Learning about volunteering: an exploration of literacy volunteers' experiences
- Authors: Yendall, Kaitlin Amy
- Date: 2020
- Subjects: Literacy -- Study and teaching -- South Africa , Literacy programs -- South Africa , Voluntarism -- South Africa , Volunteer workers in community development -- Training of , Service learning , Language and education -- South Africa , Language arts (Primary) , English language -- Study and teaching (Elementary) , Volunteer workers in Education -- Training of
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/138336 , vital:37623
- Description: After almost 25 years of democracy in South Africa, not everyone has access to the same quality education. The responsibility of creating a literate society however cannot rely on the national government and schools alone, but instead needs to fall on the shoulders of various stakeholders. Volunteers in particular have an important role to play in remedying the current literacy crisis experienced in South Africa. This study takes the form of a case study approach and examines the experiences of Project Read literacy volunteers. A telephonic survey and two focus group discussions were conducted in order to determine who it is that volunteers for the programme; what prompts these particular individuals to volunteer; the perceived benefits of volunteering; and how volunteers report on their volunteering experiences. Although the Project Read programme is focused on the early literacy development of learners, volunteers seemed to undergo a developmental process themselves – something they had not anticipated at the start of their volunteering journey. This study illustrates the power of meaningful relationships in breaking down artificial categories and in bringing about important change with regards to the perceptions and attitudes of individuals towards community engagement. It is hoped that the data generated through this study will assist in recruiting and retaining more literacy volunteers through feedback to the NGO. In this way more children will be assisted to enhance their literacy competencies, from which they can build and achieve.
- Full Text:
- Date Issued: 2020
- Authors: Yendall, Kaitlin Amy
- Date: 2020
- Subjects: Literacy -- Study and teaching -- South Africa , Literacy programs -- South Africa , Voluntarism -- South Africa , Volunteer workers in community development -- Training of , Service learning , Language and education -- South Africa , Language arts (Primary) , English language -- Study and teaching (Elementary) , Volunteer workers in Education -- Training of
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/138336 , vital:37623
- Description: After almost 25 years of democracy in South Africa, not everyone has access to the same quality education. The responsibility of creating a literate society however cannot rely on the national government and schools alone, but instead needs to fall on the shoulders of various stakeholders. Volunteers in particular have an important role to play in remedying the current literacy crisis experienced in South Africa. This study takes the form of a case study approach and examines the experiences of Project Read literacy volunteers. A telephonic survey and two focus group discussions were conducted in order to determine who it is that volunteers for the programme; what prompts these particular individuals to volunteer; the perceived benefits of volunteering; and how volunteers report on their volunteering experiences. Although the Project Read programme is focused on the early literacy development of learners, volunteers seemed to undergo a developmental process themselves – something they had not anticipated at the start of their volunteering journey. This study illustrates the power of meaningful relationships in breaking down artificial categories and in bringing about important change with regards to the perceptions and attitudes of individuals towards community engagement. It is hoped that the data generated through this study will assist in recruiting and retaining more literacy volunteers through feedback to the NGO. In this way more children will be assisted to enhance their literacy competencies, from which they can build and achieve.
- Full Text:
- Date Issued: 2020
Re-adjustment of masculinities and sexualities amongst first year male students at Rhodes University in the wake of the residence Consent Talk’s programme
- Authors: Ntisana, Thulani
- Date: 2020
- Subjects: Communication in higher education - South Africa -- Makhanda , Rape in universities and colleges -- South Africa -- Makhanda , Masculinity -- South Africa -- Makhanda , Male college students -- Social life and customs -- South Africa -- Makhanda , Male college students -- Sexual behavior -- South Africa -- Makhanda , Male college students -- Conduct of life -- South Africa -- Makhanda , Men -- Identity , Male domination (Social structure) , Patriarchy -- South Africa , Women -- Violence against -- South Africa , Social problems -- South Africa , Consent Talks , #RUreferencelist
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/148956 , vital:38790
- Description: This study seeks to understand how Rhodes University first-year male students adjusted and re-adjusted their masculinities and sexualities in light of the Consent Talk programme offered by the university, the aim of which is to liberate masculinities and femininities from patriarchal and dominant discourses. In the past 26 years, South Africa has seen an increase in academic research establishing causal links between boys, men, masculinities and a number of social ills such as the HIV/AIDs epidemic, violence against women, substance abuse, homophobia, gender-based violence and a lower pass rate amongst boys. This in turn inspired an increase in interventions seeking to involve boys and men in order to identify and address their role in combating gender based violence. These various forms of social deviances that have been linked to masculinity have indicated that young men's masculinity is in crisis and as a result needs great attention in order to address the social issues linked to them. Institutions of higher learning have proven to be microcosms of the larger society. Universities have become highly sexualised spaces; coercive sexual practices in heterosexual relationships are a norm, young women don't feel safe and have lost confidence in universities addressing their concerns. With the emergence of the #RUreferencelist in 2016, the spotlight fell on Rhodes University; young women challenged the rape culture and sexual assaults on campus. In 2016, staff members who are well-informed and educated on issues of gender, sexuality and rape initiated discussions with students in their residences; these discussions were later to be called the Consent Talks. This research makes use of Pierre Bourdieu’s critical theory in understanding how young men negotiate their masculinity within the field of higher education, at Rhodes University. Bourdieu’s three main concepts, field, habitus and capital are used to describe how young men negotiate their masculinity and how the field of gender intersects with the field of higher education. A qualitative paradigm has been employed. The study has collected data through the use of in-depth interviews to get a richer insight into the participants’ perspectives. There were 15 interviews conducted in total for this study, 14 were with first year male students, and one with a senior official of the University. The data was analysed through a qualitative thematic analysis. The findings of the research reveal that some of the participants were exposed to patriarchal and dominant forms of masculinity when growing up. However, most of the participants revealed they were also exposed to alternative masculinities. These were either taught or learnt at home, from family members, circumcision school, church or peers in society. Both the dominant and alternative masculinities were revealed in the discourses of what it means to be a man and in how the young men performed their masculinities. Furthermore, one of the major themes that emerged was that most of the young men in the study were raised by single mothers with mothers playing a significant role in encouraging healthy masculinities. The findings went on to reveal that families (mothers, fathers, older siblings and culture) play a role in socialising and shaping healthy masculinities. The acceptance or rejection of either dominant or alternative masculinities was influenced by an exposure to an environment that either encouraged or shunned either dominant or alternative masculinities. The findings further unveils that different societies are strongly identified with their own definitions of what it means to be a man and are not open to other definitions of masculinity. Moreover, most of the participants accepted the content of what was taught in the Consent Talks; however sought healthy participation, interaction and inclusion of female students. Lastly, the study has also revealed that knowledge of the consequences of breaking (the law) university’s policy does affect some change of behaviour in potential perpetrators.
