Dissertation submitted in partial compliance with the requirements for the Master's Degree in Technology: Chiropractic, Durban University of Technology, 2010. / Background: A headache is a common complaint in daily practice and occurs across all ethnicities and both genders. These headaches can cause a decrease in productivity and quality of life. Studies carried out in defined population groups are useful in developing an understanding of the factors that influence headaches, however these are limited. Objective: To determine the prevalence of primary headaches in Allied Health students at the Durban University of Technology (DUT), identify the factors that influence the prevalence of these headaches and to determine the association of these headaches with activities of daily life and productivity. Methods: The study was an epidemiological, cross sectional survey of primary headaches with a study population of ±420. Each willing participant received a Letter of Information outlining the study and a questionnaire for completion. Results: Three hundred and eleven questionnaires were used for statistical analysis. Of these 24.1% (n=75) did not experience headaches and the remaining 75.9% (n=236) were classified as having had either non-primary headache, migraine-type headache (MTH), tension-type headache (TTH) or cluster-type headache (CTH). Headaches were prevalent amongst the student population and several factors were associated with the headaches. CTHs tended to have the most impact on the student as an individual, due to its intensity. MTHs and TTHs tended to have a greater effect on the student population, mainly due to their high incidence. / Durban University of Technology.

Submitted in compliance with the requirements for the Masters of Engineering degree, Department of Mechanical Engineering, Durban University of Technology, Durban, South Africa, 2016. / The department of Mechanical Engineering at the Durban University of Technology currently offers a National Diploma (ND) and a Bachelor’s Degree in Technology (BTech), as well as a MEng. and a DEng. This thesis details four areas of study that were undertaken in an attempt to identify potential impediments to student success in the department, using readily available data. The universities’ management information system (ITS) was the primary source of data, but limited data was also obtained from courses that the author taught, as outlined in section (4) below. A grounded action research framework was selected as the methodological framework for these studies as it allowed the freedom to refine an investigation as it progressed as well as to implement potential solutions and determine their efficacy. The four areas covered were: (1) Analysis of trends in student success rates. A number of changes were made to the National Diploma over a five year period including the introduction of supplementary examinations, the removal of elective offerings, the change in the sequence of subjects offered and a reduction in contact time. This same period also coincided with the first cohort of students entering with the new NSC matric qualification. This study examined the success rates within subjects, across four semesters of study, from 2007 until 2010 and attempts to show the effects, either positive or negative, that these changes have had. The success rates of subjects within the BTech programme were also interrogated for this same period. These results were also categorised according to whether students obtained their diploma at DUT or at another institution allowing a comparison between the two cohorts. (2) Workplace Learning (WPL). Anecdotal evidence suggested that the manner in which the WPL components were offered had a negative effect on student throughput as well as not providing substantial opportunity for the integration of experience gained in industry with the academic programme. This study, utilising WPL registrations from 2007 to 2010, examined the average time taken to complete the WPL components, the percentage of the academic component completed before and during the WPL period as well as the dropout rate. (3) Relationship between NSC results and success in Mechanical Engineering. The purpose of this study was to determine if relationships could be found between student’s NSC results and success within the programme. This would inform if the departmental entrance requirements were of an appropriate level to ensure prospective students a reasonable chance of success. Results of selected NSC subjects were correlated with those of selected diploma subjects. The distributions of success in these subjects were tabulated against the NSC results allowing a better understanding of the relationship between them. (4) Investigation into causes of poor performance in Hydraulic Machines III. This study was undertaken to better understand the competencies and learning practices of the students in the author’s class. This involved the interrogation of the performance of students over a number of assessments, the tracking of usage of online resources and the tracking of lecture attendance, and subsequent correlation with performance. These studies have led to a better understanding of the programmes offered and have put the department in a position to make informed decisions regarding interventions aimed at increasing student success. The work covered in this thesis was presented in two full papers (Graham and Walker, 2011, Graham and Walker, 2015) and two extended abstracts (Graham and Walker, 2013, Walker and Graham, 2013). / M

M.Cur. / Please refer to full text to view abstract

M.Ed. (Curriculum Policy Evaluation) / The aim of this study is to investigate how successful undergraduate students from disadvantaged backgrounds have managed their studies at the University of Johannesburg. It addresses the following main research question: How do successful undergraduate students from disadvantaged backgrounds negotiate their performance at university? ’’Successful’’ denotes positive achievements in their development and academic performance. Snowball sampling was used: nine students were chosen in the Faculty of Education from the 2007-2012 student intake to participate in individual interview sessions. This study only considered students who had performed extremely well, and excluded any student who had failed any of their years. The data was collected through interviews, transcribed, coded, analysed and interpreted using an interpretive thematic lens. The themes which emerged showed that students from disadvantaged backgrounds brought different kinds of assets to those of the university’s average students. Consequently, their academic integration and success depended on these assets (capital). The first significant finding was that the background of these students equipped them with the ability to respond to the many and varied challenges in their educational environment so that they emerged as ‘victors’. Their backgrounds had moulded them. They had to cope with the academic rigours of a higher education institution: they were resilient, self-determined and intrinsically motivated. Their life experiences gave them ‘compensatory skills’ (coping mechanisms) which they used when confronted with educational difficulties. The second finding revealed that an understanding of their backgrounds more than adequately explained their success. These students had to negotiate their way through academia very differently. They had to make different choices when faced with the problems of who could help them or where they should go for assistance with their academic work (whether peers, lecturers, tutors or other people).

