Cultural adaptations of Dance Movement Psychotherapy experiences: from a UK higher education context to working with communities in southern Africa facing water related inequality
- Copteros, Athina, Karkou, Vicky, Palmer, Carolyn G
- Authors: Copteros, Athina , Karkou, Vicky , Palmer, Carolyn G
- Date: 2017
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/141995 , vital:38022 , ISBN 9780199949298 , https://doi.org/10.1093/oxfordhb/9780199949298.001.0001
- Description: Water plays a key role in all our lives and in South Africa epitomizes a space in which political inequalities have played themselves out with devastating consequences. The current ecological crisis demands new ways of engaging with ourselves, each other and nature. This research is an initial exploration on the use of a body-based creative movement approach within a transdisciplinary complex social-ecological systems researcher group. The research objective discussed in this chapter is to develop culturally relevant themes from professional Dance Movement Psychotherapy (DMP) training in the UK for application in a South African water resource management context. Interpretative Phenomenological Analysis was used to identify culturally relevant themes based on the recorded perceptions of the phenomenon of the training while it was taking place. The themes of: Awareness of Power and Difference; Therapeutic Adaptability; Sharing Leadership and Connecting with the Environment were identified. Artistic Inquiry was used to creatively reflect on the themes and add an embodied response to the discussion. The cultural adaptations of DMP can contribute to a more engaged and non-hierarchical collaboration between practitioners and the people and communities they serve, which would facilitate a therapeutic practice that works with both internal, external (and even transcendental) factors.
- Full Text:
- Date Issued: 2017
- Authors: Copteros, Athina , Karkou, Vicky , Palmer, Carolyn G
- Date: 2017
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/141995 , vital:38022 , ISBN 9780199949298 , https://doi.org/10.1093/oxfordhb/9780199949298.001.0001
- Description: Water plays a key role in all our lives and in South Africa epitomizes a space in which political inequalities have played themselves out with devastating consequences. The current ecological crisis demands new ways of engaging with ourselves, each other and nature. This research is an initial exploration on the use of a body-based creative movement approach within a transdisciplinary complex social-ecological systems researcher group. The research objective discussed in this chapter is to develop culturally relevant themes from professional Dance Movement Psychotherapy (DMP) training in the UK for application in a South African water resource management context. Interpretative Phenomenological Analysis was used to identify culturally relevant themes based on the recorded perceptions of the phenomenon of the training while it was taking place. The themes of: Awareness of Power and Difference; Therapeutic Adaptability; Sharing Leadership and Connecting with the Environment were identified. Artistic Inquiry was used to creatively reflect on the themes and add an embodied response to the discussion. The cultural adaptations of DMP can contribute to a more engaged and non-hierarchical collaboration between practitioners and the people and communities they serve, which would facilitate a therapeutic practice that works with both internal, external (and even transcendental) factors.
- Full Text:
- Date Issued: 2017
Excavating the South African teacher leadership archive
- Authors: Grant, Carolyn
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/281051 , vital:55687 , xlink:href="https://doi.org/10.1177/1741143217717274"
- Description: In established democracies, the notion of ‘singular’ school leadership practised by the principal has been challenged and a more expansive approach to leadership which includes the practice of teacher leadership is now widely accepted by practitioners and researchers alike. In contrast, in emerging democracies the practice of teacher leadership is less obvious, despite the embeddedness of the concept in policy discourse. This article takes South Africa as its case and reviews literature on teacher leadership in this emerging African democracy. It draws on published articles and unpublished postgraduate theses with a specific teacher leadership focus and loosely adopts the format of two previously published comprehensive literature reviews in organising its findings. Similar to the findings of these two literature reviews, this South African archive also shows that the majority of research in this domain is conspicuously descriptive rather than explanatory, largely atheoretical and overly reliant on small case study design. In response, this article argues that teacher leadership research must continue to be undertaken in emerging democracies but with far greater use made of critical methodologies underpinned by relevant social theory.
- Full Text:
- Date Issued: 2019
- Authors: Grant, Carolyn
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/281051 , vital:55687 , xlink:href="https://doi.org/10.1177/1741143217717274"
- Description: In established democracies, the notion of ‘singular’ school leadership practised by the principal has been challenged and a more expansive approach to leadership which includes the practice of teacher leadership is now widely accepted by practitioners and researchers alike. In contrast, in emerging democracies the practice of teacher leadership is less obvious, despite the embeddedness of the concept in policy discourse. This article takes South Africa as its case and reviews literature on teacher leadership in this emerging African democracy. It draws on published articles and unpublished postgraduate theses with a specific teacher leadership focus and loosely adopts the format of two previously published comprehensive literature reviews in organising its findings. Similar to the findings of these two literature reviews, this South African archive also shows that the majority of research in this domain is conspicuously descriptive rather than explanatory, largely atheoretical and overly reliant on small case study design. In response, this article argues that teacher leadership research must continue to be undertaken in emerging democracies but with far greater use made of critical methodologies underpinned by relevant social theory.
