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Ultra-high precision machining of contact lens polymers

- Olufayo, Oluwole Ayodeji

Authors: Olufayo, Oluwole Ayodeji
Date: 2015
Subjects: Contact lenses , Polymers
Language: English
Type: Thesis , Doctoral , DPhil
Identifier: http://hdl.handle.net/10948/3001 , vital:20385
Description: Contact lens manufacture requires a high level of accuracy and surface integrity in the range of a few nanometres. Amidst numerous optical manufacturing techniques, single-point diamond turning is widely employed in the making of contact lenses due to its capability of producing optical surfaces of complex shapes and nanometric accuracy. For process optimisation, it is ideal to assess the effects of various conditions and also establish their relationships with the surface finish. Presently, there is little information available on the performance of single point diamond turning when machining contact lens polymers. Therefore, the research work undertaken herewith is aimed at testing known facts in contact lens diamond turning and investigating the performance of ultra-high precision manufacturing of contact lens polymers. Experimental tests were conducted on Roflufocon E, which is a commercially available contact lens polymer and on Precitech Nanoform Ultra-grind 250 precision machining. Tests were performed at varying cutting feeds, speed and depth of cut. Initial experimental tests investigated the influence of process factors affecting surface finish in the UHPM of lenses. The acquired data were statistically analysed using Response Surface Method (RSM) to create a model of the process. Subsequently, a model which uses Runge-Kutta’s fourth order non-linear finite series scheme was developed and adapted to deduce the force occurring at the tool tip. These forces were also statistically analysed and modelled to also predict the effects process factors have on cutting force. Further experimental tests were aimed at establishing the presence of the triboelectric wear phenomena occurring during polymer machining and identifying the most influential process factors. Results indicate that feed rate is a significant factor in the generation of high optical surface quality. In addition, the depth of cut was identified as a significant factor in the generation of low surface roughness in lenses. The influence some of these process factors had was notably linked to triboelectric effects. This tribological effect was generated from the continuous rubbing action of magnetised chips on the cutting tool. This further stresses the presence of high static charging during cutting. Moderately humid cutting conditions presented an adequate means for static charge control and displayed improved surface finishes. In all experimental tests, the feed rate was identified as the most significant factor within the range of cutting parameters employed. Hence, the results validated the fact that feed rate had a high influence in polymer machining. The work also established the relationship on how surface roughness of an optical lens responded to monitoring signals and parameters such as force, feed, speed and depth of cut during machining and it generated models for prediction of surface finishes and appropriate selection of parameters. Furthermore, the study provides a molecular simulation analysis for validating observed conditions occurring at the nanometric scale in polymer machining. This is novel in molecular polymer modelling. The outcome of this research has contributed significantly to the body of knowledge and has provided basic information in the area of precision manufacturing of optical components of high surface integrity such as contact lenses. The application of the research findings presented here cuts across various fields such as medicine, semi-conductors, aerospace, defence, telecom, lasers, instrumentation and life sciences.
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Date Issued: 2015

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Uncertainties in modelling hydrological responses in gauged and ungauged sub‐basins

