Depression is a psychiatric disorder associated with severe impairment in physical, social and role functioning, and with higher health care utilization. Experiencing an event that causes physical or psychological stress may substantially increase a person's chances of developing depression. Coping has been defined as a response aimed at diminishing the physical, emotional and psychological burden that is associated with stressful life events. Coping is considered one of the core concepts in health psychology and is strongly associated with the regulation of emotions throughout the stress period and thus it is important that it is understood, especially in the South African context of future morbidity. The purpose of this study was to determine whether there is a relationship between coping self–efficacy strategies and depression in an African context. Participants consisted of a convenience sample of 2 198 participants from both rural and urban areas. The rural group consisted of 182 adolescent Further Education and Training (FET) students between the ages of 16 and 21 years, and the urban group consisted of another 2 016 adolescent FET students between the ages of 16 and 21 years. Participants from both groups completed measurements on coping and depression. Two self–report measures were used: the Coping Self–Efficacy Scale (CSE) to determine a person's confidence or perceived self–efficacy in performing coping behaviors when facing life challenges or threats and the Patient Health Questionnaire (PHQ9) to measure depression severity. Descriptive analysis results indicated that a relationship existed between coping selfefficacy strategies and depression and that levels of depression were very similar for both rural (9.23) and urban (9.25) groups. Coping strategies were very different in rural and urban areas; rural participants only used problem–focused coping and stop unpleasant thoughts and emotions, while urban participants used all three coping self–efficacy strategies: problemfocused coping, stopping unpleasant thoughts and emotions and support from friends and family. Rural participants did not use support from friends and family as a coping selfefficacy strategy; possibly due to the different relationships people living in rural areas have with one another, as opposed to the relationships of people living in urban areas. Rural people may not deem it socially acceptable to ask friends or family members or help when struggling with various stressors. Alternatively, rural areas may be more depleted of personal resources due to the strong urbanization process going on. It was concluded that there is an important relationship between coping strategies and level of depression, and in this study this relationship was found to be different in some ways for rural and urban groups. The results of this study have great implications for further research and clinical practice. / Thesis (M.A. (Research Psychology))--North-West University, Potchefstroom Campus, 2011.

Depression is a psychiatric disorder associated with severe impairment in physical, social and role functioning, and with higher health care utilization. Experiencing an event that causes physical or psychological stress may substantially increase a person's chances of developing depression. Coping has been defined as a response aimed at diminishing the physical, emotional and psychological burden that is associated with stressful life events. Coping is considered one of the core concepts in health psychology and is strongly associated with the regulation of emotions throughout the stress period and thus it is important that it is understood, especially in the South African context of future morbidity. The purpose of this study was to determine whether there is a relationship between coping self–efficacy strategies and depression in an African context. Participants consisted of a convenience sample of 2 198 participants from both rural and urban areas. The rural group consisted of 182 adolescent Further Education and Training (FET) students between the ages of 16 and 21 years, and the urban group consisted of another 2 016 adolescent FET students between the ages of 16 and 21 years. Participants from both groups completed measurements on coping and depression. Two self–report measures were used: the Coping Self–Efficacy Scale (CSE) to determine a person's confidence or perceived self–efficacy in performing coping behaviors when facing life challenges or threats and the Patient Health Questionnaire (PHQ9) to measure depression severity. Descriptive analysis results indicated that a relationship existed between coping selfefficacy strategies and depression and that levels of depression were very similar for both rural (9.23) and urban (9.25) groups. Coping strategies were very different in rural and urban areas; rural participants only used problem–focused coping and stop unpleasant thoughts and emotions, while urban participants used all three coping self–efficacy strategies: problemfocused coping, stopping unpleasant thoughts and emotions and support from friends and family. Rural participants did not use support from friends and family as a coping selfefficacy strategy; possibly due to the different relationships people living in rural areas have with one another, as opposed to the relationships of people living in urban areas. Rural people may not deem it socially acceptable to ask friends or family members or help when struggling with various stressors. Alternatively, rural areas may be more depleted of personal resources due to the strong urbanization process going on. It was concluded that there is an important relationship between coping strategies and level of depression, and in this study this relationship was found to be different in some ways for rural and urban groups. The results of this study have great implications for further research and clinical practice. / Thesis (M.A. (Research Psychology))--North-West University, Potchefstroom Campus, 2011.

