Parental perceptions of their child’s social and emotional wellness amid a diagnosis of attention deficit/hyperactivity disorder
- Authors: Colloty, Elizabeth
- Date: 2023-04
- Subjects: Attention Deficit Hyperactivity Disorder , Emotional wellness , Social wellness
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/66378 , vital:75037
- Description: Attention Deficit/Hyperactivity Disorder (ADHD) is well described from a biomedical perspective, which is consistent with the typical pharmacological treatment approach. Measures of improvement are for the most part based on the scholastic performance. However, a child’s wellness is not only limited to academic performance, but also involves their functioning outside of the learning environment. It is therefore important to explore alternative measures of social and emotional wellness to support the biomedical treatment of a child. This study explored parental perceptions related to the social and emotional wellness of a diagnosed child, using principles of wellness put forward by Roscoe (2009). It took an instrumental case study approach using a semi-structured interview to gather data with a single participant. The participant is the parent of a child diagnosed with ADHD and was selected through non-probability purposive sampling. Data collection and analysis followed Miles, Huberman, and Saldana’s (2020) data analysis method. Lincoln and Guba’s (1985) model of trustworthiness was used to ensure the integrity of the study. Findings confirmed the prioritisation of academic wellness above that of social and emotional wellness. Parental emotional intelligence is vital to the child’s social and emotional wellness. Parental investment into the child’s exploration of self may further contribute to a positive, realistic and development sense of self which fosters resilience. Based on these findings, a multimodal intervention approach to ADHD is suggested. , Thesis (MA) -- Faculty of Health Science, Department of Behavioral Sciences, 2023
- Full Text:
- Date Issued: 2023-04
- Authors: Colloty, Elizabeth
- Date: 2023-04
- Subjects: Attention Deficit Hyperactivity Disorder , Emotional wellness , Social wellness
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/66378 , vital:75037
- Description: Attention Deficit/Hyperactivity Disorder (ADHD) is well described from a biomedical perspective, which is consistent with the typical pharmacological treatment approach. Measures of improvement are for the most part based on the scholastic performance. However, a child’s wellness is not only limited to academic performance, but also involves their functioning outside of the learning environment. It is therefore important to explore alternative measures of social and emotional wellness to support the biomedical treatment of a child. This study explored parental perceptions related to the social and emotional wellness of a diagnosed child, using principles of wellness put forward by Roscoe (2009). It took an instrumental case study approach using a semi-structured interview to gather data with a single participant. The participant is the parent of a child diagnosed with ADHD and was selected through non-probability purposive sampling. Data collection and analysis followed Miles, Huberman, and Saldana’s (2020) data analysis method. Lincoln and Guba’s (1985) model of trustworthiness was used to ensure the integrity of the study. Findings confirmed the prioritisation of academic wellness above that of social and emotional wellness. Parental emotional intelligence is vital to the child’s social and emotional wellness. Parental investment into the child’s exploration of self may further contribute to a positive, realistic and development sense of self which fosters resilience. Based on these findings, a multimodal intervention approach to ADHD is suggested. , Thesis (MA) -- Faculty of Health Science, Department of Behavioral Sciences, 2023
- Full Text:
- Date Issued: 2023-04
Using camera traps to generate a species inventory for medium-sized and large mammals in South West Zimbabwe:
- Welch, Rebecca J, Grant, Tanith, Parker, Daniel M
- Authors: Welch, Rebecca J , Grant, Tanith , Parker, Daniel M
- Date: 2019
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/150267 , vital:38955 , https://0-doi.org.wam.seals.ac.za/10.3957/056.049.0089
- Description: We investigated the presence of medium-sized and large mammals utilizing by-catch data from a camera trapping survey in the Mangwe District in South West Zimbabwe, an unprotected commercial livestock farming area which is impacted by human encroachment, poaching and trophy hunting. The camera trapping survey was carried out from 23 October to 5 December 2009, covered an area of 200 km2 and was initially intended to estimate the population density of leopards (Panthera pardus). The study area was split into two contiguous subsections, with each section sampled for a total of 20 days using 20 cameras. Camera trap photographs were identified to species level, then compared to a list of species thought to occur in the area according to available literature, as well as sightings from professional hunters and local landowners.
- Full Text:
- Date Issued: 2019
- Authors: Welch, Rebecca J , Grant, Tanith , Parker, Daniel M
- Date: 2019
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/150267 , vital:38955 , https://0-doi.org.wam.seals.ac.za/10.3957/056.049.0089
- Description: We investigated the presence of medium-sized and large mammals utilizing by-catch data from a camera trapping survey in the Mangwe District in South West Zimbabwe, an unprotected commercial livestock farming area which is impacted by human encroachment, poaching and trophy hunting. The camera trapping survey was carried out from 23 October to 5 December 2009, covered an area of 200 km2 and was initially intended to estimate the population density of leopards (Panthera pardus). The study area was split into two contiguous subsections, with each section sampled for a total of 20 days using 20 cameras. Camera trap photographs were identified to species level, then compared to a list of species thought to occur in the area according to available literature, as well as sightings from professional hunters and local landowners.
