INTRODUCTION - Plasminogen activator inhibitor type-1 (PAI-1) has a known relationship with obesity and more specifically with central obesity. Traditionally the physiological contribution of PAI-1 is seen as an indicator of fibrinolysis with increased PAI-1 levels contributing to decreased fibrinolysis. In more recent years, assays have been developed that not only uses proxy markers, such as PA-1, which is considered to be representative of fibrinolysis , but global assays that report on the global fibrinolytic potential of an individual, often reported as clot lysis time (CLT). Investigations into the relationship of CLT with obesity are scarce. Preliminary evidence shows that the relationship of CLT with obesity may differ from that of PAI-1 with obesity although in depth investigations in this regard are lacking. Therefore, the aim of this study was to investigate the association between fibrinolysis markers (PAI-1act and CLT) and various markers of body composition in the South African Prospective Urban and Rural Epidemiology (PURE) data collected during 2010. METHODS - Data collected in the PURE study in 2010 were cross-sectionally analysed. The participants (n = 1288) were apparently healthy black South-African men and women 35 years and older, residing in urban and rural settlements in the North-West Province. Experimental methods included anthropometric measurements such as height, weight, hip circumference, waist circumference, skinfolds (triceps, chest, abdominal, thigh and supra iliac skinfolds) and body composition measurements by means of air-displacement plethysmography and biolelectrical impedance analysis. Laboratory analysis of fibrinolysis markers, PAI-1act and CLT were also performed. MAIN FINDINGS - In men, similarities were seen regarding the relationship between PAI-1act and body composition markers and the relationships observed between CLT and body composition markers. In contrast, in the women more and stronger associations were observed between CLT and body composition markers compared to that observed between PAI-1act and body composition markers. CLT showed a linear relationship with body composition markers where PAI-1act levels plateaued at higher body composition categories. Possible reasons for the observed differences may be related to differences in adipose tissue distribution and sequence of accumulation between men and women. PAI-1 is associated with visceral adipose tissue (VAT) where high amounts of stromal cells are found. In men preferential accumulation of VAT may explain similarities in the relationship of PAI-1act with body composition and that of CLT with body composition. Proportionally less VAT, but more subcutaneous adipose tissue in women may explain the observed increase in CLT compared to PAI-1act levels that plateaued over body composition tertiles and categories. CONCLUSION - PAI-1act has a stronger association with central obesity while CLT has a stronger association with total body fat. In women PAI-1act and CLT showed different associations with body composition markers, whereas associations of PAI-1act and CLT with body composition were similar in men. PAI-1act is strongly influenced by type of body fat accumulation whereas CLT is associated with obesity independent of type and sequence of body fact accumulation. Significant associations observed between CLT and body composition variables are, therefore, at least in part, independent of PAI-1act. Additional factors such as, thrombin activatable fibrinolysis inhibitor (TAFI), α-2-antiplasmin, plasminogen, prothrombin and fibrin clot structure that influence CLT and are also related to obesity may additionally contribute to the link between CLT and obesity. / MSc (Dietetics), North-West University, Potchefstroom Campus, 2014

While there have been numerous studies directed at addressing the female Generation Y cohort’s fashion consumption patterns, there is a dearth of published research focused on male consumer fashion conscious behaviour, especially not that of the African Generation Y (hereafter referred to as black Generation Y) males. There are global indications that contemporary males are engaging in fashion apparel shopping more frequently than ever before. Moreover, unlike past generations, today’s male consumers have become increasingly fashion aware and fashion conscious, taking care of their looks and developing their own fashion style. Born between 1986 and 2005, in 2013, black Generation Y individuals made up approximately 83 percent of South Africa’s total Generation Y cohort and 38 percent of the country’s 52 981 991 population. In 2013, black Generation Y males accounted for an estimated 42 percent of the South African population. As a consequence of its size, the black Generation Y male market segment represents a potentially lucrative and attractive market for apparel retailers and fashion marketers. Marketers are particularly interested in those individuals pursuing tertiary qualifications given that a higher education ultimately acts as a predictor of their higher future spending potential and an indication of their social standing and influence within a society. The aim of this study was to determine the causal relationships between black Generation Y male students’ need for uniqueness, fashion awareness, fashion consciousness and fashion conscious behaviour in order to model the determinants of black Generation Y male students fashion conscious behaviour. A self-administered questionnaire was administered on a single cross-sectional sample of 400 black Generation Y male students at three university campuses in the Gauteng province in 2013 – one from a comprehensive university, one from a university of technology and one from a traditional university. From the administered questionnaires, 213 were completed and returned as usable. The collected data was analysed by means of exploratory factor analysis, reliability and validity analysis, descriptive statistics and correlation analysis. In addition, structural equation modelling (SEM) was applied to test a proposed model derived from the literature. According to the results of the SEM analysis, black Generation Y males’ fashion awareness has a significant positive influence on their fashion consciousness, and their fashion consciousness has a significant positive influence on their fashion conscious behaviour. In terms of the dimensions of the need for uniqueness, unpopular choice has a significant positive influence on black Generation Y male students’ fashion awareness, whilst creative choice has a significant positive influence on their fashion consciousness, and avoidance of similarity has a direct significant positive influence on their fashion conscious behaviour. Furthermore, the findings suggest that their fashion consciousness is reliant on their fashion awareness, which in turn influences their fashion conscious behaviour. Findings from this study will aid marketers’ in better understanding black Generation Y male students’ fashion conscious behaviour. Furthermore, the recommendations provided suggest marketing strategy guidelines tailored at effectively targeting this market segment. / PhD (Marketing Management)--North-West University, Vaal Triangle Campus, 2015

Current research into language change and evolution focuses on native varieties of English, Schneider’s (2007) settler strand, but we have little knowledge concerning diachronic changes in non-native varieties of English, Schneider’s (2007) indigenous strand. Such a theory must take into account language contact as well as theories pertaining to Second Language Acquisition. This dissertation describes the diachronic changes which occur in one feature of Black South African English (BSAE), namely the progressive aspect. Current synchronic research on BSAE suggests that the progressive aspect is overextended to include stative verbs. This dissertation aims to evaluate the value of this hypothesis, and determine whether there is evidence of this overextension in diachronic data. In order to observe instances of language change, a diachronic corpus of BSAE was complied. This corpus consisted of data from letters, fiction, and newspapers ranging from the 1870s until the 2000s. Using this corpus, analyses were performed in order to determine the frequency of progressive use, the distribution of aktionsart categories, and which temporal meanings were denoted by stative verbs and activity verbs used in the progressive aspect. These analyses were then repeated for data taken from the historical corpus of White South African English (WSAE), in order to ascertain whether changes in BSAE developed parallel to WSAE, or if it follows its own trajectory of change. One further analysis was conducted on BSAE: the aspectual categories of 71 state verbs were analysed in order to determine whether speakers of BSAE indeed do overextend the –ing progressive form onto stative verbs describing states and qualities. The results indicate that the frequency of verbs used with the progressive aspect increases for BSAE, but decreases for WSAE. The comparison of aktionsart distribution indicates that BSAE has a higher overall frequency of communication verbs and accomplishments, while WSAE has a higher frequency of activity verbs, verbs denoting the future, and stative verbs. Achievements are used as expected by both varieties. The analysis of the temporal meanings of stative verbs indicates that speakers of WSAE denote the prototypical short duration associated with the progressive aspect for 74.83% of the verbs, while BSAE uses an extended temporal meaning for 46.86% of the verbs, indicating that speakers of BSAE more likely to overextend the temporal duration of stative verbs than WSAE speakers. The temporal meanings for activities were the same for both varieties; the prototypical short duration is denoted by 77.83% of the total activities in BSAE, and 77.11% of the activities in WSAE. The extended duration in both varieties may be due to language change in general, while the additional temporal meanings for statives in BSAE are a result of substrate transfer. / MA (English)--North-West University, Vaal Triangle Campus, 2015

Student Number : 0401052V - MA research report - School of Literature and Language Studies - Faculty of Humanities / This research report analyzes the representation of violence in Zakes Mda’s Ways of Dying and She Plays with the Darkness. Ways of Dying questions whether social stability and democracy would be fully realized in post-apartheid South Africa as is predicted in Black South African literature written between 1970 and 1994. Mda’s disillusionment is shown in his examination of undemocratic and violent practices committed within the liberation movement against the oppressed and of “black-on-black” violence in South Africa. She Plays with Darkness posits that political corruption and repression in Lesotho occurred as a result of the erosion of African values and traditions, which caused political leaders and the middleclass to dismiss the well-being of their society for personal gains. For Mda, however, societies and individuals can be redeemed from violence through memory, testimony, fantasy and art. Both novels reveal his endeavor to creatively narrate the experience of violence.

