An investigation into the perceived effects of a school management/leadership training programme in the Ondangwa East Education Region of Namibia
- Authors: Udjombala, Josia S
- Date: 2007
- Subjects: Educational leadership -- Namibia -- Ondangwa School principals -- Namibia -- Ondangwa School management and organization -- Namibia -- Ondangwa School principals -- Training of -- Namibia -- Ondangwa School improvement programs -- Namibia -- Ondangwa Action research in education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1848 , http://hdl.handle.net/10962/d1004447
- Description: The study set out to investigate the perceived effects of the Leadership Development Programme, a two-years training programme for school principals in the Ondangwa East Educational Region of Namibia. The objective has been to find out whether the training curriculum and content were related to what participating principals thought they needed to help them to do their work better, and improve their schools. Data were collected through interviews with two of the first group of nine principals who have completed the training. The study has found that the Leadership Development Programme helped the participating principals to experience personal changes and professional growth. Through the process of participatory action research, the Leadership Development Programme has been able to bring together theory and practice. It has also helped the principals to recognize their responsibility for planning, implementing and evaluation of action, and problem solving initiatives in their schools. The study has also found that the Leadership Development Programme recognized, and therefore applied, the element of experiential/adult learning. Although the Programme has had its basic core curriculum, its content and training process have been flexible in the sense that the Programme tried first to establish what participants knew, and then assisted them to gain a new and enquiring perspective on their knowledge and practice, which helped them to become reflective practitioners. While the study could not establish with a degree of certainty as to what extent the principals have taken up the processes of the training Programme in their schools, it has, however, found that there are many positive changes brought in about schools during the time the training was running. Secondly, while the study could obviously not establish a direct link between every change and the inputs made by the training Programme, it concluded, however, that the Programme at least brought about changes in the mindsets of principals, which were conducive to teaching and learning. What was important, though, was the question of how many of the initiatives were still bearing fruit three years after the training has taken place.
- Full Text:
- Authors: Udjombala, Josia S
- Date: 2007
- Subjects: Educational leadership -- Namibia -- Ondangwa School principals -- Namibia -- Ondangwa School management and organization -- Namibia -- Ondangwa School principals -- Training of -- Namibia -- Ondangwa School improvement programs -- Namibia -- Ondangwa Action research in education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1848 , http://hdl.handle.net/10962/d1004447
- Description: The study set out to investigate the perceived effects of the Leadership Development Programme, a two-years training programme for school principals in the Ondangwa East Educational Region of Namibia. The objective has been to find out whether the training curriculum and content were related to what participating principals thought they needed to help them to do their work better, and improve their schools. Data were collected through interviews with two of the first group of nine principals who have completed the training. The study has found that the Leadership Development Programme helped the participating principals to experience personal changes and professional growth. Through the process of participatory action research, the Leadership Development Programme has been able to bring together theory and practice. It has also helped the principals to recognize their responsibility for planning, implementing and evaluation of action, and problem solving initiatives in their schools. The study has also found that the Leadership Development Programme recognized, and therefore applied, the element of experiential/adult learning. Although the Programme has had its basic core curriculum, its content and training process have been flexible in the sense that the Programme tried first to establish what participants knew, and then assisted them to gain a new and enquiring perspective on their knowledge and practice, which helped them to become reflective practitioners. While the study could not establish with a degree of certainty as to what extent the principals have taken up the processes of the training Programme in their schools, it has, however, found that there are many positive changes brought in about schools during the time the training was running. Secondly, while the study could obviously not establish a direct link between every change and the inputs made by the training Programme, it concluded, however, that the Programme at least brought about changes in the mindsets of principals, which were conducive to teaching and learning. What was important, though, was the question of how many of the initiatives were still bearing fruit three years after the training has taken place.
- Full Text:
An investigation into the popularity of Nigerian movies in Zambia: a reception study of Lusaka viewers
- Authors: Phiri, Diana
- Date: 2007
- Subjects: Motion pictures, Nigerian Motion picture audiences -- Zambia
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3509 , http://hdl.handle.net/10962/d1007615
- Description: Motivated by a concern as to why Zambians are attracted to foreign media in the form of Nigerian movies, this thesis is a qualitative audience study which investigates the popularity of Nigerian movies in Zambia with a focus on Lusaka viewers. Against the dominance of Western media and most especially Hollywood movies, this study explores the popularity of Nigerian movies in Zambia which highlights the circulation of media within and between non-Western countries. This is an aspect of trans-national cultural flows that has been ignored in theories of media imperialism. The thesis argues that the widespread popularity of Nigerian movies in Africa and in Zambia in particular necessitates a revision of the conceptions of global cultural flows that privilege the centrality of the West but ignore other centres engaged in contemporary cultural production.
- Full Text:
- Authors: Phiri, Diana
- Date: 2007
- Subjects: Motion pictures, Nigerian Motion picture audiences -- Zambia
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3509 , http://hdl.handle.net/10962/d1007615
- Description: Motivated by a concern as to why Zambians are attracted to foreign media in the form of Nigerian movies, this thesis is a qualitative audience study which investigates the popularity of Nigerian movies in Zambia with a focus on Lusaka viewers. Against the dominance of Western media and most especially Hollywood movies, this study explores the popularity of Nigerian movies in Zambia which highlights the circulation of media within and between non-Western countries. This is an aspect of trans-national cultural flows that has been ignored in theories of media imperialism. The thesis argues that the widespread popularity of Nigerian movies in Africa and in Zambia in particular necessitates a revision of the conceptions of global cultural flows that privilege the centrality of the West but ignore other centres engaged in contemporary cultural production.
- Full Text:
An investigation into the popularity of the Zimbabwean tabloid newspaper, uMthunywa: a reception study of Bulawayo readers
- Authors: Mabweazara, Hayes Mawindi
- Date: 2007
- Subjects: uMthunywa (Zimbabwe) Tabloid newspapers -- Zimbabwe Journalism -- Zimbabwe Newspapers -- Marketing -- Zimbabwe Mass media -- Social aspects -- Zimbabwe
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3454 , http://hdl.handle.net/10962/d1002908
- Description: The development of the tabloid press has stirred heated debate among media scholars. Critics have argued against the relevance of tabloids in society, often framing them as the ‘journalistic other’ deserving no place in ‘serious’ journalism. Much of this criticism, however, has not been based on a close interrogation of the phenomenon, or an examination of the reasons for their popularity amongst readers. It is against this background that this study investigates the reasons behind the popularity of the Zimbabwean state-controlled tabloid newspaper uMthunywa, among its Bulawayo readers. In particular, it explores the meanings obtained from the content of the paper and the relevance of this content to the readers’ everyday lives. In undertaking this investigation, the study draws primarily on qualitative research methods, particularly qualitative content analysis and in-depth interviews (both group and individual). As the study demonstrates, these methods uncover the complex manner in which Bulawayo readers are attracted to uMthunywa and how they appropriate its textual meanings to their lived realities. The study establishes that despite uMthunywa being state-controlled, it offers space through which the conventional ways of presenting reality are challenged, and the importance of the newspaper being written in isiNdebele. As the study indicates, the popularity of the newspaper is largely dependent on its excessive formulaic and sensational stories, which cover issues experienced by its readers in their lived circumstances. The study thus argues that the newspaper constitutes an alternative mediated public sphere that finds space in the deeper social conditions that have alienated the people of Bulawayo from the macropolitical life of the nation and the ‘power bloc’.
- Full Text:
- Authors: Mabweazara, Hayes Mawindi
- Date: 2007
- Subjects: uMthunywa (Zimbabwe) Tabloid newspapers -- Zimbabwe Journalism -- Zimbabwe Newspapers -- Marketing -- Zimbabwe Mass media -- Social aspects -- Zimbabwe
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3454 , http://hdl.handle.net/10962/d1002908
- Description: The development of the tabloid press has stirred heated debate among media scholars. Critics have argued against the relevance of tabloids in society, often framing them as the ‘journalistic other’ deserving no place in ‘serious’ journalism. Much of this criticism, however, has not been based on a close interrogation of the phenomenon, or an examination of the reasons for their popularity amongst readers. It is against this background that this study investigates the reasons behind the popularity of the Zimbabwean state-controlled tabloid newspaper uMthunywa, among its Bulawayo readers. In particular, it explores the meanings obtained from the content of the paper and the relevance of this content to the readers’ everyday lives. In undertaking this investigation, the study draws primarily on qualitative research methods, particularly qualitative content analysis and in-depth interviews (both group and individual). As the study demonstrates, these methods uncover the complex manner in which Bulawayo readers are attracted to uMthunywa and how they appropriate its textual meanings to their lived realities. The study establishes that despite uMthunywa being state-controlled, it offers space through which the conventional ways of presenting reality are challenged, and the importance of the newspaper being written in isiNdebele. As the study indicates, the popularity of the newspaper is largely dependent on its excessive formulaic and sensational stories, which cover issues experienced by its readers in their lived circumstances. The study thus argues that the newspaper constitutes an alternative mediated public sphere that finds space in the deeper social conditions that have alienated the people of Bulawayo from the macropolitical life of the nation and the ‘power bloc’.
