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Exploring narrative inquiry as a sense-making tool for parents raising a child with autism from a family systems theory perspective
Get PDFText in EnglishResearch in the field of autism and families confirm both the challenges of families raising a child with autism, and the need for a family-focused therapy to address the systemic effect of the disorder. Despite the evidence, interventions continue to focus on the individual, and less on the family requiring much-needed support. Family therapists need empirical evidence of how family therapy can help parents of children with autism make sense of their experiences. Furthermore, such studies currently lack a common theoretical framework. Narrative therapy has proved to be effective in various contexts but there is a need for more empirical evidence to explore the possibilities of using narrative inquiry as a sense-making tool for parents raising a child with autism. The aim of this study was to explore the possibilities of using narrative inquiry as a sense-making tool for parents raising a child with autism, from a family systems theory perspective. Using a qualitative approach, the study collected primary data by means of semi-structured interviews with research participants who were recruited through a collaborative arrangement with a paediatrician based in Pretoria, South Africa. The study used purposive convenience sampling to select three couples who are raising a child who autism, and a longitudinal approach where each couple was interviewed five times over a period of five years. Using a narrative inquiry as research design backed by family systems theory, the study explored the collective experiences of the entire family, examining all inherent family relationships and subsystems. Both family systems theory and narrative inquiry are positioned within the social constructionist paradigm which revolves around the significance of meaning and understanding in human activities. Braun and Clarke’s reflexive thematic analysis was used to analyse the transcribed material. The following themes emerged from the analysis and formed part of the construction of each couple’s narrative: the characteristics of autism, diagnosis, knowledge, the marital relationship, the mother’s relationship with autism, the father’s relationship with autism, the child with autism, the siblings’ relationship with autism, the community and extended family and the future. By linking the themes to the extant literature the findings highlighted the common threads in the stories of the three couples. The construction of each couple’s narrative was discussed and narrative practices applied to highlight the meaning-making process of the participants. At a practical level, the study provides relevant empirical evidence on the effectiveness of using a narrative approach to help families raising a child with autism, make sense of their experiences. At an academic level the study advocates the use of family systems theory (FST) as a common theoretical framework.D. Phil. (Psychology)Psycholog
Integration of education for sustainable development into the life sciences curriculum : teachers’ pedagogical content knowledge and professional development
Get PDFText in English, abstract in English, Zulu and TsongaThis study explores enhancing Life Science teachers' pedagogical content knowledge (PCK) through professional development to facilitate seamless integration of Education for Sustainable Development (EE/ESD) into the curriculum. Despite EE/ESD being part of the South African curriculum for over two decades, teachers often struggle due to limited environmental knowledge. Anecdotal evidence reveals ongoing challenges, including a lack of effective teaching strategies and insufficient continuous professional development support.
This study adopted a synthesis of three key theories: Pedagogical Content Knowledge (PCK), the Theory of Educational Change, and Social Learning Theory. The research aims to identify essential professional development initiatives for nurturing teachers' PCK and integrating EE/ESD into their curriculum. Employing an exploratory case study approach, the study focuses on four secondary schools in the Vhembe East district, Limpopo province, South Africa. Data collection methods include document analysis, semi-structured interviews, and participant observations, forming the basis for constructing the Integrated Professional Development Model. Thematic analysis underscores a gap in explicit guidelines for EE/ESD integration, despite teachers demonstrating proficiency in concepts and strategies.
Recommendations from the study advocate for targeted professional development initiatives tailored to meet teachers' diverse needs. Moreover, the study emphasizes advocating for equitable distribution of resources to support EE/ESD integration. Collaboration between subject advisors and policymakers is deemed essential for developing clear guidelines supporting diverse teaching strategies effectively. Additionally, the study strongly endorses systematically integrating the Integrated Professional Development Model into various educational practices. This versatile model can be applied across teacher training programs, workshops, curriculum enhancements, support structures, advocacy efforts, resource allocation, guideline development, community engagement, and continuous evaluation, fostering a holistic and sustainable approach to EE/ESD integration within the curriculum.Lolu cwaningo luhlola ulwazi oluthuthukisiwe lwezifundo zothisha be-Life Science (PCK) ngokuthuthukiswa kochwepheshe ukuze kube lula ukuhlanganiswa kwe-Education for Sustainable Development (EE/ESD) ohlelweni lwezifundo. Naphezu kokuthi i-EE/ESD ibiyingxenye yohlelo lwezifundo eNingizimu Afrika iminyaka engaphezu kwamashumi amabili, othisha bavamise ukuthwala kanzima ngenxa yolwazi oluncane lwezemvelo. Ubufakazi benganekwane buveza izinselele eziqhubekayo, okuhlanganisa ukuntuleka kwamasu okufundisa aphumelelayo kanye nokwesekwa okwanele kokuthuthukiswa kochwepheshe.
Lolu cwaningo lwamukele ukuhlanganiswa kwamathiyori amathathu abalulekile: Ulwazi Lokuqukethwe Kwezemfundo (PCK), I-Theory of Educational Change, kanye ne-Social Learning Theory. Lolu cwaningo luhlose ukuhlonza izinhlelo ezibalulekile zokuthuthukiswa kochwepheshe zokuthuthukisa i-PCK yothisha kanye nokuhlanganisa i-EE/ESD ohlelweni lwabo lwezifundo. Ngokusebenzisa indlela yokuhlola izibonelo eziningi, ucwaningo lugxile ezikoleni ezine zamabanga aphezulu esifundeni saseVhembe East, esifundazweni saseLimpopo, eNingizimu Afrika. Izindlela zokuqoqwa kwedatha zifaka phakathi ukuhlaziywa kwamadokhumenti, izingxoxo ezingahleliwe, kanye nokubhekwa kwabahlanganyeli, okwenza isisekelo sokwakha Imodeli Yokuthuthukiswa Kochwepheshe Edidiyelwe. Ukuhlaziywa kwetimu kugcizelela igebe kuzinkombandlela ezicacile zokuhlanganiswa kwe-EE/ESD, naphezu kothisha ababonisa ubungcweti emicabangweni nasemasu.
