The impact of illustrated side effect information on understanding and sustained retention of antiretroviral side effect knowledge:
- Browne, Sara H, Barford, Kirsty-Lee, Ramela, Thato, Dowse, Roslind
- Authors: Browne, Sara H , Barford, Kirsty-Lee , Ramela, Thato , Dowse, Roslind
- Date: 2019
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/156341 , vital:39980 , https://doi.org/10.1016/j.sapharm.2018.05.012
- Description: Prompt management of side effects is critical to supporting adherence to antiretroviral (ARV) medication. This study examines the impact of presenting side effect information using simple text combined with pictograms on sustained knowledge of ARV side effects over three months. Previously designed side effect pictograms, combined with simple text, were incorporated into a side effects panel within an ARV information leaflet. In a randomised controlled study, 116 limited literacy HIV patients taking ARVs were randomly allocated to either control (standard care) or intervention groups (standard care plus illustrated information). Side effect knowledge was assessed at baseline, and intervention patients received the illustrated leaflet. Knowledge was re-tested at one and three months. Interpretation of side effect pictograms was evaluated at one month.
- Full Text:
- Date Issued: 2019
- Authors: Browne, Sara H , Barford, Kirsty-Lee , Ramela, Thato , Dowse, Roslind
- Date: 2019
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/156341 , vital:39980 , https://doi.org/10.1016/j.sapharm.2018.05.012
- Description: Prompt management of side effects is critical to supporting adherence to antiretroviral (ARV) medication. This study examines the impact of presenting side effect information using simple text combined with pictograms on sustained knowledge of ARV side effects over three months. Previously designed side effect pictograms, combined with simple text, were incorporated into a side effects panel within an ARV information leaflet. In a randomised controlled study, 116 limited literacy HIV patients taking ARVs were randomly allocated to either control (standard care) or intervention groups (standard care plus illustrated information). Side effect knowledge was assessed at baseline, and intervention patients received the illustrated leaflet. Knowledge was re-tested at one and three months. Interpretation of side effect pictograms was evaluated at one month.
- Full Text:
- Date Issued: 2019
Developing visual images for communicating information aboutantiretroviral side effects to a low-literate population:
- Dowse, Roslind, Ramela, Thato, Barford, Kirsty-Lee, Browne, Sara H
- Authors: Dowse, Roslind , Ramela, Thato , Barford, Kirsty-Lee , Browne, Sara H
- Date: 2011
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/156769 , vital:40048 , https://doi.org/10.2989/16085906.2010.530172
- Description: The side effects of antiretroviral (ARV) therapy are linked to altered quality of life and adherence. Poor adherence has also been associated with low health-literacy skills, with an uninformed patient more likely to make ARV-related decisions that compromise the efficacy of the treatment. Low literacy skills disempower patients in interactions with healthcare providers and preclude the use of existing written patient information materials, which are generally written at a high reading level. Visual images or pictograms used as a counselling tool or included in patient information leaflets have been shown to improve patients’ knowledge, particularly in low-literate groups. The objective of this study was to design visuals or pictograms illustrating various ARV side effects and to evaluate them in a low-literate South African Xhosa population. Core images were generated either from a design workshop or from posed photos or images from textbooks. The research team worked closely with a graphic artist. Initial versions of the images were discussed and assessed in group discussions, and then modified and eventually evaluated quantitatively in individual interviews with 40 participants who each had a maximum of 10 years of schooling.
- Full Text:
- Date Issued: 2011
- Authors: Dowse, Roslind , Ramela, Thato , Barford, Kirsty-Lee , Browne, Sara H
- Date: 2011
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/156769 , vital:40048 , https://doi.org/10.2989/16085906.2010.530172
- Description: The side effects of antiretroviral (ARV) therapy are linked to altered quality of life and adherence. Poor adherence has also been associated with low health-literacy skills, with an uninformed patient more likely to make ARV-related decisions that compromise the efficacy of the treatment. Low literacy skills disempower patients in interactions with healthcare providers and preclude the use of existing written patient information materials, which are generally written at a high reading level. Visual images or pictograms used as a counselling tool or included in patient information leaflets have been shown to improve patients’ knowledge, particularly in low-literate groups. The objective of this study was to design visuals or pictograms illustrating various ARV side effects and to evaluate them in a low-literate South African Xhosa population. Core images were generated either from a design workshop or from posed photos or images from textbooks. The research team worked closely with a graphic artist. Initial versions of the images were discussed and assessed in group discussions, and then modified and eventually evaluated quantitatively in individual interviews with 40 participants who each had a maximum of 10 years of schooling.