- Full Text:
- Date Issued: 2020
- Authors: Ntisana, Thulani
- Date: 2020
- Subjects: Communication in higher education - South Africa -- Makhanda , Rape in universities and colleges -- South Africa -- Makhanda , Masculinity -- South Africa -- Makhanda , Male college students -- Social life and customs -- South Africa -- Makhanda , Male college students -- Sexual behavior -- South Africa -- Makhanda , Male college students -- Conduct of life -- South Africa -- Makhanda , Men -- Identity , Male domination (Social structure) , Patriarchy -- South Africa , Women -- Violence against -- South Africa , Social problems -- South Africa , Consent Talks , #RUreferencelist
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/148956 , vital:38790
- Description: This study seeks to understand how Rhodes University first-year male students adjusted and re-adjusted their masculinities and sexualities in light of the Consent Talk programme offered by the university, the aim of which is to liberate masculinities and femininities from patriarchal and dominant discourses. In the past 26 years, South Africa has seen an increase in academic research establishing causal links between boys, men, masculinities and a number of social ills such as the HIV/AIDs epidemic, violence against women, substance abuse, homophobia, gender-based violence and a lower pass rate amongst boys. This in turn inspired an increase in interventions seeking to involve boys and men in order to identify and address their role in combating gender based violence. These various forms of social deviances that have been linked to masculinity have indicated that young men's masculinity is in crisis and as a result needs great attention in order to address the social issues linked to them. Institutions of higher learning have proven to be microcosms of the larger society. Universities have become highly sexualised spaces; coercive sexual practices in heterosexual relationships are a norm, young women don't feel safe and have lost confidence in universities addressing their concerns. With the emergence of the #RUreferencelist in 2016, the spotlight fell on Rhodes University; young women challenged the rape culture and sexual assaults on campus. In 2016, staff members who are well-informed and educated on issues of gender, sexuality and rape initiated discussions with students in their residences; these discussions were later to be called the Consent Talks. This research makes use of Pierre Bourdieu’s critical theory in understanding how young men negotiate their masculinity within the field of higher education, at Rhodes University. Bourdieu’s three main concepts, field, habitus and capital are used to describe how young men negotiate their masculinity and how the field of gender intersects with the field of higher education. A qualitative paradigm has been employed. The study has collected data through the use of in-depth interviews to get a richer insight into the participants’ perspectives. There were 15 interviews conducted in total for this study, 14 were with first year male students, and one with a senior official of the University. The data was analysed through a qualitative thematic analysis. The findings of the research reveal that some of the participants were exposed to patriarchal and dominant forms of masculinity when growing up. However, most of the participants revealed they were also exposed to alternative masculinities. These were either taught or learnt at home, from family members, circumcision school, church or peers in society. Both the dominant and alternative masculinities were revealed in the discourses of what it means to be a man and in how the young men performed their masculinities. Furthermore, one of the major themes that emerged was that most of the young men in the study were raised by single mothers with mothers playing a significant role in encouraging healthy masculinities. The findings went on to reveal that families (mothers, fathers, older siblings and culture) play a role in socialising and shaping healthy masculinities. The acceptance or rejection of either dominant or alternative masculinities was influenced by an exposure to an environment that either encouraged or shunned either dominant or alternative masculinities. The findings further unveils that different societies are strongly identified with their own definitions of what it means to be a man and are not open to other definitions of masculinity. Moreover, most of the participants accepted the content of what was taught in the Consent Talks; however sought healthy participation, interaction and inclusion of female students. Lastly, the study has also revealed that knowledge of the consequences of breaking (the law) university’s policy does affect some change of behaviour in potential perpetrators.
- Full Text:
- Date Issued: 2020
The role of agricultural support programmes on the livelihoods of smallholder maize farmers in Lesotho: asset utilisation, productivity and perceptions
- Authors: Mohlahatsa, Taole
- Date: 2019
- Subjects: Agriculture and state -- Lesotho , Agriculture -- Economic aspects -- Lesotho , Farms, Small -- Government policy -- Lesotho , Farms, Small -- Lesotho , Agricultural assistance -- Lesotho , Rural development -- Lesotho
- Language: English
- Type: text , Thesis , Masters , MCom
- Identifier: http://hdl.handle.net/10962/71580 , vital:29914
- Description: The agricultural sector is widely considered an important contributor to economic development in least developed countries. It plays an important role in Lesotho and has been the backbone of rural activities and the prime employer of Basotho citizens. Smallholder farming is recognised by the government of Lesotho as a vehicle for addressing food security and poverty reduction. Maize is the principal staple crop produced by about 90 percent of farmers in Lesotho and it constitutes about 80 percent of the Basotho diet. Maize production is highly affected by climate change and is characterised by fluctuating yields because of erratic rainfall. In addition to unfavorable climate change, smallholder farmers in Lesotho experience challenges such as lack of farming inputs, limited access to markets and limited financial capital. These constraints confine them to a life of subsistence farming with low production and increased incidences of poverty. The government of Lesotho has intervened in the smallholder agricultural sector to stimulate production and productivity by introducing some agricultural programmes such as (i) the National Fertiliser and Input subsidy, (ii) the Smallholder Agricultural Development Programme, (iii) the National Block Farming, and (iv) the Integrated Watershed Management Programme. However, despite such government interventions, production in the smallholder agricultural sector continues to face recurring constraints. Studies on the National Block Farming Programme have showed that the programme has had limited impact on the livelihoods of smallholder farmers. Furthermore, farmers believe the Integrated Watershed Management Programme has a biased selection criteria as selection of areas is influenced by politicians who favour areas where they have a large political following and marginilise other areas. These concerns have also led to low participation rates in such programmes as wealthier, large scale farmers capture most of the benefits of government programmes. Disproportionate benefits of agricultural programmes to smallholder farmers imply that they continue to face the same constraints in production and have to find alternative ways of maintaining production and selling excess produce to sustain their livelihoods. The main goal of this research is therefore to study the livelihoods of smallholder maize farmers in Lesotho and how agricultural support programmes influence their production of maize. The study adopted a pragmatic mixed methods approach with a qualitative dominant sequential design. Accordingly, both quantitative and qualitative data was used to address the research goal. Quantitative data collected from the Lesotho Bureau of Statistics and the World Bank was used for trend analysis on maize productivity, temperature and rainfall over the period 1980-2016. Qualitative primary data was collected by conducting focus group discussions with smallholder maize farmers and key stakeholder interviews using the sustainable livelihood framework as a conceptual guide. The study comprised of a total of 85 research participants consisting of 75 smallholder maize farmers and 10 key stakeholders. Farmers were selected from 10 key maize producing areas in Leribe and Mafeteng districts in Leribe. Results revealed fluctuating maize productivity and productivity growth rates where such fluctuations are caused by government intervention and natural calamities in the form of erratic rains and dry spells. Droughts and late arrival of subsidised inputs are the chief constraints to maize production. In relation to livelihood assets, human and social assets are the more available assets relative to other assets (financial, natural and physical) of the sustainable livelihood framework. Furthermore, the National Fertiliser and Input subsidy Programme and the Smallholder Agricultural Development Programme are the most beneficial programmes to farmers livelihoods as they increase the accessibility of limited livelihood assets and therefore allowing farmers to achieve their livelihood goals. In contrast, the National Block Farming and the Integrated Watershed Management Programme are the least beneficial programmes to farmers’ livelihoods and are biased in their geographical targeting criteria. The study recommends that the government revises all selected support programmes in this study in areas warranting improvements so as to fairly and efficiently allocate resources that meet the needs of farmers. The study also recommends that farmers put more effort in adopting new technologies and strategies to improve production of maize in areas where government intervention has failed.