- Tumbo, Madaka Harold

Authors: Tumbo, Madaka Harold
Date: 2015
Subjects: Hydrologic models , Watersheds -- Tanzania , Water-supply -- Tanzania -- Great Ruaha River Watershed , Water resources development -- Tanzania -- Great Ruaha River Watershed , Rain and rainfall -- Mathematical models , Rain gauges -- Tanzania -- Great Ruaha River Watershed , Great Ruaha River Watershed (Tanzania)
Language: English
Type: Thesis , Doctoral , PhD
Identifier: vital:6053 , http://hdl.handle.net/10962/d1018568
Description: The world is undergoing rapid changes and the future is uncertain. The changes are related to modification of the landscape due to human activities, such as large and small scale irrigation, afforestation and changes to the climate system. Understanding and predicting hydrologic change is one of the challenges facing hydrologists today. Part of this understanding can be developed from observed data, however, there often too few observations and those that are available are frequently affected by uncertainties. Hydrological models have become essential tools for understanding historical variations of catchment hydrology and for predicting future possible trends. However, most developing countries are faced with poor spatial distributions of rainfall and evaporation stations that provide the data used to force models, as well as stream flow gauging stations to provide the data for establishing models and for evaluating their success. Hydrological models are faced with a number of challenges which include poor input data (data quality and poorly quantified human activities on observed stream flow data), uncertainties associated with model complexity and structure, the methods used to quantify model parameters, together with the difficulties of understanding hydrological processes at the catchment or subbasin. Within hydrological modelling, there is currently a trend of dealing with equifinality through the evaluation of parameter identifiability and the quantification of uncertainty bands associated with the predictions of the model. Hydrological models should not only focus on reproducing the past behaviour of a basin, but also on evaluating the representativeness of the surface and subsurface model components and their ability to simulate reality for the correct reasons. Part of this modelling process therefore involves quantifying and including all the possible sources of uncertainty. Uncertainty analysis has become the standard approach to most hydrological modelling studies, but has yet to be effectively used in practical water resources assessment. This study applied a hydrological modelling approach for understanding the hydrology of a large Tanzanian drainage basin, the Great Ruaha River that has many areas that are ungauged and where the available data (climate, stream flow and existing water use) are subject to varying degrees of uncertainty. The Great Ruaha River (GRR) is an upstream tributary of the Rufiji River Basin within Tanzania and covers an area of 86 000 km2. The basin is drained by four main tributaries; the Upper Great Ruaha, the Kisigo, the Little Ruaha and the Lukosi. The majority of the runoff is generated from the Chunya escarpment, the Kipengere ranges and the Poroto Mountains. The runoff generated feeds the alluvial and seasonally flooded Usangu plains (including the Ihefu perennial swamp). The majority of the irrigation water use in the basin is located where headwater sub‐basins drain towards the Usangu plains. The overall objective was to establish uncertain but behavioural hydrological models that could be useful for future water resources assessments that are likely to include issues of land use change, changes in patterns of abstraction and water use, as well the possibility of change in future climates.
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Date Issued: 2015

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Uncle Noodle

- Krueger, Anton

Authors: Krueger, Anton
Date: 2015
Subjects: To be catalogued
Language: English
Type: text , article
Identifier: http://hdl.handle.net/10962/229676 , vital:49699 , xlink:href="https://hdl.handle.net/10520/EJC176906"
Description: “Ah,” he seemed surprised to see me, “Now you find out who really cares...” His kidneys hadn‟t been on the job in months, and with the machines failing, his hands were fattening into stubby yellow fingers, as the waste shored up inside of him. I touched his arm, and we joked about the broad blunt strokes of the casiotone the old dame played for the lunch-eaters next door. Uncle Noodle had always been my favourite. In a world where adults were always certain, ready to disdain and judge and pass verdict – I loved it that he was indecisive, insecure, unsure. Often wretched, often defeated. His heart had chasmed in the wake of his wife‟s leaving, finally dividing him from all his hopes, collapsing his dignity destroying his happiness machinery.
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Date Issued: 2015

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Understanding and modelling surface water-groundwater interactions

- Tanner, Jane L, Hughes, Denis A

Authors: Tanner, Jane L , Hughes, Denis A
Date: 2015
Subjects: To be catalogued
Language: English
Type: text , report
Identifier: http://hdl.handle.net/10962/438220 , vital:73444 , ISBN 978-1-4312-0630-8 , https://wrcwebsite.azurewebsites.net/wp-content/uploads/mdocs/2056%20-2-14.pdf
Description: The main objective of the total project was to contribute to the incorpo-ration of uncertainty assessments in practical water resource decision making in South Africa. The companion report addresses more general issues of uncertainty and hydrological modelling, while this report con-centrates on the uncertainties in both understanding and modelling the interactions between surface water and groundwater. Since groundwa-ter routines were added into the widely used Pitman model in the early 2000s by both Prof Hughes and Mr Karim Sami, the approaches have come under a great deal of criticism mainly from the geohydrological community of specialists within South Africa. Arguably, a great deal of this criticism is based on misunderstandings of the intention of adding groundwater routines into an existing surface water model. It was stated quite clearly at the time that this approach was not seen as a replace-ment for existing detailed numerical approaches to groundwater model-ling. The intention was to create a scientific and practical tool that could be used to simulate the complete hydrological cycle at the catchment scale so that integrated water resources decision making could be better supported.
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Date Issued: 2015