- Full Text:
- Date Issued: 2019
Lessons from bright-spots for advancing knowledge exchange at the interface of marine science and policy
- Karcher, Denis B, Cvitanovic, Christopher, van Putten, Ingrid E, Colvin, Rebecca M, Armitage, Derek, Aswani, Shankar, Ballesteros, Marta, Ban, Natalie, Barragán-Paladines, María José, Bednarek, Angela, Bell, Johann D, Brooks, Cassandra M, Daw, Tim M, De la Cruz-Modino, Raquel, Francis, Tessa B, Fulton, Elizabeth A, Hobday, Alistair J, Holcer, Draško, Hudson, Charlotte, Jennerjahn, Tim C, Kinney, Aimee, Knol-Kauffman, Maaike, Löf, Marie F, Lopes, Priscila F, Mackelworth, Peter C, McQuatters-Gollop, Abigail, Muhl, Ella-Kari, Neihapi, Pita, Pascual-Fernández, José J, Posner, Stephpen M, Runhaar, Hens, Sainsbury, Keith, Sander, Gunnar, Steenbergen, Dirk J, Tuda, Paul M, Whiteman, Elizabeth, Zhang, Jialin
- Authors: Karcher, Denis B , Cvitanovic, Christopher , van Putten, Ingrid E , Colvin, Rebecca M , Armitage, Derek , Aswani, Shankar , Ballesteros, Marta , Ban, Natalie , Barragán-Paladines, María José , Bednarek, Angela , Bell, Johann D , Brooks, Cassandra M , Daw, Tim M , De la Cruz-Modino, Raquel , Francis, Tessa B , Fulton, Elizabeth A , Hobday, Alistair J , Holcer, Draško , Hudson, Charlotte , Jennerjahn, Tim C , Kinney, Aimee , Knol-Kauffman, Maaike , Löf, Marie F , Lopes, Priscila F , Mackelworth, Peter C , McQuatters-Gollop, Abigail , Muhl, Ella-Kari , Neihapi, Pita , Pascual-Fernández, José J , Posner, Stephpen M , Runhaar, Hens , Sainsbury, Keith , Sander, Gunnar , Steenbergen, Dirk J , Tuda, Paul M , Whiteman, Elizabeth , Zhang, Jialin
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/391378 , vital:68647 , xlink:href="https://doi.org/10.1016/j.jenvman.2022.114994"
- Description: Evidence-informed decision-making is in increasing demand given growing pressures on marine environments. A way to facilitate this is by knowledge exchange among marine scientists and decision-makers. While many barriers are reported in the literature, there are also examples whereby research has successfully informed marine decision-making (i.e., ‘bright-spots’). Here, we identify and analyze 25 bright-spots from a wide range of marine fields, contexts, and locations to provide insights into how to improve knowledge exchange at the interface of marine science and policy. Through qualitative surveys we investigate what initiated the bright-spots, their goals, and approaches to knowledge exchange. We also seek to identify what outcomes/impacts have been achieved, the enablers of success, and what lessons can be learnt to guide future knowledge exchange efforts. Results show that a diversity of approaches were used for knowledge exchange, from consultative engagement to genuine knowledge co-production. We show that diverse successes at the interface of marine science and policy are achievable and include impacts on policy, people, and governance. Such successes were enabled by factors related to the actors, processes, support, context, and timing. For example, the importance of involving diverse actors and managing positive relationships is a key lesson for success. However, enabling routine success will require: 1) transforming the ways in which we train scientists to include a greater focus on interpersonal skills, 2) institutionalizing and supporting knowledge exchange activities in organizational agendas, 3) conceptualizing and implementing broader research impact metrics, and 4) transforming funding mechanisms to focus on need-based interventions, impact planning, and an acknowledgement of the required time and effort that underpin knowledge exchange activities.
- Full Text:
- Date Issued: 2022
- Authors: Karcher, Denis B , Cvitanovic, Christopher , van Putten, Ingrid E , Colvin, Rebecca M , Armitage, Derek , Aswani, Shankar , Ballesteros, Marta , Ban, Natalie , Barragán-Paladines, María José , Bednarek, Angela , Bell, Johann D , Brooks, Cassandra M , Daw, Tim M , De la Cruz-Modino, Raquel , Francis, Tessa B , Fulton, Elizabeth A , Hobday, Alistair J , Holcer, Draško , Hudson, Charlotte , Jennerjahn, Tim C , Kinney, Aimee , Knol-Kauffman, Maaike , Löf, Marie F , Lopes, Priscila F , Mackelworth, Peter C , McQuatters-Gollop, Abigail , Muhl, Ella-Kari , Neihapi, Pita , Pascual-Fernández, José J , Posner, Stephpen M , Runhaar, Hens , Sainsbury, Keith , Sander, Gunnar , Steenbergen, Dirk J , Tuda, Paul M , Whiteman, Elizabeth , Zhang, Jialin
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/391378 , vital:68647 , xlink:href="https://doi.org/10.1016/j.jenvman.2022.114994"
- Description: Evidence-informed decision-making is in increasing demand given growing pressures on marine environments. A way to facilitate this is by knowledge exchange among marine scientists and decision-makers. While many barriers are reported in the literature, there are also examples whereby research has successfully informed marine decision-making (i.e., ‘bright-spots’). Here, we identify and analyze 25 bright-spots from a wide range of marine fields, contexts, and locations to provide insights into how to improve knowledge exchange at the interface of marine science and policy. Through qualitative surveys we investigate what initiated the bright-spots, their goals, and approaches to knowledge exchange. We also seek to identify what outcomes/impacts have been achieved, the enablers of success, and what lessons can be learnt to guide future knowledge exchange efforts. Results show that a diversity of approaches were used for knowledge exchange, from consultative engagement to genuine knowledge co-production. We show that diverse successes at the interface of marine science and policy are achievable and include impacts on policy, people, and governance. Such successes were enabled by factors related to the actors, processes, support, context, and timing. For example, the importance of involving diverse actors and managing positive relationships is a key lesson for success. However, enabling routine success will require: 1) transforming the ways in which we train scientists to include a greater focus on interpersonal skills, 2) institutionalizing and supporting knowledge exchange activities in organizational agendas, 3) conceptualizing and implementing broader research impact metrics, and 4) transforming funding mechanisms to focus on need-based interventions, impact planning, and an acknowledgement of the required time and effort that underpin knowledge exchange activities.
