Public Policy and Municipal Financial Management: PAD 311
- Authors: Ijeoma, E O C , Mello, D
- Date: 2011-06
- Language: English
- Type: Examination paper
- Identifier: vital:18271 , http://hdl.handle.net/10353/d1011267
- Description: Public Policy and Municipal Financial Management: PAD 311, degree examination June 2011.
- Full Text: false
- Date Issued: 2011-06
- Authors: Ijeoma, E O C , Mello, D
- Date: 2011-06
- Language: English
- Type: Examination paper
- Identifier: vital:18271 , http://hdl.handle.net/10353/d1011267
- Description: Public Policy and Municipal Financial Management: PAD 311, degree examination June 2011.
- Full Text: false
- Date Issued: 2011-06
Living with HIV/AIDS in King Williams Town, Eastern Cape
- Authors: Chinyama, Ephraim
- Date: 2012
- Subjects: AIDS (Disease) -- South Africa -- Eastern Cape , HIV-positive persons -- South Africa -- Eastern Cape , HIV-positive persons -- Social aspects -- South Africa -- Eastern Cape , King William's Town (South Africa)
- Language: English
- Type: Thesis , Masters , M Soc Sc (Rural Development)
- Identifier: vital:11956 , http://hdl.handle.net/10353/d1005964 , AIDS (Disease) -- South Africa -- Eastern Cape , HIV-positive persons -- South Africa -- Eastern Cape , HIV-positive persons -- Social aspects -- South Africa -- Eastern Cape , King William's Town (South Africa)
- Description: This study examines the lifestyle decisions of people who are diagnosed with HIV/AIDS in King Williams Town, Eastern Cape. The study was motivated by the ever growing number of people who are now living with HIV/AIDS. Therefore the researcher intended to examine their decisions regarding sexual choices, reproductive health, diet, physical fitness and their coping strategies. The study found that there is very low uptake of Voluntary Counseling and Testing (VCT). Most people only get tested if they are compelled by other factors, like illness and pregnancy. It also found that HIV positive people continue to engage in risky sexual behaviour regardless of their positive status. In addition it also found that HIV positive status does not affect sexual activity and social support from family and friends is a very important factor that is helping the respondents to cope with HIV diagnosis.
- Full Text:
- Date Issued: 2012
- Authors: Chinyama, Ephraim
- Date: 2012
- Subjects: AIDS (Disease) -- South Africa -- Eastern Cape , HIV-positive persons -- South Africa -- Eastern Cape , HIV-positive persons -- Social aspects -- South Africa -- Eastern Cape , King William's Town (South Africa)
- Language: English
- Type: Thesis , Masters , M Soc Sc (Rural Development)
- Identifier: vital:11956 , http://hdl.handle.net/10353/d1005964 , AIDS (Disease) -- South Africa -- Eastern Cape , HIV-positive persons -- South Africa -- Eastern Cape , HIV-positive persons -- Social aspects -- South Africa -- Eastern Cape , King William's Town (South Africa)
- Description: This study examines the lifestyle decisions of people who are diagnosed with HIV/AIDS in King Williams Town, Eastern Cape. The study was motivated by the ever growing number of people who are now living with HIV/AIDS. Therefore the researcher intended to examine their decisions regarding sexual choices, reproductive health, diet, physical fitness and their coping strategies. The study found that there is very low uptake of Voluntary Counseling and Testing (VCT). Most people only get tested if they are compelled by other factors, like illness and pregnancy. It also found that HIV positive people continue to engage in risky sexual behaviour regardless of their positive status. In addition it also found that HIV positive status does not affect sexual activity and social support from family and friends is a very important factor that is helping the respondents to cope with HIV diagnosis.
- Full Text:
- Date Issued: 2012
Locus of Human Empowerment: TST 311
- Authors: Williams, D T , Harold, G
- Date: 2011-06
- Language: English
- Type: Examination paper
- Identifier: vital:18169 , http://hdl.handle.net/10353/d1011107
- Description: Locus of Human Empowerment: TST 311, degree examination June 2011.
