Synoptic circulation patterns and its relationship with ground thermal characteristics along an altitudinal transect on sub-Antarctic Marion Island
- Authors: Bierman, Stefni
- Date: 2014
- Language: English
- Type: Thesis , Masters , MSc (Geography)
- Identifier: vital:11516 , http://hdl.handle.net/10353/d1015532
- Description: The climate of Marion Island is driven by synoptic weather patterns which have also been suggested to influence the soil thermal characteristics. The primary aim of this work was to examine the effect of synoptic weather systems on soil temperature dynamics on an altitudinal gradient on the eastern side of Marion Island. The study specifically addresses the implications of climate change on future soil thermal dynamics in a maritime sub-Antarctic environment. Ground temperature were obtained from three ground temperature monitoring stations on the eastern side of Marion Island, which were established along an altitudinal gradient at Long Ridge North (200m a.s.l.), Katedraalkrans (750m a.s.l) and at Delta Extension (1000m a.s.l.). To assess the synoptic weather circulation patterns, a synoptic climate classification methodology that is based on the single station principal component (PCA) and cluster analysis were used. Results show that certain clusters were more dominant than others and over the measured time span certain synoptic weather patterns, mainly cyclonic air circulation types, have decreased while anticyclonic circulation have increased. Soil frost occurs at all three stations on Marion Island, not only under cyclonic circulations (as previously suggested) but significantly under anticyclonic air mass circulation as well. Soil frost is dependent on the duration of post-cyclonic Antarctic air mass circulation. Synoptic weather patterns are also affecting ground surface lapse rates. Changes from positive to negative lapse rates were observed and this predominantly occurred under the atmospheric circulation pattern associated with clusters that are predominantly anticyclonic. Long term climatic change as predicted by the PCA show a reduction in low pressure systems or more anticyclonic conditions affecting the island. These change will significantly affect the soil thermal dynamics at an altitudinal scale on sub-Antarctic Marion Island.
- Full Text:
- Date Issued: 2014
- Authors: Bierman, Stefni
- Date: 2014
- Language: English
- Type: Thesis , Masters , MSc (Geography)
- Identifier: vital:11516 , http://hdl.handle.net/10353/d1015532
- Description: The climate of Marion Island is driven by synoptic weather patterns which have also been suggested to influence the soil thermal characteristics. The primary aim of this work was to examine the effect of synoptic weather systems on soil temperature dynamics on an altitudinal gradient on the eastern side of Marion Island. The study specifically addresses the implications of climate change on future soil thermal dynamics in a maritime sub-Antarctic environment. Ground temperature were obtained from three ground temperature monitoring stations on the eastern side of Marion Island, which were established along an altitudinal gradient at Long Ridge North (200m a.s.l.), Katedraalkrans (750m a.s.l) and at Delta Extension (1000m a.s.l.). To assess the synoptic weather circulation patterns, a synoptic climate classification methodology that is based on the single station principal component (PCA) and cluster analysis were used. Results show that certain clusters were more dominant than others and over the measured time span certain synoptic weather patterns, mainly cyclonic air circulation types, have decreased while anticyclonic circulation have increased. Soil frost occurs at all three stations on Marion Island, not only under cyclonic circulations (as previously suggested) but significantly under anticyclonic air mass circulation as well. Soil frost is dependent on the duration of post-cyclonic Antarctic air mass circulation. Synoptic weather patterns are also affecting ground surface lapse rates. Changes from positive to negative lapse rates were observed and this predominantly occurred under the atmospheric circulation pattern associated with clusters that are predominantly anticyclonic. Long term climatic change as predicted by the PCA show a reduction in low pressure systems or more anticyclonic conditions affecting the island. These change will significantly affect the soil thermal dynamics at an altitudinal scale on sub-Antarctic Marion Island.