- Full Text:
- Date Issued: 2022
Ruimbo rwa ngu
- Rebecca Nyanjega, Kikuyu girls, composer not specified, Tracey, Hugh
- Authors: Rebecca Nyanjega , Kikuyu girls , composer not specified , Tracey, Hugh
- Date: 1950
- Subjects: Folk Music , Field recordings , Africa, Sub-Saharan , Africa Kenya city not specified f-ke
- Language: Kikuyu
- Type: sound recordings , field recordings , sound recording-musical
- Identifier: http://hdl.handle.net/10962/368669 , vital:66126 , International Library of African Music, Rhodes University, Makhanda, South Africa , Hugh Tracey Commercial Records, Rhodes University, Makhanda, South Africa , AC0257-D6T10
- Description: Indigenous music
- Full Text: false
- Date Issued: 1950
- Authors: Rebecca Nyanjega , Kikuyu girls , composer not specified , Tracey, Hugh
- Date: 1950
- Subjects: Folk Music , Field recordings , Africa, Sub-Saharan , Africa Kenya city not specified f-ke
- Language: Kikuyu
- Type: sound recordings , field recordings , sound recording-musical
- Identifier: http://hdl.handle.net/10962/368669 , vital:66126 , International Library of African Music, Rhodes University, Makhanda, South Africa , Hugh Tracey Commercial Records, Rhodes University, Makhanda, South Africa , AC0257-D6T10
- Description: Indigenous music
- Full Text: false
- Date Issued: 1950
Makadzi neMbudzi
- Rebecca Jiya, a fourteen year old girl and girls at Nyama, composer not specified, Tracey, Hugh
- Authors: Rebecca Jiya , a fourteen year old girl and girls at Nyama , composer not specified , Tracey, Hugh
- Date: 1948
- Subjects: Folk Music , Field recordings , Africa, Sub-Saharan , Africa Zimbabwe city not specified f-rh
- Language: Budya
- Type: sound recordings , field recordings , sound recording-musical
- Identifier: http://hdl.handle.net/10962/366036 , vital:65813 , International Library of African Music, Rhodes University, Makhanda, South Africa , Hugh Tracey Commercial Records, Rhodes University, Makhanda, South Africa , ACO147-AM16
- Description: Indigenous music
- Full Text: false
- Date Issued: 1948
- Authors: Rebecca Jiya , a fourteen year old girl and girls at Nyama , composer not specified , Tracey, Hugh
- Date: 1948
- Subjects: Folk Music , Field recordings , Africa, Sub-Saharan , Africa Zimbabwe city not specified f-rh
- Language: Budya
- Type: sound recordings , field recordings , sound recording-musical
- Identifier: http://hdl.handle.net/10962/366036 , vital:65813 , International Library of African Music, Rhodes University, Makhanda, South Africa , Hugh Tracey Commercial Records, Rhodes University, Makhanda, South Africa , ACO147-AM16
- Description: Indigenous music
- Full Text: false
- Date Issued: 1948
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 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
Scaffolding argumentative writing through Reading to Learn (RtL) pedagogy: a case study of three grade 11 English second language teachers in Namibia
- Authors: Matengu, Ernest Samubu
- Date: 2021-10
- Subjects: Rose, David, 1955- , Reading (Secondary) , Persuasion (Rhetoric) Study and teaching (Secondary) Namibia , English language Writing Study and teaching (Secondary) Namibia , English language Rhetoric Study and teaching (Secondary) Namibia , English language Study and teaching (Secondary) Foreign speakers Case studies , Reading to Learn , Scaffolding Interaction Cycle
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191148 , vital:45065
- Description: The central aim of this study was to investigate the positive impact of Reading to Learn (RtL) pedagogy in enhancing Grade 11 learners’ argumentative writing skills. This was a case study of one school in Otjozondjupa region in Namibia. The pedagogy, RtL, was designed to address learning inequalities with marginalised communities in Australia. Coupled with challenges in literacy development in learners, current methods have not successfully addressed the teaching and learning of argumentative writing amidst learning inequalities. This study employed the six stages of Scaffolding Interaction Cycle of RtL in order to teach argumentative writing. As is evidenced in recent research, the scaffolding cycle of RtL provides equal opportunities to learners from diverse backgrounds to attain epistemological access at the same pace. RtL’s theoretical and conceptual framework is derived from Bernstein’s theory of education as pedagogic discourse (a device for maintaining inequality in society), Vygotsky’s theory of learning as a social process and Halliday’s model of language as text in social context. The two research questions for this study were: (1) What role does Reading to Learn (RtL) pedagogy play in developing Grade 11 learners’ ability to write argumentative essays? And (2) How can the implementation of RtL pedagogy through scaffolding impact on/improve learners’ literacy skills development for argumentative essay writing? This qualitative case study generated data through observation of three teachers’ lessons, a Stimulated Recall Interview (SRI) conducted with the three teachers and learners’ pre and posttest of argumentative essays. The findings of this study revealed that teachers found RtL as a comprehensive pedagogy that makes teaching and learning of argumentative writing successful through systematic scaffolding of learning. Learners’ written pre and posttest also showed a narrowing of the gap between weak and strong learners in that weak learners recorded an upward trend similar to that of strong learners in their posttest. Given the design of RtL and studies conducted globally, the findings of this study can be comparable. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10
