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1
Odendaal, Rehana Thembeka. "Wits imagined: an investigation into Wits University's public roles and responsibilities, 1922 - 1994." Master's thesis, Faculty of Humanities, 2020. http://hdl.handle.net/11427/32899.
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This thesis examines the public roles and responsibilities of the University of the Witwatersrand, Johannesburg in the period 1922-1994. It does this through a close investigation of four moments in the history of the University, namely the foundation of Wits (1910s and 1920s); early debates about the entry of Black staff and students (1930s and 1940s); the Academic Freedom protests (starting in the mid-1950s) and the formation of the Wits History Workshop (from 1977 to the early 1990s). In each of these moments, social roles and perceptions of public responsibility were actively asserted or challenged through engagements between internal-university constituencies and external communities. The thesis identifies three core roles for Wits University over this period: providing technical and professional training; generating and authenticating expert knowledge and shaping people's ideas of citizenship. The practical and conceptual understandings of these three roles, however, have shifted over time as the University's conceptualisation of the communities it serves has changed. These shifts have happened in conversation with different civic and state actors. The thesis has found that ideas of the public roles of Wits are informed by an institutional sense of self-referential authority accumulated through various moments and practices in the University's history. This self-referential authority depends on a selective recalling of particular events and the ability of multiple narratives about the University's identity to circulate simultaneously. This self-referential authority draws on Wits' origins as an institution of late-Imperial modernity and its legacy as a so-called ‘open' university. Understanding the practices and legacies that have created these narratives through an examination of the University's history, is particularly important in the present moment when the future public responsibilities of South African universities are being vigorously questions and debated.
2
Atsango, Margaret Aronya. "The use of electronic books in academic libraries : a case study of the University of the Witwatersrand." Diss., University of Pretoria, 2015. http://hdl.handle.net/2263/51687.
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Although electronic books are becoming a common place globally, they are not
necessarily as widely used as other e-resources due to non-familiarity by many
users. Academic libraries are important research centres, supporting the research
activities of all disciplines, and seeking to establish and cultivate initiatives which
address research output challenges. Traditionally, libraries are the best agencies for
collecting, organizing and preserving print information resources for effective use,
and for the advancement of knowledge. However, the evolution of electronic
information resources and electronic books, has forced librarians in developing
countries to rethink collection development policies, and to assess accessibility and
convenience. The period since 2005 has seen growth in print and electronic
resources, and the development of new clientele relationships, which has changed
user information needs as a result of the development of an advanced modern
electronic networked environment, that supports the distribution of information
content and facilitates its use.
The purpose of this research was to conduct a case study research in the University
of the Witwatersrand, to explore the use of e-books among undergraduate students
in its Faculty of Engineering, to assess levels of e-book use; attitude and perception,
check user viewpoints on favourable and unfavourable characteristics of e-books;
whether there are any preferences for print versus e-books; the impact of e-books on
studies; the purpose they choose to use or not use e-books and to assess any
challenges. This study utilised questionnaire and interviews to collect data.
The findings indicate that Wits engineering students have preference for print;
however, e-books are essential as complementary resources for research. The slow
uptake can be attributed to various challenges such as lack of awareness among
students; inadequate technology infrastructure; intermittent power outages; different
platforms requiring passwords; eye fatigue while reading on the screen; lack of
subject specific e-books, and publisher restrictions. The study concludes that it is
essential to involve the faculty and lecturers, to increase awareness and usage
amongst specific target population.Mini Dissertation (MIT)--University of Pretoria, 2015.
Information Science
MIT
Unrestricted
3
Mothoagae, Gaolatlhe. "A review of University of the Witwatersrand medical students' community-based health promotion service learning projects in South Africa." Master's thesis, University of Cape Town, 2013. http://hdl.handle.net/11427/9418.
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Includes bibliographical references.The purpose of this study was to review past SL projects that have been implemented by GEMP 1 and 2 students, in order to inform the future planning and conduct of the SL programme in the faculty. A document review of all available Power Point presentations for projects implemented from 2006 - 2011 was undertaken employing content analysis. Of approximately 286 projects completed, 183 documents were available for review.
4
Wright, Alan. "An evaluation of the University of the Witwatersrand refugee research programme : the impact of research findings on implementation of projects." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52109.
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Thesis (MPA)--University of Stellenbosch, 2001.ENGLISH ABSTRACT: The viability of a research programme is dependent on its sustainability. The life span of a programme is determined by the sustainability achieved as a result of its activities. Within any successful research initiative, there is a progression from the research findings to the implementation of those findings. This study examines the effect that the implementation of research findings has on the initiation of new research projects within a research programme. The distinctions between academic research programmes and the implementation of the research findings were identified. By unobtrusively applying these definitions to a process of self-evaluation, a theoretical model was identified for the evaluation of the University of the Witwatersrand Refugee Research Programme and one of its projects. Advocacy research, which focused on policy intervention, was not seen as being sustainable as a programme output, as it is dependent on funding. Sustainability in advocacy is linked to research skills enabling pilot intervention. Pilot intervention in tum requires funding that research programmes sometimes use for their basic survival. This should not be interpreted as contributing to the sustainability of the research programme as funding activities are driven by the needs of the pilot intervention. This is significant as these needs can through demands from the funders of pilot intervention, contribute to changes in policies, goals and objectives of the research programme. It was found that the progression to implementation within a rural academic research programme does limit the initiation of new research proposals. Research initiatives tend to become tools of funding agencies with the focus being placed on the implementation of the research findings. This study recommends that the implementation of research findings should be limited to pilot projects, that there should be defined time frames for pilot implementation and, that there should be a clear division of responsibility between research activity and pilot implementation.
AFRIKAANSE OPSOMMING: Om lewensvatbaar te wees moet 'n navorsingsprogram gehandhaaf kan word. Die lewensduur van 'n program word bepaal deur sy handhawing as gevolg van sy aktiwiteite. Binne enige suksesvolle navorsingsinisiatief is daar 'n progressie van navorsingsbevindings tot die implementering van daardie bevindings. In hierdie studie word die effek van implementering van navorsingsbevindings op inisieëring van nuwe navorsingsprojekte binne 'n navorsingsprogram ondersoek. Die verskil tussen akademiese navorsingsprogramme en die implementering van navorsingsbevindings is geïdentifiseer. Deur op 'n onopvallende wyse hierdie definisies toe te pas op 'n proses van selfevaluasie is 'n teoretiese model geïdentifiseer wat gebruik is om die Universiteit van die Witwatersrand se Vlugteling Navorsingsprogram en een van sy projekte te evalueer. Voorspraaknavorsing wat fokus op beleidsintervensie is nie gesien as handhaafbaar in terme van programopbrengs nie aangesien dit afhanklik is van befondsing. Handhawing van voorspraak is gekoppel aan navorsingsbekwaamheid wat dit moontlik sal maak om intervensie te loods. Intervensie loodsing op sy beurt benodig befondsing wat soms deur navorsingsprogramme gebruik word vir hul eie oorlewing. Dit moet nie gesien word as bydraend tot die handhawing van die navorsingsprojek nie, want befondsingsaktiwiteite word gedryf deur die benodighede van die intervensie. Dit is belangrik aangesien hierdie behoeftes deur die eise van die befondsers van die intervensie kan bydra tot veranderinge in beleid en doelwitte van die navorsingsprogram. Dit is bevind dat die progressie tot implementering binne 'n landelik akademiese navorsingsprogram inisieëring van nuwe navorsingsvoorstelle beperk. Navorsingsinisiatiewe neig om middels van befondsingsagentskappe te word met die plasing van die fokus op die implementering van die navorsingsbevindings. Hierdie studie beveel aan dat die implementering van navorsingsbevindings tot loods projekte beperk moet word, dat daar 'n gedefinieerde tydraamwerk vir implementering van loodsprojekte moet wees en dat daar 'n duidelike verdeling van verantwoordelikheid tussen navorsingaktiwiteite en loodsprojek implementasie moet wees.
5
Tatham, Gayle Kirsten. "The University of the Witwatersrand History Workshop and radical South African historical scholarship in the 1970's and 1980's." Master's thesis, University of Cape Town, 1992. http://hdl.handle.net/11427/22561.
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The thesis examines the History Workshop at the University of the University of the Witwatersrand in the context of radical South African historical scholarship. Not only is the History Workshop shown to mirror developments in radical scholarship but it is seen to guide and stimulate particular directions of research. The history of the Workshop is traced and its academic as well as popularising activities are examined. The Marxist social history approach, which was encouraged by the Workshop, is considered with reference to the social and political environment in which it emerged, and the international and local historiographical context. The issues, themes and concepts reflective of that approach are unpacked and some thought is given to their impact on Marxist categories of analysis. The History Workshop is seen to reflect and to have some influence on the direction pursued in labour and urban as well as rural history. In labour history, it pursued concerns of the social history of labour. Labour history was to take two different paths in the 1980's due partially to the influence of the Workshop group. Urban history grew rapidly as a field in the 1980's. The triennial Workshops reflected that development while the Workshop group particularly encouraged social history concerns within that field. The development of Marxist social history is seen in the change from an economistic approach in some of the papers presented at the first History Workshops to a broader social history emphasis in many of the later papers. The themes and issues arising out of urban Marxist social history are considered, as is their impact on the understanding of South Africa's urban history in general. The Workshop reflected and encouraged social history themes in rural history studies, which was another expanding field of research in the 1980's. These themes incorporated Africanist insight as well as an emphasis on oral history and local history. The Marxist social history studies, which were presented at the triennial Workshops, produced new insights into the rural history of South Africa which challenged earlier theories. The History Workshop with its materialist social history approach acted as a forum and as such, a catalyst for a radical scholarship in South Africa. The triennial workshops reflected what was happening in the terrain of Marxist social history. These Workshops, which attracted a large gathering of local, as well as foreign academics, legitimised that research and gave the Marxist social history scholars a certain standing within the local academic community. Although the study of South Africa's past may have similar directions in the late 1970's and 1980's without the presence of the Workshop, that presence gave a coherence and an added impetus to those routes of Marxist social history.