- Full Text:
- Date Issued: 2011
Young adults' experiences of romantic love relationships in virtual space
- Authors: Lambert, Tania
- Date: 2017
- Subjects: Online dating , Intimacy (Psychology) , Young adults
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10948/7577 , vital:21930
- Description: The arena for finding an intimate partner has changed significantly in the 21st century with online love relationships becoming more prevalent. Research indicates that individuals do experience meaningful online romantic love relationships and that these relationships often lead to face to face (FTF) relationships. However, limited research has been done on exploring the experiences of those who are/were involved in online romantic love relationships. Furthermore, research conducted on online love romantic relationships generally fails to investigate how people experience passion online, hereby ignoring this integral component of romantic love. The primary aim of the research study was to explore young adults’ experiences of romantic love relationships in virtual space. More specifically, the study explored how young adults experienced intimacy and passion as elements of romantic love online. The study was viewed from an interpretative paradigm and made use of a qualitative approach. The researcher conducted in-depth, semi-structured interviews with seven participants which were transcribed, and analysed using Interpretative Phenomenological Analysis (IPA). Four superordinate themes were identified, namely, Online Intimacy, Online Romance and Passion, Online Love, and Social Exchange Online. The participants experienced romantic love online and reported that these relationships were very significant, real and impacted on their psychological well-being. The study created a heuristic base that will provide impetus for this emerging field in research.
- Full Text:
- Date Issued: 2017
- Authors: Lambert, Tania
- Date: 2017
- Subjects: Online dating , Intimacy (Psychology) , Young adults
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10948/7577 , vital:21930
- Description: The arena for finding an intimate partner has changed significantly in the 21st century with online love relationships becoming more prevalent. Research indicates that individuals do experience meaningful online romantic love relationships and that these relationships often lead to face to face (FTF) relationships. However, limited research has been done on exploring the experiences of those who are/were involved in online romantic love relationships. Furthermore, research conducted on online love romantic relationships generally fails to investigate how people experience passion online, hereby ignoring this integral component of romantic love. The primary aim of the research study was to explore young adults’ experiences of romantic love relationships in virtual space. More specifically, the study explored how young adults experienced intimacy and passion as elements of romantic love online. The study was viewed from an interpretative paradigm and made use of a qualitative approach. The researcher conducted in-depth, semi-structured interviews with seven participants which were transcribed, and analysed using Interpretative Phenomenological Analysis (IPA). Four superordinate themes were identified, namely, Online Intimacy, Online Romance and Passion, Online Love, and Social Exchange Online. The participants experienced romantic love online and reported that these relationships were very significant, real and impacted on their psychological well-being. The study created a heuristic base that will provide impetus for this emerging field in research.
- Full Text:
- Date Issued: 2017
Strangers “at home”: gay, lesbian and bisexual students’ strategies for resisting heteronormativity in university residence life
- Authors: Munyuki, C , Vincent, Louise
- Date: 2018
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/141680 , vital:37996 , DOI: 10.20853/32-3-2521
- Description: Higher education in post-apartheid South Africa has been concerned with the establishment of non-discriminatory institutions. However, research continues to highlight various experiences of exclusionary practices across universities in South Africa. In this article, we demonstrate the various coping mechanisms that some students who self-identify as gay, lesbian or bisexual in the university residences adopt to deal with the exclusionary practices that the dominant heteronormative culture of the institution (re)produces which positions them as “sexual strangers” within the institutional “home”. We adopt Vangelisti and Crumley’s (1998) three categories of behaviour namely “acquiescence” which we term here as endeavours to “fit in”, “invulnerability” which we identify as “keeping one’s distance”, “verbal active” as “voicing” and a fourth category we identify as “turning the tables on heteronormativity” in our discussion. We also highlight the various forms of responses that the institution adopts in its attempts to create a conducive environment for all.