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An investigation into the popularity of Zimbabwe's first health communication soap opera, Studio 263 : a qualitative reception study of Bulawayo students aged between 15 and 20 years
- Authors: Bhebhe-Mpofu, Adilaid
- Date: 2007 , 2014-08-18
- Subjects: Studio 263 (Television program) , Television soap operas -- Zimbabwe , Television viewers -- Zimbabwe , Mass media and children -- Zimbabwe , Television and children -- Zimbabwe , AIDS (Disease) -- Zimbabwe
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3531 , http://hdl.handle.net/10962/d1013310
- Description: Within the context of debates concerning the reception and interpretation of media texts by television audiences, this qualitative reception study explores how a sample of Bulawayo students negotiate meanings from Zimbabwe's first health communication soap opera, Studio 263. The study thus examines the reasons behind the popularity of this programme with this target audience. The findings of the study reveal that meaning making is a complex process that is dependent on a variety of factors which include, among others, the socio-cultural context of media consumption, gender, economic disposition and age. It particularly maintains that gender and lived realities influence the interpretation and negotiation of meanings in this particular study. , Adobe Acrobat Pro 11.0.0 Paper Capture Plug-in
- Full Text:
- Authors: Bhebhe-Mpofu, Adilaid
- Date: 2007 , 2014-08-18
- Subjects: Studio 263 (Television program) , Television soap operas -- Zimbabwe , Television viewers -- Zimbabwe , Mass media and children -- Zimbabwe , Television and children -- Zimbabwe , AIDS (Disease) -- Zimbabwe
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3531 , http://hdl.handle.net/10962/d1013310
- Description: Within the context of debates concerning the reception and interpretation of media texts by television audiences, this qualitative reception study explores how a sample of Bulawayo students negotiate meanings from Zimbabwe's first health communication soap opera, Studio 263. The study thus examines the reasons behind the popularity of this programme with this target audience. The findings of the study reveal that meaning making is a complex process that is dependent on a variety of factors which include, among others, the socio-cultural context of media consumption, gender, economic disposition and age. It particularly maintains that gender and lived realities influence the interpretation and negotiation of meanings in this particular study. , Adobe Acrobat Pro 11.0.0 Paper Capture Plug-in
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An investigation of how environmental learning and teaching support materials (LTSM) can influence team planning and teaching and learning activities in the Foundation Phase
- Authors: Mdlungu, Nozuko Gloria
- Date: 2007
- Subjects: Education, Elementary -- South Africa Environmental education -- Study and teaching (Elementary) -- South Africa Teaching -- Aids and devices -- South Africa Curriculum change -- South Africa Competency-based education -- South Africa Curriculum-based assessment -- South Africa Curriculum planning -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1630 , http://hdl.handle.net/10962/d1003512
- Description: South Africa has experienced significant curriculum transformation over the past ten years. Environment was introduced into C2005 as a phase organiser. Following the streamlining and strengthening of the curriculum, the National Curriculum Statement (NCS) has a more explicit environmental focus in all of the Learning Areas. This has created opportunities for teachers to address environmental health issues in a community context. I work in a rural school and the community around the school experience a number of environmental health issues. In my previous observations I noticed that teachers were not using Learning Teaching Support Materials (LTSM) effectively. In this study I wanted to investigate how LTSM can be used to address environmental health issues in the Foundation Phase. As Life Orientation Learning Outcome1 is a ‘backbone’ of the Life Skills Learning Programme in the Foundation Phase, I decided to focus on this Learning Outcome as it is the Health Promotion outcome in the NCS (R-9). It was my interest to investigate how LTSM are used in team planning and how this planning influences the use of LTSM in classrooms. In the research I observed the link between the activities and LTSM that were discussed in the planning session and those that were done in the classroom. To do this I documented the planning workshop, and I also observed three lessons undertaken in two classrooms, a grade 2 and a grade 3 classroom in my school, where I serve as a principal. I conducted this research as an interpretive case study, and I used workshop, interviews, focus group interviews and classroom observation as methods in the study. The study found that LTSM used in planning influences activities done in the classroom. It also found that use of LTSM helps to achieve the Learning Outcomes and Assessment Standards, and to improve the participation of learners in the learning process. Use of LTSM in planning also improves teachers’ Learning Area knowledge and their knowledge of curriculum development issues. Planning sessions also assisted teachers to address problems such as language used in LTSM and availability of LTSM. The study also found that teachers did not address formal assessment in the planning or in the way they used LTSM. The study concluded that use of LTSM in planning can strengthen classroom practice, and recommendations were made to take this work forward in the context of our school, as it addresses the gap between policy and practice.
- Full Text:
- Authors: Mdlungu, Nozuko Gloria
- Date: 2007
- Subjects: Education, Elementary -- South Africa Environmental education -- Study and teaching (Elementary) -- South Africa Teaching -- Aids and devices -- South Africa Curriculum change -- South Africa Competency-based education -- South Africa Curriculum-based assessment -- South Africa Curriculum planning -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1630 , http://hdl.handle.net/10962/d1003512
- Description: South Africa has experienced significant curriculum transformation over the past ten years. Environment was introduced into C2005 as a phase organiser. Following the streamlining and strengthening of the curriculum, the National Curriculum Statement (NCS) has a more explicit environmental focus in all of the Learning Areas. This has created opportunities for teachers to address environmental health issues in a community context. I work in a rural school and the community around the school experience a number of environmental health issues. In my previous observations I noticed that teachers were not using Learning Teaching Support Materials (LTSM) effectively. In this study I wanted to investigate how LTSM can be used to address environmental health issues in the Foundation Phase. As Life Orientation Learning Outcome1 is a ‘backbone’ of the Life Skills Learning Programme in the Foundation Phase, I decided to focus on this Learning Outcome as it is the Health Promotion outcome in the NCS (R-9). It was my interest to investigate how LTSM are used in team planning and how this planning influences the use of LTSM in classrooms. In the research I observed the link between the activities and LTSM that were discussed in the planning session and those that were done in the classroom. To do this I documented the planning workshop, and I also observed three lessons undertaken in two classrooms, a grade 2 and a grade 3 classroom in my school, where I serve as a principal. I conducted this research as an interpretive case study, and I used workshop, interviews, focus group interviews and classroom observation as methods in the study. The study found that LTSM used in planning influences activities done in the classroom. It also found that use of LTSM helps to achieve the Learning Outcomes and Assessment Standards, and to improve the participation of learners in the learning process. Use of LTSM in planning also improves teachers’ Learning Area knowledge and their knowledge of curriculum development issues. Planning sessions also assisted teachers to address problems such as language used in LTSM and availability of LTSM. The study also found that teachers did not address formal assessment in the planning or in the way they used LTSM. The study concluded that use of LTSM in planning can strengthen classroom practice, and recommendations were made to take this work forward in the context of our school, as it addresses the gap between policy and practice.
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An investigation of how members of a school board perceive and experience their roles in a secondary school in the Rundu Education Region of Namibia
- Authors: Kasokonya, Sinvula Martin
- Date: 2007
- Subjects: School boards -- Namibia School management and organization -- Namibia Educational leadership School personnel management Education -- Political aspects -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1861 , http://hdl.handle.net/10962/d1004558
- Description: The purpose of this study was to investigate School Board members' perceptions and expenences of their roles in a secondary school in the Rundu Education Region of Namibia. A case study was conducted within the interpretive paradigm. Six School Board members from the selected school were interviewed. The data were analysed using qualitative data analysis practices. The findings of the study indicate that there are numerous constraints that interfere with the Board members' ability to effectively carry out their role as a school governing body. These constraints include a lack of knowledge and understanding of the Education Act, a lack of skill in conducting basic management and organization processes and a lack of support from the circuit inspector and Regional Education officers. This study provides some understanding of the circumstances of the School Board in trying to execute its role in implementing the Education Act, especially the section dealing with School Boards. As such, this research provides an agenda for the support and improvement of the work of School Boards in Namibian secondary schools.
- Full Text:
- Authors: Kasokonya, Sinvula Martin
- Date: 2007
- Subjects: School boards -- Namibia School management and organization -- Namibia Educational leadership School personnel management Education -- Political aspects -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1861 , http://hdl.handle.net/10962/d1004558
- Description: The purpose of this study was to investigate School Board members' perceptions and expenences of their roles in a secondary school in the Rundu Education Region of Namibia. A case study was conducted within the interpretive paradigm. Six School Board members from the selected school were interviewed. The data were analysed using qualitative data analysis practices. The findings of the study indicate that there are numerous constraints that interfere with the Board members' ability to effectively carry out their role as a school governing body. These constraints include a lack of knowledge and understanding of the Education Act, a lack of skill in conducting basic management and organization processes and a lack of support from the circuit inspector and Regional Education officers. This study provides some understanding of the circumstances of the School Board in trying to execute its role in implementing the Education Act, especially the section dealing with School Boards. As such, this research provides an agenda for the support and improvement of the work of School Boards in Namibian secondary schools.