- Full Text:
- Date Issued: 2019
- Authors: Mohlahatsa, Taole
- Date: 2019
- Subjects: Agriculture and state -- Lesotho , Agriculture -- Economic aspects -- Lesotho , Farms, Small -- Government policy -- Lesotho , Farms, Small -- Lesotho , Agricultural assistance -- Lesotho , Rural development -- Lesotho
- Language: English
- Type: text , Thesis , Masters , MCom
- Identifier: http://hdl.handle.net/10962/71580 , vital:29914
- Description: The agricultural sector is widely considered an important contributor to economic development in least developed countries. It plays an important role in Lesotho and has been the backbone of rural activities and the prime employer of Basotho citizens. Smallholder farming is recognised by the government of Lesotho as a vehicle for addressing food security and poverty reduction. Maize is the principal staple crop produced by about 90 percent of farmers in Lesotho and it constitutes about 80 percent of the Basotho diet. Maize production is highly affected by climate change and is characterised by fluctuating yields because of erratic rainfall. In addition to unfavorable climate change, smallholder farmers in Lesotho experience challenges such as lack of farming inputs, limited access to markets and limited financial capital. These constraints confine them to a life of subsistence farming with low production and increased incidences of poverty. The government of Lesotho has intervened in the smallholder agricultural sector to stimulate production and productivity by introducing some agricultural programmes such as (i) the National Fertiliser and Input subsidy, (ii) the Smallholder Agricultural Development Programme, (iii) the National Block Farming, and (iv) the Integrated Watershed Management Programme. However, despite such government interventions, production in the smallholder agricultural sector continues to face recurring constraints. Studies on the National Block Farming Programme have showed that the programme has had limited impact on the livelihoods of smallholder farmers. Furthermore, farmers believe the Integrated Watershed Management Programme has a biased selection criteria as selection of areas is influenced by politicians who favour areas where they have a large political following and marginilise other areas. These concerns have also led to low participation rates in such programmes as wealthier, large scale farmers capture most of the benefits of government programmes. Disproportionate benefits of agricultural programmes to smallholder farmers imply that they continue to face the same constraints in production and have to find alternative ways of maintaining production and selling excess produce to sustain their livelihoods. The main goal of this research is therefore to study the livelihoods of smallholder maize farmers in Lesotho and how agricultural support programmes influence their production of maize. The study adopted a pragmatic mixed methods approach with a qualitative dominant sequential design. Accordingly, both quantitative and qualitative data was used to address the research goal. Quantitative data collected from the Lesotho Bureau of Statistics and the World Bank was used for trend analysis on maize productivity, temperature and rainfall over the period 1980-2016. Qualitative primary data was collected by conducting focus group discussions with smallholder maize farmers and key stakeholder interviews using the sustainable livelihood framework as a conceptual guide. The study comprised of a total of 85 research participants consisting of 75 smallholder maize farmers and 10 key stakeholders. Farmers were selected from 10 key maize producing areas in Leribe and Mafeteng districts in Leribe. Results revealed fluctuating maize productivity and productivity growth rates where such fluctuations are caused by government intervention and natural calamities in the form of erratic rains and dry spells. Droughts and late arrival of subsidised inputs are the chief constraints to maize production. In relation to livelihood assets, human and social assets are the more available assets relative to other assets (financial, natural and physical) of the sustainable livelihood framework. Furthermore, the National Fertiliser and Input subsidy Programme and the Smallholder Agricultural Development Programme are the most beneficial programmes to farmers livelihoods as they increase the accessibility of limited livelihood assets and therefore allowing farmers to achieve their livelihood goals. In contrast, the National Block Farming and the Integrated Watershed Management Programme are the least beneficial programmes to farmers’ livelihoods and are biased in their geographical targeting criteria. The study recommends that the government revises all selected support programmes in this study in areas warranting improvements so as to fairly and efficiently allocate resources that meet the needs of farmers. The study also recommends that farmers put more effort in adopting new technologies and strategies to improve production of maize in areas where government intervention has failed.
- Full Text:
- Date Issued: 2019
Factors contributing to taxpayer morale: a multi-country perspective
- Authors: Kosiorek, Jakub
- Date: 2018
- Subjects: Taxpayer compliance -- South Africa , Tax evasion -- South Africa , Taxpayer compliance -- Social aspects -- South Africa , Taxpayer compliance -- Economic aspects -- South Africa , Tax morale -- South Africa
- Language: English
- Type: text , Thesis , Masters , MCom
- Identifier: http://hdl.handle.net/10962/60255 , vital:27759
- Description: Tax morale is the intrinsic motivation to pay taxes that arises either from a belief that one should contribute towards society by paying taxes or from a moral obligation to pay taxes. The goals of this thesis were to identify the various factors that influence tax morale in a country and use these factors in order to attempt to determine whether tax morale in South Africa has improved or deteriorated over the years. A further goal of this thesis was to identify strategies that could be implemented by a country in order to improve the tax morale of its citizens. The period covered by this thesis is between the years 2000 and 2015. The factors that have an effect on tax morale were identified by a review of the literature. It was found that a number of factors appear to have an impact on tax morale, but certain of these factors are incapable of being directly influenced by tax administrations. With regard to South Africa, it was found that a number of factors affecting tax morale appear to have improved over the years, while others had deteriorated. However, overall it appeared that tax morale in South Africa had deteriorated. With regard to strategies that could be used to improve tax morale, a number were identified by reviewing the literature and include strategies implemented in certain countries, as well as those discussed by scholars. Ii was found that South Africa had implemented a number of the strategies aimed at improving tax morale in its own tax system, but the manner in which some of them were implemented could have been improved. Furthermore, a number of strategies were identified that South Africa has not yet implemented and thus should look to attempting to implement these strategies to improve tax morale.