6
Persson, Lina, and Sharareh Ani. "The Impact of New Public Management on Academic Citizenship : A Case Study of the University of the Witwatersrand in Johannesburg, South Africa." Thesis, Linköpings universitet, Företagsekonomi, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-129859.
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Background: The last decade has had many changes within the management of organisations in the public sector and several public sector organisations have implemented New Public Management. This has lead to research becoming more emphasised in universities lately, mostly because international ranking systems put more weight to it. At the same time recent literature underestimates the contribution of citizenship behaviour to public organizations and the wider society. This opens up to an interesting debate on how New Public Managament affects academic citizenship. Purpose of the study: The purpose of this study is to investigate the impact of New Public Management on academic citizenship at the University of the Witwatersrand in South Africa. It will explore how certain characteristics of New Public Managementaffect academics ability to perform academic citizenship. This study will also look at the practical implications for the university. Methodology: In order to conduct this study a qualitative approach was chosen. The research design is a single case study that focuses on one specific setting, in this case the University of the Witwatersrand in Johannesburg, South Africa. The empirical data was gathered through interviewing 10 academics at the university with semi-structured interviews. Conclusion: The conducted study has shown that New Public Managament does affect academic citizenship. The study shows that certain New Public Management characteristics affect the academics ability to perform academic citizenship, which leads to it being pushes a side to a certain extent. The implications of academic citizenship being pushed a side affects both the university and the students as well as the contribution to the society.
7
Farrant, Lindsay Georgina. "A survey of the prevalence and burden of pain and symptoms amongst HIV positive patients attending HIV treatment clinics in the University of the Witwatersrand Academic Hospital clinics." Master's thesis, University of Cape Town, 2011. http://hdl.handle.net/11427/10472.
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This study was designed to measure the symptom prevalence and symptom burden amongst patients attending three HIV treatment clinics in greater Johannesburg, and to assess the relationship of these to CD4 count, viral load, WHO stage, functional status and HAART. Patients at the three clinics were invited, using convenience sampling, to participate in completing the interviewer administered Memorial Symptom Assessment Scale-Short Form (MSAS-SF) which assesses the 7 day prevalence and distress for 28 physical symptoms and prevalence and frequency of four psychological symptoms. Demographic and clinical data, including initial and latest CD4 counts, initial and latest viral loads and information on HAART use, were collected from the participants and from their clinic files.
8
Nhlapo, Bafana Lesley. "Student organisations and university experiences at the University of the Witwatersrand, Johannesburg." Thesis, 2011. http://hdl.handle.net/10539/10784.
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The legacy of apartheid with regards to a poor education system continues to have negative effects on today’s students. Students in university, due to a number of reasons, continue to experience stress as in many other parts of the world. At the same time, sense of community conveys itself as a concept that is very influential and shows some positive characteristics when it comes to wellbeing. This study makes an effort to understand the experiences of students in student organisations with regards to their experiences of stress and sense of community. This is given the peculiarity of their experience and their involvement and participation in the university. Amongst other things, the study shows the benefits that are associated with active membership in student organisations, factors that contribute to stress amongst these students, their experiences of strain, their ways of dealing with stress and their sense of community towards the university community at the University of the Witwatersrand, Johannesburg. This is an exploratory (non-experimental) study. As such, there are some inferences and generalisations that cannot be made. It is further recommended that more efforts be made to understand the student community and what contributes to student success, failure and wellbeing over and above the factors that are well known and well researched.
9
Dumba, Noreen Nyasha. "Outsourcing at the University of the Witwatersrand: reasons and rationale." Thesis, 2015. http://hdl.handle.net/10539/16845.
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Thesis (M.Com. (Development Theory and Policy))--University of the Witwatersrand, Faculty of Commerce, Law and Management, School of Economic and Business Sciences, 2014.Outsourcing has been a common trend over the years and the University of Witwatersrand followed suit in 2001 under Colin Bundy (the ex-Vice Chancellor). Though outsourcing can be beneficial to enterprises it can have negative effects on the workers. The aim of this study was to develop an understanding into the reasons and rationale of the outsourcing decision at the University of Witwatersrand focusing on cleaning services. Secondary sources of data were used in the form of official reports in the public domain. The results of the study indicate that the University of Witwatersrand was able to save from the proportions of operational costs reduced through outsourcing and this enabled significant profits at the expense of exploited outsourced workers. However due to transaction costs, cost creep, coordination efficiency, loss of tacit skills and organisational memory which the university has incurred, costs will increase and organisational efficiency will not be achieved.
10
Hilson, Freda Elaine. "First year social work students at the University of the Witwatersrand." Thesis, 2015. http://hdl.handle.net/10539/16789.
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Carter-Brown, Siobhan Anne. "Investigating stress in security guards on the University of Witwatersrand campus." Thesis, 2006. http://hdl.handle.net/10539/1479.
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Faculty of Phychology
School of Human and Community Development
0202399x
siobhanob@telkom.sa.netThis report describes an investigation into the levels and symptoms of stress in a sample of security guards on the University of the Witwatersrand Campus. Stress is an integral facet of life that has deep reaching implications for an individual’s functioning in the world. Although the presence of stress can assist an individual in performing, stress can unbalance a person’s equilibrium and lead to physical, psychological and behavioural symptoms that burden them. Data from 11 security guards on the University of Witwatersrand campus was collected by means of a semi-structured interview and an orally administered, structured checklist (the SSCL). Results from both data sets are provided and discussed. The data collected from each method was compared to determine which is more appropriate for tapping into the construct of stress in this population.
12
Sendegeya, Augustin. "Parotid gland tumours: a clinicopathological review at the University of Witwatersrand." Thesis, 2013. http://hdl.handle.net/10539/12567.
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Background: Parotid tumours constitute a highly heterogeneous group. The pattern of parotid tumours in South Africa has not been extensively reported. Purpose: The aim of this study was to describe and analyse the clinical presentation and the histopathology of the parotid tumours in the Division of Otorhinolaryngology and Head and Neck Surgery at the academic hospitals of the University of Witwatersrand. Methods: We retrospectively reviewed the medical records of 71 patients who underwent parotid surgery for parotid tumours from January 2006 to December 2010. Data including age, gender, clinical signs, symptoms and histological findings were collected. Results: Of the 71 patients, 46 (64.78%) had benign tumours and 25 (35.22%) had malignant tumours. The most common benign tumour was pleomorphic adenoma (76.09%) and the most common malignant tumour was mucoepidermoid carcinoma (52%). The clinical findings did carry a significant importance in the malignant-benign differentiation especially the presence of pain (p=0.002) and facial weakness (p=0.003). Conclusion: Pleomorphic adenoma was the commonest benign parotid tumour and mucoepidermoid carcinoma was the most malignant tumour. The malignant-benign ratio was comparable to other African series. The presenting symptoms of pain and facial weakness were found to be strong indicators of malignant disease.
13
Pillay, Vanishree. "Strategic leadership and employee engagement at the University of the Witwatersrand." Thesis, 2015. http://hdl.handle.net/10539/18823.
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Thesis (M.M. (Public & Development Management))--University of the Witwatersrand, Faculty of Commerce, Law and Management, School of Governance, 2015encouragement. v Abstract The research was conducted on a single higher education institution (the University of the Witwatersrand) using qualitative methodology. Results were determined from twelve qualitative interviews ranging from a top bottom to a bottom up approach within the organisation. The research served to establish if a change in strategic leadership affected employee engagement within this institution by using a three dimensional model of leadership as the conceptual framework, which according to Bell (2009), if working in tandem would result in a well-led organisation. This model assisted linking the concept of leadership and how it affects each dimension, as well as identifying which of the three dimensions was perceived to be of importance to the employees. The research established that the three dimensional model is being applied within this higher education institution, however, not in tandem, as evidence points to emphasis being placed on two dimensions with the third, being that of people leadership, lacking. Respondents identified the new style of leadership, organisational change and lack of communication between the leader and the led as the main contributor to the shaken status of employee engagement at the institution. The research also included interviews with a Deputy Vice Chancellor and the Vice Chancellor to determine their views and experiences as they sat on the opposite side of the fence, hence clarity on their roles and mandates in relation to leadership and employee engagement was critical for the sake of objectivity. These interviews highlighted that at each level on the hierarchy, one was greeted by very different views and experiences on the issues of strategic leadership, organisational change and employee engagement. Leadership stated that in order for the organisation to reach it’s strategic goals and mandates within a short term, instantaneous change in the way people think and act was required. Leadership had and will continue to therefore make some hard decisions that will shake the institution to it’s core and place people in a very uncomfortable space. Given the lapse of time, by this reference is made to the last ten years that passed, vi within which the institution , should have reached set goals but did not due to various reasons, time for extreme change according to leadership was critical and had to therefore be immediate, forceful and non-negotiable. Employees on the other hand, who were on the receiving end, expressed feelings of uncertainty, anxiety, insecurity and unhappiness. From their views and experiences it was evident that firstly, not all employees shared the same experiences and this was largely due to levels of seniority which seemed to give some more access to information on what was happening in the institution as opposed to others. This therefore afforded these individuals a greater advantage in understanding and coping with the change that was being implemented. Secondly, middle management level employees (administrative) were amongst the higher percentage of employees interviewed and expressed a sense of alienation from leadership. Employees overall, felt that change was good but were not happy or convinced about the rate at which it was happening or the manner in which it was being implemented as being the answer to reaching institutional goals. Leadership’s unrealistic expectations and employees struggle with dealing with change while meeting these expectations according to respondents, has led to employees wavering faith in the new leadership and their engagement being placed in a “sitting on a fence” scenario. This research also brought to light the human aspect of coping with change, positing that human’s basic needs as per Maslow’s hierarchy supersedes the vain attempt of remunerative change. It goes far beyond just development and climbing the career ladder. An employee’s basic need for trust, happiness, recognition and security if met by their leader, is the recipe for productive, positive, continued engagement to meet institutional goals and objectives. This would mean that engagement must happen within all three dimensions, if a well–led organisation moving in successful motion is to be achieved.