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An investigation of ICT project management techniques for sustainable ICT projects in rural development
- Authors: Pade, Caroline Ileje
- Date: 2007
- Subjects: Educational technology -- South Africa , Information technology -- Study and teaching -- South Africa , Project management -- South Africa , Rural development projects -- South Africa , Rural development projects -- South Africa -- Case studies , Rhodes University Mathematics Education Project , Dwesa ICT Project
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: vital:1140 , http://hdl.handle.net/10962/d1002769 , Educational technology -- South Africa , Information technology -- Study and teaching -- South Africa , Project management -- South Africa , Rural development projects -- South Africa , Rural development projects -- South Africa -- Case studies , Rhodes University Mathematics Education Project , Dwesa ICT Project
- Description: Poverty alleviation by means of rural development has become a priority among developing countries. In turn, rural development may be significantly enhanced and supported by Information and Communication Technologies (ICTs), the use of which is highlighted by the emerging importance of information and knowledge as key strategic resources for social and economic development. An analysis of rural case studies where ICTs have been introduced, suggests that there are a number of barriers and constraints that are faced when taking advantage of these technologies. These include access to infrastructure, limited formal education, insufficient training and capacity building, financial and political constraints, and social and cultural challenges. These challenges threaten the success and sustainability of rural ICT projects. Sustainability is key to the effectiveness of a rural ICT project; therefore it is important to understand the concept and categories associated with ICT project sustainability in rural areas. The categories of sustainability which include social and cultural, institutional, economic, political, and technological, reveal critical success factors that need to be considered in the implementation and management of rural ICT projects. The project management discipline acknowledges the importance of understanding the project’s environment, particularly environmental factors associated with rural communities. The complexity of the environment therefore implies the need for a project to be undertaken in phases comprising the project life cycle. Project management practice for rural ICT project sustainability can therefore be examined, adapting the traditional project life cycle to a rural ICT project. A Rural ICT Project Life Cycle (RICT-PLC) that is sensitive to the critical success factors of sustainability is therefore proposed. In order to further investigate the phases of the life cycle of a rural ICT project, two case study investigations are explored: the Dwesa ICT community project, and the Rhodes University Mathematics Education Project (RUMEP) (MathsNet). A multiple case study analysis confirms the practices associated with the RICT-PLC model, and identifies additional characteristics, phases and practices associated with rural ICT projects. Finally, an enhanced RICT-PLC model is developed, that sets sustainability guidelines for ICT project management in rural areas and identifies the people, environments, technologies, systems, and requirements for ICTs to support rural development activities.
- Full Text:
- Authors: Pade, Caroline Ileje
- Date: 2007
- Subjects: Educational technology -- South Africa , Information technology -- Study and teaching -- South Africa , Project management -- South Africa , Rural development projects -- South Africa , Rural development projects -- South Africa -- Case studies , Rhodes University Mathematics Education Project , Dwesa ICT Project
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: vital:1140 , http://hdl.handle.net/10962/d1002769 , Educational technology -- South Africa , Information technology -- Study and teaching -- South Africa , Project management -- South Africa , Rural development projects -- South Africa , Rural development projects -- South Africa -- Case studies , Rhodes University Mathematics Education Project , Dwesa ICT Project
- Description: Poverty alleviation by means of rural development has become a priority among developing countries. In turn, rural development may be significantly enhanced and supported by Information and Communication Technologies (ICTs), the use of which is highlighted by the emerging importance of information and knowledge as key strategic resources for social and economic development. An analysis of rural case studies where ICTs have been introduced, suggests that there are a number of barriers and constraints that are faced when taking advantage of these technologies. These include access to infrastructure, limited formal education, insufficient training and capacity building, financial and political constraints, and social and cultural challenges. These challenges threaten the success and sustainability of rural ICT projects. Sustainability is key to the effectiveness of a rural ICT project; therefore it is important to understand the concept and categories associated with ICT project sustainability in rural areas. The categories of sustainability which include social and cultural, institutional, economic, political, and technological, reveal critical success factors that need to be considered in the implementation and management of rural ICT projects. The project management discipline acknowledges the importance of understanding the project’s environment, particularly environmental factors associated with rural communities. The complexity of the environment therefore implies the need for a project to be undertaken in phases comprising the project life cycle. Project management practice for rural ICT project sustainability can therefore be examined, adapting the traditional project life cycle to a rural ICT project. A Rural ICT Project Life Cycle (RICT-PLC) that is sensitive to the critical success factors of sustainability is therefore proposed. In order to further investigate the phases of the life cycle of a rural ICT project, two case study investigations are explored: the Dwesa ICT community project, and the Rhodes University Mathematics Education Project (RUMEP) (MathsNet). A multiple case study analysis confirms the practices associated with the RICT-PLC model, and identifies additional characteristics, phases and practices associated with rural ICT projects. Finally, an enhanced RICT-PLC model is developed, that sets sustainability guidelines for ICT project management in rural areas and identifies the people, environments, technologies, systems, and requirements for ICTs to support rural development activities.
- Full Text:
An investigation of interpersonal relationships between management and lecturers in a College of Education in Namibia
- Amushigamo, Angelina Popyeni
- Authors: Amushigamo, Angelina Popyeni
- Date: 2007
- Subjects: Communication in education -- Namibia Teacher morale -- Namibia Employee motivation -- Namibia Teacher-administrator relationships -- Namibia College teachers -- Job satisfaction -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1850 , http://hdl.handle.net/10962/d1004458
- Description: Relationships are regarded as an important aspect of any organization's life. The purpose of this study was to investigate staff perceptions and experiences of interpersonal relationships between management and lecturers in a Namibian College of Education. I conducted a case study at the College where I teach. Two methods were used to collect data. Firstly, semi-structured interviews with two management members, two senior lecturers and two lecturers. Secondly, observation where practical aspects of interpersonal relationships in the College were observed. I used the interpretational data analysis technique to analyse my data. Themes and patterns were identified in the data, coded and sorted into categories. The study revealed staff unhappiness about the current situation in the College as far as communication is concerned. The College's hierarchical structure was described as top-down. As such, it does not allow for face to face communication. There is an absence of any social cohesion or sense of community. Relationships at a College level are characterized by personal conflict and difference. However, the study revealed a satisfaction with communication and relationships at a dl'partmentallevel. Five key features of interpersonal communication that are lacking in the College and that contribute to the unhealthy relationships in the College were identified. These are trust, respect, openness, feedback and the sharing of ideas and knowledge. Due to their absence, the College is divided into cliques. A strong desire for the establishment of interpersonal norms of openness, respect, honesty and trust was expressed. Participants expressed the need to establish an organization structure that allows for interaction with others in the College, flatter structures, teamwork and a collaborative cultu re. The study also emphasized participative democracy in building relationships. Participation in decision making is seen as satisfying the personal need to experience a sense of influence and achievement. There is evidence of a desire for distributed leadership where the College staff as a group of professionals lead the College collectively and collaboratively. There is a strong desire for a College where people are liked , valued, accepted by others and recognized for their efforts. Finally, Organization Development is recommended as an approach to enhance College staff relationships.
- Full Text:
- Authors: Amushigamo, Angelina Popyeni
- Date: 2007
- Subjects: Communication in education -- Namibia Teacher morale -- Namibia Employee motivation -- Namibia Teacher-administrator relationships -- Namibia College teachers -- Job satisfaction -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1850 , http://hdl.handle.net/10962/d1004458
- Description: Relationships are regarded as an important aspect of any organization's life. The purpose of this study was to investigate staff perceptions and experiences of interpersonal relationships between management and lecturers in a Namibian College of Education. I conducted a case study at the College where I teach. Two methods were used to collect data. Firstly, semi-structured interviews with two management members, two senior lecturers and two lecturers. Secondly, observation where practical aspects of interpersonal relationships in the College were observed. I used the interpretational data analysis technique to analyse my data. Themes and patterns were identified in the data, coded and sorted into categories. The study revealed staff unhappiness about the current situation in the College as far as communication is concerned. The College's hierarchical structure was described as top-down. As such, it does not allow for face to face communication. There is an absence of any social cohesion or sense of community. Relationships at a College level are characterized by personal conflict and difference. However, the study revealed a satisfaction with communication and relationships at a dl'partmentallevel. Five key features of interpersonal communication that are lacking in the College and that contribute to the unhealthy relationships in the College were identified. These are trust, respect, openness, feedback and the sharing of ideas and knowledge. Due to their absence, the College is divided into cliques. A strong desire for the establishment of interpersonal norms of openness, respect, honesty and trust was expressed. Participants expressed the need to establish an organization structure that allows for interaction with others in the College, flatter structures, teamwork and a collaborative cultu re. The study also emphasized participative democracy in building relationships. Participation in decision making is seen as satisfying the personal need to experience a sense of influence and achievement. There is evidence of a desire for distributed leadership where the College staff as a group of professionals lead the College collectively and collaboratively. There is a strong desire for a College where people are liked , valued, accepted by others and recognized for their efforts. Finally, Organization Development is recommended as an approach to enhance College staff relationships.
- Full Text:
An investigation of parental involvement in the development of their children's literacy in a rural Namibian school
- Authors: Siririka, Gisela
- Date: 2007
- Subjects: Education -- Namibia Education -- Parent participation -- Namibia Rural schools -- Namibia Community and school -- Namibia Literacy -- Social aspects -- Namibia Literacy -- Study and teaching -- Namibia Libraries and education -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1638 , http://hdl.handle.net/10962/d1003520
- Description: This study sought to investigate the involvement of parents in the development of their children’s literacy. The study was conducted in a rural school in the Omaheke region of Namibia, a school selected for reasons of representativeness and convenience. The research took the form of an interpretive case study focussing on a study sample of nine parents, their children, and one teacher in the Ngeama community. Data were collected through semi-structured interviews and then subjected to comprehensive descriptive analysis. The findings of the study indicate that parents in the Ngeama rural community have not been effectively involved in their children’s acquisition of literacy, for a number of reasons. These include the parents’ not feeling appropriately empowered to influence the development of their children’s literacy, the absence of environmental literacy programmes within the community, and the shortage of literacy materials such as newspapers and magazines. Perhaps the most important factor is that there is no public or school library in the Ngeama community. In view of these findings, the study recognizes a need for parental empowerment in terms of knowledge, skills, understanding and resources allocation regarding the education of their children. It recommends that a relationship of trust and understanding be built between the school and the community to ensure the sound development of literacy skills. The study further recommends the establishment of a library in order to enhance the literacy levels of teachers, parents and children alike.