- Full Text: false
- Date Issued: 2011-06
- Authors: Williams, D T , Harold, G
- Date: 2011-06
- Language: English
- Type: Examination paper
- Identifier: vital:18169 , http://hdl.handle.net/10353/d1011107
- Description: Locus of Human Empowerment: TST 311, degree examination June 2011.
- Full Text: false
- Date Issued: 2011-06
Intercultural Communication: CMS 223
- Chigovanyika, M, Osunkule, O
- Authors: Chigovanyika, M , Osunkule, O
- Date: 2009-11
- Language: English
- Type: Examination paper
- Identifier: vital:18347 , http://hdl.handle.net/10353/d1011476
- Description: Intercultural Communication: CMS 223, examination November 2009.
- Full Text: false
- Date Issued: 2009-11
- Authors: Chigovanyika, M , Osunkule, O
- Date: 2009-11
- Language: English
- Type: Examination paper
- Identifier: vital:18347 , http://hdl.handle.net/10353/d1011476
- Description: Intercultural Communication: CMS 223, examination November 2009.
- Full Text: false
- Date Issued: 2009-11
Biomechanical Analysis of Movement: HUS 514
- Xoxo, T, Lyoko, P, Travill, A
- Authors: Xoxo, T , Lyoko, P , Travill, A
- Date: 2011-06
- Language: English
- Type: Examination paper
- Identifier: vital:18249 , http://hdl.handle.net/10353/d1011243
- Description: Biomechanical Analysis of Movement: HUS 514, degree examination June 2011.
- Full Text: false
- Date Issued: 2011-06
- Authors: Xoxo, T , Lyoko, P , Travill, A
- Date: 2011-06
- Language: English
- Type: Examination paper
- Identifier: vital:18249 , http://hdl.handle.net/10353/d1011243
- Description: Biomechanical Analysis of Movement: HUS 514, degree examination June 2011.
- Full Text: false
- Date Issued: 2011-06
Guilt and shame as intergroup emotions applied within the South African context
- Authors: Byrnes, Janet
- Date: 2009
- Subjects: Intergroup relations , Shame , Guilt
- Language: English
- Type: Thesis , Masters , M Soc Sc (Psych)
- Identifier: vital:11607 , http://hdl.handle.net/10353/154 , Intergroup relations , Shame , Guilt
- Description: The present paper will inform about three studies that seek to make a contribution to the area of self-conscious emotions, namely guilt and shame, and their consequences for intergroup relations in a South African context. As with previous research, this research investigated whether belonging to a particular group (i.e. being a white South African) is likely to evoke feelings of collective guilt and collective shame when reminded of the atrocities of Apartheid, even though the individual members did not personally contribute to their group’s negative history. The first study aimed to investigate experimentally the effects of experienced collective ingroup guilt and shame on the desire to make reparation. The second study aimed to test the relationship between guilt/shame and reparation of white South Africans in the field. Furthermore, the second study aimed to account for the dialectical aspects of the intergroup situation by exploring guilt/shame and reparation of white South Africans as expected by young black South Africans (as members of the previously oppressed group). The third study aimed to replicate the differences between experienced guilt/shame/reparation and reported ingroup identification by white South Africans and the expected guilt/shame/reparation from white South Africans and reported ingroup identification by black South Africans as found in the study 2. In addition, the third study aimed to control the antecedents for collective guilt and for collective shame. It also explored the impact knowledge about atrocities of the ingroup (white participants) has on emotions and reparation attitudes and whether perceived status relations at present and in the future impacts the emotions as well general reparation attitudes.