Thesis (MA)--Stellenbosch University, 2001. / ENGLISH ABSTRACT: Agriculture occupies 86 percent of land that is being utilised for the needs of a growing population in the Western Cape. This implies that there has to be certain impacts on the environment regarding the practices associated with different agricultural activities. Negative impacts pertain to soil degradation, water quality problems, loss of biodiversity and vegetation deterioration. It must also be taken into consideration that each land use within agriculture has a different interaction with the environment. The nature of land use and environment will therefore determine the most important issues influencing the extent of impact on the environment. Certain problem areas in the Western Cape have been identified as the result of conflict between agriculture and the environment. However, if agriculture is practiced and managed in a sustainable manner, it can be productive, while at the same time assuring a healthy environment. To achieve such a situation a protocol has to exist whereby sensitive areas, with regard to potential impact on the environment by agriculture, can be identified. Considering this, the most important concept of the study was to develop methodology appropriate for evaluating and identifying farming areas where current practices threaten the sustainable use of natural resources. The result is a model that aims to identify the different land uses and then evaluate each agricultural activity through a holistic approach with regard to impact on the environment. The Piketberg magisterial district was chosen as study region to put the methodology into practice. Datasets regarding soil types, climate, water quality, vegetation and agricultural practices, specific to the study area, were gathered. By using Geographical Information Systems, the datasets could be manipulated to derive the necessary information needed for running the model. This produced maps showing areas of low to high impact on the environment and indicating the specific landuse responsible for each impact. / AFRIKAANSE OPSOMMING: Landbou beslaan 86 persent van die grond in die Wes-Kaap wat aangewend word om te voorsien in die behoeftes van 'n groeiende bevolking. Praktyke verbonde aan die onderskeie landbouaktiwiteite het egter sekere impakte op die omgewing. Negatiewe impak hou verband met gronddegradasie, waterkwaliteitprobleme, verlies aan biodiversiteit en plantegroei agteruitgang. Elke landbougrondgebruik het ook 'n spesifieke interaksie met die omgewing. Die belangrikste bydraende faktore tot impak op die omgewing sal dus deur die aard van die grondgebruik en omgewingsensitiwiteit bepaal word. Sekere probleemareas is reeds in die Wes-Kaap geïdentifiseer weens negatiewe interaksie tussen landbou en die omgewing. Indien landbou egter volhoubaar beoefen en bestuur word, kan dit produktief wees en terselfdertyd 'n gesonde omgewing verseker. Die behoefte het ontstaan om 'n protokol binne landbou te vestig, waardeur daar gefokus word op die uitwysing van risikoareas met betrekking tot degradasie van omgewingskwaliteit as gevolg van landbouaktiwiteite. Alles inaggenome, was die belangrikste doel van die studie om 'n metodiek te ontwikkel vir die evaluering en identifisering van boerderygebiede waarin die volhoubare benutting van die natuurlike hulpbronne bedreig word deur huidige produksiepraktyke. Die resultaat was 'n model wat landboupraktyke deur 'n holistiese benadering ten opsigte van die impak op die omgewing evalueer. Vir toepassing van die metodologie is die Piketbergse landdrosdistrik as studiearea geïdentifiseer. Verskeie datastelle, onder andere klimaat, grondtipes, waterkwaliteit, plantegroei en landboupraktyke, spesifiek aan hierdie area is verkry. Deur Geografiese Inligtingstelsels is die datastelle gemanipuleer en die toepaslike inligting afgelei vir gebruik in die model. Die eindresultaat was verskeie kaarte waarop die potensiële impak van landbou op die omgewing van hoog na laag geklassifiseer is. Spesifieke landboupraktyke verantwoordelik vir die impak, hetsy hoog of laag word ook aangedui.

