Dissertations / Theses on the topic 'South'
To see the other types of publications on this topic, follow the link: South.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'South.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Jones, Jason. "South of the South." FIU Digital Commons, 2013. http://digitalcommons.fiu.edu/etd/890.
Full textAbstract:
The purpose of this creative thesis was to explore, in a cacophony of lyric voices and registers, the constant struggle for personal expression in the face of mortality in its many forms. While many of the poems are written purely in free verse, many others are written using traditional forms, variations on traditional forms, and nonce forms, thus the thesis seeks to contemplate and celebrate its themes of mortality, family, cultural and personal myth, language, and abstraction through the use of its fluid, constantly improvised sonic techniques. The result was that the multifarious approach to lyric poetry is an accurate, memorable, and revelatory mode through which mortality can be confronted and celebrated.
2
Haron, Muhammed. "South Africa and Malaysia: identity and history in South-South relations." Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1002990.
Full textAbstract:
The focus of this thesis is on the bilateral relationship between South Africa and Malaysia. The thesis appropriates ‘critical theory,’ and as a flexible theoretical tool, and, as an open-ended, loose frame in order to give voice to the marginalized and voiceless from the South. The thesis thus looks at the politico-economic ties that have been developed and brings into view the socio-cultural relations that had been established between the peoples of the two sovereign nation-states during the apartheid and post-apartheid eras respectively. The basic purpose of this study was fivefold: (a) to contribute to the extant literature that concentrates on South Africa’s relations with Malaysia, (b) to examine the relationship at political and economic ties in some detail, (c) to demonstrate that apart from the afore-mentioned bonds IR specialists should also take into account the socio-cultural dimensions of international relations, (d) to bring to light the nation-state’s limitations when discussing the role of non-state actors and considering the contributions of other factors such as globalization, and (e) to stimulate further research on bilateral and multilateral relations in the South – particularly between South Africa and other states in Asia and Latin America - that would assist to better understand the past, present and perhaps the future.
3
Bobiash, Donald J. "South-South aid : West African case studies." Thesis, University of Oxford, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.302945.
Full text
4
Pearsall, Sarah E. "South Road." FIU Digital Commons, 2013. http://digitalcommons.fiu.edu/etd/821.
Full textAbstract:
SOUTH ROAD, a novel told in third-person limited, follows Adrienne Harris as she navigates the trials of her coming-of-age summer and then must deal with the aftermath. 1997: seventeen-year-old Adrienne Harris wants nothing more than to flee her eccentric grandmother’s rule and leave Harbor Point and never look back. When she meets her new neighbors, Adrienne knows her life will never be the same. Adrienne quickly falls in love with the charismatic Quinn Merritt. They decide to keep their relationship a secret since both families disapprove. This secret starts a chain reaction that seemingly leads to the suicide of the troubled and poetic Lucas Merritt. The summer culminates with Adrienne running away, pregnant and heartbroken. 2011: thirty-one-year-old Adrienne is an out of work line cook and single mother. The story opens as Adrienne reluctantly returns home to Harbor Point to care for her ailing grandmother. Once home, Adrienne has to confront the things that haunt her—the summer she met and lost both Merritt brothers, and also her dysfunctional relationship with her grandmother—in order to heal and repair her own life and her relationship with her daughter.
In the end, Adrienne discovers many truths that alter her perception of her past in Harbor Point. Adrienne is finally able to move forward and start to build a life for her and her daughter. Harbor Point, the last place in the world Adrienne Harris wanted to be, turns out to be the only place she wants to call home.
5
Fig, David. "The political economy of South-South relations : the case of South Africa and Latin America." Thesis, London School of Economics and Political Science (University of London), 1992. http://etheses.lse.ac.uk/1311/.