- Full Text:
- Date Issued: 2009
- Authors: Byrnes, Janet
- Date: 2009
- Subjects: Intergroup relations , Shame , Guilt
- Language: English
- Type: Thesis , Masters , M Soc Sc (Psych)
- Identifier: vital:11607 , http://hdl.handle.net/10353/154 , Intergroup relations , Shame , Guilt
- Description: The present paper will inform about three studies that seek to make a contribution to the area of self-conscious emotions, namely guilt and shame, and their consequences for intergroup relations in a South African context. As with previous research, this research investigated whether belonging to a particular group (i.e. being a white South African) is likely to evoke feelings of collective guilt and collective shame when reminded of the atrocities of Apartheid, even though the individual members did not personally contribute to their group’s negative history. The first study aimed to investigate experimentally the effects of experienced collective ingroup guilt and shame on the desire to make reparation. The second study aimed to test the relationship between guilt/shame and reparation of white South Africans in the field. Furthermore, the second study aimed to account for the dialectical aspects of the intergroup situation by exploring guilt/shame and reparation of white South Africans as expected by young black South Africans (as members of the previously oppressed group). The third study aimed to replicate the differences between experienced guilt/shame/reparation and reported ingroup identification by white South Africans and the expected guilt/shame/reparation from white South Africans and reported ingroup identification by black South Africans as found in the study 2. In addition, the third study aimed to control the antecedents for collective guilt and for collective shame. It also explored the impact knowledge about atrocities of the ingroup (white participants) has on emotions and reparation attitudes and whether perceived status relations at present and in the future impacts the emotions as well general reparation attitudes.
- Full Text:
- Date Issued: 2009
Source Of Human Empowerment: TST 312
- Authors: Williams, D T , Mbaya, H
- Date: 2011-06
- Language: English
- Type: Examination paper
- Identifier: vital:18170 , http://hdl.handle.net/10353/d1011109
- Description: Source Of Human Empowerment: TST 312, degree examination June 2011.
- Full Text: false
- Date Issued: 2011-06
- Authors: Williams, D T , Mbaya, H
- Date: 2011-06
- Language: English
- Type: Examination paper
- Identifier: vital:18170 , http://hdl.handle.net/10353/d1011109
- Description: Source Of Human Empowerment: TST 312, degree examination June 2011.
- Full Text: false
- Date Issued: 2011-06
Historiography of African Linguistics/Sociolinguistics: XHS 311
- Authors: Zaul, Z W , Nomlomo, V S
- Date: 2010-07
- Language: English
- Type: Examination paper
- Identifier: vital:18395 , http://hdl.handle.net/10353/d1011556
- Description: Historiography of African Linguistics/Sociolinguistics: XHS 311, Supplementary examination July 2010.
- Full Text: false
- Date Issued: 2010-07
- Authors: Zaul, Z W , Nomlomo, V S
- Date: 2010-07
- Language: English
- Type: Examination paper
- Identifier: vital:18395 , http://hdl.handle.net/10353/d1011556
- Description: Historiography of African Linguistics/Sociolinguistics: XHS 311, Supplementary examination July 2010.
- Full Text: false
- Date Issued: 2010-07
Academic Practice & Reasoning: APR 122F
- Authors: Siziba, L P , Makwela, N
- Date: 2011-11
- Language: English
- Type: Examination paper
- Identifier: vital:18275 , http://hdl.handle.net/10353/d1011271
- Description: Academic Practice & Reasoning: APR 122F, examination November 2011.
- Full Text: false
- Date Issued: 2011-11
- Authors: Siziba, L P , Makwela, N
- Date: 2011-11
- Language: English
- Type: Examination paper
- Identifier: vital:18275 , http://hdl.handle.net/10353/d1011271
- Description: Academic Practice & Reasoning: APR 122F, examination November 2011.
- Full Text: false
- Date Issued: 2011-11
Media and Society: CMS 311
- Authors: O'Shea, C , Osunkunle, O
- Date: 2011-06
- Language: English
- Type: Examination paper
- Identifier: vital:18334 , http://hdl.handle.net/10353/d1011462
- Description: Media and Society: CMS 311, degree examination June 2011.
- Full Text: false
- Date Issued: 2011-06
- Authors: O'Shea, C , Osunkunle, O
- Date: 2011-06
- Language: English
- Type: Examination paper
- Identifier: vital:18334 , http://hdl.handle.net/10353/d1011462
- Description: Media and Society: CMS 311, degree examination June 2011.
