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The sex-role identity, attributional style and self-esteem of a group of female studentsSmit, Anel Leonie 03 1900 (has links)
In this study the sex-role identities of 280 female students at Stellenbosch University were compared with regards to attributional style and self-esteem. Three self report questionnaires were used to measure the variables: The Bem Sex-Role Inventory, the Attributional Style Questionnaire and the Rosenberg Self-Esteem Scale. The results showed that the androgynous sex-role identity group had a significantly more optimistic attributional style and a higher degree of self-esteem than the feminine and undifferentiated groups. The results also showed a significant positive correlation between general attributional style and self-esteem. A pessimistic attributional style and a lower degree of self-esteem have been associated with a wide variety of psychological problems in research literature. The results of this study provide support for the theory that an androgynous sex-role identity might be significantly better than a feminine sex-role identity for the psychological health of women. The researcher suggests that the effects of traditional sex-role socialization on the psychological well-being of women should be considered in the planning of prevention and empowerment programs.
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Cultural and sex differences in aggression : a comparison between Spanish, Japanese and South African studentsGraetz, Lynda Janette 03 1900 (has links)
Thesis (MA)- University of Stellenbosch, 2001. / ENGLISH ABSTRACT: The primary aim of the study was to investigate cultural and sex differences on different
dimensions of aggression as measured by the Expagg Questionnaire (Expagg) and the
Aggression Questionnaire (AQ). Both inventories were administered to a sample (N=910)
of students from Spain, Japan and South Africa. The results indicated that culture is indeed
more predictive of aggression than sex. As expected, the study also revealed that it's
influence is not uniform on all the dimensions of aggression investigated. The South
African sample revealed the only significant sex difference on the Expagg. The males
showed more distinct instrumental representations of aggression than the females, where
aggression is seen as a means to reach a desired goal and thus as an effort to gain
control. Inter-culturally the main finding was that the South African males and females held
predominantly more expressive representations of aggression compared with the other
cultures. This indicates that aggression is viewed as an expression of negative feelings
and thus as a loss of control. On the Aggression Questionnaire only the South African and
Spanish males reported more physical aggression than the females. Cross-culturally the
most distinct finding was the overall lower levels of self-reported aggression of the South
African females. A discussion of these significant results addressed social, cultural and
political factors which may account for the differences. The study provided the prospect of
an enhanced cross-cultural understanding of aggression. / AFRIKAANSE OPSOMMING: Die primêre doel van die studie was om kulturele en geslagsverskille te bepaal ten opsigte
van verskillende dimensies van aggressie soos gemeet deur die Expagg Questionnaire
(Expagg) en die Aggression Questionnaire (AQ). Die vraelyste is op 'n groep (N=910)
studente van Spanje, Japan en Suid Afrika toegepas. Die resultate het getoon dat kultuur
inderdaad 'n beter voorspeller van aggressie is as geslag. Die resultate het, soos verwag,
aangedui dat die invloed van kultuur nie eenvormig inwerk op alle dimensies van aggressie
nie. Die Suid-Afrikaanse groep het die enigste beduidende geslagsverskille getoon op die
Expagg. Die mans se laer Espagg-tellings dui op instrumentele oortuigings ten opsigte van
aggressie~ Aggressie word dus beskou as 'n poging om 'n verlangde doelwit te bereik en
word ervaar as 'n poging om kontrole te verkry. Die vernaamste kruis-kulturele bevinding
was dat die Suid-Afrikaanse groep beduidend hoër tellings as die ander kulture op die
Expagg behaal het. Dit dui op ekspressiewe oortuigings ten opsigte van aggressie waar
aggressie beskou word as die uitdrukking van negatiewe gevoelens en as 'n verlies van
kontrole. Die Suid-Afrikaanse en Spaanse mans het hoër vlakke van fisiese aggressie as
die vrouens op die Aggression Questionnaire behaal. Die mees uitstaande bevinding by
die kruis-kulturele vergelyking was die algehele laer vlakke van selfgerapporteerde
aggressie by die Suid-Afrikaanse vrouens. Die beduidende resultate is aan hand van
sosiale, kulturele en politieke faktore bespreek. Die studie het In bydrae gelewer tot In beter
kruis-kulturele begrip van aggressie.
