Thesis (MPA)--Stellenbosch University, 2011. / ENGLISH ABSTRACT: A public meeting is one of the strategies for public participation outlined by the International Association for Public Participation (IAP2). It is a strategy that is commonly used, but tends to yield poor outcomes. Its purpose is often misunderstood and it is therefore used as a “soft” public participation option that hastens the project at hand. However, it can be a most effective strategy if it is used correctly. Its intended outcome should be to create an interest in public participation within the community, especially when it comes to community-based development. The public should be left empowered and be given scope to influence, direct and own each and every development within its community. In this study the Khayamandi community has been used as a case study. It became apparent that at Khayamandi public meetings are not used correctly as a public participation strategy, and hence the public often felt left out of developments that took place in the community. Even though there are clear constitutional/legislative guidelines on public participation, Khayamandi has not yet achieved the required level of authentic and empowering public participation. In the light of the model developed in this study for public participation that empowers communities, it is evident that public participation at Khayamandi is at a level of tokenism, where information is shared with the public but the public is not expected to participate fully in the developmental agenda. The Khayamandi community, the local municipality and the developers will have to take steps jointly in order to meet the constitutional/legislative requirement on public participation. The ideal level at which the Khayamandi community needs to be is that of citizen power, where the public becomes a change agent and assumes the role of influencing, directing and taking ownership of its own development. This study has adopted a qualitative research paradigm. Interviews and rating-scale questionnaires (on the basis of a probability sampling), focus group and observation are the tools used to collect primary data. This study follows an evaluative research design, which aims at answering the question of whether an intervention, a programme or a strategy has been successful or effective. One of the major recommendations is that the public participation model which has been developed be used by the Khayamandi community in order for the public to be empowered and have the scope to influence, direct and own community-based development and decision-making processes. The public should make use of this model for optimal results. If the public participation strategy is used correctly, Khayamandi can be in a position to achieve the appropriate level of citizen power. Once that happens, the impact on integrated community-based development and decision-making processes will be positive, with improved service delivery as a consequence. / AFRIKAANSE OPSOMMING: ’n Publieke vergadering is een van die strategieë vir publieke deelname soos omlyn deur die Internasionale Assosiasie vir Publieke Deelname (IAP2). Dit is ’n strategie wat algemeen gebruik word, maar dit neig om ‘n swak uitkoms te lewer. Die doel daarvan word dikwels verkeerd verstaan, en gevolglik word dit gebruik as ’n niksseggende openbare deelname-opsie wat die gang van die voorgenome projek versnel. Dit kan egter een van die mees doeltreffende strategieë wees as dit korrek toegepas word. Die beoogde uitkoms behoort te wees om belangstelling in publieke deelname binne die gemeenskap aan te wakker, veral waar dit gemeenskapsgebaseerde ontwikkeling betref. Die publiek behoort daardeur bemagtig gelaat en geleentheid gegee te word om ieder en elke ontwikkeling binne die gemeenskap te beïnvloed, te bestuur en te eien. In hierdie studie is die gemeenskap van Khayamandi as studie-onderwerp gebruik. Dit het geblyk dat publieke vergaderings in Khayamandi nie korrek as ’n openbare deelnamestrategie gebruik word nie, daarom voel die publiek dikwels uitgesluit uit ontwikkelings wat in die gemeenskap plaasgevind het. Alhoewel daar duidelike grondwetlike/wetgewende riglyne oor publieke deelname is, het Khayamandi nog nie die gewensde vlak van egte en bemagtigende openbare deelname bereik nie. Beoordeel volgens die model wat in hierdie studie ontwikkel is vir openbare deelname wat gemeenskappe bemagtig, is dit duidelik dat openbare deelname in Khayamandi op ‘n simboliese vlak is waar inligting aan die gemeenskap gegee word, maar die publiek word nie verwag om ten volle aan die ontwikkelingsagenda deel te neem nie. Die gemeenskap van Khayamandi, die plaaslike munisipaliteit en die ontwikkelaars sal gesamentlik stappe moet neem om die grondwetlike/wetgewende voorskrifte omtrent publieke deelname na te kom. Die ideale vlak waarop die gemeenskap van Khayamandi behoort te wees, is dié van burgerlike mag, waar die publiek die agent van verandering word en die rol aanvaar om sy eie ontwikkeling te beïnvloed, te bestuur en te eien. Hierdie studie het ’n kwalitatiewe navorsingsparadigma nagevolg. Onderhoude en vraelyste met ‘n assesseringskaal (volgens ‘n waarkynlikheidsteekproef), ’n fokusgroep en waarneming is metodes wat gevolg is om primêre data in te samel. Hierdie studie volg ’n evalueringsnavorsingsplan, wat ten doel het om die vraag te beantwoord of ’n ingryping, ’n program of ’n strategie suksesvol of effektief was. Een van die hoofaanbevelings is dat die publiekedeelnamemodel wat ontwikkel is, deur die gemeenskap van Khayamandi gebruik word, sodat die publiek bemagtig word en geleentheid het om gemeenskapsgebaseerde ontwikkelings- en besluitnemingsprosesse te bestuur, te eien en te beïnvoeld. Die publiek behoort hierdie model vir optimale resultate te gebruik. As die publiekedeelnamestrategie korrek gebruik word, kan Khayamandi in staat wees om die gepaste vlak van burgerlike mag te bereik. Sodra dit gebeur, sal die impak op geïntegreerde gemeenskapsgebaseerde ontwikkeling en besluitnemings-prosesse positief wees, met verbeterde dienslewering as gevolg.