- Full Text:
- Date Issued: 2019
'We pledge to improve the health of our entire community'
- Grant, Carolyn, Nawal, Dipty, Guntur, Sai Mala, Kumar, Manish, Chaudhuri, Indrajit, Galavotti, Christine, Mahapatra, Tanmay, Ranjan, Kunal, Kumar, Gangesh, Mohanty, Sunil, Alam, Mohammed Aftab, Das, Aritra, Jiwani, Safia
- Authors: Grant, Carolyn , Nawal, Dipty , Guntur, Sai Mala , Kumar, Manish , Chaudhuri, Indrajit , Galavotti, Christine , Mahapatra, Tanmay , Ranjan, Kunal , Kumar, Gangesh , Mohanty, Sunil , Alam, Mohammed Aftab , Das, Aritra , Jiwani, Safia
- Date: 2018
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/281179 , vital:55699 , xlink:href="https://doi.org/10.1371/journal.pone.0203265"
- Description: Background: Motivation is critical to health worker performance and work quality. In Bihar, India, frontline health workers provide essential health services for the state’s poorest citizens. Yet, there is a shortfall of motivated and skilled providers and a lack of coordination between two cadres of frontline health workers and their supervisors. CARE India developed an approach aimed at improving health workers’ performance by shifting work culture and strengthening teamwork and motivation. The intervention—“Team-Based Goals and Incentives”—supported health workers to work as teams towards collective goals and rewarded success with public recognition and non-financial incentives. Methods: Thirty months after initiating the intervention, 885 health workers and 98 supervisors completed an interviewer-administered questionnaire in 38 intervention and 38 control health sub-centers in one district. The questionnaire included measures of social cohesion, teamwork attitudes, self-efficacy, job satisfaction, teamwork behaviors, equitable service delivery, taking initiative, and supervisory support. We conducted bivariate analyses to examine the impact of the intervention on these psychosocial and behavioral outcomes. Results: Results show statistically significant differences across several measures between intervention and control frontline health workers, including improved teamwork (mean = 8.8 vs. 7.3), empowerment (8.5 vs. 7.4), job satisfaction (7.1 vs. 5.99) and equitable service delivery (6.7 vs. 4.99). While fewer significant differences were found for supervisors, they reported improved teamwork (8.4 vs. 5.3), and frontline health workers reported improved fulfillment of supervisory duties by their supervisors (8.9 vs. 7.6). Both frontline health workers and supervisors found public recognition and enhanced teamwork more motivating than the non-financial incentives. Conclusions: The Team-Based Goals and Incentives model reinforces intrinsic motivation and supports improvements in the teamwork, motivation, and performance of health workers. It offers an approach to practitioners and governments for improving the work environment in a resource-constrained setting and where there are multiple cadres of health workers.
- Full Text:
- Date Issued: 2018
- Authors: Grant, Carolyn , Nawal, Dipty , Guntur, Sai Mala , Kumar, Manish , Chaudhuri, Indrajit , Galavotti, Christine , Mahapatra, Tanmay , Ranjan, Kunal , Kumar, Gangesh , Mohanty, Sunil , Alam, Mohammed Aftab , Das, Aritra , Jiwani, Safia
- Date: 2018
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/281179 , vital:55699 , xlink:href="https://doi.org/10.1371/journal.pone.0203265"
- Description: Background: Motivation is critical to health worker performance and work quality. In Bihar, India, frontline health workers provide essential health services for the state’s poorest citizens. Yet, there is a shortfall of motivated and skilled providers and a lack of coordination between two cadres of frontline health workers and their supervisors. CARE India developed an approach aimed at improving health workers’ performance by shifting work culture and strengthening teamwork and motivation. The intervention—“Team-Based Goals and Incentives”—supported health workers to work as teams towards collective goals and rewarded success with public recognition and non-financial incentives. Methods: Thirty months after initiating the intervention, 885 health workers and 98 supervisors completed an interviewer-administered questionnaire in 38 intervention and 38 control health sub-centers in one district. The questionnaire included measures of social cohesion, teamwork attitudes, self-efficacy, job satisfaction, teamwork behaviors, equitable service delivery, taking initiative, and supervisory support. We conducted bivariate analyses to examine the impact of the intervention on these psychosocial and behavioral outcomes. Results: Results show statistically significant differences across several measures between intervention and control frontline health workers, including improved teamwork (mean = 8.8 vs. 7.3), empowerment (8.5 vs. 7.4), job satisfaction (7.1 vs. 5.99) and equitable service delivery (6.7 vs. 4.99). While fewer significant differences were found for supervisors, they reported improved teamwork (8.4 vs. 5.3), and frontline health workers reported improved fulfillment of supervisory duties by their supervisors (8.9 vs. 7.6). Both frontline health workers and supervisors found public recognition and enhanced teamwork more motivating than the non-financial incentives. Conclusions: The Team-Based Goals and Incentives model reinforces intrinsic motivation and supports improvements in the teamwork, motivation, and performance of health workers. It offers an approach to practitioners and governments for improving the work environment in a resource-constrained setting and where there are multiple cadres of health workers.
- Full Text:
- Date Issued: 2018
The Southern African Program on Ecosystem Change and Society: an emergent community of practice
- Biggs, Reinette, Reyers, Belinda, Blanchard, Ryan, Clements, Hayley S, Cockburn, Jessica, Cumming, Graeme S, Cundill, Georgina, de Vos, Alta, Dziba, Luthando, Esler, Karen J, Fabricius, Christo, Hamann, Maike, Henriksson, Rebecka, Kotschy, Karen, Lindborg, Regina, Luvuno, Linda, Masterson, Vanessa A, Nel, Jeanne L, O'Farrell, Patrick, Palmer, Carolyn G, Pereira, Laura, Pollard, Sharon, Preiser, Rika, Roux, Dirk J, Scholes, Robert J, Selomane, Odirlwe, Shackleton, Charlie M, Shackleton, Sheona, Sitas, Nadia, Slingsby, Jasper A, Spierenburg, Marja, Tengö, Maria
- Authors: Biggs, Reinette , Reyers, Belinda , Blanchard, Ryan , Clements, Hayley S , Cockburn, Jessica , Cumming, Graeme S , Cundill, Georgina , de Vos, Alta , Dziba, Luthando , Esler, Karen J , Fabricius, Christo , Hamann, Maike , Henriksson, Rebecka , Kotschy, Karen , Lindborg, Regina , Luvuno, Linda , Masterson, Vanessa A , Nel, Jeanne L , O'Farrell, Patrick , Palmer, Carolyn G , Pereira, Laura , Pollard, Sharon , Preiser, Rika , Roux, Dirk J , Scholes, Robert J , Selomane, Odirlwe , Shackleton, Charlie M , Shackleton, Sheona , Sitas, Nadia , Slingsby, Jasper A , Spierenburg, Marja , Tengö, Maria
- Date: 2023
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/401330 , vital:69726 , xlink:href="https://doi.org/10.1080/26395916.2022.2150317"
- Description: Sustainability-focused research networks and communities of practice have emerged as a key response and strategy to build capacity and knowledge to support transformation towards more sustainable, just and equitable futures. This paper synthesises insights from the development of a community of practice on social-ecological systems (SES) research in southern Africa over the past decade, linked to the international Programme on Ecosystem Change and Society (PECS). This community consists of a network of researchers who carry out place-based SES research in the southern African region. They interact through various cross-cutting working groups and also host a variety of public colloquia and student and practitioner training events. Known as the Southern African Program on Ecosystem Change and Society (SAPECS), its core objectives are to: (1) derive new approaches and empirical insights on SES dynamics in the southern African context; (2) have a tangible impact by mainstreaming knowledge into policy and practice; and (3) grow the community of practice engaged in SES research and governance, including researchers, students and practitioners. This paper reflects on experiences in building the SAPECS community, with the aim of supporting the development of similar networks elsewhere in the world, particularly in the Global South.