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Racial discourse among white Afrikaans-speaking youth : a Stellenbosch case studyBarnard, Jana 03 1900 (has links)
Thesis (MA (Sociology and Social Anthropology))--University of Stellenbosch, 2010. / ENGLISH ABSTRACT: This study seeks to present a picture of the racial discourses circulating among white
Afrikaans-speaking youth in South Africa, with closer focus to students at the Stellenbosch
University (SU). Fifteen years into democracy, Afrikaans-speaking whites find themselves in
a position where their ‘Afrikaner’ identity does not enjoy the same government-supported
security as under apartheid. The responsibility is thus shifted onto white Afrikaans-speakers
themselves to negotiate and secure this identity in the light of new challenges brought on
by the post-apartheid context. In this regard, the white Afrikaans-speaking youth, in
particular, are faced with the ambivalence of being both exposed to a habitual scheme of
normalised racial divisions, as well as to a context where ‘old’ frameworks need to be
transcended in the name of survival in multi-racial South Africa.
SU, a historically white, predominantly Afrikaans-medium university, is currently faced with
the challenges of government-induced transformation and the attended ‘language debate’,
the aims of which are to make the university more accessible to non-white sectors of society
who, under apartheid, was excluded from this institution. Making use of interviews and
participant observation among students on the SU campus, an attempt was made to shed
light onto the types of discourses employed by white Afrikaans-speaking Stellenbosch
students to negotiate their position in this setting, as well as to determine to what extent
such discourses are racially based. With the help of a social anthropological approach to
discourse analysis, the discourses encountered during fieldwork were considered within the
context of macro-historical processes, and were conceptualised as complex sets of
meanings produced within the context of interaction, appropriated and employed by
individuals, strategically and artistically, in response to moment to moment situations.
It is argued that these discursive processes are immensely complex, as it is influenced and
shaped by a plethora of factors. These youth are, firstly, faced with a received framework in
which dualistic and racial distinctions are subconsciously reproduced. Secondly, they take
part in a rhetoric in which group boundaries manage to reproduce itself and, lastly, they are
exposed to a popular discourse, reinforced by the media, that strongly relies on race-based
sense-making. However, politically induced transformation ideals do call for a readjustment
of priorities within white ‘Afrikaner’ discourse and students have been observed to respond
to this in creative ways. Finally, it is argued that the heavy emotional baggage accompanying
the race topic, exacerbated by media emphasis and the ‘racist taboo’, can lead to denial and
indifference among white Afrikaans-speakers so that no space is created for constructive
engagement with the topic. / AFRIKAANSE OPSOMMING: Die doel van hierdie studie is om ‘n voorstelling van ‘ras-diskoers’ daar te stel soos wat dit
onder die wit Afrikaanssprekende jeug in Suid-Afrika voorkom, met spesifieke verwysing na
studente van die Universiteit van Stellenbosch (US). Tydens die skryf van hierdie tesis is dit
reeds vyftien jaar in die ‘nuwe Suid-Afrika’. Waar Afrikaanssprekende blankes se ‘Afrikaner’
identiteit destyds deur die apartheidsregering beskerm en bevorder is, berus die
verantwoordelikheid tans op hierdie groep self om hul identieitsbelange te beskerm en te
onderhandel in die lig van nuwe uitdagings. In hierdie opsig is die fokus veral op die jeug
aangesien die raamwerke wat dikwels tuis aan hul oorgedra is, nou moet plek maak vir ‘n
nuwe manier van dink wat aanpas by blootstelling aan veelrassigheid op alle gebiede in
Suid-Afrika, in hierdie geval op die universiteitskampus.
Die US, ‘n histories wit, hoofsaaklik Afrikaans-medium universiteit, word tans in die gesig
gestaar deur kwessies rondom ‘transformasie’ en die ‘taaldebat’, deurdat aan die regering
se vereistes voldoen moet word om die instelling meer toeganklik te maak vir ‘n sektor van
die samelewing wat onder apartheid toegang tot sulke universiteite geweier is. Met behulp
van onderhoude en deelnemende waarneming by die US is gepoog om vas te stel hoe wit
Afrikaanssprekende studente in hierdie konteks hul eie posisie verstaan en onderhandel, en
tot watter mate die diskoers waarmee hul sin maak van hul omgewing, ras-gebaseerd is. Die
studie maak gebruik van ‘n sosiaal-antropologiese benadering tot diskoers analise. In hierdie
opsig word diskoers beskou binne die konteks van makro-historiese prosesse, en word dit
verstaan as betekenis wat op komplekse wyse gegenereer word tydens interaksie,
betekenisse wat op hul beurt strategies en op kreatiewe wyses toegeëien en aangewend
word in reaksie op situasies.
Daar word aangedui hoedat die diskursiewe praktyke wat hierdie diskoers ondelê, uiters
kompleks is deurdat dit beïnvloed en gevorm word deur ‘n verkeidenheid van faktore.