Full textAbstract:
Many factors have inhibited the consolidation of relations between countries of the post-colonial world, the "South". This dissertation aims to explore some of these factors through focusing on a case study of the relations between South Africa and its neighbours across the South Atlantic. Despite naval and commercial hegemony of the British Empire in the South Atlantic region during the nineteenth century, trade proved minimal and South Africa played a limited role in assisting the indictment of the transatlantic slave trade. It was only during the Boer War (1899-1902) that South Africa became the destination of Argentine exports in large measure: frozen beef to meet the needs of British troops. With the end of the war, a significant Boer migration to Patagonia was encouraged by the Argentine government. This community served to cement relations with South Africa up to and including the time of its repatriation in the late 1930s. Brazil's participation in World War Two alongside the Allies opened the way further for relations with South Africa and support for its position inside the new postwar United Nations Organisation. Growing links with the Afro-Asian world did not deter Brazil's military rulers - in power from 1964-85 - from encouraging trade and substantial South African investment. As right-wing military rule swept the Latin American region in the 1960s and 70s, South Africa, by now extremely isolated diplomatically, found a number of friends. Moral and military collaboration from the regimes in the Southern Cone - especially Chile - proved very welcome in Pretoria. Its adversarial relationship with Cuba in the context of regional conflict in Southern Africa also proved important. With redemocratisation in both regions the nature of the relationship will require re-examination. However, in the context of largely dormant South-South relationships, it is unlikely to expand massively under current global conditions of debt, trade competition, and commercial and cultural barriers. Utilising methodological analysis drawn from disciplines of economic history, social history, foreign policy analysis and international political economy, this dissertation attempts to throw light on a rather neglected corner of international relations.
6
Gillespie, Sandra. "South-south transfer, a study of Sino-African exchanges." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0018/NQ41158.pdf.
Full text
7
Muller, Kerri. "Methane production at Bool Lagoon, South-East, South Australia /." Title page, abstract and table of contents only, 1993. http://web4.library.adelaide.edu.au/theses/09SB/09sbm958.pdf.
Full text
8
Kim, Yejoo. "Why corporatism failed : comparing South Africa and South Korea." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/95881.
Full textAbstract:
Thesis (PhD)--Stellenbosch University, 2014.ENGLISH ABSTRACT: In this study the aim is to examine what the impact of the imbalance in the power dynamics between the state, business and labour is on corporatist institutions in South Africa and South Korea. In both countries, the corporatist institutions have failed to bring the actors together and to resolve the various issues as these institutions were expected to do. When looking at the establishment of corporatist institutions in the two countries it is clear that the state had to incorporate the interests of labour in their decision-making process due to the increasing power of labour during the democratisation process. However, the current situation proves that the corporatist institutions in South Africa and South Korea have faced various problems. Therefore why the corporatist institutions in the two countries have not functioned properly is explored in this study. It was found that labour has been placed at a disadvantage compared to the state and business. The influence of labour as an agenda setter and a representative of labour has diminished. On the other hand the state and business, which used to form a coalition under the authoritarian governments, have started gaining power along with globalisation. The adoption of neo-liberal economic policies, has resulted in the fragmentation of labour, generating unemployment and irregular jobs. The imbalance of power between the actors has negatively affected the corporatist institutions. Under the circumstances, the corporatist institutions did not ensure that the voice of labour was heard and heeded. Instead of using corporatism, labour in South Africa tends to use the tripartite alliance in order to advance its interests. Labour in South Korea is likely to use mass action, and this tendency prevails in South Africa as well. Also, the corporatist institutions have been criticised due to their lack of accountability and institutional problems; this has negatively affected their credibility. The corporatist institutions have become little more than names. In the cases of South Africa and South Korea, corporatism seems to have been adopted as a mere crisis response when the two countries faced political economic crises and it is seen as another control mechanism created by states experiencing democratisation. Furthermore, the imbalance in the relationship between actors negatively affected the corporatist institutions and in the end they collapsed.