- Authors: Matengu, Ernest Samubu
- Date: 2021-10
- Subjects: Rose, David, 1955- , Reading (Secondary) , Persuasion (Rhetoric) Study and teaching (Secondary) Namibia , English language Writing Study and teaching (Secondary) Namibia , English language Rhetoric Study and teaching (Secondary) Namibia , English language Study and teaching (Secondary) Foreign speakers Case studies , Reading to Learn , Scaffolding Interaction Cycle
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191148 , vital:45065
- Description: The central aim of this study was to investigate the positive impact of Reading to Learn (RtL) pedagogy in enhancing Grade 11 learners’ argumentative writing skills. This was a case study of one school in Otjozondjupa region in Namibia. The pedagogy, RtL, was designed to address learning inequalities with marginalised communities in Australia. Coupled with challenges in literacy development in learners, current methods have not successfully addressed the teaching and learning of argumentative writing amidst learning inequalities. This study employed the six stages of Scaffolding Interaction Cycle of RtL in order to teach argumentative writing. As is evidenced in recent research, the scaffolding cycle of RtL provides equal opportunities to learners from diverse backgrounds to attain epistemological access at the same pace. RtL’s theoretical and conceptual framework is derived from Bernstein’s theory of education as pedagogic discourse (a device for maintaining inequality in society), Vygotsky’s theory of learning as a social process and Halliday’s model of language as text in social context. The two research questions for this study were: (1) What role does Reading to Learn (RtL) pedagogy play in developing Grade 11 learners’ ability to write argumentative essays? And (2) How can the implementation of RtL pedagogy through scaffolding impact on/improve learners’ literacy skills development for argumentative essay writing? This qualitative case study generated data through observation of three teachers’ lessons, a Stimulated Recall Interview (SRI) conducted with the three teachers and learners’ pre and posttest of argumentative essays. The findings of this study revealed that teachers found RtL as a comprehensive pedagogy that makes teaching and learning of argumentative writing successful through systematic scaffolding of learning. Learners’ written pre and posttest also showed a narrowing of the gap between weak and strong learners in that weak learners recorded an upward trend similar to that of strong learners in their posttest. Given the design of RtL and studies conducted globally, the findings of this study can be comparable. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10
‘Yummy or crummy?': the multisensory components of medicines-taking among HIV-positive youth
- Hodes, Rebecca, Vale, Beth, Toska, Elona, Cluver, Lucie, Dowse, Roslind, Ashorn, Mikael
- Authors: Hodes, Rebecca , Vale, Beth , Toska, Elona , Cluver, Lucie , Dowse, Roslind , Ashorn, Mikael
- Date: 2019
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/156663 , vital:40036 , DOI: 10.1080/17441692.2018.1504103
- Description: The global rollout of Antiretroviral Treatment (ART) has revealed an urgent need to understand the medicines-taking practices of HIV-positive adolescents. In the last decade, the literature on the social determinants of health has broadened the evidence-base on ART adherence. Interdisciplinary studies have expanded conceptions of medicines-taking beyond clinical or health systems frameworks, recognising the importance of socio-structural conditions and of patients’ beliefs and experiences. Participatory research techniques which foreground the perspectives of adolescents provide greater insights still into their adherence. This article explores the use of participatory methods within a broader study on the social determinants of ART adherence among HIV-positive adolescents in South Africa. We describe how participatory methods were incorporated into this study (n = 1,059 in the quantitative baseline). We focus on an exercise, ‘Yummy or crummy?’, that explored the multisensory dimensions of medicines-taking, including their colour, smell, shape, and delivery mechanism. We describe two principal findings: first, adolescents’ preference for greater understanding of the chemical workings of medicines, manifested in their preferences for colour, taste and shape of medicines; and second, the vital relationship between sensory preferences and the social imperatives of discretion and confidentiality regarding HIV-status.
