into account factors such as institutional infrastructure, student and staff backgrounds and preparedness, and larger socio-political factors. Thus, it remains unclear how these practices (blended learning and corpus-based teaching of collocations) may be integrated into standard urricula, particularly for languages other than English, which have been severely under-researched. The purpose of this research is to take a context-based approach to language teaching and thereby investigate current blended learning practices for German Studies at Rhodes University in South Africa and explore through an action research approach how to integrate collocational awareness into the curriculum, within the blended learning model. Insights from corpus linguistics guide an adaptation of teaching practice, helping students develop skills to aid with writing fluency, seeking to make the patterned nature of language salient to our students. This is undertaken in a scaffolded way, within the curriculum, making use firstly of the texts to which students are exposed in the textbook (comprehensible input) as a source of collocational examples, and following this by making use of reallife language data from an online German corpus, DWDS. Findings from the study reveal a number of best practices related to the use of blended learning and teaching collocations in context of the German foreign language curriculum at a South African institution of higher education.
- Full Text:
- Date Issued: 2020
- Authors: Ortner, Gwyndolen Jeanie
- Date: 2020
- Subjects: German language -- Study and teaching (Higher) -- South Africa , German language -- Study and teaching (Higher) -- Foreign speakers -- South Africa , German language -- Study and teaching (Higher) -- English speakers -- South Africa , Rhodes University -- Students , Rhodes University. German Studies
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/167295 , vital:41465
- Description: German Studies students at Rhodes University have normally never studied the German language before enrolling for the first-year course and face the challenge of a fairly rapid linguistic advancement, in a context with very limited exposure to the foreign language outside the classroom. Free writing is an area which students find particularly challenging as it requires students to syndissertatione grammatical and vocabulary knowledge. Furthermore, South African students are often underprepared for the challenges they face at university regarding language, technology and finance, as they try to to assimilate to the academic environment and gain epistemological access to their various subjects, in this case, language acquisition and the attendant modules of translation, literature and cultural studies. The use of technology in teaching and learning, known as blended learning, is said to produce better results than face-to face teaching alone, through creating opportunities for more autonomous student learning. Scholars of instructed second-language acquisition also suggest using technology to improve language instruction. One particular area which is gaining ground is teaching students collocational structures through exploring large language corpora, to improve students’ language competencies such as writing fluency. However, both blended learning practices and corpus-based teaching practices suggested by scholars are often not reported on in a particular teaching and learning context, taking into account factors such as institutional infrastructure, student and staff backgrounds and preparedness, and larger socio-political factors. Thus, it remains unclear how these practices (blended learning and corpus-based teaching of collocations) may be integrated into standard urricula, particularly for languages other than English, which have been severely under-researched. The purpose of this research is to take a context-based approach to language teaching and thereby investigate current blended learning practices for German Studies at Rhodes University in South Africa and explore through an action research approach how to integrate collocational awareness into the curriculum, within the blended learning model. Insights from corpus linguistics guide an adaptation of teaching practice, helping students develop skills to aid with writing fluency, seeking to make the patterned nature of language salient to our students. This is undertaken in a scaffolded way, within the curriculum, making use firstly of the texts to which students are exposed in the textbook (comprehensible input) as a source of collocational examples, and following this by making use of reallife language data from an online German corpus, DWDS. Findings from the study reveal a number of best practices related to the use of blended learning and teaching collocations in context of the German foreign language curriculum at a South African institution of higher education.
- Full Text:
- Date Issued: 2020
Exploring the career aspirations of youths from a rural secondary school in the Eastern Cape Province
- Authors: Ahmed, Leila
- Date: 2020
- Subjects: Career education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/45963 , vital:39395
- Description: Many inequalities still exist among those living in both rural and urban areas despite the abolishment of apartheid in 1994. Addressing these inequalities has been deemed important and require urgent attention, especially career education among rural youth, as this is a social justice issue (Watson, 2010). There also appears to be a lack of qualitative research pertaining to the aspirations of rural youth. During sessions with the research team, the teachers and school governing board (SGB) members, it was indicated that the youth in the community seem to be without hope for the future and that career aspirations were lacking. Based on the background and problem identified, the main research question of this study aimed to explore how youths in a rural secondary school perceive how they might actualise their future career aspirations. This research was set within the interpretivist and critical paradigm. Qualitative data was gathered to gain an understanding of how the participants constructed meaning with regard to ways in which they might actualise their career aspirations, the challenges they faced and pathways to overcome these challenges. This study began with nine secondary school rural youths as participants but this number decreased to four as the research progressed. Four data sets were generated, namely photovoice, participant PowerPoint artefact creation, focus group interviews and PowerPoint presentations by participants to the community, learners and school. The data was generated using a qualitative thematic analysis guided by the utilisation of Creswell’s application of Tesch’s (1990) framework. Measures were employed to ensure trustworthiness, credibility, transferability and dependability (Ary, Jacobs, Razavieh & Sorensen, 2010). Both the primary and secondary researchers had access to identical files that contained all the data that was generated and stored by the primary researcher. Ethical approval to conduct the study was obtained from the ethics committee at the university and consent was obtained in writing from all relevant parties participating. This research found that the research participants had future career aspirations that included careers in the medical field, law enforcement, business, IT as well as the music industry. The participants envisaged a hopeful future for themselves, their families, their school and the community. Their aspirations focused on transcending their current lived experiences and attaining financial stability. They wished to give back to their communities and schools to ensure a better future for all. The participants aspired to be instruments of social change. The participants were aware that they would encounter various challenges along their path to actualise their dreams. The anticipated challenges included peer-pressure and negative influences, being confronted by various social ills such as violence, drugs and alcohol, abuse and gangsterism. They understood that a lack of self-belief would lead to hopelessness. The participants were concerned that if they did not succeed at school they would not be promoted to the next grade. They also indicated that parental involvement was a challenge and that they did not receive adequate support from their parents. The participants also mentioned that underperforming teachers and conflict with the SGB could derail their career aspirations. They were also concerned about their lack of financial means, as they did not have the necessary funding to gain access to a university but were aware of ways to overcome these challenges. They indicated that drawing on the spiritual domain is important to them and this included the church and their faith in God as a means to overcome their challenges. Education was also key to actualise their aspirations and the participants mentioned that being focused at school and knowing that education has the potential to open doors served as a form of motivation. They were prepared to work hard to succeed at school. It was important for their teachers to be committed, as this would assist in ensuring their success. They indicated the importance of having access to social capital through networking. This included guidance, support and mentoring, as well as using social media to inform society of their plight in order to receive encouragement and support. It was also noted that the aspirations project of which they were part, afforded the participants with transformative possibilities, as they began to critically reflect on the future. They shared their vision, hope and goals with those around them, which further motivated them to aspire to achieving their goals. The participants became selfconfident as a result of their new abilities. They were open to exploring alternative career opportunities and developed a sense of self-belief that they can realise their goals. The participants began to take a stand, as they were aware that agency begins with them. The findings revealed that the rural youth, their parents, the school as a whole, the life orientation teacher(s), the school principal, the school governing body, the community as well as the Department of Basic Education could guide them and assist rural secondary youths to actualise their aspirations.