Thesis (MA)--Stellenbosch University, 2001. / ENGLISH ABSTRACT: Nobody can deny the need which prevails among black South Africans of gaining access to land. In South Africa, just like elsewhere, the land issue plays an equally important role to economic and political issues. However, the land issue is much more emotional, and has the potential to unleash forces which could impact negatively on the economy and the political situation. Bearing this in mind, the ANC-government placed the issue of land reform on the national agenda after assuming power in 1994. Within the broad framework of the program provision is made for previously disadvantaged people to be given access to agricultural land. However, the focus on new entrants to the agricultural sector diverts the attention somewhat from the fact that there are people and groupings who were also disadvantaged under apartheid, but who have had a degree of access to land. This study focuses on the 23 so-called Rural Areas which are scattered over four provinces (Western Cape, Northern Cape, Eastern Cape and the Free State) and which are administered in terms of the Rural Areas Act, Act 9 of 1987. Since the study is no more than an overview, a synopsis is given of contributing factors which relate to the origins of each of the areas. Of importance is the role which was played by missionary societies and others in establishing these communities. The mam focus of the study is the manner in which the Rural Areas were administered. Reference is made to relevant legislation since 1909, and specifically to Act 9 of 1987. The importance thereof lies in the fact that the existence and continued application of the Act has particular constitutional implications. Furthermore, the Minster of Land Affairs, who is responsible for the implementation of the land reform program, is the (unwilling) trustee of these areas. Apart from the fact that trusteeship recalls paternalism of years gone by, the South African reality also necessitated reflection on the existence of Act 9. The rest of the study discusses the consultation process undertaken by the department of Land Affairs with the communities concerned, and the writing of legislation to replace Act 9. The Transformation of Certain Rural Areas Act, Act 94 of 1998, will replace Act 9 when certain conditions mentioned therein, have been met. The Act will end trusteeship and ensure that the communities receive ownership of their land. This will be a movement towards the ideal of the land reform process of giving access to land to all inhabitants of the country. / AFRIKAANSE OPSOMMING: Niemand kan die behoefte aan toegang tot grond ontken wat onder swart Suid- Afrikaners heers nie. Nes elders, speel die grondkwessie in Suid-Afrika 'n ewe belangrike rol as ekonomiese en politieke kwessies. Die grondkwessie is egter baie meer emosioneel, met die potensiaal om kragte los te laat wat nadelig op die ekonomie en politiek kan inwerk. Gedagtig hieraan het die ANC-regering na bewindsaanvaarding in 1994 grondhervorming op die nasionale agenda geplaas deur 'n grondhervormingsprogram van stapel te stuur. Binne die breë raamwerk van die program is onder andere ruimte geskep vir die verlening van toegang tot landbougrond aan voorheen benadeeldes. Dié klem op "nuwe toetreders" tot landbou trek egter 'n mens se aandag af van die feit dat daar ander persone en groeperinge bestaan wat ook deur apartheid benadeel is, maar wat wel 'n mate van toegang tot grond gehad het. Hiedie studie fokus op die 23 sogenaamde Landelike Gebiede wat oor vier provinsies (Wes-Kaap, Noord-Kaap, Oos-Kaap en Vrystaat) van die land versprei is, en wat ingevolge die Wet op Landelike Gebiede, Wet 9 van 1987, geadministreer word. Weens die oorsigtelike aard van die studie word slegs 'n sinopsis gegee van bydraende faktore wat relevant is tot die spesifieke ontstaansgeskiedenis van elk van die gebiede. Veral van belang hier is die rol wat sendinggenootskappe en andere gespeel het in die totstandkoming van gemeenskappe. Daar word in hoofsaak gekyk na die manier waarop die Landelike Gebiede met verloop van tyd geadministreer is. Hier word verwys na die relevante wetgewing sedert 1909, met spesifieke verwysing na Wet 9 van 1987. Die belang hiervan lê in die feit dat die voortbestaan en voortgesette toepassing van die Wet bepaalde grondwetlike implikasies inhou. Daarmee saam die feit dat die Minister van Grondsake, wat verantwoordelik IS vir die implementering van die grondhervormingsprogram, die (onwillige) trustee is van die Landelike Gebiede. Benewens die feit dat trusteeskap sterk herinner aan die paternalisme van die verlede, het die nuwe Suid-Afrikaanse werklikheid vereis dat herbesin word oor die voortbestaan van Wet 9. Die res van die studie bespreek die konsultasieproses van die departement van Grondsake met die betrokke gemeenskappe, en die skryf van wetgewing om Wet 9 te vervang. Die Wet op die Transformasie van Sekere Landelike Gebiede, Wet 94 van 1998 sal Wet 9 vervang wanneer aan sekere vereistes voldoen word. Die Wet het ten doelom trusteeskap te beëindig en te verseker dat die betrokke gemeenskappe seggenskap oor hul grond verkry. Sodoende sal nader beweeg word aan die ideaal van die grondhervormingsproses, naamlik die verskaffing van vrye toegang tot grond aan alle inwoners van die land.