- Full Text:
- Authors: Siririka, Gisela
- Date: 2007
- Subjects: Education -- Namibia Education -- Parent participation -- Namibia Rural schools -- Namibia Community and school -- Namibia Literacy -- Social aspects -- Namibia Literacy -- Study and teaching -- Namibia Libraries and education -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1638 , http://hdl.handle.net/10962/d1003520
- Description: This study sought to investigate the involvement of parents in the development of their children’s literacy. The study was conducted in a rural school in the Omaheke region of Namibia, a school selected for reasons of representativeness and convenience. The research took the form of an interpretive case study focussing on a study sample of nine parents, their children, and one teacher in the Ngeama community. Data were collected through semi-structured interviews and then subjected to comprehensive descriptive analysis. The findings of the study indicate that parents in the Ngeama rural community have not been effectively involved in their children’s acquisition of literacy, for a number of reasons. These include the parents’ not feeling appropriately empowered to influence the development of their children’s literacy, the absence of environmental literacy programmes within the community, and the shortage of literacy materials such as newspapers and magazines. Perhaps the most important factor is that there is no public or school library in the Ngeama community. In view of these findings, the study recognizes a need for parental empowerment in terms of knowledge, skills, understanding and resources allocation regarding the education of their children. It recommends that a relationship of trust and understanding be built between the school and the community to ensure the sound development of literacy skills. The study further recommends the establishment of a library in order to enhance the literacy levels of teachers, parents and children alike.
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An investigation of the principal's leadership role in a successful rural school in Namibia
- Authors: Tjivikua, Uerivangera Chris
- Date: 2007
- Subjects: Rural schools -- Namibia School principals -- Namibia School management and organization -- Namibia Educational leadership -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1656 , http://hdl.handle.net/10962/d1003539
- Description: Rural schools are faced with numerous challenges and are often perceived to be academically unsuccessful. However, in spite of this perception there are some which manage to beat the odds by being academically successful year after year. This peculiar phenomenon of ‘unequal performance’ among rural schools struck my interest; hence my decision to investigate what it is that successful rural schools do to keep afloat in a turbulent environment where others around them collapsed. As the literature suggests that leadership play a key role in the success of an organisation, I focused my study on how the leadership role of the principal makes a rural school thrive. The study is situated in the interpretive paradigm and attempts to reveal participants’ perceptions and experiences of the principal’s leadership. My participants were the principal, circuit inspector, the School Board Chairperson, a Head of Department and the LRC president. These people were purposefully selected; the principal was selected because he is the one executing the roles hence he would be better informed about them while the others due to the positions they occupy, work closely with the principal. The research is a case study as it focused on a single case, and for data generation I employed semi-structured interviews, observation and document analysis. The study revealed various characteristics that describe the leadership role of the principal. An overarching characteristic that emerged is that the principal is a balanced leader - he focuses on both task completion and consideration for people. Different characteristics that emerged from this balance leadership portrayed the principal of Ruacana Senior Secondary School to be a transformational and an instructional leader who believes that teaching and learning are the central activities of a school. Moreover he has been painted to be a team player and a servant leader who holds and practices the principle of ubuntu. The principal has also been described as a strategic and exemplary leader. It emerged that his exemplary leadership has moulded the practices of teachers and learners into a shared culture that supports academic excellence. The findings also depicted a paradoxical picture of the principal in that while he exhibits democratic procedures he is also perceived to be autocratic.
- Full Text:
- Authors: Tjivikua, Uerivangera Chris
- Date: 2007
- Subjects: Rural schools -- Namibia School principals -- Namibia School management and organization -- Namibia Educational leadership -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1656 , http://hdl.handle.net/10962/d1003539
- Description: Rural schools are faced with numerous challenges and are often perceived to be academically unsuccessful. However, in spite of this perception there are some which manage to beat the odds by being academically successful year after year. This peculiar phenomenon of ‘unequal performance’ among rural schools struck my interest; hence my decision to investigate what it is that successful rural schools do to keep afloat in a turbulent environment where others around them collapsed. As the literature suggests that leadership play a key role in the success of an organisation, I focused my study on how the leadership role of the principal makes a rural school thrive. The study is situated in the interpretive paradigm and attempts to reveal participants’ perceptions and experiences of the principal’s leadership. My participants were the principal, circuit inspector, the School Board Chairperson, a Head of Department and the LRC president. These people were purposefully selected; the principal was selected because he is the one executing the roles hence he would be better informed about them while the others due to the positions they occupy, work closely with the principal. The research is a case study as it focused on a single case, and for data generation I employed semi-structured interviews, observation and document analysis. The study revealed various characteristics that describe the leadership role of the principal. An overarching characteristic that emerged is that the principal is a balanced leader - he focuses on both task completion and consideration for people. Different characteristics that emerged from this balance leadership portrayed the principal of Ruacana Senior Secondary School to be a transformational and an instructional leader who believes that teaching and learning are the central activities of a school. Moreover he has been painted to be a team player and a servant leader who holds and practices the principle of ubuntu. The principal has also been described as a strategic and exemplary leader. It emerged that his exemplary leadership has moulded the practices of teachers and learners into a shared culture that supports academic excellence. The findings also depicted a paradoxical picture of the principal in that while he exhibits democratic procedures he is also perceived to be autocratic.
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An investigation of the response of entities in the South African JSE ICT sector in 2005 to environmental sustainability reporting
- Authors: Rafferty, Kevin Lee
- Date: 2007
- Subjects: Information technology -- South Africa Communication in organizations -- South Africa Sustainable development -- South Africa Social responsibility of business -- South Africa
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:753 , http://hdl.handle.net/10962/d1003874
- Description: Pressure is on organisations the world over to report to their stakeholders, not only on their economic performance, but also on their environmental and social performance. In South Africa the King II code of corporate governance provides the guidance and impetus for this integrated “triple bottom line” sustainability reporting. The ICT sector in South Africa has been cited as lagging behind other sectors with regards to sustainability reporting, particularly in environmental sustainability reporting. Many ICT organisations would appear to be using their office and service based existence as reasons for having little or no impact on the environment. The study of the impacts of ICT on environmental sustainability in this research suggests that this is not necessarily the case. An assessment tool based on the internationally recognised Global Reporting Initiative Guidelines was developed in this research to investigate the level of environmental sustainability reporting in the South African ICT sector. The investigation showed the level of environmental sustainability reporting in the sector’s 2005 annual reports to be low. To get an indication of the level of reporting in more developed countries, a small sample of international ICT and service organisations was assessed using the tool, which showed significantly higher levels of environmental sustainability reporting. A set of ICT specific environmental sustainability performance indicators are proposed to enhance and encourage more significant levels of environmental sustainability reporting in South Africa.
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- Authors: Rafferty, Kevin Lee
- Date: 2007
- Subjects: Information technology -- South Africa Communication in organizations -- South Africa Sustainable development -- South Africa Social responsibility of business -- South Africa
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:753 , http://hdl.handle.net/10962/d1003874
- Description: Pressure is on organisations the world over to report to their stakeholders, not only on their economic performance, but also on their environmental and social performance. In South Africa the King II code of corporate governance provides the guidance and impetus for this integrated “triple bottom line” sustainability reporting. The ICT sector in South Africa has been cited as lagging behind other sectors with regards to sustainability reporting, particularly in environmental sustainability reporting. Many ICT organisations would appear to be using their office and service based existence as reasons for having little or no impact on the environment. The study of the impacts of ICT on environmental sustainability in this research suggests that this is not necessarily the case. An assessment tool based on the internationally recognised Global Reporting Initiative Guidelines was developed in this research to investigate the level of environmental sustainability reporting in the South African ICT sector. The investigation showed the level of environmental sustainability reporting in the sector’s 2005 annual reports to be low. To get an indication of the level of reporting in more developed countries, a small sample of international ICT and service organisations was assessed using the tool, which showed significantly higher levels of environmental sustainability reporting. A set of ICT specific environmental sustainability performance indicators are proposed to enhance and encourage more significant levels of environmental sustainability reporting in South Africa.