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Understanding climate variability and livelihoods adaptation in rural Zimbabwe : case of Charewa, Mutoko

- Bhatasara, Sandra

Authors: Bhatasara, Sandra
Date: 2015
Subjects: Climatic changes -- Zimbabwe -- Mutoko , Sustainable agriculture -- Zimbabwe -- Mutoko , Environmental impact analysis -- Zimbabwe -- Mutoko , Farmers -- Zimbabwe -- Mutoko -- Economic conditions , Food supply -- Zimbabwe -- Mutoko , Farms -- Zimbabwe -- Mutoko , Land use, Rural -- Zimbabwe -- Mutoko , Crops and climate -- Zimbabwe -- Mutoko
Language: English
Type: Thesis , Doctoral , PhD
Identifier: vital:3403 , http://hdl.handle.net/10962/d1018928 , Climatic changes -- Zimbabwe -- Mutoko , Sustainable agriculture -- Zimbabwe -- Mutoko , Environmental impact analysis -- Zimbabwe -- Mutoko , Farmers -- Zimbabwe -- Mutoko -- Economic conditions , Food supply -- Zimbabwe -- Mutoko , Farms -- Zimbabwe -- Mutoko , Land use, Rural -- Zimbabwe -- Mutoko , Crops and climate -- Zimbabwe -- Mutoko
Description: Rural farmers in Zimbabwe have been grappling with various changes and challenges occurring in the country since the early 1990s. Amongst these, climate variability has emerged as one significant aspect. It has introduced new challenges for these farmers who are already facing various difficulties in maintaining their insecure livelihoods. Yet, current adaptation theories and inquiries have failed to sufficiently account for and analyse the capacity of these farmers to adequately respond to changing climatic conditions. In this respect, a number of studies have been heavily embedded in deterministic concepts that regard rural farmers as passive victims who play only a minor part in decisions and actions that affect their own livelihoods and well-being. Similarly, although some studies have acknowledged farmers’ capacity to adapt and build elements of resilience, they have not adequately shown how farmers interpret changes in climate and the structures, processes and conditions underpinning adaptation. Following that, my study uses a case study of a rural community in a semi-arid region of Mutoko district in eastern Zimbabwe and Margaret Archer’s sociological theory to understand and analyse how farmers problematise climate variability and respond to it. The study utilises a qualitative approach to divulge the subtleties on how rural people interpret processes of change and adapt to such changes. The thesis found that farmers are encountering increasingly unpredictable and unreliable rainfall patterns as well as shifting temperature conditions which are inducing labyrinthian livelihoods conundrums. However, these climatic shifts are not being experienced in a discrete manner hence farmers are also discontented with the obtaining socio-economic circumstances in the country. Simultaneously, whilst farmers in large part conceived changes in rainfall and temperature to be caused by natural shifts in climate, they also ascribed them to cultural and religious facets. Importantly, the thesis reveals considerable resourcefulness by farmers in the face of nascent changes in climate variability. Farmers have therefore constructed versatile coping and adaptive strategies. What is crucial to mention here is that climatic and non-climatic challenges are negotiated concurrently. Therein, farmers are adapting to climate variability and at the same time navigating difficult socio-economic landscapes. All the same, the process of adaptation is ostensibly not straightforward but complex. As it evolves, farmers find themselves facing numerous constraining structures and processes. Nonetheless, farmers in this study are able to circumvent the constraints presented to them and at the same time activate the corresponding enabling structures, processes and conditions.
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Date Issued: 2015