AFRIKAANSE OPSOMMING: In hierdie studie word die impak van die magsbalans tussen die staat, sakesektor en georganiseerde arbeid op korporatisme in Suid-Afrika en Suid-Korea ondersoek. In beide gevalle het die korporatiewe instellings nie daarin geslaag om die nodige konsensus tussen die drie sleutel akteurs te bewerkstellig nie. As gevolg van demokratiseringsprosesse in beide state, en die toenemende invloed van arbeid, was die staat verplig om die belange van arbeid in besluitnemingsprosesse in ag te neem. Die korporatiewe instellings in Suid-Afrika, nl. NEDLAC en die KTC in Suid-Korea staar egter verskeie probleme in die gesig, Waarom die korporatiewe instellings nie behoorlik gefunksioneer het nie, word in die studie onder die loep geneem. Arbeid het in ‘n onderdanige posisie jeens die staat en die sake sektor te staan gekom aangesien die invloed van georganiseerde arbeid as ‘n agenda skepper en verteenwoordiger van arbeid afgeneem het. Aan die ander kant het die aanvanklike koalisie tussen die staat en die sakesektor gedurende die outoritere periodes - voor demokratisering - weer eens verstewig as gevolg van die invloed van globalisering. Namate neo-liberale ekonomiese beleide nagevolg is, het die vakbond beweging al meer gedisintegreer, werkloosheid het toegeneem en gelei tot werksgeleenthede wat al meer tydelik en ongereguleer is. Die ongelyke magsbalans tussen die rolspelers het die korporatistiese instellings negatief beinvloed. Onder die omstandighede, kon die korporatistiese instellings nie daarin slaag om aan die stem van arbeid gehoor te gee soos wat gehoop is nie. In plaas daarvan om dus van die korporatistiese instellings gebruik te maak, het arbeid in Suid-Afrika eerder van die vakbond beweging se rol in die regerende alliansie gebruik gemaak om beleid te probeer beinvloed. Arbeid in Suid-Korea, soos in Suid-Afrika, is ook meer geneig om van massa aksie gebruik te maak. Daarbenewens is die korporatiewe instellings daarvan beskuldig dat hulle nie deursigtig is nie en gebuk gaan onder institutionele gebreke, wat die geloofwaardigheid van die instellings ondermyn het. In die Suid-Afrikaanse en Suid-Koreaanse gevalle blyk dit dat korporatisme bloot as ‘n soort ‘krisis reaksie’ tot ekonomiese en politieke probleme ontwikkel het – in samehang met demokratisering - en nie as diepgaande beieldsprosesse in eie reg nie. Die gebrek aan ‘n magsbalans tussen die drie rolspelers het daartoe gelei dat die korporatiewe instellings in beide gevalle effektief tot niet gekom het.
9
Daniel, Thomas F., and Mary L. Butterwick. "Flora of the South Mountains of South-central Arizona." University of Arizona (Tucson, AZ), 1992. http://hdl.handle.net/10150/609143.
Full text
10
Clay, Karen Elaine. "South-South Cooperation as an Alternative Development Strategy: Rethinking Development Cooperation through South-South Cooperation in Latin America and the Caribbean- Brazil and Haiti." FIU Digital Commons, 2017. http://digitalcommons.fiu.edu/etd/3206.
Full textAbstract:
The dissertation examined the South-South cooperation as an alternative development strategy for Southern countries by targeting the collaboration between Brazil and Haiti, two countries in Latin America and the Caribbean. Examining development cooperation between Brazil and Haiti could contribute to a better understanding of the central question, why Southern countries engage in South-South cooperation?
In the context of the 2008 financial crisis and the ensuing reduction of aid coming from Global North countries to developing countries, South-South cooperation has become an alternative economic and political arrangement from the more traditional North-South framework. For this reason, South-South cooperation between emerging donors and recipients was deemed an important development for the international aid architecture as a whole.
A combination of semi-structured interviews and survey questionnaires were conducted to capture the professional, diplomatic and political perspectives of high-ranking officials, leaders and experts on South-South cooperation and Latin American and Caribbean relations. The study’s findings revealed that the benefits and challenges of the South-South cooperation framework does not affect development in a conclusive way.
11
Teny, Jamual Peter Malual. "Comparing child justice legislation in South Africa and South Sudan." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1020941.
Full textAbstract:
The legal framework and legislation governing the rights of the children have become of great concern in modern societies, particularly, in the area of criminal justice and human rights. The Convention on the Rights of the Child and African Charter on the Rights and Welfare of the Child are basic international and regional conventions regulating the rights of the children and include how to deal with children in conflict with the law. States parties to these conventions are required to take appropriate measures, which includes enactment of legislation to give effect to these rights. Legislative instruments must address the following issues: The principle of the best interest of the child; the age of criminal responsibility; restorative justice; diversion; and the trials of children in conflict with the law. The above-mentioned instrument require and emphasise the use of an alternative approach in respect of the children who are in conflict with law. In this research a comparative approach is used to compare the South African and South Sudanese child justice legislative instruments. The legislative instruments pertaining to child justice in both countries are set out and compared. It is concluded that the South African legislative instruments are more aligned to the Convention on the Rights of the Child and African Charter on the Rights and Welfare of the Child. Recommendations and proposals are made to enact to adopt in South Sudan new legislative measures and provisions aim to afford more protection to children in conflict with the law and to strike a better balance between rights of a child and victim of crimes.
12
Mazzoleni, Antonio. "Holocene sedimentology of Old Man Lake, south eastern South Australia /." Title page, contents and abstract only, 1993. http://web4.library.adelaide.edu.au/theses/09SB/09sbm477.pdf.