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An investigation of the sustainability of the Imbewu Project at Phiwe Primary School
- Authors: Maselana, Thobeka
- Date: 2007
- Subjects: Education -- South Africa -- Eastern Cape Sustainable development -- South Africa -- Eastern Cape Project method in teaching -- South Africa -- Eastern Cape School improvement programs -- South Africa -- Eastern Cape -- Case studies Educational change -- South Africa -- Eastern Cape Education and state -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1924 , http://hdl.handle.net/10962/d1007509
- Description: Sustainable development and projects are relatively new terms In the South African context. This study explores these concepts as they relate to a school that is piloting a project in the Eastern Cape. A number of projects have been introduced in disadvantaged schools to redress imbalances of the past. Funders invest a lot of money, but when they leave, schools struggle to sustain these initiatives. This study aims to investigate whether the Imbewu Project, an educational development pilot project meant to improve schools in the Eastern Cape, made provision for long-term sustainability and whether the school sustained the project. Very little research seems to have been conducted on sustainability, especially in South Africa (SA). The study is conducted in the interpretive paradigm. A single case study involving a number of stakeholders at Phiwe Primary School (PPS) was conducted through observations, interviews, focus groups and document analysis. The study found that the action research strategy intended for the project was constrained by the limited time allowed. In addition, the approach did not address processes which are important for sustainability. Also, the cascade approach to learning is not successful in organisations that have not reached the status of being learning organisations. PPS is still struggling to change its culture and therefore one can say that they cannot sustain the changes that are brought by the project. Firstly, they did not involve the parents in most modules as the project suggested. Secondly, some facilitators did not understand the project. Thirdly, although the project provided for monitoring and support, the study found that there was inadequate support from the project team and district officials. There was a shortage of district officials because the Eastern Cape Department of Education did not invest in appointing people that could sustain the project. However, there are areas where the school is doing an outstanding job despite the fact that there was very little support. The school performed well in implementing and sustaining the project in the following areas: learner welfare, community involvement and involvement of staff members in committees.
- Full Text:
- Authors: Maselana, Thobeka
- Date: 2007
- Subjects: Education -- South Africa -- Eastern Cape Sustainable development -- South Africa -- Eastern Cape Project method in teaching -- South Africa -- Eastern Cape School improvement programs -- South Africa -- Eastern Cape -- Case studies Educational change -- South Africa -- Eastern Cape Education and state -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1924 , http://hdl.handle.net/10962/d1007509
- Description: Sustainable development and projects are relatively new terms In the South African context. This study explores these concepts as they relate to a school that is piloting a project in the Eastern Cape. A number of projects have been introduced in disadvantaged schools to redress imbalances of the past. Funders invest a lot of money, but when they leave, schools struggle to sustain these initiatives. This study aims to investigate whether the Imbewu Project, an educational development pilot project meant to improve schools in the Eastern Cape, made provision for long-term sustainability and whether the school sustained the project. Very little research seems to have been conducted on sustainability, especially in South Africa (SA). The study is conducted in the interpretive paradigm. A single case study involving a number of stakeholders at Phiwe Primary School (PPS) was conducted through observations, interviews, focus groups and document analysis. The study found that the action research strategy intended for the project was constrained by the limited time allowed. In addition, the approach did not address processes which are important for sustainability. Also, the cascade approach to learning is not successful in organisations that have not reached the status of being learning organisations. PPS is still struggling to change its culture and therefore one can say that they cannot sustain the changes that are brought by the project. Firstly, they did not involve the parents in most modules as the project suggested. Secondly, some facilitators did not understand the project. Thirdly, although the project provided for monitoring and support, the study found that there was inadequate support from the project team and district officials. There was a shortage of district officials because the Eastern Cape Department of Education did not invest in appointing people that could sustain the project. However, there are areas where the school is doing an outstanding job despite the fact that there was very little support. The school performed well in implementing and sustaining the project in the following areas: learner welfare, community involvement and involvement of staff members in committees.
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Apprenticing learners in the context of the Grade 10 physical science classroom
- Authors: Gray, Wesley Barclay
- Date: 2007
- Subjects: Science -- Study and teaching (Secondary) -- South Africa. Education, Bilingual -- South Africa Language and education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1423 , http://hdl.handle.net/10962/d1003304
- Description: The number of African learners who participate and succeed in physical science is recognized to be ‘disturbingly low’. One of the factors attributed to the low levels of enrolment and performance in physical science is language. In this study, teaching and learning through the language of science is examined in the context of the bilingual classroom. A model of analysis is constructed that (1) extends the notion of the language of science to include the mathematical and visual ‘languages’ of science, (2) takes recognition of the manner in which language, content, and values and beliefs construct the science learner, and (3) moves beyond the characterization of teaching and learning according to the dichotomy of the ‘traditional’/ the ‘progressive’. The model of analysis draws upon the central concepts of a sociocultural model of pedagogy, namely the ‘developmental model’. In addition, the model of analysis makes use of Systemic Functional Linguistics to examine teaching and learning at the micro level of classroom interaction. This study reveals the complex nature in which the language, content, and values and beliefs change as a lesson unfolds: teaching and learning through the language of science has been shown in these classrooms to be marked by features of both a ‘traditional’ and a ‘progressive’ model – each of which appears to serve different functions in the overall construction of the science learner. In addition, this study begins to uncover how a ‘successful’ teacher equips his/ her learners in the context of the bilingual physical science classroom: teaching and learning through the language of science has been shown in these classrooms to incorporate complex and varied strategies that depend upon choices made by both the teacher and learners. These findings substantiate the need to understand the challenges teachers and learners face in the bilingual physical science classroom in ways that acknowledge the complexity of the teaching and learning process.
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- Authors: Gray, Wesley Barclay
- Date: 2007
- Subjects: Science -- Study and teaching (Secondary) -- South Africa. Education, Bilingual -- South Africa Language and education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1423 , http://hdl.handle.net/10962/d1003304
- Description: The number of African learners who participate and succeed in physical science is recognized to be ‘disturbingly low’. One of the factors attributed to the low levels of enrolment and performance in physical science is language. In this study, teaching and learning through the language of science is examined in the context of the bilingual classroom. A model of analysis is constructed that (1) extends the notion of the language of science to include the mathematical and visual ‘languages’ of science, (2) takes recognition of the manner in which language, content, and values and beliefs construct the science learner, and (3) moves beyond the characterization of teaching and learning according to the dichotomy of the ‘traditional’/ the ‘progressive’. The model of analysis draws upon the central concepts of a sociocultural model of pedagogy, namely the ‘developmental model’. In addition, the model of analysis makes use of Systemic Functional Linguistics to examine teaching and learning at the micro level of classroom interaction. This study reveals the complex nature in which the language, content, and values and beliefs change as a lesson unfolds: teaching and learning through the language of science has been shown in these classrooms to be marked by features of both a ‘traditional’ and a ‘progressive’ model – each of which appears to serve different functions in the overall construction of the science learner. In addition, this study begins to uncover how a ‘successful’ teacher equips his/ her learners in the context of the bilingual physical science classroom: teaching and learning through the language of science has been shown in these classrooms to incorporate complex and varied strategies that depend upon choices made by both the teacher and learners. These findings substantiate the need to understand the challenges teachers and learners face in the bilingual physical science classroom in ways that acknowledge the complexity of the teaching and learning process.
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Aspects of delictual liability in pharmacy practice
- Authors: Lewis, Melissa Geane
- Date: 2007
- Subjects: Pharmacy -- Practice Pharmacist and patient Pharmacy -- Social aspects Pharmacists -- Malpractice Pharmacy -- Law and legislation
- Language: English
- Type: Thesis , Masters , LLM
- Identifier: vital:3706 , http://hdl.handle.net/10962/d1005963
- Description: The thesis explores the various instances in which pharmacists may incur delictual liability for harm suffered by their patients or third parties. As such, it is primarily concerned with the field of professional negligence. The work focuses specifically on the wrongfulness, fault and causation enquiries in pharmacy malpractice cases. The discussion is set against the backdrop of the pharmacy profession's shift towards patient-orientated service in recent years and explores whether this change in the profession's social role has had any effect on the legal duties and standard of care to which pharmacists are currently bound. It is argued that, in light of the dangers posed by modern medicines and the extent to which pharmacists are professionally expected to involve themselves in patient care, pharmacists can no longer escape liability simply by accurately dispensing pharmaceutical products. Rather, they are expected to participate actively in avoiding drug-related injury by, for example, providing patient counselling, detecting invalid or erroneous prescriptions and monitoring prescription refills. Although the thesis places particular emphasis on the role of pharmacists in achieving risk management, it also argues that pharmacists are, in very limited circumstances, required to participate in the risk assessment process traditionally thought to fall exclusively into the realm of physicians. It is furthermore demonstrated that pharmacists can incur liability regardless of whether a patient's harm can also be partially attributed to the blameworthy conduct of another healthcare professional. Although the thesis concludes that pharmacists are currently exposed to greater risks of liability than they were in the past, it also shows that plaintiffs who seek damages from pharmacists will usually experience a number of difficulties in establishing liability. In particular, problems are likely to be encountered in satisfying a court as to the presence of factual causation, which is notoriously difficult to establish in drug-related cases.