Izincomo ezivela kummeli wocwaningo mayelana nezinhlelo ezihlosiwe zokuthuthukiswa kochwepheshe eziklanyelwe ukuhlangabezana nezidingo ezihlukahlukene zothisha. Ngaphezu kwalokho, ucwaningo lugcizelela ukumela ukusatshalaliswa ngokulinganayo kwezinsiza ukuze kusekelwe ukuhlanganiswa kwe-EE/ESD. Ukusebenzisana phakathi kwabeluleki bezifundo nabakhi benqubomgomo kuthathwa njengokubalulekile ukuze kwakhiwe imihlahlandlela ecacile esekela amasu ahlukahlukene okufundisa ngempumelelo. Ukwengeza, ucwaningo lugunyaza ngokuqinile ukuhlanganisa ngokuhlelekile Imodeli Yokuthuthukiswa Kochwepheshe Edidiyelwe ezinkambisweni ezihlukahlukene zemfundo. Le modeli eguquguqukayo ingasetshenziswa kuzo zonke izinhlelo zokuqeqesha othisha, ama-workshops, ukuthuthukiswa kwekharikhulamu, izinhlaka zokweseka, imizamo yokumela, ukwabiwa kwezinsiza, ukuthuthukiswa kwemihlahlandlela, ukusebenzelana nomphakathi, nokuhlola okuqhubekayo, okugqugquzela indlela ephelele neqhubekayo yokuhlanganiswa kwe-EE/ESD ngaphakathi kwekharikhulamu.Dyondzo leyi yi lavisisa ku ndlandlamuxa vutivi bya nhundzu ya dyondzo ya vadyondzisi va Sayense ya Vutomi (PCK) hi ku tirhisa nhluvukiso wa xiphurofexinali ku olovisa ku hlanganisiwa loku nga na swiphiqo ka Dyondzo ya Nhluvukiso lowu Yaka emahlweni (EE/ESD) eka kharikhulamu. Hambi leswi EE/ESD yi nga xiphemu xa kharikhulamu ya Afrika-Dzonga ku tlula makume mambirhi ya malembe, vadyondzisi va tala ku tikarhata hikwalaho ka vutivi lebyi nga nyawuriki bya mbango. Vumbhoni bya switori byi paluxa mintlhontlho leyi yaka emahlweni, ku katsa na ku pfumaleka ka tindlela to dyondzisa leti tirhaka na nseketelo lowu nga enelangiki wa nhluvukiso wa xiphurofexinali lowu yaka emahlweni.
Dyondzo leyi yi amukerile nkatsakanyo wa tithiyori tinharhu ta nkoka: Vutivi bya Vuxokoxoko bya Dyondzo (PCK), Tiyori ya ku Cinca ka Dyondzo, na Tiyori ya Dyondzo ya Ntshamisano. Ndzavisiso wu kongomisa ku kuma migingiriko ya nkoka ya nhluvukiso wa xiphurofexinali eka ku kurisa PCK ya vadyondzisi na ku hlanganisa EE/ESD eka kharikhulamu ya vona. Hi ku tirhisa endlelo ra dyondzo ya timhaka ya vukambisisi byo tala, ndzavisiso wu kongomisa eka swikolo swa mune swa sekondari eka xifundzankulu xa Vhembe East, exifundzheninkulu xa Limpopo, Afrika-Dzonga. Maendlelo yo hlengeleta datha ya katsa nxopaxopo wa matsalwa, mimbulavurisano leyi nga hlelekangiki ngopfu, na ku langutisisa ka vatekaxiave, leswi vumbaka xisekelo xo aka Modele wa Nhluvukiso wa Xiphurofexinali lowu Hlanganisiweke. Nxopaxopo wa nhlokomhaka wu kandziyisa xivandla eka swiletelo leswi nga erivaleni swa ku hlanganisiwa ka EE/ESD, hambileswi vadyondzisi va kombisaka vutshila eka miehleketo na maqhinga.