- Full Text:
- Date Issued: 2018
- Authors: Munyuki, C , Vincent, Louise
- Date: 2018
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/141680 , vital:37996 , DOI: 10.20853/32-3-2521
- Description: Higher education in post-apartheid South Africa has been concerned with the establishment of non-discriminatory institutions. However, research continues to highlight various experiences of exclusionary practices across universities in South Africa. In this article, we demonstrate the various coping mechanisms that some students who self-identify as gay, lesbian or bisexual in the university residences adopt to deal with the exclusionary practices that the dominant heteronormative culture of the institution (re)produces which positions them as “sexual strangers” within the institutional “home”. We adopt Vangelisti and Crumley’s (1998) three categories of behaviour namely “acquiescence” which we term here as endeavours to “fit in”, “invulnerability” which we identify as “keeping one’s distance”, “verbal active” as “voicing” and a fourth category we identify as “turning the tables on heteronormativity” in our discussion. We also highlight the various forms of responses that the institution adopts in its attempts to create a conducive environment for all.
- Full Text:
- Date Issued: 2018
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
An investigation into the knowledge a Grade one teacher uses to develop the number sense of learners with mathematics learning difficulties
- Authors: Fleming, Kirsty Ann
- Date: 2020
- Subjects: Learning disabled children -- Education -- South Africa , Mathematics -- Study and teching (Elementary) -- South Africa
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/141533 , vital:37983
- Description: Learners in South Africa continue to underperform in the international and national mathematics benchmarking tests. In the primary school, poor performance in mathematics is viewed as an indicator of limited number sense. Since the end of Apartheid, there has been a proliferation of classroom-based research that attempts to explain why learners are underperforming and find solutions to the problem. Research that seeks to explain learner underperformance attributes poor learner performance to social-economic issues, teachers’ poor content and pedagogical knowledge, the complexity of the Language of Learning and Teaching, and insufficient support for learners with Mathematics Learning Difficulties (MLD). With regards to the latter, research suggests that Foundation Phase teachers are not equipped to assist learners with MLD develop their number sense. This qualitative case study aims to investigate the knowledge that an expert Foundation Phase teacher draws on, in the process of teaching, to assist learners with MLD develop their number sense. Data generated from observations and interviews with a Grade One teacher was analysed using Rowland, Turner and Thwaites’ (2013) Knowledge Quartet. The study found that the participant Grade One teacher employed all four categories of the Knowledge Quartet when developing her learners’ number sense. In particular, she placed strong emphasis on vocabulary development as a means of circumnavigating MLD when developing number sense in a Grade One mathematics lesson. She demonstrated knowledge of: the importance of vocabulary in learning mathematics; how to develop the learners’ understanding of mathematics vocabulary (and concepts); and how to adapt her approach to support the number sense development of learners with MLD. This research has value for teacher education programmes, both pre- and in-service, as it highlights the knowledge that a Grade One teacher draws on as she develops the number sense of all her learners, including those with MLD.
- Full Text:
- Date Issued: 2020
- Authors: Fleming, Kirsty Ann
- Date: 2020
- Subjects: Learning disabled children -- Education -- South Africa , Mathematics -- Study and teching (Elementary) -- South Africa
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/141533 , vital:37983
- Description: Learners in South Africa continue to underperform in the international and national mathematics benchmarking tests. In the primary school, poor performance in mathematics is viewed as an indicator of limited number sense. Since the end of Apartheid, there has been a proliferation of classroom-based research that attempts to explain why learners are underperforming and find solutions to the problem. Research that seeks to explain learner underperformance attributes poor learner performance to social-economic issues, teachers’ poor content and pedagogical knowledge, the complexity of the Language of Learning and Teaching, and insufficient support for learners with Mathematics Learning Difficulties (MLD). With regards to the latter, research suggests that Foundation Phase teachers are not equipped to assist learners with MLD develop their number sense. This qualitative case study aims to investigate the knowledge that an expert Foundation Phase teacher draws on, in the process of teaching, to assist learners with MLD develop their number sense. Data generated from observations and interviews with a Grade One teacher was analysed using Rowland, Turner and Thwaites’ (2013) Knowledge Quartet. The study found that the participant Grade One teacher employed all four categories of the Knowledge Quartet when developing her learners’ number sense. In particular, she placed strong emphasis on vocabulary development as a means of circumnavigating MLD when developing number sense in a Grade One mathematics lesson. She demonstrated knowledge of: the importance of vocabulary in learning mathematics; how to develop the learners’ understanding of mathematics vocabulary (and concepts); and how to adapt her approach to support the number sense development of learners with MLD. This research has value for teacher education programmes, both pre- and in-service, as it highlights the knowledge that a Grade One teacher draws on as she develops the number sense of all her learners, including those with MLD.