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Understanding Grade 10 Life Sciences teachers’ perceptions and experiences of teaching topics on human reproduction

- Silas, Fenni

Authors: Silas, Fenni
Date: 2015
Subjects: Life sciences -- Study and teaching (Secondary) , Human reproduction -- Cross-cultural studies , Human reproduction -- Social aspects -- Namibia -- Ohangwena , Ohangwena (Namibia) -- Moral conditions , Taboo -- Namibia -- Ohangwena
Language: English
Type: Thesis , Masters , MEd
Identifier: vital:2062 , http://hdl.handle.net/10962/d1020305
Description: This study was conducted in order to understand Grade 10 Life Science teachers’ perceptions and experiences of teaching human reproduction topics in the Ohangwena political region in the northern part of Namibia. It also explored how the culture of the majority of the inhabitants of Ohangwena region who are Oshiwambo speaking impacts the teaching of human reproduction topics. The study was prompted by the fact that the Grade 10 Life Science syllabus requires learners to learn details of human reproduction although in Oshiwambo culture such things are not discussed openly. And this section has proven to be one of the poorly answered sections in the Grade 10 national examinations. A total of thirty five (35) Grade 10 Life Science teachers participated in this study. It is a qualitative case study underpinned by an interpretive paradigm. The unit of analysis for this study was teachers’ perceptions and experiences of teaching the topic of human reproduction. Data were generated through document analysis, questionnaires and tape recorded semi-structured interviews. Such data were analysed inductively by sorting them into categories and then into emerging themes. Categories included teachers’ views and experiences of being taught and teaching human reproduction, how culture influenced the manner in which teaching and learning of human reproduction takes place as stated in the socio-cultural theory, and how teachers of different gender perceived and experienced the teaching of human reproduction according to the feminist standpoint theory. The emerging themes were colour coded and then developed into analytical statements. Data triangulation, member checking, and follow up interviews ensured data validity and trustworthiness. This study revealed that the cultural belief of the Owambo people that prohibits adults to talk to children about things related to sex because it encourages them to practice sex is still strong among individuals in the community including teachers themselves. As a result, teachers are not comfortable with teaching human reproduction topics. From the findings, it is recommended that teachers should be empowered to teach Life Science, specifically human reproduction topics, with confidence. Furthermore, parents should be made aware of the importance of including human reproduction topics in the school curriculum so that they can motivate their children to study it with an open mind.
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Date Issued: 2015

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Understanding how Grade 11 Biology teachers mediate learning of respiration: A Namibian case study

- Amutenya, Laina N

Authors: Amutenya, Laina N
Date: 2015
Subjects: Biology -- Study and teaching (Secondary) -- Namibia , Respiration -- Study and teaching (Secondary) -- Namibia
Language: English
Type: Thesis , Masters , MEd
Identifier: vital:2020 , http://hdl.handle.net/10962/d1017331
Description: The new curriculum in Namibia has introduced a new approach to teaching and learning requiring teachers to make use of learners’ prior everyday knowledge (PEK) including indigenous knowledge (IK) and practical work/activities. It further emphasizes some variations in teaching methods such as; the use of analogies, the use of mind maps, and so forth with the aim to actively involve learners in the learning process and develop skills to solve global challenges. The emphasis is on understanding of knowledge, skills and the will to use them appropriately throughout their lives. The main aim of this study was to understand and document how Biology teachers mediate learning of the topic respiration. Informed by an interpretive paradigm, a qualitative case study was conducted at two secondary schools in the Kunene region. The participants were selected using a convenience sampling. Data were gathered using three main sources, namely, documents, semi-structured interview questions which culminated into a questionnaire and observations. Triangulation was thus used to give credibility, objectivity and validity to the interpretation of the data. Data analysis in this case study involved a multi-stage process of organizing, coding and categorizing, synthesizing and summarizing. The audio recorded lessons were transcribed into text and I analyzed data using a colour coding technique by segmenting and labelling text to identify descriptions and broad themes in the data. Vygotsky’s Mediation of Learning and Social Constructivism in conjunction with Shulman’s Pedagogical Content Knowledge (PCK) informed the data analysis process. Teacher-learner interactions were the main theme for mediation of learning (social constructivist perspective), hence during analysis I paid more attention to moments where interactions evolved and I used PCK to gain insights in teaching and instructional strategies used by teachers. The findings of this study revealed that: 1) teachers endeavor to use a variety of teaching methods such as the use of a mind maps and question and answer method. Learners were keen to ask questions in order to understand this topic. 2) The study also revealed that a lack of practical activities is one of the challenges teachers are faced with. Based on my research findings, I therefore suggest that there is a need for continuous professional development of biology teachers and capacity building in order to improve both their content and pedagogical content knowledge.
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Date Issued: 2015