Thesis (MPhil)--Stellenbosch University, 2003. / ENGLISH ABSTRACT: South Africa has made a remarkable transformation from an openly racist to a tolerant and democratic nation. The transformation process removed the legal barriers between subgroups that formerly postulated separate development for the various racial groups and restricted the contact between individuals to a major extent. In present day society, one can observe the transformation process in that South African citizens from different backgrounds have to develop new patterns of communication and interaction. This process was mirrored in the student culture of Stellenbosch. The first objective of this study was to research how individual students experienced their social and academic environment. Since student relations do not always conform to the University norm of mutual respect for human diversity, the University felt the need to facilitate an intervention for valuing human diversity. The second objective of this study was to evaluate the process of the intervention, focusing on the programme context, the programme activities and the program theory. In addition, the impressions of workshop participants were studied. In order to conceptualise the research objectives, the theoretical principles of valuing diversity were discussed in the form of a purposive literature review on the social psychology and sociology of stereotyping and related processes, which were examined as barriers to valuing diversity. The Value Diversity Intervention was implemented in August 2001. The intervention aimed to heighten students' awareness of the diversity of the student body and to improve the interaction among the various student subgroups. The intervention was designed as a workshop and included 50 students from various backgrounds who were living in the University residences. Two evaluation types were utilised in this study, i.e. the evaluation of perceived needs and the evaluation of the intervention process. The research questions were clarified and the specific methods for gathering and analysing the data were specified. In addition, the aspect of validity and the quality of the obtained data were reviewed. The evaluation of perceived needs showed that individual students perceived the student population to be divided into minority ('coloured', 'black') and majority ('white') groups. Even though group membership did not affect specific instances of intergroup relations (e.g. individual friendships), it had implications for the social atmosphere on campus, which was characterised by a lack of intergroup contact and a domination by the majority group. Accordingly, minority group members interpreted the social atmosphere more negatively than majority group members. Hence, minority group members perceived a need to improve intergroup interaction. This analysis indicates that a value diversity intervention may be beneficial. This corresponded to the view of the Department of Student Affairs, which arranged the Value Diversity Intervention. The evaluation of the intervention highlighted both negative and positive aspects. Firstly, the intervention design did not include the promotion of the intervention itself, which might have been essential making students interested in the diversity topic and in motivating students to participate. Secondly, the intervention did not address the specific diversity challenges as experienced by students of the University of Stellenbosch. Students expressed concerns regarding the applicability of the provided information in their daily life. Thirdly, the workshop focused mainly on stereotypes. Yet, the possible effects of stereotypes were not sufficiently discussed. In addition, a large number of stereotypes were listed, but these were often biased due to the lack of participants from diverse groups. Further, no workshop technique which questioned the presented lists of biased stereotypes was applied or generated. Besides these technical considerations, it should be noted that stereotypes in general perpetuate the division between subgroups. Thus, the workshop focused to a large extent on past and present aspects, which divide the student population, instead of focusing on uniting issues. The described negative aspects might have been balanced by one of the four observed workshops. This specific workshop was characterised by a small amount of participants and a positive presentation of one of the main facilitators. This resulted in a productive discussion, where the participants used the possibility to reflect on the current situation out of their perspective and reflected upon the contributions of the facilitator. Students might have been motivated to take positive impulses of this workshop in their daily life. Based upon this research, recommendations can be determined. Firstly, the promotion of the intervention should emphasize the desirability of diversity