- Full Text:
- Date Issued: 2014
An investigation into the recruitment procedures in the Public Service: a case study of the Ministry of Labour, Public Service and Human Resources Development- Republic of South Sudan-Juba
- Authors: Khamis, Emmanuel Abusingia
- Date: 2013
- Subjects: Employees -- Recruiting -- South Sudan , Public service employment -- South Sudan , Civil service -- South Sudan , Manpower policy -- South Sudan , Human capital -- South Sudan
- Language: English
- Type: Thesis , Masters , MPA
- Identifier: vital:11650 , http://hdl.handle.net/10353/d1006965 , Employees -- Recruiting -- South Sudan , Public service employment -- South Sudan , Civil service -- South Sudan , Manpower policy -- South Sudan , Human capital -- South Sudan
- Description: This document is a research report (Thesis) on the topic an Investigation in to the Recruitment Procedures in the Public Service a case study of the Ministry of Labour Public Service and Human Resource Development Republic of South Sudan. In line with the objectives, the study established a significant number of policies and legislations that guide recruitment in the ministry and in the South Sudan Public Service. The findings of the study revealed that recruitment procedures exist in the public service of South Sudan amidst challenges. The researcher provided recommendations to the challenges in the last chapter of this thesis. However, there will be a need for further research on some of the issues that affect recruitment in the ministry as provided by the respondents of this study. These issues are discussed in chapter four. Thus recruitment is very important to research on further in the Public Service of South Sudan so as to ensure efficient and effective service delivery through recruiting competent staff.
- Full Text:
- Date Issued: 2013
- Authors: Khamis, Emmanuel Abusingia
- Date: 2013
- Subjects: Employees -- Recruiting -- South Sudan , Public service employment -- South Sudan , Civil service -- South Sudan , Manpower policy -- South Sudan , Human capital -- South Sudan
- Language: English
- Type: Thesis , Masters , MPA
- Identifier: vital:11650 , http://hdl.handle.net/10353/d1006965 , Employees -- Recruiting -- South Sudan , Public service employment -- South Sudan , Civil service -- South Sudan , Manpower policy -- South Sudan , Human capital -- South Sudan
- Description: This document is a research report (Thesis) on the topic an Investigation in to the Recruitment Procedures in the Public Service a case study of the Ministry of Labour Public Service and Human Resource Development Republic of South Sudan. In line with the objectives, the study established a significant number of policies and legislations that guide recruitment in the ministry and in the South Sudan Public Service. The findings of the study revealed that recruitment procedures exist in the public service of South Sudan amidst challenges. The researcher provided recommendations to the challenges in the last chapter of this thesis. However, there will be a need for further research on some of the issues that affect recruitment in the ministry as provided by the respondents of this study. These issues are discussed in chapter four. Thus recruitment is very important to research on further in the Public Service of South Sudan so as to ensure efficient and effective service delivery through recruiting competent staff.
- Full Text:
- Date Issued: 2013
Reasons for failure of students nurses to present themselves for assessment of clinical skills at a public nursing college in the Eastern cape province
- Senti, Nomandithini Innocent
- Authors: Senti, Nomandithini Innocent
- Date: 2013
- Subjects: Nursing students -- South Africa -- Eastern Cape , Nurses -- Attitudes -- South Africa -- Eastern Cape , Nurses -- In-service training -- South Africa -- Eastern Cape , Nurses -- Rating of -- South Africa -- Eastern Cape , Nurses -- Supervision of -- South Africa -- Eastern Cape , Nursing -- Ability testing -- Examinations , Nursing -- Standards -- South Africa -- Eastern Cape , Nursing assessment -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MSc (Nursing Science)
- Identifier: vital:11907 , http://hdl.handle.net/10353/d1006828 , Nursing students -- South Africa -- Eastern Cape , Nurses -- Attitudes -- South Africa -- Eastern Cape , Nurses -- In-service training -- South Africa -- Eastern Cape , Nurses -- Rating of -- South Africa -- Eastern Cape , Nurses -- Supervision of -- South Africa -- Eastern Cape , Nursing -- Ability testing -- Examinations , Nursing -- Standards -- South Africa -- Eastern Cape , Nursing assessment -- South Africa -- Eastern Cape
