Poverty has been a challenge for many years and continues to exist in many parts of the world, especially in Sub-Saharan Africa. In many countries, poverty reduction programmes remain the main preoccupation in economic policies. Poverty is not gender neutral, as women tend to be more likely exposed to poverty because of their restricted access to labour and other markets and their general lower level of education than men. This study aimed at investigating the relationship between gender and poverty in a South African township of Kwakwatsi. The study used the Lived Poverty Index (LPI) as a measurement of poverty to analyse the extent and level of access to basic necessities among inhabitants of Kwakwatsi. The major focus of this study was on comparing the poverty status between female-headed and male-headed households. It was also important to investigate the relationship between poverty status and demographic and socio-economic variables. A literature review of poverty indicates a multidimensional concept, with a need to be untangled from different perspectives. Poverty includes lack of factors such as food, income, sanitation facilities, shelter, health care, safe drinking water, education and information. The empirical portion of the study was based on data from a survey questionnaire with a sample of 225 households selected randomly from Kwakwatsi Township in April 2013. Various quantitative methods, including Principal Component Analysis (PCA), descriptive analysis (such as means core, cross tabulation and frequency tables) and regression analysis, were used to identify the level of access to basic necessities and how this access is influenced by identified demographic and socioeconomic variables among both female-headed and male-headed households. The LPI was used to assess people’s ability to secure income, food, fuel for cooking, electricity, clean water for home use and access to medicines and medical treatment. PCA indicated that all six items of basic necessities could be loaded into one component of LPI, indicating that the measure was adequate for the study. Households headed by females seemed to be poorer (53.62%) than those headed by males (45.51%), implying that female-headed households appeared more likely to experience the lack of basic necessities than male-headed households. Access to basic necessities such as medicines or medical treatment, water, electricity and fuel. The relationship between gender and poverty in a South African township for cooking have an effect on the quality of life. Access to medicines and medical treatment remains a lingering challenge for the inhabitants of Kwakwatsi, especially in female-headed households. Regarding the employment status of the participants, the unemployment rate of the head was found to be slightly higher for male heads than female heads, but the total number of employed people within a household was found to be less in households headed by females compare to those headed by males. The average total income in female-headed households was found to be lower than that of male-headed households. To add to this, a high number of female heads work in the informal sector, with low wages and poor working conditions. This was found to be associated with a higher level of illiteracy among female household heads, thus making it difficult for them to compete in the formal labour market. Deprivation levels were seen to decrease with the number of employed persons in female-headed households, while this was the opposite in male-headed households. The number of household members was found to increase with the poverty level in female-headed households, while there was no effect among male-headed households. Married male household heads were found to have less access to basic necessities than unmarried ones, while the relationship was the opposite where female married household heads appeared to have less access to basic necessities than those who are not married. Overall, descriptive analysis revealed that female-headed households tend to be deprived from stable and sustainable access to basic necessities. The results of the regression analysis showed that the number of household members who are employed, household head’s income and other income of the household are significant predictors of poverty in Kwakwatsi. The study recommends that the gender gap in income can be alleviated by empowering women labourers through collective action and increase of vocational education and training for better skills. There is a need for using public works programmes efficiently in order to address the problem of low income in the area. Furthermore, the importance of the informal sectors of the economy, especially in low income areas, should be acknowledged because it seems to be an important source of income for the residents of Kwakwatsi. Finally, there is a need to improve primary health care provision for the township of Kwakwatsi. The relationship between gender and poverty in a South African township / MCom (Economics), North-West University, Vaal Triangle Campus, 2014