14
Maharaj, Shivesh Harichander. "Microbiology of the submandibular space infections at the University of the Witwatersrand." Thesis, 2010. http://hdl.handle.net/10539/8540.
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MMed (Otorhinolaryngology), Faculty of Health Sciences, University of the WitwatersrandThe submandibular space is part of the deep neck fascial spaces. Infection within these spaces can cause significant mortality and morbidity. The infections are usually opportunistic, being commensal micro-organisms from the oral cavity and oro-pharynx. The study is a review of the microbiology of the submandibular space infections seen at the tertiary academic referral hospitals, University of the Witwatersrand. The period of the study is from the 1st January 2006 to 31st December 2006. 93 patients were reviewed of which 52 had aspirates taken. The predominant micro-organisms were the Gram positive anaerobic cocci. Their resistance and sensitivity pattern was also studied. A literature search for this category of infection was also conducted. The most commonly isolated micro-organisms were the gram positive cocci.
15
Taylor, Claire Janet. "The interactive experience of disability at the University of the Witwatersrand, Johannesburg." Thesis, 1997. https://hdl.handle.net/10539/26790.
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Magongwa, Lucas. "Deaf teachers' experience of being students at the University of the Witwatersrand." Thesis, 2009. http://hdl.handle.net/10539/5926.
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Due to the specialist nature of their use of a visual language, Deaf and hard of hearing students have unique experiences at institutions of higher education. This research explored the experiences of Deaf teachers as students at Wits University. I employed a qualitative research design in the study. In -depth interviews and documentary information were used to collect data from twelve current and past Deaf and hard of hearing students. Current theory, practice and legislation designed to guide the creation of an inclusive education society were examined in order to explore the implications they have for Deaf students in terms of inclusion and access to education. The findings showed high level of academic competitiveness among the Deaf and hard of hearing students but low social participation. Their academic success was driven by factors such as commitment to Deaf education, the availability of interpreting services, having Deaf peers and their pre-university experiences.
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Riethmiller, Annamarie Dorothea. "Assessing the University of the Witwatersrand Rural Facilty (WRF) as a sustainability center." Thesis, 2010. http://hdl.handle.net/10539/8333.
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Background: The WRF interfaces academically between science and politics and
empirically between the developed and developing worlds. The question arises as to
whether or not the WRF is an effective knowledge system conduit for science and
technology to address sustainability challenges academically and also practically towards
implementation to the extent that for practical purposes it is already a sustainability
center as defined herein
Important considerations include but are not limited to, the following:
1 Sustainability is regarded possible only if science and technology are
mobilized to action at an increased pace.
2 Climate change has become an important consideration, the effects of which
forces global environmental change, but as perceived at local level.
Considerations used to assess the WRF were:
1. History and influence.
2. The current milieu of the WRF against the backdrop of the Southern
African poor suffering a vulnerability crisis exacerbated by climate
change.
3. The framework of Boundary Organizations and the effectiveness of the
WRF as a boundary organization to influence sustainability positively.
4. Sustainability addresses multidisciplinary problems, demanding multidimensional
answers and enhanced understanding and communication. Is
the WRF an in-action, multi-dimensional sustainability center?
5. Implementation – Does the WRF enhance outcomes?
Methods:
This is a pilot study which investigated the WRF, a physical presence boundary
organization in a poverty node, as a sustainability center. The qualitative method was
followed. The WRF becomes a case-study inside this framework. Ten knowledgeable
parties with first hand experience about WRF activities and relevance in the community were interviewed. Interviewees were asked a set of closed questions and then invited to
participate in a discussion on their replies to paint an in-depth practical picture about the
WRF. In this way an understanding of the relevance of the WRF in respect of
sustainability was gained. Results: All participants agreed the WRF is salient, credible
and produces legitimate information. The foundations for boundary organizations
recognized by the literature imply the WRF, as a conduit for multi-dimensional
sustainability enhancing programmes, is in practical terms a sustainability center. The
WRF is a node for multi-level multi-national research, communication and problemsolving.
Against the wider concepts of boundary organizations also as dealt with by the
literature, the WRF can be regarded as in-action sustainability with a physical presence
on the border, both academically between science and politics and practically between
the developed and undeveloped worlds.
This assessment shows the WRF is in practical terms a sustainability center. It enhances
communication; unifies role-players and stimulates an inclusive problem-solving
approach to research. It is visualized that a more formal classification as sustainability
center with relevant personnel, for instance by the appointment of a sustainability
manager, will enhance coordinated sustainability driven outcomes for the region. This
could assist in mitigating the effects of climate change as well.
18
Mgolombane, Pura. "Institutional needs of the transgender student community at the University of the Witwatersrand." Thesis, 2017. https://hdl.handle.net/10539/24811.
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A research report submitted to the Faculty of Humanities, University of the Witwatersrand, Johannesburg, in partial fulfilment of the requirements for the degree of Master of Arts in Diversity Studies, July 2017Transgender students in higher education in South Africa are increasingly coming out. Though this coming out at huge to cost for them in terms of personal safety, alienation. potential harassment, bullying and discrimination, this group of students are insisting that campuses should be inclusive and safe for everyone irrespective of their gender, sexuality and/or sexual orientation. [Abbreviated Abstract. Open document to view full version]
XL2018
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Iyuke, Patience Odiri. "The role of the university in the field of nanotechnology : the case of the University of the Witwatersrand." Thesis, 2008. http://hdl.handle.net/10539/5893.
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This study examines the role of the university in the domain of nanotechnology research
and training using the University of the Witwatersrand (Wits) as a case study. It focused
on the Faculties of Science and Engineering, given their involvement in the field. It is
essentially a qualitative study based on documentary analysis and semi-structured
interviews with academic staff members. It shows how the University of Witwatersrand
has responded to the South African National Nanotechnology Strategy set by the South
African government to enhance the country’s global competitiveness and sustainable
economic growth in strategic areas. The study reveals that Wits has selectively by firmly
engaged in the domain of nanotechnology and has laid the foundations for a
comprehensive programme in both research and training. However, its success in this
direction will largely depend upon the ways it maximises the use of the increasing
opportunities offered by globalization and it manages the constraints associated with it.
By opportunities here I refer to the multiplicity of research sites outside the narrow
academic domain and the increasing interest displayed by government, the private sector
and relevant international agencies in the field. The constraints are connected to the fact
that the field of nanotechnology remains incipient and suffers from the uncertainties
surrounding a relatively young field of enquiry in universities in South Africa (financial
shortages, lack of skills etc).
20
Singh, Elvira. "Clinical registrars' perceptions of their specialist training on the University of Witwatersrand training circuit." Thesis, 2010. http://hdl.handle.net/10539/7750.
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MMed (Community Health), Faculty of Health Sciences, University of the Witwatersrand, 2009Introduction: This study sought to determine perceptions of registrars of their training on the Wits circuit as regards hospital, specialist and university support and their opinions on improving registrar MMed research output. Future career plans of registrars were also investigated. Methods: This was a cross-sectional study using self-administered questionnaires consisting of Likert scales and open-ended questions. The study population comprised registrars in four clinical specialties on the Wits training circuit. Results: Chris Hani Baragwanath Hospital received the lowest proportion of satisfactory responses for nursing support. Hospital management was considered unsatisfactory at three of the four hospitals. Specialist supervision was considered satisfactory although 70% (115/164) of registrars reported coping with situations beyond their expertise, which they attributed to specialists being off-site. Registrars reported insufficient time and a lack of qualified supervisors as barriers to undertaking research. Only 32% of respondents felt adequately prepared for independent practice. Most registrars intended to continue working in the public sector. Conclusions: Problems and recommendations identified by registrars could be used by the university to improve the registrar training experience.
21
Mahomed, Shaheda Hassim. "Critical evaluation of the Practical Legal Studies programme at the University of the Witwatersrand." Thesis, 2014. http://hdl.handle.net/10539/15786.
Full textAbstract:
Thesis (Ph.D.)--University of the Witwatersrand, Faculty of Commerce, Law and Management, School of Law, 2014.Practical Legal Studies (PLS) generically referred to as Clinical Legal Education (CLE) — is a compulsory final year course offered as part of the LLB degree, at the University of the Witwatersrand (Wits). PLS was informally introduced at the University in 1969 initiated by law students as a means to gain practical experience as well as in an attempt to address the social imbalances in South African society through legal intervention. Today, PLS is one of only two courses at the University of the Witwatersrand that accommodates learning through the integration of theory and practice. The literature on CLE/ PLS rejects the practice that PLS be accommodated as an ‘isolated’ course within the law school curriculum but rather promotes that it be considered as a teaching methodology contemporarily referred to as experiential learning. Experiential learning promotes a teaching formula that comprises the integration of theory, practice and reflection. Furthermore, the CLE literature encourages and promotes that this formula be integrated into the entire legal curriculum. This thesis reviews the theory of learning, explores contemporary literature on CLE, provides a critical reflection on the goals, curriculum and teaching methodology attached to PLS at Wits and considers the potential integration of PLS methodology into mainstream LLB and LLM courses at Wits. The thesis thus uses the case study of PLS at Wits to argue that CLE as a teaching methodology is not capitalised to its maximum potential in South Africa. If, and when, PLS is seen as an instance of a broader teaching methodology to be adopted by the Wits Law School, PLS as an ‘isolated’ course will no longer continue, as the clinical methodology will be incorporated into all mainstream LLB and LLM courses.
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Foss, Kanina. "Advancing integrated research at the University of the Witwatersrand: an investigation using integral theory." Thesis, 2016. http://hdl.handle.net/10539/21718.