- Description: The focus of this study was to explore reasons for the failure of student nurses to present themselves for assessment of clinical skills at a public nursing college in the Eastern Cape. The objectives were to explore and describe reasons why these student nurses were not presenting themselves for such assessment of clinical skills; to develop strategies to motivate them to present themselves for clinical skills assessment; and to make recommendations for assessment of clinical skills. The population of the study was the second and the third-year student nurses undergoing a four-year comprehensive diploma course at a public college of nursing in the Eastern Cape. Non-probability convenience sampling was used. The research questions were, firstly, why the student nurses were not presenting themselves for assessment of clinical skills? Secondly, what recommendations could be made to motivate the student nurses to present themselves for clinical skills assessment? A qualitative, explorative, descriptive and contextual research design was used. Focus group interviews with six participants per group were used to collect data. The total number of participants five focus groups was 30 by the time data saturation was reached. Data were collected following the research question, “Why are you not presenting yourselves for clinical skill assessment?” Their responses were recorded using audiotape and notes with the help of an experienced colleague. Data was analysed following Teschʼs method. Findings presented one theme, being the reason for students not presenting themselves for feedback or delaying to do so. Categories indicated that students were afraid and overwhelmed with anxiety; had too much work to do; unpreparedness for learnt skills; equipment and resources; lack of confidence; and busy ward schedules. Subcategories included lecturersʼ attitude; unfamiliarity to lecturers accompanying them; having to study to master a lot of theory; having to prepare for many tests; unavailability of lecturers to mentor them; unavailability of unit professional nurses to guide them; reluctance of patients to be used for practising skills; a tendency not to practise skills; too many students; being used as work force; placement objectives; use of dolls for demonstration; tools used to support learning making reference to obsolete equipment; all skills demonstrated at the same time; lecturers improvising when they are demonstrating some skills, and not being released for practising of skills. The focus of this study was to explore reasons for the failure of student nurses to present themselves for assessment of clinical skills at a public nursing college in the Eastern Cape. The objectives were to explore and describe reasons why these student nurses were not presenting themselves for such assessment of clinical skills; to develop strategies to motivate them to present themselves for clinical skills assessment; and to make recommendations for assessment of clinical skills. The population of the study was the second and the third-year student nurses undergoing a four-year comprehensive diploma course at a public college of nursing in the Eastern Cape. Non-probability convenience sampling was used. The research questions were, firstly, why the student nurses were not presenting themselves for assessment of clinical skills? Secondly, what recommendations could be made to motivate the student nurses to present themselves for clinical skills assessment? A qualitative, explorative, descriptive and contextual research design was used. Focus group interviews with six participants per group were used to collect data. The total number of participants five focus groups was 30 by the time data saturation was reached. Data were collected following the research question, “Why are you not presenting yourselves for clinical skill assessment?” Their responses were recorded using audiotape and notes with the help of an experienced colleague. Data was analysed following Teschʼs method. Findings presented one theme, being the reason for students not presenting themselves for feedback or delaying to do so. Categories indicated that students were afraid and overwhelmed with anxiety; had too much work to do; unpreparedness for learnt skills; equipment and resources; lack of confidence; and busy ward schedules. Subcategories included lecturersʼ attitude; unfamiliarity to lecturers accompanying them; having to study to master a lot of theory; having to prepare for many tests; unavailability of lecturers to mentor them; unavailability of unit professional nurses to guide them; reluctance of patients to be used for practising skills; a tendency not to practise skills; too many students; being used as work force; placement objectives; use of dolls for demonstration; tools used to support learning making reference to obsolete equipment; all skills demonstrated at the same time; lecturers improvising when they are demonstrating some skills, and not being released for practising of skills. The researcher concluded that students had valid reasons for not presenting themselves for assessment of clinical skills but this could be rectified through the involvement of lectures, ward staff as well as students themselves. The researcher recommended that effective communication between the staff in clinical areas and the college is needed. Clinical laboratories needed laboratory managers and had to be well equipped. A revision of the student-lecturer ratio form feed-back on skills is also suggested.The researcher concluded that students had valid reasons for not presenting themselves for assessment of clinical skills but this could be rectified through the involvement of lectures, ward staff as well as students themselves. The researcher recommended that effective communication between the staff in clinical areas and the college is needed. Clinical laboratories needed laboratory managers and had to be well equipped. A revision of the student-lecturer ratio for feed-back on skills is also suggested.