Several theorists (amongst whom Halliday & Matthiessen, 2004:175) have stated that the verb (or the verbal group) is the core element in clauses and is largely responsible for the grammatical structure of language. In spite of this pivotal role that verbs fulfil in clauses, lexical specificity is rarely investigated in this class. Instead researchers prefer to investigate lexical specificity in the noun class. It is against this background that the main purpose of this study is to investigate specificity in the lexical verbs of first language (L1) English users and Black South African English (BSAE) users. In order to achieve this aim the secondary aims of the study are: to develop a framework for the analysis of lexical specificity in the lexical verb word class (ii) to compare specificity with regard to lexical verbs in L1 English and BSAE by using corpora, which allows one to firstly test the analysis framework on corpus data and secondly to determine whether or not lexical verbs in BSAE are less specific than lexical verbs in L1 English (iii) to establish the reasons for the differences in lexical specificity with regard to lexical verbs between L1 English and BSAE English. In order to achieve these aims, two corpora were used: the Louvain Corpus of Native English Essays (also known as LOCNESS) that consists of texts written by a subpopulation of L1 English users and the Tswana Learner English Corpus (also known as the TLE) that consists of texts written by a subpopulation of BSAE users. The results obtained in this study were interpreted from both a systemic functional perspective and a cognitive perspective. The initial quantitative results indicated that even though the BSAE users use lexical verbs (tokens) more frequently than L1 English users do, the BSAE users have fewer lexical verb lemmas (types) at their disposal than the L1 English users. Statistical tests determined that the mean type/token ratio between the two independent corpora is not only significant, but that the degree to which there is more specificity in the lexical verbs of the L1 English users than in the lexical verbs of the BSAE users is large. Due to space constraints, the qualitative part of the study focused only on the communication verbs in LOCNESS and the TLE. In order to provide an in-depth overview of the communication verbs, the communication verbs were divided into five semantic subcategories (using frequency counts and semantic considerations). They are: (i) to say something in a particular manner] (ii) to say something in order to express one’s feelings] (iii) to say something in order to convey information] (iv) to say something to someone in order to elicit a certain response] (v) to say something in response to something already said] Each of these semantic categories in turn was divided into semantic subcategories to present a detailed insight into the communication verbs employed in both LOCNESS and the TLE. In the study it was determined that there is overall more specificity in the lexical verbs of the L1 English users than in the lexical verbs of the L2 English users. It was also determined that there is overall more lexical diversity within the lexical verbs of the L1 English users. The following factors influenced the lexical specificity and lexical diversity in the corpora: (i) In cases where more general communication verbs are elaborated by verbs containing manner elaborations, the BSAE users tend not to use the more specific verbs. (ii) Communication verbs that usually play an important role in academic literacy (such as summarise and argue) are used to a lesser extent by the BSAE users than the L1 English users. (iii) In cases where a communication verb could possibly belong to another semantic category (as is the case with the verbs stress and maintain) the BSAE users tend to avoid using the verbs as communication verbs. (iv) Some communication verbs (such as demand and beg) acquired additional meanings in BSAE. (v) Some essay topics in both LOCNESS and the TLE influenced the frequencies of some communication verbs in the respective corpora. Considering the factors above, it was found that being a L2 English user means that English will not always function in the same contexts for the BSAE users as it would for the L1 English users. Therefore the vocabulary of the BSAE users will only be specific and diversified in those semantic categories needed to function in certain contexts. Consequently, the findings of this study can be used to contribute to the development of pedagogical material in academic literacy courses being presented to BSAE users to create an awareness of the variation in English and all the contexts in which it can function. The findings can also be of value to researchers in the fields of lexicography and computational linguistics. / Thesis (M.A. (English))--North-West University, Vaal Triangle Campus, 2011