Full text
13
ASSUNCAO, MANAIRA ANAITE CHARLOTTE. "THE PARTNERSHIP PUZZLE: BRAZILIAN SOUTH-SOUTH COOPERATION IN HEALTH DEVELOPMENT." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2016. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=29627@1.
Full textAbstract:
PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROCONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO
FUNDAÇÃO DE APOIO À PESQUISA DO ESTADO DO RIO DE JANEIRO
BOLSA NOTA 10
Diversas mudanças aconteceram no campo da cooperação internacional para o desenvolvimento (CID) na virada do milênio, particularmente com a entrada de novos atores que reivindicam modalidades e modelos de cooperação alternativos. Os provedores de Cooperação Sul-Sul para o Desenvolvimento (CSSD) se inserem no campo presumindo que a experiência compartilhada entre países em desenvolvimento permite elaborar soluções políticas comuns. Tal afirmação autoriza, em última análise, o estabelecimento de parcerias horizontais para o desenvolvimento. As relações entre os atores no campo da CID confinam um conjunto de posições, entre elas a posição do doador e do provedor de CSSD. A parceria compreende a posição, na qual provedores e beneficiários da cooperação coincidem. A partir das práticas de desenvolvimento brasileiras no setor da saúde, a pesquisa explora a Comunidade Brasileira de Especialistas em Saúde (CBES) e sua cooperação de cunho estruturante. A posição de parceria é articulada pela internacionalização do conhecimento e do treinamento dos agentes de saúde disseminando uma representação coerente sobre como sistemas nacionais de saúde devem ser estruturados. Não obstante, a partir da parceria em saúde Brasil-Moçambique e o estudo de caso da fábrica de antirretrovirais, será possível demonstrar como a parceria e a horizontalidade estão sendo desafiadas. Apesar dos especialistas brasileiros e suas instituições terem papel central no estabelecimento de uma comunidade transnacional, uma vez que os especialistas moçambicanos assumem uma posição diferente daquela do parceiro, o espaço sócio-político resultante não seria uma via única de transferência de conhecimento. A CSSD produz um espaço de traduções estratégicas, no qual agentes disputam os significados acerca da saúde e a consequente elaboração de políticas no setor.
Significant changes happened in the field of international development with the turn of the millennium, particularly with the entrance of new actors who claim alternative cooperation modalities and models. The South-South Development cooperation (SSDC) providers assume that the shared experience between developing countries enables common policy solutions. Arguably, this affirmation authorizes the establishment of horizontal development partnerships. The relations between the agents in the field confine a set of positions, among them the donor position and the position of SSDC provider. The partnership comprises the position in which cooperation providers and beneficiaries overlap. Departing from the Brazilian development practices in the health sector, the research explores the Brazilian Health Expert Community (BHEC) and its structuring cooperation approach. The partnership position is articulated through the internationalization of knowledge and training of the health agents disseminating a coherent representation on how national healthcare systems should be structured. Nevertheless, the health partnership Brazil-Mozambique and the case of the ARV factory illustrate how the partnership and the principle of horizontality are challenged. Despite the role Brazilian experts and their institutions have in establishing a transnational community, once the Mozambican health experts occupy a different position than that of partner, the resulting socio-political space is not a one-way street of knowledge transfer. SSDC produces a space of strategic translations, in which agents compete for the meanings about health and the consequent development of policies in the sector.
14
White, Lyal. "Exploring South-South relations : the case of SADC and Mercosur." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52263.
Full textAbstract:
Thesis (MA)--Stellenbosch University, 2001.ENGLISH ABSTRACT: This study explores inter-regional relations between SADC and Mercosur. The central problem posed at the outset is "Why should relations between SADC and Mercosur be pursued?" In this problem there exists two separate questions, each one dealing with the regions at hand. The first question asks whether Mercosur is a viable partner in the global political economy and if so, "What possible options are made available through a partnership with Mercosur in the future?" The second question focuses on the Southern African region and addresses concerns surrounding SADC as Mercosur's option for a partner in Africa. These problems are analysed in the context of the global political economy from the perspective of regionalisation, considering the increased interest and attention this phenomenon is currently receiving in international relations. This study therefore addresses both bilateral and multilateral implications associated with SADC-Mercosur relations, with the importance of market liberalisation as well as the effects of regional integration on the process of globalisation kept in mind. A descriptive and analytical approach is employed throughout the study. This methodology provides a concise description of both regions. It also allows the study and research to take place on different levels of analysis, looking at the problem from a country-to-country, country-to-region and region-to-region perspective. These levels are extended to include bilateral and multilateral opportunities for the parties involved. In applying this descriptive methodology various characteristics and attributes of each region are looked at, identifying benefits a regional bloc like Mercosur holds in terms of market size and level of regional development. Various other areas are studied, which explores possible future opportunities for both SA DC and Mercosur through improved south-south co-operation. Statistical data is used to further illustrate certain arguments raised and findings made. The study clearly reveals a broad number of benefits available through enhanced SADCMercosur relations. Mercosur holds an immense amount of future potential that would be of great importance in maintaining a sustainable position for developing economies in the future. There are however a number of difficulties too. These emanate primarily from SADC and therefore cast a great deal of doubt on SADC's ability to enter into a partnership with Mercosur. Considering the current situation, a more viable option would be SACU. But this option should be pursued with the intention of bringing the rest of SADC on board in the not too distant future. SADC's shear size and status in Southern Africa is a drawing card in developing south-south co-operation. It would be ideal to develop relations between SADC and Mercosur in a truly inter-regional fashion and possibly even a transatlantic FTA further down the line. This is a vision that should always be on the agenda when pursuing relations with Mercosur.
AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die inter-streeksverhouding tussen SADC en Mercosur. Vanuit die staanspoor word die vraag, "Waarom behoort verhouding tussen SADC en Mercosur nagestreefte word?" gevra. Die studie spreek binne hierdie verband met twee sub-vrae. Die eerste vraag vra of Mercosur 'n lewensvatbare vennoot in the globale politieke ekonornie is en indien weI, "Watter opsies word vir die toekoms gegenereer deur 'n vennootskap met Mercosur." Die tweede vraag fokus op Suidelike Afrika en spreek kwessies rakende SADC as Mercosur se keuse vir 'n vennoot in Afrika aan. Binne die konteks van die globale politieke ekonomie word bogenoemde probleme vanuit 'n streeksperspektief geanaliseer, gegewe die toenemende aandag wat die regionalisasie verskynsel tans in internasionale betrekkinge geniet. Hierdie studie spreek gevolglik beide die bilaterale en multilaterale implikasies van SADC-Mercosur verhoudinge aan, terwyl die belangrikheid van markliberalisering asook die gevolg van streeksintegrasie vir die globaliseringsproses in gedagte gehou word. Die studie volg deurgaans 'n beskrywende en analitiese benadering. Daardeur word navorsing op verskiIIende vlakke van analise moontlik gemaak deur die probleem vanuit 'n land-tot-land, land-tot-streek en streek-tot-streek perspektiefte beskou. Deur die fokus op hierdie vlakke word die bilaterale en multilaterale geleenthede vir die betrokke partye geidentifiseer. Deur middel van 'n beskrywende metodologie word die eienskappe en potensiaal van beide streke uitgelig, veral met betrekking tot markgrootte en streeksontwikkeling. Teen die agtergrond van verbeterde suid-suid samewerking word ander areas ook bestudeer, met die oog op moontlike toekomstige geleenthede vir SADC en Mercosur. Statistiese data word deurgaans gebruik om sekere argumente en bevindings toe te lig. Die studie bevind dat uitgebreide SADC-Mercosur verhoudinge etlike voordele inhou. Mercosur hou groot belofte in vir ontwikkelende ekonorniee. Daar is egter ook probleme binne SADC en plaas dit 'n vraagteken oor SADC se vermoe om 'n vennootskap met Mercosur aan te gaan. 'n Meer realistiese opsie sal 'n vennootskap met SACU wees. Maar hierdie opsie behoort nagestreef te word met die oog op die spoedige insluiting van SADC. Die blote grootte en status van SADC is 'n belangrike faktor in die uitbreiding van suid-suid samewerking. Dit sou ideaal wees om verhoudinge tussen SADC en Mercosur tot op 'n ware interstreekse vlak te ontwikkel met die moontlikheid van 'n toekomstige transatlantiese vrye handelsooreenkoms. Hierdie visie behoort altyd in gedagte gehou te word in die nastreef van verhoudinge met Mercosur.
15
Olson, Ted. "Remapping the South: Revisiting the Folklife in the South Series." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/1106.
Full text
16
Plicka, Joseph B. "Man Down South." Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1618.pdf.
Full text
17
Safiri, Floreeda. "South Persia Rifles." Thesis, University of Edinburgh, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.523628.