Eerstens is daar ‘n oorgeërfde raamwerk waarin dualistiese raamwerke wat ras-onderskeid
reproduseer, onbewustelik seëvier. Tweedens is daar ‘n landwye kulturele retoriek wat die
idee van grense tusen groepe as onoorbrugbaar voorstel, en laastens word ‘n populêre
diskoers, wat sterk staatmaak op ‘n ras-gebaseerde verstaan van die Suid-Afrikaanse samelewing, dikwels deur die media versterk. Ten spyte van bogenoemde, is daar egter ook
waargeneem hoedat studente grootliks bewus is van die polities-gemotiveerde
transformasiedoelwitte wat vereis dat die prioriteite vervat in wit Afrikaanssprekende
diskoers, daarby aanpas. Laastens word egter ook geredeneer dat die swaar emosionele
bagasie wat met die ras-onderwerp gepaard gaan, onder andere die groot taboe rondom
‘rassisme’, op die ou end onder wit Afrikaasnsprekende student lei tot apatie en ignorering
van die onderwerp, wat konstruktiewe bespreking daaroor kan belemmer.
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Aligning the clinical assessment practices with the assessment practicesMaart, Ronel 12 1900 (has links)
Thesis (MPhil)--Stellenbosch University, 2011. / ENGLISH ABSTRACT: Removable Prosthetic Dentistry (PRO400) is a fourth year module of the undergraduate dentistry programme which consists of a large clinical component. After reviewing relevant literature and conducting module evaluations, clinical tests were introduced and implemented in 2008 as an additional clinical assessment method. The intention of introducing the clinical tests was an attempt to ensure that students were assessed fairly, that their theoretical knowledge and the ability to apply it clinically were properly assessed, and to provide feedback on their clinical performance.
The purpose of this concurrent mixed methods study was to compare the relationship between the students‟ performance in the clinical tests and daily clinical grades with their theoretical performance in the PRO400 module. The second part of the study explored the academic staff s‟ perceptions of the clinical test as clinical assessment tool in the PRO400 module.
The case study design enabled the researcher to explore the question at hand in considerable depth. The mixed methods approach was useful to capture the best of both the qualitative and quantitative approaches. For the quantitative data-collection, record reviews of the results of fourth-year dental students‟ who completed the PRO400 module at the end of 2007 were used, and included 110 students. For the qualitative component three full-time lecturers within the Prosthetic department were interviewed.
The clinical test marks and clinical session marks of all the students (n=109) in PRO400 were compared to their theory mark of that year. The tests marks were entered into a spreadsheet in Microsoft Excel and the data analysis was done with the assistance of a statistician.
The analytical abstraction method was used to assist with the qualitative data analysis; first the basic level of analysis was done in the narrative form, followed by second higher level of data analysis. The basic and higher levels of analysis were discussed under the following themes: clinical tests, student performances, alignment of theory and clinical assessment and personal influence on supervisors‟ assessment practices and attitude. Role-taking and the supervisors‟ perceptions and concerns regarding the students were explored as emergent themes. The quantitative findings were displayed using tables and graphs. Forty five students. clinical marks were 10% higher than their theory mark, while only 8 students. theory marks were 10% higher than their clinical test mark. There appeared to be hardly any relationship between the students. clinical daily grade assessment marks and their theory marks. The average theory mark was 47%, the average clinical test marks were 55% and the average daily clinical grade was 63%. Integration of the data obtained from the different data collection methods was done at the level of data interpretation.
The clinical test as an assessment tool is well accepted by the supervisors and they agreed that it is more reliable and accurate than the clinical daily grade assessment method. The quantitative findings relate well to other reported studies that concluded that the daily grade was poorly correlated with the competency exams (a similar phenomenon in the clinical test of the PRO400 module). From the findings of this study it appeared that there is a better correlation of the clinical test mark and the theory mark, than clinical daily mark and the theory mark. This finding related well with the lecturers. views that the clinical tests were more reliable as a clinical assessment tool than the daily clinical mark. / AFRIKAANSE OPSOMMING: "Removable Prosthetic Dentistry (PRO400)" is 'n vierdejaar-module in die voorgraadse tandheelkundeprogram wat 'n groot kliniese komponent bevat. Na 'n oorsig gedoen is van die relevante literatuur, en nadat die module-evaluering afgehandel is, is kliniese toetse in 2008 ingevoer en geimplementeer as 'n bykomende metode van kliniese assessering. Die kliniese toetse is ingestel in 'n poging om te verseker dat studente se teoretiese kennis en hul vermoe om dit klinies toe te pas op . regverdige wyse geassesseer word en om terugvoer te kan gee oor die studente se kliniese prestasie.
Die doel van hierdie studie, waarin gelyktydige gemengde metodes gebruik is, was om die verband tussen die studente se prestasie in die kliniese toetse, asook hul daaglikse kliniese punte en hul teoretiese prestasie in die PRO400-module vas te stel. Die tweede deel van die studie het ondersoek ingestel na die akademiese personeel se persepsies van die kliniese toets as 'n instrument vir kliniese assessering in die PRO400-module.