- Full Text:
- Date Issued: 2020
Rhodes University Graduation Ceremony 2003
- Authors: Rhodes University
- Date: 2003
- Language: English
- Type: text
- Identifier: vital:8144 , http://hdl.handle.net/10962/d1007264
- Description: Rhodes University Graduation Ceremonies [at] 1820 Settlers National Monument Friday, 11 April 2003 at 10:30; 14:30 & 18:00 [and] Saturday, 12 April at 10:30 , Graduation Ceremony Christian Centre, Wyse Street, East London Friday, 9 May 2003 at 18:00 [and] Saturday, 10 May 2003 at 10:30
- Full Text:
- Date Issued: 2003
- Authors: Rhodes University
- Date: 2003
- Language: English
- Type: text
- Identifier: vital:8144 , http://hdl.handle.net/10962/d1007264
- Description: Rhodes University Graduation Ceremonies [at] 1820 Settlers National Monument Friday, 11 April 2003 at 10:30; 14:30 & 18:00 [and] Saturday, 12 April at 10:30 , Graduation Ceremony Christian Centre, Wyse Street, East London Friday, 9 May 2003 at 18:00 [and] Saturday, 10 May 2003 at 10:30
- Full Text:
- Date Issued: 2003
Rhodes University Graduation Ceremony 2007
- Authors: Rhodes University
- Date: 2007
- Language: English
- Type: text
- Identifier: vital:8140 , http://hdl.handle.net/10962/d1007252
- Description: Rhodes University Graduation Ceremonies 1820 Settlers National Monument Thursday, 12 April 2007 at 18:00 [and] Friday, 13 April 2007 at 10:30; 14:30 & 18:00 [and] Saturday, 14 April 2007 at 10:30
- Full Text:
- Date Issued: 2007
- Authors: Rhodes University
- Date: 2007
- Language: English
- Type: text
- Identifier: vital:8140 , http://hdl.handle.net/10962/d1007252
- Description: Rhodes University Graduation Ceremonies 1820 Settlers National Monument Thursday, 12 April 2007 at 18:00 [and] Friday, 13 April 2007 at 10:30; 14:30 & 18:00 [and] Saturday, 14 April 2007 at 10:30
- Full Text:
- Date Issued: 2007
Simple, illustrated medicines information improves ARV knowledge and patient self-efficacy in limited literacy South African HIV patients:
- Dowse, Roslind, Barford, Kirsty-Lee, Browne, Sara H
- Authors: Dowse, Roslind , Barford, Kirsty-Lee , Browne, Sara H
- Date: 2014
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/156698 , vital:40039 , DOI: 10.1080/09540121.2014.931559
- Description: Few studies have investigated antiretroviral (ARV) knowledge and self-efficacy in limited literacy patients. Using a randomized controlled study design, we investigated the influence of a simple pre-tested patient information leaflet (PIL) containing both text and illustrations on HIV- and ARV-related knowledge and on self-efficacy over six months in a limited literacy African population. The recruited patients were randomly allocated to either control (standard care) or intervention group (standard care plus illustrated PIL). HIV and medicines-related knowledge was evaluated with a 22-question test at baseline, one, three, and six months. Self-efficacy was assessed using a modified version of the HIV Treatment Adherence Self-Efficacy Scale.
