Thesis (MPhil (Afrikaans and Dutch))--University of Stellenbosch, 2006). / Nelson Mandela’s autobiography, ‘Long walk to freedom’, can be viewed as a milestone in South African history. Although it is not necessarily significant in a literary sense, it played an important role in making many South Africans aware of another side to their country’s history, and introduced them to a man who, besides being the world’s most famous political prisoner and a respected statesman, is also an ordinary human being. The Afrikaans translation of the autobiography, Lang pad na vryheid, formed part of a project to translate the original document into all the languages of South Africa (three other translations have been completed thus far). This project is discussed in relation to the ideological motive for it, and also in relation to the ideological position of Afrikaans in South Africa and the ideology and poetics of the translator. The study is based on a descriptive approach, specifically as manifested in the manipulation theory of André Lefevere. It attempts to place the translation of autobiography as a genre within translation theory, and suggests that the translator of autobiography has little ‘leeway’ with regard to the application of translation strategies, specifically those that change the original narrator’s ‘voice’. The various ways in which the text has been ‘manipulated’ in the production of its translation, both to make it function as a text in the target language and in ways that cannot always be justified on that basis, lead to the conclusion that it is very difficult to translate autobiography without interfering with the very personal telling of a person’s life story by that person, and without modulating the narration in a way that cannot always be reconciled with the autobiographer’s ideology. The modulation of the autobiographer’s voice, whether this takes place consciously, subconsciously or unconsciously, is finally argued to produce a translation that can no longer be viewed as the autobiography of Nelson Mandela in the strict sense.

Made available in DSpace on 2016-04-27T19:31:16Z (GMT). No. of bitstreams: 1 Cristiane Mare da Silva.pdf: 2889132 bytes, checksum: 94991bb4be740ab4219748ab11e7ffd4 (MD5) Previous issue date: 2016-03-18 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / The present study was developed at the Postgraduate Program in History, of the Pontifical Catholic University of São Paulo and has as object biographical and autobiographical texts of the South African Nelson Mandela, that allows us to seize moments and statements, guiders of the struggle for equality, the exercise of tolerance and human rights, not only in South Africa, but everywhere where there are conflicts inside a population, especially in the Western Hemisphere. Interests me, particularly, identify strategies and discursive paths built in biographical narratives in the representations of Nelson Mandela, the works presented will be, Mandela Struggle is my life, organized by the The International Defence and Aid Fund of 1989, first published in 1978 in English. Mandela: The Authorized Portrait 2007. Mandela's Way: Lessons on Life, Love, and Courage, of 2010, whose author is Richard Stengel. Mandela: Conversations With Myself, of 2010, Nelson Mandela Foundation. Mandela: Long Walk to Freedom (2012) (autobiography), seeking how Mandela is seized in these pages. Through the reading of authors such as Frantz Fanon, Achille Mbembe, Hampaté Ba, Anibal Quijano, Jeanne Marie Gagnebin and Sabina Loriga, I sought to understand how Madiba, through a rereading of his traditions, invented a policy making which made possible the transition from the Apartheid Regime to democracy in South Africa. The problem that I developed as structuring to the work: what Africa has to teach us in the production of decolonial policy pathways, especially the experience of South African leader Nelson Mandela in his government practice / O estudo que ora apresento desenvolveu-se no Programa de Pós-Graduação em História, da Pontifícia Universidade Católica de São Paulo e tem por objeto textos biográficos e autobiográficos do sul africano Nelson Mandela, que nos permitem apreender momentos e enunciados, orientadores da luta pela igualdade, do exercício da tolerância e a defesa dos direitos humanos, não apenas na África do Sul, mas por toda parte onde existam conflitos raciais e coloniais inerentes à enxpansão do Hemisfério Ocidental. Interessa-me, particularmente, identificar as táticas e caminhos discursivos construídos nas narrativas biográficas nas representações de Nelson Mandela. As obras apresentadas são: Mandela A luta é a minha vida, organizado pelo Fundo Internacional de Defesa e Auxílio de 1989, a primeira edição é de 1978 em inglês; Mandela Retrato Autorizado, 2007; Os Caminhos de Mandela Lições de vida, amor e coragem, 2010, cujo autor é Richard Stengel; Mandela: Conversas que tive Comigo, 2010 Fundação Nelson Mandela; Nelson Mandela Longa Caminhada até a Liberdade, 2012 (autobiografia), apreendendo Mandela em suas tradições sul-africanas. Por meio da leitura de autores como Franz Fanon, Achille Mbembe, Hampaté Bá, Anibal Quijano, Jeanne Marie Gagnebin e Sabina Loriga, procuramos compreender como Madiba, por meio de uma releitura de suas tradições, inventou um fazer político que tornou possível a transição do Regime do Apartheid para Democracia na África do Sul. O problema que elaborei como estruturante para o trabalho remete ao que a África tem a nos ensinar na produção de vias políticas decoloniais, em especial através da experiência do líder sul-africano Nelson Mandela em suas práticas governamentais