values and highlight the personal potential benefits to participants. Secondly, it might be useful to acknowledge differences between students, but to place a greater emphasis on similarities, i.e. on aspects that connect students. Thirdly, the curriculum of the intervention should be modified to cater especially for student needs. Fourthly, the selected workshop components should achieve an equal balance between lecture parts and interactive elements. Participants should have the possibility to take an active part in the intervention if they are interested in doing so. The final recommendation entails that future interventions should be based on a comprehensive, sustained strategy with long-term goals. These strategies should be integrated in the already existing infrastructure of an institution. This intervention has to be understood as a contribution to the transformation process that South Africa is currently undergoing. Based on the recent discussion at the University of Stellenbosch about the adoption of a comprehensive diversity strategy, it is hoped that this singular intervention will be linked to further contributions in this transformation process. / AFRIKAANSE OPSOMMING: Suid Afrika het 'n merkwaardige transformasie vanaf 'n openlik rassistiese tot 'n tolerante en demokratiese nasie ondergaan. Voorheen het die wetlike skeiding tussen subgroepe aparte ontwikkeling en, vir verskeie rassegroepe, minimale kontak met individue in verskillende rassegroepe beteken. Die transformasieproses in Suid-Afrika het hierdie omstandighede verander en in die huidige Suid-Afrikaanse samelewing is die proses waardeur mense van verskillende agtergronde nuwe patrone van kommunikasie en interaksie moet ontwikkel, merkbaar. Die transformasieproses kan ook in die studentekultuur van Stellenbosch gesien word. Die eerste doel van die tesis was om ondersoek in te stel na hoe individuele studente hulle sosiale en akademiese omgewing ervaar. Aangesien studenteverhoudinge nie altyd tot die Universiteit se norm van wedersydse respek vir menslike diversiteit konformeer nie, het die Universiteit gevoel dat daar 'n behoefte is om 'n intervensie te fasiliteer om waardering vir menslike diversiteit skep. Die tweede doel van die tesis was om die proses van die intervensie te evalueer deur te fokus op die konteks van die program, die programaktiwiteite en die programteorie. Verder is die indrukke van die deelnemers aan die werkswinkelook bestudeer. Die teoretiese beginsels onderliggend aan die waardering van diversiteit is bespreek ten einde die navorsingsdoelwitte te konseptualiseer. Dit is verwesenlik deur 'n "doelgerigte" literatuurstudie oor die sosiale sielkunde en sosiologie van stereotipering en verwante prosesse wat gesien word as struikelblokke in die evaluering van diversiteit. Die intervensie vir die waardering van diversiteit is in Augustus 2001 deur die Universiteit van Stellenbosch geimplimenteer. Die intervensie het as doel gehad om studente 'n verhoogde gewaarwording van die diversiteit van die studenteliggaam te bied en ook om interaksie tussen die verskeie studente-subgroepe te bevorder. Die intervensie is ontwerp as 'n werkswinkel vir 50 studente van verskillende agtergronde wat van Universiteitsbehuising gebruik maak. Die tesis verduidelik hoe die navorsingsdoelwitte korrespondeer met die evalueringstipes wat gebruik is, nl. die evaluasie van waargenome behoeftes en die evaluasie van die proses. Die navorsingsvrae is duidelik gestel en die wetenskaplike metodes vir dataversameling en dataanalise word gespesifiseer. Verder word die aspek van die geldigheid en kwaliteit van die data ook bespreek. Die evaluering van waargenome behoeftes het gewys dat individuele studente die studentepopulasie sien as verdeel In 'n minderheidsgroep ('bruin' en 'swart') en 'n meerderheidsgroep ('wit'). Alhoewel lidmaatskap tot n betrokke groep rue intergroepverhoudings affekteer nie (bv. individuele vriendskappe), het dit tog implikasies vir die sosiale atmosfeer op kampus wat deur 'n tekort aan intergroepkontak en dominasie deur die meerderheidsgroep gekarakteriseer kan word. Vervolgens interpreteer minderheidsgroepe die sosiale atmosfeer meer negatief as lede van die meerderheidsgroep. Dit kan dan ook as die rede aangevoer word waarom lede van minderheidsgroepe 'n waargenome behoefte het om intergroepinteraksie te bevorder. Die persepsies van die respondente wat 'n onderhoud toegestaan het, het aangedui dat 'n intervensie vir die waardering van diversiteit voordelig sal wees en dit het ooreengestem met die siening van die Departement van Studentesake, wat die intervensie gereël het. Die evalusie van die intervensie beklemtoon albei die negatiewe en positiewe aspekte. Eerstens, het die intervensie intervensie-ontwerp, nie die promosie van die intervensie self behels nie, wat noodsaaklik sou gewees het om student geinteresseerd te maak in die diversiteit van die onderwerp en