- Full Text:
- Date Issued: 2023
- Authors: Biggs, Reinette , Reyers, Belinda , Blanchard, Ryan , Clements, Hayley S , Cockburn, Jessica , Cumming, Graeme S , Cundill, Georgina , de Vos, Alta , Dziba, Luthando , Esler, Karen J , Fabricius, Christo , Hamann, Maike , Henriksson, Rebecka , Kotschy, Karen , Lindborg, Regina , Luvuno, Linda , Masterson, Vanessa A , Nel, Jeanne L , O'Farrell, Patrick , Palmer, Carolyn G , Pereira, Laura , Pollard, Sharon , Preiser, Rika , Roux, Dirk J , Scholes, Robert J , Selomane, Odirlwe , Shackleton, Charlie M , Shackleton, Sheona , Sitas, Nadia , Slingsby, Jasper A , Spierenburg, Marja , Tengö, Maria
- Date: 2023
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/401330 , vital:69726 , xlink:href="https://doi.org/10.1080/26395916.2022.2150317"
- Description: Sustainability-focused research networks and communities of practice have emerged as a key response and strategy to build capacity and knowledge to support transformation towards more sustainable, just and equitable futures. This paper synthesises insights from the development of a community of practice on social-ecological systems (SES) research in southern Africa over the past decade, linked to the international Programme on Ecosystem Change and Society (PECS). This community consists of a network of researchers who carry out place-based SES research in the southern African region. They interact through various cross-cutting working groups and also host a variety of public colloquia and student and practitioner training events. Known as the Southern African Program on Ecosystem Change and Society (SAPECS), its core objectives are to: (1) derive new approaches and empirical insights on SES dynamics in the southern African context; (2) have a tangible impact by mainstreaming knowledge into policy and practice; and (3) grow the community of practice engaged in SES research and governance, including researchers, students and practitioners. This paper reflects on experiences in building the SAPECS community, with the aim of supporting the development of similar networks elsewhere in the world, particularly in the Global South.
- Full Text:
- Date Issued: 2023
Chris McGregor: Brotherhood of Breath "Country Cooking".
- Authors: Balen, Noel
- Subjects: McGregor, Chris--1936-1990 , Jazz , Jazz musicians , Brotherhood of Breath (Musical group) , Blue Notes (Musical group : South Africa) , Beckett, Harry , Matthews, Gilbert , DeFries, David , Deppa, Claude , Williamson, Steve , Whitehead, Annie , Mothle, Ernest , Biscoe, Chris
- Language: French
- Type: Article
- Identifier: vital:13486 , http://hdl.handle.net/10962/d1005621 , McGregor, Chris--1936-1990 , Jazz , Jazz musicians , Brotherhood of Breath (Musical group) , Blue Notes (Musical group : South Africa) , Beckett, Harry , Matthews, Gilbert , DeFries, David , Deppa, Claude , Williamson, Steve , Whitehead, Annie , Mothle, Ernest , Biscoe, Chris
- Description: Photocopied article form the French newspaper Jazz Hot about the new recording of the Band Brotherhood of Breath "Country Cooking". Under the title, there is a list of the tracks to be found on the recording and a list of the players, then a short description of the band. There are also 2 other articles about other recordings, one about Joachim Kuhn Walter Quintus and the second one about Jean-Louis Mechali.
- Full Text:
- Authors: Balen, Noel
- Subjects: McGregor, Chris--1936-1990 , Jazz , Jazz musicians , Brotherhood of Breath (Musical group) , Blue Notes (Musical group : South Africa) , Beckett, Harry , Matthews, Gilbert , DeFries, David , Deppa, Claude , Williamson, Steve , Whitehead, Annie , Mothle, Ernest , Biscoe, Chris
- Language: French
- Type: Article
- Identifier: vital:13486 , http://hdl.handle.net/10962/d1005621 , McGregor, Chris--1936-1990 , Jazz , Jazz musicians , Brotherhood of Breath (Musical group) , Blue Notes (Musical group : South Africa) , Beckett, Harry , Matthews, Gilbert , DeFries, David , Deppa, Claude , Williamson, Steve , Whitehead, Annie , Mothle, Ernest , Biscoe, Chris
- Description: Photocopied article form the French newspaper Jazz Hot about the new recording of the Band Brotherhood of Breath "Country Cooking". Under the title, there is a list of the tracks to be found on the recording and a list of the players, then a short description of the band. There are also 2 other articles about other recordings, one about Joachim Kuhn Walter Quintus and the second one about Jean-Louis Mechali.