- Full Text:
- Authors: Lewis, Melissa Geane
- Date: 2007
- Subjects: Pharmacy -- Practice Pharmacist and patient Pharmacy -- Social aspects Pharmacists -- Malpractice Pharmacy -- Law and legislation
- Language: English
- Type: Thesis , Masters , LLM
- Identifier: vital:3706 , http://hdl.handle.net/10962/d1005963
- Description: The thesis explores the various instances in which pharmacists may incur delictual liability for harm suffered by their patients or third parties. As such, it is primarily concerned with the field of professional negligence. The work focuses specifically on the wrongfulness, fault and causation enquiries in pharmacy malpractice cases. The discussion is set against the backdrop of the pharmacy profession's shift towards patient-orientated service in recent years and explores whether this change in the profession's social role has had any effect on the legal duties and standard of care to which pharmacists are currently bound. It is argued that, in light of the dangers posed by modern medicines and the extent to which pharmacists are professionally expected to involve themselves in patient care, pharmacists can no longer escape liability simply by accurately dispensing pharmaceutical products. Rather, they are expected to participate actively in avoiding drug-related injury by, for example, providing patient counselling, detecting invalid or erroneous prescriptions and monitoring prescription refills. Although the thesis places particular emphasis on the role of pharmacists in achieving risk management, it also argues that pharmacists are, in very limited circumstances, required to participate in the risk assessment process traditionally thought to fall exclusively into the realm of physicians. It is furthermore demonstrated that pharmacists can incur liability regardless of whether a patient's harm can also be partially attributed to the blameworthy conduct of another healthcare professional. Although the thesis concludes that pharmacists are currently exposed to greater risks of liability than they were in the past, it also shows that plaintiffs who seek damages from pharmacists will usually experience a number of difficulties in establishing liability. In particular, problems are likely to be encountered in satisfying a court as to the presence of factual causation, which is notoriously difficult to establish in drug-related cases.
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Assessing the duty to exhaust internal remedies in the South African law
- Authors: Madebwe, Tinashe Masvimbo
- Date: 2007
- Subjects: Remedies (Law) -- South Africa Judicial review of administrative acts -- South Africa Administrative law -- South Africa Administrative law -- England Dispute resolution (Law) -- South Africa Justice, Administration of -- South Africa
- Language: English
- Type: Thesis , Masters , LLM
- Identifier: vital:3709 , http://hdl.handle.net/10962/d1007253
- Description: Since the incorporation of the separation of powers doctrine into the South African Constitution, the problem has arisen that, each of the three tiers of government, the Executive, the Judiciary and the Legislature, has sought to protect exclusive jurisdiction over matters that fall within what constitutes that tier's own realm of authority. The effects of this are especially apparent in the field of dispute resolution in administrative law. The administration is predominantly the province of the Executive, and to a lesser extent, the Legislature. Thus, the acceptability of judicial review in dispute resolution and generally, the intrusion by the Judiciary in matters of the administration is perennially questioned and challenged by both the Executive and the Legislature. In this context, the duty to exhaust internal remedies assumes a pivotal role. It offers a compromise, by prescribing qualified exclusion of judicial review as a first port of call for dispute resolution while simultaneously entrusting initial dispute resolution to the administration. Often, this approach yields tangible results, but from a constitutional and fundamental rights perspective, the duty to exhaust internal remedies is problematic. Its exclusion of judicial review goes against, not only the right of access to court in section 34 of the Constitution, but also the rule of law, to the extent that the rule of law allows for the challenging, in court, of illegal administrative action as soon as it is taken. This thesis analyses the constitutionality of the duty to exhaust internal remedies in section 7(2) of the Promotion of Administrative Justice Act by assessing the consistency of section 7(2) of the Promotion of Administrative Justice Act with the right of access to court in section 34 of the Constitution. The thesis initially examines the origins and historical development of the duty to exhaust internal remedies in the English law, and the subsequent adoption of the duty to exhaust internal remedies into the South African common law for the purpose of interpreting and comprehending the duty to exhaust internal remedies as it is appears in section 7(2) of the Promotion of Administrative Justice Act. Ultimately, the study focuses on and identifies the deficiencies in the current approach to the question of the constitutionality of section 7(2) of the Promotion of Administrative Justice Act, and offers suggestions on how the law might be developed.
- Full Text:
- Authors: Madebwe, Tinashe Masvimbo
- Date: 2007
- Subjects: Remedies (Law) -- South Africa Judicial review of administrative acts -- South Africa Administrative law -- South Africa Administrative law -- England Dispute resolution (Law) -- South Africa Justice, Administration of -- South Africa
- Language: English
- Type: Thesis , Masters , LLM
- Identifier: vital:3709 , http://hdl.handle.net/10962/d1007253
- Description: Since the incorporation of the separation of powers doctrine into the South African Constitution, the problem has arisen that, each of the three tiers of government, the Executive, the Judiciary and the Legislature, has sought to protect exclusive jurisdiction over matters that fall within what constitutes that tier's own realm of authority. The effects of this are especially apparent in the field of dispute resolution in administrative law. The administration is predominantly the province of the Executive, and to a lesser extent, the Legislature. Thus, the acceptability of judicial review in dispute resolution and generally, the intrusion by the Judiciary in matters of the administration is perennially questioned and challenged by both the Executive and the Legislature. In this context, the duty to exhaust internal remedies assumes a pivotal role. It offers a compromise, by prescribing qualified exclusion of judicial review as a first port of call for dispute resolution while simultaneously entrusting initial dispute resolution to the administration. Often, this approach yields tangible results, but from a constitutional and fundamental rights perspective, the duty to exhaust internal remedies is problematic. Its exclusion of judicial review goes against, not only the right of access to court in section 34 of the Constitution, but also the rule of law, to the extent that the rule of law allows for the challenging, in court, of illegal administrative action as soon as it is taken. This thesis analyses the constitutionality of the duty to exhaust internal remedies in section 7(2) of the Promotion of Administrative Justice Act by assessing the consistency of section 7(2) of the Promotion of Administrative Justice Act with the right of access to court in section 34 of the Constitution. The thesis initially examines the origins and historical development of the duty to exhaust internal remedies in the English law, and the subsequent adoption of the duty to exhaust internal remedies into the South African common law for the purpose of interpreting and comprehending the duty to exhaust internal remedies as it is appears in section 7(2) of the Promotion of Administrative Justice Act. Ultimately, the study focuses on and identifies the deficiencies in the current approach to the question of the constitutionality of section 7(2) of the Promotion of Administrative Justice Act, and offers suggestions on how the law might be developed.
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Bones of contention : contestations over human remains in the Eastern Cape
- Authors: Mkhize, Nomalanga
- Date: 2007
- Subjects: Dead -- Political aspects -- South Africa Human body -- Symbolic aspects Human remains (Archaeology) -- Repatriation Human remains (Archaeology) -- Repatriation -- South Africa -- Eastern Cape Xhosa (African people) -- Social life and customs Eastern Cape (South Africa) -- Social life and customs Eastern Cape (South Africa) -- History
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2597 , http://hdl.handle.net/10962/d1007665
- Description: This thesis examines three contestations involving human remains which have arisen in the Eastern Cape over the past fifteen years. It shows that the value or meaning attached to human remains is constructed through the socio-historical dynamics out of which these contestations arise. The meaning and value of human remains is neither inherent nor neutral. In Ndancama's case, the need for housing in Fingo Village led hundreds of poor residents to settle on the township's Old Cemetery in 1972. Basic material needs trumped concerns for those buried in the cemetery. When the post-apartheid municipality sought to provide sewerage and housing infrastructure for Ndancama in 2003, its development plans were constrained by new heritage legislation which protects historic cemeteries. Residents insisted that their infrastructural needs were of primary importance. In 1993, the unearthing of human remains at the Old Military Cemetery in King William's Town created a thirteen year long saga which was only resolved with the reburial of the remains in 2006. The presence of the remains proved problematic for a number of reasons. Local authorities failed to rebury the remains speedily. The burden to store them fell on the Kaffrarian Museum which came under fire because this was considered unethical in the postapartheid era. The identity of the remains became a bone of contention in 2006 when the new Amathole District Municipality concluded that the remains were those of victims who died in the 1856-57 Great Cattle Killing. The remains and their reburial became symbols of past injustice and present restoration of African heritage. The 1996 quest by 'Nicholas Gcaleka', a 'self-styled' chief and traditional healer, to search for King Hintsa's skull in the United Kingdom provoked unprecedented public engagement with the incomplete narrative on the fate of Hintsa's body. The power to represent history, and the methods through which historical truth is discovered were at the heart of the contestation. Elites such as the Xhosa Royal and the white scientific establishment were considered neither credible nor authoritative on this historical matter. Public support for Gcaleka revealed that many South Africans sought just recompense for colonial injustices.
- Full Text:
- Authors: Mkhize, Nomalanga
- Date: 2007
- Subjects: Dead -- Political aspects -- South Africa Human body -- Symbolic aspects Human remains (Archaeology) -- Repatriation Human remains (Archaeology) -- Repatriation -- South Africa -- Eastern Cape Xhosa (African people) -- Social life and customs Eastern Cape (South Africa) -- Social life and customs Eastern Cape (South Africa) -- History
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2597 , http://hdl.handle.net/10962/d1007665
- Description: This thesis examines three contestations involving human remains which have arisen in the Eastern Cape over the past fifteen years. It shows that the value or meaning attached to human remains is constructed through the socio-historical dynamics out of which these contestations arise. The meaning and value of human remains is neither inherent nor neutral. In Ndancama's case, the need for housing in Fingo Village led hundreds of poor residents to settle on the township's Old Cemetery in 1972. Basic material needs trumped concerns for those buried in the cemetery. When the post-apartheid municipality sought to provide sewerage and housing infrastructure for Ndancama in 2003, its development plans were constrained by new heritage legislation which protects historic cemeteries. Residents insisted that their infrastructural needs were of primary importance. In 1993, the unearthing of human remains at the Old Military Cemetery in King William's Town created a thirteen year long saga which was only resolved with the reburial of the remains in 2006. The presence of the remains proved problematic for a number of reasons. Local authorities failed to rebury the remains speedily. The burden to store them fell on the Kaffrarian Museum which came under fire because this was considered unethical in the postapartheid era. The identity of the remains became a bone of contention in 2006 when the new Amathole District Municipality concluded that the remains were those of victims who died in the 1856-57 Great Cattle Killing. The remains and their reburial became symbols of past injustice and present restoration of African heritage. The 1996 quest by 'Nicholas Gcaleka', a 'self-styled' chief and traditional healer, to search for King Hintsa's skull in the United Kingdom provoked unprecedented public engagement with the incomplete narrative on the fate of Hintsa's body. The power to represent history, and the methods through which historical truth is discovered were at the heart of the contestation. Elites such as the Xhosa Royal and the white scientific establishment were considered neither credible nor authoritative on this historical matter. Public support for Gcaleka revealed that many South Africans sought just recompense for colonial injustices.