om die studente te motiveer om mee te doen. Tweedens, het die intervensie nie die spesifieke uitdagings soos deur die studente van die Universiteit van Stellnbosch ondervind is, aangespreek nie. Studente het hulle bekommernis uitgespreek oor die toepassing van die informasie in hulle daaglikse lewe. Derdens het die werkswinkel hoofsaaklik gefokus op stereotipes. Nogtans was die effekte van die stereotipes nie deeglik bespreek nie. Boonop was daar te groot aantal stereotipes gelys, maar dit was bevooroordeeld as gevolg van die gebrek van deelnemer van diverse groepe. Daar was ook geen werkswinkel tegnieke van toepassing wat die aangebode lyste van die bevooroordeelde stereotipes bevraagteken het nie. Naas die tegniese oorwegings, moet daar gelet word dat stereotipes in die algemeen die verdeling tussen subgroepe in stand hou van stereotipes in die algemeen. Dus het die werkswinkel tot 'n groot mate gefokus op huidige en vorige aspekte wat die studente verdeel het in plaas daarvan om te fokus op sake van ooreenstemming. Gegrond op hierdie navorsing, kan aanbevelings gemaak word. Eerstens moet daar klem gelê word op die bevordering van die verskeie behoeftes en waardes van die intervensie en die potensiaal waarby deelnemers kan baat. Tweedens, kan dit waardevol wees om verskille tussen studente te erken maar groter klem te lê op eendersheid, d.i. aspekte wat die studente tot mekaar verbind. Derdens moet die leerplan van die intervensie gewysig word om in die behoeftes van die student te voorsien. Vierdens, moet daar 'n balans gehandhaaf word tussen die lesings en interaktiewe elemente. Daar moet 'n moontlikheid bestaan vir deelnemers om 'n aktiewe rol in die intervensie te speel indien hulle dit verlang. Ten slotte word aanbeveel dat toekomstige intervensie gebaseer word op begrypende en volgehoue strategie met lang termyn doelwitte. Die bogenoemde strategie moet in die alreeds bestaande infrastruktuur verweef word. Hierdie intervensie kan beskou word as 'n bydrae tot die transformasie proses wat Suid-Afrika huidiglik ondergaan. Gebaseer op die onlangse gesprek by die Universiteit van Stellenbosch oor die aanneming van'n omvattende diversiteitstrategie, word daar gehoop dat die enkelvoudige intervensie kan inskakel by verdere bydraes in die transformasie proses.

Thesis (MScAgric (Viticulture and Oenology))--Stellenbosch University, 2008. / Soil is a component of the environment and sustains growth of several plants and animals. It forms part of the biosphere and can be described as the interface between the atmosphere and the lithosphere. The interaction between soil, climate and topography and the resulting agricultural aptitude forms the concept of terroir. This relationship is complex and it is difficult to quantify the contribution of each. Grapevines are exposed to an array of soil types. Soils have varying colours, which can be ascribed to their origin from different parent materials and pedogenetic factors. Historical and experimental evidence points to the key role that soil physical conditions play in determining grape berry composition, but other soil related factors may also play a role. This study was conducted to investigate the effect of soil surface colour on the vegetative and reproductive growth characteristics of Cabernet Sauvignon. The aim was to determine whether a relationship exists between soil colour, reflective light quality below and inside the grapevine canopy, vegetative growth of the grapevine and the berry and wine composition. The reflected light from soils was measured in three positions of the canopy and across the light spectrum (300–2500 nm) for three different soil surface treatments (black, red and grey). The effect of soil colour on vegetative parameters, yield and berry composition and wine quality was investigated. Soil surface colour resulted in differences in the reflected light quality below and in the canopy. The differences in the light quality were associated with differences in vegetative parameters such as mean main leaf, with grey soils inducing higher values. Potassium levels of the grapes and berry number per bunch appeared to be influenced by soil surface colour throughout berry development with red and black soils having higher levels of potassium and berry number per bunch than grey soils. Grape ripening parameters were not influenced by soil surface colour, but the grey treatment had a significantly more intense grape colour measured at 520 nm (red pigments). It is assumed that the importance of soil colour is its association with the physical and the pedogenetic properties that contribute to the grapevine water balance. From these results it can be concluded that soil surface colour appeared to have a direct effect on some aspects of vegetative and reproductive growth, and berry composition, but the contribution of different wavebands and mechanism of their effect deserves further study.