- Full Text:
The artistic path to virtue
- Authors: Sher, Gavin
- Date: 2007
- Subjects: Aristotle -- Nicomachean ethics , Virtue , Ethics , Fiction , Narration (Rhetoric)
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2732 , http://hdl.handle.net/10962/d1004370 , Aristotle -- Nicomachean ethics , Virtue , Ethics , Fiction , Narration (Rhetoric)
- Description: Most people share a strong intuition that there is much to be learned from great literature and other forms of narrative art. This intuition is, however, philosophically contentious. Plato was the first to argue against the possibility of learning anything from narrative art, but he founded a tradition that persists to the present day. I will engage in this debate in order to examine the role narratives might be able to play in acquiring virtue on Aristotle's ethical account, as it is presented in Nicomachean Ethics. I will claim that narratives have so long seemed a problematic source of learning because philosophers have traditionally approached the issue in the wrong way. They have typically tried to show how we might acquire propositional knowledge through our engagement with art, but this approach has failed because of insoluble problems involved in satisfying the justification criterion. Fictions may be rescued from their problematic status by realising that what we truly get from them is, instead, a type of knowledge-how. I will argue that Aristotelian virtue is itself a kind of knowledge-how and so the type of learning that takes place in engaging with narratives has a role to play in its acquisition and exercise. Virtue depends on types of reasoning that are themselves kinds of knowledge-how and which are employed and improved in engaging with narrative art. These types of reasoning will be described as conceptual, emotional and imaginative understanding. I will show how each is important in relation to virtue and how each is a kind of knowledge-how that may be improved through exposure to narrative art.
- Full Text:
- Date Issued: 2007
- Authors: Sher, Gavin
- Date: 2007
- Subjects: Aristotle -- Nicomachean ethics , Virtue , Ethics , Fiction , Narration (Rhetoric)
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2732 , http://hdl.handle.net/10962/d1004370 , Aristotle -- Nicomachean ethics , Virtue , Ethics , Fiction , Narration (Rhetoric)
- Description: Most people share a strong intuition that there is much to be learned from great literature and other forms of narrative art. This intuition is, however, philosophically contentious. Plato was the first to argue against the possibility of learning anything from narrative art, but he founded a tradition that persists to the present day. I will engage in this debate in order to examine the role narratives might be able to play in acquiring virtue on Aristotle's ethical account, as it is presented in Nicomachean Ethics. I will claim that narratives have so long seemed a problematic source of learning because philosophers have traditionally approached the issue in the wrong way. They have typically tried to show how we might acquire propositional knowledge through our engagement with art, but this approach has failed because of insoluble problems involved in satisfying the justification criterion. Fictions may be rescued from their problematic status by realising that what we truly get from them is, instead, a type of knowledge-how. I will argue that Aristotelian virtue is itself a kind of knowledge-how and so the type of learning that takes place in engaging with narratives has a role to play in its acquisition and exercise. Virtue depends on types of reasoning that are themselves kinds of knowledge-how and which are employed and improved in engaging with narrative art. These types of reasoning will be described as conceptual, emotional and imaginative understanding. I will show how each is important in relation to virtue and how each is a kind of knowledge-how that may be improved through exposure to narrative art.
- Full Text:
- Date Issued: 2007
Distributed leadership in South Africa
- Authors: Grant, Carolyn
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/281024 , vital:55684 , xlink:href="https://doi.org/10.1080/13632434.2017.1360856"
- Description: Distributed leadership, while an established concept in the international literature on education leadership, is slowly gaining prominence in post-apartheid South Africa. This is primarily due to its normative and representational appeal. However, of concern is that the concept has become a catch-all phrase to describe any form of devolved or shared leadership and is being espoused as ‘the answer’ to the country’s educational leadership woes. Drawing on a South African publications-based doctoral study of distributed teacher leadership (Grant 2010. “Distributed Teacher Leadership: Troubling the Terrain.” Unpublished PhD diss., University of KwaZulu-Natal, Pietermaritzburg) for its evidence, this article argues for a theoretically robust form of distributed leadership conceptualised as socio-cultural practice and framed as a product of the joint interactions of school leaders, followers and aspects of their situation (Gronn 2000. “Distributed Properties: A New Architecture for Leadership.” Educational Management and Administration 28 (3): 317–338; Spillane, Halverson and Diamond 2004. “Towards a Theory of Leadership Practice: A Distributed Perspective.” Journal of Curriculum Studies 36 (1): 3–34; Spillane 2006. Distributed Leadership. San Francisco: Jossey-Bass). It endorses a sequential distributed leadership framing for the South African context and calls for further empirical studies which interrogate the complex practices of distributed school leadership. For without this theoretically robust work, the article argues, distributed leadership is likely to be relegated to the large pile of redundant leadership theories and become a passing fad.
- Full Text:
- Date Issued: 2017
- Authors: Grant, Carolyn
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/281024 , vital:55684 , xlink:href="https://doi.org/10.1080/13632434.2017.1360856"
- Description: Distributed leadership, while an established concept in the international literature on education leadership, is slowly gaining prominence in post-apartheid South Africa. This is primarily due to its normative and representational appeal. However, of concern is that the concept has become a catch-all phrase to describe any form of devolved or shared leadership and is being espoused as ‘the answer’ to the country’s educational leadership woes. Drawing on a South African publications-based doctoral study of distributed teacher leadership (Grant 2010. “Distributed Teacher Leadership: Troubling the Terrain.” Unpublished PhD diss., University of KwaZulu-Natal, Pietermaritzburg) for its evidence, this article argues for a theoretically robust form of distributed leadership conceptualised as socio-cultural practice and framed as a product of the joint interactions of school leaders, followers and aspects of their situation (Gronn 2000. “Distributed Properties: A New Architecture for Leadership.” Educational Management and Administration 28 (3): 317–338; Spillane, Halverson and Diamond 2004. “Towards a Theory of Leadership Practice: A Distributed Perspective.” Journal of Curriculum Studies 36 (1): 3–34; Spillane 2006. Distributed Leadership. San Francisco: Jossey-Bass). It endorses a sequential distributed leadership framing for the South African context and calls for further empirical studies which interrogate the complex practices of distributed school leadership. For without this theoretically robust work, the article argues, distributed leadership is likely to be relegated to the large pile of redundant leadership theories and become a passing fad.