- Full Text:
- Date Issued: 2020
- Authors: Ahmed, Leila
- Date: 2020
- Subjects: Career education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/45963 , vital:39395
- Description: Many inequalities still exist among those living in both rural and urban areas despite the abolishment of apartheid in 1994. Addressing these inequalities has been deemed important and require urgent attention, especially career education among rural youth, as this is a social justice issue (Watson, 2010). There also appears to be a lack of qualitative research pertaining to the aspirations of rural youth. During sessions with the research team, the teachers and school governing board (SGB) members, it was indicated that the youth in the community seem to be without hope for the future and that career aspirations were lacking. Based on the background and problem identified, the main research question of this study aimed to explore how youths in a rural secondary school perceive how they might actualise their future career aspirations. This research was set within the interpretivist and critical paradigm. Qualitative data was gathered to gain an understanding of how the participants constructed meaning with regard to ways in which they might actualise their career aspirations, the challenges they faced and pathways to overcome these challenges. This study began with nine secondary school rural youths as participants but this number decreased to four as the research progressed. Four data sets were generated, namely photovoice, participant PowerPoint artefact creation, focus group interviews and PowerPoint presentations by participants to the community, learners and school. The data was generated using a qualitative thematic analysis guided by the utilisation of Creswell’s application of Tesch’s (1990) framework. Measures were employed to ensure trustworthiness, credibility, transferability and dependability (Ary, Jacobs, Razavieh & Sorensen, 2010). Both the primary and secondary researchers had access to identical files that contained all the data that was generated and stored by the primary researcher. Ethical approval to conduct the study was obtained from the ethics committee at the university and consent was obtained in writing from all relevant parties participating. This research found that the research participants had future career aspirations that included careers in the medical field, law enforcement, business, IT as well as the music industry. The participants envisaged a hopeful future for themselves, their families, their school and the community. Their aspirations focused on transcending their current lived experiences and attaining financial stability. They wished to give back to their communities and schools to ensure a better future for all. The participants aspired to be instruments of social change. The participants were aware that they would encounter various challenges along their path to actualise their dreams. The anticipated challenges included peer-pressure and negative influences, being confronted by various social ills such as violence, drugs and alcohol, abuse and gangsterism. They understood that a lack of self-belief would lead to hopelessness. The participants were concerned that if they did not succeed at school they would not be promoted to the next grade. They also indicated that parental involvement was a challenge and that they did not receive adequate support from their parents. The participants also mentioned that underperforming teachers and conflict with the SGB could derail their career aspirations. They were also concerned about their lack of financial means, as they did not have the necessary funding to gain access to a university but were aware of ways to overcome these challenges. They indicated that drawing on the spiritual domain is important to them and this included the church and their faith in God as a means to overcome their challenges. Education was also key to actualise their aspirations and the participants mentioned that being focused at school and knowing that education has the potential to open doors served as a form of motivation. They were prepared to work hard to succeed at school. It was important for their teachers to be committed, as this would assist in ensuring their success. They indicated the importance of having access to social capital through networking. This included guidance, support and mentoring, as well as using social media to inform society of their plight in order to receive encouragement and support. It was also noted that the aspirations project of which they were part, afforded the participants with transformative possibilities, as they began to critically reflect on the future. They shared their vision, hope and goals with those around them, which further motivated them to aspire to achieving their goals. The participants became selfconfident as a result of their new abilities. They were open to exploring alternative career opportunities and developed a sense of self-belief that they can realise their goals. The participants began to take a stand, as they were aware that agency begins with them. The findings revealed that the rural youth, their parents, the school as a whole, the life orientation teacher(s), the school principal, the school governing body, the community as well as the Department of Basic Education could guide them and assist rural secondary youths to actualise their aspirations.
- Full Text:
- Date Issued: 2020
Exploring the Employee-Supervisor relationship in the Credit Recovery Department of a Financial institution
- Authors: Ndamse, Asanda Vuyo
- Date: 2020
- Subjects: Financial institutions -- South Africa -- Leadership Collection agencies -- South Africa
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: http://hdl.handle.net/10948/49975 , vital:41966
- Description: This study aimed to investigate and understand employee-supervisor relationship working in the credit recovery department of a large South African financial institution. The focus of the investigation, through qualitative research, was on numerous issues relating to their experiences working within a financial institution. The Credit Recovery Department which had nine separate divisions were particularly concerned about three main areas from survey results that they conduct yearly. The respondents to the survey were the call centre agents and team leaders. The employees surveyed felt that there was insufficient recognition for their contribution, the supervisor did not facilitate productive team engagements, and there was a lack of provision of formal and self-directed learning opportunities. These aspects were viewed as highly critical aspects of the employee-supervisor relationship and important to achieving set departmental objectives. Due to a lack of understanding of the cause of the perceptions captured by the survey, the main purpose of the study was to explore the employees’ attitudes, feelings, beliefs, experiences, reactions and concerns about the way their contributions were recognised, team engagements were facilitated, and the lack of formal and self-directed learning opportunities. From the ten questions that were asked, the three lowest scored questions were then put to the focus groups. The questions were tailored as open-ended, conversational questions with a specific focus on the three concerning areas. The first major theme that emerged from all focus groups is leadership and the style of leadership. Secondly, growth and development were a concern again for both call centre agents and team leaders, and issues were raised throughout the sessions, not only in response to the question on selfdirected learning. Further major themes that emerged were rewards and benefits, and lastly workload and systems. The findings from this study are anticipated to have important policy implications while meeting set standards for the employee-supervisor relationship status.