Thesis (PhD (Curriculum Studies))--Stellenbosch University, 2008. / In this study the experiences of a group of first-year Extended Degree Programme (EDP) students were explored in order to obtain insight into their acquisition of academic literacy. The study was undertaken against the backdrop of a higher education sector that is facing an increasing influx of first-year students on the one hand, and poor retention rates on the other. In South Africa, where the opening up of access to higher education for all citizens has become a political imperative, the need to address the undesirable dropout rate is self-evident. Students’ poor performance at university is often linked to their under-preparedness for higher education studies, and an important aspect of such under-preparedness is their academic literacy. In this context academic literacy is seen as knowing how to speak and act within a particular discourse, and the reading and writing that occur within the discipline as tools through which to facilitate learning. While some students acquire academic literacy by virtue of their participation in the discourse community of the relevant discipline, this is not always so for students who are less prepared for higher education studies. In response to the disconcerting retention rates, higher education institutions have implemented academic support programmes to address the needs of students who enter university with poor school results. One such intervention at Stellenbosch University is the Extended Degree Programme in the Faculty of Arts and Social Sciences, which makes provision for students to extend their first academic year over two years. Since 2006 EDP students have also been required to register for an academic literacy module and it is this group that comprises the focus of this study. Using a case study design, this qualitative, interpretive inquiry was characterized by multiple data collection methods. In this way qualitative data that pointed to the perceptions of the students and some of the lecturers who taught the EDP classes were generated via semi-structured interviews, focus group interviews, observation and content analysis. In addition, descriptive quantitative data was collected and this further contributed to generating the rich, in-depth data that characterize case study research. The analysis of the data was undertaken according to a three-tiered approach, in which the results of the empirical inquiry were first analysed per data source and then themes and trends across all the data sources were identified. Ultimately, these findings were interpreted according to an explanatory framework. The study highlights a number of important issues, key of which is that providing an academic literacy module for under-prepared students can facilitate the acquisition of academic literacy, particularly when such provision seeks to support the different discipline-based mainstream modules. Another important finding of the study emphasizes the extent to which institutional factors, such as increased student numbers, have placed pressure on university infrastructure and human resources. The impact of this situation filters down to the first-year classroom and negatively influences student learning. Finally, the results of the study question prevailing notions about under-prepared students as all of the students in the study, irrespective of their backgrounds and levels of sophistication, attested to the significant challenges that entry into the academic community posed for them. The findings of this study, while specific to the context in which it was undertaken, contribute to the growing body of knowledge in the field of academic development within higher education and the role of academic literacy in student learning.

Research report (MPhil (Curriculum Studies))--University of Stellenbosch, 2010. / Bibliography / ENGLISH ABSTRACT: In this research report I have argued that postgraduate student retention and completion rates in nursing education can be enhanced by attending to the following actions: increased institutional support, initiating students into an ethics of care, and engaging students and lecturers in some form of dialogical communication. In order to ensure that students do not prematurely depart from their programme of study, I have shown that it is not sufficient to offer merely institutional (mostly administrative) support to students, but also cultivating caring and dialogical communication in teaching and learning activities. My argument in defence of caring and dialogical communication is corroborated by an empirical investigation which confirms students’ non-completion and retention in the non-clinical postgraduate nursing education programmes offered by Stellenbosch University’s Nursing Division in 2008. / AFRIKAANSE OPSOMMING: In hierdie navorsingsverslag het ek geargumenteer dat die nagraadse studentebehoud- en voltooiingkoerse in verpleegonderwys versnel kan word deur aandag aan die volgende aksies te skenk: toenemende institusionele ondersteuning, inisi¸ring van ’n etiek van omgee ten opsigte van studente en die betrokkenheid van studente en dosente in ’n vorm van dialogiese kommunikasie. Om te verhoed dat studente nie voortydig die studieprogram verlaat nie, het ek aangedui dat dit nie voldoende is om slegs institusionele (meesal administratiewe) ondersteuning aan studente te verskaf nie, maar ook om ’n kultuur te skep van omgee en dialogiese kommunikasie in onderrig- en leeraktiwiteite. My argument ter stawing van omgee en dialogiese kommunikasie word ondersteun deur ‘n empiriese ondersoek van studente se nie-voltooiings- en retensiekoerse in die nie-kliniese nagraadse onderwysprogramme wat deur Universiteit Stellenbosch se Verpleegkunde-afdeling in 2008 aangebied is.