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Understanding how grade 11 Biology teachers mediate learning of the topic on transpiration

- Frans, Marian Kauna Nyanyukweni

Authors: Frans, Marian Kauna Nyanyukweni
Date: 2015
Subjects: Biology -- Study and teaching (Secondary) , Plants -- Transpiration -- Study and teaching (Secondary) , Language and education
Language: English
Type: Thesis , Masters , MEd
Identifier: vital:2027 , http://hdl.handle.net/10962/d1017338
Description: This study emerged in response to the poor performance in Biology at my school. The Ministry of Education Biology (NSSCO) Examiners’ report (2011) for Paper 3 indicates that learners proved to have difficulties in designing experiments, failed to give a distinction between apparatus and the experiment. The 2012 Examiners’ report on transpiration also highlights that learners were not exposed to practical work. Furthermore, the 2012 report notes that teachers need to work on their learners’ drawing and spelling of terms. It is against this backdrop that a qualitative study was conducted at a school in Oshikoto, using a sample of two teachers. The study’s purpose was to investigate how grade 11 Biology teachers mediate learning of the topic on transpiration. Social Constructivism and Pedagogical Content Knowledge formed the framework used to analyse data gathered from document analysis, interviews and observations. The study findings were that teachers use locally available material for demonstration during practical work, elicit prior knowledge, use a chalkboard to summarise content to learners, and use a question and answer method as strategies in mediating learning on transpiration. In addition, the teachers use homework, scaffolding activities, group work, code-switching, feedback on activities, as well as the use of analogies. Despite efforts by participant teachers to mediate learning of transpiration, shortage of equipment for conducting practical work, poor English proficiency among teachers and learners, and little emphasis on graphing by the syllabus proved to be barriers to their efforts. This study thus recommends that in order to improve on teaching transpiration, teachers need to co-plan lessons, conduct practical work, code-switch during lessons, ensure effective assessment, and include lessons on graphing. Furthermore, teachers need continued training on how to teach transpiration.
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Date Issued: 2015

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Understanding how Grade 11 life sciences teachers mediate biodiversity concepts in a second language context : a case study