- Full Text:
- Date Issued: 2019
- Authors: Hodes, Rebecca , Vale, Beth , Toska, Elona , Cluver, Lucie , Dowse, Roslind , Ashorn, Mikael
- Date: 2019
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/156663 , vital:40036 , DOI: 10.1080/17441692.2018.1504103
- Description: The global rollout of Antiretroviral Treatment (ART) has revealed an urgent need to understand the medicines-taking practices of HIV-positive adolescents. In the last decade, the literature on the social determinants of health has broadened the evidence-base on ART adherence. Interdisciplinary studies have expanded conceptions of medicines-taking beyond clinical or health systems frameworks, recognising the importance of socio-structural conditions and of patients’ beliefs and experiences. Participatory research techniques which foreground the perspectives of adolescents provide greater insights still into their adherence. This article explores the use of participatory methods within a broader study on the social determinants of ART adherence among HIV-positive adolescents in South Africa. We describe how participatory methods were incorporated into this study (n = 1,059 in the quantitative baseline). We focus on an exercise, ‘Yummy or crummy?’, that explored the multisensory dimensions of medicines-taking, including their colour, smell, shape, and delivery mechanism. We describe two principal findings: first, adolescents’ preference for greater understanding of the chemical workings of medicines, manifested in their preferences for colour, taste and shape of medicines; and second, the vital relationship between sensory preferences and the social imperatives of discretion and confidentiality regarding HIV-status.
- Full Text:
- Date Issued: 2019
Knowledge and knowing in the public management and public administration programmes at a comprehensive university
- Authors: Lück, Jacqueline Catherine
- Date: 2014
- Subjects: Knowledge and learning , Public administration -- Study and teaching (Higher) , Knowledge, Sociology of , Learning, Psychology of , Knowledge, Theory of , Educational equalization -- South Africa , Education, Higher -- South Africa , Literacy -- South Africa , Technical institutes -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1326 , http://hdl.handle.net/10962/d1013166
- Description: Knowledge is often tacit and under researched in educational fields. In order for student access to knowledge and its related academic discourses to be facilitated, a deep understanding needs to be gained of the form that this knowledge takes. This study interrogates the ways in which knowledge is constituted in the first year of a Public Management Diploma and a Public Administration Degree at a comprehensive university in South Africa. The study takes a social realist approach that understands reality as fact but sees our knowledge thereof as a social phenomenon. The study was concerned with knowledge structures and knower structures as it argues that these have not been adequately accounted for in the sociology of education research. But this study comes to this concern from a strongly ideological view of student reading and writing. This study calls on a social practices approach that sees literacy as embedded within specific academic discourses, which vary from context to context. It uses this ideological understanding of literacy as the orienting framework for the study of knowledge. The study takes place in a Higher Education mileu that has begun to transform from its divisive past. The transformation brought about new institutional formations such as the comprehensive university, with its mix of vocational, professional and formative programmes and varied emphasis on contextual and conceptual curriculum coherence. Increasingly, the transformation agenda also shifts concern from simply providing physical access to a previously disenfranchised majority to ensuring full participation in the context of high attrition rates in first year and low retention rates. The data was analysed using the Specialisation Codes of Legitimation Code Theory to see what was being specialised in the Diploma and Degree curricula of the Public Management and Administration fields. These fields are characterised in the literature by ongoing tensions about focus, and perceptions of there being a theoretical vacuum and an inability to deal adequately with challenges in the South African public sector. Analysis of lecturer interviews and first-year curriculum documentation showed that both the Public Management Diploma and Public Administration Degree have stronger epistemic relations (ER), with an emphasis on claims to knowledge of the world. The data showed relatively weak social relations (SR), in that there was not the valuing of a particular lens on the world or a specific disposition required for legitimation within this field. The combination of ER+ and SR- indicates that these curricula are Knowledge Codes, where legitimation is through the acquisition of a set of skills and procedures. The programmes were characterised by fairly low-level procedural knowledge, which may point to a workplace-oriented direction that is dominant in the comprehensive university. In keeping with concerns raised in the literature about this field, there was little evidence of theoretical or propositional knowledge in the Public Management Diploma and while the Public Administration Degree had some evidence of this, it was arguably not to the extent expected of a degree as described in the National Qualifications Framework. This study was limited to the first-year of the Diploma and Degree and subsequent years could present different findings. Lecturers showed awareness of student challenges with literacy practices and made concerned attempts through various interventions to address this but they were found to value the surface features of writing practices over personal engagement with the knowledge. Though the expectations of student literacy practices in tests and assignments were aligned to the ways in which knowledge was constructed in the curriculum, there was little evidence of student induction into disciplinary discourses of the field as knowledge was presented as being neutral and student writing primarily took the form of retelling objective facts. The implications of these findings could include student exclusion from higher-level academic discourse, more powerful knowledge in the workplace and, finally, constrain them from becoming producers of knowledge.