- Full Text:
- Date Issued: 2014
- Authors: Dowse, Roslind , Barford, Kirsty-Lee , Browne, Sara H
- Date: 2014
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/156698 , vital:40039 , DOI: 10.1080/09540121.2014.931559
- Description: Few studies have investigated antiretroviral (ARV) knowledge and self-efficacy in limited literacy patients. Using a randomized controlled study design, we investigated the influence of a simple pre-tested patient information leaflet (PIL) containing both text and illustrations on HIV- and ARV-related knowledge and on self-efficacy over six months in a limited literacy African population. The recruited patients were randomly allocated to either control (standard care) or intervention group (standard care plus illustrated PIL). HIV and medicines-related knowledge was evaluated with a 22-question test at baseline, one, three, and six months. Self-efficacy was assessed using a modified version of the HIV Treatment Adherence Self-Efficacy Scale.
- Full Text:
- Date Issued: 2014
Rhodes University Graduation Ceremony 2009
- Authors: Rhodes University
- Date: 2009
- Language: English
- Type: text
- Identifier: vital:8138 , http://hdl.handle.net/10962/d1007250
- Description: Rhodes University Graduation Ceremonies [at] 1820 Settlers National Monument Thursday, 16 April at 18:00 [and] Friday, 17 April at 10:30; 14:30 & 18:00 [and] Saturday, 18 April at 10:30
- Full Text:
- Date Issued: 2009
- Authors: Rhodes University
- Date: 2009
- Language: English
- Type: text
- Identifier: vital:8138 , http://hdl.handle.net/10962/d1007250
- Description: Rhodes University Graduation Ceremonies [at] 1820 Settlers National Monument Thursday, 16 April at 18:00 [and] Friday, 17 April at 10:30; 14:30 & 18:00 [and] Saturday, 18 April at 10:30
- Full Text:
- Date Issued: 2009
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 2018 Graduation Ceremony: 1820 Settlers' National Monument, Friday, 6 April at 09:30
- Authors: Rhodes University
- Date: 2018
- Language: English
- Type: text
- Identifier: http://hdl.handle.net/10962/64590 , vital:28563 , https://www.youtube.com/watch?v=Ae_eNPkpqL8 , https://www.youtube.com/watch?v=HNB6ZTKWmGw , https://www.youtube.com/watch?v=vqz7OftlW7M , https://www.youtube.com/watch?v=ALxeywz_eYs
- Description: Rhodes University 2018 Graduation Programme, 6 April at 09:30: Bachelor’s: Bachelor of Science, Bachelor of Science (Information Systems),Bachelor of Science (Software Development) Honours: Bachelor of Science Honours. Doctorate: PhD in Science.
- Full Text:
- Date Issued: 2018
- Authors: Rhodes University
- Date: 2018
- Language: English
- Type: text
- Identifier: http://hdl.handle.net/10962/64590 , vital:28563 , https://www.youtube.com/watch?v=Ae_eNPkpqL8 , https://www.youtube.com/watch?v=HNB6ZTKWmGw , https://www.youtube.com/watch?v=vqz7OftlW7M , https://www.youtube.com/watch?v=ALxeywz_eYs
- Description: Rhodes University 2018 Graduation Programme, 6 April at 09:30: Bachelor’s: Bachelor of Science, Bachelor of Science (Information Systems),Bachelor of Science (Software Development) Honours: Bachelor of Science Honours. Doctorate: PhD in Science.