- Full Text:
- Date Issued: 2017
Water and transformation in South Africa
- Authors: Palmer, Carolyn G
- Date: 2012
- Language: English
- Type: Text
- Identifier: vital:578 , http://hdl.handle.net/10962/d1009525
- Description: Water and transformation in South Africa: in special memory of Kader Asmal and Francois Junod.
- Full Text:
- Date Issued: 2012
- Authors: Palmer, Carolyn G
- Date: 2012
- Language: English
- Type: Text
- Identifier: vital:578 , http://hdl.handle.net/10962/d1009525
- Description: Water and transformation in South Africa: in special memory of Kader Asmal and Francois Junod.
- Full Text:
- Date Issued: 2012
Rhodes University Graduation Ceremony 1985
- Authors: Rhodes University
- Date: 1985
- Language: English
- Type: text
- Identifier: vital:8119 , http://hdl.handle.net/10962/d1005702
- Description: Rhodes University Graduation Ceremonies on Friday, 12 April 1985 at 8 p.m. [and] on Saturday, 13 April 1985 at 10 a.m. in the 1820 Settlers National Monument.
- Full Text:
- Date Issued: 1985
- Authors: Rhodes University
- Date: 1985
- Language: English
- Type: text
- Identifier: vital:8119 , http://hdl.handle.net/10962/d1005702
- Description: Rhodes University Graduation Ceremonies on Friday, 12 April 1985 at 8 p.m. [and] on Saturday, 13 April 1985 at 10 a.m. in the 1820 Settlers National Monument.
- Full Text:
- Date Issued: 1985
Rhodes University Graduation Ceremony 1995
- Authors: Rhodes University
- Date: 1995
- Language: English
- Type: text
- Identifier: vital:8129 , http://hdl.handle.net/10962/d1006754
- Description: Rhodes University Graduation Ceremonies Thursday, 20 April 1995 at 8:15 p.m. [and] Friday, 21 April 1995 at 10:30 a.m. [and] 08:15 p.m. [and] Saturday, 22 April 1995 at 10:30 a.m. in the 1820 Settlers National Monument. , Rhodes University East London Graduation Ceremony Saturday, 13 May 1995 at 11.00 a.m. in the Guild Theatre.
- Full Text:
- Date Issued: 1995
- Authors: Rhodes University
- Date: 1995
- Language: English
- Type: text
- Identifier: vital:8129 , http://hdl.handle.net/10962/d1006754
- Description: Rhodes University Graduation Ceremonies Thursday, 20 April 1995 at 8:15 p.m. [and] Friday, 21 April 1995 at 10:30 a.m. [and] 08:15 p.m. [and] Saturday, 22 April 1995 at 10:30 a.m. in the 1820 Settlers National Monument. , Rhodes University East London Graduation Ceremony Saturday, 13 May 1995 at 11.00 a.m. in the Guild Theatre.
- Full Text:
- Date Issued: 1995
Preface: proceedings of the 13th IASWS international conference
- Foster, Ian, Rowntree, Kate M, Ellery, William F N, Ogrinc, Nives, Oldham, Carolyn
- Authors: Foster, Ian , Rowntree, Kate M , Ellery, William F N , Ogrinc, Nives , Oldham, Carolyn
- Date: 2015
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/144465 , vital:38348 , DOI 10.1007/s11368-015-1276-2
- Description: Rhodes University, Grahamstown, South Africa, was the venue for the 13th IASWS International Conference, held from 15 to 18 July, 2014. This international meeting built upon and expanded developing research in South Africa on sediment processes and followed on from a successful meeting organized by Rowntree and Foster on behalf of the Southern African Association of Geomorphologists (SAAG) held in Grahamstown in 2010 and the publication of a special issue of the journal Land Degradation and Development edited by Rowntree et al. (2012).
- Full Text:
- Date Issued: 2015
- Authors: Foster, Ian , Rowntree, Kate M , Ellery, William F N , Ogrinc, Nives , Oldham, Carolyn
- Date: 2015
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/144465 , vital:38348 , DOI 10.1007/s11368-015-1276-2
- Description: Rhodes University, Grahamstown, South Africa, was the venue for the 13th IASWS International Conference, held from 15 to 18 July, 2014. This international meeting built upon and expanded developing research in South Africa on sediment processes and followed on from a successful meeting organized by Rowntree and Foster on behalf of the Southern African Association of Geomorphologists (SAAG) held in Grahamstown in 2010 and the publication of a special issue of the journal Land Degradation and Development edited by Rowntree et al. (2012).
- Full Text:
- Date Issued: 2015
An assessment of perceptions of lean opportunities in hospital management
- Authors: Labuschagne, Gertruida
- Date: 2013
- Subjects: Lean manufacturing -- Management , Hospitals -- Waste minimization , Hospitals -- Administration
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:8777 , http://hdl.handle.net/10948/d1012958
- Description: This is a quantitative study. The primary research objective is to investigate the importance of hospital management’s involvement when implementing lean elements in healthcare. In reality, incidents and quality problems are prime reasons why healthcare leaders are calling for redesign in healthcare delivery and systems. This paper presents a proposal for developing a lean culture in healthcare facilities equipped with managers who will be able to drive the implementation of lean elements from the top down, making use of multidisciplinary teams, including physicians, to deliver value-added services. This study ultimately endeavors to indicate the importance of management, multidisciplinary teams and physician involvement in implementing lean principles in healthcare successfully. “If we keep doing what we’re doing, we’re going to keep getting what we’re getting.” – Stephen Covey. The reasons why lean management is a particularly important strategy in healthcare currently, includes the following: •The need to reduce waste in healthcare cost; •The need to improve quality and on-time processes; •Fast-paced technological changes; •Ever-increasing patient expectations; and •The need to standardise processes and systems to get the high-quality results anticipated (Chalice, 2010).