Early adolescent girls in a private school setting are in a vulnerable state on account of their gender, transitional developmental phase and a combined array of modern-day expectations and challenges. With many private schools expecting a 100% pass rate from their students, issues of competitiveness and achievement pressure may become prevalent. Research has shown that early adolescent girls are more susceptible to psychosocial problems than boys as well as girls of other ages, putting them more at risk of the effects of performance pressure, academic stress, depression and anxiety. Early adolescent girls’ vulnerability due to the impact that puberty has on their self-esteem as well as the fact that they are easily influenced by the opinions of others, causing them to be highly sensitive to the approval of others, may be compounded by pressures of the private school. The purpose and aim of this study was therefore to explore and describe the lived experiences of early adolescent girls in a private school setting so as to gain a deeper understanding of such experiences. In following this it was hoped that the study would offer the girls a ‘voice’ as well as create awareness of how they can be better supported in terms of their psychosocial development and well-being. The study was not viewed from one specific theoretical perspective but rather took into consideration various theories of development while undertaking the literature review, in order to gain a broader orientation of the subject at hand. The current literature with regard to the key concepts of the study formed part of the overview of the study. A qualitative approach was followed so as to understand the unique, true meaning of the girls’ experiences. A case study design allowed for a holistic, in-depth study of the social phenomenon at hand. The participants were ten early adolescent girls in Grade 7 in a private school in Northern Johannesburg who volunteered to take part in the study with the informed consent of their parents. The data obtained were viewed in line with an interpretive descriptive paradigm, which allowed the phenomenon to be studied through a ‘subjective lens’ while allowing for the formation of various realities. A deeper understanding of such realities in terms of the girls’ interpretations of their lived experiences was obtained through the data collection methods of semi-structured in-depth interviews, collages, confidential letters, journal Psychosocial experiences of early adolescent girls in a private school setting entries, field notes and researcher reflective notes. In combination with the researcher’s interpretation, this led to a richer, co-constructed, description of the girls’ experiences. The interpretive description allowed for the emergence of thematic patterns which revealed the findings of the study. The findings confirm that the girls are experiencing pressure to attain and maintain the high standard of the school. The findings further confirm that such pressures are increased by the early adolescent girls’ vulnerable developmental phase which places them in need of greater positive support from teachers, peers and parents to maintain healthy psychosocial development. The findings show that perceived rejection from peers and teachers has a negative effect on the girls’ self-concept. The findings further reveal that in considering the girls’ well-being they should be given a voice and be respected in their authentic uniqueness. Recommendations were made for the school to investigate the establishment of ‘mindfulness workshops’ to be run at the school, with the outcome that parents, teachers and students further develop skills in ways of supporting the girls’ healthy psychosocial development. / Thesis (MA (Psychology))--North-West University, Potchefstroom Campus, 2013.

Education can be viewed as a challenging profession, even more so for educators teaching learners with severe intellectual challenges (SIC). The diagnostic criteria of learners with SIC are a significant sub-average ability in intellectual functioning and concurrent deficiencies in adaptive behaviour such as social and daily living skills. The majority of learners with SIC display disruptive and challenging behaviour such as aggression, hyperactivity, talking inappropriately, and inappropriate sexual behaviour. Educators teaching learners with SIC are confronted, daily, with a wide range of challenges such as an excessive workload, minimal progress, and challenging behaviour displayed by the learners with SIC. The intensity of the physical and emotional challenges experienced by the educators, consequently, results in negative outcomes such as stress, burnout, high staff absences, and premature resignations. Earlier studies conducted in this field of specialisation found that educators, overall, were not very keen to teach learners with SIC. South African research conducted within this field of specialisation determined that, despite similar negative challenges, the educators did not necessarily share the pessimistic view towards this teaching environment as experienced in other countries. Local studies indicated that some educators experienced less stress and better physical health than others. The aim of the research was to gain an understanding of the nature of, and possible contextual influences on, those experiences that contributed to some educators experiencing job satisfaction and working effectively, while others did not, to ultimately present possible guiding principles to develop support systems for educators teaching learners with SIC. This qualitative study was planned from a descriptive and explorative case study design by making use of the phenomenological method of inquiry. Ethical permission to conduct the study was obtained from the North- West University. The research group consisted of six educators who perceived themselves as effective in this strenuous teaching environment, working at two selected schools for learners with SIC in the Tshwane South District, Gauteng. Data were obtained by making use of semi-structured interviews, open-ended sentences, and follow-up interviews. Data analysis and interpretation were guided by Creswell‘s application of Tesch‘s method by an in-depth analysis, identifying possible themes and topics. The various categories were identified and described. A literature control was executed in order to interpret and evaluate the data. The final step involved recounting the findings in the format of a written article. Based on the research findings, it was concluded that the participants, despite the various challenges, experienced high levels of job satisfaction and motivation. However, the study also confirmed that specific challenges such as the behaviour that learners with SIC display and a lack of acknowledgement could have a detrimental effect on motivational levels. The literature indicated that low motivational levels have a negative impact on job satisfaction and effectiveness. The emotional wellbeing of educators was recognized to be an important determining factor towards their effectiveness and ability to cope. The need for the development of appropriate support systems to enhance the educators‘ emotional wellbeing was confirmed. / Thesis (MA (Psychology))--North-West University, Potchefstroom Campus, 2013.