'n Dwarssnit-gevallestudie-ontwerp is gebruik en 'n gemengdemetode-benadering was nuttig om sowel kwalitatiewe as kwantitatiewe data in te samel. Vir die kwantitatiewe data-insamelingverslae is die uitslae van 109 vierdejaar-tandeheelkundestudente in die PRO400-module aan die einde van 2007 gebruik. Vir die kwalitatiewe data-insameling is onderhoude gevoer met drie voltydse dosente in die Prostetiese Tandheelkunde-departement.
Die kliniese toetspunte en die kliniese sessiepunte van al die studente (n=109) in die PRO400-module is met hul teoriepunte van daardie jaar vergelyk. Die toetspunte is op 'n sigblad in Microsoft Excel ingevoer en die data-analise is met die hulp van 'n statistikus gedoen.
Die analitiese abstraksiemetode is vir die analise van die kwalitatiewe data gebruik. Die basiese vlak van data-analise in die narratiewe vorm is eerste gedoen. Dit is gevolg deur 'n tweede, hoervlak-data-analise. Die basiese en hoer vlakke van analise is onder die volgende temas bespreek: kliniese toetse, studenteprestasie, ooreenstemming van teorie en kliniese assessering, en persoonlike invloed op studieleiers se assesseringspraktyke en houding. Rol-aanneming en die studieleiers se persepsies, asook kwessies rakende die studente is as ontluikende temas ondersoek. Die resultate van hierdie studie het aangetoon dat die kliniese punte van 45 studente 10% hoër was as hul teoriepunte, en dat slegs agt studente se teoriepunte 10% hoër as hul kliniese toetspunte was. Dit het geblyk dat daar feitlik geen verband was tussen die studente se kliniese daaglikse assesseringspunte en hul teoriepunte nie. Die gemiddelde teoriepunt was 47%, die gemiddelde kliniese toetspunt was 55% en die gemiddelde daaglikse kliniese punt was 63%. Al die studieleiers het die kliniese toets as assesseringsinstrument goed aanvaar en hulle het saamgestem dat dit meer betroubaar en akkuraat is as die daaglikse kliniese assesseringsmetode.
Die kwantitatiewe bevindings hou goed verband met dié van soortgelyke studies waarin daar bevind is dat die daaglikse prestasie swak gekorreleer het met die bevoegdheidseksamen (ʼn soortgelyke beginsel as die kliniese toets van die Pro400). Dit het ook uit die bevindings van hierdie navorsing geblyk dat daar ʼn beter korrelasie is tussen die kliniese toetspunt en die teoriepunt as tussen die daaglikse kliniese punt en die teoriepunt. Hierdie bevinding het ʼn duidelike verband getoon met die dosente se siening dat die kliniese toetse as ʼn kliniese assesseringsinstrument meer betroubaar is as die daaglikse kliniese punt in die PRO400-module in die Tandheelkunde-program.
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“Real men”, “Proper ladies” and mixing in-between : a qualitative study of social cohesion and discrimination in terms of race and gender within residences at Stellenbosch UniversityRobertson, Megan Aimee 04 1900 (has links)
Thesis (MA)--Stellenbosch University, 2015. / ENGLISH ABSTRACT: My research is motivated by concerns with promoting „transformation‟ in Stellenbosch
University, a formerly white Afrikaans University which is still predominantly white in terms
of numbers and proportions of students attending the institution. While I argue about the
importance of taking measures to promote more „diverse‟ student populations, I am critical of
discourses which equate transformation with „improving‟ demographic profiles defined in
terms of numbers of black, white, coloured and Indian students. I argue that understandings
of transformation and diversity need to engage with the students‟ views and experiences of
the university in order to make meaningful change with regard to social cohesion and
integration, which goes beyond statistical change. My research does this by exploring how
students from particular residences, in Stellenbosch University, construct and experience
university and residence life and their own identifications. The students were interviewed in
friendship groups, selected by the students themselves, and a key concern of mine was to
facilitate conversations with them on broad themes relating to their reasons for coming to
Stellenbosch and their interests, aspirations, motivations, identifications and disidentifications
as particular students in particular residences in Stellenbosch. I was
particularly concerned to pick up on issues which the students raised in these „focus group
discussions‟ so that the students, themselves, played a key role in setting the agenda in the
discussion and they and their reflections on their experiences and constructions of themselves
and others became the topic of discussion. Rather than taking the group interview as an
„instrument‟ (as interviews, like questionnaires, are often described in methods texts in the
social sciences), I write about it as ethnographic encounter involving them and myself as
participants, and I explore insights about the nature of their friendships and relationships
derived from first-hand experience, of how they engage with their selected friends and with
me in the research group. Furthermore, by engaging with them as authorities about their lives
and identifications as particular kinds of students at Stellenbosch, and posing questions which
encouraged them to reflect on these. I argue that this kind of research can itself become a
model of good pedagogic and „transformative‟ practice. / AFRIKAANSE OPSOMMING: Nie beskikbaar
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HIV/AIDS knowledge, awareness and perception of undergraduate students at the University of StellenboschCornelissen, Gareth Mark 12 1900 (has links)
Thesis (MPhil (Industrial Psychology))--University of Stellenbosch, 2005. / The number of people living with HIV/AIDS worldwide is estimated at 42 million. HIV/AIDS is one of the leading causes of death in Sub-Saharan Africa. HIV/AIDS has reached epidemic proportions in South Africa and has serious consequences for individuals as well as for South Africa’s health resources and economy. In the light of the pandemic the understanding and planning for HIV/AIDS is of increasing importance, particular with reference to a subgroup of the South African population, its youth.