Thesis (M.A.)--University of the Witwatersrand, Faculty of Humanities, 2012 / The primary aim of this study was to investigate the relationship between binge eating disorder and personality traits. Studying personality characteristics may eventually enable us to identify individuals at heightened risk for developing binge eating, and to use this information to design more effective prevention and early intervention strategies. 138 females and 42 males participated in this study. Questionnaires using the EDI, EAT-26 and 16PF as well as an interview schedule were adopted for the study. Results revealed that there appeared to be a significant positive relationship between the EAT-26 and factor O (apprehension-self assured) and factor Q 4(tension-relaxed). There appears to be a significant positive relationship between the EDI and factor I (sensitive versus tough minded), factor L (suspicious versus accepting), factor O (insecure versus complacent) and factor Q4 (tense versus relaxed and easy going). Factor O (apprehension-self assured) appears to predict the scores obtained on the EAT-26 and the propensity to develop binge eating disorder. Factor O (insecure versus complacent) and Q4 (tense versus relaxed) were able to predict the scores on the EDI and the propensity to develop binge eating disorder. Secondary aims of the study revealed that there appears to be a relationship between body image disturbance and the total EAT-26 and EDI scores respectively. This means that participants scoring high on the body dissatisfaction subscale of the EDI will also score higher on the EAT-26 total. There appeared to be a positive relationship between gender of the participants and the total scores of the EAT-26 and EDI respectively. There were 2 interviews carried and the results of the interviews reinforced the quantitative data and previous research on binge eating disorder (Belangee et al, 2003) that personality traits are link to the development of binge eating disorder.

This study explores the ways in which masculinity and sexuality is constructed among 18–24 year old young male university students and how these constructions intersect with their sexual practices. A plethora of literature about masculinity and sexuality reveals a normative masculinity where being a man is associated with risky practices. Through literature review it is also emphasised that although masculinity is rather stable, it is contested and subject to struggle and change. Hence there is a call for flexible descriptions of what it means to be a man. The study is situated in a social constructionist framework. Semi-structured interviews were audio-taped and transcribed. Themes are determined and analysed using discourse analysis. Participants’ reflections bring to the fore how idealised construction of masculinity is valued and the extent to which men conform in order to earn the status of manhood. Some discourses that emerged from participants contribute to the idealised construction of masculinity. The university context seems to provide a better space for the attainment of this idealised masculinity as opposed to the home (with parents/members of the family), which is perceived to be placing a strain or restriction on masculinity. The study further found that men are reluctant to use condoms, and label women who initiate condom use. This reluctance and labelling reinforce their urge to present themselves as invulnerable, virile, brave, initiators and thrill seeking. The study concludes that it is impossible to tackle the scourge of HIV/AIDS without looking into the construction of masculinity and sexuality among males. / Thesis (M.A.)-University of KwaZulu-Natal, Pietermaritzburg, 2012.

South Africa has the highest burden of HIV and AIDS in the world, yet most of these infected people are unaware of their HIV status. HIV voluntary counselling and testing is shown to have manifold benefits in improving the quality and duration of life of those infected with HIV as well as preventing the spread of infection to HIV negative people. There is a clear need for research into this area. This study therefore investigates the relationship between the social network correlates of HIV testing behaviour amongst a sample of the student population of the University of Kwa-Zulu Natal, Pietermaritzburg campus, using social network analysis and the theories of social learning and social influence as the lens through which to interpret the results. This was an empirical study using data that was collected using an anonymous, self-complete, all-of-campus student survey. Five hundred and sixty-six participants completed the survey. This study employed a cross sectional design and is based on a secondary data analysis of a larger project. The data were analysed using a stepwise multiple regression. The findings show that social network size and residential diversity of participants‟ social networks were significantly associated with VCT uptake. Participants with the smallest network size were more likely to have tested for HIV than those with the largest network size, while those with the most residentially diverse networks were more likely to have tested than those with the least diverse networks. The findings suggest that some aspects of students‟ social networks influenced the likelihood of having tested for HIV, but social learning and social influence are not bound exclusively to an enabling or constraining role on VCT uptake. In order to better understand their influence, the prevailing social norms and information within a social network need to be established. / Thesis (M.Soc.Sc.)-University of KwaZulu-Natal, Pietermaritzburg, 2010.