This qualitative study focused on a Technology Education programme for farm school teachers in the Eastern Cape province of South Africa. These teachers were faced with the challenge of incorporating Technology Education into their curriculum. The study was conducted within the context of an investigation into the conceptual nature of technology and an exploration of the theoretical underpinnings of Technology Education within both the international and South African context. Technology Education is being introduced into the South African curriculum against a background of educational transformation and the building of capacity to solve real life problems. This calls for a curriculum that will empower learners to be innovative, creative and skilled problem solvers. The introduction and incorporation of Technoiogy Education into the school curriculum poses a formidable challenge to farm schools in particular. Their unique history of neglect and legacy of underqualified teachers has made the introduction of any curriculum innovation process very difficult and challenging. This study analyses how an introductory Technology Education programme for farm school teachers in the Winterberg area of the Eastern Cape impacted~ on the teachers' professional and personal lives. It shows the importance of developing teclpological skills in conjunction with life skills in cO.ntributing to the empowerment, both in the work place and in the wider context, of rural school teachers. It highlights the need for supportive in-service education programmes and strengthens the argument for an integrative and mulitidisciplinary approach to the introduction of Technology Education in farm schools. Data was collected by means of questionnaires, interviews and photographs.

One of CORD's activities is the welfare programme, which started four years ago. It has two features which make it particularly interesting. First, it has introduced a level of welfare into rural areas which has not been there before. Second, it is based on a broad, developmental and holistic approach to welfare — which is what most people agree is needed, but very few actually manage to do. Welfare projects are often well meaning but small in scale, without the ability to help people out of the poverty in which they are trapped. We believe that this welfare programme acts as a catalyst for other development activities — it shows that welfare can be a wedge, a point of entry, for broader community development. It is one model for a more appropriate welfare system for the future. Compared to health, there is very little written material about alternative welfare provision. There have been fewer attempts at model building than there have been in health. And it is possible that some small projects have not been written up for others to learn from. A key aspect of innovative work in the social service and development fields is the training of new kinds of workers. This is almost always based on a recognition that existing professionals (for example, doctors, social workers, irrigation engineers, physiotherapists) •are expensive to train • are difficult to move from city-bases, and • are not necessarily good communicators with the people they are meant to serve. The South African government and the South African Council for Social Work (the body that finally controls professional social welfare) have agreed that there is a need for a new category of welfare worker — an assistant or auxiliary. The rules surrounding their training and supervision are such that, although it is a step in the right direction, it does not go nearly far enough. For example, every two assistants must be supervised by one social worker. In most rural areas there are no social workers, so there can be no assistants. When new categories of workers are trained, they often meet with strong resistance from two sides — existing professionals, and people in communities. In the welfare field, the strongest resistance will probably come from the professionals. We think that this welfare programme shows how the work of the professionals can mesh together with the work of people with less formal training, so that they can help each other to deliver better services to more people. The welfare context The welfare programme needs to be set against the context of existing welfare services in South Africa. The South African welfare system is inappropriate and inadequate — this is recognised by people in government, people working in the private welfare sector, and is certainly recognised at community level. The problems that are very evident are: • welfare spending and social services have been biased in favour of white provision • the system has not been properly planned • there is a heavy bias in favour of urban areas, and a serious neglect of rural welfare • where social work posts do exist in rural areas, they are difficult to fill. • the privatisation of welfare which is being encouraged by government (along with the privatisation of health, education, transport and other social goods) will mean that the well-off people will be able to buy better private services, but poorer people will have less access to even poorer public services. There is an emerging consensus across the country that if the welfare system is to have a contribution to make to the 'new South Africa' it will have to become: • more developmentally oriented • more appropriate to the conditions in which the majority of people live • more concerned with the welfare of the very poor, especially in rural areas • more accessible to people who need the services, and particularly by women and children. These principles are accepted internationally as guidelines for the provision of social services such as heath, welfare and education. In the field of primary health care in South Africa, we have many examples of model schemes which have tried to learn how to provide appropriate, affordable, accessible health services. Many of these have been written about; some indeed are known internationally. All these case studies are vital to the development of better health services in future. In most rural areas, and in the majority of peri-urban informal settlements, we are not talking of a situation where services could be improved by adding more professionals — we have a situation where there is virtually no access to welfare services at all. The interview that follows is presented as a case study of an innovative welfare programme.