Switsundzuxo ku suka eka ndzavisiso swi seketela migingiriko ya nhluvukiso wa xiphurofexinali leyi kongomisiweke leyi lulamisiweke ku fikelela swilaveko swo hambana swa vadyondzisi. Ku tlula kwalaho, ndzavisiso wu kandziyisa ku seketela ku hangalasiwa hi ku ringana ka switirhisiwa ku seketela ku hlanganisiwa ka EE/ESD. Ntirhisano exikarhi ka vatsundzuxi va tidyondzo na vaendli va tipholisi wu tekiwa wu ri wa nkoka ku tumbuluxa swiletelo leswi nga erivaleni leswi seketelaka tindlela to hambana to dyondzisa hi ndlela leyinene. Ku engetela kwalaho, ndzavisiso wu seketela swinene ku hlanganisa hi ndlela leyi hlelekeke Modele wa Nhluvukiso wa Xiphurofexinali lowu Hlanganisiweke eka maendlelo yo hambana ya dyondzo. Modeli leyi yo cinca-cinca yi nga tirhisiwa eka minongonoko hinkwayo ya ndzetelo wa vadyondzisi, tiwekhixopo, ku antswisiwa ka kharikhulamu, swivumbeko swa nseketelo, matshalatshala ya vuyimeri, ku averiwa ka switirhisiwa, nhluvukiso wa swiletelo, ku nghenelela ka vaaki, na ku kamberiwa loku yaka emahlweni, ku kurisa endlelo ro angarhela na leri nga heriki eka ku hlanganisiwa ka EE/ESD endzeni ka kharikhulamu.D. Phil. (Environmental Education)Environmental Educatio
Differential cross-sections for events with missing transverse momentum and jets measured with the ATLAS detector in 13 TeV proton-proton collisions
No full textAbstract
Measurements of inclusive, differential cross-sections for the production of events with missing transverse momentum in association with jets in proton-proton collisions at
s
= 13 TeV are presented. The measurements are made with the ATLAS detector using an integrated luminosity of 140 fb−1 and include measurements of dijet distributions in a region in which vector-boson fusion processes are enhanced. They are unfolded to correct for detector resolution and efficiency within the fiducial acceptance, and are designed to allow robust comparisons with a wide range of theoretical predictions. A measurement of differential cross sections for the Z → νν process is made. The measurements are generally well-described by Standard Model predictions except for the dijet invariant mass distribution. Auxiliary measurements of the hadronic system recoiling against isolated leptons, and photons, are also made in the same phase space. Ratios between the measured distributions are then derived, to take advantage of cancellations in modelling effects and some of the major systematic uncertainties. These measurements are sensitive to new phenomena, and provide a mechanism to easily set constraints on phenomenological models. To illustrate the robustness of the approach, these ratios are compared with two common Dark Matter models, where the constraints derived from the measurement are comparable to those set by dedicated detector-level searches
An exploration of the use of excessive force by members of the South African Police Service
No full textThe manner in which the police apply force is regulated by section 49 of the Criminal Procedure Act (CPA), 51 of 1977 (South Africa, 1997). According to Van der Walt (2010: 2), the introduction of the constitutional rules and regulations brought an improvement to the regulatory framework against police brutality. The section, which deals with the application of force by the police, was thoroughly analysed by the highest courts of the land in 2001 and in 2002 (Van der Walt, 2010: 2). The two court judgements which indicated that the section be declared unconstitutional, are the following: the Govender v Minister of Safety and Security 2001 2 SACR 197 (SCA) (henceforth, Govender), in which the Supreme Court of Appeal (SCA) ruled section 49(1) was in conflict with the constitution but gave a recommendation that the section to be clearly explained in such a way that it is satisfactory. In the Walters case, Section 49 of the CPA was again regarded as unconstitutional in 2002 (Van der Walt, 2010:2).
This thesis conducted an in-depth analysis of relevant literature to provide a background for the discussion on the use of excessive force by members of the South African Police Service (SAPS). The study also endeavoured to establish a frame of reference for considering different legal models for dealing with the use of force and identify policies and best practices from the international policing agencies to identify different approaches. It was envisaged that the knowledge generated in this study will enhance the existing knowledge on the use of force by members of SAPS, and will serve to educate the police, criminal justice institutions and the community about the nature and extent of the problems that policing agencies experience when executing their duties.Police Practic
Adoption and use of the integrated library management system in the Nkangala district municipality community libraries, South Africa
No full textAdoption and implementation of Integrated Library Management Systems (ILMS) are essential components of modernising library operations and improving user experiences in community libraries. Some District Municipality Community Libraries in South Africa have not completely adopted the use of an ILMS, even though libraries have moved to ILMS to better manage their collections and improve their services. The aim of this research was to ascertain the extent of the adoption and use of the ILMS in the Nkangala District Municipality Libraries (NDMCL). This study employed a constructivist research paradigm to guide the research process, as this paradigm aligns with the qualitative nature of the study. A case study research approach was used to explore the experiences and challenges faced by the librarians within the district. Seventeen (17) Librarians from the District were