Thesis (MEd (Education))--University of Stellenbosch, 2010. / AFRIKAANSE OPSOMMING: Hierdie verhandeling het ontstaan uit die behoefte om navorsingsgeleenthede binne die kreatiewe dissipline van skryfkuns te ondersoek. Dit bied aan die hand van outo-etnografiese en narratiewe skrywes die ervaringe en gevolgtrekkinge van twee spesifieke navorsingsgeleenthede. Die geleenthede bied insig in die voorgestelde wyses waarop kreatiewe skryf onderrig kan word, deur die stimulering van verbeelding en die integrasie van ervaringsgerigte aktiwiteite in die pre-skryffase. Die eerste geleentheid doen verslag oor „n skryfwerkswinkel in die Paarl op uitnodiging van die Taalmuseum en -monument, terwyl die tweede geleentheid in samewerking met LAPA Uitgewers „n boekproses vir Graad 7-leerders tot gevolg het. Die verhandeling bestaan uit vier interafhanklike afdelings in stede van hoofstukke. Dit behels „n metodologiese afdeling (A), wat die studie akademies verwoord en daarstel; twee praktiese afdelings (B en C) met „n vervlegde literatuurstudie in afdeling B; en „n samevattende afdeling (D) wat die gevolgtrekkinge en implikasies bespreek. Verder meer bied die studie „n oorsig van vier belangrike fases in die lewe van die navorser met betrekking tot „n persoonlike kreatiewe skryfreis. / ENGLISH ABSTRACT: This study originated out of the need to explore and study research opportunities from within die creative discipline of the writing art. Through autoethnographic and narrative writing, it explores the experience and conclusions of two very specific research opportunities. These opportunities provide insight with regards to the suggested ways in which creative writing can be taught, through the stimulation of imagination and the integration of experience based activities in the pre-writing phase. The first opportunity reports on a creative writing workshop in Paarl on invite of the Taalmuseum and monument, while the second opportunity in cooperation with LAPA Publishers entails a book process for Grade 7 learners. The study consists out of four interdependent divisions rather than chapters. It entails a methodological division (A) that gives academic structure and support to the study, two practice based divisions (B and C) with weaved literature in division B and a summary division (D) with conclusions and implications. Further more, the study integratively provides an oversight of four important phases in the life of the researcher with regards to a personal creative writing journey.

Bibliography / Thesis (MEdPsych (Educational Psychology))--University of Stellenbosch, 2010. / ENGLISH ABSTRACT: The year 1994 is seen as a significant year in South Africa. The new democratic dispensation contributed to the education system, including higher education, by presenting it with new demands and challenges. Higher education institutions have been encouraged to include individuals representing groups that have been excluded on the grounds of age, gender and disabilities. Inclusive education is encouraged with the ultimate goal of attaining inclusion in society as a whole. Inclusion is the overarching concept that addresses the right to acceptance and belonging in society of all learners, adults, children with disabilities and people without disabilities. The primary aim of this study was to obtain an in-depth understanding of how students with disabilities adapt socially at Stellenbosch University. The study was based upon the assumption that it is important to hear the voices of students with disabilities before any recommendations in terms of involving students with disabilities in social opportunities can be made to the role players. The study was conducted by means of qualitative research, and the methods of data collection consisted of individual and focus group interviews as well as document analysis. The research findings can be described as follows: Students with disabilities experience both internal and external support and barrier factors and processes that impact on their social adaptation. Internal support and barrier factors and processes include emotional, behavioural, belief, personality and cognitive aspects. External support and barrier factors and processes include the support network, the faculty and department, the university at large and the social system. Four overarching themes emerged from the data of the participants: communication, attitude and awareness, inclusion and self-advocacy. The findings of the study have important implications for all role players. Recommendations are made with the aim of improving the campus climate so that an inclusive