This research project aimed at exploring how masculinity is constructed and performed amongst young men who are students at University of KwaZulu Natal. This study was part of a larger SANPAD funded research project on South African masculinities. Seven participants between the ages of 18 and 25 were recruited from this institution; four Black, two White and one Coloured. Participants were given a disposable camera and were instructed to take photographs under the caption: “What is it like to be a young man in South Africa today”. A focus group discussion was conducted with the participants to explore constructions of masculinities based on the photographs they had taken. Photographs were analysed using content analysis and the focus group interview was analysed using thematic analysis. For the purpose of analysis, the 36 photographs were placed into 5 categories which were people, manmade objects, natural objects, animals and people and manmade objects. Content analysis revealed that the most common themes for the photographs were of cars, smoking, sports, drinking and women. Analysis of the themes from the focus group discussion revealed that the participants in the study had a clear understanding of how young men need to perform masculinity. In this regard they gave the following examples; young men play sport, young men drink, young men smoke, young men need to seek and attain success and respect, young men engage in heterosexual relationships, young men take responsibility, young men fight when the need arises and young men take initiative. The young men in this study drew on many strategies in constructing their masculinity, but mostly the strategies of hegemonic masculinity including compulsory heterosexuality, physical strength, violence and being a breadwinner. Race was an important factor in the construction of masculinity, particularly in sexuality and sport. Masculinity, it seems, is complex and is affirmed by other men. Young men who appear to have achieved a successful masculine identity amongst their peers are those who are successful financially and within the arena of sports, those men who are independent, reliable, strong and successful in their sexual prowess. These examples of the performance of masculinity echo the concepts of various masculinities, especially hegemonic masculinity. The findings of this study were examined from the perspective of various theories of masculinity, particularly the work of Connell. / Thesis (M.A.)-University of KwaZulu-Natal, Pietermaritzburg, 2013.

Text in Afrikaans, abstract in Afrikaans and English / Die bestuur van en deur studente aan universiteite word verkennend nagevors teen die agtergrond van die demokratisering van tersiere onderwysinrigtings, veral universiteite, wat in die lig van die wereldwye studente-onluste in die sestiger- en sewentigerjare al hoe meer op die voorgrond getree het. Die doel met die studie is om aan te dui dat studentedeelname aan die bestuur van 'n universiteit nie net 'n bestuursbeginsel is wat reeds tydens die ontstaan van universiteite as sodanig gegeld het nie, maar ook tans 'n werklikheid blyk te wees - ook wat die Suid-Afrikaanse situasie betref. Aan die hand van sekere fundamentele vrae rakende die student as mens in die konteks van die kontemporere wetenskaplike en universiteitsbeskouing word daar na die antropologiese gekyk, met besondere verwysing na die student as mens in bepaalde verhoudinge en relevante insigte wat daarmee gepaardgaan. 'n Fundamentele standpuntinname word geneem met 'n beklemtoning van die Christelike perspektief op demokrasie (demokratisering). Vervolgens word universiteitsbestuur teen die agtergrond van demokratisering onder oe geneem - daar word gefokus op die rol en taak van die universiteit aan die hand van 'n post-moderne paradigma op die universiteit. Daar word spesifiek besin oor demokrasie en demokratisering, sowel as deelnemende besluitneming as 'n inherente deel van universiteitsbestuur. Hierdie beredenering word na die praktyk deurgetrek as studenteverteenwoordiging vanuit vier verskillende perspektiewe beskou word: eerstens, 'n perspektief uit Europa met spesifieke verwysing na die Deense model van medeseggenskap, daarna Asie, asook die Verenigde State van Amerika en laastens 'n Suid-Afrikaanse perspektief. Ten slotte word daar op die implikasies van die bestuur van en deur studente gewys wat uiteindelik in 'n aantal aanbevelings en gevolgtrekkings saamgevat word. / Management of student participation at universities is studied in an exploratory way against the background of the democratisation of tertiary educational institutions, especially universities, which became more prominent during the students' unrest in the sixties and the seventies. The purpose of this study is to show that student participation in the management process not only existed during the beginning of universities as such, but is nowadays an apparent reality, regarding the situation in South Africa as well. With the aid of certain fundamental questions regarding the student as a person within the context of a contemporary view of science and the university, the antropological is looked at with special reference to the student as a person within certain relationships - relevant insights regarding this are also discussed. Thereafter, a fundamental point of view, emphasising also the Christian perspective on democracy and democratisation, is given. management of a university and democratisation is looked at by explaining the role and the task of the university against the background of a postmodern paradigm on the university. The whole concept of democracy and democratisation is considered, as well as participatory decision-making as an inherent part of the management of a university. This discussion becomes practical when student representation is looked at from four different perspectives: firstly, an European perspective with specific reference to the Danish model of co-determination, then Asia and the United States of America respectively, and fourthly a South African perspective. Finally the implications regarding the management of student participation at a university is discussed. This leads to a number of recommendations and conclusions. / Educational Leadership and Management / D. Ed. (Onderwysbestuur)

M.Ed. (Education and Curriculum Studies) / Please refer to full text to view abstract