RU sleepy? - sleep/wake characteristics and sleep quality among undergraduate students attending Rhodes University
- Authors: Young, Celine Brittany
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/464776 , vital:76544
- Description: Background: University students, specifically older adolescents and young adults, are at high risk of insufficient and poor-quality sleep due to age-related biological changes converging with several systemic factors unique to the university context. These include but are not limited to freedom and independence, communal living environments, academic demands and associated stress, erratic schedules, and high technology use. While there has been extensive research on sleep quality in students in other parts of the world, there has been comparatively less in South Africa, which may present unique contextual influencing factors. Thus, this study aimed to characterise sleep/wake characteristics and sleep quality in a sample of undergraduate students attending a South African University. Additionally, the study aimed to determine the impact of certain demographic factors on sleep quality in the students. Lastly, the current study aimed to determine what factors may influence the students' sleep quality. Method: This study adopted a cross-sectional design and explored sleep quality and sleep/wake characteristics (e.g., bedtimes, rise times, sleep duration, sleep latency, etc.) through an online survey circulated amongst undergraduate students via Rhodes university email platforms and student social media pages. The testing period started on 15 August 2022 and continued until 8 October 2022. The survey consisted of three main sections: (1) socio-demographic factors; (2) the Pittsburgh Sleep Quality Index (PSQI); (3) an open-ended question that asked students to comment on the factors which they felt may be influencing their sleep over the previous month. Results: 393 students participated in this study, which corresponds to a response rate of 6.30%. The results revealed notable levels of poor sleep quality (mean global score of 9.79 (±3.36)) and a high prevalence of poor sleepers within the whole sample (over 90%), as well as across different demographic groups. Analysis indicated poor overall sleep quality, and concerning sleep/wake characteristics, such as, bedtimes, rise times, sleep latency, time in bed, habitual sleep efficiency, sleep duration, etc. Additionally, participants reported extended sleep latencies and difficulties initiating sleep within 30 minutes. Daytime dysfunction was prominent, indicating challenges in daily functioning. Demographic comparisons revealed that male students generally reported better subjective sleep quality and lower global PSQI scores than female students, with 2 females presenting with poorer sleep quality overall. Students living in university residences reported significantly later bedtimes and shorter sleep durations than off- campus students. Regarding year of study, third-year students reported better subjective sleep quality, longer times in bed, longer sleep durations and overall better sleep quality than first- and second-year students. Regarding funding mechanisms, students on the National Students Financial Aid Scheme had significantly higher subjective sleep quality scores but later bedtimes than students in the "other" funding groups. Thematic analysis revealed that several self-reported factors impacted student sleep negatively. Mental health issues were the most commonly cited theme (26.72% of students), which included anxiety, stress, worry, and overthinking. University-related factors were the second most frequently cited theme (25.49% encompassing academics, funding, and navigating university life). Environmental influences comprised of issues with noise, particularly in university residences, weather, and lighting. Discussion: In sum, the results of this study indicate that in this sample, the drivers of poor sleep quality seemed to be late bedtimes, early rise times, prolonged sleep latency, frequent night awakenings, and overall short sleep duration, all of which were driven by several systemic factors. These findings underscore the importance of assessing sleep health beyond just sleep duration and indicate compromised sleep health within this population, evidenced by high levels of daytime dysfunction due to inadequate and poor-quality sleep. The challenges faced by university students extend across various aspects of their lives, including sleep health, with poor sleep quality and insufficient sleep having significant implications for academic performance, mental health, and overall well-being as they transition into adulthood. , Thesis (MSc) -- Faculty of Science, Human Kinetics and Ergonomics, 2024
- Full Text:
- Date Issued: 2024-10-11
- Authors: Young, Celine Brittany
- Date: 2024-10-11
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/464776 , vital:76544
- Description: Background: University students, specifically older adolescents and young adults, are at high risk of insufficient and poor-quality sleep due to age-related biological changes converging with several systemic factors unique to the university context. These include but are not limited to freedom and independence, communal living environments, academic demands and associated stress, erratic schedules, and high technology use. While there has been extensive research on sleep quality in students in other parts of the world, there has been comparatively less in South Africa, which may present unique contextual influencing factors. Thus, this study aimed to characterise sleep/wake characteristics and sleep quality in a sample of undergraduate students attending a South African University. Additionally, the study aimed to determine the impact of certain demographic factors on sleep quality in the students. Lastly, the current study aimed to determine what factors may influence the students' sleep quality. Method: This study adopted a cross-sectional design and explored sleep quality and sleep/wake characteristics (e.g., bedtimes, rise times, sleep duration, sleep latency, etc.) through an online survey circulated amongst undergraduate students via Rhodes university email platforms and student social media pages. The testing period started on 15 August 2022 and continued until 8 October 2022. The survey consisted of three main sections: (1) socio-demographic factors; (2) the Pittsburgh Sleep Quality Index (PSQI); (3) an open-ended question that asked students to comment on the factors which they felt may be influencing their sleep over the previous month. Results: 393 students participated in this study, which corresponds to a response rate of 6.30%. The results revealed notable levels of poor sleep quality (mean global score of 9.79 (±3.36)) and a high prevalence of poor sleepers within the whole sample (over 90%), as well as across different demographic groups. Analysis indicated poor overall sleep quality, and concerning sleep/wake characteristics, such as, bedtimes, rise times, sleep latency, time in bed, habitual sleep efficiency, sleep duration, etc. Additionally, participants reported extended sleep latencies and difficulties initiating sleep within 30 minutes. Daytime dysfunction was prominent, indicating challenges in daily functioning. Demographic comparisons revealed that male students generally reported better subjective sleep quality and lower global PSQI scores than female students, with 2 females presenting with