purposefully chosen to participate depending on their subject knowledge for this qualitative study. Data was obtained through semi-structured interviews and it was thematically analysed using Atlas.ti®. Findings revealed that the NDMCL had not fully adopted and used the Mpumalanga Library Management System (MPULIMS) due to several challenges such as system compatibility, scalability, user experience resistance to change, computer illiteracy, lack of funding, inadequate training, as well as personnel and organisational unpreparedness. The research methodology involved a rigorous qualitative data collection strategy, ensuring comprehensive insights into these challenges. The research concluded that the organisational, financial, and technological aspects have a major impact on the adoption and use of ILMS in the NDMCL. The research recommended the implementation of effective change management strategies such as the hiring of computer literate personnel as well as training of staff before the adoption and implementation of ILMS to facilitate the transition to the new ILMS. Moreover, NDMCL should be provided with relevant technological equipment and materials as well as adequate funding needed for the smooth implementation and adoption of an ILMS.M. Inf.Information Scienc
The role of the informal sector as a safety net for youth unemployment in Addis Ababa
Get PDFDue to Ethiopia’s youth bulge and the formal economy’s inability to accommodate new job entrants, the youth of income-earning ages are compelled to work in the informal sector. The main purpose of this study was to examine the role, characteristics, and effectiveness of the informal sector in acting as a safety net for youth unemployment in Addis Ababa. A mixed-methods research design was adopted, and 409 young people were selected for a quantitative survey and 22 critical informants for qualitative telephone interviews. More than three-quarters of the participants in the survey were new migrants to the city. The respondents’ incomes increased after joining the informal sector and further improved when these businesses became regulated. Their average productive assets increased more than six-fold. However, accessing education was challenging due to a lack of flexible training options. There was a decline in the dependency ratio as the youth focused on earning money instead of getting married. The respondents’ incomes differed significantly in terms of possession of the city ID card, age, gender, ethnicity, education, skills training, regulated status, working premises, market linkages and access to loans. Three paths for the integration of informal individuals into the formal sector are recommended. Firstly, integrated, multidimensional government support with minimal effort from the informal sector. Secondly, minimal government support with maximum effort from individuals in the informal sector. Thirdly, almost no government support with all assistance coming from individuals in the informal sector. Based on the findings, the study recommends that the existing informal sector and population policies need to be reviewed urgently. Currently, the first option seems most suitable, provided that the government identifies, designs, and implements appropriate strategies to harness the potential benefits of the demographic dividend in Ethiopia by focusing on supporting those regions most vulnerable to out-migration and linking the formal and informal sectors through tailored training and certification to build the skills of the informal sector.Zwi tshi khou itiswa nga tshivhalo tshihulwanesa tsha vhaswa vha Ethiopia na u sa vha na vhudziki kha ikonomi ya fomaḽa u katela vhathu vhaswa vhane vha khou dzhena mishumoni, vhaswa vha vhukale ha u wana mbuelo vha kombetshedzea u shuma kha sekithara i si ya fomaḽa u shuma sa tsireledzo kha vhaswa vha si na mishumo ngei Addis Ababa. Ho shumiswa nyolo ya ṱhoḓisiso ya ngona dzo ṱanganelaho, ho nangwa vhaswa vha 409 kha ṱhoḓisiso ya khwanthithethivi na vhaḓivhadzi vha ndeme vha 22 kha khwaḽithethivi ya inthaviwu dza luṱingo. Vhadzheneli vhane vha fhira kotara tharu kha ṱhoḓisiso ho vha vhapfulutsheli vhaswa ḓoroboni khulwane. Mbuelo dza vhadzheneli dzo gonya nga murahu ha u dzhoina sekithara ya fomaḽa na u isa phanḓa na u khwinisa musi mabindu haya a tshi langulwa. Tshikati tshavho tsha mveledziso ya ndaka tsho gonya u fhira ka rathi. Naho zwo ralo. U swikelela pfunzo zwo vha zwi tshi ṋea khaedu zwi tshi itiswa nga u shaya u nanga vhugudisi vhune ha konadzea. Hu na u tsela fhasi kha vhushaka ha u ḓitika sa musi vhaswa vho sedza kha mbuelo ya tshelede madzuloni a u maliwa. Mbuelo ya vhadzheneli yo fhambana nga maanda zwi tshi ḓa kha u vha na garaṱa ya ID ya ḓoroboni, vhukale, murafho, pfunzo, zwikili zwe vha gudela, tshiimo tsha ndaulo, vhupo ha u shumela, vhuṱumani ha maraga na u swikelela khadzimiso. Nḓila tharu dza u ṱanganyisa vhathu vha si kha sekithara ya fomaḽa u ya kha sekithara ya fomaḽa fomaḽa zwo themendelwa. Tsha u thoma, ṱhanganelano, thikhedzo ya masia o fhambanaho a muvhuso, na nungo ṱhukhu u bva kha sekithara i si ya fomaḽa. Tshavhuvhili, thikhedzo ya masia o fhambanaho a muvhuso na u lusa nga huhulu u bva kha sekithara ya inifomaḽa. Tsha vhuraru, a hu na thikhedzo u bva kha vhathu vha sekithara ya inifomaḽa. Zwo ḓisendeka kha mawanwa, ngudo yo themendela uri sekithara ya inifomaḽa ire hone na mbekanyamaitele dza vhathu dzi ṱoḓa u sedzuluswa hafhu nga u ṱavhanya. Zwazwino, u nanga ha u thoma ho tea nga maanḓa, tenda muvhuso wa topola, nyolo na zwiṱirathedzi u ṱumanya mbuelo dza ndeme dza khovhekanyo ya vhathu ngei Ethiopia nga u sedza kha u tikedza madzingu ayo o ṱanwaho u fhelisa mupfuluwo na u ṱumanya sekithara dza fomaḽa na