Full textAbstract:
A research report submitted to the Faculty of Science, in partial fulfilment of the requirements for the degree of Master of Science, University of the Witwatersrand. Johannesburg, 2016.The challenges facing humanity are presenting at an unprecedented scale and complexity. Climate change, biodiversity loss, land degradation, ocean depletion, poverty, inequality, and failing health care and educational systems are among the problems that have come to be defined as "wicked" because of their spread and interconnectedness. At the same time, there has been an increasing realisation that multi-, inter- and transdisciplinary (MIT) research is critical to addressing these complex global challenges. This research identified some of the barriers and enablers to MIT research at the University of the Witwatersrand (Wits), based on interviews with researchers and research managers at the University who have been involved in conducting or facilitating MIT research. [Abbreviated Abstract. Open document to view full version]
LG2017
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"Employee perceptions of affirmative action in the Faculty of Health Science (University of Witwatersrand)." Thesis, 2008. http://hdl.handle.net/10210/563.
Full textAbstract:
The South African government introduced Affirmative Action in 1998 to redress historical workplace discrimination. The South African moral imperative considers Affirmative Action to be a necessary instrument of change influencing social and economic equality, which impacts on the development of Blacks. Affirmative Action is being researched in academic circles for reasons other than moral concern, which calls for a new breed of scientist to take equitable academic demographics into consideration. The exploratory study in question aimed to identify employees’ perceptions on Affirmative Action within the Faculty of Health Sciences at the University of Witwatersrand. The survey method was utilized in the study and opinions were elicited from 108 respondents in the Faculty. The results were analysed both qualitatively and quantitatively in order to gain a comprehensive insight into the perceptions. The focus of the study included: profile of the respondents, staffing and standards, employee development and mentorship, attitudes, training and culture. The findings of the investigation indicated that progress achieved by Affirmative Action within the Faculty was generally perceived to be slow. However, there appeared to be no problems related to holistic practices established in support of Affirmative Action.Prof. W. Backer
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Sanders, Martha Ruth. "An evaluation of the zoology 1 academic support programme at the University of the Witwatersrand." Thesis, 2015. http://hdl.handle.net/10539/18605.
Full textAbstract:
A Research Project Submitted to the Faculty of
Education, University of the Witwatersrand,
Johannesburg, in Part Fulfilment of the Requirements
for the Degree of Master of Education
Johannesburg, 1986This investigation looks at the appearance of the high-risk student, and the compensatory education programmes which developed to try and help cope with this problem. It examines the issues and findings of almost three decades of American research into the matter, a, well as the more recent South African investigations. Factors affecting evaluations of education programmes, and which could contribute to the lack of concensus about the worth of these programmes, are discussed. Finally attention is focussed on the evaluation of a specific Zoology Academic Support Programme. The evaluation, based on Patton's paradigm of choices, includes both summative and formative aspects, It Is hoped >.ha^ e former will assist the reader to make an informed decision about the worth of this programme. The lat.er illuminate some of the issues affecting the program..,, s success, in the hope that a better understanding of these will allow for modifications to improve the effectiveness of this programme.
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Cuthbert, Saweda. "Anaesthesiology registrar's experience of their training at the University of the Witwatersrand: a qualitative study." Thesis, 2017. http://hdl.handle.net/10539/23336.
Full textAbstract:
A research report submitted to the Faculty of Health Sciences, University of the
Witwatersrand, Johannesburg, in partial fulfillment of the requirements for the degree
of Master of Medicine in the branch of Anaesthesiology
Johannesburg, 2017Postgraduate education for anaesthesiologists is a complex multifaceted process that balances statutory education requirements, service delivery and the personal circumstances of the registrar. The aim of this study was to describe how anaesthesiology registrars in the Department of Anaesthesiology at Wits experience their training. The experiences of anaesthesiology registrars at a South African University were explored in this descriptive, exploratory and qualitative study through a series of naïve sketches. A naïve sketch was selected as an instrument to elicit the participants' narratives and purposive sampling was employed to select the 41 registrars; in various stages of their training; from whom data were collected. Thematic analysis according to Braun and Clarke's six phases was used to analyse the data. Trustworthiness was established using Lincoln and Guba's framework. The participants had a roller coaster experience of learning, where good and bad experiences played a role in becoming a specialist. The struggle for academic achievement was characterised by the lack of protected teaching time and the high clinical workload. In addition, the participants found it challenging balancing their academic and personal lives. Despite the challenges, the registrar journey played a key role in shaping them into specialists. Each of the participants' experienced a challenging but fulfilling journey that equipped them with the skills and confidence to become accomplished specialists. This study demonstrated that there are a number of stressors that affected the participants' journeys. Training could therefore be tailored with this in mind and all aspects of the programme should aim to reduce these stressors as much as possible.
MT2017
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Bam, Belinda. "Self Evaluatation as a Method of Improving Teaching Practice at the University of the Witwatersrand." Thesis, 2006. http://hdl.handle.net/10539/1809.
Full textAbstract:
Student Number : 9201253K -
MEd research report -
School of Adult Education -
Faculty of EducationThis research report investigates the relationship between critical self-evaluation and improved teaching practice. A sample of nine lecturers at the University of the Witwatersrand were identified, and, by means of a questionnaire and semi-structured interviews, participants were asked to disclose their attitudes towards performance evaluation as a practice at the University, and their personal views in relation to critical self reflection. Critical reflection involves an appraisal of that which is being reflected upon. When such appraisal involves assumption or presupposition, it “holds major potential for effecting change in one’s established frame of reference (Mezirow, 1998). This reflection leads to improved teaching practice. Lecturers at the University all support the notion of self-evaluation, but in practice only one of the nine participants actively and critically reflected upon his teaching. Most of the subjects sanction self-evaluation as a concept, do not practise critical reflection. The reasons for this are numerous as the conclusions to the study reveal, but most significant is that lecturers do not see any reason to reflect upon their own performance, nor see any benefit in doing so.
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Franzsen, Denise. "The development of a handwriting screening assessment for academic accommodations at the University of Witwatersrand." Thesis, 2017. https://hdl.handle.net/10539/24038.
Full textAbstract:
A thesis submitted to the Faculty of Health Sciences, School of Therapeutic Sciences, University of the Witwatersrand, Johannesburg, in fulfilment of the requirements for the degree of Doctor of Philosophy.
Johannesburg
July 2017A small percentage of students at the university are academically compromised by their handwriting. Various components of handwriting and performance skills have been associated with dysgraphia and inefficient handwriting such as posture and the presentaion of handwriting in terms of corrections made, which are not include in handwriting assessment for students in higher education. The current study addressed the development of a new screening assessment to be used in awarding concessions for examinations to university students with dysgraphia or handwriting deficits which therefore evaluated observable motor and process performance skills related to handwriting in three sections, an Observation Checklist, a Writing Checklist and for Handwriting Outcomes (copying speed, legibility and automaticity of writing). The study was completed in three phases with the first phase addressing a pilot study on the development of the Handwriting Screening Assessment based on steps in instrument development and criteria for screening assessment development. Item validity was established using a review of the records of 287 students who had been referred for handwriting assessment. The Handwriting Screening Assessment was piloted for content validity and item and subtest validity as well as dimensionality using Rasch subtest analysis after adjustments to items on both checklists. Construct validity of the items on the three sections of the Handwriting Screening Assessment and the unidimensionality of the checklists were considered satisfactory for field testing with typical students and those referred for handwriting assessment in Phase 2. In the second phase the Handwriting Screening Assessment was tested for construct validity and reliability on a sample of 298 typical students and 61 students referred for assessment of handwriting or dysgraphia. Construct validity of the items and subtests were confirmed for this sample of students using Rasch analysis for the checklists. Differences for known group factors and between the two groups of students indicated construct validity and reliability were satisfactory although not all subtests differentiated between the typical students and the students referred for handwriting assessment. v The Rasch subtest analysis resulted in low person separation index scores which did not allow for students to be identified for different levels of risk for dysgraphia or handwriting deficits using the scores on the Observation and Writing Checklists. A similar result was found for the Handwriting Outcomes. This was due to individual differences and not all students presenting with deficits in all the subtests of the three sections of the Handwriting Screening Assessment. Therefore normative scoring cut-off points and “at risk quotients” (ARQS) were established for the each subtest so students’ level of risk for handwriting deficits or dysgraphia could be identified. Significant differences between the typical students and the students referred for handwriting assessment were found for the three sections of the Handwriting Screening Assessment confirming satisfactory construct validity based on the ARQs. The clinical accuracy of the Handwriting Screening Assessment assessed on the ARQs indicated adequate negative predictive values for all sections and adequate specificity for all sections except legibility. While the assessment eliminated those without handwriting deficits and dysgraphia the low sensitivity meant that some students with handwriting problems may be missed. The Handwriting Outcomes - copying speed and automaticity were convergent with reference assessments of handwriting speed and oculomotor dysfunction, Detailed Assessment of Handwriting Speed 17+ and the Developmental Eye Movement, confirming the validity of this subtest in the Handwriting Screening Assessment. All other subtests had divergent validity with the reference assessments indicating they assessed different components related to handwriting problems not usually assessed in students in higher education which were found to identify them at risk for handwriting deficts and dysgraphia. The usability and utility of the Handwriting Screening Assessment was established in Phase 3 of the study. A detailed analysis of the results for the students referred for assessment of handwriting dysfunction was completed to inform the usability in terms of interpretability of the screening assessment and guidelines for further assessments. The profile of the students referred for handwriting assessment and demographic factors and items on the Handwriting Screening Assessment that placed them at risk for dysgraphia or handwriting deficits were determined. These results indicated that the subtest for pen grasp should be discarded but that other subtests which did not differentiate the students referred for handwriting assessment from typical students should be retained as they were moderately or strongly correlated with the risk for dysgraphia. The utility of the Handwriting Screening Assessment in terms of the types of dysgraphia to guide concessions that should be awarded and the benefit of the assessment in terms of academic outcomes were analysed. The Handwriting Screening Assessment can be used to identify students in higher education at risk for dysgraphia handwriting deficts and to suggest further assessment and guide concessions required but the validity can be improved with further adjustment and revision of items and scoring
MT 2018
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Hlalele, Lerato. "University of the Witwatersrand residence students' perspectives on factors that promote or hinder academic success." Thesis, 2016. http://hdl.handle.net/10539/19424.