Full textAbstract:
This thesis attempts to demonstrate how the British Government, through the creation of the South Persian Rifles (1916-1921) tried to protect their interests in south Persia, in the special circumstances of the outbreak of World War I, with the official sanction of the Persian Government. The account is given of the origins of the force, of the differences of opinions on its aims and objectives, of its organisation and strategy, its operations and other activities mainly in Fars. The "Sipahdär" agreement of August 1916 is treated in some detail and the relevance of the non-recognition of the force to the subsequent tribal uprisings and disturbances in Fars is examined. Lastly, the significance of the role of the South Persian Rifles is assessed in the light of the 1919 agreement and the aftermath of war, as well as the force's contribution to internal developments. An attempt has been made to discuss these issues as much from the point of view of the different departments of the Imperial and Indian Governments, as from the Persian standpoint. Events in the south have been treated more fully than hitherto from the perspective of internal Persian history
18
Luther, Carola. "South African theatre." Thesis, University of Leeds, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.375957.
Full text
19
(IEASA), International Education Association of South Africa, and Nico Jooste. "Study South Africa." International Education Association of South Africa (IEASA), 2014. http://hdl.handle.net/10962/64864.
Full textAbstract:
[Editor's Letter]: This 14th edition of Study South Africa foregrounds the celebration of 20 years of a democratic South Africa. Patrick Fish was commissioned to write a series of articles reflecting the development of South African Higher Education since 1994 for this edition. Reading through this the reader will hopefully experience a sense of the transformation of the South African Higher Education system. Although we all agree in South Africa that we are not done yet, we also recognise that given the South African realities, the change from a race based and fragmented system of higher education to a single but diverse system is well under way. The South African Universities transformed from mostly mono cultural to multicultural institutions that largely reflects the composition of the South African population. The University campuses also demonstrate the institutional appetite to be international. Not only do they jointly house more than 50,000 international students but are also involved in numerous ways in bringing the benefits of being globally connected to the local communities. We are one of the few higher education systems that largely fund our international activities from institutional budgets. This is one of the main reasons that South African Universities practice a style of internationalisation that is relevant to our institutional needs, as well as the local and national needs. Through our internationalisation endeavours we have connected with the rest of Africa in a very special way. Not only do we educate large numbers of students from other African countries but through the South African Higher Education alumni that now live all over the African continent we have built permanent connections that will enhance and develop long standing relationships. IEASA celebrates with all South Africans 20 years of democracy and realise that it is indeed a privilege to be practitioners in transformed ‘knowledge cities’. We are, however, saddened by the incidents of intolerance and destruction in other parts of the world that make the work of higher education institutions impossible, and can only in solidarity with those scholars at risk celebrate with deep appreciation the efforts and determination of those South Africans that made it possible for us to be Universities in a free and democratic society.
20
(IEASA), International Education Association of South Africa, and Nico Jooste. "Study South Africa." International Education Association of South Africa (IEASA), 2016. http://hdl.handle.net/10962/64838.
Full textAbstract:
[Editor's Letter]: Study South Africa over time provided an annual overview of the South African Higher Education landscape as well as a forecast of some of the issues that could influence higher education in general and higher education internationalization in particular in South Africa for the year ahead. The 2016/17 issue being the 16th edition of Study South Africa provides an overview of the sector and a short description of all South African Public Higher Education institutions. This year, the Study SA Guide provides information about the system as well as articles that begin to address critical issues influencing the sector. It is foreseen that this would become a general feature in editions to come. The article that introduces a fundamental change in operations of South African Universities, beginning in 2016 and continuing into 2016 is the issue of the student protests on high tuition fees in South Africa. The #FEESMUSFALL movement introduced a topic that is fundamental to the internationalization of South African Higher Education. This event that began as a reaction to the increase in student fees for the 2016 academic year mutated into a social movement on university campuses throughout South Africa that challenged the way Universities function. Although not a mass based movement, but rather a movement driven by a desire to change the current social order in South Africa by a radical fringe, its focus is to use the plight of insufficient funding within South African Higher Education and in particular, focusing on funding of the poor. For a large part the issues raised by students is not in the domain of Higher Education, but a competency of Government and broader society. The influence of the constant disruption of academic activities on all South African University campuses resulted in a tendency to be an inwardly focused system where most of the energy is spent on local issues. South African Higher Education is known for its international connectedness and the way the international world accepted it into their fold as a critical player in a variety of fields, bringing a different voice to global debates. The hosting of Going Global by the British Council in May 2016 in Cape Town and the hosting of the Global Conference in August 2016 by IEASA in the Kruger National Park clearly demonstrated that South African Higher Education is globally an important player. The current situation in South Africa should be seen by the outside world as a process of internal re-evaluation. It is also a struggle to bring together the global and the local. It is a process that is currently driven by South African Higher Education institutions. Although the issues that triggered the revolt is local, the roots are global and our solution to the problem could become a guide to global higher education. It is thus necessary that all the partners of the South African system believe in South Africa as the carrier of goodwill and a message that is worth listening to. It is also necessary to rather engage with South African Universities to understand the issues and not to abandon them at this critical stage. This issue of Study South Africa should remain the connector with the global higher education system and the information provided will hopefully assist all those interested in keeping and building on this connection.