Several theorists (amongst whom Halliday & Matthiessen, 2004:175) have stated that the verb (or the verbal group) is the core element in clauses and is largely responsible for the grammatical structure of language. In spite of this pivotal role that verbs fulfil in clauses, lexical specificity is rarely investigated in this class. Instead researchers prefer to investigate lexical specificity in the noun class. It is against this background that the main purpose of this study is to investigate specificity in the lexical verbs of first language (L1) English users and Black South African English (BSAE) users. In order to achieve this aim the secondary aims of the study are: to develop a framework for the analysis of lexical specificity in the lexical verb word class (ii) to compare specificity with regard to lexical verbs in L1 English and BSAE by using corpora, which allows one to firstly test the analysis framework on corpus data and secondly to determine whether or not lexical verbs in BSAE are less specific than lexical verbs in L1 English (iii) to establish the reasons for the differences in lexical specificity with regard to lexical verbs between L1 English and BSAE English. In order to achieve these aims, two corpora were used: the Louvain Corpus of Native English Essays (also known as LOCNESS) that consists of texts written by a subpopulation of L1 English users and the Tswana Learner English Corpus (also known as the TLE) that consists of texts written by a subpopulation of BSAE users. The results obtained in this study were interpreted from both a systemic functional perspective and a cognitive perspective. The initial quantitative results indicated that even though the BSAE users use lexical verbs (tokens) more frequently than L1 English users do, the BSAE users have fewer lexical verb lemmas (types) at their disposal than the L1 English users. Statistical tests determined that the mean type/token ratio between the two independent corpora is not only significant, but that the degree to which there is more specificity in the lexical verbs of the L1 English users than in the lexical verbs of the BSAE users is large. Due to space constraints, the qualitative part of the study focused only on the communication verbs in LOCNESS and the TLE. In order to provide an in-depth overview of the communication verbs, the communication verbs were divided into five semantic subcategories (using frequency counts and semantic considerations). They are: (i) to say something in a particular manner] (ii) to say something in order to express one’s feelings] (iii) to say something in order to convey information] (iv) to say something to someone in order to elicit a certain response] (v) to say something in response to something already said] Each of these semantic categories in turn was divided into semantic subcategories to present a detailed insight into the communication verbs employed in both LOCNESS and the TLE. In the study it was determined that there is overall more specificity in the lexical verbs of the L1 English users than in the lexical verbs of the L2 English users. It was also determined that there is overall more lexical diversity within the lexical verbs of the L1 English users. The following factors influenced the lexical specificity and lexical diversity in the corpora: (i) In cases where more general communication verbs are elaborated by verbs containing manner elaborations, the BSAE users tend not to use the more specific verbs. (ii) Communication verbs that usually play an important role in academic literacy (such as summarise and argue) are used to a lesser extent by the BSAE users than the L1 English users. (iii) In cases where a communication verb could possibly belong to another semantic category (as is the case with the verbs stress and maintain) the BSAE users tend to avoid using the verbs as communication verbs. (iv) Some communication verbs (such as demand and beg) acquired additional meanings in BSAE. (v) Some essay topics in both LOCNESS and the TLE influenced the frequencies of some communication verbs in the respective corpora. Considering the factors above, it was found that being a L2 English user means that English will not always function in the same contexts for the BSAE users as it would for the L1 English users. Therefore the vocabulary of the BSAE users will only be specific and diversified in those semantic categories needed to function in certain contexts. Consequently, the findings of this study can be used to contribute to the development of pedagogical material in academic literacy courses being presented to BSAE users to create an awareness of the variation in English and all the contexts in which it can function. The findings can also be of value to researchers in the fields of lexicography and computational linguistics. / Thesis (M.A. (English))--North-West University, Vaal Triangle Campus, 2011