- Full Text: false
- Date Issued: 2011-06
Music History: MUS 111
- Botha, Henry, Bleibinger, Bernhard, Ncozana, Jonathan
- Authors: Botha, Henry , Bleibinger, Bernhard , Ncozana, Jonathan
- Date: 2011-06
- Language: English
- Type: Examination paper
- Identifier: vital:18109 , http://hdl.handle.net/10353/d1010862
- Description: Music History: MUS 111, degree examination June 2011.
- Full Text: false
- Date Issued: 2011-06
- Authors: Botha, Henry , Bleibinger, Bernhard , Ncozana, Jonathan
- Date: 2011-06
- Language: English
- Type: Examination paper
- Identifier: vital:18109 , http://hdl.handle.net/10353/d1010862
- Description: Music History: MUS 111, degree examination June 2011.
- Full Text: false
- Date Issued: 2011-06
IsiXhosa Method: EDX 212
- Authors: Mdaka, V N , Tyilo, P N
- Date: 2011-08
- Subjects: Xhosa language -- Study and teaching
- Language: Xhosa
- Type: Examination paper
- Identifier: vital:18372 , http://hdl.handle.net/10353/d1011529
- Description: IsiXhosa Method: EDX 212, Supplementary examination August 2011.
- Full Text: false
- Date Issued: 2011-08
- Authors: Mdaka, V N , Tyilo, P N
- Date: 2011-08
- Subjects: Xhosa language -- Study and teaching
- Language: Xhosa
- Type: Examination paper
- Identifier: vital:18372 , http://hdl.handle.net/10353/d1011529
- Description: IsiXhosa Method: EDX 212, Supplementary examination August 2011.
- Full Text: false
- Date Issued: 2011-08
Community Psychology & Research Methods: PSY 322
- Authors: Sandlana, N S , Alberts, C
- Date: 2012-01
- Language: English
- Type: Examination paper
- Identifier: vital:18021 , http://hdl.handle.net/10353/d1010602
- Description: Community Psychology and Research Methods: PSY 322, supplementary degree examination January 2012.
- Full Text: false
- Date Issued: 2012-01
- Authors: Sandlana, N S , Alberts, C
- Date: 2012-01
- Language: English
- Type: Examination paper
- Identifier: vital:18021 , http://hdl.handle.net/10353/d1010602
- Description: Community Psychology and Research Methods: PSY 322, supplementary degree examination January 2012.
- Full Text: false
- Date Issued: 2012-01
Music Technology: MUS 508
- Ncozana, J M, Dargie, D, Bleibinger, B, Brukman, J
- Authors: Ncozana, J M , Dargie, D , Bleibinger, B , Brukman, J
- Date: 2010-02
- Language: English
- Type: Examination paper
- Identifier: vital:18097 , http://hdl.handle.net/10353/d1010845
- Description: Music Technology: MUS 508, Aegrotat Honours examination, Aegrotat February 2010.
- Full Text: false
- Date Issued: 2010-02
- Authors: Ncozana, J M , Dargie, D , Bleibinger, B , Brukman, J
- Date: 2010-02
- Language: English
- Type: Examination paper
- Identifier: vital:18097 , http://hdl.handle.net/10353/d1010845
- Description: Music Technology: MUS 508, Aegrotat Honours examination, Aegrotat February 2010.
- Full Text: false
- Date Issued: 2010-02
Comparative Politics: POL 513
- Authors: Brouwer, P , Moshoeshoe, M
- Date: 2011-06
- Language: English
- Type: Examination paper
- Identifier: vital:18274 , http://hdl.handle.net/10353/d1011270
- Description: Comparative Politics: POL 513, honours examination June 2011.
- Full Text: false
- Date Issued: 2011-06
- Authors: Brouwer, P , Moshoeshoe, M
- Date: 2011-06
- Language: English
- Type: Examination paper
- Identifier: vital:18274 , http://hdl.handle.net/10353/d1011270
- Description: Comparative Politics: POL 513, honours examination June 2011.