- Full Text:
- Date Issued: 2013
- Authors: Senti, Nomandithini Innocent
- Date: 2013
- Subjects: Nursing students -- South Africa -- Eastern Cape , Nurses -- Attitudes -- South Africa -- Eastern Cape , Nurses -- In-service training -- South Africa -- Eastern Cape , Nurses -- Rating of -- South Africa -- Eastern Cape , Nurses -- Supervision of -- South Africa -- Eastern Cape , Nursing -- Ability testing -- Examinations , Nursing -- Standards -- South Africa -- Eastern Cape , Nursing assessment -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MSc (Nursing Science)
- Identifier: vital:11907 , http://hdl.handle.net/10353/d1006828 , Nursing students -- South Africa -- Eastern Cape , Nurses -- Attitudes -- South Africa -- Eastern Cape , Nurses -- In-service training -- South Africa -- Eastern Cape , Nurses -- Rating of -- South Africa -- Eastern Cape , Nurses -- Supervision of -- South Africa -- Eastern Cape , Nursing -- Ability testing -- Examinations , Nursing -- Standards -- South Africa -- Eastern Cape , Nursing assessment -- South Africa -- Eastern Cape
- Description: The focus of this study was to explore reasons for the failure of student nurses to present themselves for assessment of clinical skills at a public nursing college in the Eastern Cape. The objectives were to explore and describe reasons why these student nurses were not presenting themselves for such assessment of clinical skills; to develop strategies to motivate them to present themselves for clinical skills assessment; and to make recommendations for assessment of clinical skills. The population of the study was the second and the third-year student nurses undergoing a four-year comprehensive diploma course at a public college of nursing in the Eastern Cape. Non-probability convenience sampling was used. The research questions were, firstly, why the student nurses were not presenting themselves for assessment of clinical skills? Secondly, what recommendations could be made to motivate the student nurses to present themselves for clinical skills assessment? A qualitative, explorative, descriptive and contextual research design was used. Focus group interviews with six participants per group were used to collect data. The total number of participants five focus groups was 30 by the time data saturation was reached. Data were collected following the research question, “Why are you not presenting yourselves for clinical skill assessment?” Their responses were recorded using audiotape and notes with the help of an experienced colleague. Data was analysed following Teschʼs method. Findings presented one theme, being the reason for students not presenting themselves for feedback or delaying to do so. Categories indicated that students were afraid and overwhelmed with anxiety; had too much work to do; unpreparedness for learnt skills; equipment and resources; lack of confidence; and busy ward schedules. Subcategories included lecturersʼ attitude; unfamiliarity to lecturers accompanying them; having to study to master a lot of theory; having to prepare for many tests; unavailability of lecturers to mentor them; unavailability of unit professional nurses to guide them; reluctance of patients to be used for practising skills; a tendency not to practise skills; too many students; being used as work force; placement objectives; use of dolls for demonstration; tools used to support learning making reference to obsolete equipment; all skills demonstrated at the same time; lecturers improvising when they are demonstrating some skills, and not being released for practising of skills. The focus of this study was to explore reasons for the failure of student nurses to present themselves for assessment of clinical skills at a public nursing college in the Eastern Cape. The objectives were to explore and describe reasons why these student nurses were not presenting themselves for such assessment of clinical skills; to develop strategies to motivate them to present themselves for clinical skills assessment; and to make recommendations for assessment of clinical skills. The population of the study was the second and the third-year student nurses undergoing a four-year comprehensive diploma course at a public college of nursing in the Eastern Cape. Non-probability convenience sampling was used. The research questions were, firstly, why the student nurses were not presenting themselves for assessment of clinical skills? Secondly, what recommendations could be made to motivate the student nurses to present themselves for clinical skills assessment? A qualitative, explorative, descriptive and contextual research design was used. Focus group interviews with six participants per group were used to collect data. The total number of participants five focus groups was 30 by the time data saturation was reached. Data were collected following the research question, “Why are you not presenting yourselves for clinical skill assessment?” Their responses were recorded using audiotape and notes with the help of an experienced colleague. Data was analysed following Teschʼs method. Findings presented one theme, being the reason for students not presenting themselves for feedback or delaying to do so. Categories indicated that students were afraid and overwhelmed with anxiety; had too much work to do; unpreparedness for learnt skills; equipment and resources; lack of confidence; and busy ward schedules. Subcategories included lecturersʼ attitude; unfamiliarity to lecturers accompanying them; having to study to master a lot of theory; having to prepare for many tests; unavailability of lecturers to mentor them; unavailability of unit professional nurses to guide them; reluctance of patients to be used for practising skills; a tendency not to practise skills; too many students; being used as work force; placement objectives; use of dolls for demonstration; tools used to support learning making reference to obsolete equipment; all skills demonstrated at the same time; lecturers improvising when they are demonstrating some skills, and not being released for practising of skills. The researcher concluded that students had valid reasons for not presenting themselves for assessment of clinical skills but this could be rectified through the involvement of lectures, ward staff as well as students themselves. The researcher recommended that effective communication between the staff in clinical areas and the college is needed. Clinical laboratories needed laboratory managers and had to be well equipped. A revision of the student-lecturer ratio form feed-back on skills is also suggested.The researcher concluded that students had valid reasons for not presenting themselves for assessment of clinical skills but this could be rectified through the involvement of lectures, ward staff as well as students themselves. The researcher recommended that effective communication between the staff in clinical areas and the college is needed. Clinical laboratories needed laboratory managers and had to be well equipped. A revision of the student-lecturer ratio for feed-back on skills is also suggested.