- Full Text:
- Date Issued: 2020
- Authors: Ndamse, Asanda Vuyo
- Date: 2020
- Subjects: Financial institutions -- South Africa -- Leadership Collection agencies -- South Africa
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: http://hdl.handle.net/10948/49975 , vital:41966
- Description: This study aimed to investigate and understand employee-supervisor relationship working in the credit recovery department of a large South African financial institution. The focus of the investigation, through qualitative research, was on numerous issues relating to their experiences working within a financial institution. The Credit Recovery Department which had nine separate divisions were particularly concerned about three main areas from survey results that they conduct yearly. The respondents to the survey were the call centre agents and team leaders. The employees surveyed felt that there was insufficient recognition for their contribution, the supervisor did not facilitate productive team engagements, and there was a lack of provision of formal and self-directed learning opportunities. These aspects were viewed as highly critical aspects of the employee-supervisor relationship and important to achieving set departmental objectives. Due to a lack of understanding of the cause of the perceptions captured by the survey, the main purpose of the study was to explore the employees’ attitudes, feelings, beliefs, experiences, reactions and concerns about the way their contributions were recognised, team engagements were facilitated, and the lack of formal and self-directed learning opportunities. From the ten questions that were asked, the three lowest scored questions were then put to the focus groups. The questions were tailored as open-ended, conversational questions with a specific focus on the three concerning areas. The first major theme that emerged from all focus groups is leadership and the style of leadership. Secondly, growth and development were a concern again for both call centre agents and team leaders, and issues were raised throughout the sessions, not only in response to the question on selfdirected learning. Further major themes that emerged were rewards and benefits, and lastly workload and systems. The findings from this study are anticipated to have important policy implications while meeting set standards for the employee-supervisor relationship status.
- Full Text:
- Date Issued: 2020
Exploring the experiences of female child marriage survivors: A case study of Epworth in Harare Metropolitan, Zimbabwe
- Authors: Muchawaya, Ropafadzo D
- Date: 2020
- Subjects: Teenage marriage Forced marriage
- Language: English
- Type: Thesis , Masters , MSW
- Identifier: http://hdl.handle.net/10353/18199 , vital:42241
- Description: Child marriage is a marriage is a formal or informal marriage where one or both parties are under 18 years of age. The practice has an undesirable impact especially on the wellbeing of girls; it affects them physically, intellectually, psychologically and emotionally. Besides having an undesirable impact on young girls, child marriages also have negative impact on their children and families as a whole. The experiences of survivors of child marriage have been ignored in previous research. The literature largely focused on the causes and effects of child marriage. The aim of the study was to explore the experiences of survivors of child marriage. The objectives of the study were to examine causes of child marriage in Epworth Harare, finding out challenges faced by survivors of child marriage, exploring the different coping mechanisms employed by survivors of child marriage and investigating the social services provided to survivors of child marriage by different stakeholders in Epworth Harare. The qualitative research method was adopted in the study and it informed its data collection and analysis process. In-depth and focus group discussions were therefore used to gain insight into the experiences of participants. Through the use of purposive sampling, 36 participants comprising of survivors of child marriage, parents, community leaders, and social workers in Epworth were selected. The study was guided by family systems theory and resilience theory. The findings revealed that drivers of child marriage are many and affected survivors of child marriage. However, it was found out that each cause of child marriage affected survivors of child marriage differently. Survivors of child marriage in Epworth encounter many challenges including relationship, emotional and psychological, social and economic and financial challenges that affect their livelihoods. An analysis of in-depth interviews and focus group discussions shows that survivors of child marriage face various challenges because of the economic situation in Zimbabwe, negative societal views and negative impact of child marriage on their mental health. It was, therefore concluded that for survivors of child marriage to have an improved life, there is a need for partnership and collaboration of different stakeholders in their social service delivery. It is recommended that more income-generating community-based v projects are provided to survivors of child marriage with basic opportunities they often lack and social support networks that promote change in attitudes and behavior. Lastly, there is a need to increase the number of social workers working with survivors of child marriage in Epworth
- Full Text:
- Date Issued: 2020
- Authors: Muchawaya, Ropafadzo D
- Date: 2020
- Subjects: Teenage marriage Forced marriage
- Language: English
- Type: Thesis , Masters , MSW
- Identifier: http://hdl.handle.net/10353/18199 , vital:42241
- Description: Child marriage is a marriage is a formal or informal marriage where one or both parties are under 18 years of age. The practice has an undesirable impact especially on the wellbeing of girls; it affects them physically, intellectually, psychologically and emotionally. Besides having an undesirable impact on young girls, child marriages also have negative impact on their children and families as a whole. The experiences of survivors of child marriage have been ignored in previous research. The literature largely focused on the causes and effects of child marriage. The aim of the study was to explore the experiences of survivors of child marriage. The objectives of the study were to examine causes of child marriage in Epworth Harare, finding out challenges faced by survivors of child marriage, exploring the different coping mechanisms employed by survivors of child marriage and investigating the social services provided to survivors of child marriage by different stakeholders in Epworth Harare. The qualitative research method was adopted in the study and it informed its data collection and analysis process. In-depth and focus group discussions were therefore used to gain insight into the experiences of participants. Through the use of purposive sampling, 36 participants comprising of survivors of child marriage, parents, community leaders, and social workers in Epworth were selected. The study was guided by family systems theory and resilience theory. The findings revealed that drivers of child marriage are many and affected survivors of child marriage. However, it was found out that each cause of child marriage affected survivors of child marriage differently. Survivors of child marriage in Epworth encounter many challenges including relationship, emotional and psychological, social and economic and financial challenges that affect their livelihoods. An analysis of in-depth interviews and focus group discussions shows that survivors of child marriage face various challenges because of the economic situation in Zimbabwe, negative societal views and negative impact of child marriage on their mental health. It was, therefore concluded that for survivors of child marriage to have an improved life, there is a need for partnership and collaboration of different stakeholders in their social service delivery. It is recommended that more income-generating community-based v projects are provided to survivors of child marriage with basic opportunities they often lack and social support networks that promote change in attitudes and behavior. Lastly, there is a need to increase the number of social workers working with survivors of child marriage in Epworth
- Full Text:
- Date Issued: 2020
Exploring the influence of marine science camps on learners’ motivation and dispositions towards scientific inquiry
- Authors: Hambaze, Nozipiwo
- Date: 2020
- Subjects: Science projects , Marine sciences -- Study and teaching -- South Africa -- Case studies , Active learning , Science camps -- South Africa -- Case studies , Experiential learning , Science -- Study and teaching -- South Africa -- Case studies , Motivation in education -- South Africa -- Case studies
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/163626 , vital:41062
- Description: For a number of years, it has been observed that learners’ motivation towards science has decreased , especially when th ey get to higher grades in secondary school. Strengthening learners’ motivation has become a very important area for educators to understand and reflect on. Many studies suggest that inquiry - based learning activities can provide a conducive learning enviro nment and build up learners ’ abilities and motivation to learn science beyond the classroom. It is against this backdrop that t his interventionist study s ought to investigate the influence of marine science camps on learners’ motivation towards scientific inquiry. The study was informed by Vygotsky ’s social constructivist theory and Wenger ’s community of practice theory. The participants were 21 grade 10 science learners from seven high schools in the Eastern Cape in South Africa. In order to answer the research questions , data w ere collected through the use of Student Motivation T owards Science Learning (SMTSL) questionnaires prior and post science camp, learner reflection journals and focus group interviews. Excel was used to analyse quantitative data w hereas an inductive - deductive thematic approach was used to analyse the qualitative data.The findin gs of the study revealed that through active participation learners’ dispositions shifted and became more positive after the scientific inquiry activity experience at the marine science camp. Furthermore , the findings of the study revealed that as a result of the marine science camp experiences learners were highly motivated to develop their own marine related science projects for the science fairs. Science fairs bear the testimony as one learner did not only co nduct a marine related project for a science fair but was awarded a gold medal at a regional science fair and a silver medal the national fair. The same lea r ne r was awarded an opportunity to present his project in other international fair. Notably also, l earners displayed increase science motivation as a result of participating at the marine science camp. iv This study thus recommends that i n order to enhance scie ntific inquiry among science learners, efforts in developing out - of - school programs not only by th e department of education but also other stakeholders such as universities are needed to inspire and motivate more learners in sciences. Additionally , pure sc ience faculties and social science s should work closely with each other to promote science.