This study explores problem-based learning (PBL) as a form of pedagogy, and its interrelationships with the students, staff members and institution of the Medical Faculty at the University of KwaZulu-Natal. Little has been written previously about the interaction of student diversity and resource-constrained circumstances with PBL. I investigate perceptions and experiences of PBL as a pedagogic strategy, using Bernstein's theories of classification and framing as an organising framework. I draw also on his writings on discourses and knowledge structures and the pedagogic device. Within an interpretive methodology, I use three methods to generate data. I analyse numerically the test marks of a cohort of 202 students over three years for demographic influences on pedagogic engagement. I explore in semi-structured interviews the perceptions and experiences of PBL of 19 students and 6 staff members, and relate these to Faculty documents; I analyse these sources thematically in order to describe the roles of student, teacher and institution. These perceptions and experiences I then examine according to the eight elements of Bernstein's classification and framing. A number of contradictions emerge: between PBL theory, echoed by Faculty documents on one hand, and staff/student perceptions and experiences on the other; between staff members and students at some points but not at others; between high-achieving and low-achieving students; between different respondents' under-standings of "integration". Some demographic characteristics prove on analysis to be highly significant influences while others, counter-intuitively, are not. Bernstein's theories about knowledge structures are pertinent to the tensions revealed. Medicine has thought of itself as akin to the pure sciences – implying a hierarchical structure in which all knowledge aggregates towards a point of abstraction. However, the structure and function revealed by respondents suggests a horizontal knowledge structure, in which disciplinary knowledge is kept distinct. Students and teachers thus struggle to integrate areas of knowledge that are inherently discrete. In terms of Bernstein's "pedagogic device", some students are able to discern PBL's implicit rules of engagement, while others are not. Consensus on medicine‟s knowledge structure might settle ambiguities and help PBL achieve its potential as a complex pedagogy in a complex field. / Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2012.

This study investigates the use of a Web Based Learning environment to support a newly introduced Problem Based Learning curriculum at the Nelson R. Mandela School of Medicine. Questionnaires, observations and interviews form the basis of this qualitative study amongst first and second year students. Attempts are made to interrogate the way in which staff members use the system to support a constructivist learning environment. In addition similar prior research at this institution is taken into account and reported in the literature review. While not disputing the findings of earlier research the qualitative methodology used here shows some discrepancies with previous research. In particular, although learners are able to, and do, make use of the system it is predominantly used for the dissemination and retrieval of information. The basic premises of construction of knowledge are not facilitated by the Medical School's use of the Web Based Learning environment and of great concern was the small number of staff members who saw it as an integral part of the new curriculum and learning process. / Thesis (M.A.)-University of KwaZulu-Natal, 2006.