The aim of this study is to analyse the knowledge, awareness and perception levels of undergraduate students at the University of Stellenbosch regarding HIV/AIDS. Close-ended questions on a 4-point Lickert scale was electronically submitted through the e-learning system, WebCT to 800 randomly selected students of whom 206 completed it.
Results indicated that students had a high awareness and perception level about HIV/AIDS. However students obtained a low percentage on questions relating to their factual knowledge about HIV/AIDS.
Recommendations for future research in the area of HIV/AIDS within the context of tertiary education are proposed.
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Impact of a multidimensional weight-management programme on the weight status and associated factors of first-year female studentsCilliers, Janetta 03 1900 (has links)
Thesis (MSc Nutrition Science)--Stellenbosch University, 2004. / ENGLISH ABSTRACT: First-year female students (FYFS), studying at the University of Stellenbosch were previously identified
as a high-risk group for gaining weight. A four-year follow-up of these female students indicated that a
large percentage experience weight fluctuations throughout their university careers. The unique weight
management needs of the FYFS were also identified in the longitudinal study. The integration of these
results with an extensive search and assessment of the weight management literature led to the
development of a multidimensional weight-management paradigm for application in the development of
weight-management interventions for female students. Subsequently, a self-help weight-management
manual, which follows the multidimensional approach proposed in the mentioned paradigm, was
developed to address the unique weight-management needs of female students.
The aim of the current study was to evaluate the impact of the multidimensional self-help weightmanagement
manual (the Manual) on the weight status and associated factors of FYFS at the University
of Stellenbosch over an eight-month period. For this purpose a non-randomized quasi-experimental
design was used, including purposively selected experimental and control groups. Data were obtained
during February (Baseline), May (three months after baseline = Follow-up I) and October 2002 (eight
months after baseline = Follow-up 2). All students in the experimental group received the Manual at
Baseline for use during the eight-month study period. Because this was a low-intensity intervention
programme, no further contact was made with either group during the study period, except when Followup
I data were obtained. Measures that were taken and instruments that were completed include the
following: weight, height, triceps skinfoid, mid-upper ann circumference, hip circumference, waist
circumference, Adolescent Self-Concept Scale (self-concept), Body Shape Questionnaire (body shape
concerns), Eating Attitudes Test (eating attitudes and behaviours), General Health Questionnaire (general
psychological well-being), 90-item Semi-quantified Food Frequency Questionnaire (dietary intake from
nine food groups), and the Baecke Questionnaire of Habitual Physical Activity (physical activity).
Additional questions on weight related perceptions and practices, dissatisfaction with body parts, reasons
for eating and socio-demographic factors were also included.
The Baseline characteristics of the FYFS involved in this study, which did not differ between the
experimental and control groups for all key variables, identified them as a typical group of young female
adults who are healthy but are not realistic about their weight status and who experience numerous
problems related to their weight status.