- Gqoloqa, Zingisa

Authors: Gqoloqa, Zingisa
Date: 2015
Subjects: Life sciences -- Study and teaching (Secondary) -- South Africa -- Eastern Cape , Language and education
Language: English
Type: Thesis , Masters , MEd
Identifier: vital:2028 , http://hdl.handle.net/10962/d1017339
Description: This research focused on an investigation of the pedagogy and strategies used by Grade 11 Life Sciences teachers when mediating Biodiversity concepts with English second language learners. My interest in this investigation was triggered by the Examiners’ Reports for Life Sciences from 2009 to 2012 which consistently noted learner challenges in answering, interpreting and analysing questions during exams. The reports highlighted learners’ lack of understanding of the questions which led to them providing irrelevant information in their exam scripts. These reports claimed that challenges experienced by these learners could be attributed to language issues experienced by English second language learners. Influenced by these reports, a qualitative case study of two Senior Secondary schools in East London, Eastern Cape South Africa was conducted. Underpinned by an interpretive paradigm and driven by the desire to achieve an in-depth understanding of the case under study, three phases of information gathering were followed. The first phase was that of gathering information through document analysis. Documents were analysed to gain insights and understanding of the issue before conducting interviews. The next phase was that of gathering information through semi-structured interviews followed by classroom observations. Findings from these observations were verified through stimulated recall interviews which provided clarity on the intentionality of choosing a certain method and strategy over another when assisting learners in making meaning of biodiversity concepts. The main findings of this study are that factors which limit learner understanding of biodiversity concepts are a result of a combination of factors such as failure to interpret questions, spelling problems which alter meaning of concepts and an inability to make distinctions among closely related concepts within the topic of Biodiversity. Responding to these factors, teachers demonstrated knowledge of a variety of teaching strategies to support learners. The choice of teaching strategies seemed to be guided by their experiences as well as the challenges they often encounter. Furthermore, teachers’ reflections on their practice provided opportunities for them to identify strengths and limitations of their choice of strategies and possibilities for improvement. It was also noted that factors such as large class sizes, gaps in content knowledge and a lack of detail in chalkboard summary limited the effectiveness of their teaching strategies. The study recommends that: • Teacher-learner ratio needs to be considered for effective support; • There is still a need to capacitate educators in environmental education. In-service training should focus on developing teacher understanding of foundational knowledge in life sciences; and • Teachers need to improve their chalkboard summary skills to increase the level of support that could be provided by comprehensive chalkboard summary through the elaboration of ideas
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Date Issued: 2015

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Understanding how grade 11 Physical Science teachers mediate learning of the topic distillation in the Kavango Region

- Shifafure, Andreas Muronga

Authors: Shifafure, Andreas Muronga
Date: 2015
Subjects: Science -- Study and teaching (Secondary) -- Namibia -- Kavango , Distillation -- Study and teaching (Secondary) -- Namibia -- Kavango , Teachers -- Training of -- Namibia -- Kavango , Community and school -- Namibia -- Kavango , Interdisciplinary approach to knowledge
Language: English
Type: Thesis , Masters , MEd
Identifier: vital:2046 , http://hdl.handle.net/10962/d1017357
Description: The National Curriculum of Education was implemented with the broad view of including all learners as laid out in the document Toward Education for All. The curriculum emphasised that the topic distillation should be studied. According to the Examiners Reports, the topic distillation is one of the topics where learners face difficulties in the Namibian Senior Secondary Certificate Ordinary (NSSCO) examination Grade 12. This led me to do research on understanding how Physical Science teachers mediate the topic distillation in Namibia specifically in the Kavango region. The study was carried out at two rural schools with two teachers teaching Grade 11. The community member who I asked to demonstrate the making of Kashipembe was also a participant during this study. Kashipembe is a local cultural brew alcohol beverage commonly made in the Kavango East and West Regions of Namibia, which was used as a learning context in this research study. The study used a qualitative case study underpinned by an interpretive paradigm. Data was generated through the use of document analysis, semi-structured interviews, stimulated recall interviews, lesson observations, brainstorming and practical demonstration of making Kashipembe. These different methods of data gathering were used with the aim of triangulating and validating the data. Therefore, my theoretical framework adopted Vygotsky’s (1986) mediation of learning, social constructivism and pedagogical content knowledge according to Shulman’s (1986) theory. The emergent themes were identified inductively and they were colour coded. These themes were later developed into analytic statements which were used in the study. The findings indicate that the use of community knowledge and experience during the teaching of scientific concepts like distillation is important. These findings can also be used by the practising teachers to make their teaching more effective in the curriculums where distillation is included. Therefore, the Namibian curriculum developers need to include this community knowledge in the curriculum to make it easier for the learners to make sense of the topic distillation.
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Date Issued: 2015

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Understanding how students' relationships with their cellphones inform their experience of social participation online and offline