poorer sleep quality overall. Students living in university residences reported significantly later bedtimes and shorter sleep durations than off- campus students. Regarding year of study, third-year students reported better subjective sleep quality, longer times in bed, longer sleep durations and overall better sleep quality than first- and second-year students. Regarding funding mechanisms, students on the National Students Financial Aid Scheme had significantly higher subjective sleep quality scores but later bedtimes than students in the "other" funding groups. Thematic analysis revealed that several self-reported factors impacted student sleep negatively. Mental health issues were the most commonly cited theme (26.72% of students), which included anxiety, stress, worry, and overthinking. University-related factors were the second most frequently cited theme (25.49% encompassing academics, funding, and navigating university life). Environmental influences comprised of issues with noise, particularly in university residences, weather, and lighting. Discussion: In sum, the results of this study indicate that in this sample, the drivers of poor sleep quality seemed to be late bedtimes, early rise times, prolonged sleep latency, frequent night awakenings, and overall short sleep duration, all of which were driven by several systemic factors. These findings underscore the importance of assessing sleep health beyond just sleep duration and indicate compromised sleep health within this population, evidenced by high levels of daytime dysfunction due to inadequate and poor-quality sleep. The challenges faced by university students extend across various aspects of their lives, including sleep health, with poor sleep quality and insufficient sleep having significant implications for academic performance, mental health, and overall well-being as they transition into adulthood. , Thesis (MSc) -- Faculty of Science, Human Kinetics and Ergonomics, 2024
- Full Text:
- Date Issued: 2024-10-11
Internal barriers facing small business owners adopting financial management practices in Makana Municipality, Eastern Cape
- Authors: Tendayi, Elizabeth
- Date: 2023-03-31
- Subjects: Small business South Africa Eastern Cape , Business enterprises Finance South Africa Eastern Cape , Financial management , Contingency theory (Management) , Municipal government South Africa Eastern Cape , Business failures , Success in business
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/419484 , vital:71648
- Description: Although small businesses are important in South Africa, they have a high failure rate. About 63 percent of small businesses in South Africa fail in the first 18 months of their inception (Van Staden, 2022; Zhou, 2021; Bruwer, 2020: 148). One of the reasons for the failure of small businesses is the improper and ineffective adoption of proper financial management practices (Zada, Yukun and Zada, 2021: 1074). However, the success of small businesses is highly dependent on the adoption of proper financial management practices (Kapitsinis, 2019; Jindrichovska, 2013; Abuzayed, 2012; Kaya and Alpkan, 2012; Banos-Caballero, Garcia-Teruel and Martinez-Solano, 2010). In the Eastern Cape, most small businesses do not adopt proper financial management practices (Raj, 2012; Van Eeden, Viviers and Venter, 2003:1). Therefore, the study aimed to analyse internal barriers facing small business owners adopting proper financial management practices in Makana Municipality in the Eastern Cape. Eastern Cape. Proper financial management practices are evident where there is transparency, efficiency and accuracy in the achievement of the financial objectives of a business (Cheluget and Morogo, 2017: 215). Financial management practices include cash management practices, accounts receivables management practices, accounts payables management practices, inventory management practices, working capital management practices, investment management or capital budgeting practices, financing or capital structure practices, accounting information systems, financial reporting and analysis practices. The study adopted a qualitative research design and a case study methodology. A non-probability judgment sampling method was used to select a sample of twelve small business owners in Makanda, Makana Municipality. Makanda was a relevant study area because it has a high unemployment rate and poverty, and small businesses may be used as one of the driving forces in the reduction of poverty and unemployment in Makana Municipality (Eastern Cape Socio Economic Consultative Council, 2017: 1; Zemenu and Mohammed, 2014: 2; Alebiosu, 2005: 5). Primary data was collected through semi-structured interviews. Content analysis was used to describe and interpret qualitative data using coding and themes. The findings of the study showed that most small business owners or managers in Makana Municipality adopted cash management practices, working capital management practices, inventory management practices, capital structure (equity capital) practices and financial reporting and analysis. However, it was also found that small business owners or managers in Makana Municipality did not adopt accounts receivables management practices, accounts payables management practices, capital structure (debt capital) practices, accounting information systems and capital budgeting (investment) management practices. These barriers included difficulty in debt collection, cost of debt collection, nature of product or industry, challenges with suppliers or creditors, Covid-19, debt avoidance, improvement of cash flow, negative attitude towards computer systems, waste of resources and difficulty use of computer systems. It is recommended that small businesses may overcome these barriers by implementing proper debt collection procedures, honouring credit payments terms with suppliers or creditors, consulting external accountants on how to balance the use of both debt and equity capital, hiring qualified personnel to acquire training and bring awareness to the use of computer systems. In addition, the government should provide financial education programmes that specifically deal with long-term investments, and small businesses are encouraged to apply for Covid-19 rescue packages or grants through role plates such as Debt Relief Finance Scheme and the Small Enterprise Finance Agency (SEFA). It was concluded that each small business adopts financial management practices differently due to the nature of the business or industry. Also, the adoption of financial management practices is dependent on the exposure of the different barriers within each business. Hence, this study confirms that the contingency theory may be used to explain that the adoption of financial management practices is dependent upon the nature of the business or industry and the different barriers that small businesses face. Theoretically, this study contributed to the existing literature by analysing the barriers faced by small business owners adopting financial management practices in the Eastern Cape. Practically, this study highlighted the internal barriers that small business owners need to overcome to the adoption of financial management practices. , Thesis (MCom) -- Faculty of Commerce, Management, 2023
- Full Text:
- Date Issued: 2023-03-31
- Authors: Tendayi, Elizabeth
- Date: 2023-03-31