The implementation of the Manual was found to be significantly effective in limiting weight gain among
the FYFS in the experimental group. The control group experienced almost a full unit increase in BMI
(0.93 kg/m²), while the increase found for experimental group was 0.53 kg/m² (p=0.004). Although the
weight of both groups increased initially the experimental group went on to lose weight, while the control
group continued to gain weight during the last five months of the intervention. The impact of the Manual is further illustrated by the fact that the FYFS in the experimental group who indicated that they did Lise
the Manual extensively experienced a significantly lower rise in their weight (change in BMI over study
period = 0.37 kg/m²) than those in the experimental group who indicated that they did not use the Manual
(change in BMI over study period = 0.89 kg/m²). Factors that are possibly linked to the success attained
with the Manual were identified and include more reasonable weight goals; the use of sound weightreduction
methods such as a balanced diet and physical activity; improvements in self-concept;
maintenance of physical activity levels, especially during the first three months at university;
improvement in general psychological well-being; decreased intake of foods from the "other" (includes
mainly high fat, sugar based foods such as doughnuts, cookies, cake, tart), beverage and grains food
groups; and possibly less concerns with body shape from the start. Factors for which no link with weight
management success could be established include changes in body composition; perceptions of own
weight; weight loss attempts; foods from the vegetables, fruit, milk and cheese, meat, fish and chicken,
fats and fast foods food groups; physical activity over the total eight-month period; reasons for eating;
eating attitudes and behaviour; dissatisfaction with body parts; and body shape concerns. It is
recommended that the implementation of the Manual on the campus of the University of Stellenbosch to
prevent weight gain of FYFS should be considered, bearing in mind some of the recommendations
formulated by the FYFS in the experimental group. / AFRIKAANSE OPSOMMING: Eerstejaar damestudente wat aan die Universiteit van Stellenbosch studeer is voorheen geïdentifiseer as 'n
hoë risiko groep vir gewigstoename. 'n Vier-jaar opvolg van hierdie damestudente het aangedui dat 'n
groot persentasie vir die duur van hul universiteitsloopbane gewigsfluktuasies ondervind. Die unieke
gewigshanteringsbehoeftes van die eerstejaar damestudente is ook tydens die longitudinale studie
geïdentifiseer. Die integrasie van hierdie resultate met 'n uitgebreide soektog en ontleding van die
literatuur wat betrekking het op gewigshantering het aanleiding gegee tot die ontwikkeling van 'n
multidimensionele gewigshanteringsparadigma wat gebruik kan word tydens die ontwikkeling van
gewigshanteringsintervensies vir damestudente. As 'n volgende stap is 'n self-help gewigshanterings
handleiding, wat die multidimensionele benadering voorgestel in die genoemde paradigma volg,
ontwikkelom die unieke gewigshanteringsbehoeftes van damestudente aan te spreek.
Die doel van die huidige studie was om die impak van die multidimensionele self-help
gewigshanteringshandleiding (die Handleiding) op die gewigstatus en geassosieerde faktore van
eerstejaar damestudente aan die Universiteit van Stellenbosch oor 'n tydperk van agt maande, te evalueer.
Vir hierdie doeleinde is 'n nie-gerandomiseerde kwasi-eksperimentele ontwerp gebruik, wat doelbewus
geselekteerde eksperimentele en kontrole groepe ingesluit het. Data is gedurende Februarie (Basislyn),
Mei (drie maande na basislyn = Opvolg-I) en Oktober (agt maande na basislyn = Opvolg-2) 2002
versamel. Alle studente in die eksperimentele group het die Handleiding tydens Basislyn ontvang vir
gebruik tydens die agt maande studieperiode. Omdat dit 'n lae-intensiteit intervensie program was, is
geen verdere kontak gedurende die studieperiode met beide die groepe gemaak nie, behalwe tydens die
versameling van Opvolg-I data. Metings wat geneem is en instrumente wat voltooi is, sluit die volgende
in: gewig, lengte, triseps velvou, mid-bo-armomtrek, heupomtrek, middelomtrek, "Adolescent Self-
Concept Scale" (self-konsep), "Body Shape Questionnaire" (besorgdheid oor liggaamsvorm), "Eating
Attitudes Test" (eetgedrag en -houding), "General Health Questionnaire" (algemene sielkundige
welstand), 90-item semi-gekwantifiseerde voedselfrekwensievraelys (dieetinname van nege
voedselgroepe), en die "Baecke Questionnaire of Habitual Physical Activity" (fisieke aktiwiteit).
Addisionele vrae aangaande gewigsverwante persepsies en praktyke, ontevredenheid met liggaamsdele,
redes vir eet en sosio-demografiese faktore is ook ingesluit.
Die Basislyn eienskappe van die eerstejaar damesstudente wat aan hierdie studie deelgeneem het, het nie
tussen die eksperimentele en kontrole groepe vir alle sleutelveranderlikes verskil nie. Hierdie inligting
het ook daarop gedui dat die studente 'n tipiese groep jong vroulike volwassenes is wat gesond is maar,
onrealisties is oor hul gewigstatus en baie gewigstatusverwante probleme ondervind.
