Ph.D., Faculty of Science, University of the Witwatersrand, 2011 / The loss of global biodiversity is exacerbated by the problem of trying to conserve species whose biology is not understood. The conservation of African snakes provides a striking example of this problem as many species remain entirely enigmatic. If we are to effectively manage or conserve these species, then we need to begin to describe and quantify their ecology. This project aimed to increase the body of knowledge regarding the ecology of Bitis schneideri, an arid-adapted African viperid, and as such, provide the basis for an informed critical assessment of the conservation status of the species. The improved understanding of the ecology of B. schneideri will contribute to the emerging study of African snake ecology, allowing scientists to compare and contrast the ecology of African snakes with those from northern temperate systems on which most of the global understanding of snake ecology is based. Bitis schneideri is a species of very small-bodied viperids that grow rapidly and reach sexual maturity within the first two years. They are sexually dimorphic for several traits, and evidence suggests that fecundity selection has played an important role in shaping their morphology. Moreover, I suggest that the selective advantage of being able to bury into sandy substrates has resulted in the extreme body size displayed in the species. Bitis schneideri is diurnally active, a state that is probably a derived condition, as B. caudalis (the sister species to B. schneideri) is reported to be nocturnal. Additionally, B. schneideri shows seasonal variation in activity, with increased activity during the spring mating season. Activity during winter is reduced, but not absent, and appears to be governed by the availability of suitable environmental conditions. Activity in B. schneideri is limited at all temporal scales by environmental conditions. Radio-telemetry and mark-recapture analysis showed that B. schneideri is highly sedentary, moving between 0.8 ± 6.5 m.d-1 and 47.3 ± 3.9 m.d-1, inhabiting small homeranges ( : 0.85 ± 0.09 ha; : 0.10 ± 0.09 ha). Moreover, juveniles show limited dispersal that, when combined with sedentary adult behaviour, could result in vulnerability to fragmentation by limiting gene-flow. Population densities are high ( 8 ha-1) and survival is low (39% and 56% per annum) compared to viperids from other parts of the world. Additionally, juveniles have higher survival rates than adults. Small litter sizes imposed by small-bodies, and low survival, means that B. schneideri must reproduce frequently, probably annually, in order for populations to persist. Such frequent reproduction is atypical, even among closely related species, and in B. schneideri, appears to be facilitated through the capacity to feed year-round in the aseasonal habitat in which they occur. Bitis 6 schneideri is a generalist that ambushes prey in proportion to encounter frequency. Also, I show that the capacity of B. schneideri to capture and consume relatively large prey items provides snakes with a large energetic advantage. Abundant generalist predatory birds are likely to be more important predators of B. schneideri than are rare specialist predatory raptors, although snakes are also vulnerable to other predators that include small mammals, other reptiles, and large invertebrates. Small body-size has two important implications for B. schneideri biology – reduced litter size, and vulnerability to a wide suite of predators. These attributes interact to result in low survival, reduced movement and dispersal, frequent reproduction, generalist foraging, and year-round feeding. Bitis schneideri is not at significant risk of facing extinction in the near future. The primary biological factor that ameliorates against extinction risk is large population size and high population density.

This study is a qualitative evaluation of how one state school interprets and makes a decision on the language medium to use as guided by the Language in Education Policy [LiEP] that advocates multilingualism in schools. The study asks how the LiEP ideal informs the language policy in the school, and establishes reasons parents give for choosing English as medium of instruction to be used in classrooms. Following Parlett and Hamilton‟s (1976) evaluation as illumination framework, this study outlines the language medium ideal expressed in LiEP and describes the actual Language Policy of the School in practice and how it accords with LiEP in guiding the medium of instruction. Data collection methods in this report included document analysis, classroom observations, interviews and questionnaires. The key findings from the data illuminate; parents of the learners in the school view the national language policy in a positive light that it is inclusive despite the challenges it presents to implementation. The findings reflected the decision makers‟ endeavour to strengthen their case that by choosing English as medium of instruction is not to contravene the policy, but a democratic right to benefit their children. Findings in the report suggest that the national language policy in South Africa is regarded a valuable document to guide the selection on the medium of instruction in schools, but raises issues that need to be addressed to make it play a more effective role in educational contexts.

An examination of the evolution and development of Black small-scale manufacturers in the rural and urban areas of South Africa is presented. Within the context of the broader literature of small-scale enterprises the focus is on issues surrounding the developmental potential of small-scale entrepreneurs. The historical analysis of Black entrepreneurship in South Africa indicates that external rather than internal factors constitute the main constraints to the development of small-scale entrepreneurs. Discrimination by government emerges as the principal factor for the continued underdevelopment of Black entrepreneurship in South Africa.

No description available.