- Subjects: Small business South Africa Eastern Cape , Business enterprises Finance South Africa Eastern Cape , Financial management , Contingency theory (Management) , Municipal government South Africa Eastern Cape , Business failures , Success in business
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/419484 , vital:71648
- Description: Although small businesses are important in South Africa, they have a high failure rate. About 63 percent of small businesses in South Africa fail in the first 18 months of their inception (Van Staden, 2022; Zhou, 2021; Bruwer, 2020: 148). One of the reasons for the failure of small businesses is the improper and ineffective adoption of proper financial management practices (Zada, Yukun and Zada, 2021: 1074). However, the success of small businesses is highly dependent on the adoption of proper financial management practices (Kapitsinis, 2019; Jindrichovska, 2013; Abuzayed, 2012; Kaya and Alpkan, 2012; Banos-Caballero, Garcia-Teruel and Martinez-Solano, 2010). In the Eastern Cape, most small businesses do not adopt proper financial management practices (Raj, 2012; Van Eeden, Viviers and Venter, 2003:1). Therefore, the study aimed to analyse internal barriers facing small business owners adopting proper financial management practices in Makana Municipality in the Eastern Cape. Eastern Cape. Proper financial management practices are evident where there is transparency, efficiency and accuracy in the achievement of the financial objectives of a business (Cheluget and Morogo, 2017: 215). Financial management practices include cash management practices, accounts receivables management practices, accounts payables management practices, inventory management practices, working capital management practices, investment management or capital budgeting practices, financing or capital structure practices, accounting information systems, financial reporting and analysis practices. The study adopted a qualitative research design and a case study methodology. A non-probability judgment sampling method was used to select a sample of twelve small business owners in Makanda, Makana Municipality. Makanda was a relevant study area because it has a high unemployment rate and poverty, and small businesses may be used as one of the driving forces in the reduction of poverty and unemployment in Makana Municipality (Eastern Cape Socio Economic Consultative Council, 2017: 1; Zemenu and Mohammed, 2014: 2; Alebiosu, 2005: 5). Primary data was collected through semi-structured interviews. Content analysis was used to describe and interpret qualitative data using coding and themes. The findings of the study showed that most small business owners or managers in Makana Municipality adopted cash management practices, working capital management practices, inventory management practices, capital structure (equity capital) practices and financial reporting and analysis. However, it was also found that small business owners or managers in Makana Municipality did not adopt accounts receivables management practices, accounts payables management practices, capital structure (debt capital) practices, accounting information systems and capital budgeting (investment) management practices. These barriers included difficulty in debt collection, cost of debt collection, nature of product or industry, challenges with suppliers or creditors, Covid-19, debt avoidance, improvement of cash flow, negative attitude towards computer systems, waste of resources and difficulty use of computer systems. It is recommended that small businesses may overcome these barriers by implementing proper debt collection procedures, honouring credit payments terms with suppliers or creditors, consulting external accountants on how to balance the use of both debt and equity capital, hiring qualified personnel to acquire training and bring awareness to the use of computer systems. In addition, the government should provide financial education programmes that specifically deal with long-term investments, and small businesses are encouraged to apply for Covid-19 rescue packages or grants through role plates such as Debt Relief Finance Scheme and the Small Enterprise Finance Agency (SEFA). It was concluded that each small business adopts financial management practices differently due to the nature of the business or industry. Also, the adoption of financial management practices is dependent on the exposure of the different barriers within each business. Hence, this study confirms that the contingency theory may be used to explain that the adoption of financial management practices is dependent upon the nature of the business or industry and the different barriers that small businesses face. Theoretically, this study contributed to the existing literature by analysing the barriers faced by small business owners adopting financial management practices in the Eastern Cape. Practically, this study highlighted the internal barriers that small business owners need to overcome to the adoption of financial management practices. , Thesis (MCom) -- Faculty of Commerce, Management, 2023
- Full Text:
- Date Issued: 2023-03-31
The nexus between Community Engagement and Academic Language Development
- Authors: Thondhlana, Mazvita Mollin
- Date: 2022-10-14
- Subjects: Community engagement , Service learning Study and teaching (Higher) South Africa , Education, Higher Social aspects South Africa , Community and college South Africa , Academic writing Study and teaching (Higher) South Africa , Information literacy Study and teaching (Higher) South Africa
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/405509 , vital:70177 , DOI 10.21504/10962/405509
- Description: Community engagement (CE) is now widely considered a core function of higher education worldwide. In South African higher education institutions (HEIs), there is an increasing focus on CE as a means of transforming the role of the university in society, though the forms and shapes of CE vary by institution. CE is positioned as part of the means of addressing the challenges within the South African education system, such as ensuring equity in academic access in the face of diversity and making sure higher education institutions are responsive to the needs of society. Community Engagement is increasingly being afforded the same status as teaching and learning and research in higher education. The idea that higher education should function as a public good is central to this. This study reflects on how CE can be expansively viewed as places of learning for students to achieve epistemic access with epistemic justice, particularly in increasing diverse and changing contexts. Despite the growing research on CE in HEIs, there is comparatively limited focus on the intersection between CE and language use and potential linkages with identity and epistemic access and success. Given that one of the major challenges in South African HEIs relate to difficulties experienced by students whose home language is not English, the experiences of students learning within CE contexts within those institutions warrants investigation. The main aim of this study was to explore second language English speaking students’ experiences of language in the Engaged Citizen Programme, a Community Engagement programme at Rhodes University aimed at offering students the opportunity of enhanced learning, giving students the opportunity to evaluate the theories and ideas taught in the university against the realities of the South African context. The programme is also intended to offer students the opportunity to learn