Thesis (M.B.A. (Rhodes Investec Business School)) - Rhodes University, 2007. / A thesis submitted in partial fulfillment of the requirements for the degree of Masters in Business Administration (MBA)

Albeit in its infancy, South Africa’s LED practice is a benchmark of a large number of African countries in general and Sub-Saharan African countries in particular. The LED practice stands out, for widespread decentralisation of powers, massive and growing LED budgets, robust legal frameworks that govern its implementation and development of LED structures, amongst others. This study seeks to answer three critical questions: What theoretical LED facets (particular aspects) are available in literature? Are these facets being implemented in Nelson Mandela Bay Municipality (NMBM) and Buffalo City Metropolitan Municipality (BCMM)? Besides the effort and monies invested in ingraining LED in South Africa, are the levels of LED practices of the two municipalities deeply embedded in literature? The study utilises a purpose-built tool to measure the level at which LED practice of respective municipalities is ingrained in LED literature. The thesis employed both qualitative and quantitative research methods in order to provide scientifically adequate answers to this research. The former method was employed in identifying available LED facets while, the latter was useful in measuring the level at which LED practice in the two metros is embedded in LED theory. The research findings reveal presence of 6 LED facets, namely, enterprise development, locality development, livelihoods development, workforce development, community development and LED Governance. However, this study discovered that the aforementioned facets fail to cover other general items like the availability or unavailability of LED strategy, functional location of LED within municipal directorates and availability of a budget to drive the LED functions. In light of this, the researcher decided to group all the other key LED functions that he felt were not finding expression under the 6 facets identified in LED literature. This, then, led to the introduction of “General LED” facets. This facet, besides presenting a pre-cursor to the 6 other facets, manages to capture some key factors that are equally behind the success or failure of LED e.g. the LED strategy factor, a factor which a number of sources name “The heart” or “guiding compass” of successful LED implementation. The “General LED” facet contained other factors like: other plans that aided LED, experience of LED practitioners, budget allocation of the LED function, amongst others. The research found that all the 7 facets are being implemented in both municipalities, albeit to varying degrees. The two metropolitan municipalities’ LED practice, with respect to all the identified LED facets, provided some measure of their respective levels of embeddedness in LED theory using a purpose built tool. The embedded (ness) outcome proved that Nelson Mandela Bay Municipality’s LED practice was embedded in the LED theory across all the 7 facets, namely: general LED, enterprise development, locality development, community development, livelihood development, workforce development, and LED governance. The same analysis proved that Buffalo City Metropolitan Municipality’s LED practice was embedded in LED theory in all the other facets bar community development. The survey results revealed that there are inadequate or limited initiatives in Buffalo.

O presente trabalho problematiza as representações de gênero e sexualidade dos jovens do sexo masculino em Moçambique e o seu comportamento frente ao HIV/SIDA. Na produção dos dados participaram estudantes da Escola Secundária Nelson Mandela da província de Maputo e utilizei as técnicas do grupo focal e de entrevistas. Este estudo insere-se no campo dos estudos culturais na vertente pósestruturalista, mais particularmente na área dos estudos de gênero e sexualidade. Compreender como é que os jovens do sexo masculino se tornam homens e que mecanismos são acionados na produção dessas masculinidades jovens constituíram elementos que percorreram este trabalho. Durante a pesquisa foi possível perceber que estes jovens têm como ponto de partida e de chegada a família. A família referenciada pelos pais, tios, irmãos e avós ocupa um lugar de destaque na vida dos jovens, e interfere na produção destas identidades masculinas, sem esquecer que outros elementos como escola, religião, mídia, grupos de pares, ONG,s participam e dialogam de igual modo neste processo. A família aparece igualmente como ponto de chegada considerando que todos os jovens participantes desta pesquisa almejam ter uma casa, esposa, filhos e filhas. Ter um emprego que permita aos jovens prover a família é uma preocupação e uma meta a ser atingida por todos, para além de esta ser também uma forma de os futuros homens conseguirem autonomia e respeito perante a sociedade. Estes jovens apresentam identidades fluídas e cambiantes que ora se encaminham para representações mais tradicionais e conservadoras, ora privilegiam questões da modernidade sendo que por vezes e não raras, estão presentes elementos tradicionais e da modernidade em regime de tensão permanente. / The present research problematizes gender representations and the sexuality of youths of the masculine sex in Mozambique and their behaviour facing HIV/AIDS. Students from the “Escola Secundária Nelson Mandela” (Nelson Mandela Secondary School) in Maputo participated in producing the data, by means of the use of focal groups and interviews as techniques. This study inserts itself in the cultural studies field through a post-structuralism point of view, more specifically in the arena of gender and sexuality studies. Comprehending how male youths become men, and which mechanisms are activated in producing these young masculinities, constituted elements that travelled the length of this study. During the research, it was possible to perceive that these youths have their family as a platform, a base from which they depart and arrive. The above mentioned family, which includes parents, uncles, brothers and grandparents occupies a distinguished position in the lives of the youths, and interferes in the production of these masculine identities, not forgetting that other elements such as school, religion, media, peer groups and NGO´s participate and discuss, in an equal manner, in this process. The family once again appears as an arrivals platform considering that all the youths participating in this research aim to have a house, wife and children. Having employment that permits the youths to provide for a family is a preoccupation and a target to be reached for all, apart from this also being a form of the future men gaining autonomy and respect before society as well. These youths present fluid and shifting identities, which sometimes stray towards more traditional and conservative representations, whilst sometimes giving privilege to issues of modernity, being that in not so rare an instance, traditional and modernity elements are present in a regime of constant tension.