- Full Text:
- Date Issued: 2014
- Authors: Lück, Jacqueline Catherine
- Date: 2014
- Subjects: Knowledge and learning , Public administration -- Study and teaching (Higher) , Knowledge, Sociology of , Learning, Psychology of , Knowledge, Theory of , Educational equalization -- South Africa , Education, Higher -- South Africa , Literacy -- South Africa , Technical institutes -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1326 , http://hdl.handle.net/10962/d1013166
- Description: Knowledge is often tacit and under researched in educational fields. In order for student access to knowledge and its related academic discourses to be facilitated, a deep understanding needs to be gained of the form that this knowledge takes. This study interrogates the ways in which knowledge is constituted in the first year of a Public Management Diploma and a Public Administration Degree at a comprehensive university in South Africa. The study takes a social realist approach that understands reality as fact but sees our knowledge thereof as a social phenomenon. The study was concerned with knowledge structures and knower structures as it argues that these have not been adequately accounted for in the sociology of education research. But this study comes to this concern from a strongly ideological view of student reading and writing. This study calls on a social practices approach that sees literacy as embedded within specific academic discourses, which vary from context to context. It uses this ideological understanding of literacy as the orienting framework for the study of knowledge. The study takes place in a Higher Education mileu that has begun to transform from its divisive past. The transformation brought about new institutional formations such as the comprehensive university, with its mix of vocational, professional and formative programmes and varied emphasis on contextual and conceptual curriculum coherence. Increasingly, the transformation agenda also shifts concern from simply providing physical access to a previously disenfranchised majority to ensuring full participation in the context of high attrition rates in first year and low retention rates. The data was analysed using the Specialisation Codes of Legitimation Code Theory to see what was being specialised in the Diploma and Degree curricula of the Public Management and Administration fields. These fields are characterised in the literature by ongoing tensions about focus, and perceptions of there being a theoretical vacuum and an inability to deal adequately with challenges in the South African public sector. Analysis of lecturer interviews and first-year curriculum documentation showed that both the Public Management Diploma and Public Administration Degree have stronger epistemic relations (ER), with an emphasis on claims to knowledge of the world. The data showed relatively weak social relations (SR), in that there was not the valuing of a particular lens on the world or a specific disposition required for legitimation within this field. The combination of ER+ and SR- indicates that these curricula are Knowledge Codes, where legitimation is through the acquisition of a set of skills and procedures. The programmes were characterised by fairly low-level procedural knowledge, which may point to a workplace-oriented direction that is dominant in the comprehensive university. In keeping with concerns raised in the literature about this field, there was little evidence of theoretical or propositional knowledge in the Public Management Diploma and while the Public Administration Degree had some evidence of this, it was arguably not to the extent expected of a degree as described in the National Qualifications Framework. This study was limited to the first-year of the Diploma and Degree and subsequent years could present different findings. Lecturers showed awareness of student challenges with literacy practices and made concerned attempts through various interventions to address this but they were found to value the surface features of writing practices over personal engagement with the knowledge. Though the expectations of student literacy practices in tests and assignments were aligned to the ways in which knowledge was constructed in the curriculum, there was little evidence of student induction into disciplinary discourses of the field as knowledge was presented as being neutral and student writing primarily took the form of retelling objective facts. The implications of these findings could include student exclusion from higher-level academic discourse, more powerful knowledge in the workplace and, finally, constrain them from becoming producers of knowledge.
- Full Text:
- Date Issued: 2014
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
A white man in exile
- Authors: Krueger, Anton
- Date: 2011
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/229459 , vital:49677 , xlink:href="https://doi.org/10.1080/10137548.2011.636974"
- Description: This article explores intersections between understandings of masculinity and nationalism. Etymologically, ‘patriotism’ refers to a love for a fatherland and a patriarchal order; it includes notions of loyalty, honour and a range of qualities often associated with conceptions of masculinity. But if gender remains fixed to these normative constructions, what happens to one’s sense of masculine identity when the national state changes? My interest lies in exploring how white South African men have been repositioned in terms of a shift in their gendered identification, with a reflection on the possibly tragic consequences of maintaining an overly rigid gender role identification. As long as masculinity is embedded within nationalism, it will be caught up within a defensive reactive mode which can turn self-destructive. In order to explore these ideas the article employs as its central metaphor the character of Dawid Olivier, who is the protagonist of Athol Fugard’s Sorrows and Rejoicings (2002).
- Full Text:
- Date Issued: 2011
- Authors: Krueger, Anton
- Date: 2011
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/229459 , vital:49677 , xlink:href="https://doi.org/10.1080/10137548.2011.636974"
- Description: This article explores intersections between understandings of masculinity and nationalism. Etymologically, ‘patriotism’ refers to a love for a fatherland and a patriarchal order; it includes notions of loyalty, honour and a range of qualities often associated with conceptions of masculinity. But if gender remains fixed to these normative constructions, what happens to one’s sense of masculine identity when the national state changes? My interest lies in exploring how white South African men have been repositioned in terms of a shift in their gendered identification, with a reflection on the possibly tragic consequences of maintaining an overly rigid gender role identification. As long as masculinity is embedded within nationalism, it will be caught up within a defensive reactive mode which can turn self-destructive. In order to explore these ideas the article employs as its central metaphor the character of Dawid Olivier, who is the protagonist of Athol Fugard’s Sorrows and Rejoicings (2002).