The objectives of this research were to investigate the lived experiences of parents who are suffering from the HIV/AIDS disease, investigate the lived experiences of children whose parents are suffering from the HIV/AIDS disease and propose an ecosystemic intervention programme for supporting children whose parents are suffering from the HIV/AIDS disease. The literature research investigation revealed that part of the burden that learners whose parents suffer from HIV/AIDS carry comes in the form of mental stress and experiences caused by, merely staying with a sick loved one whose condition deteriorates where hope of improvement was expected, prolonged sickness of a loved one, and witnessing the slow painful death of a loved one especially at home. These children often take on additional domestic tasks or care for sick relatives or younger siblings. The children's attendance can be compromised during this time. Their incentive to protect themselves against infection can be low when HIV is only one of many threats to health and life. Poverty may also breed low levels of respect for self and others, and thus a lack of incentive to value and protect lives. The mediating mechanisms act in ways which reduce the impact of risks, reduce negative chain reactions, maintain self-esteem and self-efficacy through relationships and task achievement and open opportunities for positive development. Findings from the empirical research reveal that parents who are HIV-positive are unemployable because of their ill-health, a situation which makes their families to leave in dire poverty. The parents often blame each other for their HIV-positive status sometimes as a way of relieving stress, but when these parents blame each other their children are caught in the cross-fire. Children of parents who suffer from HIV/AIDS are discriminated against and stigmatised by other children, friends and people from their communities. This situation affects these children both psychologically and emotionally. These children assume adult responsibilities at a very tender age, usually lack basic needs such as food, clothing, school uniform, school necessities etc. Their scholastic performance gets negatively affected because of lack concentration, not having enough time to do homework and being frequently absent from school. The children become vulnerable to verbal, emotional and physical abuse, do not get the necessary support they need from their family members, community, government institutions such as the Department of Health and in schools where they attend. These children do not seem to be coping with the circumstances they find themselves in especially if they are also HIV-positive. There is no communication between children of parents who suffer from HIV/AIDS and their parents concerning their experiences about the disease, how they feel and the future expectations. There is also no clear plan on what should these children do, in the case of their parents' death. At schools where these children attend there are no clear strategies to assist them to catch-up with their school work after a long absence and the children do not receive any work from school while they are at home sick or recuperating from illness as per the National Policy on HIV/AIDS. An ecosystemic programme is proposed in this research. / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2008.

By use of interview data, this thesis investigates how two moral points of view, the Conventional and Radical, held by study participants relate to: 1) factors that influence ethics; 2) role models of a self-defined well-lived life; 3) factors that help and hinder participants from living their well-lived life; and, 4) experience of pressures to compromise and freedom to live out their ideals within organizations. A longitudinal analysis is applied comparing participant moral point of view as students, to participant perceptions since entering the workforce as university graduates. The results show differences and similarities within the four areas of interest based on moral point of view. The implications of finding differences in participant perceptions based on moral point of view are discussed, and areas for future research are offered.