- Oosthuizen, Jess

Authors: Oosthuizen, Jess
Date: 2015
Subjects: Cell phones -- South Africa -- Psychological aspects , Social participation , Cell phones -- South Africa -- Social aspects , College students -- South Africa , Social media addiction
Language: English
Type: Thesis , Masters , MA
Identifier: vital:3264 , http://hdl.handle.net/10962/d1017887
Description: The pervasive presence of cellphones in the lives of urban young people around the globe has led to widespread research to evaluate the impact that this device has on young people’s overall psychosocial development. This relationship is often characterised as “addictive”. This research study presents a unique South African youth perspective in a field of research that is predominantly conducted in the United States, Europe and Asia. It explores the relationship that students (ages 18–21) at Rhodes University have with their cellphones in order to understand how this device informs their experience of social participation online and offline. Central to the design of this study is a “social media detox” which involved the research participants volunteering to restrict their social media and cellphone use for an agreed-upon period of time. The study employs interpretative phenomenological analysis (IPA) to uncover key themes from in-depth interviews before and after the detox. Eight respondents were interviewed twice; once before and once after their detox. This study provides insights into the integral role of a cellphone as reported from a young adult’s perspective. Communicating on social media platforms using a cellphone has become normalised among this age-group and the respondents described how the cellphone feels like “a part of you”. Unlike interacting face-to-face which is potentially awkward and involves effort, socialising on a cellphone offers the respondents a sense of companionship, control and instant access to their peer groups. The respondents in this study seemed unaware of their own agency in social situations until their participation in the social media detox. By participating in this study, the participants became more aware of how their cellphone use influences social behaviour, both online and offline. The study proposes that the term “addiction” undermines the positive association young people have with their cellphones. Instead, this study suggests that “social fitness” would be a more relevant construct through which to encourage and support young people to exercise agency in their social lives. This exploratory study raises new questions for researchers, programme developers and educators to take up in future studies and programme development
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Date Issued: 2015

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Understanding policy making and policy implementation with reference to land redistribution in South Africa : case studies form the Eastern Cape

- Mbokazi, Nonzuzo Nomfundo Mbalenhle

Authors: Mbokazi, Nonzuzo Nomfundo Mbalenhle
Date: 2015
Subjects: Land reform -- South Africa -- Eastern Cape , Land reform -- Law and legislation -- South Africa , Land reform -- Case studies , Agriculture and state -- South Africa , South Africa -- Economic conditions -- 1918-1961 , South Africa -- Economic conditions -- 1961-1991 , South Africa -- Economic conditions -- 1991- , Reconstruction and Development Programme (South Africa)
Language: English
Type: Thesis , Masters , MSocSc
Identifier: vital:3394 , http://hdl.handle.net/10962/d1018197
Description: This thesis focuses on land reform in post-apartheid South Africa and specifically on land redistribution, as one of the main pillars of land reform. There have been many studies undertaken on land redistribution in South Africa and these studies offer deep criticisms of the prevailing land redistribution model (a market-led, but state-assisted model) and the ways in which this model has failed to meaningfully address colonial dispossession of land. Further, studies have focused on post-redistribution livelihoods of farmers and the many challenges they face. One significant gap in the prevailing literature is a sustained focus on the state itself, and particularly questions around policy formation and implementation processes pertaining to land redistribution. Delving into policy processes is invariably a difficult task because outsider access to intra-state processes is fraught with problems. But a full account of land redistribution in South Africa demands sensitivity to processes internal to the state. Because of this, it is hoped that this thesis makes a contribution to the existing South African land redistribution literature. In pursuing the thesis objective, I undertook research amongst farmers on selected redistributed farms outside Grahamstown in the Eastern Cape, as well as engaging with both current and former state land officials. Based on the evidence, it is clear that the policy process around land in South Africa is a complex and convoluted process marked not only by consensus-making and combined activities but also by tensions and conflicts. This, I would argue, is the norm with regard to what states do and how they work.
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Date Issued: 2015

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Understanding the poverty-reducing livelihoods of child support grant caregivers in Riebeeck East, South Africa