environment can be created together with an environment where all students at Stellenbosch University can adapt socially; enjoy equal opportunities and full participation, and where they experience no discrimination. / AFRIKAANSE OPSOMMING: In Suid-Afrika word 1994 beskou as 'n waterskeidingsjaar. Die nuwe demokratiese bestel het daartoe bygedra dat die onderwyssektor, insluitend hoëronderwys, aan talle nuwe eise en uitdagings blootgestel is. Hoëronderwysinstansies is aangemoedig om groepe wat tradisioneel op grond van ras, ouderdom, geslag en gestremdheid uitgesluit was te ondersteun en te akkommodeer. Inklusiewe onderwys word aangemoedig met die uiteindelike doel dat inklusie in die samelewing bereik word. Inklusie is die oorkoepelende konsep wat alle leerders, volwassenes, kinders, mense met gestremdhede en mense sonder gestremdhede se reg tot aanvaarding en hulle gevoel dat hulle in die samelewing tuishoort ("have a sense of belonging") aanspreek. Die doel van die studie was om diepgaande kennis te verkry van studente met gestremdhede se ervarings van sosiale aanpassing aan die Universiteit Stellenbosch. Die ondersoek is gebaseer op die aanname dat alhoewel daar voorstelle aan rolspelers gemaak kan word ten opsigte van strategieë om studente met gestremdhede meer by sosiale geleenthede op kampus te betrek, dit belangrik is om allereers na die stemme van die studente met gestremdhede self te luister. Die studie is aan die hand van 'n kwalitatiewe metodologie onderneem en data is hoofsaaklik deur middel van individuele en fokusgroeponderhoude asook dokumentanalise, gegenereer. Die navorsingsbevindinge het betekenisvolle insigte oor die ervarings van studente met gestremdhede se sosiale aanpassing opgelewer en kan soos volg opgesom word: Studente met gestremdhede ervaar beide interne en eksterne ondersteunings- en belemmerende faktore en prosesse wat 'n uitwerking het op hul sosiale aanpassing. Interne faktore en prosesse behels emosionele, gedrags-, oortuigings-, persoonlikheids- en kognitiewe aspekte. Eksterne faktore en prosesse sluit onder meer die ondersteuningsnetwerk, die fakulteite en departemente, die universiteit in die geheel, asook die sosiale stelsel in. Die vier oorkoepelende temas sluit kommunikasie, houdings en bewustheid, inklusie en self-voorspraak van die studente met gestremdhede se behoeftes in. Die bevindinge van die studie hou belangrike implikasies in vir alle rolspelers. Aanbevelings word gemaak met die doel om die kampusklimaat te verbeter sodat 'n ware inklusiewe omgewing geskep kan word – 'n omgewing waarin alle studente gelyke geleenthede en volle deelname kan geniet, geen diskriminasie ervaar nie en waar hulle ook as studente aan die Universiteit Stellenbosch sosiaal kan

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.

Thesis (MA (Psychology))--University of Stellenbosch, 2007. / While children are young, they look to their parents for all their needs; they expect them to have the answers to all their questions. When they enter adolescence they go in search of their own answers. If they do not find guidance at home or with other responsible adults within their community, they may start to look to their peers for advice, information, and direction. “Earlier work on gangs in South Africa has suggested that the effects of poverty and Apartheid’s massive social engineering created social stress to which gangs were a teenage response. The result of this uprooting and neglect is that the solid core of contributing adult members crumbles, and the institutions that provide the foundations of community fall apart. The community safety net is left in tatters. Parents, exhausted by long hours required to make ends meet or demoralized by their inability to cope with the hardships of poverty, may turn to drugs and alcohol. Kids are left on their own in …. adultless communities.” (Sarah Van Gelder as cited in Pinnock, 1997, p.5) To counteract these negative social patterns that prevail in disadvantaged communities, a community based intervention was conceptualised to provide youth at risk with a rites of passage diversion programme. In 2001, a programme called the Community Building Leadership Programme was developed and piloted by USIKO in partnership with the University of Stellenbosch and a peri-urban community in Jamestown, near Stellenbosch. Twenty-one boys (mentees) and thirteen men (mentors) from Jamestown and the surrounding areas were selected to be pioneers in this process. This thesis expounds the experiences and recommendations of the thirteen men who were the entrepreneurs of the first Jamestown USIKO Youth Project.