According to the Crohn’s and Colitis Foundation of Canada, there is approximately 1 in every 200 individuals who is living with inflammatory bowel disease (IBD). Many of those living with IBD also need to have an ostomy. The literature on the effects IBD and an ostomy has on adolescents and young adults lacks consensus. Therefore, the purpose of this phenomenological study was to try to understand the lived experiences of adolescents and young adults (N=6) living with IBD and an ostomy. Sociodemographic information was collected, and the participants were interviewed in person using a semi-structured interview guide. The work of van Manen (1990) was used as a guide for data collection, analysis and interpretation of this study. Analysis revealed the essence of the adolescents’ and young adults’ lived experience as being “Concealing and Revealing the Self”. Three themes communicate the essence of their lived experience: (a) Uneasy feelings, (b) “It’s hard…”, and (c) A renewed sense of self. The needs of the adolescents and young adults, along with their recommendations to health care providers, are addressed. The study findings inform nurses in the areas of practice, education and research. Practice recommendations include being cognizant that these individuals need holistic care that addresses their psychological, psychosocial and physical needs. This study forms the basis for future research to explore some of the themes in greater detail, as well as a recommendation for a longitudinal study.

While the role of the school principal has received much attention in stable environments, little research exists on principals working in conflict-affected countries. The purpose of this phenomenological study is to uncover perceptions of Somali principals in Mogadishu regarding their roles and lived experiences, as well as the challenges they face as they lead their schools amid ongoing conflict. In order to understand the different dimensions of the principal’s role and how this role is experienced in such a context, a descriptive phenomenology has been employed. A purposeful sample of eight primary school principals in Mogadishu, which has been the epicentre of the ongoing conflict, was indentified and the principals were interviewed. Through the six-step approach to phenomenological data analysis, as suggested by Creswell (2013), 11 themes were identified. Findings revealed that principals perceived their role as supporting teachers personally and professionally, supervising instruction, facilitating teacher professional development when the security situation permits, having good relationships with governing bodies, and building community collaboration. Findings also showed that, besides security concerns, student mobility, poor facilities, shortage of trained teachers and student discipline were the major challenges to principals. Findings further indicated that principals acted as boundary spanners using a variety of buffering and bridging strategies in an attempt to minimize uncertainty and security risks, as well as to adapt the school to the volatile environment. Furthermore, commitment to keep schools open, despite the huge challenges, a sense of responsibility for student safety, and calm and courageous actions in the face of danger were perceived as critical factors in sustaining principals in their positions. Four conclusions were drawn from the study, including principals’ lack of unity in the perception of their roles, principals’ lack of pre-service training, the possibility and essentiality of providing education during armed conflicts, and the importance of creating strong bonds through principals’ supportive roles. Recommendations were offered for primary principals, local educational umbrellas, NGOs, and UN agencies, as well as for further research possibilities.

This M.A. thesis is an autoethnographic study of my personal experiences teaching Grade Two after ten years of teaching middle school. It takes place over a five year span from 2007 to 2012. It is presented as a series of fictional, performative, and narrative pieces, where the reader is invited along on my journey to discover who I am (becoming) as Teacher, and the (re)invention of myself as Teacher. The study takes a creative, arts- based approach, presented as a curriculum lab book that is formatted differently than a traditional thesis. On the right side of each page is a novelette comprised of narratives, stories, dialogue, and poems; on the left side of the page are literature links and implications, definitions, reflections, and recursive segments. Areas that are highlighted in this thesis include living in the hybridity of culture, dwelling in the spaces of planned and lived curriculum, and the pedagogy of reinvention. The focus of this research story is reflection and practice, ways to approach change in our pedagogy, and to demonstrate autoethnography as a methodology for the exploration of Teacher identity. / Graduate