with and from communities and thereby enable personal growth (ECP Handbook: 2020; p.3). Using an in-depth phenomenological approach, this study explored diverse students’ experiences of language use in both community engaged programmes and in the classroom as a basis for understanding the role language plays in such spaces and the impact of these programmes on epistemic access, justice and success for students in HEIs. The study explored the role that CE plays for second language English students as they navigate complex questions of identity and belonging in HEIs. In CE activities, such as the Engaged Citizen Programme, unlike traditional classroom learning, English is often not the medium of instruction, as learning takes place in community sites, where multiple other languages are spoken. In the traditional classrooms, English is the dominant medium of instruction which can bring challenges for students whose home language is not English. Students are faced with various challenges including failure to communicate effectively and understand content knowledge. Significantly this study found that this often related to a sense of self-worth and belonging and constrained their participation and engagement in class. It was evident from the students’ reflections on their experiences in the Engaged Citizen Programme that CE provided a more flexible space generally more comfortable to these participants; a space that promotes engaged learning without rigid rules. The students’ reflections affirmed the contribution of CE in promoting engagement of students outside the formal classes and enhancing the ways in which they use language freely. It was also evident from the students’ reflections that CE provided a space in which students can identify who they are and have a sense of belonging. In the context of diversity, the majority of the students said they come to the university feeling a level of under preparedness and cannot identity with dominant groups. The reflections from the students’ experiences therefore offer some insights into ways in which we can actively promote CE in supporting student access and addressing issues of epistemic justice in higher education. The findings suggest that many of the benefits of CE, such as higher levels of interaction and significant amounts of translanguaging, need to be brought into the formal classroom spaces because they enhanced student engagement. While CE was also seen to be challenging and there were calls for more support, the essence of the experience was as a space of personal development and awareness of social responsibility. The explicit normative value of CE was in contrast to the absence of such considerations in the formal HE curriculum and the student experiences suggest that much could be learned from this. The use of English, both on campus and in CE activities, was found to be value-laden and politically charged. The participants, black students who spoke English as an additional language, all related experiences of English being positioned as a ‘superior’ language. The students who were highly fluent in English experienced being positioned as ‘showing off’ and seen to have ‘forgotten their roots’. Students who were not highly fluent in English, on the other hand, often constrained their participation in class because they experienced concern that their mispronunciations and accents may be mocked. The essence of the experience of language use in both formal classroom settings and in CE activities is that this is tightly bound to identity and is ideologically fraught. This requires more explicit conversation in all learning spaces. , Kubatirana pamwe nenharaunda (KPN) (CE) iko zvino kwave kutariswa zvakanyanya sembiru yebasa redzidzo yepamusoro pasirese. MuSouth Africa muzvikoro zvedzidzo yepamusoro (ZZY) (HEIs), kune kuwedzera kwekupa nguva kuKPN kunyangwe mamiriro uye maumbirwo eKPN achisiyana zvichienderana nechikoro chacho. Nematambudziko ari mukati memunezvedzidzo muSouth Africa uye nekumwewo, sekuenzanisira mukuwanikwa kwedzidzo mukusiyana kwevanhu nemaitiro uye kuona kuti zvikoro zvepamusoro zvinoteerera zvinodiwa munharaunda, KPN yaakupihwa kukosha kumwechete nekudzidzisa nekudzidza uyewonetsvagiridzo mudzidzo yepamusoro nechinangwa chekushandura nzira idzo ruzivo rwunoshandurwa mukushanda kwedzidzo yepamusoro sechinhu chakanakira munhu wese (ona Bhagwan: 2017). Shanduko yemaonero ekugadzirwa kwezivo nebasa remayunivhesiti mumagariro, kubva kunzira dzakare dzekuzvionera pamusoro kuenda kumayunivhesiti anobatikana nenharaunda zvinoonekwa senzira chaiyo yekuzadzisa chinangwa chekuti mayunivhesiti ave anodavira kune zvakapoteredza, aine mutoro nazvo uye achiunza shanduko. Pamwongo wemakakatanwa anechekuita neKPN panenyaya yekuti KPN inogona kutariswa zvakanyanya sevanze dzekudzidza dzevadzidzi uye kuwana kupinda munezveruzivo nezvekururamisira, kunyanya mukuwedzera kwokusiyana nekushanduka kwemamiriro ezvinhu. Zvakadaro, kunyangwe paine kukura mukufarirwa kweKPN muZZY, kune kushomeka kwekutarisa panosangana KPN nekushandiswa kwemutauro uye hukama nezvekuti unozviti uri ani uye kuwana kupinda munezvezivo nekubudirira. Muchiitiko chekudzidza kuburikidza nezviitwa zveKPN, zvichisiyana nekudzidza muimba yekudzidzira (kirasi) kwagara kuripo muZZY, Chirungu hachisiriicho nzira yekuraira nayo, sezvo kudzidza kuchiitika munzvimbo dzirimunharaunda. Mumakirasi ekudzidza kwagara kuripo, Chirungu ndomutauro unonyanyoshandiswa pakurairidza izvo zvinogona kuita kuti vadzidzi vanotaura mutauro usiri Chirungu kumba vatarisane nematambudziko anosanganisira kukundikana kutaura zvavarikuda, kuvenehukama nezvirikuitika chaizvo uye kunzwisisa ruzivo rwezvinodzidzwa zvinogona kukanganisa kutora chikamu kwavo nokubatirana kwavo nezvinengezvichiitika mukirasi. Nokuda kwokuti rimwe rematambudziko makuru muZZY zvemuSouth Africa rinechekuita nezvinetso zvinosangana nevadzidzi vane mutauro wekumba usiri Chirungu, panefaniro yekuoongorora zvinosanganikwa nazvo nevadzidzi mukati meKPN. Wongororo iyi idavidzo kumukaha uwu. Chinangwa chikuru chewongororo iyi chachiri chekuongorora zvinosanganikwa nazvo nevadzidzi vanotaura Chirungu semutauro wechipiri muEngaged Citizen Programme, chirongwa cheCommunity Engagement chine chinangwa chekupa vadzidzi mukana wekusimudzira madzidziro, kupa vadzidzi mukana wekuyera/kuongorora pfungwa dzirimukudzidza nemaonero munezvinodzidziswa muyunivhesiti zvichiyenzaniswa nezviri kuitika muSouth Africa pamwe nekupa vadzidzi mukana wekudzidza kubva kune nepamwe nenharaunda zvichitungamirira kukukura semunhu mumwe nemumwe (ECP Handbook: 2020; p.3) paRhodes University, inovayunivhesiti inoshandisaChirungu pakurairidza. Ichishandisa nemaitiro akadzama nzira yekuongorora inonzi phenomenological approach wongororo iyi yakatarisa zvinosanganikwa nazvo zvevadzidzi vakasiyana-siyana mukushandiswa kwemutauro muzvirongwa zvokubatirana pamwe nenharaunda uye mukirasi sehwaro hwekunzwisisa zvibereko zvezvirongwa izvi pakuwanikwa kwezvezivo, kururamisira uye kubudirira kwevadzidzi muZZY. Wongororo iyi yangayakanangawo zvakare kuongorora basa rinoitwa neKPN kuvadzidzi avo mutauro wechipiri urichiRungu pavanenge vachiedza kupindura mibvunzo yakaoma inechekuita nezvekuti ndivanaani uye nekuva kwavo chikamu chemuZZY. Zvakava pachena kubva mukufungisisa kwevadzidzi pamusoro pekuvevangavarimuchirongwa Engaged Citizen Programme kuti KPN kwakavapa nzvimbo yakasununguka uye yakagadzikana, inosimudzira kudzidza kunobata pasina mitemo yakaoma/isingashandurwi. Kufungisisa kwevadzidzi kwakasimbisa zvinounzwa neKPN mukusimudzira kuvanechekuita kwevadzidzi munezvinoitika kunze kwemakirasi nekusimudzira nzira dzavanoshandisa mutauro nadzo vakasununguka. Zvaivawo pachena kubva mukufungisisa kwevadzidzi kuti CE yakapa nzvimbo yekuti vadzidzi vazive kuti ndivanaani uye kuti vanzwe kuti ndevepi. Mumamiriro ekusiyana kwezvinhu, vazhinji vevadzidzi vakati vanouya kuyunivhesiti vachinzwa vaine chiyero chekugadzirira chepasi uye vasingagoni kufambidzana nevemapoka aripamusoro/anemukundo. Zvakabuda mukufungisisa kwevadzidzi pamusoro pezvavakapinda mazviri/zvavakasangana nazvo zvinopa mamwe manzwisisiro atingashandisa enzira dzatingashingairira nadzo kusimudzira CE mukutsigira vadzidzi kuwana kupinda nekugadzirisa nyaya dzekururamisira munezvezivo mudzidzo yepamusoro. , Thesis (PhD) -- Faculty of Education, Centre for Higher Education Research, Teaching and Learning, 2022