Thesis (MPhil (Afrikaans and Dutch))--University of Stellenbosch, 2010. / ENGLISH ABSTRACT: In this study the balance between relational and expressive messages on the image formation and projection of a document is studied. To study the effect of these messages, a case study was done on one of the donation letters of Stellenbosch University (SU). The purpose of the research was firstly to established what the image formation and projection of the SU was. The quality of the SU’s image and communication had to be determined. Secondly, the degree of attachment between die SU and respondents was measured to see if it had any influence on the way that they perceived the SU. The IFP-model (Image Formation and Projection model) served as a theoretical basis for the study – the model postulates that various document design aspects and concepts such as image, identitity and culture influence each other. The model was then used to a) identify problematic areas in the documentation b) form the basis of the questionnaire and c) explain the connection between the image formation and projection, and the style aspects in die document. The third goal of the research was to operationalize the relational and expressive messages by manipulating specific style aspects. The researcher had determined that the two messages were imbalanced in the original donation letter, to the extent that the reader did not have any real ‘presence’ in the document. The researcher then proceeded to design a second version of the donation letter, but with the relational and expressive messages brought into balance. Alumni of the SU were chosen as respondents for the study. The Stellenbosch Foundation distributed the questionnaires, along with the two versions of the letter. The researcher had decided upon e-mail as a distribution channel to discount any geographical bias. Two variables were used: Race (coloured and white persons) and age. Younger than 35 years of age, and 35 years of age or older than 35 were chosen as arbitrary cutoff points for respondents. The results were processed statistically so that trends and data could be displayed clearly. Results showed that alumni do have a positive image of the SU, as well as its communication. Alumni also feel reasonably connected to the SU. A strong preference was however shown for the redesigned donation letter, wherein the two messages are balanced out. This means that the SU’s image is projected in a more positive way in a document where the reader has a bigger presence. / AFRIKAANSE OPSOMMING: In hierdie studie is daar ondersoek watter invloed ‘n wanbalans tussen die relasionele en ekspressiewe boodskappe in ‘n dokument op die beeldvorming en projeksie van daardie dokument het. Vir hierdie ondersoek is een van die Universiteit Stellenbosch (US) se donasiebriewe as gevallestudie gebruik. Die doel van die navorsing was eerstens om te bepaal hoe die beeldvorming enprojeksie van die US daar uitsien. Daar moes dus vasgestel word hoe gunstig die beeld van die US is en wat die opvatting oor die US se kommunikasie is. Tweedens is gepoog om die graad verbondenheid en verhouding tussen die US en die respondente te meet, om te sien of dit ‘n invloed het op hoe hulle die US sien. Die IFP-model (Image Formation and Projection) dien as ‘n teoretiese basis vir die studie – die model postuleer dat verskeie dokumentontwerp-aspekte en konsepte soos beeld, identiteit en kultuur, ‘n wedersydse invloed op mekaar het. Die model is dus gebruik om a) probleemareas in die dokument te identifiseer, b) die basis van die vraelys te vorm, en c) die verband tussen die beeldvorming en projeksie van die US, en die stilistiese aspekte te verduidelik. Die derde doel van die navorsing was om die relasionele en ekspressiewe boodskappe te operasionaliseer in verskeie stylaspekte, sodat dit gemanipuleer kan word. Die navorser het bepaal dat daar ‘n wanbalans bestaan tussen die twee boodskappe in die oorspronklike donasiebrief, en dat hierdie wanbalans veroorsaak dat die leser nie werklik ‘n ‘teenwoordigheid’ in die dokument het nie. Om die effek van hierdie wanbalans te toets, is ‘n tweede weergawe van die brief ontwerp, waarin die twee boodskappe in balans gebring word. Alumni van die US is as teikengroep gekies vir die studie. Die Stellenbosch Stigting het vraelyste, tesame met die twee weergawes van die donasiebrief aan hulle gestuur. Die navorser het besluit op e-pos as ‘n distribusiemetode om enige geografiese bevooroordeeldheid te voorkom. Die twee veranderlikes was ras (bruin en wit persone) en ouderdom. Jonger as 35, en 35 of ouer as 35 is gekies as arbitrêre afsnypunt vir respondente. Die resultate is statisties verwerk om duidelike tendense en data te bekom. Resultate het getoon dat die alumni wel ‘n positiewe beeld van die US het, asook sy kommunikasie. Alumni voel ook nog redelik verbonde aan die US. ‘n Voorkeur is egter getoon vir die herontwerpte brief, d.w.s. waar die balans tussen die boodskappe eweredig is. Dit dui aan dat die US se beeld beter uitgedra sal word (of op ‘n positiewer wyse) as die leser ingetrek word deur die teks.