- Full Text:
- Date Issued: 2018
- Authors: Kosiorek, Jakub
- Date: 2018
- Subjects: Taxpayer compliance -- South Africa , Tax evasion -- South Africa , Taxpayer compliance -- Social aspects -- South Africa , Taxpayer compliance -- Economic aspects -- South Africa , Tax morale -- South Africa
- Language: English
- Type: text , Thesis , Masters , MCom
- Identifier: http://hdl.handle.net/10962/60255 , vital:27759
- Description: Tax morale is the intrinsic motivation to pay taxes that arises either from a belief that one should contribute towards society by paying taxes or from a moral obligation to pay taxes. The goals of this thesis were to identify the various factors that influence tax morale in a country and use these factors in order to attempt to determine whether tax morale in South Africa has improved or deteriorated over the years. A further goal of this thesis was to identify strategies that could be implemented by a country in order to improve the tax morale of its citizens. The period covered by this thesis is between the years 2000 and 2015. The factors that have an effect on tax morale were identified by a review of the literature. It was found that a number of factors appear to have an impact on tax morale, but certain of these factors are incapable of being directly influenced by tax administrations. With regard to South Africa, it was found that a number of factors affecting tax morale appear to have improved over the years, while others had deteriorated. However, overall it appeared that tax morale in South Africa had deteriorated. With regard to strategies that could be used to improve tax morale, a number were identified by reviewing the literature and include strategies implemented in certain countries, as well as those discussed by scholars. Ii was found that South Africa had implemented a number of the strategies aimed at improving tax morale in its own tax system, but the manner in which some of them were implemented could have been improved. Furthermore, a number of strategies were identified that South Africa has not yet implemented and thus should look to attempting to implement these strategies to improve tax morale.
- Full Text:
- Date Issued: 2018
“Oh, you have a ‘she’?”: exploring the lived experiences of black same-sex females living in Grahamstown, South Africa
- Authors: Haihambo, Naem Patemoshela
- Date: 2017
- Subjects: Lesbians, Black -- South Africa -- Makhanda , Lesbians, Black -- South Africa -- Makhanda -- Psychology , Lesbians, Black -- South Africa -- Public opinion , Lesbianism -- South Africa -- Makhanda , Lesbianism -- South Africa -- Public opinion
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/4304 , vital:20646
- Description: The South African Constitution prohibits discrimination on the basis of a variety of factors including race and gender and sexual orientation. This inclusion came in 1996 after an oppressive apartheid regime was overcome, also positioning the South African Constitution amongst the more liberal, especially in the wider African context. This inclusion and the contextual disparity has caused curiosity about the realities of same-sex sexualities, especially taking into consideration media reports on violence and perceived social opposition of same- sex sexualities in South Africa. Much of this attention has motivated research studies on same-sex sexualities. Within this research, however, black female same-sex sexualities have been positioned as vulnerable and victimised within the heteronormative context, with much of this research focusing on ‘corrective/curative’ rape. There has however been increasing efforts in moving away from this limiting position by a select few (e.g. Zanele Muholi and Zethu Matebeni) in a more explorative direction in attempts to investigate black female sexualities as complex and expressive rather than passive. This study is an interpretive phenomenological investigation of the lived experiences of black female same-sex sexualities and the plurality of identities that influence their everyday experiences. This took into account intersectionality, heteronormativity and queer theory, which provided a theoretical framework for this study. During the interview process, participants described their experiences as black same-sex females in a variety of contexts including their experiences and influences of external factors (such as family and university. From the results of this research, experiences and identities of participants are presented as complex, fluid, expressive and to some extent political. Participants also expressed the difficulties encountered with misinformed friends and families and describe ways in which they assert themselves within their social and personal contexts.
- Full Text:
- Date Issued: 2017
- Authors: Haihambo, Naem Patemoshela
- Date: 2017
- Subjects: Lesbians, Black -- South Africa -- Makhanda , Lesbians, Black -- South Africa -- Makhanda -- Psychology , Lesbians, Black -- South Africa -- Public opinion , Lesbianism -- South Africa -- Makhanda , Lesbianism -- South Africa -- Public opinion
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/4304 , vital:20646
- Description: The South African Constitution prohibits discrimination on the basis of a variety of factors including race and gender and sexual orientation. This inclusion came in 1996 after an oppressive apartheid regime was overcome, also positioning the South African Constitution amongst the more liberal, especially in the wider African context. This inclusion and the contextual disparity has caused curiosity about the realities of same-sex sexualities, especially taking into consideration media reports on violence and perceived social opposition of same- sex sexualities in South Africa. Much of this attention has motivated research studies on same-sex sexualities. Within this research, however, black female same-sex sexualities have been positioned as vulnerable and victimised within the heteronormative context, with much of this research focusing on ‘corrective/curative’ rape. There has however been increasing efforts in moving away from this limiting position by a select few (e.g. Zanele Muholi and Zethu Matebeni) in a more explorative direction in attempts to investigate black female sexualities as complex and expressive rather than passive. This study is an interpretive phenomenological investigation of the lived experiences of black female same-sex sexualities and the plurality of identities that influence their everyday experiences. This took into account intersectionality, heteronormativity and queer theory, which provided a theoretical framework for this study. During the interview process, participants described their experiences as black same-sex females in a variety of contexts including their experiences and influences of external factors (such as family and university. From the results of this research, experiences and identities of participants are presented as complex, fluid, expressive and to some extent political. Participants also expressed the difficulties encountered with misinformed friends and families and describe ways in which they assert themselves within their social and personal contexts.
- Full Text:
- Date Issued: 2017
U Ho Ba Le Seabo Taolong Ya Mehlodi Ya Metsi Afrika Borwa
- Burt, Jane C, du Toit, Derick, Neves, David, Pollard, Sharon, Berold, Robert, Stanford, Mindy
- Authors: Burt, Jane C , du Toit, Derick , Neves, David , Pollard, Sharon , Berold, Robert , Stanford, Mindy
- Date: 2006
- Subjects: To be catalogued
- Language: English
- Type: text , report
- Identifier: http://hdl.handle.net/10962/437625 , vital:73398 , ISBN 1-77005-503-7 , https://wrcwebsite.azurewebsites.net/wp-content/uploads/mdocs/TT290-06.pdf
- Description: Molao wa Naha wa Metsi (1998) o neha batho monyetla wa ho ba le seabo Taolong ya Mehlodi ya Metsi. Buka ena e bua ka se bolelwang ke ho ba le seabo. Diphuputso tsa buka ena di entswe ke sehlopha sa basebetsi ba diprofeshenale tsa Taolo ya Mehlodi ya Metsi mahareng a 2003 le 2005. Bafuputsi ba ile ba fihlela diqeto tsa bohlokwa tse pedi: 1. Kutlwisiso ya rona ya mohopolo wa “ho ba le seabo” e ama ka ho toba tsela eo re laolang mehlodi ya rona ya metsi. Ka hoo re lokela ho tebisa tsebo ya rona le boiphihlelo ba ho ba le seabo Taolong ya Mehlodi ya Metsi. 2. Re hloka tataiso e sebetsang ha re rera ho ba le seabo Taolong ya Mehlodi ya Metsi, empa tataiso ena e tshwanela ho kgona ho fetoha le mabaka hore mofuta wa ho ba le seabo o tshwanelehe bakeng sa boemo kapa ketsahalo ka nngwe.