- Full Text:
- Date Issued: 2011
Ruimbo rwa ngu
- Rebecca Nyanyega and Kikuyu girls, Hugh Tracey
- Authors: Rebecca Nyanyega and Kikuyu girls , Hugh Tracey
- Date: 1950
- Subjects: Folk songs, Kikuyu , Kikuyu (African people) , Songs, Kikuyu--Kenya , Folk music , Field recordings , Africa, Sub-Saharan , Africa Kenya Njeri f-ke
- Language: Kikuyu
- Type: sound recordings , field recordings , sound recording-musical
- Identifier: http://hdl.handle.net/10962/175490 , vital:42585 , International Library of African Music, Rhodes University, Grahamstown, South Africa , TR159-04
- Description: A woman whose husband was away complains that she did not want to go out to collect firewood and would not have gone if she had not found the axe lying outside. "In any case, she says, there is no one to meet me at home on my return, only the poles of the hut." Work song, carrying firewood.
- Full Text: false
- Date Issued: 1950
- Authors: Rebecca Nyanyega and Kikuyu girls , Hugh Tracey
- Date: 1950
- Subjects: Folk songs, Kikuyu , Kikuyu (African people) , Songs, Kikuyu--Kenya , Folk music , Field recordings , Africa, Sub-Saharan , Africa Kenya Njeri f-ke
- Language: Kikuyu
- Type: sound recordings , field recordings , sound recording-musical
- Identifier: http://hdl.handle.net/10962/175490 , vital:42585 , International Library of African Music, Rhodes University, Grahamstown, South Africa , TR159-04
- Description: A woman whose husband was away complains that she did not want to go out to collect firewood and would not have gone if she had not found the axe lying outside. "In any case, she says, there is no one to meet me at home on my return, only the poles of the hut." Work song, carrying firewood.
- Full Text: false
- Date Issued: 1950
Prosecution of forced marriage by international courts and tribunals in light of the principle of legality
- Okeyo, Julian Rebecca Atieno
- Authors: Okeyo, Julian Rebecca Atieno
- Date: 2023-03-29
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/420720 , vital:71772
- Description: Thesis embargoed. Probable release date in 2024. , Thesis (LLM) -- Faculty of Law, Law, 2023
- Full Text:
- Date Issued: 2023-03-29
- Authors: Okeyo, Julian Rebecca Atieno
- Date: 2023-03-29
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/420720 , vital:71772
- Description: Thesis embargoed. Probable release date in 2024. , Thesis (LLM) -- Faculty of Law, Law, 2023
- Full Text:
- Date Issued: 2023-03-29
Wala wala
- Makontcho, Rebecca Bombe and John Ouwerx, Tracey, Hugh
- Authors: Makontcho , Rebecca Bombe and John Ouwerx , Tracey, Hugh
- Date: 1965-00-00
- Subjects: Popular music--Africa , Dance music , Dance music--Caribbean Area , Field recordings , Africa, Sub-Saharan , Africa Democratic Republic of Congo City not specified f-sa
- Language: Bakuba
- Type: sound recordings , field recordings , sound recording-musical
- Identifier: http://hdl.handle.net/10962/209810 , vital:47426 , International Library of African Music, Rhodes University, Makhanda, South Africa , Hugh Tracey Commercial Records, Rhodes University, Makhanda, South Africa , CR0930 , Research no.P85052H
- Description: Traditional song by the Bakuba men and women accompanied by various instruments
- Full Text: false
- Date Issued: 1965-00-00
- Authors: Makontcho , Rebecca Bombe and John Ouwerx , Tracey, Hugh
- Date: 1965-00-00
- Subjects: Popular music--Africa , Dance music , Dance music--Caribbean Area , Field recordings , Africa, Sub-Saharan , Africa Democratic Republic of Congo City not specified f-sa
- Language: Bakuba
- Type: sound recordings , field recordings , sound recording-musical
- Identifier: http://hdl.handle.net/10962/209810 , vital:47426 , International Library of African Music, Rhodes University, Makhanda, South Africa , Hugh Tracey Commercial Records, Rhodes University, Makhanda, South Africa , CR0930 , Research no.P85052H
- Description: Traditional song by the Bakuba men and women accompanied by various instruments
- Full Text: false
- Date Issued: 1965-00-00
Tchibuaba
- Makontcho, Rebecca Bombe and John Ouwerx, Tracey, Hugh
- Authors: Makontcho , Rebecca Bombe and John Ouwerx , Tracey, Hugh
- Date: 1965-00-00
- Subjects: Popular music--Africa , Dance music , Dance music--Caribbean Area , Field recordings , Africa, Sub-Saharan , Africa Democratic Republic of Congo City not specified f-sa
- Language: Bakuba
- Type: sound recordings , field recordings , sound recording-musical
- Identifier: http://hdl.handle.net/10962/209783 , vital:47423 , International Library of African Music, Rhodes University, Makhanda, South Africa , Hugh Tracey Commercial Records, Rhodes University, Makhanda, South Africa , CR0930 , Research no.P85052H
- Description: Traditional song by the Bakuba men and women accompanied by various instruments
- Full Text: false
- Date Issued: 1965-00-00
- Authors: Makontcho , Rebecca Bombe and John Ouwerx , Tracey, Hugh
- Date: 1965-00-00
- Subjects: Popular music--Africa , Dance music , Dance music--Caribbean Area , Field recordings , Africa, Sub-Saharan , Africa Democratic Republic of Congo City not specified f-sa
- Language: Bakuba