Increasing energy efficiency is critical towards mitigating greenhouse gas emissions from fossil-fuel combustion, reducing oil dependence, and achieving a sustainable global energy system (Greene, 2011:608). Most South African legislation and research scholars support the above statement; however, with a lack of tangible evidence, the statement is yet to be proved physically true in the South African manufacturing industry. A case study was conducted within three automotive component manufacturers located in Nelson Mandela Bay Metropolitan Municipality, with the objective of identifying energy efficiency projects; investigate the perception of company employees on energy efficiency and assessing whether there are benefits for the companies when implementing such projects. For the research methodology, the mixed mode method was used. Quantitative data was collected using energy assessments and a questionnaire was used for the collection of qualitative data. The quantitative and qualitative findings clearly demonstrate that company managers and operational staff need to have a clear understanding of the concept of 'energy efficiency'. Efficiency projects implemented include automated compressors, changing hot-water geyser settings, installation of power factor correction, and tariff structure changes. The quantitative recommendations were centered on switching off equipment when not required. As an alternative, the use of sensors, timers and other automated control devices should be investigated and implemented where feasible. Qualitatively recommendations advise that companies with employees who do not understand energy efficiency, training and awareness programmes need to be applied. Employees would then be able to put their energy saving knowledge into action. This study demonstrated that there is a need for further research to be undertaken, to improve efficiency for energy within the automotive manufacturing industry. / Environmental Management, Department of Environmental Science / M. Sc. (Environmental Management, Department of Environmental Science)

The success of a course offered by a university and the effectiveness of the instructors have commonly been measured by means of student evaluations. The feedback generated is typically used to identify instructors who need additional training, courses that need to be restructured or the need for financial rewards for those who excel. The principal objective of educating students is, knowledge, training and skills they can use and apply after graduating, regardless of the field of study. The perception of the Alumni about the extent of learning and the usefulness of the knowledge is a key measure for universities to assess their success. A service guarantee is defined as a formal promise made to customers about the service they will receive or it is a written promise made by the company through advertising or company literature that it will provide compensation if promises are broken. In order to ensure customer satisfaction in a service offering, the quality of service performance needs to be guaranteed. Many service industries promise a level of service performance, with or without conditions attached. Customer value is a complex concept as it is often interpreted with various meanings depending on the point of view adopted. A definition of customer value is the perceived value that the customer gains when purchasing a product or receiving a service. However, customer value can be used in a variety of contexts. The purpose of this research study is to measure the perception and satisfaction of Alumni of the Department of Computing Sciences and identify areas for improvement by performing a systematic analysis of the determinants of satisfaction. This research is an exploratory, quantitative study consisting of literature- and case-study components used to test proposed hypotheses. The literature study was performed on secondary sources to establish the key concepts related to the topics of Service Guarantee and Marketing, Stakeholder Theory, Customer-perceived Value and Alumni Perceptions. The empirical study consisted of surveys (questionnaires) completed by Alumni of the Department of Computing Sciences. The questionnaire used in this research consisted of questions regarding demographic data and questions regarding perceived perception of the Department of Computing Sciences and influencing factors. Descriptive statistics were used to summarise the data into a more compact form which could simplify the identification of patterns in the data. Inferential statistics were used to verify if conclusions made from the sample data could be inferred onto a larger population. Recommended university and teaching practices based on the statistical analysis of the survey results were identified. A model identified the following factors as having an influence on Alumni Satisfaction with the NMMU Department of Computing Sciences: Customer Satisfaction, Course Contents, Modern Technologies, Academic Staff, Admin. Staff, Departments, University Atmosphere and Perceived Value. The importance of each factor was identified to understand how to improve the Alumni perception. According to the inferential ranking of Alumni Satisfaction that ranks the factors on the average mean values, a factor that should be improved upon is the Alumni Network. Recommended improvements were suggested for the Department of Computing Sciences based on the statistical analysis of the survey results. Two sub-groups were defined by different levels of education and they were found to have different perceptions of the factors that were measured. It was shown that there are small and medium significant differences in only two of the factors of the proposed Alumni satisfaction model, distinguising through different levels of education. The Alumni Satisfaction model developed in this study specified the factors that influence Alumni Satisfaction with the Deptarment of Computing Sciences and the effect that each of these factors has on that satisfaction.