- Full Text:
- Date Issued: 2020
- Authors: Hambaze, Nozipiwo
- Date: 2020
- Subjects: Science projects , Marine sciences -- Study and teaching -- South Africa -- Case studies , Active learning , Science camps -- South Africa -- Case studies , Experiential learning , Science -- Study and teaching -- South Africa -- Case studies , Motivation in education -- South Africa -- Case studies
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/163626 , vital:41062
- Description: For a number of years, it has been observed that learners’ motivation towards science has decreased , especially when th ey get to higher grades in secondary school. Strengthening learners’ motivation has become a very important area for educators to understand and reflect on. Many studies suggest that inquiry - based learning activities can provide a conducive learning enviro nment and build up learners ’ abilities and motivation to learn science beyond the classroom. It is against this backdrop that t his interventionist study s ought to investigate the influence of marine science camps on learners’ motivation towards scientific inquiry. The study was informed by Vygotsky ’s social constructivist theory and Wenger ’s community of practice theory. The participants were 21 grade 10 science learners from seven high schools in the Eastern Cape in South Africa. In order to answer the research questions , data w ere collected through the use of Student Motivation T owards Science Learning (SMTSL) questionnaires prior and post science camp, learner reflection journals and focus group interviews. Excel was used to analyse quantitative data w hereas an inductive - deductive thematic approach was used to analyse the qualitative data.The findin gs of the study revealed that through active participation learners’ dispositions shifted and became more positive after the scientific inquiry activity experience at the marine science camp. Furthermore , the findings of the study revealed that as a result of the marine science camp experiences learners were highly motivated to develop their own marine related science projects for the science fairs. Science fairs bear the testimony as one learner did not only co nduct a marine related project for a science fair but was awarded a gold medal at a regional science fair and a silver medal the national fair. The same lea r ne r was awarded an opportunity to present his project in other international fair. Notably also, l earners displayed increase science motivation as a result of participating at the marine science camp. iv This study thus recommends that i n order to enhance scie ntific inquiry among science learners, efforts in developing out - of - school programs not only by th e department of education but also other stakeholders such as universities are needed to inspire and motivate more learners in sciences. Additionally , pure sc ience faculties and social science s should work closely with each other to promote science.
- Full Text:
- Date Issued: 2020
Exploring the motivational factors of millennials in the automotive sector in South Africa
- Authors: Walters, Ashraf
- Date: 2020
- Subjects: Automobile industry and trade -- South Africa , Employee motivation
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: http://hdl.handle.net/10948/50709 , vital:42388
- Description: Motivation in the workplace is the willingness of employees to exert high levels of effort in achieving the organisations goals and objectives. Motivation has been studied by psychologists and organisational experts throughout the ages and was consistently found that motivated employees provide organisations with improved productivity and a competitive edge. Millennials, born between the years of 1980 and 2000, are the biggest cohort since the baby boomer to enter the workplace. A significant amount of research was done on the characteristics of millennials but there is a limited amount of empirical research done on understanding and potentially improving motivation of millennials. The automotive industry is a key player and contributor to South Africa’s gross domestic product and employs a great number of people in direct and indirect jobs throughout the value chain. Against this backdrop, research was conducted within the automotive sector in the Gauteng and Eastern Cape (Nelson Mandela Bay) regions in South Africa aimed at exploring motivation under the context of leadership, communication, social responsibility, rewards and, given the tech savvy nature of millennials, the use of technology. This study was conducted under the positivistic paradigm, which employed a quantitative approach, by means of a questionnaire survey. The study and review of the literature by the researcher found that millennials value leadership which supports, and guides as oppose to enforces. Communication, which is transparent, concise but frequent. They are willing to make personal sacrifices working for an organisation who genuinely cares about Environment.Furthermore, millennials demand using technology to improve efficiency and interestingly, regards career development more than money as the most important and rewarding aspect. By understanding the motivational factors of millennials, Leaders can be equipped to keep them engaged, motivated and highly productive, after all, they are not only the future, but are fast becoming the present.