- Full Text:
- Date Issued: 2006
- Authors: Burt, Jane C , du Toit, Derick , Neves, David , Pollard, Sharon , Berold, Robert , Stanford, Mindy
- Date: 2006
- Subjects: To be catalogued
- Language: English
- Type: text , report
- Identifier: http://hdl.handle.net/10962/437625 , vital:73398 , ISBN 1-77005-503-7 , https://wrcwebsite.azurewebsites.net/wp-content/uploads/mdocs/TT290-06.pdf
- Description: Molao wa Naha wa Metsi (1998) o neha batho monyetla wa ho ba le seabo Taolong ya Mehlodi ya Metsi. Buka ena e bua ka se bolelwang ke ho ba le seabo. Diphuputso tsa buka ena di entswe ke sehlopha sa basebetsi ba diprofeshenale tsa Taolo ya Mehlodi ya Metsi mahareng a 2003 le 2005. Bafuputsi ba ile ba fihlela diqeto tsa bohlokwa tse pedi: 1. Kutlwisiso ya rona ya mohopolo wa “ho ba le seabo” e ama ka ho toba tsela eo re laolang mehlodi ya rona ya metsi. Ka hoo re lokela ho tebisa tsebo ya rona le boiphihlelo ba ho ba le seabo Taolong ya Mehlodi ya Metsi. 2. Re hloka tataiso e sebetsang ha re rera ho ba le seabo Taolong ya Mehlodi ya Metsi, empa tataiso ena e tshwanela ho kgona ho fetoha le mabaka hore mofuta wa ho ba le seabo o tshwanelehe bakeng sa boemo kapa ketsahalo ka nngwe.
- Full Text:
- Date Issued: 2006
Aspects of expert evidence in the criminal justice system
- Authors: Dumani, Msebenzi
- Date: 2005
- Subjects: Evidence, Expert , Cross-examination , Conduct of court proceedings
- Language: English
- Type: Thesis , Masters , LLM
- Identifier: vital:10166 , http://hdl.handle.net/10948/435 , Evidence, Expert , Cross-examination , Conduct of court proceedings
- Description: The rule excluding evidence of opinion is traditionally stated in broad and general terms, subject to a more or less closed list of exemptions. Stephen says that a witness’s opinion is “deemed to be irrelevant”. A witness may depose to the facts which he has observed, but he may not ordinarily state any inferences which he has drawn from those facts, or opinions founded upon facts of which he has no personal knowledge. The general rule is that the evidence of opinion or belief of a witness is irrelevant because it is the function of a court to draw inferences and form its opinion from the facts; the witnesses give evidence as to the facts and the court forms its opinion from those facts. The opinion of an expert is admissible if it is relevant. It will be relevant if the witness’s skill, training or experience enables him materially to assist the court on matters in which the court itself does not usually have the necessary knowledge to decide. Where the topic is such that an ordinary judicial officer could be expected to be able, unassisted, to draw an inference, expert evidence is superfluous. In principle, there is no rule that a witness cannot give his opinion on an issue that the court has to decide ultimately. It is not experts alone who may give their opinions on ultimate issues but, in practice, there is a strong tendency to regard the evidence of lay persons on ultimate issues as constituting prima facie evidence only. If such lay testimony remains unchallenged, it may be of greater significance. It is generally true that relevant evidence is admissible and irrelevant evidence is inadmissible. At this stage the following question may be posed: is the opinion of any witness – whether from an expert or lay person – admissible evidence? Should an opinion be admitted for purposes of persuading the court to rely on it in deciding the issue at hand? The basic answer is that relevance remains the fundamental test for admissibility. Certain issues simply cannot be decided without expert guidance. Expert opinion evidence is therefore readily received on issues relating to ballistics, engineering, chemistry, medicine, accounting and psychiatry, to mention only a few examples. The problem which arises is this: what is the best way of cross-examining the expert witness? Although the concept of skilful cross-examination conjures up the image of the crossexaminer destroying the expert witness in the witness box, total annihilation of expert evidence in court occurs only rarely. In reality, lawyers who are expected to cross-examine experts are often at a disadvantage in that they do not possess sufficient in-depth knowledge of the specific field of expertise to enable them to cross-examine the witness. Despite the expert nature of the evidence, it is suggested that the true basis of crossexamination should not be abandoned when dealing with experts. The effectiveness of crossexamination is enhanced by keeping the number of questions to a minimum as well as opening and concluding with good strong points. At the outset it should be mentioned that there is a distinction between matters of scientific fact and matters of mere opinion. On matters of scientific fact experts seldom differ but within the province of opinion one encounters difficulties. Lengthy cross-examination concerning expert’s theoretical knowledge is usually inefficient and should rarely be attempted. Cross-examination should be directed at pure logic or scientific analysis. The cross-examiner should always have relevant authority with him in court so as to confront the expert with these. The whole effect of the testimony of an expert witness can also be destroyed by putting the witness to test at the trial as to his qualifications, his experience and his ability and discriminations as an expert. A failure to meet this test renders his evidence nugatory.
