Thesis (M.A.)--University of Missouri-Columbia, 2003. / Typescript. Includes bibliographical references (leaves 84-91). Also available on the Internet.

Thesis (Ph.D.)--Brown University, 2001. / Available in film copy from University Microfilms International. Vita. Thesis advisor: Thomas E. Skidmore. Includes bibliographical references (leaves 279-290). Also available online.

Thesis (Ph. D.)--University of Chicago, Department of Anthropology, December 2003. / CD-ROM contains PDF files of entire dissertation. Includes bibliographical references. Also available on the Internet.

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Through the lenses of critical pedagogy, cognitive psychology, marketing, curriculum development, traditional and informal education, and Black education, how one centre constructed and implemented critical edutainment is reviewed and scrutinized. The ethnographic study took place in a hyperreal (Baudrillard) setting using a bricolage of research methods: Seidman's 3-part interview protocol with workers and administrators; McMillan's focus group interview process with 9-12 year olds; participant-observation; field and reflective notes; and artefacts from external sources such as television broadcasts, newspapers, and official documents to gather and analyse data. In spite of its noble intentions, Gramsci's hegemony was witnessed and maintained through the centre's structure and organisation hence causing stress on the workers. Although the children and adults approved of the teaching and disciplinary acts, close regulation of their actions was done. Critical edutainment employs Vygotsky's zone of proximal development as it acknowledges the indigenous knowledges of adults and children and asks them to co-construct a curriculum that is cognitively, affectively, and socially relevant. It shows how curriculum construction, teamwork, accountability, and lessons learned from Black educators can be used to make a viable critical edutainment site that incites learning and fun.

The purpose of this research is to document the experiences of black South African scientists en-route to gaining a doctorate and provide an explanation of how and why they achieved academic success in the unequal South African society. The South African apartheid society was designed to promote black intellectual underdevelopment. Some managed to proceed to university and a few gained a doctorate. Little is known about these experiences beyond the anecdotal accounts. This study attempts a more systematic study about academic success in an unequal society. The study used a life history approach to understand and explain academic success. The study is not located in any particular discipline or apriori theoretical constructs. The approach involved individuals relating their experience and their subjective interpretation of their experiences. I have written individual stories and by grounded theorising in a cross-case analysis I have suggested constructs to provide an explanation of why they achieved academic success. This study gives us the social history of the education for blacks in South Africa for the period 1948 to 1994. The life stories are contextualised within that social historical period. In this study the analytical, research stories of individuals are presented. These stories illuminate the unfolding of the academic lives and the dynamics that shaped the unfolding of those lives. Using the ten stories a composite thick description of how the variables (social, institutional and individual) shaped the academic pathways for the group is presented. From this data explanatory constructs are suggested to provide an explanation of their academic success. In order to pursue and achieve academic success it was necessary that participants demonstrate academic capability and have access to resources (material and information). In this research I propose three new explanatory constructs plus a fourth one which is not unanticipated but expresses itself in unusual ways in the South African context. The three constructs I am proposing and which are not found in the life history literature about academic success are: academic role replication and expectation; strategic compliance and deferred gratification. The explanatory construct, coherence of roles and support mechanisms, had a particular characteristic in South Africa during this period. / Thesis (Ph.D.)-University of Durban-Westville, 2000.

A study of the causes of liver enlargement amongst black patients at King Edward VIII Hospital, Durban, South Africa has revealed that congestive cardiac failure (36.7%), amoebic liver abscess (7.1%), hepatocellular carcinoma (5.8%) and cirrhosis (5.4%) are the most common causes in this population. Liver biopsy was needed to determine the cause in 28.7% of patients studied. The diagnostic yield of percutaneous liver biopsy was increased by obtaining 2 or 3 consecutive specimens for histological examination by redirecting the biopsy needle through a single entry site. This benefit was achieved without an increase in morbidity or mortality. Fatalities and complications associated with liver biopsy were more frequent at this hospital than in hospitals in Europe, The United Kingdom and North America. The complication rates after percutaneous or peritoneoscopic biopsy were 2.0% and 2.3% respectively. A total of 6 deaths was recorded. The morbidity and mortality rates were not increased when more than one specimen was taken during percutaneous biopsy. In the majority of patients in whom biopsy was carried out, after-care was either non-existent or inadequate. The "Tru-Cut" needle was used for all percutaneous liver biopsies at King Edward VIII Hospital. Two techniques, including the method recommended by the manufacturer, have been found to be incorrect; the needle must be used correctly if an adequate biopsy specimen is to be obtained for histological examination and if serious complications are to be avoided. Hepatic tuberculosis was diagnosed in 9% of patients with unexplained hepatomegaly who were subjected to liver biopsy. This disease did not yield any consistent clinical findings. In addition, liver function tests were of little diagnostic value and results of hepatic imaging techniques were often normal. Accordingly, a high index of suspicion is needed and liver biopsy is essential in patients with unexplained hepatomegaly or hepatospienomegaly, or pyrexia of unknown origin since biopsy provides the only means of diagnosing hepatic tuberculosis. The accuracy of both ultrasonography and scintigraphy in distinguishing between normal and diseased livers was low (68% and 74% respectively). These techniques performed better at detecting focal than diffuse liver disease; the sensitivity of ultrasonography and scintigraphy in focal and diffuse disease were 88% and 92%, and 27% and 54% respectively. The specificity of both procedures was high for both types of liver disease (range 91-96%). Overlap between the ultrasonographic features of amoebic liver abscess, hepatocellular carcinoma and metastatic carcinoma resulted in a correct final diagnosis being made in only 81% of patients with amoebic liver abscess, 29% with hepatocellular carcinoma and 43% of patients with metastatic carcinoma who had an ultrasound scan. Neither technique was capable of determining the cause of diffuse liver disease. Therefore, when diffuse parenchymal liver disease is suspected, liver biopsy is needed to determine the presence and nature of the disease. In addition, liver biopsy or aspiration is usually required to determine the cause of focal disease in selected patients in whom space-occupying lesions are detected on hepatic imaging studies. / Thesis (M.D.)-University of Natal, Durban, 1990.

This thesis is a study of free people of colour during the era of emancipation in Barbados, with a particular focus on their relationships with and attitudes towards slaves. It examines the period between the 1816 slave rebellion and the 1854 cholera epidemic, encompassing the apprenticeship period of 1834-1838. The thesis argues that differences of class, political ideology, gender and the specific nature of their relationships with slaves determined emancipation's impact on free people of colour. At the same time, the thesis illustrates that pre-emancipation free people of colour as a group remained economically and politically marginal after emancipation, much as they had been during slavery. Reforms to the island's slave laws during the 1820s and early 1830s undermined the legal distinction between free people of colour and slaves. The abolitionism debate and increasing racial tension in the island led free non-whites to challenge openly the principle of racial subordination for the first time. After 1834, elite free people of colour forged a sense of "race consciousness", and adopted emancipation as the key to their battle against racial inequality, asserting themselves as the legitimate protectors of ex-slaves' interests. However class differences and disagreements over emancipation policy led to political factionalism among people of colour. The absence of fundamental change in the distribution of land and wealth after emancipation left most pre-1834 free people of colour and ex-slaves with little hope of political enfranchisement or socio-economic betterment. By the early 1850s, many came to see emigration as the solution to their difficulties. This thesis is the first study of pre-1834 free people of colour in post-emancipation Barbados, and one of few to examine both the periods of slavery and postemancipation. By focussing on the intricate relations between free people of colour and slaves/ex-slaves, this thesis shows how emancipation transformed many aspects of social relations in Barbados ― particularly with regard to race, class, labour and gender.

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