- Full Text:
- Date Issued: 2020
- Authors: Walters, Ashraf
- Date: 2020
- Subjects: Automobile industry and trade -- South Africa , Employee motivation
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: http://hdl.handle.net/10948/50709 , vital:42388
- Description: Motivation in the workplace is the willingness of employees to exert high levels of effort in achieving the organisations goals and objectives. Motivation has been studied by psychologists and organisational experts throughout the ages and was consistently found that motivated employees provide organisations with improved productivity and a competitive edge. Millennials, born between the years of 1980 and 2000, are the biggest cohort since the baby boomer to enter the workplace. A significant amount of research was done on the characteristics of millennials but there is a limited amount of empirical research done on understanding and potentially improving motivation of millennials. The automotive industry is a key player and contributor to South Africa’s gross domestic product and employs a great number of people in direct and indirect jobs throughout the value chain. Against this backdrop, research was conducted within the automotive sector in the Gauteng and Eastern Cape (Nelson Mandela Bay) regions in South Africa aimed at exploring motivation under the context of leadership, communication, social responsibility, rewards and, given the tech savvy nature of millennials, the use of technology. This study was conducted under the positivistic paradigm, which employed a quantitative approach, by means of a questionnaire survey. The study and review of the literature by the researcher found that millennials value leadership which supports, and guides as oppose to enforces. Communication, which is transparent, concise but frequent. They are willing to make personal sacrifices working for an organisation who genuinely cares about Environment.Furthermore, millennials demand using technology to improve efficiency and interestingly, regards career development more than money as the most important and rewarding aspect. By understanding the motivational factors of millennials, Leaders can be equipped to keep them engaged, motivated and highly productive, after all, they are not only the future, but are fast becoming the present.
- Full Text:
- Date Issued: 2020
Exploring the perceptions of School Governing Bodies towards foundation phase male teachers in Eastern Cape schools
- Authors: Kagola, Obakeng
- Date: 2020
- Subjects: Male teachers -- South Africa , Primary school teaching -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/46239 , vital:39518
- Description: Since the adoption and implementation of the South African Schools Act of (1996), School Governing Bodies (SGBs) have been provided with the powers to recommend the employment of teachers in schools. Moreover, SGBs are also required to have an impact on the promotion of diversity in schools through the employment of teachers in a non-discriminatory way. However, two decades since SASA of 1996, Foundation Phase teaching remains dominated by females. Literature in the South African context posits that gendered schooling practices still exist in the differentiated opportunities of the employment of teachers. Particularly male teachers eager to teach in the foundation phase in the Eastern Cape, KwaZulu-Natal and North West Province. The study sought to explore the perceptions of SGB members towards foundation phase male teachers in the Eastern Cape schools. This study employed Participatory Visual Research Methodologies (PVRM), as its research design and was underpinned by the critical paradigm. It utilised a participatory method, collages and a focus group discussion to generate data with five SGB members from three purposively selected schools in the Eastern Cape. The study utilised a feminist post-structural theory in the analysis of findings. The findings revealed three themes, which are; (1) Males are not seen as good caregivers, (2) Foundation phase male teachers are seen as multifaceted and lastly (3) Male teachers are seen as not suitable for Foundation Phase teaching. Each of the above findings offers recommendations to the following stakeholders, the Department of Basic Education (DBE), Department of Higher Education and Training (DHET) and for future research.
- Full Text:
- Date Issued: 2020
- Authors: Kagola, Obakeng
- Date: 2020
- Subjects: Male teachers -- South Africa , Primary school teaching -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/46239 , vital:39518
- Description: Since the adoption and implementation of the South African Schools Act of (1996), School Governing Bodies (SGBs) have been provided with the powers to recommend the employment of teachers in schools. Moreover, SGBs are also required to have an impact on the promotion of diversity in schools through the employment of teachers in a non-discriminatory way. However, two decades since SASA of 1996, Foundation Phase teaching remains dominated by females. Literature in the South African context posits that gendered schooling practices still exist in the differentiated opportunities of the employment of teachers. Particularly male teachers eager to teach in the foundation phase in the Eastern Cape, KwaZulu-Natal and North West Province. The study sought to explore the perceptions of SGB members towards foundation phase male teachers in the Eastern Cape schools. This study employed Participatory Visual Research Methodologies (PVRM), as its research design and was underpinned by the critical paradigm. It utilised a participatory method, collages and a focus group discussion to generate data with five SGB members from three purposively selected schools in the Eastern Cape. The study utilised a feminist post-structural theory in the analysis of findings. The findings revealed three themes, which are; (1) Males are not seen as good caregivers, (2) Foundation phase male teachers are seen as multifaceted and lastly (3) Male teachers are seen as not suitable for Foundation Phase teaching. Each of the above findings offers recommendations to the following stakeholders, the Department of Basic Education (DBE), Department of Higher Education and Training (DHET) and for future research.
- Full Text:
- Date Issued: 2020
Exploring the privacy calculus on social networking services from a South African perspective
- Authors: Mathew, Boney George
- Date: 2020
- Subjects: Data encryption (Computer science) , Public key cryptography Online social networks -- Research -- South Africa
- Language: English
- Type: Thesis , Masters , MIT
- Identifier: http://hdl.handle.net/10948/46163 , vital:39510
- Description: Social Network Services (SNSs) have revolutionized the way we communicate, interact and present ourselves before others. The business model of SNS’S like Facebook is primarily based on SNS’S user self-disclosure of personal information. It is argued that the SNS’S user conducts a cost-benefit analysis before deciding to self-disclose their personal information, and this user behaviour forms the basis of the Privacy Calculus Theory. Enjoyment, Self-Presentation and Relationship Maintenance is considered as the benefits and the Privacy Concerns of the users is considered as the costs of disclosing personal information.As national or regional culture could influence SNS’S user self-disclosure behaviour, it would be advantageous for multinational SNS’S’s like Facebook to understand the perceptions of SNS’S user’s from different nationalities. Currently, no studies have been conducted amongst the South African (SA) SNSs’ users’ self-disclosure behaviour. This research is aimed at understanding the South African SNSs’ users’ perceptions regarding their perceived costs, benefits and selfdisclosure using the Privacy Calculus theory. This study is a replication of a similar study undertaken amongst the United States of America (US) and German SNS’S users. To remain competitive in the market and to sustain the viability of their business model, SNS like Facebook will have to encourage user self-disclosure. Studies have proven that national cultures play an important role on the nature and extent of user disclosure (Krasnova & Veltri, 2010; Lewis, Kaufman, & Christakis, 2008). However, no similar research has been undertaken in South Africa, and currently we do not understand South African SNS users’ self-disclosure behaviour in terms of the privacy calculus theory. The primary objective of this study is to understand the perceptions of South African SNS’S users regarding the perceived benefits, costs, moderating factors and self-disclosure, using the Privacy Calculus Theory. To achieve this objective, we initially undertook a detailed literature review to understand the concept of information privacy, privacy calculus, information privacy policy and legal framework, SNS’S and self-disclosure and the various factors affecting self-disclosure. We then proceeded to validate the theoretical framework by collecting data from two South African universities, namely the Nelson Mandela University (NMU) and Walter Sisulu University (WSU (NMD Campus – Former University of Transkei)), by adopting the same methodology and instrument used in the original study (and the isiXhosa translation). The theoretical framework used for this study is based on the Privacy Calculus theory, which argues that users conduct a cost-benefit calculus before deciding to self-disclose their personal information. This analysis is further influenced by other moderating factors like trust, control and awareness. All these factors have been incorporated into the theoretical framework and the instrument, adapted from the original research was used to collect data from the participants. The data from 239 respondents, who finally qualified for analysis was collated and proceeded with the analysis of that data. The data was analysed in four stages using established statistical tests. The first three phases were used to determine the actual value placed by the users on selfdisclosure, its determinants and moderating factors, and the last phase concentrated on how each of the constructs included in the theoretical framework influenced the other constructs. The results obtained from the analysis provided valuable insights into the self-disclosure behaviour of South African SNS’S users. Entertainment was the primary benefit the students derived from using SNS like Facebook, followed by relationship maintenance and those who enjoyed the platform more tended to Self-Disclose more. Those who tended to derive more benefits from the platform were found to trust the platform and the other users of the network. The theoretical framework was validated and it was determined that privacy paradox exists within the South African SNS’S user community, meaning that even with high privacy concerns, these SNS users are willing to self-disclose their personal information.