O presente trabalho problematiza as representações de gênero e sexualidade dos jovens do sexo masculino em Moçambique e o seu comportamento frente ao HIV/SIDA. Na produção dos dados participaram estudantes da Escola Secundária Nelson Mandela da província de Maputo e utilizei as técnicas do grupo focal e de entrevistas. Este estudo insere-se no campo dos estudos culturais na vertente pósestruturalista, mais particularmente na área dos estudos de gênero e sexualidade. Compreender como é que os jovens do sexo masculino se tornam homens e que mecanismos são acionados na produção dessas masculinidades jovens constituíram elementos que percorreram este trabalho. Durante a pesquisa foi possível perceber que estes jovens têm como ponto de partida e de chegada a família. A família referenciada pelos pais, tios, irmãos e avós ocupa um lugar de destaque na vida dos jovens, e interfere na produção destas identidades masculinas, sem esquecer que outros elementos como escola, religião, mídia, grupos de pares, ONG,s participam e dialogam de igual modo neste processo. A família aparece igualmente como ponto de chegada considerando que todos os jovens participantes desta pesquisa almejam ter uma casa, esposa, filhos e filhas. Ter um emprego que permita aos jovens prover a família é uma preocupação e uma meta a ser atingida por todos, para além de esta ser também uma forma de os futuros homens conseguirem autonomia e respeito perante a sociedade. Estes jovens apresentam identidades fluídas e cambiantes que ora se encaminham para representações mais tradicionais e conservadoras, ora privilegiam questões da modernidade sendo que por vezes e não raras, estão presentes elementos tradicionais e da modernidade em regime de tensão permanente. / The present research problematizes gender representations and the sexuality of youths of the masculine sex in Mozambique and their behaviour facing HIV/AIDS. Students from the “Escola Secundária Nelson Mandela” (Nelson Mandela Secondary School) in Maputo participated in producing the data, by means of the use of focal groups and interviews as techniques. This study inserts itself in the cultural studies field through a post-structuralism point of view, more specifically in the arena of gender and sexuality studies. Comprehending how male youths become men, and which mechanisms are activated in producing these young masculinities, constituted elements that travelled the length of this study. During the research, it was possible to perceive that these youths have their family as a platform, a base from which they depart and arrive. The above mentioned family, which includes parents, uncles, brothers and grandparents occupies a distinguished position in the lives of the youths, and interferes in the production of these masculine identities, not forgetting that other elements such as school, religion, media, peer groups and NGO´s participate and discuss, in an equal manner, in this process. The family once again appears as an arrivals platform considering that all the youths participating in this research aim to have a house, wife and children. Having employment that permits the youths to provide for a family is a preoccupation and a target to be reached for all, apart from this also being a form of the future men gaining autonomy and respect before society as well. These youths present fluid and shifting identities, which sometimes stray towards more traditional and conservative representations, whilst sometimes giving privilege to issues of modernity, being that in not so rare an instance, traditional and modernity elements are present in a regime of constant tension.