- Full Text:
- Date Issued: 2018
Rhodes University Graduation Ceremony 2016
- Authors: Rhodes University
- Date: 2016
- Language: English
- Type: text
- Identifier: vital:8150 , http://hdl.handle.net/10962/d1021288
- Description: Rhodes University Graduation Ceremonies 2016 [at] 1820 Settlers National Monument Thursday, 31 March at 10.00 & 17:00 [and] Friday, 1 April at 10:00; 14:30 & 18:30 [and] Saturday, 2 April at 10:00
- Full Text:
- Date Issued: 2016
- Authors: Rhodes University
- Date: 2016
- Language: English
- Type: text
- Identifier: vital:8150 , http://hdl.handle.net/10962/d1021288
- Description: Rhodes University Graduation Ceremonies 2016 [at] 1820 Settlers National Monument Thursday, 31 March at 10.00 & 17:00 [and] Friday, 1 April at 10:00; 14:30 & 18:30 [and] Saturday, 2 April at 10:00
- Full Text:
- Date Issued: 2016
Perversity on paper taboo, abjection and literature: Iain Banks' The wasp factory, Ian McEwan's The cement garden, and Irvine Welsh's Marabou stork nightmares
- Authors: De Coning, Alexis
- Date: 2011
- Subjects: Banks, Iain, 1954-, The wasp factory Banks, Iain, 1954-, Criticism and interpretation McEwan, Ian -- The cement garden McEwan, Ian -- Criticism and interpretation Welsh, Irvine -- Marabou stork nightmares Welsh, Irvine -- Criticism and interpretation English literature -- 20th century -- History and criticism Taboo in literature Abjection in literature Kristeva, Julia, 1941-, Criticism and interpretation
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2205 , http://hdl.handle.net/10962/d1002247
- Description: This thesis explores the notion of perversity in literature, specifically with regard to representations of taboo and abjection in Iain Banks‟ The Wasp Factory, Ian McEwan‟s The Cement Garden, and Irvine Welsh‟s Marabou Stork Nightmares. Julia Kristeva‟s Powers of Horror: An Essay on Abjection, as well as her notion of revolt, constitute the central theoretical framework for my analysis. However, I also draw upon the concepts of monstrosity, grotesqueness and the uncanny in order to explicate the affect of abject fiction on the reader. I posit, then, that to engage with literary works that confront one with perversity, abjection and taboo entails exposing oneself to an ambiguous or liminal space in which culturally established values are both disrupted and affirmed. The subversive and revolutionary potential of the aforementioned novels is discussed with reference to the notion of the perverted Bildungsroman since, in their respective transgressions of taboos, the narrators of these novels disrupt social order, and their narratives end on a note of indeterminacy or the absolute finality of death, rather than self-actualisation. Moreover, in exposing the binaries of sex and gender as arbitrary and fluctuating, these narrators‟ perverse sexual and gender performativities gesture towards alternative modes of being (beyond social sanction), and invoke Kristeva‟s notion of individual revolt as a „condition necessary for the life of the mind and society‟.
- Full Text:
- Date Issued: 2011
- Authors: De Coning, Alexis
- Date: 2011
- Subjects: Banks, Iain, 1954-, The wasp factory Banks, Iain, 1954-, Criticism and interpretation McEwan, Ian -- The cement garden McEwan, Ian -- Criticism and interpretation Welsh, Irvine -- Marabou stork nightmares Welsh, Irvine -- Criticism and interpretation English literature -- 20th century -- History and criticism Taboo in literature Abjection in literature Kristeva, Julia, 1941-, Criticism and interpretation
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2205 , http://hdl.handle.net/10962/d1002247
- Description: This thesis explores the notion of perversity in literature, specifically with regard to representations of taboo and abjection in Iain Banks‟ The Wasp Factory, Ian McEwan‟s The Cement Garden, and Irvine Welsh‟s Marabou Stork Nightmares. Julia Kristeva‟s Powers of Horror: An Essay on Abjection, as well as her notion of revolt, constitute the central theoretical framework for my analysis. However, I also draw upon the concepts of monstrosity, grotesqueness and the uncanny in order to explicate the affect of abject fiction on the reader. I posit, then, that to engage with literary works that confront one with perversity, abjection and taboo entails exposing oneself to an ambiguous or liminal space in which culturally established values are both disrupted and affirmed. The subversive and revolutionary potential of the aforementioned novels is discussed with reference to the notion of the perverted Bildungsroman since, in their respective transgressions of taboos, the narrators of these novels disrupt social order, and their narratives end on a note of indeterminacy or the absolute finality of death, rather than self-actualisation. Moreover, in exposing the binaries of sex and gender as arbitrary and fluctuating, these narrators‟ perverse sexual and gender performativities gesture towards alternative modes of being (beyond social sanction), and invoke Kristeva‟s notion of individual revolt as a „condition necessary for the life of the mind and society‟.