Die resultate toon dat die implementering van die Handleiding beduidend effektief was om die
gewigstoename by eerstejaar damestudente in die eksperimentele groep te beperk. Die gewig van die
kontrole groep het byna 'n volle LMI eenheid (0.93 kg/m²) toegeneem terwyl die toename vir die eksperimentele groep 0.53 kg/m² was. Alhoewel die gewig van beide groepe aanvanklik toegeneem het,
het die eksperimentele groep daarna gewig verloor terwyl die kontrole groep se gewig gedurende die
laaste vyf maande van die intervensie verder toegeneem het. Die impak van die Handleiding word verder
geïllustreer deur die feit dat die eerstejaar damesstudente in die eksperimentele groep wat aangedui het
dat hul wel die Handleiding ekstensief gebruik het, 'n beduidend laer toename in gewig (LMI verandering
gedurende studieperiode = 0.37 kg/m²) ondervind het as die studente in die eksperimentele groep wat
aangedui het dat hul nie die Handleiding gebruik het nie (LMI verandering gedurende studieperiode =
0.89 kg/m²). Faktore wat moontlik gekoppel kan word aan die sukses verkry met die Handleiding is
geïdentifiseer en sluit die volgende in: meer redelike gewigsdoelwitte; die gebruik van veilige
gewigsverlies metodes soos 'n gebalanseerde dieet and fisieke aktiwiteit; verbetering van self-konsep;
handhawing van fisieke aktiwiteitsvlakke, veral gedurende die eerste drie maande op universiteit;
verbetering van algemene sielkundige welstand; verlaagde inname van voedsel van die "ander-" (sluit
hoofsaaklik hoë vet, suiker gebasseerde voedsels soos oliebolle, koekies en tert in), drankies- en graanvoedselgroepe;
en moontlik minder besorgdheid oor liggaamsvorm van die begin af. Faktore waarvoor
geen verband met sukses met gewigshantering gevind is nie sluit die volgende in: liggaamsamestelling;
persepsies van gewig; gewigsverliespogings; voedselinname uit die groente-, vrugte-, melk en kaas-,
vleis, vis en hoender-, vette- en kitskosse-voedselgroepe; fisieke aktiwiteit gedurende die totale agtmaande
periode; redes vir eet; eetgedrag en -houding; ontevredenheid met liggaamsdele; en besorgdheid
oor liggaamsvorm. Dit word aanbeveel dat die implementasie van die Handleiding op die kampus van die
Univérsiteit van Stellenbosch oorweeg word om gewigstoename van eerstejaar damesstudente te
voorkom. Dit word ook aanbeveel dat die aanbevelings van die studente in die eksperimentele groep in
hierdie verband, in ag geneem moet word.
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Studentifikasie in StellenboschBenn, Julius Daniel 12 1900 (has links)
Thesis (MPA (Geography and Environmental Studies)--University of Stellenbosch, 2010. / ENGLSI ABSTRACT: Students are very diverse and mobile population group who are present across the globe. Higher
education institutions do not provide sufficient accommodation for students and therefore they
need to depend on the private sector for alternative accommodation. The influx of students into
neighbourhoods has been coined as studentification and this has various positive and negative
impacts on neighbourhood structure. Stellenbosch is classified as a university town with a student
population of 15 000 and the University of Stellenbosch only provides accommodation for half of
its students. The students that can not be accommodated by the university have to turn to the
private sector for accommodation. Die Weides and Simonswyk are neighbourhoods adjacent to
campus and have fallen pray to studentification because of a high influx of students which led to
an increase in population and physical density. The studentification in Die Weides and
Simonswyk has various social, cultural, economical and physical consequences which creates
challenges for the spatial planning of these neighbourhoods.
A qualitative and quantitative approach has been used for this study. The literature study focusses
on the following aspects: studentification and its dimensions; neighbourhood quality; two types
of student housing; and the role that public policy has to fulfill in student housing regulation.
Furthermore, the student accommodation policy of Stellenbosch Municipality and the
densification policy is discussed to get an understanding of the current situation in Die Weides
and Simonswyk and what future developments may occur. Property sales in Die Weides and
Simonswyk over the past 16 years were analyzed to determine the level of property change that
has occurred. Surveys amongst students and permanent residents within Die Weides and
Simonswyk have been conducted to determine the degree of studentification that has occurred
within the neigbourhoods.
The accommodation policy for students which has been approved by the Stellenbosch Council, is
a commendable initiative to try and regulate studentification. The policy only focusses on future
student accommodation and the regulation thereof, however the policy is unclear on how current
existing student accommodation should be dealt with. The valuation of property transactions in
the two neighbourhoods shows that it is the utility and demand which is the main factors for
property values and changes that occur. It has been found that student housing affects the
neighbourhood in a negative manner and that it also decreases the neighbourhood quality.
Negative social, physical and cultural consequences are experienced within these
neighbourhoods, resulting in issues such as noise, traffic, high density and the loss of
neigbourhood characteristics. Within Die Weides and Simonswyk there is a lack of social
cohesion between the permanent residents and the students and neither of the two parties are
attempting to get to know each other.