- Type: sound recordings , field recordings , sound recording-musical
- Identifier: http://hdl.handle.net/10962/209783 , vital:47423 , International Library of African Music, Rhodes University, Makhanda, South Africa , Hugh Tracey Commercial Records, Rhodes University, Makhanda, South Africa , CR0930 , Research no.P85052H
- Description: Traditional song by the Bakuba men and women accompanied by various instruments
- Full Text: false
- Date Issued: 1965-00-00
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
An APPRAISAL analysis of the discourse of student assistants' reports at an Eastern Cape girls' boarding school
- Mpofu, Lindiwe, Adendorff, Ralph
- Authors: Mpofu, Lindiwe , Adendorff, Ralph
- Date: 2012
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/123052 , vital:35401 , https://doi.org/10.2989/16073614.2011.651943
- Description: This article reports on a pilot investigation into the language of assessment in a bi-weekly report system of an urban South African all-girls boarding school. The data are drawn principally from four student assistants working in one of the school’s hostels and are analysed using the theoretical framework of APPRAISAL. The focus is on the APPRAISAL resources that the stooges use in writing their reports, specifically their choices from the ATTITUDE and GRADUATION subsystems. Analysis indicates that Judgement and Affect instantiations, augmented by the use of Force rather than Focus, are dominant. There is also individual variation within the overarching prosody, indicating a difference between the ‘newer’ and the ‘older’ student assistants’ reports. We argue that such choices reflect and reaffirm the school’s core values and vision, the reports functioning as monitors of behaviour and as a means of aligning the learners with the school’s standards. The matron’s feedback is suggested to be an added measure of ensuring alignment with the school’s values.
- Full Text:
- Date Issued: 2012
- Authors: Mpofu, Lindiwe , Adendorff, Ralph
- Date: 2012
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/123052 , vital:35401 , https://doi.org/10.2989/16073614.2011.651943
- Description: This article reports on a pilot investigation into the language of assessment in a bi-weekly report system of an urban South African all-girls boarding school. The data are drawn principally from four student assistants working in one of the school’s hostels and are analysed using the theoretical framework of APPRAISAL. The focus is on the APPRAISAL resources that the stooges use in writing their reports, specifically their choices from the ATTITUDE and GRADUATION subsystems. Analysis indicates that Judgement and Affect instantiations, augmented by the use of Force rather than Focus, are dominant. There is also individual variation within the overarching prosody, indicating a difference between the ‘newer’ and the ‘older’ student assistants’ reports. We argue that such choices reflect and reaffirm the school’s core values and vision, the reports functioning as monitors of behaviour and as a means of aligning the learners with the school’s standards. The matron’s feedback is suggested to be an added measure of ensuring alignment with the school’s values.
- Full Text:
- Date Issued: 2012
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
Antiviral drug discovery: preparing for the next pandemic
- Adamson, Catherine S, Chibale, Kelly, Goss, Rebecca J M, Jaspars, Marcel, Newman, David J, Dorrington, Rosemary A
- Authors: Adamson, Catherine S , Chibale, Kelly , Goss, Rebecca J M , Jaspars, Marcel , Newman, David J , Dorrington, Rosemary A
- Date: 2021
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/177499 , vital:42827 , DOI: 10.1039/d0cs01118e
- Description: Clinically approved antiviral drugs are currently available for only 10 of the more than 220 viruses known to infect humans. The SARS-CoV-2 outbreak has exposed the critical need for compounds that can be rapidly mobilised for the treatment of re-emerging or emerging viral diseases, while vaccine development is underway. We review the current status of antiviral therapies focusing on RNA viruses, highlighting strategies for antiviral drug discovery and discuss the challenges, solutions and options to accelerate drug discovery efforts.
- Full Text:
- Date Issued: 2021
- Authors: Adamson, Catherine S , Chibale, Kelly , Goss, Rebecca J M , Jaspars, Marcel , Newman, David J , Dorrington, Rosemary A
- Date: 2021
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/177499 , vital:42827 , DOI: 10.1039/d0cs01118e
- Description: Clinically approved antiviral drugs are currently available for only 10 of the more than 220 viruses known to infect humans. The SARS-CoV-2 outbreak has exposed the critical need for compounds that can be rapidly mobilised for the treatment of re-emerging or emerging viral diseases, while vaccine development is underway. We review the current status of antiviral therapies focusing on RNA viruses, highlighting strategies for antiviral drug discovery and discuss the challenges, solutions and options to accelerate drug discovery efforts.
- Full Text:
- Date Issued: 2021