- Full Text: false
- Date Issued: 2011-06
Community development education: the integration of individual and collective consciousness for community well-being within a social development paradigm in South Africa
- Authors: Maistry, Savathrie
- Date: 2008
- Subjects: Community development -- South Africa , Social planning -- South Africa , Public welfare -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD (Development Studies)
- Identifier: vital:11754 , http://hdl.handle.net/10353/182 , Community development -- South Africa , Social planning -- South Africa , Public welfare -- South Africa
- Description: This study focused on community development education and practice for the democratic and transformative South context. Social and community development are relatively new approaches to social welfare and community development is emerging as a discipline and profession to contribute to the goal of developmental social welfare. Community work, albeit to a minimal extent and not community development was viewed as a method of social work during apartheid. With community development being prioritized as an intervention strategy for poverty reduction by the national government, the gap in community development education needs to be addressed. The goal of the study was to develop an undergraduate curriculum framework for community development education that would produce a new generation of ethical community development professionals to contribute to the goal of developmental social welfare. The study focused on the integrated approach to community development education and practice; with education of the student as a whole human being as critical for community development in a transformative South Africa. To achieve its goal, the study identified three themes that were critical to the research: a conceptual framework, clarifying key terms; a curriculum framework for community development education; and qualities and ethics for a new generation of development practitioners. The qualitative study was based in the Eastern Cape Province, South Africa and because of the lack of a referential framework for community development education, the researcher looked towards learning from India which has over fifty years of experience in social and community development education and practice. The state of Kerala established a social development approach in 1957 and was chosen as a learning experience. The state’s Kudumbashree Mission which aims at poverty alleviation through the empowerment of women was chosen as a case study. The integral and values based education system of Sri Sathya Sai University in the state of Andhra Pradesh and the community development education and practice of Loyola College in the state of Kerala were examined. The research design was exploratory, conceptual, descriptive and developmental in nature. The qualitative methodology best suited the nature of this study and a combination of methods to obtain data from a variety of sources across national boundaries was employed. The participants interviewed in both countries were purposively selected for their involvement in social and community development directly as target groups, practitioners, managers and policy makers. The research produced a philosophical and theoretical framework that is unitary and integral and aligned with the current social development policy to guide community development education and practice. The unitary and integral framework encompasses the individual within the family and community context and locates the various dimensions of development such as the social, physical, cultural, psychological, spiritual, political and economical dimensions within a unitary platform. The framework is dominated by the holistic and humanistic philosophies without negating the rational and pragmatic perspectives. In conclusion, the study conceptualizes community development as a natural process; the integration of individual and collective consciousness and an intervention. The outcome of the study is a recommended curriculum framework for community development education that would be of relevance to the Eastern Cape Province in particular and for the South African context generally.
- Full Text:
- Date Issued: 2008
- Authors: Maistry, Savathrie
- Date: 2008
- Subjects: Community development -- South Africa , Social planning -- South Africa , Public welfare -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD (Development Studies)
- Identifier: vital:11754 , http://hdl.handle.net/10353/182 , Community development -- South Africa , Social planning -- South Africa , Public welfare -- South Africa
- Description: This study focused on community development education and practice for the democratic and transformative South context. Social and community development are relatively new approaches to social welfare and community development is emerging as a discipline and profession to contribute to the goal of developmental social welfare. Community work, albeit to a minimal extent and not community development was viewed as a method of social work during apartheid. With community development being prioritized as an intervention strategy for poverty reduction by the national government, the gap in community development education needs to be addressed. The goal of the study was to develop an undergraduate curriculum framework for community development education that would produce a new generation of ethical community development professionals to contribute to the goal of developmental social welfare. The study focused on the integrated approach to community development education and practice; with education of the student as a whole human being as critical for community development in a transformative South Africa. To achieve its goal, the study identified three themes that were critical to the research: a conceptual framework, clarifying key terms; a curriculum framework for community development education; and qualities and ethics for a new generation of development practitioners. The qualitative study was based in the Eastern Cape Province, South Africa and because of the lack of a referential framework for community development education, the researcher looked towards learning from India which has over fifty years of experience in social and community development education and practice. The state of Kerala established a social development approach in 1957 and was chosen as a learning experience. The state’s Kudumbashree Mission which aims at poverty alleviation through the empowerment of women was chosen as a case study. The integral and values based education system of Sri Sathya Sai University in the state of Andhra Pradesh and the community development education and practice of Loyola College in the state of Kerala were examined. The research design was exploratory, conceptual, descriptive and developmental in nature. The qualitative methodology best suited the nature of this study and a combination of methods to obtain data from a variety of sources across national boundaries was employed. The participants interviewed in both countries were purposively selected for their involvement in social and community development directly as target groups, practitioners, managers and policy makers. The research produced a philosophical and theoretical framework that is unitary and integral and aligned with the current social development policy to guide community development education and practice. The unitary and integral framework encompasses the individual within the family and community context and locates the various dimensions of development such as the social, physical, cultural, psychological, spiritual, political and economical dimensions within a unitary platform. The framework is dominated by the holistic and humanistic philosophies without negating the rational and pragmatic perspectives. In conclusion, the study conceptualizes community development as a natural process; the integration of individual and collective consciousness and an intervention. The outcome of the study is a recommended curriculum framework for community development education that would be of relevance to the Eastern Cape Province in particular and for the South African context generally.