Although a modest body of literature has emerged to investigate the experiences of youth with Autism Spectrum Disorder (ASD), there is a need to better understand their experiences to guide developmentally appropriate interventions and supports. This exploratory mixed-methods project included two studies aimed at gathering information about the self-perceptions and lived experiences of adolescents with ASD. In study 1, 27 adolescents (ages 13-18) completed measures to examine their self-concept and self-perceived competence, self-awareness of ASD characteristics and behaviours, and the types of behavioural attributions and stigmatizing beliefs they ascribe to their problematic behaviours. Two comparison groups (adolescents with Attention Deficit Hyperactivity Disorder and typically developing adolescents) were used for self-concept and behavioural attribution comparisons. Study 2 comprised a smaller sub-set of 13 participants who participated in interviews designed to capture how ASD is perceived and experienced by those living with this disorder. Study 1 results suggested that adolescents with ASD have some awareness of the social, behavioural and adaptive challenges associated with their diagnosis and, as a group, hold some self-perceptions of competence and behavioural attributions that are different from those of adolescents without ASD. In Study 2, interviews were analyzed thematically to capture how adolescents talk about their diagnosis and psychosocial experiences, and how this may impact their self-concept and self-image. Four major categories emerged: (1) self-awareness and understanding of ASD; (2) psychosocial stress; (3) social-ecological factors; and (4) sources of support. Together, these results provide insights about how they perceive themselves and their diagnosis and some of the individual, family, and school factors related to their self-perceptions and self-awareness. Results from both studies converge to provide support for a systems approach to understanding the interactions between adolescents, families, peers, school, community, and greater society when undertaking individual assessments of needs and treatment planning for ASD. Findings from the studies are discussed with respect to the positive and negative effects of awareness and knowledge about one’s diagnosis on self-perceptions and psychological adaptation. This research has important implications for clinical and educational interventions that address the unique needs and strengths of adolescents with ASD to promote positive developmental outcomes.

Fluorinated compounds are environmentally persistent and have been demonstrated to bioaccumulate and contribute to climate change. The focus of this work was to better understand the atmospheric chemistry of poly- and per-fluorinated compounds in order to appreciate their impacts on the environment. Several fluorinated compounds exist for which data on climate impacts do not exist. Radiative efficiencies (REs) and atmospheric lifetimes of two new long-lived greenhouse gases (LLGHGs) were determined using smog chamber techniques: perfluoropolyethers and perfluoroalkyl amines. Through this, it was observed that RE was not directly related to the number of carbon-fluorine bonds. A structure-activity relationship was created to allow the determination of RE solely from the chemical structure of the compound. Also, a novel method was developed to detect polyfluorinated LLGHGs in the atmosphere. Using carbotrap, thermal desorption and cryogenic extraction coupled to GC-MS, atmospheric measurements can be made for a number of previously undetected compounds. A perfluoroalkyl amine was detected in the atmosphere using this technique, which is the compound with the highest RE ever detected in the atmosphere. Perfluorocarboxylic acids (PFCAs) are water soluble and non-volatile, suggesting they are not susceptible to long-range transport. A hypothesis was derived to explain the ubiquitous distribution of these compounds involving atmospheric formation of PFCAs from volatile precursors. Using smog chamber techniques with offline analysis, perfluorobutenes and fluorotelomer iodides were shown to yield PFCAs from atmospheric oxidation. Dehydrofluorination of perfluorinated alcohols (PFOHs) is poorly understood in the mechanism of PFCA atmospheric formation. Using density functional techniques, overtone-induced photolysis was shown to lead to dehydrofluorination of PFOHs. In the presence of water, this mechanism could be a sink of PFOHs in the atmosphere. Confirmation of the importance of volatile precursors was derived from examination of snow from High Arctic ice caps. This provided the first empirical evidence of atmospheric deposition. Through the analytes observed, fluxes and temporal trends, it was concluded that atmospheric oxidation of volatile precursors is an important source of PFCAs to the Arctic.