Studentification offers several challenges for the development and implementation of public
policy and spatial planning at regional and international level. Urgent attention needs to be given
to more sustainable integration of student accommodation in Stellenbosch. Communication and
willingness to co-operate between all relevant parties, will determine whether studentification can
be regulated in a successful manner in Stellenbosch. The growth of the student population is
inevitable and the presence of student accommodation in the town's neighborhoods will continue
to increase. Public policy and the role that it should play in regulating studentification should be
reviewed in Stellenbosch. / AFRIKAANSE OPSOMMING: Studente is ‘n diverse en mobiele bevolkingsgroep wat regoor die wêreld voorkom. Hoër
onderwys instansies voorsien selde voldoende akkommodasie aan studentebevolkings en dit
forseer studente om alternatiewe akkommodasie te bekom in die privaat sektor. Die invloei van
studente in buurte en binnestedelike woongebiede word gekenmerk met die term studentifikasie
wat verskeie positiewe en negatiewe gevolge in hou vir die struktuur van woonbuurte.
Stellenbosch word beskou as ‘n universiteitsdorp met ‘n studentebevolking van ongeveer 15 000
en die Universiteit van Stellenbosch bied akkommodasie aan die helfte van sy studente.
Oorblywende studente moet dus die privaatsektor betree vir alternatiewe akkommodasie om ook
in Stellenbosch te kan resideer. Die Weides en Simonswyk is woonbuurte neweliggend aan die
kampus en is ’n teiken vir studentifikasie deur ‘n toevloei van studente en die gevolglike
bevolkingsdruk wat na verdigting (mense en geboue) lei. Die studentifikasie van Die Weides en
Simonswyk het verskeie sosiale, kulturele, fisiese en ekonomiese impakte en dit skep uitdagings
vir die ruimtelike beplanning van die woonbuurte.
Die studie volg beide kwalitatiewe en kwantitatiewe navorsingsbenaderings. Die literatuuroorsig
fokus op studentifikasie en die dimensies daarvan, woonbuurtkwaliteit, twee tipes
studentebehusing en die rol wat openbare beleid kan speel in studentebehuising regulasie.
Stellenbosch munisipaliteit se studente akkommodasiebeleid en verdigtingsraamwerk word
bespreek om agtergrond te kry oor die huidige situasie in Die Weides en Simonswyk en watter
toekomstige ontwikkelings mag voorkom. Eiendomsverkope in Die Weides en Simonswyk oor
die afgelope 16 jaar is ontleed om die vlak van eiendomsverandering te bepaal en
meningsopnames onder studente en permanente inwoners in Die Weides en Simonswyk is
gedoen om te bepaal wat die werklike omvang van studentifikasie is in die buurt.
Die akkommodasiebeleid vir studente wat deur die Stellenbosch Stadsraad goed gekeur is, is ‘n
prysenswaardige inisiatief om studentifikasie te probeer reguleer. Die beleid fokus egter net op
toekomstige studentebehuising, die regulasie daarvan en die beleid is nie duidelik oor hoe reeds
gevestigde studentebehuising aangespreek gaan word nie. Die waardebepaling van
eiendomstransaksies in die twee buurte toon dat die nut en vraag die hoof rolle speel in die
eiendomswaardes en verandering wat voorkom. Daar is bevind dat die teenwoordigheid van
studentebehuising in woonbuurte grootliks negatiewe impakte het en dat dit woonbuurtkwaliteit
verlaag. Negatiewe sosiale, fisiese en kulturele gevolge word in buurte ondervind, met kwessies
soos geraas, verkeersdruk, oorskryde drakapasiteit en verlore woonbuurtkarakter is die
manifestasies daarvan. Daar is nie ‘n sterk sosiale band tussen studente en permanente inwoners
in Die Weides en Simonswyk nie en beide partye wend nie veel pogings aan om mekaar beter te
leer ken nie.
Studentifikasie bied verskeie uitdagings vir die ontwikkeling en toepassing van openbare beleid
en ruimtelike beplanning op internasionaal en plaaslike vlak. Aandag moet dringend aan die meer
volhoubare integrasie van studentebehuising in Stellenbosch gegee word. Kommunikasie en
bereidwilligheid vir samewerking tussen alle rolspelers sal bepaal of studentifikasie in
Stellenbosch op ‘n suksesvolle manier gereguleer kan word. Die groei van die studentebevolking
is onvermydelik en die voorkoms van studentebehuising in die dorp se leefruimtes en
woonbuurte sal in Stellenbosch toeneem. Openbare beleid en die rol wat dit moet speel in die
regulering van studentifikasie sal onverwyld hersien moet word in Stellenbosch.
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