- Full Text:
- Date Issued: 2013
- Authors: Labuschagne, Gertruida
- Date: 2013
- Subjects: Lean manufacturing -- Management , Hospitals -- Waste minimization , Hospitals -- Administration
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:8777 , http://hdl.handle.net/10948/d1012958
- Description: This is a quantitative study. The primary research objective is to investigate the importance of hospital management’s involvement when implementing lean elements in healthcare. In reality, incidents and quality problems are prime reasons why healthcare leaders are calling for redesign in healthcare delivery and systems. This paper presents a proposal for developing a lean culture in healthcare facilities equipped with managers who will be able to drive the implementation of lean elements from the top down, making use of multidisciplinary teams, including physicians, to deliver value-added services. This study ultimately endeavors to indicate the importance of management, multidisciplinary teams and physician involvement in implementing lean principles in healthcare successfully. “If we keep doing what we’re doing, we’re going to keep getting what we’re getting.” – Stephen Covey. The reasons why lean management is a particularly important strategy in healthcare currently, includes the following: •The need to reduce waste in healthcare cost; •The need to improve quality and on-time processes; •Fast-paced technological changes; •Ever-increasing patient expectations; and •The need to standardise processes and systems to get the high-quality results anticipated (Chalice, 2010).
- Full Text:
- Date Issued: 2013
Space Station: negotiating identities in the contemporary performance artscape
- Authors: Nott, Chiro Carolyn
- Date: 2016
- Language: English
- Type: Thesis , Masters , MFA
- Identifier: http://hdl.handle.net/10962/4233 , vital:20635
- Description: Being a part of various contemporary South African societies, we often find ourselves having to negotiate multiple dimensions of ourselves in our everyday lives amongst other culturally diverse people. These complex networks of identity, which define who we are, extend beyond the insular self into our daily interactions with others. This active methodology of existence requires social individuals to be able to embody a constant mobile identity, which when employed is not guaranteed to be socially successful. How then, do we cope with potential social failure and reflect on ourselves or our communal identities? For the submission of my Masters of Fine Art, I present the interactive exhibition, Space Station: a mini-golf art experience and the accompanying thesis,Space Station: Negotiating Identities in the Contemporary Performance Artscape. The exhibition manifests as a nine hole miniature golf course temporarily installed along a distance of unused train track in Grahamstown. The audience members’ or “players’” experiences of the exhibition draw attention to the subtle performances of everyday life as well as the ways in which identity is re-constructed through transitory mapped networking practices.The thesis interacts with the performed artwork, as not only a supporting text, but is activated, ‘performing’ in collaboration with the artwork’s temporary lived and present experiential journey. The thesis creates three fictional metaphoric characters: the pilgrim, the everyday migrant and the astral-bodied tourist who all negotiate contemporary urban space in order to explore ways in which mobile identity is socially practiced, developed and maintained.I argue that the Space Station audience member blurs between these characters, in the processes of ‘performing’ the game, by becoming the ‘player’. The research works alongside contemporary social environments to guide the audience and reader through positive self and socially reflective experiential processes to inspire rethinking around the interaction of habitual daily living.
- Full Text: false
- Date Issued: 2016
- Authors: Nott, Chiro Carolyn
- Date: 2016
- Language: English
- Type: Thesis , Masters , MFA
- Identifier: http://hdl.handle.net/10962/4233 , vital:20635
- Description: Being a part of various contemporary South African societies, we often find ourselves having to negotiate multiple dimensions of ourselves in our everyday lives amongst other culturally diverse people. These complex networks of identity, which define who we are, extend beyond the insular self into our daily interactions with others. This active methodology of existence requires social individuals to be able to embody a constant mobile identity, which when employed is not guaranteed to be socially successful. How then, do we cope with potential social failure and reflect on ourselves or our communal identities? For the submission of my Masters of Fine Art, I present the interactive exhibition, Space Station: a mini-golf art experience and the accompanying thesis,Space Station: Negotiating Identities in the Contemporary Performance Artscape. The exhibition manifests as a nine hole miniature golf course temporarily installed along a distance of unused train track in Grahamstown. The audience members’ or “players’” experiences of the exhibition draw attention to the subtle performances of everyday life as well as the ways in which identity is re-constructed through transitory mapped networking practices.The thesis interacts with the performed artwork, as not only a supporting text, but is activated, ‘performing’ in collaboration with the artwork’s temporary lived and present experiential journey. The thesis creates three fictional metaphoric characters: the pilgrim, the everyday migrant and the astral-bodied tourist who all negotiate contemporary urban space in order to explore ways in which mobile identity is socially practiced, developed and maintained.I argue that the Space Station audience member blurs between these characters, in the processes of ‘performing’ the game, by becoming the ‘player’. The research works alongside contemporary social environments to guide the audience and reader through positive self and socially reflective experiential processes to inspire rethinking around the interaction of habitual daily living.
- Full Text: false
- Date Issued: 2016
Rhodes University Graduation Ceremony 1984
- Authors: Rhodes University
- Date: 1984
- Language: English
- Type: text
- Identifier: vital:8115 , http://hdl.handle.net/10962/d1004573
- Description: Rhodes University Graduation Ceremonies on Friday, 13 April 1984 at 8 p.m. [and] on Saturday, 14 April 1984 at 10 a.m. in the 1820 Settlers National Monument.
- Full Text:
- Date Issued: 1984
- Authors: Rhodes University
- Date: 1984
- Language: English
- Type: text
- Identifier: vital:8115 , http://hdl.handle.net/10962/d1004573
- Description: Rhodes University Graduation Ceremonies on Friday, 13 April 1984 at 8 p.m. [and] on Saturday, 14 April 1984 at 10 a.m. in the 1820 Settlers National Monument.