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Breaking the silence : Zanele's journey to recovery
- Authors: Payne, Charmaine
- Date: 2007
- Subjects: Rape victims -- Counseling of -- South Africa Rape victims -- Counseling of -- South Africa -- Case studies Post-traumatic stress disorder -- Patients -- Rehabilitation Post-traumatic stress disorder -- Patients -- Case studies
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3161 , http://hdl.handle.net/10962/d1007651
- Description: This study employed a case-based research design to document the psychological assessment and treatment of Zanele, a 15-year-old black Xhosa speaking female who was raped twice in 2006 by the same perpetrator. The aim of the study was to explore whether, the model for assessment and intervention for posttraumatic stress disorder (PTSD) developed by Ehlers and Clark (2000) was effective and transportable to the South African context. Zanele had a sufficient understanding of English for assessment to proceed without use of an interpreter. She reported a number of PTSD symptoms which were causing her significant distress and had impacted on her social and educational functioning. These included flashbacks of the perpetrator's face when she looked at the faces of black men, nightmares about the traumas she had endured and feeling isolated from others. A number of cognitive techniques were utilised in this study, however the central interventions included working with triggers, imagery rehearsal techniques with a focus on nightmares, and reliving with cognitive restructuring within and outside reliving. Psychoeducation and increasing her social support were also important components of the intervention. Her progress was monitored by means of several self-report measures which were displayed in graphic and tabular form. In addition, a thematically selective narrative of the assessment and first 23 sessions of the intervention was written which documents some of the central processes set in motion by the interventions. These results provide evidence that this model was both effective and transportable to the South African population. In addition, the study demonstrated that it is possible for a white English speaking clinician to work with a black Xhosa speaking individual and make substantial therapeutic gains.
- Full Text:
- Authors: Payne, Charmaine
- Date: 2007
- Subjects: Rape victims -- Counseling of -- South Africa Rape victims -- Counseling of -- South Africa -- Case studies Post-traumatic stress disorder -- Patients -- Rehabilitation Post-traumatic stress disorder -- Patients -- Case studies
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3161 , http://hdl.handle.net/10962/d1007651
- Description: This study employed a case-based research design to document the psychological assessment and treatment of Zanele, a 15-year-old black Xhosa speaking female who was raped twice in 2006 by the same perpetrator. The aim of the study was to explore whether, the model for assessment and intervention for posttraumatic stress disorder (PTSD) developed by Ehlers and Clark (2000) was effective and transportable to the South African context. Zanele had a sufficient understanding of English for assessment to proceed without use of an interpreter. She reported a number of PTSD symptoms which were causing her significant distress and had impacted on her social and educational functioning. These included flashbacks of the perpetrator's face when she looked at the faces of black men, nightmares about the traumas she had endured and feeling isolated from others. A number of cognitive techniques were utilised in this study, however the central interventions included working with triggers, imagery rehearsal techniques with a focus on nightmares, and reliving with cognitive restructuring within and outside reliving. Psychoeducation and increasing her social support were also important components of the intervention. Her progress was monitored by means of several self-report measures which were displayed in graphic and tabular form. In addition, a thematically selective narrative of the assessment and first 23 sessions of the intervention was written which documents some of the central processes set in motion by the interventions. These results provide evidence that this model was both effective and transportable to the South African population. In addition, the study demonstrated that it is possible for a white English speaking clinician to work with a black Xhosa speaking individual and make substantial therapeutic gains.
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Characterisation of Human Hsj1a : an HSP40 molecular chaperone similar to Malarial Pfj4
- Authors: McNamara, Caryn
- Date: 2007
- Subjects: Heat shock proteins , Protein folding , Proteins -- Analysis , Proteins -- Structure , Plasmodium , Malaria , Molecular chaperones
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4083 , http://hdl.handle.net/10962/d1007603
- Description: Protein folding, translocation, oligomeric rearrangement and degradation are vital functions to obtain correctly folded proteins in any cell. The constitutive or stress-induced members of each of the heat shock protein (Hsp) families, namely Hsp70 and Hsp40, make up the Hsp70/Hsp40 chaperone system. The Hsp40 J-domain is important for the Hsp70-Hsp40 interaction and hence function. The type-II Hsp40 proteins, Homo sapiens DnaJ 1a (Hsj1a) and Plasmodium falciparum DnaJ 4 (Pfj4), are structurally similar suggesting possible similar roles during malarial infection. This thesis has focussed on identifying whether Hsj1a and Pfj4 are functionally similar in their interaction with potential partner Hsp70 chaperones. Analysis in silico also showed Pfj4 to have a potential chaperone domain, a region resembling a ubiquitin-interacting motif (UIM) corresponding to UIM1 of HsjIa, and another highly conserved region was noted between residues 232-241. The highly conserved regions within the Hsp40 J-domains, and those amino acids therein, are suggested to be responsible for mediating this Hsp70-Hsp40 partner interaction. The thermosensitive dnaJ cbpA Escherichia coli OD259 mutant strain producing type-I Agrobacterium tumefaciens DnaJ (AgtDnaJ) was used as a model heterologous expression system in this study. AgtDnaJ was able to replace the lack of two E coli Hsp40s in vivo, DnaJ and CbpA, whereas AgtDnaJ(H33Q) was unable to. AgtDnaJ-based chimeras containing the swapped J-domains of similar type-II Hsp40 proteins, namely Hsj1Agt and Pfj4Agt, were also able to replace these in E. coli OD259. Conserved J-domain amino acids were identified and were substituted in these chimeras. Of these mutant proteins, Hsj IAgt(L8A), Hsj1Agt(R24A), Hsj1Agt(H31Q), Pfj4Agt(L 11A) and Pfj4Agt(H34Q) were not able to replace the E. coli Hsp40s, whilst Pfj4Agt(Y8A) and Pfj4Agt(R27A) were only able to partially replace them. This shows the leucine of helix I and the histidine of the loop region are key in the in vivo function of both proteins and that the arginine of helix II is key for Hsj1a. The histidine-tagged Hsj1a protein was also successfully purified from the heterologous system. The in vitro stimulated ATPase activity of human Hsp70 by Hsj1a was found to be approximately 14 nmol Pí[subscript]/min/mg, and yet not stimulated by Pfj4, suggesting a possible species-specific interaction is occurring.
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- Authors: McNamara, Caryn
- Date: 2007
- Subjects: Heat shock proteins , Protein folding , Proteins -- Analysis , Proteins -- Structure , Plasmodium , Malaria , Molecular chaperones
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4083 , http://hdl.handle.net/10962/d1007603
- Description: Protein folding, translocation, oligomeric rearrangement and degradation are vital functions to obtain correctly folded proteins in any cell. The constitutive or stress-induced members of each of the heat shock protein (Hsp) families, namely Hsp70 and Hsp40, make up the Hsp70/Hsp40 chaperone system. The Hsp40 J-domain is important for the Hsp70-Hsp40 interaction and hence function. The type-II Hsp40 proteins, Homo sapiens DnaJ 1a (Hsj1a) and Plasmodium falciparum DnaJ 4 (Pfj4), are structurally similar suggesting possible similar roles during malarial infection. This thesis has focussed on identifying whether Hsj1a and Pfj4 are functionally similar in their interaction with potential partner Hsp70 chaperones. Analysis in silico also showed Pfj4 to have a potential chaperone domain, a region resembling a ubiquitin-interacting motif (UIM) corresponding to UIM1 of HsjIa, and another highly conserved region was noted between residues 232-241. The highly conserved regions within the Hsp40 J-domains, and those amino acids therein, are suggested to be responsible for mediating this Hsp70-Hsp40 partner interaction. The thermosensitive dnaJ cbpA Escherichia coli OD259 mutant strain producing type-I Agrobacterium tumefaciens DnaJ (AgtDnaJ) was used as a model heterologous expression system in this study. AgtDnaJ was able to replace the lack of two E coli Hsp40s in vivo, DnaJ and CbpA, whereas AgtDnaJ(H33Q) was unable to. AgtDnaJ-based chimeras containing the swapped J-domains of similar type-II Hsp40 proteins, namely Hsj1Agt and Pfj4Agt, were also able to replace these in E. coli OD259. Conserved J-domain amino acids were identified and were substituted in these chimeras. Of these mutant proteins, Hsj IAgt(L8A), Hsj1Agt(R24A), Hsj1Agt(H31Q), Pfj4Agt(L 11A) and Pfj4Agt(H34Q) were not able to replace the E. coli Hsp40s, whilst Pfj4Agt(Y8A) and Pfj4Agt(R27A) were only able to partially replace them. This shows the leucine of helix I and the histidine of the loop region are key in the in vivo function of both proteins and that the arginine of helix II is key for Hsj1a. The histidine-tagged Hsj1a protein was also successfully purified from the heterologous system. The in vitro stimulated ATPase activity of human Hsp70 by Hsj1a was found to be approximately 14 nmol Pí[subscript]/min/mg, and yet not stimulated by Pfj4, suggesting a possible species-specific interaction is occurring.