The study was undertaken to observe and participate in the process and development of a language policy for a rural secondary school in Peddie in the Eastern Cape. This was done in collaboration with parents, learners, and teachers. The researcher acted as a researcher, facilitator and learner in the process that Iead to the final product. Twenty four learners were selected from Grade 8 to Grade 10. These learners formed three focus groups. A questionnaire and lesson observation were used to establish what was taking place in the school with regard to language practices and preferences by learners, teachers and parents. Lesson observations were recorded by a tape recorder. Outcomes are that Xhosa is the dominant language to which the learners are exposed. They only have the exposure to 'chunks' of English in class and when they read magazines, newspapers and listening to radio and TV. Teachers code switch. This is supported by both learners and their parents. Parents want their children to improve performance by being taught in the medium of a language they understand well enough. The study shows different perceptions about the language that should be used as LOLT. Parents in the study favour English as LOLT, while parents in general favour Xhosa. This view is also held by both teachers and learners. At a conscious level when teachers and learners talk about the language to be used as LOLT, they favour English, but when they are faced with the reality of the class they are ambivalent, hence they code switch. The study finally reports on the divergent views of the parents, on one hand, and those of the teachers and the learners on the other hand. The divergence will be resolved in a workshop, part of the broader process of school language policy research, which is beyond the scope of the research reported in the thesis. The final product, in the form of the school language policy, will then be drafted for presentation to the School Governing Body (SGB) for ratification and writing up process.

The aim of the dissertation is to indicate that a large number of problems in rural communities are the consequence of ineffective knowledge management, and that the effective management of knowledge could significantly improve the range and quality of services provided to community members. Knowledge is reviewed by examining the process of changing social facts into data, data into information and information into knowledge. Knowledge management is examined by reviewing the history of knowledge management as well as defining the term knowledge management. A generic model for knowledge management is developed that divides knowledge management into five basic processes namely; knowledge identification, knowledge mobilisation, knowledge generation/elaboration, knowledge application and knowledge evaluation. The model further describes the knowledge management ”enablers” that can either facilitate or debilitate the management of knowledge. Various practical suggestions are proposed that will facilitate the implementation of a knowledge management programme in a rural community. / Psychology / MA (PSYCHOLOGY)

Thesis (MEd (Education))--Cape Peninsula University of Technology, 2016. / The focus of this research study is on learning support to learners in rural schools as experienced by learning support professionals and teachers in order to identify best-practices and the obstacles experienced in this regard. It was envisaged that continuous exploration of current practices could assist in identifying ways to support the development of inclusive education. The research questions to address this aspect were: What is the nature of learning support in rural schools as experienced by teachers? and What is the nature of learning support in rural schools as experienced by learning support professionals? The aim of this study was therefore to explore and describe the nature of learning support in rural schools, in order to make some recommendations to learning support professionals, teachers and education authorities to ensure the effective development and implementation of learning support strategies in rural schools. The research study was conducted from a qualitative approach, utilising explorative, descriptive and contextual research designs. Purposive sampling was employed and data saturation determined the sample size. The findings were based on a structured analysis framework. Ethical aspects included informed consent, voluntary participation and confidentiality

M.Ed. (Educational Management) / Please refer to full text to view abstract