21
(IEASA), International Education Association of South Africa, and Nico Jooste. "Study South Africa." International Education Association of South Africa (IEASA), 2013. http://hdl.handle.net/10962/64878.
Full textAbstract:
[Editor's Letter]: Study South Africa has been the global mouthpiece of the International Education Association of South Africa (IEASA) and South African Higher Education since the publication of its first edition in 1999. It grew from a publication that served as a guide to South African Higher Education to a comprehensive source of information for the international academic community and others interested in South Africa’s tertiary education sector. This annual publication requires knowledgeable contributors as well as skilful editorial and other technical support. For the past number of years the editorial team was ably supported by Loveness Kaunda from the University of Cape Town (UCT). She provided the publication with her time, energy and knowledge. However, as she retired from her UCT position, she will no longer be available to consult with on a regular basis. This edition of Study South Africa is dedicated to her as a token of gratitude for all her time and passion. Another source of knowledge and inspiration is Patrick Fish - a higher education specialist who does research on topics relevant to the South African Higher Education landscape and provides us with up-to-date information. His writing skills turn the first number of pages of this publication into a real source of information. The knowledge about South African universities will be incomplete without the contributions of the universities themselves. A common trend this year is the focus on excellence of teaching and research as well as the relevance of South African Higher Education to local students functioning in an ever globalising world. It is also evident that most of the South African universities are aware of the need to be globally competitive, not only to attract the best international students, but also to be able to compete in a very competitive global knowledge driven environment. Study South Africa is again proudly presented by IEASA. This edition, focussing on Internationalisation of Higher Education, with a specific focus on South Africa in a changing world, again illustrates the interconnectedness of global higher education. It is envisaged that future editions will explore and document the collaboration between IEASA and similar organisations that is promoting the Internationalisation of Higher Education as well as global trends in international higher education affecting internationalisation of higher education in emerging countries.
22
(IEASA), International Education Association of South Africa, and Nico Jooste. "Study South Africa." International Education Association of South Africa (IEASA), 2015. http://hdl.handle.net/10962/64911.
Full textAbstract:
[Editor's Letter]: This, the 15th edition of Study South Africa, continues to provide a platform for South African universities to profile themselves. It also provides highlights from the South African Higher Education system for the past year. This edition will focus on research and the internationalisation of research in the South African context. Study South Africa has established itself as the international mouthpiece for South African universities and without missing a beat has been produced by volunteers who, with enthusiasm, have dedicated their time and intellect to promote Higher Education Internationalisation as well as to promote South Africa as a knowledge destination for students, academics and professional staff. It is a special privilege and honour to write the introductory message for this 15th edition of Study South Africa as President of IEASA and Editor of the publication. In an era where global re-organisation is dominating the Higher Education scene and new alliances are formed to emulate the new geopolitical landscape, we need to take note of all the challenges facing Higher Education Internationalisation. A number of trends can be identified as major influences on Higher Education on a global scale. I will focus on some of those trends affecting Higher Education in emerging economies and the developing world. The first of these trends is the focus on regional and south-south cooperation. South African universities indicated their intent to further develop closer relationships with universities in Africa through their participation in the re-thinking of Africa’s future during the African Higher Education Summit on the Revitalisation of Higher Education for Africa’s future, in Dakar, Senegal during March 2015. The vision agreed upon during the summit is to ‘develop a high quality, massive, vibrant, diverse, differentiated, innovative, autonomous and socially responsible Higher Education sector. This sector will be a driving force to achieving the vision outlined in the Agenda 2063 by the African Union with a commitment to a shared strategic framework for the inclusive growth, sustainable development and global strategy to optimise the use of Africa’s resources for the benefit of all Africans’. The role of universities would be to develop closer cooperation as well as to advance research with a focus on innovation and sustainable economic growth that will integrate African economies as equal partners in the world economy. It is clear from the vision that although the emphasis should be on inter-African collaboration, collaboration with institutions outside the African continent should not be excluded to achieve the knowledge creation needed to achieve Agenda 2063. Another Higher Education Internationalisation trend in South Africa is the development of closer cooperation within the BRICS countries. The agreements reached and strategies agreed to during the BRICS Summit in Ufa, and included in the Ufa Declaration of 17 June 2015, open doors to future collaborations between BRICS universities. It is envisaged that in the next year the constituent meeting of the BRICS University Network and the establishment of the BRICS Universities League will provide the necessary framework for future collaboration amongst universities from the BRICS member countries. It is imperative that organisations like IEASA and the Brazilian FAUBAI play a key role in the establishment and function of the above mentioned networks. We can provide the necessary support and leadership to other member countries where Higher Education Internationalisation is still at the early stages of conceptualisation and organisation. It will be important to make effective use of the occasion of the Global Conference on Higher Education Internationalisation, scheduled to take place in South Africa in August 2016, to debate and set the future agenda for the BRICS University Network in relation to the rest of the world. It is also vital that the BRICS universities as well as the universities in Africa integrate fully with the rest of the world instead of developing a separate grouping.