- Full Text:
- Date Issued: 2020
- Authors: Mathew, Boney George
- Date: 2020
- Subjects: Data encryption (Computer science) , Public key cryptography Online social networks -- Research -- South Africa
- Language: English
- Type: Thesis , Masters , MIT
- Identifier: http://hdl.handle.net/10948/46163 , vital:39510
- Description: Social Network Services (SNSs) have revolutionized the way we communicate, interact and present ourselves before others. The business model of SNS’S like Facebook is primarily based on SNS’S user self-disclosure of personal information. It is argued that the SNS’S user conducts a cost-benefit analysis before deciding to self-disclose their personal information, and this user behaviour forms the basis of the Privacy Calculus Theory. Enjoyment, Self-Presentation and Relationship Maintenance is considered as the benefits and the Privacy Concerns of the users is considered as the costs of disclosing personal information.As national or regional culture could influence SNS’S user self-disclosure behaviour, it would be advantageous for multinational SNS’S’s like Facebook to understand the perceptions of SNS’S user’s from different nationalities. Currently, no studies have been conducted amongst the South African (SA) SNSs’ users’ self-disclosure behaviour. This research is aimed at understanding the South African SNSs’ users’ perceptions regarding their perceived costs, benefits and selfdisclosure using the Privacy Calculus theory. This study is a replication of a similar study undertaken amongst the United States of America (US) and German SNS’S users. To remain competitive in the market and to sustain the viability of their business model, SNS like Facebook will have to encourage user self-disclosure. Studies have proven that national cultures play an important role on the nature and extent of user disclosure (Krasnova & Veltri, 2010; Lewis, Kaufman, & Christakis, 2008). However, no similar research has been undertaken in South Africa, and currently we do not understand South African SNS users’ self-disclosure behaviour in terms of the privacy calculus theory. The primary objective of this study is to understand the perceptions of South African SNS’S users regarding the perceived benefits, costs, moderating factors and self-disclosure, using the Privacy Calculus Theory. To achieve this objective, we initially undertook a detailed literature review to understand the concept of information privacy, privacy calculus, information privacy policy and legal framework, SNS’S and self-disclosure and the various factors affecting self-disclosure. We then proceeded to validate the theoretical framework by collecting data from two South African universities, namely the Nelson Mandela University (NMU) and Walter Sisulu University (WSU (NMD Campus – Former University of Transkei)), by adopting the same methodology and instrument used in the original study (and the isiXhosa translation). The theoretical framework used for this study is based on the Privacy Calculus theory, which argues that users conduct a cost-benefit calculus before deciding to self-disclose their personal information. This analysis is further influenced by other moderating factors like trust, control and awareness. All these factors have been incorporated into the theoretical framework and the instrument, adapted from the original research was used to collect data from the participants. The data from 239 respondents, who finally qualified for analysis was collated and proceeded with the analysis of that data. The data was analysed in four stages using established statistical tests. The first three phases were used to determine the actual value placed by the users on selfdisclosure, its determinants and moderating factors, and the last phase concentrated on how each of the constructs included in the theoretical framework influenced the other constructs. The results obtained from the analysis provided valuable insights into the self-disclosure behaviour of South African SNS’S users. Entertainment was the primary benefit the students derived from using SNS like Facebook, followed by relationship maintenance and those who enjoyed the platform more tended to Self-Disclose more. Those who tended to derive more benefits from the platform were found to trust the platform and the other users of the network. The theoretical framework was validated and it was determined that privacy paradox exists within the South African SNS’S user community, meaning that even with high privacy concerns, these SNS users are willing to self-disclose their personal information.
- Full Text:
- Date Issued: 2020
Exploring the psychosocial effects of removing teenagers from their homes to places of safety
- Authors: Boxongo , Sisipho
- Date: 2020
- Subjects: Teenagers
- Language: English
- Type: Thesis , Masters , MSW
- Identifier: http://hdl.handle.net/10353/18073 , vital:42226
- Description: The child welfare system investigate over 2 Million children each year for parental abuse or neglect, yet little is known about the psychosocial effects of removing teenagers from their homes and placing them in the place of safety. Although an abusive family would undoubtedly be harmful to children, removing a child from his or her family can be just as traumatic. Long term outcome are rarely observed, and teenagers placed in the place of safety are likely differ from those not placed. Hence this study took a microscopic scrutiny at the effects of the teenager`s removal from their home environment to a place of safety. In carrying out this research qualitative method of data collection was used. The study outlined the factors that lead to removal of teenagers from their home environment to the place of safety. The study found that some of the teenagers who were removed from their home environment were due to poverty, maltreatment, negligence and child abuse at home. The study also revealed that the placement of the teenagers in the places of safety expose the teenagers to psychological, physical, emotional and behavioural negative experiences. The teenagers that participated in the study mentioned that they are stigmatised by the community and peers at school, some also cited that they have lost contact with their families. It was also found out that; the professionals who participated in the study also too experience some challenges in rendering services to the teenagers as sometimes they don`t get informed about the children`s situation on their arrival in the centre. On the other hand, another professional declared that they are trying by all means to cater for all the needs of the children, but they are failed by the case managers and other stakeholders, such as department of social development who delay the process of obtaining court orders which makes it difficult for the child to be funded and also the process of reunifying the child with the biological family.