dzi si dza fomaḽa nga kha vhugudisi ho tou itelwaho na khwaṱhisedzo u fhaṱa zwikili zwa sekithara i si ya fomaḽaHikwalaho ka ku ndlandlamuka ka vantshwa eEthiopia na ku tsandzeka ka ikhonomi ya ximfumo ku endla leswaku vanhu va kuma mitirho, vantshwa lava nga eka malembe yo kuma muholo va boheka ku tirha eka xiyenge xo ka xi nga ri xa ximfumo. Xikongomelokulu xa dyondzo leyi a ku ri ku kambisisa xiave, swihlawulekisi na ku tirha kahle ka xiyenge lexi nga riki xa ximfumo eka ku tirha tanihi nete ya vuhlayiseki eka mpfumaleko wa mitirho ya vanytswa eAddis Ababa. Dezayini ya ndzavisiso wa maendlelo yo hlanganisiwa yi tirhisiwile, naswona vanhu lavatsongo vo ringana 409 va hlawuriwile ku endla ndzavisiso wa nhlayo na twenty-two wa vanyiki va mahungu va nkoka ku endla tiinthavhiyu ta tiqingho. Ku tlula tikotara tinharhu ta vatekaxiave eka ndzavisiso a ku ri vahlapfa vantshwa eka dorobakulu. Miholo ya vahlamuri yi ndlandlamukile endzhaku ka ku joyina xiyenge lexi nga riki xa ximfumo na ku ya emahlweni yi antswa loko mabindzu lama ya sungula ku lawuriwa. Rifuwo ra vona ra avhereji ri ndlandlamukile ku tlula katsevu. Hambiswiritano, ku kuma dyondzo a ku ri tlhontho hikwalaho ka mpfumaleko wa tindlela to amukeleka ta ndzetelo. Ku vile na ku hunguteka ka mpimo wa nseketelo tanihileswi vantshwa va kongomiseke eka ku kuma mali ku nga ri ku tekiwa kumbe ku teka. Miholo ya vahlamuri yi hambanile swinene hi mayelana na ku va na khadi ra ID ra dorobakulu, malembe, rimbewu, rixaka, dyondzo, swikili, vuleteri, xiyimo lexi lawuriweke, tindhawu to tirhela eka tona, mihlangano ya makete na mfikelelo wa tiloni. Ku bumabumeriwile tindlela tinharhu ta ku hlanganisiwa ka vanhu lava tirhaka eka xiyenge lexi nga riki xa ximfumo eka xiyenge xa ximfumo. Yosungula, nseketelo wa mfumo lowu hlanganisiweke wa swiyenge swotala hi matshalatshala matsongo ku suka eka xiyenge lexi nga riki xa mfumo. Yavumbirgi, nseketelo wutsongo wa mfumo hi matshalatshala lamakulu eka vanhu eka xiyenge xo ka xi nga ri xa ximfumo. Yavunharhu, ku hava nseketelo wa mfumo na mipfuno hinkwayo leyi humaka eka vanhu eka xiyenge lexi nga riki xa ximfumo. Ku ya hi leswi kumiweke, ndzavisiso wu bumabumela leswaku xiyenge lexi nga riki xa ximfumo lexi nga kona na tipholisi ta vanhu swi lava ku langutisiwa hi vuntshwa hi xihatla. Sweswi, ndlela yosungula yi vonaka yi ri leyi faneleke swinene,
xi
ntsena loko mfumo wu kombisa, wu dezayina na ku simeka switirateji leswi faneleke ku tirhisa swipfuno leswi nga vaka kona swa mivuyelo ya vanhu eEthiopia hi ku kongomisa eka ku seketela tirhijini leti nga eka nxungeto swinene wa ku rhurhela ehandle na ku hlanganisa swiyenge swa ximfumo na swo ka swi nga ri swa ximfumo hi ku tirhisa ndzetelo lowu lulamisiweke na ku nyika switifikheti ku aka swikili eka xiyenge xo ka xi nga ri xa ximfumo.D. Phil. (Development Studies)Development Studie
Matlafatso ya batshwanthisi ba Ghana ka boeletsi diindastering tsa boqap i: ho ya ntlafatsong ya moruo le poloko le ho hlokomela lefa la setso
No full textAbstracts in English, Xhosa and Southern SothoThis study sought to develop a model of empowering up-and-coming artists by
enhancing their participation in Ghanaian creative industries, assisted through
the mentorship programme led by cultural pioneering visual arts masters.
Creative industries are a combination of the creation, production, and
commercialisation of creative and cultural content that can serve as goods
and/or services. The model explored the impact of mentorship in skills transfer
and development towards economic empowerment and maintenance of
cultural heritage through enculturation. The importance of the maintenance of
cultural heritage is explored using Pierre Bourdieu’s Theory of Cultural Capital.
At the same time, the impact of economic empowerment is explained through
social cohesion theory towards economic inclusion. This research questioned
whether artists’ social structure can function as a system of social stratification
in which certain key characteristics of artists and their practice development
affect their success in the creative art industries in Ghana. Qualitative research
methods of data collection, particularly the multi-case studies approach, were
used. The data analysis was done using conceptual analysis to identify cultural
capital indicators embedded in contemporary artists' practice in the Ghanaian
creative industries. Thematic analysis was done by grouping emerging
themes, patterns, and relationships from the collated data to provide useful insights into what accounts for a successful career in art practice through
Ghanaian creative industries. This research sought to contribute to the existing
literature by adding to the African perspectives on artistic stratification and
cultural production in the creative industries. The study also highlights
inequalities for policymakers to formulate policies and implement appropriate interventions to address inequalities in the creative industries. Additionally, it
would ensure that the prolific practitioners in the creative industries are
identified and supported to grow Ghana’s economy and engender social
cohesion.Olu phando beluzama ukuphuhlisa umfuziselo wokuxhobisa amagcisa
asakhasayo ngokuphucula ukuthatha kwawo inxaxheba kwimizimveliso
yobugcisa yaseGhana, encediswa ngenkqubo yokuqeqesha ekhokelwa
ngoomakhwekhwetha kwinkcubeko yobugcisa obubonakalayo. Imizimveliso
yobugcisa yindibanisela yokuqweba, imveliso, kunye nokuthengiswa
kwezixhobo zobugcisa nenkcubeko ezinokusebenza njengempahla
kunye/okanye iinkonzo. Lo mfuziselo uza kuphonononga impembelelo
yoqeqesho kugqithiselo lwezakhono kunye nophuhliso olubhekiselele
kuxhotyiso lwezoqoqosho nokulondolozwa kwelifa lemveli ngenkcubeko.