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Co-engaged learning : Xhosa women's narratives on traditional foods
- Authors: Jolly, Rachel
- Date: 2007
- Subjects: Xhosa (African people) -- Social life and customs -- South Africa -- Grahamstown Women, Xhosa -- South Africa -- Grahamstown Nutrition -- Study and teaching -- South Africa -- Grahamstown Ethnoscience -- Study and teaching -- South Africa -- Grahamstown AIDS (Disease) -- South Africa -- Grahamstown HIV infections -- South Africa -- Grahamstown Environmental education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1450 , http://hdl.handle.net/10962/d1003331
- Description: This interpretive case study examines Grahamstown East Xhosa women's narratives on the nutritional value of traditional foods. It reviews reflexive learning interactions apparent in the co-engaged narratives of food preparation practices. The research design incorporates methods of reflective co-engagement through which a small team of women were approached as 'co-researchers' in order to work together on shared, local knowledge capital and nutrition concerns. It draws on findings generated using a combination of semi-structured interviews, cooking demonstrations, videography, photographs and field observations as methods of data collection. Data were member-checked and reviewed in a rural context before the emerging evidence was analyzed using Bassey's (1999) analytical statements. Contextual factors influencing the study are high poverty, unemployment and HIV/AIDS prevalence where nutrition levels have been found to be low. The women making up the study have spent the majority of their lives in the peri-urban area of Grahamstown and in some cases, are more than one generation removed from rural living and its associated knowledge. The accompanying shift to modernization was found to influence the interplay between their narratives and practice. Indigenous Knowledge is often characterized by being situated in practice with the knowledge-holders often not 'knowing that they know.' This study concludes that it is not possible to assume that knowledge can always be consciously expressed, especially when that knowledge is embedded in practice. Related to this, co-engagement and diversity among the group gave rise to greater disequilibrium as well as making the knowledge more explicit and hence, available for reflection. The study suggests that through the process of co-engagement and deliberation around indigenous ways of knowing, agency and cultural identity appears to be enabled and strengthened.
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- Authors: Jolly, Rachel
- Date: 2007
- Subjects: Xhosa (African people) -- Social life and customs -- South Africa -- Grahamstown Women, Xhosa -- South Africa -- Grahamstown Nutrition -- Study and teaching -- South Africa -- Grahamstown Ethnoscience -- Study and teaching -- South Africa -- Grahamstown AIDS (Disease) -- South Africa -- Grahamstown HIV infections -- South Africa -- Grahamstown Environmental education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1450 , http://hdl.handle.net/10962/d1003331
- Description: This interpretive case study examines Grahamstown East Xhosa women's narratives on the nutritional value of traditional foods. It reviews reflexive learning interactions apparent in the co-engaged narratives of food preparation practices. The research design incorporates methods of reflective co-engagement through which a small team of women were approached as 'co-researchers' in order to work together on shared, local knowledge capital and nutrition concerns. It draws on findings generated using a combination of semi-structured interviews, cooking demonstrations, videography, photographs and field observations as methods of data collection. Data were member-checked and reviewed in a rural context before the emerging evidence was analyzed using Bassey's (1999) analytical statements. Contextual factors influencing the study are high poverty, unemployment and HIV/AIDS prevalence where nutrition levels have been found to be low. The women making up the study have spent the majority of their lives in the peri-urban area of Grahamstown and in some cases, are more than one generation removed from rural living and its associated knowledge. The accompanying shift to modernization was found to influence the interplay between their narratives and practice. Indigenous Knowledge is often characterized by being situated in practice with the knowledge-holders often not 'knowing that they know.' This study concludes that it is not possible to assume that knowledge can always be consciously expressed, especially when that knowledge is embedded in practice. Related to this, co-engagement and diversity among the group gave rise to greater disequilibrium as well as making the knowledge more explicit and hence, available for reflection. The study suggests that through the process of co-engagement and deliberation around indigenous ways of knowing, agency and cultural identity appears to be enabled and strengthened.
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Combined and additive effects of assembly tasks and constrained body postures
- Authors: Skelton, Sarah Anne
- Date: 2007
- Subjects: Musculoskeletal system -- Diseases , Human engineering , Posture , Posture disorders , Work -- Physiological aspects , Occupational diseases , Manual work , Job stress
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:5107 , http://hdl.handle.net/10962/d1005185 , Musculoskeletal system -- Diseases , Human engineering , Posture , Posture disorders , Work -- Physiological aspects , Occupational diseases , Manual work , Job stress
- Description: Despite extensive research into musculoskeletal disorders (MSDs) they continue to plague workers. Manual materials handling (MMH), in particular the concurrence of load manipulation and awkward body posture, has been identified as a key factor in the onset of MSDs. Only a few studies have looked at the interaction between manipulation tasks and working posture during assembly tasks and as a result their relationship has not been widely explored. Assessing the stresses resulting from individual task factors and body posture in isolation and adding them together may be too simplified to estimate an overall risk profile, since this does not take into account that there may be a non-linear interaction in strain responses when manipulation task and body posture interact. Therefore, the present study investigated biophysical, physiological and psychophysical responses to combined tasks, rather than individual tasks of body posture and manipulative tasks. The objective of the research was to establish the interactive effects of constrained body postures and manipulative tasks and to identify whether a cumulative or compensatory reaction occurs during this interaction. Nine conditions were assessed in a laboratory setting, which included combinations of three working postures (standing, sitting and stooping) and three assembly tasks (torque wrenching, precision and no task). Thirty-six subjects were required to complete all nine conditions, with each condition lasting ninety seconds. Muscle activity was recorded for seven muscles from the upper extremity, trunk and lower extremity regions and was complemented by physiological (heart rate, tidal volume, minute ventilation, oxygen consumption, energy expenditure and breathing frequency) and psychophysical (body discomfort) data. At the completion of all nine conditions subjects completed a retrospective psychophysical rating questionnaire pertaining to discomfort felt during the conditions. Responses obtained for the different task and posture combinations revealed compensatory reactions (additive > combined) for most of the conditions assessed for the biomechanical and physiological responses. In the majority of cases for muscle activity, no significant differences were found between the combined and the additive effects (p < 0.05), while for the physiological responses there were mostly significant differences observed. Psychophysical responses indicated that there was a significant difference overall between the additive and combined effects. The results of this study demonstrate that in order to identify risk areas, manipulation tasks and constrained working postures may be considered either in isolation and added together (additive) or as a combined task, since there were very few significant differences observed between these two effects. Further studies are required, however, to provide conclusive evidence.
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- Authors: Skelton, Sarah Anne
- Date: 2007
- Subjects: Musculoskeletal system -- Diseases , Human engineering , Posture , Posture disorders , Work -- Physiological aspects , Occupational diseases , Manual work , Job stress
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:5107 , http://hdl.handle.net/10962/d1005185 , Musculoskeletal system -- Diseases , Human engineering , Posture , Posture disorders , Work -- Physiological aspects , Occupational diseases , Manual work , Job stress
- Description: Despite extensive research into musculoskeletal disorders (MSDs) they continue to plague workers. Manual materials handling (MMH), in particular the concurrence of load manipulation and awkward body posture, has been identified as a key factor in the onset of MSDs. Only a few studies have looked at the interaction between manipulation tasks and working posture during assembly tasks and as a result their relationship has not been widely explored. Assessing the stresses resulting from individual task factors and body posture in isolation and adding them together may be too simplified to estimate an overall risk profile, since this does not take into account that there may be a non-linear interaction in strain responses when manipulation task and body posture interact. Therefore, the present study investigated biophysical, physiological and psychophysical responses to combined tasks, rather than individual tasks of body posture and manipulative tasks. The objective of the research was to establish the interactive effects of constrained body postures and manipulative tasks and to identify whether a cumulative or compensatory reaction occurs during this interaction. Nine conditions were assessed in a laboratory setting, which included combinations of three working postures (standing, sitting and stooping) and three assembly tasks (torque wrenching, precision and no task). Thirty-six subjects were required to complete all nine conditions, with each condition lasting ninety seconds. Muscle activity was recorded for seven muscles from the upper extremity, trunk and lower extremity regions and was complemented by physiological (heart rate, tidal volume, minute ventilation, oxygen consumption, energy expenditure and breathing frequency) and psychophysical (body discomfort) data. At the completion of all nine conditions subjects completed a retrospective psychophysical rating questionnaire pertaining to discomfort felt during the conditions. Responses obtained for the different task and posture combinations revealed compensatory reactions (additive > combined) for most of the conditions assessed for the biomechanical and physiological responses. In the majority of cases for muscle activity, no significant differences were found between the combined and the additive effects (p < 0.05), while for the physiological responses there were mostly significant differences observed. Psychophysical responses indicated that there was a significant difference overall between the additive and combined effects. The results of this study demonstrate that in order to identify risk areas, manipulation tasks and constrained working postures may be considered either in isolation and added together (additive) or as a combined task, since there were very few significant differences observed between these two effects. Further studies are required, however, to provide conclusive evidence.
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