- Full Text:
- Date Issued: 2013
Relative deprivation and relative gratification as predictors of intergroup discrimination: can prejudice be reduced by equality?
- Authors: Neuwenhuis, Bridgitte
- Date: 2009
- Subjects: Collective behavior , Social perception , Intergroup relations , Deprivation (Psychology)
- Language: English
- Type: Thesis , Masters , M Soc Sc (Psych)
- Identifier: vital:11608 , http://hdl.handle.net/10353/147 , Collective behavior , Social perception , Intergroup relations , Deprivation (Psychology)
- Description: It has long been identified that relative deprivation increases prejudice. Guimond and Dambrun (2002) demonstrated that relative gratification, as the opposite of relative deprivation, is also an important variable in predicting intergroup discrimination. Guimond and Dambrun (2002), further suggest that in order to prevent destructive conflicts between groups, such as intergroup discrimination, the goal of equality rather than economic improvements has to be kept in mind. The present paper will report three experiments which aimed to replicate Guimond and Dambrun’s (2002) findings on relative deprivation and relative gratification and which further aimed to test their proposal that equality would reduce prejudice. The results of the three experiments confirmed the predicted effects of relative deprivation and relative gratification on intergroup discrimination. However, the results did not confirm that equality reduces prejudice. Methodological and theoretical reasons for these results are provided and discussed in detail.
- Full Text:
- Date Issued: 2009
- Authors: Neuwenhuis, Bridgitte
- Date: 2009
- Subjects: Collective behavior , Social perception , Intergroup relations , Deprivation (Psychology)
- Language: English
- Type: Thesis , Masters , M Soc Sc (Psych)
- Identifier: vital:11608 , http://hdl.handle.net/10353/147 , Collective behavior , Social perception , Intergroup relations , Deprivation (Psychology)
- Description: It has long been identified that relative deprivation increases prejudice. Guimond and Dambrun (2002) demonstrated that relative gratification, as the opposite of relative deprivation, is also an important variable in predicting intergroup discrimination. Guimond and Dambrun (2002), further suggest that in order to prevent destructive conflicts between groups, such as intergroup discrimination, the goal of equality rather than economic improvements has to be kept in mind. The present paper will report three experiments which aimed to replicate Guimond and Dambrun’s (2002) findings on relative deprivation and relative gratification and which further aimed to test their proposal that equality would reduce prejudice. The results of the three experiments confirmed the predicted effects of relative deprivation and relative gratification on intergroup discrimination. However, the results did not confirm that equality reduces prejudice. Methodological and theoretical reasons for these results are provided and discussed in detail.
- Full Text:
- Date Issued: 2009
The impact of a career development programme on career maturity and academic motivation
- Authors: Miles, Jean
- Date: 2008
- Subjects: Vocational guidance , Motivation in education
- Language: English
- Type: Thesis , Masters , M Soc Sc (Psych)
- Identifier: vital:11602 , http://hdl.handle.net/10353/143 , Vocational guidance , Motivation in education
- Description: The present study addresses the problems experienced by South African youth in making effective, informed career decisions. The goal of this study was to determine the effect of a career intervention programme on the career maturity and academic motivation of Grade 11 learners at Alphendale High School. Furthermore, the relationship between career maturity and academic motivation was explored. Using a pre-post test quasi-xperimental design it could be demonstrated that different dimensions of the learners’ career maturity and their academic motivation improved subsequent to the career intervention programme and therefore underscored the value of a career intervention programme.
- Full Text:
- Date Issued: 2008
- Authors: Miles, Jean
- Date: 2008
- Subjects: Vocational guidance , Motivation in education
- Language: English
- Type: Thesis , Masters , M Soc Sc (Psych)
- Identifier: vital:11602 , http://hdl.handle.net/10353/143 , Vocational guidance , Motivation in education
- Description: The present study addresses the problems experienced by South African youth in making effective, informed career decisions. The goal of this study was to determine the effect of a career intervention programme on the career maturity and academic motivation of Grade 11 learners at Alphendale High School. Furthermore, the relationship between career maturity and academic motivation was explored. Using a pre-post test quasi-xperimental design it could be demonstrated that different dimensions of the learners’ career maturity and their academic motivation improved subsequent to the career intervention programme and therefore underscored the value of a career intervention programme.
- Full Text:
- Date Issued: 2008
- «
- ‹
- 1
- ›
- »