- Full Text:
- Date Issued: 2005
- Authors: Dumani, Msebenzi
- Date: 2005
- Subjects: Evidence, Expert , Cross-examination , Conduct of court proceedings
- Language: English
- Type: Thesis , Masters , LLM
- Identifier: vital:10166 , http://hdl.handle.net/10948/435 , Evidence, Expert , Cross-examination , Conduct of court proceedings
- Description: The rule excluding evidence of opinion is traditionally stated in broad and general terms, subject to a more or less closed list of exemptions. Stephen says that a witness’s opinion is “deemed to be irrelevant”. A witness may depose to the facts which he has observed, but he may not ordinarily state any inferences which he has drawn from those facts, or opinions founded upon facts of which he has no personal knowledge. The general rule is that the evidence of opinion or belief of a witness is irrelevant because it is the function of a court to draw inferences and form its opinion from the facts; the witnesses give evidence as to the facts and the court forms its opinion from those facts. The opinion of an expert is admissible if it is relevant. It will be relevant if the witness’s skill, training or experience enables him materially to assist the court on matters in which the court itself does not usually have the necessary knowledge to decide. Where the topic is such that an ordinary judicial officer could be expected to be able, unassisted, to draw an inference, expert evidence is superfluous. In principle, there is no rule that a witness cannot give his opinion on an issue that the court has to decide ultimately. It is not experts alone who may give their opinions on ultimate issues but, in practice, there is a strong tendency to regard the evidence of lay persons on ultimate issues as constituting prima facie evidence only. If such lay testimony remains unchallenged, it may be of greater significance. It is generally true that relevant evidence is admissible and irrelevant evidence is inadmissible. At this stage the following question may be posed: is the opinion of any witness – whether from an expert or lay person – admissible evidence? Should an opinion be admitted for purposes of persuading the court to rely on it in deciding the issue at hand? The basic answer is that relevance remains the fundamental test for admissibility. Certain issues simply cannot be decided without expert guidance. Expert opinion evidence is therefore readily received on issues relating to ballistics, engineering, chemistry, medicine, accounting and psychiatry, to mention only a few examples. The problem which arises is this: what is the best way of cross-examining the expert witness? Although the concept of skilful cross-examination conjures up the image of the crossexaminer destroying the expert witness in the witness box, total annihilation of expert evidence in court occurs only rarely. In reality, lawyers who are expected to cross-examine experts are often at a disadvantage in that they do not possess sufficient in-depth knowledge of the specific field of expertise to enable them to cross-examine the witness. Despite the expert nature of the evidence, it is suggested that the true basis of crossexamination should not be abandoned when dealing with experts. The effectiveness of crossexamination is enhanced by keeping the number of questions to a minimum as well as opening and concluding with good strong points. At the outset it should be mentioned that there is a distinction between matters of scientific fact and matters of mere opinion. On matters of scientific fact experts seldom differ but within the province of opinion one encounters difficulties. Lengthy cross-examination concerning expert’s theoretical knowledge is usually inefficient and should rarely be attempted. Cross-examination should be directed at pure logic or scientific analysis. The cross-examiner should always have relevant authority with him in court so as to confront the expert with these. The whole effect of the testimony of an expert witness can also be destroyed by putting the witness to test at the trial as to his qualifications, his experience and his ability and discriminations as an expert. A failure to meet this test renders his evidence nugatory.
- Full Text:
- Date Issued: 2005
The role of principals in the induction of new educators in their schools
- Authors: Mfenqe, Phyllis Phindiwe
- Date: 2005
- Subjects: School principals -- South Africa , Teachers -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9490 , http://hdl.handle.net/10948/385 , School principals -- South Africa , Teachers -- South Africa
- Description: This study focuses on the role of the induction programme for teachers who are new to a specific school. The main aim of undertaking this research study is to investigate the role played by principals in the induction of new educators in their schools. The main questions the study addresses are: · Why is it necessary for new educators to be inducted · How could mentoring play a role in an induction programme? · What should the role of the principals be in the induction process? · What should the induction programme include and how should it be implemented? The study highlights the problems new teachers experience with respect to aspects such as classroom control and imparting information. It also emphasizes the role of the principal and the mentor in assisting new educators with these issues. The qualitative approach was used to collect data. Data were collected through interviews and observations. The main findings were that new educators experienced problems with classroom control, discipline and that principals should help them with adjustment in the school by allocating a mentor teacher for support.
- Full Text:
- Date Issued: 2005
- Authors: Mfenqe, Phyllis Phindiwe
- Date: 2005
- Subjects: School principals -- South Africa , Teachers -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9490 , http://hdl.handle.net/10948/385 , School principals -- South Africa , Teachers -- South Africa
- Description: This study focuses on the role of the induction programme for teachers who are new to a specific school. The main aim of undertaking this research study is to investigate the role played by principals in the induction of new educators in their schools. The main questions the study addresses are: · Why is it necessary for new educators to be inducted · How could mentoring play a role in an induction programme? · What should the role of the principals be in the induction process? · What should the induction programme include and how should it be implemented? The study highlights the problems new teachers experience with respect to aspects such as classroom control and imparting information. It also emphasizes the role of the principal and the mentor in assisting new educators with these issues. The qualitative approach was used to collect data. Data were collected through interviews and observations. The main findings were that new educators experienced problems with classroom control, discipline and that principals should help them with adjustment in the school by allocating a mentor teacher for support.
- Full Text:
- Date Issued: 2005
Learning support materials (LSMs) and Curriculum 2005 (C2005): a research paper on the role of learning support materials in Curriculum 2005.
- Czerniewicz, Laura, Murray, Sarah R, Probyn, Margie J
- Authors: Czerniewicz, Laura , Murray, Sarah R , Probyn, Margie J
- Date: 2000
- Language: English
- Type: Report
- Identifier: vital:7018 , http://hdl.handle.net/10962/d1007172
- Description: The report examines the role of LSMs in bringing about the change envisaged in Curriculum 2005. It highlights three aspects of the new curriculum that are especially pertinent: resource-based learning, information literacy and lifelong learning. It argues that lifelong learning depends on information literacy, and this literacy can only be acquired through interaction with resources. The new curriculum thus requires resources. The report then examines the way in which LSMs are conceptualised in policy documents. It reveals a lack of clarity both with regard to the nature of LSMs and who is responsible for producing them. It proposes a framework for the description of LSMs, which distinguishes between resources (the ‘raw materials’) and LSMs (resources shaped to a pedagogical purpose). The question of access to resources is then considered. The report argues that access requires a minimum level of expenditure, and points to the fact that spending on LSMs has fallen dramatically over the past four years. To enable access, LSMs must be well-structured, well-prepared and appropriate. They must also reach schools on time and be well-managed when they get there. The report also considers access to libraries and computer technology, both of which are vital in resource-based learning. It reveals severe cutbacks in school and provincial library services, and disparities with regard to access to libraries and computer technology, in particular and to LSMs in general. In multilingual societies, language is a factor that determines access to LSMs. The report reveals that although policy advocates a multilingual approach, increasing numbers of School Governing Bodies are opting for education in English. This will influence publishing in all African languages. The report then turns to the situation in classrooms and finds wide disparities between teaching practices in well-resourced and under-resourced schools with the former being closer to the practices advocated by C2005 than the latter. The report suggests that change will not occur overnight. Resources construct practice and are necessary in order for real change to occur. Low levels of literacy, especially in rural schools are exacerbated by the fact that children are expected to read in an inadequately mastered second language. Consequently, teachers interpret textbooks that are often inaccessible to learners thus setting patterns of rote learning and dependency that persist throughout children’s schooling. Poor basic literacy is also a concern as it is fundamental to the development of more sophisticated literacies required by C2005. The report considers the teacher-textbook debate and challenges its polarity, arguing instead for a hand-in-hand approach: textbooks and other LSMs cannot on their own improve teaching; they must be accompanied by teacher development. It is this view which frames discussion of three important components of teacher competence: use of LSMs; design / production of LSMs; and evaluation of LSMs Research suggests that teachers mediate LSMs and adapt them to existing practice and that teachers do not always share the vision of materials writers nor understand their conceptual goals. They may not even use LSMs when they are available. Nevertheless, international research has shown that carefully designed LSMs can support curriculum change. While policy now requires that teachers produce some of their own LSMs, research reveals wide disparities in their ability to do so. For many the desire to produce their own LSMs does not translate into a practical competence. Some commentators believe that it is unrealistic to expect teachers to produce their own LSMs: they should rather make use of good quality textbooks (which provide the learning programme), and develop their own supplementary materials. However this highlights the importance of consistent, fair and competent book evaluation systems/ practices, an area which research has shown to be currently extremely problematic. In conclusion, the report re-emphasises the importance of resources and stresses their role in capacity building. Concern is expressed that policy documents do not always pay sufficient attention to this. The report also points to the need to increase efficiencies in the system and spend what funding there is wisely. Finally, it highlights the need for more systematic research on what happens in classrooms to inform curriculum planning and implementation.