A research report submitted to the Faculty of Commerce, Law and Management, University of the Witwatersrand, in partial fulfilment of the requirements for the degree of Master of Management in the field of Strategic Marketing Johannesburg, 2017 / Sales promotions are ever-present occurrences in modern day markets with companies using them as part of their marketing mix (Blattberg & Neslin, 1990). They also have the ability to effect customer satisfaction and in turn the brand loyalty for that consumer (Li-Xin & Shou-Lian, 2010). Bawa and Shoemaker (2004) found links between non-monetary sales promotions and the brand loyalty of a consumer. Consumers exposed to sales promotions usually had increased purchasing probability and enhanced loyalty to the brand, compared to consumers that were not exposed to the promotion. This study set out to establish the effects on the attitudinal loyalty of consumers who missed the opportunity to partake in a free premium sales promotion. Utilizing a quantitative research methodology, data was collected by means of a structured questionnaire from respondents in South Africa. Internal factors such as the consumers experience of cognitive dissonance; emotion showed towards the brand; and their attitudes towards the brand, were measured and analysed through factor analysis. The most notable finding from the study was that the effect on a consumer’s attitudinal loyalty was contained to the attitude they have towards the brand, irrespective of the level of dissonance that might appear or even the emotional feelings they might have for the brand. Missing the sales promotion would almost certainly alter their perception of the brand and change the internal factors a consumer turns to when searching for information and evaluating their post-purchase consumption. Ultimately, a missed free premium sales promotion will do very little to destroy any brand loyalty that is already present with that consumer. / MT2017

A research report submitted to the Faculty of Law, Commerce and Management, University of the Witwatersrand, in 50% fulfilment of the requirements for the Degree of Master of Management (in the field of Public and Development Management) March, 2017 / Literature, which has been drawn for this research, defines talent development as a prime responsibility for leaders in an organisation to help achieve organisational goals and gain a competitive advantage. Further, talent development should be regarded as a collective approach which will encompass the other two parts of talent management, which is talent attraction and talent retention. Also, the integration of processes like change management, organisational culture and performance management has been outlined as beneficial factors to both employees and the company at large. While much has been written about talent management and talent development in particular, this study outlines what leadership can contribute towards a talent enriched organisation for future sustainability. Job satisfaction, visionary leadership and performance management are the three themes which emerged from this research. These themes require organisations to pay attention to them in order to achieve good results. What is also addressed is whether the focus of developing employees should be on the strengths or weaknesses of employees at individual level. However, the point not to be missed when dealing with the development of individuals in the workplace is to focus on TED (Total Employee Development). This helps the organisation to ensure that its workforce is equipped in all areas which is essential to achieve success and excellence. While organisations begin to accelerate talent development matters, they need to further focus on developing teams and this should be guided by the following principles: 1) to continue with the development of talented and experienced individuals to keep up with the changes in their respective fields; 2) paying attention to employees who are absolutely new and inexperienced in the field to help them develop interest in their work. The SRPD model (Specification, Raw Material, Production process and Distribution) has been drawn in as one of the tools which can be applied for the attainment of the desired 100% talent in the workplace rather than anything less which will be inadequate. / MT2017