- Full Text:
- Date Issued: 2022-10-14
- Authors: Thondhlana, Mazvita Mollin
- Date: 2022-10-14
- Subjects: Community engagement , Service learning Study and teaching (Higher) South Africa , Education, Higher Social aspects South Africa , Community and college South Africa , Academic writing Study and teaching (Higher) South Africa , Information literacy Study and teaching (Higher) South Africa
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/405509 , vital:70177 , DOI 10.21504/10962/405509
- Description: Community engagement (CE) is now widely considered a core function of higher education worldwide. In South African higher education institutions (HEIs), there is an increasing focus on CE as a means of transforming the role of the university in society, though the forms and shapes of CE vary by institution. CE is positioned as part of the means of addressing the challenges within the South African education system, such as ensuring equity in academic access in the face of diversity and making sure higher education institutions are responsive to the needs of society. Community Engagement is increasingly being afforded the same status as teaching and learning and research in higher education. The idea that higher education should function as a public good is central to this. This study reflects on how CE can be expansively viewed as places of learning for students to achieve epistemic access with epistemic justice, particularly in increasing diverse and changing contexts. Despite the growing research on CE in HEIs, there is comparatively limited focus on the intersection between CE and language use and potential linkages with identity and epistemic access and success. Given that one of the major challenges in South African HEIs relate to difficulties experienced by students whose home language is not English, the experiences of students learning within CE contexts within those institutions warrants investigation. The main aim of this study was to explore second language English speaking students’ experiences of language in the Engaged Citizen Programme, a Community Engagement programme at Rhodes University aimed at offering students the opportunity of enhanced learning, giving students the opportunity to evaluate the theories and ideas taught in the university against the realities of the South African context. The programme is also intended to offer students the opportunity to learn with and from communities and thereby enable personal growth (ECP Handbook: 2020; p.3). Using an in-depth phenomenological approach, this study explored diverse students’ experiences of language use in both community engaged programmes and in the classroom as a basis for understanding the role language plays in such spaces and the impact of these programmes on epistemic access, justice and success for students in HEIs. The study explored the role that CE plays for second language English students as they navigate complex questions of identity and belonging in HEIs. In CE activities, such as the Engaged Citizen Programme, unlike traditional classroom learning, English is often not the medium of instruction, as learning takes place in community sites, where multiple other languages are spoken. In the traditional classrooms, English is the dominant medium of instruction which can bring challenges for students whose home language is not English. Students are faced with various challenges including failure to communicate effectively and understand content knowledge. Significantly this study found that this often related to a sense of self-worth and belonging and constrained their participation and engagement in class. It was evident from the students’ reflections on their experiences in the Engaged Citizen Programme that CE provided a more flexible space generally more comfortable to these participants; a space that promotes engaged learning without rigid rules. The students’ reflections affirmed the contribution of CE in promoting engagement of students outside the formal classes and enhancing the ways in which they use language freely. It was also evident from the students’ reflections that CE provided a space in which students can identify who they are and have a sense of belonging. In the context of diversity, the majority of the students said they come to the university feeling a level of under preparedness and cannot identity with dominant groups. The reflections from the students’ experiences therefore offer some insights into ways in which we can actively promote CE in supporting student access and addressing issues of epistemic justice in higher education. The findings suggest that many of the benefits of CE, such as higher levels of interaction and significant amounts of translanguaging, need to be brought into the formal classroom spaces because they enhanced student engagement. While CE was also seen to be challenging and there were calls for more support, the essence of the experience was as a space of personal development and awareness of social responsibility. The explicit normative value of CE was in contrast to the absence of such considerations in the formal HE curriculum and the student experiences suggest that much could be learned from this. The use of English, both on campus and in CE activities, was found to be value-laden and politically charged. The participants, black students who spoke English as an additional language, all related experiences of English being positioned as a ‘superior’ language. The students who were highly fluent in English experienced being positioned as ‘showing off’ and seen to have ‘forgotten their roots’. Students who were not highly fluent in English, on the other hand, often constrained their participation in class because they experienced concern that their mispronunciations and accents may be mocked. The essence of the experience of language use in both formal classroom settings and in CE activities is that this is tightly bound to identity and is ideologically fraught. This requires more explicit conversation in all learning spaces. , Kubatirana pamwe nenharaunda (KPN) (CE) iko zvino kwave kutariswa zvakanyanya sembiru yebasa redzidzo yepamusoro pasirese. MuSouth Africa muzvikoro zvedzidzo yepamusoro (ZZY) (HEIs), kune kuwedzera kwekupa nguva kuKPN kunyangwe mamiriro uye maumbirwo eKPN achisiyana zvichienderana nechikoro chacho. Nematambudziko ari mukati memunezvedzidzo muSouth Africa uye nekumwewo, sekuenzanisira mukuwanikwa kwedzidzo mukusiyana kwevanhu nemaitiro uye kuona kuti zvikoro zvepamusoro zvinoteerera zvinodiwa munharaunda, KPN yaakupihwa