Full textAbstract:
Academic attrition remains a phenomenon that riddles educational institutions world-wide. This study sought to explore perceptions of residential students on the matter; to engage them in ascertaining how they have managed to pursue their studies as well as perhaps find out what challenges the students faced which that could lead to attrition. Correlational and phenomenological research designs were used. The correlational research design was used in determining the relationship between variables measured through the study instruments. The phenomenological research design was used to explore students’ views on how they had experienced academic success thus far. This study was conducted with residential students from the University of the Witwatersrand. A total of sixty-six participants participated in this study and their ages ranged from nineteen to thirty-eight years.
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Yathavan, Vasuki. "Analysing first year students' performance in the Commerce Faculty at the University of the Witwatersrand." Thesis, 2009. http://hdl.handle.net/10539/7268.
Full textAbstract:
With the increasing diversity of students attending University, there is a growing interest in the factors predicting academic performance. A large number of students who enter University do not continue beyond the first year of study. Academics seek explanations, whereas University administrators desire to manage their student enrolments by reducing failure rates. Decision on admissions to University and placement into University courses are usually based on the results of achievement (as in secondary school exams) and/or selection tests.
About half of the first year students in the Faculty of Commerce at the University of the Witwatersrand, do not continue to their second year. The drop out rate of first year students in this Faculty reported to range from roughly 24% to 32%. In this report an attempt is made to identify factors which affect the students’ performance during the first year. The purpose of this report is to use a CHAID analysis to find the importance of some predictors and interactions between them as well as fitting a Multinomial Logistic Regression model to the same data.
This report presents the important predictors from the statistical analyses. The analyses were done on the first year students in the Faculty of Commerce, University of the Witwatersrand from 2003 to 2006. Previous Institution Type, Gender, Age, Matriculation Aggregate, First year performance and Matriculation courses (Accountancy, Biology, English, History, Mathematics and Physical Science) were used as predictor variables.
The CHAID analyses indicated that Matriculation Aggregate is the most important predictor, whereas Previous Institution Type, Age, Accountancy, English and Physical Science are also important predictors. Several of these variables interact with it. In the Multinomial Logistic Regression analysis, Age, Aggregate, Accountancy, English, Mathematics and Physical Science are the significant predictors. Most of these variables were significant as variables interacting with some of these variables. Age is the only single variable significant on its own in these models.
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Myezwa, Hellen. "Supervisor coaching of PhD students in the Faculty of Health Sciences University of the Witwatersrand." Thesis, 2017. http://hdl.handle.net/10539/23372.
Full textAbstract:
A research report submitted to the Faculty of Commerce, Law and Management, University of the Witwatersrand, in partial fulfillment of the requirements for the degree of Master of Management Business Executive Coaching (MMBEC).
Wits Business School
February, 2017This study determined the supervision experience of PhD students in the Faculty of Health Sciences at the University of Witwatersrand. The extent of coaching behaviours was assessed. Other supervision behaviours that were determined and aligned with coaching were: research academic support, personal and autonomy support, behaviours to support self-efficacy and satisfaction with the supervisor. Supervision of PhD students is important to the Faculty of Health Sciences at the University of the Witwatersrand as it aligns to the universities strategic goals. A review of the literature revealed a dearth of literature on coaching and supervision. There are a few articles emerging that assess the impact of coaching within supervision. Autonomy of PhD students is linked to facilitation and the mentoring role and the supervisors‟ ability to adapt and be flexible. These skills are linked to coaching and coaching may be a key part of the supervisors‟ style. Coaching and supervision are recognised as potentially important elements in PhD post graduate supervision and success. To determine the extent of coaching, a cross sectional, correlational survey using a structured questionnaire was used. Data collection was undertaken using an online web-based platform that allows for the design, capture and analysis of data (REDCAP). The questionnaire comprised validated statements per phenomena in the areas supervisor availability and satisfaction, academic, personal, coaching and autonomy support and student self-efficacy. Descriptive statistics were used to determine the extent to which each phenomenon was experienced. Each section was tested for internal reliability and correlations established across all measures. All students registered for a PhD for more than six months in the Faculty of Health Sciences were invited to participate in the study. There was a thirty-two percent return rate. Low to moderate levels by participants in coaching behaviours, personal support, supervisor availability and research academic support were experienced. Satisfaction with the supervisor showed low to moderate levels while self-efficacy and autonomy support had high scores. All components of supervision correlated with each other with the exception of autonomy support and self-efficacy. This lack of relationship may point to students finding their own forms of support outside the supervisor. Specific relationships were apparent between supervisor behaviours and coaching and satisfaction with supervision. This study is the first to establish supervisory behaviours including coaching in the Faculty of Health sciences at the University of the Witwatersrand. Given the low to moderate levels of supervision behaviors experienced in this study, all supervision behaviors need to be enhanced. The results show linkage to coaching approaches in providing satisfaction with supervision received. Provision of personal support through coaching may lead to gaining autonomy, self-efficacy and student growth.
MT2017
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Nyiratunga, Ritha. "Assessment practices in a first year academic writing module at the University of the Witwatersrand and the National University of Rwanda." Thesis, 2008. http://hdl.handle.net/10539/5005.
Full textAbstract:
ABSTRACT
Scholars in the field of assessment recognize its key role in teaching and
learning (Knight 1998, Brown and Knight 1996, Gipps 1994, Glaser 1990, Van
Rooyen and Prinsloo 2003). According to Knight, assessment is ‘the most
significant prompt for learning’ (1998:37). This study aimed to understand the
role and the nature of assessment in academic literacy modules offered in two
very different teaching and learning contexts. The focus of the research is
‘Foundation in English Language’ at the University of the Witwatersrand (Wits)
and ‘Writing English I’ at the National University of Rwanda (NUR).
To conduct the investigation, three lecturers teaching on the Foundation module
at Wits and, two lecturers teaching Writing English I at the NUR were interviewed
individually and six students from each lecturer’s group participated in a focus
group interview. In addition to the interviews, all the assignment and examination
tasks, as well as students’ marked assignments and examination scripts were
analysed.
Although the study reveals many differences in both attitudes and practices in the
two institutions, it also shows some similarities, especially in relation to students’
negative response to participation in one on one consultation with a lecturer.
The most important difference noticed is in the role of assessment in the two
modules. It was found that in the Writing English I module at NUR, assessment is
considered separate from the teaching and learning process, whereas at Wits it
is an integral part of the process. This difference in orientation to assessment
influenced much of the planning and assessment of the two modules. In the
Foundation module at Wits, assessment was planned into the course.
Consequently, assignments were carefully scaffolded to promote students’
learning in regard to academic writing, with feedback given on essay drafts. At
NUR where assessment was not planned into the course there was no clear
focus on some important aspects of academic writing such as referencing and
writing from sources without plagiarizing and there was no scaffolding of the
assignments or feedback on drafts.
The study concludes with some recommendations to lecturers and students and
also to the leadership of the institutions, given that some of the recommendations
have resource implications.
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Ebuka, Ozuluoha Innocent. "Exploring the perceptions of students with disabilities about their social inclusion at the university of Witwatersrand." Thesis, 2017. https://hdl.handle.net/10539/26562.
Full textAbstract:
A research report presented to the
Department of Social Work
School of Human and Community Development
Faculty of Humanities
University of the Witwatersrand
In partial fulfillment of the requirements for the Master of Arts by Coursework and Research Report in Social DevelopmentThe South African education system has seen a remarkable increase in the enrolment of students with disabilities, but there are still some challenges that confront such development. These fundamental challenges have been linked to traditional stereotyping and negative attitudes towards people with disabilities. This undermines the drive towards the social inclusion of students with disabilities in institutions of higher learning. A research conducted by the Disabilities in Higher Education (DHE, 2014) found out, that students with disabilities constitute one percent of the student populations in most South African Universities. Thus, it is possible to forget about their existence. This research therefore explored the perceptions of students with disabilities about their social inclusion at the University of Witwatersrand. The study adopted a qualitative approach and the study population consisted of students with disabilities at the University of Witwatersrand. A sample of twelve participants was selected using purposive sampling. Semi-structured interview schedules were used to collect data and data were collected using face to face interviews. The study showed that University of Witwatersrand has made some significant efforts in providing technical supports such as aids for students with disabilities. However, the study revealed that social inclusion of students with disabilities has not yet been fully achieved. The research showed that most students with disabilities do not engage or actively participate in social activities. The major findings revealed that very few participants engaged in sport activities, assumed leadership positions and attended social gatherings. The study also showed that the University of Witwatersrand has not yet provided enough enablers that would aid the social inclusion of students with disabilities. One of the recommendations emanating from the study is that the University of Witwatersrand should engage all stakeholders in promoting awareness on disability. It is anticipated that the research findings will be used to strengthen the University of Witwatersrand’s policies so that they can enhance the social integration of students with disabilities.
E.R. 2019
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Ojo, Emmanuel Oluseun. "Internationalisation of higher education at the University of the Witwatersrand : a phenomenographic study of students' perspectives." Thesis, 2010. http://hdl.handle.net/10539/7577.