A thesis submitted to the Wits School of Education, Faculty of Humanities, University of the Witwatersrand in fulfilment of the requirements for the degree of Doctor of Philosophy, 2017 / This thesis reports on the first year pre-service teaching students’ development of digital competence at a South African university in 2013 and 2014. The aim of the study was to investigate the students’ levels of digital competence as they commenced their first year of study. I also examined the barriers and enablers, as identified in the literature, and their impact on the students’ successful engagement with Information and Communication Technologies (ICTs). In addition to this, the possible influence of computer attitude and a belief in one’s own ability (self-efficacy) supplement the research findings in this area. I present quantitative and qualitative data that explore the students’ digital competence levels and their understanding of what it means to be digitally literate. A definition particular to this group of students is proposed. In their definition of digital competence, the majority of the first year pre-service teaching students perceived digital competence to be a functional skill. This is the ability to operate digital devices and their relevant applications in the quest to learn and become self-reliant. This definition is aligned to Covello’s (2010) description of an understanding of how to use computers and application software for practical purposes. This ability to functionally operate various devices (FutureLab, 2010), the ability to use computers and other technology to improve learning, productivity and performance (JISC and Mc Hardy, 2013), links to one part of Ferrari’s (2012) digital competence definition as the knowledge, skills, attitudes, values and awareness required when using ICTs and digital media. After completing a baseline digital competence test as they entered the HEI, I found that 43% of the first year pre-service teaching students failed the test. I identified three main factors that impacted negatively on a first year pre-service teaching student’s engagement with ICTs and ultimate development of digital competence. These include inexperience with ICTs, access and user-unfriendliness of software. Four main enablers to the effective use of ICTs include previous experience using ICTs, previous and current access to ICTs, userfriendliness of software, and finally, support in the form of support material or people. Using quantitative findings obtained from the completion of the Loyd and Gressard Computer Attitude Scale (CAS), I ascertained the students’ computer attitudes. Through the application of the Murphy’s (1989) Digital Self-Efficacy test, the current levels of the students’ digital self-efficacy (DSE), or beliefs in their own abilities, were established. I found no correlation between computer attitude and a student’s digital competence. The majority of students who failed the baseline test had a positive computer attitude. I also found the majority of students surveyed had a strong or very strong belief in their own ability. The majority of the students who passed the test had a very strong DSE and the majority of students who failed had an average to strong DSE. Students who passed the test tended to have higher DSE levels than students who failed the baseline test. A strong belief in one’s own ability was found to be a strong determiner in learning to become digitally competent. A unique application of Actor Network Theory was employed in the data analysis. The analysis methodology was informed by an adaption of Barab, Hay and Yamagata-Lynch’s (2001) node components. The use of Actor Network Theory as an analytical lens in the data analysis, confirmed the importance of zooming in on and unpacking a student’s network of learning to better understand the hidden processes at work. Through an analysis of six students’ networks of learning, I found that each student’s learning network was unique. Using actor network theory to scaffold my analysis it became apparent the differences in the students’ learning networks told a more important story than the few commonalities. The only commonalities evident between the six students in the moment I unpacked each learning network were that they were both initiators and participant in their networks. They interacted with digital devices and were not first time ICT users. These commonalities seem quite immaterial when compared to a minimum of 16 differences. A few of the identified differences include the digital resources the students relied on, their computer attitudes, levels of digital self-efficacy and their baseline test results. My study contributes to knowledge in four ways. Firstly, I establish the digital competence skills of first year pre-service teaching students. Secondly, I identify the barriers first year pre-service students encountered when using ICTs. Thirdly, I look at the possible impact of computer attitude and digital self-efficacy on the development of digital competence. Finally, I detail the networks of learning to be digitally competent. Through this expansion of students’ networks of learning, the connections between the various nodes and actants at work become apparent. This gives readers insight into what nodes are at play within these networks and what the pre-service teaching students identify as significant in their learning. In this study, I confirm the necessity for a first year digital competence or ICT course. My study shows that the students entered the HEI with low levels of digital competence and encounter multiple barriers when accessing ICTs. While literature suggests computer attitude impacts on the development of digital competence, in the reality of my study, I found digital self-efficacy to have a higher statistical correlation with digital success. Studies such as mine provide detailed descriptions and analyses of the practice of coming to be digitally competent. The identification of, and investigation into the possible factors impacting on a pre-service teaching student’s development of digital competence better assists Higher Education Institutions and course designers alleviate possible barriers, while increasing enablers. / XL2018

M.Sc.(Med.), Faculty of Health Sciences, University of the Witwatersrand, 2009 / Mental health in South Africa has undergone many changes since the pioneering work of colonial doctors in the early 1900’s. With the advent of a human rights based constitution in the 1990’s, mental health was forced to review its methods of care and the political motivation behind many long-term hospitalisations. Because of these practices, government mental health structures maintain and fund institutions that warehouse a legacy of institutionalised and disenfranchised patients from the apartheid area. A number of these patients have been hospitalised for over forty years – some without an appropriate psychiatric diagnosis. Many of these patients cannot be discharged back into the community, as their families have been lost over time. Many patients are institutionalised to the extent that they are unable to manage even the most menial of personal tasks and thus cannot leave the safety of the centres in which they are housed. International developments in the field of Eugenics underpinned much of the sweeping social change that was embraced by Europe and the USA. Germany based many of its policies of eradication of the ‘unfit’ on eugenic principles that could comfortably accommodate the rejection of racial differences. The profound effect that eugenics exercised in the medical and social spheres internationally drove the development of many apartheid-based government policies in South Africa. These included reform in the areas of education, mental health, social development, group areas etc. This research report briefly explores some of the social, medical, political and legislative influences active in the field of mental health from 1904 to 2004.

Thesis (M.A.)--University of the Witwatersrand, Arts Faculty (Industrial Psychology), 2002 / The aim of this research was to investigate the career paths of individuals working in an Information Technology (IT) environment. The focus of the study is on the career history, subjective career views and career expectations and aspirations of these individuals. The study is exploratory and involved in-depth semi-structured interviews with nine individuals working in an IT environment in one financial institution. Results indicate that the career paths of these individuals no longer follow the traditional approaches to Career Development (CD), but rather amalgamate aspects of the traditional with the less traditional CD approaches. The results also indicate that the emphasis of CD is increasingly becoming the responsibility of the individual themselves, thereby requiring a more proactive and self-directed Career Management (CM) style. The results are discussed and interpreted in light of the literature reviewed. / AC 2016

Thesis (LL.M. (Estate Law))--North-West University, Potchefstroom Campus, 2007.