Ukubaluleka kokulondolozwa kwelifa lemveli yenkcubeko kuphononongwa
kusetyenziswa iTheory of Cultural Capital kaPierre Bourdieu. Ngaxeshanye,
impembelelo yokuxhotyiswa kwezoqoqosho icaciswa ngengcingane
yokusebenzisana koluntu ekubandakanyekeni kwezoqoqosho. Olu phando
belunombuzo wokuba ingaba ubume bentlalontle yamagcisa bunokusebenza
njengenkqubo yokucwangciswa kwezentlalo apho iimpawu ezithile
eziphambili zamagcisa kunye nophuhliso lomsebenzi wamagcisa
luchaphazela impumelelo yawo kwimizimveliso yobugcisa bokuqweba
eGhana. Kusetyenziswe iindlela zophandontyilazwi zokuqokelela idatha,
ngakumbi indlela yezifundo ngemizekelo emininzi. Uhlalutyo lwedatha
lwenziwe ngokusebenzisa uhlalutyo lwengqiqo ukuchonga izalathisi
zezibonelelo zenkcubeko ezizinziswe kwiinkqubo zamagcisa ale mihla kwimizimveliso yobugcisa yaseGhana. Uhlalutyo lwemixholo lwenziwe
ngokuhlelwa ngokwemixholo evelayo, iindlela/iiphateni, kunye nobudlelwane
obusuka kwidatha eqokelelweyo ukuze kubonelelwe ngengqiqo eluncedo
malunga nokuba yintoni ebangela ikhondo lomsebenzi eliphumeleleyo kumsebenzi wobugcisa ngokusebenzisa imizimveliso yokuqweba yaseGhana.
Olu phando lufaka igalelo kuncwadi olusele lukhona ngokongeza
kwiingcamango zesiNtu malunga nokuhlelwa okanye ukucwangciswa
kobugcisa nemveliso yezenkcubeko kwimizimveliso yobugcisa. Olu phando
lukwagqamisa ukungalingani kubaqulunqi bemigaqonkqubo ukuze baqulunqe
imigaqonkqubo nokuphumeza ungenelelo olufanelekileyo ukulungisa
ukungalingani kwimizimveliso yobugcisa. Ukongeza, oku kuya kuqinisekisa
ukuba abantu abanobuchule bokuqweba kwimizimveliso yobugcisa
bayachongwa kwaye bayaxhaswa ukuze bakhulise uqoqosho lwaseGhana
kunye nokukhuthaza intsebenziswano kuluntu.Phuputso ena e batlile ho hlahisa mmotlolo wa ho matlafatsa batshwantshisi
ba ntseng ba hlahella ka ho ntlafatsa ho nka karolo ha bona indastering ya
boqapi ya Ghana, ba thuswa ka lenaneo la boeletsi le etelletsweng pele ke
ditsebi tsa bonono tsa bopula-madiboho ba setso. Diindasteri tsa boqapi ke
motswako wa boqapi, tlhahiso, le kgwebo ya ditaba tsa boqapi le tsa setso tse
ka sebetsang e le thepa le/kapa ditshebeletso. Mmotlolo ona o tla hlahloba
phello ya boeletsi phetisong ya ditsebo le ntshetsopele mabapi le matlafatso
ya moruo le tlhokomelo ya lefa la setso ka ho ruta ditaba tsa setso. Bohlokwa
ba ho boloka lefa la setso bo hlahlojwa ho sebediswa Theori ya Thepa Eo
Motho a Iphedisang ka Yona ya Pierre Bourdieu. Ka nako e tshwanang, phello
ya matlafatso ya moruo e hlaloswa ka kgopolo ya bonngwe ba setjhaba ho ya
ho ho kenyeletswa ha moruo. Patlisiso ena e ile ya sheba hore na sebopeho
sa batshwantshisi se ka sebetsa jwalo ka mokgwa wa tlhophiso ya setjhaba
moo ditshwaneleho tse ding tsa bohlokwa tsa batshwantshisi le ntshetsopele
ya bona ya boikwetliso di amang katleho ya bona indastering ya bonono ya
boqapi naheng ya Ghana. Ho ile ha sebediswa mekgwa ya patlisiso ya boleng
ba pokello ya datha, haholo-holo mokgwa wa dithuto tsa maemo a mangata.
Manollo ya datha e entswe ho sebediswa manollo ya maikutlo ho hlwaya
matshwao a moruo a setso a kentsweng tshebetsong ya batshwantshisi ba
mehleng ya kajeno indastering ya boqapi ya Ghana. Manollo ya sehlooho e
entswe ka ho hlophisa dihlooho tse hlahang, diphethene le dikamano ho tswa
ho datha e kopantsweng ho fana ka ditemohisiso tse molemo tsa hore na ke
eng e etsang hore motho a atlehe mosebetsing wa bonono ka diindasteri tsa
boqapi tsa Ghana. Patlisiso ena e ne e batla ho kenya letsoho dingodilweng tse teng ka ho eketsa maikutlo a Maafrika mabapi le tlhophiso ya bonono le
tlhahiso ya setso indastering ya boqapi. Phuputso e boetse e totobatsa ho se
lekane ho baetsi ba melawana ho etsa maano le ho kenya tshebetsong
mekgwa e nepahetseng ya ho sebetsana le ho se lekane diindastering tsa
boqapi. Ho feta moo, e tla etsa bonnete ba hore ditsebi tse hlwahlwa
diindastering tsa boqapi dia tsejwa le ho tshehetswa ho hodisa moruo wa
Ghana le ho matlafatsa bonngwe ba setjhaba.Ph. D. (Art)Art and Musi
A social work support intervention for parents of adolescents recovering from a substance use disorder (SUD)
Get PDFAbstract in English with Northern Sotho translationSubstance use disorders (SUDs) present a significant challenge for adolescents across the globe. The impact on the relationship between parents and their adolescents is profound, yet research-based knowledge is scarce on how parents with adolescents recovering from a SUD can be supported to cope. How the adolescents’ recovery affects parents and family dynamics is mostly ignored. Moreover, the impact of adolescent SUDs on parents is dictated by the intensity of the difficulties within the family and their inability to manage the conduct of the recovering adolescent. The research study addressed this knowledge gap by developing a social work support intervention for parents of adolescents recovering from a SUD.