Full textAbstract:
This piece is an empirical study of how students experience and conceptualise
internationalisation of higher education at the University of the Witwatersrand (Wits),
South Africa. The central question of this empirical study is, how do students experience
and conceptualise internationalisation of higher education at Wits? The conceptual
framework presents Wits within three domains, which are the Official, Pedagogical and
Social, as the context within which the university operates. Using a qualitative
methodology – phenomenography – that aims to explore the qualitatively different
ways in which a group of people experience a specific phenomenon, in this case
internationalisation of higher education, four main constructs about internationalisation
have emerged from students’ accounts:
(I) internationalisation as Wits is striving to be a top global university;
(II) internationalisation as the presence of international students;
(III) internationalisation as an issue of mutual respect and acceptance, and
(IV) internationalisation as enhancing the students’ learning experience.
The argument is that, though students converge on these conceptions, their differences
regarding the emphasis and significance points to a scenario of unbalanced institutional
mediation, with strong mediation within the logic of dominant pedagogical practice in
the university, constrained by forms of weak mediation in the social domain.
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Kelly, Eugene Hamerton. "Vitamin D levels of anaesthetists in the department of anaesthesiology at the University of the Witwatersrand." Thesis, 2016. http://hdl.handle.net/10539/21421.
Full textAbstract:
A research report submitted to the Faculty of Health Sciences,
University of the Witwatersrand, Johannesburg, in partial
fulfilment of the requirements for the degree
of
Master of Medicine in the branch of AnaesthesiologyBackground and Objective There has been a recent resurgence of interest in vitamin D and its far-reaching effects in physiology and pathophysiology. Theatre personnel, and all indoor workers, should be cognisant of vitamin D deficiency as a real occupational hazard. Vitamin D deficiency is a global problem that has been studied extensively in colder climates and even been found in warmer climates. No research was identified among medical personnel in South Africa. The primary objective of this study was to describe serum 25-hydroxyvitamin D (25(OH)D) levels of anaesthetists. The secondary objective was to describe and compare factors influencing vitamin D levels in anaesthetists who are vitamin D insufficient to those who are not. These factors included: ethnicity, gender, body mass index (BMI), multivitamin use, calcium or vitamin D supplementation, sun exposure, vitamin D intake from diet alone, vitamin D intake from diet and supplementation and calcium intake (dairy). Methods Data was collected over a period of one month, in winter (mid-July to mid-August 2013). On the morning of sample collection anaesthetists agreeing to participate signed the informed consent (Appendix 2), prior to enrolment in the study. The anaesthetists then completed the questionnaire (Appendix 5). The following data was obtained from the questionnaire: age, gender, ethnic group, dietary supplementation, sun exposure, sunscreen use, BMI and diet. Each participant had 5 ml of blood collected in a standardised manner into a purple top ethylenediaminetetraacetic acid blood specimen tube. The processing of samples was done by qualified laboratory personnel using standard chemical pathology equipment and procedures. High Performance Liquid Chromatography was performed to determine 25(OH)D levels using a Shimadzu® Nexera X2 Ultra performance liquid chromatography system with a photodiode array detector (Shimadzu®, Japan). Results The median 25(OH)D was 43.8 nmol/l (IQR 26-76), with 51 of 89 (57.30 %) anaesthetists being vitamin D insufficient. There was a statistically significant association between ethnicity and vitamin D status (p<0.001). Twenty-one (80.77 %) Indian anaesthetists and 14 (70.00 %) black anaesthetists were vitamin D insufficient, as compared to only 10 (28.57%) white anaesthetists. There was no significant association between the other secondary objectives-gender (p=0.60), sun exposure (p = 0.93), vitamin D intake from diet alone (p= 0.07), vitamin D intake from diet and supplementation (p=0.05) and calcium intake (p=0.55) and vitamin D status. There was no significant difference between BMI and vitamin D status. When a comparison was made between the two groups of BMI <25 and BMI ≥25, using a Mann-Whitney test the two-tailed P value was 0.6791. There was a significant association between multivitamin use (p=0.01) and vitamin D status. Conclusion Vitamin D should no longer be a forgotten vitamin. The insufficient vitamin D levels of anaesthetist in this study, puts them at risk for pathology far beyond bone health. Adequate vitamin D levels should be seen as essential, rather than optional, even in “sunny” climates.
MT2016
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De, Witt Patricia Ann. "Selection of occupation therapy students for the BSc OT course at the University of the Witwatersrand." Thesis, 2014.
Find full textAbstract:
The purpose of this study was to determine if any of the criteria used for admission to the
BSc Occupational Therapy (OT) Course offered by the University of the Witwatersrand,
could differentiate between those students who passed and failed.
236 students admitted to the BSc OT course between 1982 and 1987 were divided into 4
groups: those who passed all courses on first attempt; those who failed one or more courses on first attempt but had completed or would complete the course; those who failed
one or more courses on first attempt and left; those who passed all courses and left. An
analysis of variance was then carried out on each of the 4 groups for the following
selection variables.
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Ndaba, Mthobisi. "Access with success: the reaching for excellence and achievement program at the University of the Witwatersrand." Thesis, 2017. https://hdl.handle.net/10539/24567.
Full textAbstract:
A research report submitted to the Faculty of Humanities, University of the Witwatersrand, Johannesburg, in partial fulfilment of the requirements for the degree of Master of Arts in Sociology, 2017Since the debut of democracy, there has been an increase in the number of historically marginalised Black students in South Africa’s higher education institutions. However, this has not been accompanied by a corresponding success rate. Higher education’s response to this success crisis has largely been academic development programs. While extensive research has been done on academic development programs, more especially quantitative research in disciplines like maths, natural sciences, and economics, not much qualitative research has been done on extracurricular academic development programs in the humanities and the social sciences. In this study, I explore the role of the Reaching for Excellence and Achievement Program (REAP) in students’ journeys graduation. REAP is an extracurricular academic development program at the University of the Witwatersrand. The findings show that students from disadvantaged backgrounds are not a homogeneous group and that this influences the types of challenges that they encounter at university. They show that REAP played a significant role in facilitating these students’ progress to graduation. They also reveal that academic development programs by themselves are not enough to address the success crisis facing students from disadvantaged backgrounds because the root causes of some of the challenges they encounter can only be addressed at a structural level. Based on the lessons learned from the findings of this study, I make recommendations for future academic development programming. Keywords: Access, Success, Academic Development, Under-preparedness, Educational Inequality, Higher Education
GR2018
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Ogbeifun, Edoghogho. "Facilities management in a multi-campus setting: A case study of the University of the Witwatersrand." Thesis, 2011. http://hdl.handle.net/10539/10585.
Full textAbstract:
In typical higher education institutions the Facilities Management Unit develop, operate and manage the support facilities for teaching and research. Different Facilities Management structures have been experimented with in the University of the Witwatersrand. This University operates from multi-campuses with complex infrastructure in its portfolio and desires to be recognized as one of the top 100 universities of the world, which requires the examination of the structure, operational strategy, and the preparedness of the Facilities Management Unit in the performance of the support functions that would facilitate achieving this goal.
This research focuses on the evaluation of customers‟ satisfaction at the „workplace interface‟; where the output of the Unit moderates the inputs of the academics in performing the core functions of teaching and research. Adopting the case study method of qualitative research, the data were collected through the administration of semi-structured questionnaires complemented with interviews. The customers express differential level of satisfaction, and the Facilities Management Unit identified some of their constraints. Specific recommendations are made for operating a Facilities Management Unit that will provide effective support facilities for the performance of the core functions of the University and achieve its expressed goal.
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Naidoo, Kuban Dhasaradha. "Factors associated with Hookah pipe smoking among undergraduate students at the University of the Witwatersrand, Johannesburg." Thesis, 2013. http://hdl.handle.net/10539/12649.
Full textAbstract:
Introduction
Hookah pipe smoking has experienced a prodigious growth in popularity during the past two decades resulting in the adoption of this centuries old practice by scores of new, and often young, smokers. This exposes more young people to the risk of developing tobacco-related diseases. This study aimed to explore hookah pipe smoking in young adults in a South African setting.
Methods
In this cross sectional study conducted at the University of the Witwatersrand, Johannesburg, 824 undergraduate students were enrolled from randomly selected classes. Students completed a 40 item self-administered questionnaire exploring participants‟ demographics, smoking behaviours, and knowledge, attitudes and practices relating to hookah pipe smoking. Univariate and multivariate analysis of factors associated with hookah pipe smoking behaviour were conducted.
Results
More than half the students (54.2%) had “ever” smoked a hookah pipe, while 14.7% were “current” (each of the past 3 months) smokers. On multivariate analysis, statistically significant factors associated with increased likelihood of “ever” using a hookah pipe were: being “White” (odds ratio [OR] 3.08, 95% confidence interval [95% CI] 1.83-5.18) or “Indian” (OR 2.00, 95% CI 1.07-3.72), previous cigarette use (OR 9.36, 95% CI 6.05-14.50), having a family member (OR 3.22, 95% CI 1.98-5.26) or friends (OR 7.16, 95% CI 3.96-12.92) who had smoked a hookah pipe and holding the following false beliefs regarding the adverse health effects associated with hookah pipe smoking: hookah pipes are not dangerous (OR 3.60, 95% CI 1.18-10.93), hookah pipes are not addictive (OR 7.39, 95% CI 3.84-14.23) and the second hand smoke produced by hookah pipes is not harmful to other people (OR 2.19, 95% CI 1.02-4.72).
“Current” hookah pipe smokers demonstrated poorer knowledge of the adverse health effects of hookah pipe smoking and held more positive attitudes of the practice compared to other students. Usage of hookah pipes tended to be intermittent with only 11.8% of students reporting daily use. The majority of “current” hookah pipe smokers (57.1%) smoked on the university campus. Adding alcohol and/or marijuana to hookah pipes was reported by just over half of the “current” hookah pipe users.
Conclusion
Hookah pipe smoking was prevalent among undergraduate students at this university. The study identified several factors associated with hookah pipe use, enabling the development of better targeted strategies to arrest this problem.
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Townsend, Pamela. "A study of students' approaches to learning in business accounting, at the University of the Witwatersrand, Johannesburg." Thesis, 2010. http://hdl.handle.net/10539/7535.