- Full Text:
- Date Issued: 2008
Fundamental Criminology: CRM 512
- Earl-Taylor, M, Daniel, N, Singh, N
- Authors: Earl-Taylor, M , Daniel, N , Singh, N
- Date: 2011-06
- Language: English
- Type: Examination paper
- Identifier: vital:18212 , http://hdl.handle.net/10353/d1011202
- Description: Fundamental Criminology: CRM 512, degree examination June 2011.
- Full Text: false
- Date Issued: 2011-06
- Authors: Earl-Taylor, M , Daniel, N , Singh, N
- Date: 2011-06
- Language: English
- Type: Examination paper
- Identifier: vital:18212 , http://hdl.handle.net/10353/d1011202
- Description: Fundamental Criminology: CRM 512, degree examination June 2011.
- Full Text: false
- Date Issued: 2011-06
Industrial Relations in South Africa: SIR 322
- Myaluza-Masina, N, Makhanya, M
- Authors: Myaluza-Masina, N , Makhanya, M
- Date: 2009-11
- Language: English
- Type: Examination paper
- Identifier: vital:17972 , http://hdl.handle.net/10353/d1010544
- Description: Industrial Relations in South Africa: SIR 322, examination November 2009.
- Full Text: false
- Date Issued: 2009-11
- Authors: Myaluza-Masina, N , Makhanya, M
- Date: 2009-11
- Language: English
- Type: Examination paper
- Identifier: vital:17972 , http://hdl.handle.net/10353/d1010544
- Description: Industrial Relations in South Africa: SIR 322, examination November 2009.
- Full Text: false
- Date Issued: 2009-11
Bibliographies and Reference Techniques: INF 324
- Authors: Dewah, P , Khayundi, F E
- Date: 2011-01
- Language: English
- Type: Examination paper
- Identifier: vital:18010 , http://hdl.handle.net/10353/d1010587
- Description: Bibliographies and Reference Techniques: INF 324, Supplementary examination January 2011.
- Full Text: false
- Date Issued: 2011-01
- Authors: Dewah, P , Khayundi, F E
- Date: 2011-01
- Language: English
- Type: Examination paper
- Identifier: vital:18010 , http://hdl.handle.net/10353/d1010587
- Description: Bibliographies and Reference Techniques: INF 324, Supplementary examination January 2011.
- Full Text: false
- Date Issued: 2011-01
Academic Practices and Reasoning: APR 111
- Authors: Scott,R , Blatchford, M
- Date: 2012-06
- Language: English
- Type: Examination paper
- Identifier: vital:18270 , http://hdl.handle.net/10353/d1011266
- Description: Academic Practices and Reasoning: APR 111, special examination June 2012.
- Full Text: false
- Date Issued: 2012-06
- Authors: Scott,R , Blatchford, M
- Date: 2012-06
- Language: English
- Type: Examination paper
- Identifier: vital:18270 , http://hdl.handle.net/10353/d1011266
- Description: Academic Practices and Reasoning: APR 111, special examination June 2012.
- Full Text: false
- Date Issued: 2012-06