Black South African learners are registered in ex-Model C schools to receive their education. The language of learning and teaching is English, whilst these learners’ English language proficiency is limited. They come from different townships and rural areas, and their home languages are indigenous languages. Limited English Proficiency (LEP) is a serious barrier that hinders the learners’ true potential. The Department of Education expects the schools to assist the learners by identifying the gaps in their education early, and by offering support. The study aims to investigate and describe the challenges facing black, English second-language South African learners and to meet their needs by offering suggestions as to how they could be assisted to learn and achieve according to their full potential. There is a need to heighten the awareness of different stakeholders who are involved in educating the learner and to stimulate their interest to assist in meeting the learners’ challenges. The author has made use of mainly qualitative research methodology, and in some instances had followed the quantitative method of research. All the participants were from a specific ex-Model C school in Pretoria. The data were gathered by means of a literature review, document analysis, questionnaires, and classroom visits and observations. The study has revealed that the black South African learners in ex-Model C schools are faced by numerous challenges owing to their limited English proficiency, and that they do not meet the requirements to pass their grades. Their inability to cope affects their self-esteem and confidence negatively. The learners do not take risks to participate actively during lessons as they tend to avoid embarrassment and being teased by their peers. The study further revealed that there are other contributing factors to the learners’ challenges, such as teachers who cannot assist the learners in the language that the learners understand (indigenous languages), parents’ limited English proficiency, learners rising at 05:00 to prepare to get to school, late attendance of classes, absenteeism, waiting till late in the afternoons to be fetched from school, unsupervised homework and a lack of appropriate resources at home. The study resulted in formulating guidelines and recommendations that will help meet the challenges faced by black South African learners in ex-Model C schools, and support them. / Dissertation (MA)--University of Pretoria, 2012. / African Languages / unrestricted

Thesis (Ph.D.)--University of the Witwatersrand, Faculty of Arts, 2000 / This thesis explores in empirical fashion the contribution made by St Peter's Secondary School to South African literary history. It takes as its starting point the phenomenon of the first black autobiographies having been published within a ten-year period from 1954 to 1963, with all but one of the male writers receiving at least part of their post-primary schooling at St Peter's School in Johannesburg. Among the texts, repositioned here within their educational context, are Tell Freedom by Peter Abrahams, Down Second Avenue by Es'kia Mphahlele, Road to Ghana by Alfred Hutchinson, and Chocolates for My Wife by Todd Matshikiza. The thesis examines the educational milieu of the inter-war years in the Transvaal over and against education in the other provinces of the Union, the Anglo-Catholic ethos of the Community of the Resurrection who established and ran the school, the pedagogical environment of St Peter's School, and the autobiographical texts themselves, in order to plot the course which the autobiographers' subsequent lives took as they wrote back to the education which had both liberated and shackled them. It equipped them far in advance of the opportunities available to them under the colour bar, necessitating exile, even as it colonised their minds in a way perhaps spared those who never attended school, requiring a continual reassessment of their identity over time. The thesis argues that their Western education was crucial in the development of their hybrid identity, what Es'kia Mphahlele has termed `the dialogue of two selves', which was in each case worked out through an autobiography. The typical, if simplified, trajectory is an enthusiastic espousal of the culture of the West encountered in their schooling at St Peter's, and then a rejection out of a sense of betrayal in favour of Africa, eventually leading to a synthesis of the two. The thesis concludes that it was the emphasis on all-round education and character formation, in the British boarding school tradition, with its thrust of sacrifice and service, which helped to fashion the strong belief systems of Abrahams and Mphahlele's later years, namely Christian socialism and African humanism, which inform their mature writings.