- Full Text:
- Date Issued: 2000
- Authors: Czerniewicz, Laura , Murray, Sarah R , Probyn, Margie J
- Date: 2000
- Language: English
- Type: Report
- Identifier: vital:7018 , http://hdl.handle.net/10962/d1007172
- Description: The report examines the role of LSMs in bringing about the change envisaged in Curriculum 2005. It highlights three aspects of the new curriculum that are especially pertinent: resource-based learning, information literacy and lifelong learning. It argues that lifelong learning depends on information literacy, and this literacy can only be acquired through interaction with resources. The new curriculum thus requires resources. The report then examines the way in which LSMs are conceptualised in policy documents. It reveals a lack of clarity both with regard to the nature of LSMs and who is responsible for producing them. It proposes a framework for the description of LSMs, which distinguishes between resources (the ‘raw materials’) and LSMs (resources shaped to a pedagogical purpose). The question of access to resources is then considered. The report argues that access requires a minimum level of expenditure, and points to the fact that spending on LSMs has fallen dramatically over the past four years. To enable access, LSMs must be well-structured, well-prepared and appropriate. They must also reach schools on time and be well-managed when they get there. The report also considers access to libraries and computer technology, both of which are vital in resource-based learning. It reveals severe cutbacks in school and provincial library services, and disparities with regard to access to libraries and computer technology, in particular and to LSMs in general. In multilingual societies, language is a factor that determines access to LSMs. The report reveals that although policy advocates a multilingual approach, increasing numbers of School Governing Bodies are opting for education in English. This will influence publishing in all African languages. The report then turns to the situation in classrooms and finds wide disparities between teaching practices in well-resourced and under-resourced schools with the former being closer to the practices advocated by C2005 than the latter. The report suggests that change will not occur overnight. Resources construct practice and are necessary in order for real change to occur. Low levels of literacy, especially in rural schools are exacerbated by the fact that children are expected to read in an inadequately mastered second language. Consequently, teachers interpret textbooks that are often inaccessible to learners thus setting patterns of rote learning and dependency that persist throughout children’s schooling. Poor basic literacy is also a concern as it is fundamental to the development of more sophisticated literacies required by C2005. The report considers the teacher-textbook debate and challenges its polarity, arguing instead for a hand-in-hand approach: textbooks and other LSMs cannot on their own improve teaching; they must be accompanied by teacher development. It is this view which frames discussion of three important components of teacher competence: use of LSMs; design / production of LSMs; and evaluation of LSMs Research suggests that teachers mediate LSMs and adapt them to existing practice and that teachers do not always share the vision of materials writers nor understand their conceptual goals. They may not even use LSMs when they are available. Nevertheless, international research has shown that carefully designed LSMs can support curriculum change. While policy now requires that teachers produce some of their own LSMs, research reveals wide disparities in their ability to do so. For many the desire to produce their own LSMs does not translate into a practical competence. Some commentators believe that it is unrealistic to expect teachers to produce their own LSMs: they should rather make use of good quality textbooks (which provide the learning programme), and develop their own supplementary materials. However this highlights the importance of consistent, fair and competent book evaluation systems/ practices, an area which research has shown to be currently extremely problematic. In conclusion, the report re-emphasises the importance of resources and stresses their role in capacity building. Concern is expressed that policy documents do not always pay sufficient attention to this. The report also points to the need to increase efficiencies in the system and spend what funding there is wisely. Finally, it highlights the need for more systematic research on what happens in classrooms to inform curriculum planning and implementation.
- Full Text:
- Date Issued: 2000
Namibian workers organise
- COSATU
- Authors: COSATU
- Date: 2000
- Subjects: COSATU
- Language: English
- Type: text
- Identifier: http://hdl.handle.net/10962/139645 , vital:37762
- Description: In 1987, long before Namibian independence was even on the agenda, the Congress of South African Trade Unions (COSATU) and the National Union of Namibian Workers (NUNW) decided to produce a joint book on the Namibian trade union movement. At that stage the Namibian trade unions had just begun to assert themselves. The idea of the book was to provide information useful for both Namibian and South African workers on the history of the working class struggle in Namibia. It was hoped that this would help to build a powerful working class solidarity between South African and Namibian workers. The International Labour Research and Information Group (ILRIG) - a research and educational service organisation specialising in working class struggles internationally — was commissioned by COSATU and NUNW to research, write and produce the book. Work on the book started in 1988. Between then and May 1989, two ILRIG workers visited Namibia a number of times - once with comrades from COSATU - and gathered a vast amount of information on the struggle in Namibia. Information came from workers, from trade unionists, from SWAPO, from documents and from observation. At all times in the process of writing the book, material was referred back to COSATU and NUNW for discussion and approval. The final chapter on solidarity was done at the end of August 1989, when a delegation of COSATU leaders visited Namibia to discuss setting up a permanent Working Committee with the NUNW. The book is coming at a time when Namibia is about to achieve her independence from South African colonial occupation under UN Resolution 435. The Namibian workers’ struggle for a living wage, for the right to strike, for decent houses, for jobs for all and against privatisation will not end with independence. The need for strengthening and extending trade union organisation in Namibia will not end with independence. The necessity for building solidarity between the Namibian and South African working class will not end with independence.
- Full Text:
- Date Issued: 2000
- Authors: COSATU
- Date: 2000
- Subjects: COSATU
- Language: English
- Type: text
- Identifier: http://hdl.handle.net/10962/139645 , vital:37762
- Description: In 1987, long before Namibian independence was even on the agenda, the Congress of South African Trade Unions (COSATU) and the National Union of Namibian Workers (NUNW) decided to produce a joint book on the Namibian trade union movement. At that stage the Namibian trade unions had just begun to assert themselves. The idea of the book was to provide information useful for both Namibian and South African workers on the history of the working class struggle in Namibia. It was hoped that this would help to build a powerful working class solidarity between South African and Namibian workers. The International Labour Research and Information Group (ILRIG) - a research and educational service organisation specialising in working class struggles internationally — was commissioned by COSATU and NUNW to research, write and produce the book. Work on the book started in 1988. Between then and May 1989, two ILRIG workers visited Namibia a number of times - once with comrades from COSATU - and gathered a vast amount of information on the struggle in Namibia. Information came from workers, from trade unionists, from SWAPO, from documents and from observation. At all times in the process of writing the book, material was referred back to COSATU and NUNW for discussion and approval. The final chapter on solidarity was done at the end of August 1989, when a delegation of COSATU leaders visited Namibia to discuss setting up a permanent Working Committee with the NUNW. The book is coming at a time when Namibia is about to achieve her independence from South African colonial occupation under UN Resolution 435. The Namibian workers’ struggle for a living wage, for the right to strike, for decent houses, for jobs for all and against privatisation will not end with independence. The need for strengthening and extending trade union organisation in Namibia will not end with independence. The necessity for building solidarity between the Namibian and South African working class will not end with independence.