kukosha kumwechete nekudzidzisa nekudzidza uyewonetsvagiridzo mudzidzo yepamusoro nechinangwa chekushandura nzira idzo ruzivo rwunoshandurwa mukushanda kwedzidzo yepamusoro sechinhu chakanakira munhu wese (ona Bhagwan: 2017). Shanduko yemaonero ekugadzirwa kwezivo nebasa remayunivhesiti mumagariro, kubva kunzira dzakare dzekuzvionera pamusoro kuenda kumayunivhesiti anobatikana nenharaunda zvinoonekwa senzira chaiyo yekuzadzisa chinangwa chekuti mayunivhesiti ave anodavira kune zvakapoteredza, aine mutoro nazvo uye achiunza shanduko. Pamwongo wemakakatanwa anechekuita neKPN panenyaya yekuti KPN inogona kutariswa zvakanyanya sevanze dzekudzidza dzevadzidzi uye kuwana kupinda munezveruzivo nezvekururamisira, kunyanya mukuwedzera kwokusiyana nekushanduka kwemamiriro ezvinhu. Zvakadaro, kunyangwe paine kukura mukufarirwa kweKPN muZZY, kune kushomeka kwekutarisa panosangana KPN nekushandiswa kwemutauro uye hukama nezvekuti unozviti uri ani uye kuwana kupinda munezvezivo nekubudirira. Muchiitiko chekudzidza kuburikidza nezviitwa zveKPN, zvichisiyana nekudzidza muimba yekudzidzira (kirasi) kwagara kuripo muZZY, Chirungu hachisiriicho nzira yekuraira nayo, sezvo kudzidza kuchiitika munzvimbo dzirimunharaunda. Mumakirasi ekudzidza kwagara kuripo, Chirungu ndomutauro unonyanyoshandiswa pakurairidza izvo zvinogona kuita kuti vadzidzi vanotaura mutauro usiri Chirungu kumba vatarisane nematambudziko anosanganisira kukundikana kutaura zvavarikuda, kuvenehukama nezvirikuitika chaizvo uye kunzwisisa ruzivo rwezvinodzidzwa zvinogona kukanganisa kutora chikamu kwavo nokubatirana kwavo nezvinengezvichiitika mukirasi. Nokuda kwokuti rimwe rematambudziko makuru muZZY zvemuSouth Africa rinechekuita nezvinetso zvinosangana nevadzidzi vane mutauro wekumba usiri Chirungu, panefaniro yekuoongorora zvinosanganikwa nazvo nevadzidzi mukati meKPN. Wongororo iyi idavidzo kumukaha uwu. Chinangwa chikuru chewongororo iyi chachiri chekuongorora zvinosanganikwa nazvo nevadzidzi vanotaura Chirungu semutauro wechipiri muEngaged Citizen Programme, chirongwa cheCommunity Engagement chine chinangwa chekupa vadzidzi mukana wekusimudzira madzidziro, kupa vadzidzi mukana wekuyera/kuongorora pfungwa dzirimukudzidza nemaonero munezvinodzidziswa muyunivhesiti zvichiyenzaniswa nezviri kuitika muSouth Africa pamwe nekupa vadzidzi mukana wekudzidza kubva kune nepamwe nenharaunda zvichitungamirira kukukura semunhu mumwe nemumwe (ECP Handbook: 2020; p.3) paRhodes University, inovayunivhesiti inoshandisaChirungu pakurairidza. Ichishandisa nemaitiro akadzama nzira yekuongorora inonzi phenomenological approach wongororo iyi yakatarisa zvinosanganikwa nazvo zvevadzidzi vakasiyana-siyana mukushandiswa kwemutauro muzvirongwa zvokubatirana pamwe nenharaunda uye mukirasi sehwaro hwekunzwisisa zvibereko zvezvirongwa izvi pakuwanikwa kwezvezivo, kururamisira uye kubudirira kwevadzidzi muZZY. Wongororo iyi yangayakanangawo zvakare kuongorora basa rinoitwa neKPN kuvadzidzi avo mutauro wechipiri urichiRungu pavanenge vachiedza kupindura mibvunzo yakaoma inechekuita nezvekuti ndivanaani uye nekuva kwavo chikamu chemuZZY. Zvakava pachena kubva mukufungisisa kwevadzidzi pamusoro pekuvevangavarimuchirongwa Engaged Citizen Programme kuti KPN kwakavapa nzvimbo yakasununguka uye yakagadzikana, inosimudzira kudzidza kunobata pasina mitemo yakaoma/isingashandurwi. Kufungisisa kwevadzidzi kwakasimbisa zvinounzwa neKPN mukusimudzira kuvanechekuita kwevadzidzi munezvinoitika kunze kwemakirasi nekusimudzira nzira dzavanoshandisa mutauro nadzo vakasununguka. Zvaivawo pachena kubva mukufungisisa kwevadzidzi kuti CE yakapa nzvimbo yekuti vadzidzi vazive kuti ndivanaani uye kuti vanzwe kuti ndevepi. Mumamiriro ekusiyana kwezvinhu, vazhinji vevadzidzi vakati vanouya kuyunivhesiti vachinzwa vaine chiyero chekugadzirira chepasi uye vasingagoni kufambidzana nevemapoka aripamusoro/anemukundo. Zvakabuda mukufungisisa kwevadzidzi pamusoro pezvavakapinda mazviri/zvavakasangana nazvo zvinopa mamwe manzwisisiro atingashandisa enzira dzatingashingairira nadzo kusimudzira CE mukutsigira vadzidzi kuwana kupinda nekugadzirisa nyaya dzekururamisira munezvezivo mudzidzo yepamusoro. , Thesis (PhD) -- Faculty of Education, Centre for Higher Education Research, Teaching and Learning, 2022
- Full Text:
- Date Issued: 2022-10-14
The use of lesson study to support grade 2 teachers in implementing differentiated instruction to develop learners’ reading comprehension skills
- Authors: Shipanga, Elizabeth Magano
- Date: 2022-10-14
- Subjects: Reading comprehension Study and teaching (Elementary) Namibia , Lesson study , Differentiated instruction , Teaching Social aspects Namibia
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/405390 , vital:70167
- Description: Research has found that learners in Namibia have poor reading comprehension (UNESCO, 2017). The Ministry of Education Arts and Culture (MoEAC) is concerned that teachers do not have the required pedagogical content knowledge to teach reading, and particularly reading comprehension in English Second Language. In addition, the MoEAC (2015) advocates for Differentiated Instruction (DI) to accommodate the needs of all learners in the classroom. Despite, numerous Continuous Professional Development programs, there has not been much change in the way teachers teach reading. The Lesson Study (LS) approach is viewed as a means to support teachers’ professional development. It provides teachers with the agency to take responsibility for their own professional development. It is against this background that an interpretivist action research was utilised to ascertain how LS can be used to support Grade 2 teachers in implementing DI to develop learners’ reading comprehension skill. This study asked the question: How can Lesson Study be used to support Grade 2 teachers in implementing Differentiated Instruction to develop the learners’ reading comprehension? Data was generated through observations, document analysis and interviews. The Theory of Practice Architectures was used to analyse data. As teachers we began this study with knowledge of the goals and terminology of DI but lacked the competence to implement it. The LS process used in the study enhanced teamwork as we planned, taught, observed each other, and reflected on the lessons taught during the intervention. We shared diverse insights in a supportive environment. Despite still novices with LS and DI we worked on redesigning lessons to become more intentional in catering for the needs of all learners in developing their reading comprehension in English Second Language. The emerging evidence from this and other studies is that LS is a very useful vehicle for Continuous Professional Development (CPD), but it is time consuming and in this study planning and reflecting on the lessons had to occur after hours. , Thesis (MEd) -- Faculty of Education, Education, 2022
- Full Text:
- Date Issued: 2022-10-14
- Authors: Shipanga, Elizabeth Magano
- Date: 2022-10-14
- Subjects: Reading comprehension Study and teaching (Elementary) Namibia , Lesson study , Differentiated instruction , Teaching Social aspects Namibia
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/405390 , vital:70167