- Full Text:
- Date Issued: 2020
- Authors: Boxongo , Sisipho
- Date: 2020
- Subjects: Teenagers
- Language: English
- Type: Thesis , Masters , MSW
- Identifier: http://hdl.handle.net/10353/18073 , vital:42226
- Description: The child welfare system investigate over 2 Million children each year for parental abuse or neglect, yet little is known about the psychosocial effects of removing teenagers from their homes and placing them in the place of safety. Although an abusive family would undoubtedly be harmful to children, removing a child from his or her family can be just as traumatic. Long term outcome are rarely observed, and teenagers placed in the place of safety are likely differ from those not placed. Hence this study took a microscopic scrutiny at the effects of the teenager`s removal from their home environment to a place of safety. In carrying out this research qualitative method of data collection was used. The study outlined the factors that lead to removal of teenagers from their home environment to the place of safety. The study found that some of the teenagers who were removed from their home environment were due to poverty, maltreatment, negligence and child abuse at home. The study also revealed that the placement of the teenagers in the places of safety expose the teenagers to psychological, physical, emotional and behavioural negative experiences. The teenagers that participated in the study mentioned that they are stigmatised by the community and peers at school, some also cited that they have lost contact with their families. It was also found out that; the professionals who participated in the study also too experience some challenges in rendering services to the teenagers as sometimes they don`t get informed about the children`s situation on their arrival in the centre. On the other hand, another professional declared that they are trying by all means to cater for all the needs of the children, but they are failed by the case managers and other stakeholders, such as department of social development who delay the process of obtaining court orders which makes it difficult for the child to be funded and also the process of reunifying the child with the biological family.
- Full Text:
- Date Issued: 2020
Exploring the role of HRM in the ministry of health’s decentralisation policy
- Authors: Cekwane, Thulane Johannes
- Date: 2020
- Subjects: Personnel management
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/47490 , vital:40127
- Description: According to Rigoli and Dussault (2003), HR in the health sectors are regarded as strategic actors and are not entirely involved in the delivery of health services. Morgan–Javis (2015) further maintains that in 2011 decentralisation was launched with a view to decentralise health services from the Ministry of Health (MOH) to the Ministry of Local Government and Chieftainship Affairs (MOLGCA). There has been increased attention on the restructuring process of the health sector reform but little priority has been given as to how to decentralise key human resources functions. A guiding policy was developed and endorsed in 2014, but still excludes how these human resources functions are to be decentralised. Centralised human resources services is an impediment in the transformation process of improved health care services for the Basotho Nation (Morgan–Javis, 2015).Ulrich’s (1998) HR model formed the theoretical model of study.This study aimed to explore how the Human Resources (HR) functions support the decentralisation in the Ministry of Health. Data was collected through in-depth interviews. The sample consisted ofall eight (8) Directors from the Ministry of Health. These Directors were knowledgeable about phenomenon being studied. Thematic analysis was used to examine the main theme.The data collected through interviews emerged into different categories of themes from the interview data set such as Conceptualising decentralisation, HR’s role, Employee buy-in and Decentralisation and implementation
- Full Text:
- Date Issued: 2020
- Authors: Cekwane, Thulane Johannes
- Date: 2020
- Subjects: Personnel management
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/47490 , vital:40127
- Description: According to Rigoli and Dussault (2003), HR in the health sectors are regarded as strategic actors and are not entirely involved in the delivery of health services. Morgan–Javis (2015) further maintains that in 2011 decentralisation was launched with a view to decentralise health services from the Ministry of Health (MOH) to the Ministry of Local Government and Chieftainship Affairs (MOLGCA). There has been increased attention on the restructuring process of the health sector reform but little priority has been given as to how to decentralise key human resources functions. A guiding policy was developed and endorsed in 2014, but still excludes how these human resources functions are to be decentralised. Centralised human resources services is an impediment in the transformation process of improved health care services for the Basotho Nation (Morgan–Javis, 2015).Ulrich’s (1998) HR model formed the theoretical model of study.This study aimed to explore how the Human Resources (HR) functions support the decentralisation in the Ministry of Health. Data was collected through in-depth interviews. The sample consisted ofall eight (8) Directors from the Ministry of Health. These Directors were knowledgeable about phenomenon being studied. Thematic analysis was used to examine the main theme.The data collected through interviews emerged into different categories of themes from the interview data set such as Conceptualising decentralisation, HR’s role, Employee buy-in and Decentralisation and implementation
- Full Text:
- Date Issued: 2020
Exploring the structural integrity of a picornavirus capsid
- Authors: Upfold, Nicole Sarah
- Date: 2020
- Subjects: Picornaviruses , Immunoglobulins , Capsids (Virology) , Viruses Morphology , RNA viruses
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/131837 , vital:36758 , DOI https://doi.org/10.21504/10962/131837
- Description: Picornaviruses are a diverse family of small RNA viruses that cause a broad range of human and veterinary diseases. Despite decades of research into the molecular biology of these pathogens, no antivirals and few vaccines are commercially available for the treatment and prevention of picornavirus infections. The capsids of these non-enveloped viruses are involved in many important aspects of the picornavirus lifecycle, such as cell attachment and entry, uncoating, and protection of the viral RNA. Although the structures of many picornavirus capsids have been solved, a broader understanding of the molecular determinants that are required for structural integrity and stability is imperative for an improved understanding of the basic biology of these viruses, and for designing effective control strategies. Collectively, this thesis aims to elucidate the molecular determinants of structural stability and integrity in the Theiler’s murine encephalomyelitis virus capsid (TMEV). To study the TMEV GDVII capsid using biochemical techniques, neutralising polyclonal antibodies were generated against GDVII particles. The antibodies recognised linear epitopes in the C-terminus of the VP1 protein, but not those present in VP2 or VP3. The VP1 C-terminal residues were mapped to a loop above the putative receptor binding pit on the capsid surface, which prompted an investigation into the potential binding site of the TMEV co-receptor, heparan sulphate. Molecular docking revealed that heparan interacts with residues of the receptor binding pocket, as well as residues of the adjoining VP1 C-terminal loop. These findings suggest that the antibodies neutralise virus infection by preventing attachment of the virus to the co-receptor and possibly the unknown primary receptor. Few studies have identified the specific residues and interactions at subunit interfaces that significantly contribute to picornavirus capsid stability, assembly, and function. A novel in-silico screen was developed for the prediction of hotspot residues at protein-protein interfaces of a virus capsid. This screen can be applied to elucidate the residues that contribute significantly to