Student Number : 9807768F - MSc (Med) research report - Faculty of Health Sciences / Fanconi anaemia (FA) is an autosomal recessive disorder characterised by aplastic anaemia (AA) and a high risk of developing acute myeloid leukaemia (AML). It is unknown whether heterozygote carriers are also predisposed to developing these disorders. The black South African population group is ideal for FA mutation screening because the presence of a founder mutation, FANCG 637-643, makes screening relatively straight forward. Three individuals with AML (115 screened) and one with AA (78 screened) were found to be heterozygous for the black South African founder mutation. From our data it seems unlikely that this mutation places heterozygous carriers of the mutation at high risk of developing AML or AA. Three children with AA out of 26 screened, were homozygous for the mutation. This finding reiterates the importance of screening all children with AA for FA. The frequency of certain congenital abnormalities in black South African FA patients was compared to patients described by other research groups. The frequencies of the abnormalities were similar to other FANCG cohorts described but significant differences to a group of FA patients from unspecified complementation groups were found. This difference could be because different complementation groups are associated more or less strongly with specific abnormalities. It was found previously that particular congenital abnormalities in FA patients are associated with a poor haematological outcome. We concluded that black South African FANCG patients have a high risk of early development of AA even though they do not have a high frequency of congenital abnormalities.

AIM Poor iron status and under–nutrition among children are of concern not only in South Africa but worldwide. Both independent and combined associations between poor iron status, under–nutrition and cognitive development and function have been investigated. This mini–dissertation investigated possible associations between iron status indicators, anthropometric nutritional status and cognitive performance in the Beverage Fortified with Micronutrients (BeForMi) study population (black South African children aged 6–11 years in the North–West province of South Africa). METHODS The study was cross–sectional and based on the BeForMi study baseline data. Primary school children (n = 414) with the highest serum transferrin receptor (STR) and zinc protoporphyrin (ZnPP) levels were included. Anthropometric z–scores - BMI–for–age (BAZ), height–for–age (HAZ), and weight–for–age (WAZ) - and iron status indicators - haemoglobin (Hb), serum ferritin (SF), STR and ZnPP - were determined. The Kaufman Assessment Battery for Children, Second edition (KABC–II) was used to generate cognitive scores. RESULTS Fourteen percent of children were underweight (WAZ <= 2 SDs), 12.8% stunted (HAZ <= 2 SDs) and 8.4% wasted (BAZ <= 2 SDs). Of the children, 7.1% were anaemic (Hb < 11.5 g/dL), 13% iron depleted (Hb < 11.5 g/dL and SF < 12 ug/L) and 2.7% had iron deficiency anaemia (Hb < 11.5 g/dL and SF < 12 ug/L). Low iron stores (SF < 12 ug/L) were observed in 15.7% of the children. Positive correlations were found between SF and WAZ (r = 0.1, p = 0.047), Hb and HAZ (r = 0.13, p = 0.007) and WAZ (r = 0.13, p = 0.009). Positive correlations with small effect sizes were observed between some cognitive scores and z–scores (p < 0.05, r–value range 0.10 – 0.24). Negative correlations with small effect sizes were observed for the subtests Triangles and Rover (both subtests on simultaneous processing) with Hb (p = 0.008, r = –0.13) and SF (p = 0.04, r = –0.1) respectively. Higher HAZ, WAZ and education level of the head of household were all significantly associated with the likelihood that a child would fall within the upper quartile of Hb values in our study group (p = 0.036, p = 0.032 and p = 0.036 respectively). CONCLUSION The results suggested that under–nutrition was positively associated with poor iron status and lower cognitive scores in this study population. Further research, investigating specific effects of poor iron status at different stages of growth and the relationship with cognitive function later in life may help explain the negative correlations observed between current iron status indicators and cognitive scores. / Thesis (M.Sc (Dietetics))--North-West University, Potchefstroom Campus, 2011.