- Description: Research has found that learners in Namibia have poor reading comprehension (UNESCO, 2017). The Ministry of Education Arts and Culture (MoEAC) is concerned that teachers do not have the required pedagogical content knowledge to teach reading, and particularly reading comprehension in English Second Language. In addition, the MoEAC (2015) advocates for Differentiated Instruction (DI) to accommodate the needs of all learners in the classroom. Despite, numerous Continuous Professional Development programs, there has not been much change in the way teachers teach reading. The Lesson Study (LS) approach is viewed as a means to support teachers’ professional development. It provides teachers with the agency to take responsibility for their own professional development. It is against this background that an interpretivist action research was utilised to ascertain how LS can be used to support Grade 2 teachers in implementing DI to develop learners’ reading comprehension skill. This study asked the question: How can Lesson Study be used to support Grade 2 teachers in implementing Differentiated Instruction to develop the learners’ reading comprehension? Data was generated through observations, document analysis and interviews. The Theory of Practice Architectures was used to analyse data. As teachers we began this study with knowledge of the goals and terminology of DI but lacked the competence to implement it. The LS process used in the study enhanced teamwork as we planned, taught, observed each other, and reflected on the lessons taught during the intervention. We shared diverse insights in a supportive environment. Despite still novices with LS and DI we worked on redesigning lessons to become more intentional in catering for the needs of all learners in developing their reading comprehension in English Second Language. The emerging evidence from this and other studies is that LS is a very useful vehicle for Continuous Professional Development (CPD), but it is time consuming and in this study planning and reflecting on the lessons had to occur after hours. , Thesis (MEd) -- Faculty of Education, Education, 2022
- Full Text:
- Date Issued: 2022-10-14
Composition portfolio
- Authors: Lemmer, Elizabeth Kate
- Date: 2022-04
- Subjects: Composition (Music) , Music South Africa , COVID-19 (Disease) and the arts , Emotions in music , Violin music Scores , String quartets Scores , Chamber music Scores
- Language: English
- Type: Master's thesis , text , sheet music
- Identifier: http://hdl.handle.net/10962/232624 , vital:50008
- Description: In this portfolio I reflect on issues Covid-19 has brought to our communities and the possibilities of creating a brighter future. My music reflects the struggle that most people have faced in the last two years, the emotions and the conspiracies surrounding the experience, and the effect of solitude. In a time such as this it is almost inevitable that the music being composed is connected to the struggle in society at large. For ma composition is a journal of the heart. The pandemic has created a situation where most are out of touch with each other, have lost all previous routine and structure, where relationships are broken due to lack of personal contact, and almost everyone has unwillingly (or unwittingly) been thrust into self-reflection. Every day sees a new struggle to squeeze in all those pre-pandemic ideals so that some normalcy can be obtained, but this is not a time to be looking back. It’s a time to understand what we are going through, build new joy and excitement for this different life and learn to live the best we can with the opportunities we are given. There has not been a more important time to foster some form of connection with friends and family, and to be as strong and supportive as possible. The portfolio begins with a solo violin piece, Unwelcome Solitude, which exemplifies the loneliness and sadness during the various lockdowns over the last two years, with hints of the past and the difficulties in trying to resurrect pre-Covid-19 times. There are some unusual expressive markings to add to the descriptive effect within the piece. This is followed by The Pandemic, two serialism works: Panic and Pain scored for a string quartet. Both of these pieces apply a flexible use of serialism to emphasize out the emotional aspects of the music, and quite simply; the panic and the pain caused by Covid-19 and the country’s response to the pandemic as a whole. Finally there is a three movement chamber piece titled A Storm Series which quite literally represents the series of events that occur from the upcoming to the closure of a typical Highveld storm. Further than this, these pieces represent the series of events that occurred in South Africa from the first rumour of the Covid-19 virus starting to circle around the world, through the various lockdowns and progression of events in our country and abroad. The final movement of this series, Re-awakening, ends on a positive note representing the rainbow at the end of the storm, and the positive outlook for South Africa to keep persevering through the pandemic. , Thesis (MMus) -- Faculty of Humanities, Music and Musicology, 2022
- Full Text:
- Date Issued: 2022-04
- Authors: Lemmer, Elizabeth Kate
- Date: 2022-04
- Subjects: Composition (Music) , Music South Africa , COVID-19 (Disease) and the arts , Emotions in music , Violin music Scores , String quartets Scores , Chamber music Scores
- Language: English
- Type: Master's thesis , text , sheet music
- Identifier: http://hdl.handle.net/10962/232624 , vital:50008
- Description: In this portfolio I reflect on issues Covid-19 has brought to our communities and the possibilities of creating a brighter future. My music reflects the struggle that most people have faced in the last two years, the emotions and the conspiracies surrounding the experience, and the effect of solitude. In a time such as this it is almost inevitable that the music being composed is connected to the struggle in society at large. For ma composition is a journal of the heart. The pandemic has created a situation where most are out of touch with each other, have lost all previous routine and structure, where relationships are broken due to lack of personal contact, and almost everyone has unwillingly (or unwittingly) been thrust into self-reflection. Every day sees a new struggle to squeeze in all those pre-pandemic ideals so that some normalcy can be obtained, but this is not a time to be looking back. It’s a time to understand what we are going through, build new joy and excitement for this different life and learn to live the best we can with the opportunities we are given. There has not been a more important time to foster some form of connection with friends and family, and to be as strong and supportive as possible. The portfolio begins with a solo violin piece, Unwelcome Solitude, which exemplifies the loneliness and sadness during the various lockdowns over the last two years, with hints of the past and the difficulties in trying to resurrect pre-Covid-19 times. There are some unusual expressive markings to add to the descriptive effect within the piece. This is followed by The Pandemic, two serialism works: Panic and Pain scored for a string quartet. Both of these pieces apply a flexible use of serialism to emphasize out the emotional aspects of the music, and quite simply; the panic and the pain caused by Covid-19 and the country’s response to the pandemic as a whole. Finally there is a three movement chamber piece titled A Storm Series which quite literally represents the series of events that occur from the upcoming to the closure of a typical Highveld storm. Further than this, these pieces represent the series of events that occurred in South Africa from the first rumour of the Covid-19 virus starting to circle around the world, through the various lockdowns and progression of events in our country and abroad. The final movement of this series, Re-awakening, ends on a positive note representing the rainbow at the end of the storm, and the positive outlook for South Africa to keep persevering through the pandemic. , Thesis (MMus) -- Faculty of Humanities, Music and Musicology, 2022