the intraprotomer, interprotomer and interpentamer interfaces of any picornavirus capsid, on condition that the structure of the virus is available. The screen was applied to TMEV GDVII resulting in the identification of hotspots, several of which correspond to residues that are known to be important for aspects of the virus lifecycle, such as those that contribute to pH stability or form part of receptor binding sites. This observation suggests that residues involved in specific capsid functions may also play a role in capsid stability. Many of the residues identified as hotspots in TMEV corresponded to those required for assembly, uncoating, and virus growth in representative picornaviruses from various genera, suggesting that the residues that regulate capsid stability may be somewhat conserved across the family. Hotspots identified at the interpentamer interfaces of TMEV were individually substituted to alanine to further explore their importance to the TMEV lifecycle. All the amino acid substitutions prevented completion of the virus lifecycle as no CPE was observed following transfection of susceptible cells. Immunofluorescence experiments demonstrated that virus protein synthesis and RNA replication were not inhibited by substitution of the hotspot residues, but that infectivity was severely impeded. This confirmed that the residues were required for some aspect of the virus lifecycle, such as capsid assembly, or were critical for maintaining the conformational stability of the TMEV particles. Virus capsids become unstable and are prone to dissociation under certain conditions such as extreme pH and non-physiological temperatures. The thermostability of TMEV was explored by selecting GDVII virions with improved thermal tolerance through serial passage and heat exposure. Thermostable virions that could tolerate temperatures above 57 °C had reduced infective titres compared to the wild type TMEV suggesting that the virus adapted to thermal stress at the expense of viral fitness. Sequencing the capsid encoding regions of the mutant virions revealed a pair of amino acid substitutions that were present in all mutants. Additional substitutions that were unique to viruses selected at different temperatures were also identified. Most of the substitutions were located within the intraprotomer interfaces of the virus, unlike previous studies on enteroviruses where mutations were mostly localised to the receptor binding pocket. This thesis provides the first analysis of the structural determinants of TMEV capsid stability. The generation of tools to further explore the capsid structures of TMEV and other picornaviruses provides an opportunity for future studies which may contribute to the development of novel control strategies against this important family of viruses. , Thesis (PhD) -- Faculty of Science, Biochemistry and Microbiology, 2020
- Full Text: false
- Date Issued: 2020
- Authors: Upfold, Nicole Sarah
- Date: 2020
- Subjects: Picornaviruses , Immunoglobulins , Capsids (Virology) , Viruses Morphology , RNA viruses
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/131837 , vital:36758 , DOI https://doi.org/10.21504/10962/131837
- Description: Picornaviruses are a diverse family of small RNA viruses that cause a broad range of human and veterinary diseases. Despite decades of research into the molecular biology of these pathogens, no antivirals and few vaccines are commercially available for the treatment and prevention of picornavirus infections. The capsids of these non-enveloped viruses are involved in many important aspects of the picornavirus lifecycle, such as cell attachment and entry, uncoating, and protection of the viral RNA. Although the structures of many picornavirus capsids have been solved, a broader understanding of the molecular determinants that are required for structural integrity and stability is imperative for an improved understanding of the basic biology of these viruses, and for designing effective control strategies. Collectively, this thesis aims to elucidate the molecular determinants of structural stability and integrity in the Theiler’s murine encephalomyelitis virus capsid (TMEV). To study the TMEV GDVII capsid using biochemical techniques, neutralising polyclonal antibodies were generated against GDVII particles. The antibodies recognised linear epitopes in the C-terminus of the VP1 protein, but not those present in VP2 or VP3. The VP1 C-terminal residues were mapped to a loop above the putative receptor binding pit on the capsid surface, which prompted an investigation into the potential binding site of the TMEV co-receptor, heparan sulphate. Molecular docking revealed that heparan interacts with residues of the receptor binding pocket, as well as residues of the adjoining VP1 C-terminal loop. These findings suggest that the antibodies neutralise virus infection by preventing attachment of the virus to the co-receptor and possibly the unknown primary receptor. Few studies have identified the specific residues and interactions at subunit interfaces that significantly contribute to picornavirus capsid stability, assembly, and function. A novel in-silico screen was developed for the prediction of hotspot residues at protein-protein interfaces of a virus capsid. This screen can be applied to elucidate the residues that contribute significantly to the intraprotomer, interprotomer and interpentamer interfaces of any picornavirus capsid, on condition that the structure of the virus is available. The screen was applied to TMEV GDVII resulting in the identification of hotspots, several of which correspond to residues that are known to be important for aspects of the virus lifecycle, such as those that contribute to pH stability or form part of receptor binding sites. This observation suggests that residues involved in specific capsid functions may also play a role in capsid stability. Many of the residues identified as hotspots in TMEV corresponded to those required for assembly, uncoating, and virus growth in representative picornaviruses from various genera, suggesting that the residues that regulate capsid stability may be somewhat conserved across the family. Hotspots identified at the interpentamer interfaces of TMEV were individually substituted to alanine to further explore their importance to the TMEV lifecycle. All the amino acid substitutions prevented completion of the virus lifecycle as no CPE was observed following transfection of susceptible cells. Immunofluorescence experiments demonstrated that virus protein synthesis and RNA replication were not inhibited by substitution of the hotspot residues, but that infectivity was severely impeded. This confirmed that the residues were required for some aspect of the virus lifecycle, such as capsid assembly, or were critical for maintaining the conformational stability of the TMEV particles. Virus capsids become unstable and are prone to dissociation under certain conditions such as extreme pH and non-physiological temperatures. The thermostability of TMEV was explored by selecting GDVII virions with improved thermal tolerance through serial passage and heat exposure. Thermostable virions that could tolerate temperatures above 57 °C had reduced infective titres compared to the wild type TMEV suggesting that the virus adapted to thermal stress at the expense of viral fitness. Sequencing the capsid encoding regions of the mutant virions revealed a pair of amino acid substitutions that were present in all mutants. Additional substitutions that were unique to viruses selected at different temperatures were also identified. Most of the substitutions were located within the intraprotomer interfaces of the virus, unlike previous studies on enteroviruses where mutations were mostly localised to the receptor binding pocket. This thesis provides the first analysis of the structural determinants of TMEV capsid stability. The generation of tools to further explore the capsid structures of TMEV and other picornaviruses provides an opportunity for future studies which may contribute to the development of novel control strategies against this important family of viruses. , Thesis (PhD) -- Faculty of Science, Biochemistry and Microbiology, 2020
- Full Text: false
- Date Issued: 2020