- Chikukwa, Vimbainashe

Authors: Chikukwa, Vimbainashe
Date: 2015
Subjects: Archer, Margaret Scotford -- Political and social views , Child caregivers -- South Africa -- Riebeek-Oos , Public welfare -- South Africa -- Riebeek-Oos , Grants-in-aid -- South Africa -- Riebeek-Oos , Poverty -- South Africa -- Riebeek-Oos , Critical realism , South Africa -- Social conditions -- 1994- , South Africa -- Economic conditions -- 1991-
Language: English
Type: Thesis , Masters , MSocSc
Identifier: vital:3393 , http://hdl.handle.net/10962/d1018196
Description: In 1994, racial domination in the form of apartheid ended in South Africa and the first postapartheid government was elected through a non-racial and democratic franchise. The new government inherited an entrenched system of racial inequality as well as widespread poverty amongst the formerly oppressed population, and it sought to address these challenges through policies of redistribution based on a new progressive constitution which emphasised the realisation of socio-economic rights. At the same time, and despite its redistributive measures, the post-apartheid government has pursued a macro-economic strategy with pronounced neoliberal dimensions. One of its critical redistributive measures focuses on social assistance to poor blacks, and this has entailed the construction and expansion of a massive social grant system including the child support grant which is received by millions of black South Africans on a monthly basis. The objective of this thesis is to examine and understand the livelihoods of child support grant recipients (or caregivers) in the context of conditions of extreme vulnerability marked by poverty. It does so by focusing on the small town of Riebeek East located in the Eastern Cape Province of South Africa. Though undoubtedly child support grant caregivers are victims of poverty, the thesis demonstrates that they are not without agency. They exist in structural conditions of vulnerability and poverty, but they nevertheless seek to manoeuvre and negotiate their way in and through their conditions of existence. This does not necessarily alleviate their poverty in any significant manner but it does show evidence of reflexivity, decision-making and responsibility in the pursuit of livelihood practices and outcomes. In making this argument, I draw upon the mega-theory of Margaret Archer (specifically, her morphogenetic approach) and the more middle-level perspective of the Sustainable Livelihoods Framework. Beyond contributing to the prevailing academic literature on the child support grant in South Africa, this thesis also hopefully makes a small contribution to controversies about structure and agency within sociology.
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Date Issued: 2015

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Understanding workplace bullying in SMME's of South Africa

- Bruère, Hildé

Authors: Bruère, Hildé
Date: 2015
Subjects: Bullying in the workplace -- South Africa , Business enterprises -- South Africa
Language: English
Type: Thesis , Masters , MBA
Identifier: vital:8844 , http://hdl.handle.net/10948/d1020092
Description: Workplace bullying is a modern day problem which employers cannot afford to ignore. The impact on both the business (or organisation) and individual is of such a nature that research is needed to understand it better and to determine the extent to which it is present in the business or organisation. Research thus far covered the prevalence, consequences and causes of bullying in the organisation. Various methods to counteract and prevent it have been investigated, but with reference to the South African context knowledge is lacking. This study focuses on workplace bullying in SMMEs as very little research has been done in this field. The purpose of this study is to be able to provide a framework for managers as to how to deal, prevent and minimise workplace bullying in SMMEs of South Africa. A convenient sample was selected and information was gathered by means of a questionnaire. A quantitative study was executed and the prevalence of bullying in the SMMEs was established and a number of independent variables were tested. The independent variables researched were managerial training, awareness training, a corporate anti-bullying policy, risk assessment and mediation. The main findings were that bullying in SMMEs is indeed prevalent, but that the independent variables did not deliver significant correlations. The practical implications for managers are that strategies and tools used in larger organisations are not applicable in SMMEs. The workplace environment of the SMME is unique and different methods and tools must be identified and applied in combatting workplace bullying. The contribution of this study is that managers in South Africa across the broad industrial spectrum must realise that bullying is prevalent and that corporate policies and measures must be put in place to address it. It can no longer be ignored and further research on the subject must be encouraged.
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Date Issued: 2015

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