- Full Text:
- Date Issued: 2022-04
Productive Heterotopias as a Conceptual Basis for the Design of Sustainable Low-Income Housing within the Cape Town Inner-City
- Authors: Van Niekerk, Neil
- Date: 2020-04
- Subjects: Productive life span , Low-income housing -- Cape town -- City
- Language: English
- Type: Master's theses , Thesis
- Identifier: http://hdl.handle.net/10948/58805 , vital:60123
- Description: Lasting colonial and patriarchal spatial strategies have resulted in South African cities characterised by vast inequalities and unsustainable patterns of development. These include explosive low-density sprawl, fragmentation, separation and a city-wide pattern of core and periphery. Housing justice for the urban poor is a critical component in addressing this, however, numerous studies have found that low-income housing projects have in the majority of cases ended up perpetuating these socially, economically and environmentally unsustainable patterns of development and reinforcing existing spatial injustices. For this reason, design research into more sustainable and productive architectural design strategies for low-income housing appropriate to the South African urban context is particularly important and forms the central concern of this treatise. To be more specific, this study questions how the theoretical idea of productive heterotopias and reimagining the role of the architect as that of a spatial agent could be used to generate a practical low-income housing strategy for a site in the Cape Town inner-city – one that is socially, economically and environmentally sustainable. To achieve this, a critical theoretical lens was adopted in conducting the research and a range of open-ended qualitative research methods were employed to gather, analyse and synthesise data. Because of its particular appropriateness to design research, data analysis primarily relied on abductive reasoning. This study is valuable in that it provides an exploration into the application of critical theory to low-income housing design in South African cities and demonstrates the architectural understandings gained within a set of design scenarios and architectural prototypes. This study argues that any low-income housing strategy in South Africa needs to recognise the complexities of the housing process, make use of time as an important building material and advance the right to the city of the urban poor, i.e. finding a balance between structure and agency that allows greater freedom for ordinary people to have a hand in co-creating the city through spontaneity, improvisation and incremental development, for that strategy to be truly sustainable and productive, as well as to assist in cultivating positively performing and equitable urban environments. In particular, this study rejects the top-down housing methods employed within mainstream development practice in favour of finding an alternative approach that will result in a more supportive housing project. Finding this new supportive approach involved investigating co-operative forms of organisation, methods for allowing community participation, sustainable building materials, simple construction methods and incorporating urban farming as a strategy for supplementing income. Additionally, this study argues that the chosen site for the design, namely Harrington Square, functions as a public urban square at the centre of a larger shared space while simultaneously supporting the proposed housing intervention. , Thesis (MA) -- Faculty - School of of Architecture, 2020
- Full Text:
- Date Issued: 2020-04
- Authors: Van Niekerk, Neil
- Date: 2020-04
- Subjects: Productive life span , Low-income housing -- Cape town -- City
- Language: English
- Type: Master's theses , Thesis
- Identifier: http://hdl.handle.net/10948/58805 , vital:60123
- Description: Lasting colonial and patriarchal spatial strategies have resulted in South African cities characterised by vast inequalities and unsustainable patterns of development. These include explosive low-density sprawl, fragmentation, separation and a city-wide pattern of core and periphery. Housing justice for the urban poor is a critical component in addressing this, however, numerous studies have found that low-income housing projects have in the majority of cases ended up perpetuating these socially, economically and environmentally unsustainable patterns of development and reinforcing existing spatial injustices. For this reason, design research into more sustainable and productive architectural design strategies for low-income housing appropriate to the South African urban context is particularly important and forms the central concern of this treatise. To be more specific, this study questions how the theoretical idea of productive heterotopias and reimagining the role of the architect as that of a spatial agent could be used to generate a practical low-income housing strategy for a site in the Cape Town inner-city – one that is socially, economically and environmentally sustainable. To achieve this, a critical theoretical lens was adopted in conducting the research and a range of open-ended qualitative research methods were employed to gather, analyse and synthesise data. Because of its particular appropriateness to design research, data analysis primarily relied on abductive reasoning. This study is valuable in that it provides an exploration into the application of critical theory to low-income housing design in South African cities and demonstrates the architectural understandings gained within a set of design scenarios and architectural prototypes. This study argues that any low-income housing strategy in South Africa needs to recognise the complexities of the housing process, make use of time as an important building material and advance the right to the city of the urban poor, i.e. finding a balance between structure and agency that allows greater freedom for ordinary people to have a hand in co-creating the city through spontaneity, improvisation and incremental development, for that strategy to be truly sustainable and productive, as well as to assist in cultivating positively performing and equitable urban environments. In particular, this study rejects the top-down housing methods employed within mainstream development practice in favour of finding an alternative approach that will result in a more supportive housing project. Finding this new supportive approach involved investigating co-operative forms of organisation, methods for allowing community participation, sustainable building materials, simple construction methods and incorporating urban farming as a strategy for supplementing income. Additionally, this study argues that the chosen site for the design, namely Harrington Square, functions as a public urban square at the centre of a larger shared space while simultaneously supporting the proposed housing intervention. , Thesis (MA) -- Faculty - School of of Architecture, 2020
- Full Text:
- Date Issued: 2020-04
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