- Full Text:
- Date Issued: 2011
Rhodes University Graduation Ceremony 2008
- Authors: Rhodes University
- Date: 2008
- Language: English
- Type: text
- Identifier: vital:8139 , http://hdl.handle.net/10962/d1007251
- Description: Rhodes University Graduation Ceremony [at the] 1820 Settlers National Monument Thursday, 27 March at 18:00 [and] Friday, 28 March at 10:30; 14:30 & 18:00 [and] Saturday, 29 March at 10:30
- Full Text:
- Date Issued: 2008
- Authors: Rhodes University
- Date: 2008
- Language: English
- Type: text
- Identifier: vital:8139 , http://hdl.handle.net/10962/d1007251
- Description: Rhodes University Graduation Ceremony [at the] 1820 Settlers National Monument Thursday, 27 March at 18:00 [and] Friday, 28 March at 10:30; 14:30 & 18:00 [and] Saturday, 29 March at 10:30
- Full Text:
- Date Issued: 2008
Rhodes University Graduation Ceremony 2004
- Authors: Rhodes University
- Date: 2004
- Language: English
- Type: text
- Identifier: vital:8143 , http://hdl.handle.net/10962/d1007261
- Description: Rhodes University Graduation Ceremonies 1820 Settlers National Monument Friday, 2 April 2004 at 10:30; 14:30 & 18:00 [and] Saturday, 3 April 2004 at 10:30 [and] Friday, 30 July 2004 at 18:00 , RU East London Graduation Ceremony Christian Centre, Wyse Street, East London Friday, 7 May 2004 at 10:30: 14:30 & 18:00 [and] Saturday, 8 May 2004 at 10:30
- Full Text:
- Date Issued: 2004
- Authors: Rhodes University
- Date: 2004
- Language: English
- Type: text
- Identifier: vital:8143 , http://hdl.handle.net/10962/d1007261
- Description: Rhodes University Graduation Ceremonies 1820 Settlers National Monument Friday, 2 April 2004 at 10:30; 14:30 & 18:00 [and] Saturday, 3 April 2004 at 10:30 [and] Friday, 30 July 2004 at 18:00 , RU East London Graduation Ceremony Christian Centre, Wyse Street, East London Friday, 7 May 2004 at 10:30: 14:30 & 18:00 [and] Saturday, 8 May 2004 at 10:30
- Full Text:
- Date Issued: 2004
Rhodes University Graduation Ceremony 2012
- Authors: Rhodes University
- Date: 2012
- Language: English
- Type: text
- Identifier: vital:8135 , http://hdl.handle.net/10962/d1007245
- Description: Rhodes University Graduation Ceremonies 2012 [at] 1820 Settlers National Monument Thursday, 12 April at 18.00 [and] Friday, 13 April at 10:30; 14:30 & 18:00 [and] Saturday, 14 April at 10:30 , Rhodes University Awards, Scholarships, Bursaries and Prizes 2012
- Full Text:
- Date Issued: 2012
- Authors: Rhodes University
- Date: 2012
- Language: English
- Type: text
- Identifier: vital:8135 , http://hdl.handle.net/10962/d1007245
- Description: Rhodes University Graduation Ceremonies 2012 [at] 1820 Settlers National Monument Thursday, 12 April at 18.00 [and] Friday, 13 April at 10:30; 14:30 & 18:00 [and] Saturday, 14 April at 10:30 , Rhodes University Awards, Scholarships, Bursaries and Prizes 2012
- Full Text:
- Date Issued: 2012
Rhodes University Graduation Ceremony 2013
- Authors: Rhodes University
- Date: 2013
- Language: English
- Type: text
- Identifier: vital:8134 , http://hdl.handle.net/10962/d1007241
- Description: Rhodes University 2013 Installation of Lex Mpati as 7th Chancellor of Rhodes University and Graduation Ceremony [at] 1820 Settlers National Monument Thursday, 4 April 2013 at 18.00 , Rhodes University Graduation Ceremony [at] 1820 Settlers National Monument Friday, 5 April at 10.00; 14:30 & 18:00 [and] Saturday, 6 April at 10:00 , Rhodes University Awards, Scholarships, Bursaries and Prizes 2013
- Full Text:
- Date Issued: 2013
- Authors: Rhodes University
- Date: 2013
- Language: English
- Type: text
- Identifier: vital:8134 , http://hdl.handle.net/10962/d1007241