The qualitative research approach was employed to explore, describe, and contextualise the support needs of parents of adolescents recovering from a SUD. The researcher utilised the Intervention Design and Development (IDD) model to guide the research methodology, supported by the family systems theory and ecological systems theory as theoretical points of departure. The IDD model comprises six phases; however, this study implemented only the first four phases.
In Phase 1 of the IDD model, the researcher identified and analysed the research problem and formulated the study's research questions, aims, and objectives. In Phase 2 of the IDD model, relevant literature was used to contextualise the study. Purposive sampling was utilised to select suitable research participants. Data was collected through semi-structured interviews to gather information from parents living with adolescents recovering from a SUD and social workers working with the parents of these adolescents. Data was analysed and verified using Guba's model (in Guba & Lincoln, 1989), ensuring that all ethical considerations were followed.
In Phase 3 of the IDD model, the themes that emerged from the analysed data were used to design the social work intervention to support parents of adolescents recovering from a SUD. During Phase 4 of the IDD model, the preliminary social work support intervention for parents was presented to the experts in the field of
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substance dependency to get their review of the intervention. Support group sessions with parents of adolescents recovering from a SUD were used to pilot test the intervention. After conducting the support group sessions with these parents, their feedback was incorporated into the social work support intervention. This social work intervention will be used to support parents of adolescents recovering from a SUD to enhance their knowledge and skills in coping.
It is evident that social workers are not well-equipped with intervention strategies to support parents of adolescents recovering from a SUD. This study will also provide social workers’ insights into the support needs of these parents. and how to assist them in coping. Potential benefits of the intervention include bettering the welfare of the parents of adolescents recovering from a SUD, helping social workers with a programme to support these parents, and providing better services to clients. In addition, this study aims to enhance the self-care practices of parents and foster better relationships between parents and their children. The suggestions proposed in this study are expected to aid in the development of policies that cater to the support needs of parents who are living with adolescents recovering from a SUD. Ultimately, the social work support intervention aims to benefit the entire family unit.Bolwetši bja Tšhomišo ya Dihlare-tagi bo tšweletša tlhohlo e kgolo go bafsa bao ba lego mahlalagading lefaseng ka bophara. Kgahlamelo tswalanong magareng ga batswadi le bafsa ba bona ba mahlalagading ke e kgolo, lega go le bjalo go na le tlhaelelo ya tsebo yeo e theilwego nyakišišong mabapi le kamoo batswadi bao ba nago le bafsa bao ba fola go bolwetši bja tšhomišo ya dihlare-tagi ba ka thekgwago ka gona go lebeletšana le boemo. Bothata bja kamoo bolwetši bja tšhomišo ya dihlare-tagi ya bafsa ba lego mahlalagading e kgomago batswadi le mafolofolo a lapa bo hlokomologwa kudu, gomme batswadi ba bafsa bao ba fola go bolwetši bja tšhomišo ya dihlare-tagi ba hwetša go le thata go šoma. Kgopolo ya morwalo wa lapa e ka dirišetšwa go kwešiša kamoo bolwetši bja tšhomišo ya dihlare-tagi ya bafsa ba lego mahlalagading e kgomago batswadi ka gona. Go feta moo, mafelelo a bolwetši bja tšhomišo ya dihlare-tagi ya mofsa yo a lego mahlalagading go batswadi a laolwa ke go ba thata ga mathata ka gare ga lapa le go se kgone ga bona go laola boitshwaro bja mofsa yo a lego mahlalagading yo a fola. Thuto ya nyakišišo e ile ya rarolla sekgoba se sa tsebo ka go hlama lenaneo la tsenogare ya mošomo wa leago bakeng sa batswadi ba bafsa bao ba fola go tšwa go bolwetši bja tšhomišo ya dihlare-tagi.
Mokgwa wa nyakišišo ya boleng o šomišitšwe go hlahloba, go hlaloša, le go beakanya dinyakwa tša thekgo tša batswadi ba bafsa bao ba fola go tšwa go bolwetši bja tšhomišo ya dihlare-tagi. Monyakišiši o šomišitše gape Mohlala wa Moralo le Tlhabollo ya Tsenogare (IDD) go hlahla mokgwa wa nyakišišo, wo o thekgwago ke ditshepedišo tša Malapa le teori ya ditshepedišo tša tikologo bjalo ka dintlha tša teori tša go thoma. Go tla šomišwa go tšea mehlala ka morero le ka kgwele ya lehlwa go kgetha batšwasehlabelo ba maleba ba nyakišišo. Mohlala wa IDD o akaretša dikgato tše tshela; le ge go le bjalo, nyakišišo ye e phethagaditše fela dikgato tše nne tša mathomo.
Mo Kgatong ya 1 ya mohlala wa IDD, monyakišiši o lemogile le go sekaseka bothata bja nyakišišo gomme a hlama dipotšišo tša nyakišišo ya nyakišišo, maikemišetšo, le maikemišetšo. Mo Kgatong ya 2 ya mohlala wa IDD, dingwalo tša maleba di šomišitšwe go beakanya nyakišišo ye ka diteng. Go šomišitšwe go tšea mehlala ka
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morero le ka kgwele ya lehlwa go kgetha batšwasehlabelo ba maleba ba nyakišišo. Datha e kgobokeditšwe ka dipoledišano tšeo di sego tša rulaganywa gabotse go kgoboketša tshedimošo go tšwa go batswadi bao ba dulago le bafsa bao ba fola go tšwa go bolwetši bja tšhomišo ya dihlare-tagi le badirelaleago bao ba šomago le batswadi ba bafsa bao ba fola go tšwa go SUD. Datha e ile ya sekaseka le go netefatšwa ka go šomiša mohlala wa Guba (1989), go netefatša gore dikelohloko ka moka tša boitshwaro di latetšwe nyakišišong ka moka.