- Full Text:
- Date Issued: 1984
Expansive learning in the leadership development of school learners
- Grant, Carolyn, Kajee, Farhana Amod
- Authors: Grant, Carolyn , Kajee, Farhana Amod
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/281072 , vital:55689 , xlink:href="https://doi.org/10.1080/13603124.2020.1836405"
- Description: In many countries across the globe, and on the African continent in particular, young people do not have a voice in matters concerning their schooling. By virtue of their minor status, opportunities for participatory decision-making and leadership in schools are restricted, despite national policies to the contrary. This is all-too-often because leadership is (mis)understood as an adult phenomenon. In this article, we present a formative intervention, ‘Learners Lead’, which aimed at developing learner voice and leadership in learners through collective involvement in school change projects. Formulated as a documentary case study, data were generated from 95 research reports, the written assessments of the students registered for the Educational Leadership and Management elective within a postgraduate qualification in a South African university. Analysis drew on the pyramid of learner voice and the theory of expansive learning to examine if, and how, leadership development in learners occurred. The study found that expansive learning’s seven learning actions provided the necessary additional theoretical tools for understanding and unpacking the stages of leadership development as the school change projects unfolded. Implications for practice and research are discussed.
- Full Text:
- Date Issued: 2020
- Authors: Grant, Carolyn , Kajee, Farhana Amod
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/281072 , vital:55689 , xlink:href="https://doi.org/10.1080/13603124.2020.1836405"
- Description: In many countries across the globe, and on the African continent in particular, young people do not have a voice in matters concerning their schooling. By virtue of their minor status, opportunities for participatory decision-making and leadership in schools are restricted, despite national policies to the contrary. This is all-too-often because leadership is (mis)understood as an adult phenomenon. In this article, we present a formative intervention, ‘Learners Lead’, which aimed at developing learner voice and leadership in learners through collective involvement in school change projects. Formulated as a documentary case study, data were generated from 95 research reports, the written assessments of the students registered for the Educational Leadership and Management elective within a postgraduate qualification in a South African university. Analysis drew on the pyramid of learner voice and the theory of expansive learning to examine if, and how, leadership development in learners occurred. The study found that expansive learning’s seven learning actions provided the necessary additional theoretical tools for understanding and unpacking the stages of leadership development as the school change projects unfolded. Implications for practice and research are discussed.
- Full Text:
- Date Issued: 2020
Rhodes University Graduation Ceremony 2002
- Authors: Rhodes University
- Date: 2002
- Language: English
- Type: text
- Identifier: vital:8145 , http://hdl.handle.net/10962/d1007267
- Description: Rhodes University Graduation Ceremonies 1820 Settlers National Monument Friday, 5 April 2002 at 10:30; 14:30 & 18:00 [and] Saturday, 6 April 2002 at 10:30 , Graduation Ceremony Christian Centre, Wyse Street, East London Friday, 10 May 2002 at 18:00
- Full Text:
- Date Issued: 2002
- Authors: Rhodes University
- Date: 2002
- Language: English
- Type: text
- Identifier: vital:8145 , http://hdl.handle.net/10962/d1007267
- Description: Rhodes University Graduation Ceremonies 1820 Settlers National Monument Friday, 5 April 2002 at 10:30; 14:30 & 18:00 [and] Saturday, 6 April 2002 at 10:30 , Graduation Ceremony Christian Centre, Wyse Street, East London Friday, 10 May 2002 at 18:00
- Full Text:
- Date Issued: 2002
Social-ecological change: insights from the Southern African Program on Ecosystem Change and Society
- Biggs, Reinette, Clements, Hayley S, Cumming, Graeme S, Cundill, Georgina, de Vos, Alta, Hamann, Maike, Luvuno, Linda, Roux, Dirk J, Selomane, Odirlwe, Blanchard, Ryan, Cockburn, Jessica, Dziba, Luthando, Esler, Karen J, Fabricius, Christo, Henriksson, Rebecka, Kotschy, Karen, Lindborg, Regina, Masterson, Vanessa A, Nel, Jeanne L, O'Farrell, Patrick, Palmer, Carolyn G, Pereira, Laura, Pollard, Sharon, Preiser, Rika, Scholes, Robert J, Shackleton, Charlie M, Shackleton, Sheona, Sitas, Nadia, Slingsby, Jasper A, Spierenburg, Maria, Tengö, Maria, Reyers, Belinda
- Authors: Biggs, Reinette , Clements, Hayley S , Cumming, Graeme S , Cundill, Georgina , de Vos, Alta , Hamann, Maike , Luvuno, Linda , Roux, Dirk J , Selomane, Odirlwe , Blanchard, Ryan , Cockburn, Jessica , Dziba, Luthando , Esler, Karen J , Fabricius, Christo , Henriksson, Rebecka , Kotschy, Karen , Lindborg, Regina , Masterson, Vanessa A , Nel, Jeanne L , O'Farrell, Patrick , Palmer, Carolyn G , Pereira, Laura , Pollard, Sharon , Preiser, Rika , Scholes, Robert J , Shackleton, Charlie M , Shackleton, Sheona , Sitas, Nadia , Slingsby, Jasper A , Spierenburg, Maria , Tengö, Maria , Reyers, Belinda
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/399817 , vital:69561 , xlink:href="https://doi.org/10.1080/26395916.2022.2097478"
- Description: Social-ecological systems (SES) research has emerged as an important area of sustainability science, informing and supporting pressing issues of transformation towards more sustainable, just and equitable futures. To date, much SES research has been done in or from the Global North, where the challenges and contexts for supporting sustainability transformations are substantially different from the Global South. This paper synthesises emerging insights on SES dynamics that can inform actions and advance research to support sustainability transformations specifically in the southern African context. The paper draws on work linked to members of the Southern African Program on Ecosystem Change and Society (SAPECS), a leading SES research network in the region, synthesizing key insights with respect to the five core themes of SAPECS: (i) transdisciplinary and engaged research, (ii) ecosystem services and human well-being, (iii) governance institutions and management practices, (iv) spatial relationships and cross-scale connections, and (v) regime shifts, traps and transformations. For each theme, we focus on insights that are particularly novel, interesting or important in the southern African context, and reflect on key research gaps and emerging frontiers for SES research in the region going forward. Such place-based insights are important for understanding the variation in SES dynamics around the world, and are crucial for informing a context-sensitive global agenda to foster sustainability transformations at local to global scales.