- Description: Rhodes University 2013 Installation of Lex Mpati as 7th Chancellor of Rhodes University and Graduation Ceremony [at] 1820 Settlers National Monument Thursday, 4 April 2013 at 18.00 , Rhodes University Graduation Ceremony [at] 1820 Settlers National Monument Friday, 5 April at 10.00; 14:30 & 18:00 [and] Saturday, 6 April at 10:00 , Rhodes University Awards, Scholarships, Bursaries and Prizes 2013
- Full Text:
- Date Issued: 2013
Activate: 2003 - September
- Date: 2003-09-03
- Subjects: Grahamstown -- Newspapers , Journalism, Students -- South Africa , Rhodes University -- Activate , Rhodes University -- Students , Student newspapers and periodicals -- South Africa
- Language: English
- Type: Text
- Identifier: vital:14377 , http://hdl.handle.net/10962/d1019249
- Description: Activate is the Independent Student Newspaper of Rhodes University. Located in Grahamstown, Activate was established in 1947 as Rhodeo, and during apartheid became an active part of the struggle for freedom of expression as part of the now defunct South African Student Press Union. Currently Activate is committed to informing Rhodes University students, staff and community members about relevant issues, mainly on campus. These issues range from hard news to more creative journalism. While Activate acts as a news source, one of its main objectives it to be accessible as a training ground for student journalists. The newspaper is run entirely by the students and is published twice a term. Activate is a free newspaper which receives an annual grant from the Rhodes University Student Representative Council, however, majority of its revenue is generated through advertising.
- Full Text:
- Date Issued: 2003-09-03
- Date: 2003-09-03
- Subjects: Grahamstown -- Newspapers , Journalism, Students -- South Africa , Rhodes University -- Activate , Rhodes University -- Students , Student newspapers and periodicals -- South Africa
- Language: English
- Type: Text
- Identifier: vital:14377 , http://hdl.handle.net/10962/d1019249
- Description: Activate is the Independent Student Newspaper of Rhodes University. Located in Grahamstown, Activate was established in 1947 as Rhodeo, and during apartheid became an active part of the struggle for freedom of expression as part of the now defunct South African Student Press Union. Currently Activate is committed to informing Rhodes University students, staff and community members about relevant issues, mainly on campus. These issues range from hard news to more creative journalism. While Activate acts as a news source, one of its main objectives it to be accessible as a training ground for student journalists. The newspaper is run entirely by the students and is published twice a term. Activate is a free newspaper which receives an annual grant from the Rhodes University Student Representative Council, however, majority of its revenue is generated through advertising.
- Full Text:
- Date Issued: 2003-09-03
Rhodes University Graduation Ceremony 2000
- Authors: Rhodes University
- Date: 2000
- Language: English
- Type: text
- Identifier: vital:8147 , http://hdl.handle.net/10962/d1007297
- Description: Rhodes University Graduation Ceremony [at] 1820 Settlers National Monument Friday, 7 April 2000 at 10:30; 18:00 [and] Saturday, 8 April 2000 at 10:30 , Graduation Ceremony Guild Theatre, Oxford Street, East London Friday, 19 May 2000 at 18:00 [and] Saturday, 20 May 2000 at 14:30
- Full Text:
- Date Issued: 2000
- Authors: Rhodes University
- Date: 2000
- Language: English
- Type: text
- Identifier: vital:8147 , http://hdl.handle.net/10962/d1007297
- Description: Rhodes University Graduation Ceremony [at] 1820 Settlers National Monument Friday, 7 April 2000 at 10:30; 18:00 [and] Saturday, 8 April 2000 at 10:30 , Graduation Ceremony Guild Theatre, Oxford Street, East London Friday, 19 May 2000 at 18:00 [and] Saturday, 20 May 2000 at 14:30
- Full Text:
- Date Issued: 2000