Mo Kgatong ya 3, ya IDD dihlohlo tšeo di tšweletšego go tšwa go datha yeo e sekasekilwego di šomišitšwe go hlama lenaneo la tsenogare ya mošomo wa leago go thekga batswadi ba bafsa bao ba lego mahlalagading bao ba fola go tšwa go bolwetši bja tšhomišo ya dihlare-tagi. Nakong ya Kgato ya 4,ya IDD tsenogare ya mathomo ya thekgo ya mošomo wa leago go batswadi ba bafsa bao ba fola go tšwa go bolwetši bja tšhomišo ya dihlare-tagi e ile ya tšweletšwa go ditsebi tša lefapha la go ithekga ka diokobatši go hwetša tshekatsheko ya bona ka lenaneo. Dithulaganyo tša sehlopha sa thekgo le batswadi ba bafsa ba mahlalagading di šomišitšwe go leka lenaneo la tlwaetšo. Ka morago ga dithulaganyo tša sehlopha sa thekgo le batswadi, ditshwaotshwao go tšwa go batswadi di ile tša šomišwa go hlwekišwa ga lenaneo la tsenogare bakeng sa batswadi ba bafsa bao ba fola go tšwa go bolwetši bja tšhomišo ya dihlare-tagi. Lenaneo le la tlhahlo le tla tšweletšwa go godiša tsebo le mabokgoni a baokamedi ba mošomo wa leago bao ba šomago ka gare ga maemo a tlhabollo ya leago.
Go molaleng gore badirelaleago ga ba hlometšwe gabotse ka maano a tsenogare go thekga batswadi ba bafsa bao ba fola go tšwa go SUD. Thuto ye e be e ikemišeditše go fa batswadithekgo go lebeletšana le maemo ban aba bona. Mehola yeo e ka bago gona ya lenaneo la tsenogare e akaretša go kaonefatša tshepedišo ya boiketlo, go thuša badirelaleago ka lenaneo la go thekga batswadi ba bafsa bao ba fola go tšwa go bolwetši bja tšhomišo ya dihlare-tagi, le go nea bareki ditirelo tše kaone. Go tlaleletša, nyakišišo ye e ikemišeditše go godiša mekgwa ya go itlhokomela ya batswadi le go godiša dikamano tše kaone magareng ga batswadi le bana ba bona. Ditšhišinyo tšeo di šišintšwego mo nyakišišong ye di letetšwe go thuša ka tlhabollong ya melawana yeo e hlokomelago dinyakwa tša thekgo tša batswadi bao ba šomanago le bolwetši bja tšhomišo ya dihlare-tagi ya bana ba bona bao ba lego mahlalagading. Mafelelong, lenaneo le le ikemišeditše go hola maloko a lelapa kamoka.D. Phil. (Social Work)Social Wor
Long-term stability analysis of open pit mine slopes : a case study of Wearne mines in Limpopo
Get PDFThe main objective of the study was to conduct a long-term stability analysis of the slope, which due to blasting and continuous mining activity may deteriorate in its strength and since there is very little slope stability monitoring done, the analysis is warranted. Several methods were applied to achieve the objectives. These methods include Kinematic analysis, Limit equilibrium and Numerical modelling.
The kinematic analysis method made use of the discontinuity orientation and the slope orientation to determine the probability of different types of failures occurring. These failures include planar, wedge and toppling. Limit equilibrium method was used to determine the Factor of safety (FoS) of the slope by analysing the driving forces and the resisting forces of the slope. OPTUM G2 which is a numerical method was then used to simulate the failure of the slope in the presence of different length or depths of discontinuities. Lastly the ROCFALL which is also a numerical model was also used to determine the extent at which the rock will travel down the slope in case of failure.
The results produced by the kinematic analysis showed that the slopes are most likely to experience toppling failure more than planar and wedge failures. The Limit equilibrium results on the other hand showed that the slopes were stable based on its FoS value. OPTUM G2 proved that the increase in the length of discontinuities reduces the strength of the slope. Lastly, the ROCFALL models showed that the slopes geometries are well on balance and the presence of safety berms will prevent the rock rolling to the lower benches.M. Sc. (Mining Engineering (Rock Engineering))Electrical and Mining Engineerin
Utilisation Of Artificial Intelligence for the provision of information services at an academic library in South Africa
Get PDFMost aspects of human activity, including library operations, have adopted artificial intelligence (AI) in the wake of the Fourth Industrial Revolution (4IR). AI refers to the process of collaborating with robotic machines to improve job performance, generate increased competence, and drive economic progress. In the library and information services (LIS) sector, AI could perform a series of operations, such as information retrieval. The purpose of this study is to investigate the utilisation of AI for the provision of information services at the University of Limpopo (UL) library in South Africa. It is convergent mixed-method research using the parallel sampling technique. The population comprised a total of 14 participants, including 10 information librarians, one technical librarian, and two library executives. A questionnaire, interviews, document analysis, system check, and observation were used to gather the data. The findings show that the library can use AI to provide information services, including responding to patron enquiries and assisting users in finding books more quickly. However, the findings further indicate that the UL library does not have an adequate AI infrastructure in place to integrate with the library management system to provide effective information services. The findings also show that the UL library has policies and a legislative framework that guide the provision of information services; however, they do not cover the use of AI. The study recommends implementing an intelligent robotic machine and Chabot in the UL LIS to address patron inquiries regarding book availability and library location. This will help information librarians focus more on other complex tasks. The study also recommends a framework to guide the use of AI in the UL libraryM.A. (Information Science)Information Scienc