Full textAbstract:
In order to enhance teaching it is important to understand how students learn. The aim of this study was to discover the interventions needed to enhance the support offered by teachers and tutors in a Business Accounting programme to develop in students an intrinsic motivation and deep learning strategy which could be used later in life in other areas of study. The data came from a number of sources, including the Biggs’ revised two-factor Study Process Questionnaire: R-SPQ-2F, administered to students. The second source was tutors’ responses to a set of questions, and the third source was an interview held with an experienced tutor. In the main, the data was analysed using phenomenographic methodology. The study yielded valuable insights into the tutorial context and tutors’ perceptions of the factors that hinder or enhance student learning.
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Lewins, Kezia. "‘How open are our doors? A comparison of academic staff transformation at the University of Cape Town and the University of the Witwatersrand’." Thesis, 2007. http://hdl.handle.net/10539/2150.
Full textAbstract:
Student Number : 0314897V -
MA research report -
School of Social Science -
Faculty of HumantiesThis research report asks ‘how effective has academic staff transformation been at the University of Cape Town (UCT) and the University of the Witwatersrand (Wits)?’ This question was examined from four angles: i) the historical engagement of UCT and Wits, as employers, with race, class and gender, ii) the impact of government directive and the legislative context on the transformation of higher education workplaces, iii) the institutional role and response of UCT and Wits to the race, class and gender of their academic staff and iv) academics’ experience of UCT and Wits as workplaces. The findings are based on in-depth interviews with 50 academic and senior executive staff at UCT and Wits. The results illustrate both continuity and change in the way in which academic staff experience institutions. Whilst there are progressive elements identified, there are also disconcerting expressions of prejudice, discrimination and harassment which undermine the transformation process.
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Mamvura, Innocent. "Time-to-degree: identifying factors for predicting completion of four year undergraduate degree programmes in the built environment at the University of Witwatersrand." Thesis, 2013. http://hdl.handle.net/10539/12697.
Full textAbstract:
A research report submitted to Faculty of Science, University of the Witwatersrand, Johannesburg, in partial fulfilment of the requirements for the degree of Master of Science, 2012.The study aims to identify the variables which best predict completion of four year undergraduate degree programmes, in the Schools of Construction Economics and Management and Architecture and Planning, at the University of Witwatersrand (Wits) in South Africa. The research is important to the University and in particular the schools under investigation, because there are only a few studies done in South African universities on this topic and it will contribute to the knowledge on variables that positively influence Time-to-Degree. Selected demographic variables such as Gender, Race, and Home Language were analysed. Other variables considered include: University Courses, First Year Scores, Matric Aggregate, Financial Aid and Residence Status. The Binary Logistic Models, a Multinomial Logistic Model and Classification Tree Model were developed to test for the significance of the predictor variables at 5% level of significance. The Statistical packages that were used in the analysis of data are Statistical Package for Social Sciences (SPSS), Statistical Analysis System (SAS). The logistic regression models indicated that Home Language is English and the first year university course Building Quantities 1 are the most important predictors of Time-to-Degree. The other variables that were significant are Gender is Female, Not Repeat, Theory & Practice of QS 1, Architectural Representation I, Building Quantities 1, Construction Planning and Design, Physics Building and Planning for Property Developers. Architectural Representation I, Building Quantities 1, Construction Planning and Design, Physics Building and Planning for Property Developers. Matric Aggregate is an important predictor of university first year success though it has no impact on TTD. The Classification Tree indicated that passing first year at university was significant as it increases the chances of completing the degree programme within the minimum time.
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Burger, Salmina Magdalena. "The prevalence and factors associated with low back pain in Physiotherapy students at the University of the Witwatersrand." Thesis, 2013. http://hdl.handle.net/10539/12746.
Full textAbstract:
The research reported in this dissertation centered around the prevalence and factors associated with low back pain (LBP) among the undergraduate physiotherapy students at the University of the Witwatersrand. Physiotherapy students are prone to LBP due to a flexion posture while studying, lifting patients and working. After pathology, muscle activity is influenced, affecting optimal function of the spine. Preventative strategies can minimise recurrences of LBP. Physiotherapy students enrolled for 2010 at the University of the Witwatersrand participated in a cross-sectional prevalence study. A questionnaire, multi-stage fitness test and physical assessment were completed. Statistical analysis was done with univariate analysis for associations with LBP. The study revealed that the lifetime LBP prevalence was 35.6% among all four physiotherapy year groups. The prevalence increased from first year to third year but unexpectedly decreased in the fourth year group. Significant associations with LBP were posterior-anterior mobilisations on L4 (p=0.003) and L5 (p≤0.001) centrally, left lumbar multifidus (LM) cross-sectional area (p=0.02), right obliquus internus abdominis (p=0.02) and transversus abdominis (TrA) thickness at rest (p=0.03), both TrA during contraction, left (p=0.02) and right (p=0.01), as well as the pull of the TrA during contraction on the left (p=0.03).
The present work is the first study to show measurements with ultrasound imaging of LM and TrA on physiotherapy students. The prevalence of LBP might be reduced if students are more aware of LBP and consequential muscle imbalances that might perpetuate the problem. The dissertation concludes with a discussion of future research avenues. It is suggested that an intervention to make students aware of LBP and risk assessments in South Africa will help to identify and address hazards in the workplace.
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Manning, Dianne Mary. "Approaches to learning adopted by students in the Graduate Entry Medical Programme at the University of the Witwatersrand." Thesis, 2008. http://hdl.handle.net/10539/4965.
Full textAbstract:
The new Graduate Entry Medical Programme at the University of the Witwatersrand
widens access to study and aims to change the learning process. Content is integrated
horizontally and vertically and the learning is organized around facilitated, problembased
learning (PBL) tutorials. This study investigated the approaches students have
adopted to learning in the curriculum. Questionnaire data, PBL tutorial observation and
focus group discussions revealed that uptake and adaptation were not the same for
different groups of students. Those who were most mature in age showed the greatest
tendency towards self-directed learning behaviour, while many students were unable to
make appropriate use of the available time and resources. Although most students
believed that they were able to integrate disciplinary information, they valued the
psychosocial content areas less than the biomedical sciences. The attitudes, skill and
identity of the facilitators were important for engaging students in the PBL process.
These findings suggest that the social context of the learning may impact on the ability to
access knowledge and develop a professional identity.
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Dubazana, Zanele. "Perceived influence of parenting styles on the body esteem of male students at the University of the Witwatersrand." Thesis, 2010. http://hdl.handle.net/10539/8222.
Full textAbstract:
This study set out to examine the perceived influence of parenting styles on the body
esteem of male students at the University of the Witwatersrand. Ninety eight first year
male students in the age range of 18-22 years, from the medical faculty at the University
of the Witwatersrand enrolled in psychology participated in the study. Four scales were
administered: a demographic questionnaire, the Body Esteem Scale, the Parental
Authority Questionnaire, and Rosenberg’s Self-Esteem Scale. The results indicate that
there is no significant correlation between perceived paternal and maternal parenting
styles and the body esteem and self-esteem, respectively of the male students. There are
no self-esteem and body esteem differences according to race. The tripartite theory
suggests that a combination of peers, parents and media have some level of influence on
body esteem and self esteem perceptions (Shroff & Thompson, 2005). The theory
suggests that tripartite influential factors play a different role at different times of an
individual’s life (Thompson, Coovert & Storner, 1999). Parents play a crucial role at the
pre-adolescent stage; peers are more influential at the adolescent stage and the media is
more influential at the early adulthood stage (Levine & Harrison, 2004). Vygotsky’s
socio cultural theory indicates that the child’s learning development is affected by the
culture in which he or she is raised (Vygotsky, 1981). According to Vygotsky’s
perspective, the community at large, specifically adults and peers, are lifelong role
players that serve as guides to support cognitive growth (Vygotsky, 1986). These theories
bring the variables discussed in this study into theoretical perspective and bring out the
relevance of socialisation and identity formation (Vygotsky, 1981). The study concludes
that there are many factors that can influence males at different stages of their lives;
parents do not appear to be the leading influential factor at the stage in this study.
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Mogodi, Morongoa Hazel. "An audit of the anaesthetic gas scavenging systems in selected hospital affiliated to the University of the Witwatersrand." Thesis, 2016. http://hdl.handle.net/10539/23348.
Full textAbstract:
A research report submitted to the Faculty of Health Sciences, University of the Witwatersrand, in partial fulfillment of the requirements for the
degree
of
Master of Medicine in the branch of Anaesthesiology
Johannesburg, 2016The American Society of Anaesthesiologists recommends that in any location in which inhalational anaesthetic agents are administered, an adequate and reliable system for scavenging waste anaesthetic gases should be in place. The aim of this study was to describe the functioning, use and maintenance of the anaesthetic gas scavenging systems at Charlotte Maxeke Johannesburg Academic Hospital, Chris Hani Baragwanath Academic Hospital, Helen Joseph Hospital and Rahima Moosa Mother and Child Hospital. The research design was prospective, contextual and descriptive. An audit of the anaesthetic gas scavenging systems and the maintenance records at Charlotte Maxeke Johannesburg Academic Hospital, Chris Hani Baragwanath Academic Hospital, Helen Joseph Hospital and Rahima Moosa Mother and Child Hospital was done. A total of 59 operating theatres and 12 venues of remote anaesthesia were included in this study, i.e. a total of 71 areas. The number of fully functional anaesthetic gas scavenging systems was 32 (45,07%) in the operating theatres and none in the venues of remote anaesthesia. The receiving hoses were available in 42 (71,19%) operating theatres. The receiving hose was connected to the terminal unit in 39 (66,10%) operating theatres, of which 7 (11,86%) were assisted by sleek tape. Sleek tape was used in 8 (11,27%) operating theatres to “patch” the receiving hose. Medical gas pipeline system personnel were available in each hospital but they were not solely dedicated to the anaesthetic gas scavenging system. No manufacturer’s recommendations could be found in any of the study hospitals. Records of maintenance were not available and quarterly maintenance is not undertaken by any of the study hospitals. The small number of the fully functional anaesthetic gas scavenging systems and the maintenance thereof did not conform to the South African National Standards 7396-2 which was concerning.