- Full Text:
- Date Issued: 2000
Rhodes University Graduation Ceremony 1996
- Authors: Rhodes University
- Date: 1996
- Language: English
- Type: text
- Identifier: vital:8130 , http://hdl.handle.net/10962/d1006774
- Description: Rhodes University 1996 Graduation Ceremony 5 Jagersfontein Lane, Oranjezicht, Cape Town, Wednesday, 27 March at 12.00 p.m. , Rhodes University 1996 Graduation Ceremonies [at] 1820 Settlers National Monument Friday, 12 April at 10:30 a.m.; 08:15 p.m. [and] Saturday, 13 April at 10:30 a.m. , Rhodes University 1996 Graduation Ceremony Quigney Baptist Church Saturday, 11 May at 11:00 a.m. , Inauguration Ceremony Dr David Randle Woods Principal and Vice-Chancellor, 1820 Settlers National Monument Friday, 30 August 1996 at 6:30 p.m.
- Full Text:
- Date Issued: 1996
- Authors: Rhodes University
- Date: 1996
- Language: English
- Type: text
- Identifier: vital:8130 , http://hdl.handle.net/10962/d1006774
- Description: Rhodes University 1996 Graduation Ceremony 5 Jagersfontein Lane, Oranjezicht, Cape Town, Wednesday, 27 March at 12.00 p.m. , Rhodes University 1996 Graduation Ceremonies [at] 1820 Settlers National Monument Friday, 12 April at 10:30 a.m.; 08:15 p.m. [and] Saturday, 13 April at 10:30 a.m. , Rhodes University 1996 Graduation Ceremony Quigney Baptist Church Saturday, 11 May at 11:00 a.m. , Inauguration Ceremony Dr David Randle Woods Principal and Vice-Chancellor, 1820 Settlers National Monument Friday, 30 August 1996 at 6:30 p.m.
- Full Text:
- Date Issued: 1996
The significance of trade policy in promoting the international competitiveness of South African industry
- Authors: Hofmeyr, Lynne Mary
- Date: 1996
- Subjects: South Africa -- Commerce , South Africa -- Commercial policy , International trade
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2781 , http://hdl.handle.net/10962/d1002991 , South Africa -- Commerce , South Africa -- Commercial policy , International trade
- Description: This study proposes to examme the significance of trade policy in promoting the international competitiveness of South African industry during the period from the early 1970s up until the present day. By providing a background of South Africa's past trade policies, it is argued that the origins of South Africa's low levels of competitiveness essentially lie in the apartheid years where trade policies were not linked to the attainment of international competitiveness and improved productivity. The study then reviews the development of South Africa's trade policies in the 1990s. In so doing, it reveals weaknesses in the areas of implementation which are critiqued in greater detail by using the clothing and textile industries as a case study, and other selected examples. The study finally concludes that trade policy is crucial to global competitiveness and that it is the responsibility of all parties concerned to ensure that trade policies enhance and not inhibit competitiveness.
- Full Text:
- Date Issued: 1996
- Authors: Hofmeyr, Lynne Mary
- Date: 1996
- Subjects: South Africa -- Commerce , South Africa -- Commercial policy , International trade
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2781 , http://hdl.handle.net/10962/d1002991 , South Africa -- Commerce , South Africa -- Commercial policy , International trade
- Description: This study proposes to examme the significance of trade policy in promoting the international competitiveness of South African industry during the period from the early 1970s up until the present day. By providing a background of South Africa's past trade policies, it is argued that the origins of South Africa's low levels of competitiveness essentially lie in the apartheid years where trade policies were not linked to the attainment of international competitiveness and improved productivity. The study then reviews the development of South Africa's trade policies in the 1990s. In so doing, it reveals weaknesses in the areas of implementation which are critiqued in greater detail by using the clothing and textile industries as a case study, and other selected examples. The study finally concludes that trade policy is crucial to global competitiveness and that it is the responsibility of all parties concerned to ensure that trade policies enhance and not inhibit competitiveness.
- Full Text:
- Date Issued: 1996
A pilot study into the functioning of families with a member who is a hospice patient to determine whether hospice families require family therapy
- Authors: Evans, Alison
- Date: 1993
- Subjects: Hospice care , Terminal care , Family psychotherapy
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3207 , http://hdl.handle.net/10962/d1011767 , Hospice care , Terminal care , Family psychotherapy
- Description: The aim of this pilot study, which was carried out under the auspices of the Grahamstown Hospice, is to evaluate the functioning of families with a terminally ill member, in order to establish whether these families require family therapy. The Family Assessment Device (FAD), based on the McMaster Model of Family Functioning, was used. Data from 20 families was analysed and the extent to which these families constitute a clinical sample is highlighted. In terms of the dimension of General Functioning, 15 families emerged as functioning at a problematic level. Communication emerged as the most dysfunctional of the seven dimensions of the FAD, with 17 families functioning at a problematic level. As a result of these findings it is argued that family therapy should be incorporated into the range of services offered by hospices. Limitations of this study and directions for future research are also discussed.
- Full Text:
- Date Issued: 1993
- Authors: Evans, Alison
- Date: 1993
- Subjects: Hospice care , Terminal care , Family psychotherapy
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3207 , http://hdl.handle.net/10962/d1011767 , Hospice care , Terminal care , Family psychotherapy
- Description: The aim of this pilot study, which was carried out under the auspices of the Grahamstown Hospice, is to evaluate the functioning of families with a terminally ill member, in order to establish whether these families require family therapy. The Family Assessment Device (FAD), based on the McMaster Model of Family Functioning, was used. Data from 20 families was analysed and the extent to which these families constitute a clinical sample is highlighted. In terms of the dimension of General Functioning, 15 families emerged as functioning at a problematic level. Communication emerged as the most dysfunctional of the seven dimensions of the FAD, with 17 families functioning at a problematic level. As a result of these findings it is argued that family therapy should be incorporated into the range of services offered by hospices. Limitations of this study and directions for future research are also discussed.
- Full Text:
- Date Issued: 1993
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