- Full Text:
- Date Issued: 2022
Social-ecological change: insights from the Southern African Program on Ecosystem Change and Society
- Authors: Biggs, Reinette , Clements, Hayley S , Cumming, Graeme S , Cundill, Georgina , de Vos, Alta , Hamann, Maike , Luvuno, Linda , Roux, Dirk J , Selomane, Odirlwe , Blanchard, Ryan , Cockburn, Jessica , Dziba, Luthando , Esler, Karen J , Fabricius, Christo , Henriksson, Rebecka , Kotschy, Karen , Lindborg, Regina , Masterson, Vanessa A , Nel, Jeanne L , O'Farrell, Patrick , Palmer, Carolyn G , Pereira, Laura , Pollard, Sharon , Preiser, Rika , Scholes, Robert J , Shackleton, Charlie M , Shackleton, Sheona , Sitas, Nadia , Slingsby, Jasper A , Spierenburg, Maria , Tengö, Maria , Reyers, Belinda
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/399817 , vital:69561 , xlink:href="https://doi.org/10.1080/26395916.2022.2097478"
- Description: Social-ecological systems (SES) research has emerged as an important area of sustainability science, informing and supporting pressing issues of transformation towards more sustainable, just and equitable futures. To date, much SES research has been done in or from the Global North, where the challenges and contexts for supporting sustainability transformations are substantially different from the Global South. This paper synthesises emerging insights on SES dynamics that can inform actions and advance research to support sustainability transformations specifically in the southern African context. The paper draws on work linked to members of the Southern African Program on Ecosystem Change and Society (SAPECS), a leading SES research network in the region, synthesizing key insights with respect to the five core themes of SAPECS: (i) transdisciplinary and engaged research, (ii) ecosystem services and human well-being, (iii) governance institutions and management practices, (iv) spatial relationships and cross-scale connections, and (v) regime shifts, traps and transformations. For each theme, we focus on insights that are particularly novel, interesting or important in the southern African context, and reflect on key research gaps and emerging frontiers for SES research in the region going forward. Such place-based insights are important for understanding the variation in SES dynamics around the world, and are crucial for informing a context-sensitive global agenda to foster sustainability transformations at local to global scales.
- Full Text:
- Date Issued: 2022
Rhodes University Graduation Ceremony 1979
- Authors: Rhodes University
- Date: 1979
- Language: English
- Type: text
- Identifier: vital:8113 , http://hdl.handle.net/10962/d1004569
- Description: Rhodes University Graduation Ceremony on Friday, 6th April, 1979 at 8 p.m. [and] on Saturday, 7th April, 1979 at 10:30 a.m. in the 1820 Settlers National Monument.
- Full Text:
- Date Issued: 1979
- Authors: Rhodes University
- Date: 1979
- Language: English
- Type: text
- Identifier: vital:8113 , http://hdl.handle.net/10962/d1004569
- Description: Rhodes University Graduation Ceremony on Friday, 6th April, 1979 at 8 p.m. [and] on Saturday, 7th April, 1979 at 10:30 a.m. in the 1820 Settlers National Monument.
- Full Text:
- Date Issued: 1979
Rhodes University Graduation Ceremony 2001
- Authors: Rhodes University
- Date: 2001
- Language: English
- Type: text
- Identifier: vital:8146 , http://hdl.handle.net/10962/d1007296
- Description: Rhodes University Graduation Ceremonies 1820 Settlers National Monument Friday, 6 April 2001 at 10:30; 18:00 [and] Saturday, 7 April 2001 at 10:30 , Graduation Ceremony Christian Centre, Wyse Street, East London Friday, 1 May 2001 at 18:00
- Full Text:
- Date Issued: 2001
- Authors: Rhodes University
- Date: 2001
- Language: English
- Type: text
- Identifier: vital:8146 , http://hdl.handle.net/10962/d1007296
- Description: Rhodes University Graduation Ceremonies 1820 Settlers National Monument Friday, 6 April 2001 at 10:30; 18:00 [and] Saturday, 7 April 2001 at 10:30 , Graduation Ceremony Christian Centre, Wyse Street, East London Friday, 1 May 2001 at 18:00
- Full Text:
- Date Issued: 2001
Rhodes University Graduation Ceremony 1998
- Authors: Rhodes University
- Date: 1998
- Language: English
- Type: text
- Identifier: vital:8132 , http://hdl.handle.net/10962/d1006777
- Description: Rhodes University Graduation Ceremonies [at] 1820 Settlers National Monument Wednesday, 18 February 1998 at 6:00 p.m. [and] Friday, 17 April 1998 at 10:30 a.m., 18:00 p.m. [and] Saturday, 18 April 1998 at 10:30 a.m. , Rhodes University 1998 Graduation Ceremony City Hall, East London Friday, 8 May 1998 at 18:00 p.m.
- Full Text:
- Date Issued: 1998
- Authors: Rhodes University
- Date: 1998
- Language: English
- Type: text
- Identifier: vital:8132 , http://hdl.handle.net/10962/d1006777
- Description: Rhodes University Graduation Ceremonies [at] 1820 Settlers National Monument Wednesday, 18 February 1998 at 6:00 p.m. [and] Friday, 17 April 1998 at 10:30 a.m., 18:00 p.m. [and] Saturday, 18 April 1998 at 10:30 a.m. , Rhodes University 1998 Graduation Ceremony City Hall, East London Friday, 8 May 1998 at 18:00 p.m.
- Full Text:
- Date Issued: 1998