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Ram, Diksha. "Academising academia: academics' conceptions of their labour in the context of managerialism at the University of the Witwatersrand." Thesis, 2015. http://hdl.handle.net/10539/18290.
Full textAbstract:
A research report submitted to the Faculty of Arts
University of the Witwatersrand
In partial fulfilment of the requirements for the degree of
Masters of Arts in Anthropology
2015With the advent of neoliberalism, higher education began to appropriate quasi-market strategies from the business sector. In what Strathern (2000) has termed “audit culture”, universities began to implement managerialism – a corporate mechanism designed to enforce top-down management of academics with the ultimate goal of excelling in a globally competitive academic environment (Johnson, 2005; Strathern, 2000; Giri, 2000; Shore and Wright, 2000). The University of the Witwatersrand (Wits)began this journey of competitive behaviour in 1999 (Johnson, 2005), and in 2013, with the inauguration of new Vice-Chancellor Adam Habib, the pressure on academics to produce publications as the major token of merit has reorganised activities that hold value within the University management’s gaze. Among the many informal but desperate complaints relayed to me over the course of the year by academics about their burdensome workloads, I began to hypothesise about a deeper story behind the surface narrative of a top-down process that has been enforced upon them as a feature of the tide of global changes in academia that has swept South Africa. This is story about how academic labour is conceptualised by academics at Wits within a contextually-borne discourse of managerialism. Through anthropological methods, this proposed research seeks to answer its central question: How do academics at the University of the Witwatersrand conceptualise the value of their labour within a context that is commonly referred to as “managerialist” and how can this information be situated within anthropological theory?
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Olwoch, Ian Paul. "A 5-year review of the microbiology of acute complicated bacterial sinusitis at the University of the Witwatersrand." Thesis, 2008. http://hdl.handle.net/10539/5706.
Full textAbstract:
SUMMARY
This study retrospectively analysed the bacteriology of 226 patients who were
admitted, with acute complicated sinusitis, to the University of the
Witwatersrand’s ENT complex over a 5-year period, between the 1st January
2002 and 31st December 2006. There were 159 male and 67 females (ratio
2.4:1) aged between 1 and 74 (mean 16.5 ± 0.7) years. 116 (51.3%) patients
were 15 years and younger and 110 (48.7%) were above the age of 15 years.
All 226 patients had one or more of an orbital, soft tissue or bony
complication and underwent open sinus surgery by way of an external
frontoethmoidectomy approach (or ethmoidectomy) with maxillary sinus
puncture and sinus washout. Intracranial complications were present in 37
(16.4%) patients of whom 12 required drainage of a subdural empyema and,
one required drainage of a brain abscess.
233 microorganisms were isolated for analysis from positive cultures obtained
from 163 (72.1%) patients (1.4 isolates per specimen) and 63 (27.9%) cultures
were negative. Aerobic and facultative anaerobes accounted for 199 (85.4%)
of the isolates whilst anaerobes accounted for 31 (13.3%) and fungi for 3
(1.3%). 107 (65.4%) of the positive culture specimens were monomicrobial
whilst 56 (34.6%) contained 2 to 4 different species of microorganism. The
proportion of anaerobes was notably higher (p<0.05) polymicrobial specimen
than in monomicrobial specimen.The most commonly isolated aerobic microorganisms were Streptococcus
milleri (18.5%), Staphylococcus aureus (12.4%), β-haemolytic streptococci
groups A, C, F, and G (10.3%), coagulase negative staphylococcus (8.6%) and
Haemophilus influenzae (8.6%). In contrast, Streptococcus pneumoniae
(2.6%) and Moraxella catarrhalis (0.4%) were not major pathogens.
Peptostreptococcus (6.4%) and Prevotella (4.7%) species were the most
common anaerobes.
The profile of isolates was not influenced by gender or by the presence of
intracranial complications. However, age and location did have a significant
(p<0.05) impact. Haemophilus influenzae was more significant (p<0.05) in
patients aged 15 years and younger. Streptococcus milleri was the most
common isolate (28.3%) at the Chris Hani Baragwanath Hospital but ranked
5th (2.3%) at the Johannesburg Hospital. β-haemolytic streptococci and
coagulase negative staphylococcus ranked 1st (20.8%) and 2nd (14.8%)
respectively at the Johannesburg Hospital but only 4th (4.8%) and 5th (2.8%)
respectively at the Chris Hani Baragwanath Hospital.
Penicillin, ampicillin and erythromycin were effective against Streptococcus
milleri, β-haemolytic streptococci, Streptococcus pneumoniae and
streptococcal species. Cloxacillin was effective against Staphylococcus aureus
and coagulase negative staphylococci. Methicillin-resistant Staphylococcus
aureus was isolated in 3 patients (1.3%). Haemophilus influenzae was resistant
to ampicillin in 22.2% cases in which it was the sole pathogen.
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Ronco, Chandelle. "Discursive constructs of abortion amongst a group of male and female students at the University of the Witwatersrand." Thesis, 2014.
Find full textAbstract:
Abortion is a very controversial topic and over the years, many different attitudes have been formed around it. Previous studies have looked at people’s attitudes towards abortion in relation to gender, age, race, socio-economic background, religion, education and even marital status. The current study aimed to investigate the change of attitudes that students would have towards abortion given a range of circumstances (from serious to less serious). The role of gender in these attitudes was also looked at. This study conducted two separate semi-structured focus groups for each gender (6 males and 5 females). In the two focus groups, each vignette with a particular circumstance was read out to the students followed by questions. These follow up questions were discussed amongst the students present in the focus group. The responses from the students were recorded using a Dictaphone. From the Dictaphone, the information received from these interviews was transcribed. Thereafter, content analysis was used to analyse the findings which aimed to identify different themes. Following this, discursive constructs around abortion as well as conclusions were formed and discussed.
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Picton, Jonathan Peter. "The shape of things : Male body image amongst South African University Students." Thesis, 2008. http://hdl.handle.net/10539/5787.
Full textAbstract:
This research explored trends in male body image amongst South African men aged 18 to
25 years. A questionnaire consisting of a demographic section, the Body Image Test, the
Behaviours Checklist and the Eating Disorders Inventory was administered to 50 male
students from the University of the Witwatersrand. Trends in body dissatisfaction, body
enhancing behaviour and eating disorder symptoms were examined. Correlation analyses
were used to infer relationships between these three variables.
The results showed that the sample group on average view themselves as overly muscular
and have a body image ideal that is less muscular than their perceived body image. This
trend is contrary to trends reported in international studies and is thought to represent the
cultural effects of using a South African population that is diverse in its composition as
compared to an American or European samples that are more homogenous in nature. The
results also showed that there were differences in body image trends between different
racial groupings, although the results did indicate that across the racial groupings there
was a similar societal body image ideal that represents a global trend towards a lean,
muscular male body image. The results showed that the sample did not engage in body
enhancing behaviours that are considered excessive or indicative of body image
dissatisfaction. This was also reflected by the results on the Eating Disorders Inventory
that showed considerably lower scores on the symptom scales when compared to a
clinical eating disordered population and a non-clinical female comparison group. The
results also showed that the sample had lower scores on the behavioural symptom scales
yet higher scores on the attitudinal symptom scales. This indicates that the sample did not
display any significant eating disorder behaviours yet did display personality traits that
are correlated to eating disordered behaviour.
There was no correlation between body dissatisfaction and body enhancing behaviour.
There was a positive correlation between body dissatisfaction and the symptom scale of
interpersonal distrust. A positive correlation also occurred between body enhancing
behaviour and the symptom scales for perfection and drive for thinness. Limitations of
the study and recommendations for future research are discussed.
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Carter, Gail. "An evaluation of the read on! programme for health sciences students at the University of the Witwatersrand, South Africa." Thesis, 2016. http://hdl.handle.net/10539/22582.
Full textAbstract:
A Dissertation submitted to the Faculty of Health Sciences, University of the
Witwatersrand, Johannesburg, in fulfilment of the requirements for the degree of
MSc. (MED)(Health Sciences Education)
Johannesburg, 2016.English reading and writing proficiency are at the heart of academic study. The Read On! is a reading intervention for to first and repeating year students at the University of the Witwatersrand, South Africa in 2013 and 2014. The aim of the study was to evaluate the Read On! programme and to determine students’ perceptions and experiences of Read On! Evaluation research methodology with four phases was used and quantitative statistical analyses of the mean (average), standard deviation, Pearson’s product-moment correlation coefficient and two-way ANOVA were performed on data from a first year Voluntary Group (VG). The Compulsory Group (CG) data and students' reported experiences and perceptions of the Read On! programme were analysed using the same statistical tests. The results showed a strong, positive relationship between Read On! and National Benchmark Testing (NBT) with specific reference to Academic Literacy , and a moderate positive relationship to NBT Quantitative Literacy, NBT Mathematics and the NBT Average. A mixed strong but mainly moderate positive relationship was found between Read On! and Composite Index, Academic Index and NSC at Grade 11 and 12 data. In the Likert-scale questionnaire, 70% to 85% of students reported positive benefits from Read On! In the open-ended responses participants gave overall positive responses reporting that they believed that practice sessions in Read On! had contributed to their improved English reading, comprehension, vocabulary and writing skills. In conclusion, reading interventions are important tools that can assist South African EAL students transitioning into English medium tertiary education. It is recommended that an effective reading intervention with discipline specific academic language to support the curriculum be included as part of the academic programme. Keywords: Reading, academic proficiency, tertiary, National Benchmark Testing (NBT), student perceptions, English Additional Language (EAL).
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