23
(IEASA), International Education Association of South Africa, and Nico Jooste. "Study South Africa." International Education Association of South Africa (IEASA), 2011. http://hdl.handle.net/10962/64952.
Full textAbstract:
[Extract from article by Ms Merle Hodges]: Over the past year there have been numerous conferences dealing with one general topic. How is it possible for higher education, globally, to produce the same quality in its graduates, research and community outreach when the financial resources entering into the system are radically declining? The conclusion is overwhelmingly despondent. ‘Universities have to do more with less, academics and academic research will increasingly be pressurised by lower salaries internally and career temptations from the corporate world – the impact of which is the greater commodification of universities, and the inevitable decline in academic freedom.’ This global negativity is predicated on inter–related factors. The first, the long tail of the economic recession, is continuing to bite all sectors and higher education is no exception. Secondly, higher education is a little like marketing – when the pressure is on government, sectors like higher education are de–prioritised. In light of this, the position of internationalisation in higher education might seem to fade into the background. Interestingly, the inverse is true. While the zeitgeist of higher education generally appears dismal, the prospects of internationalisation appear rosy in comparison. I believe this is true because of two overlapping issues. Firstly, students are not going to give up on university because of a lingering economic downturn. What they are doing, however, is deciding to travel and study at destinations that would have been perceived as implausible a few years ago. Venezuela, Chile, South Korea and South Africa are all drawing US students more than ever before. This is partly because, I sense, the quality of qualifications is achieving parity across the globe; and also, because students who are prepared to travel realise that cultural specificity – the ability to learn new and unique aspects of a different culture while gaining the same core ingredients of a degree – sets it apart from the degree gained locally. A one semester course in Russian anthropology might appear entirely redundant when applying for a job. However, the very interconnectedness of global business means not only that the course is never a waste of time, but that it might mean the difference between landing a contract and failing to do so. The international student has the benefit of developing in ways that traditional (home-grown) higher education may not yet fully understand. Secondly, development in South Africa at least, has an additional meaning. Our universities are not only focused on developing graduates for multicultural or global competitiveness. Over the past five or so years our universities have been focused on development of the country itself. As an emerging power, the impetus has been on creating universities that address the fundamental needs of the people. Poverty, HIV, sustainability and innovative solutions to global problems are the very sap of South African universities in the 21st Century. How to create a sustainable environment, how to preserve marine and wildlife, how to create jobs, reduce poverty, and maximise innovation – these are the concerns that are preoccupying the minds of the country’s best academics.
24
(IEASA), International Education Association of South Africa, and Nico Jooste. "Study South Africa." International Education Association of South Africa (IEASA), 2010. http://hdl.handle.net/10962/64963.
Full textAbstract:
[Extract from message from Minister of Higher Education and Training, Hon. Dr BE Nzimande]: The 10th Edition focuses on the highly relevant issue of ‘Higher Education Internationalisation in the Development of Africa’. The internationalisation of higher education is of great importance for the continent, if Africa wants to be able to compete and participate in a global context. Currently, there are only three African institutions in the Top 500 of the Shanghai Academic Ranking of World Universities and all of these are in South Africa. Similarly, one South African institution appears in the Top 200 of the Times Higher Education World Ranking and no other African universities are represented. Despite being cautious about the methodology used to derive rankings, our aim in higher education should be to actively compete internationally and, more importantly, to serve the developmental challenges of Africa. It is imperative that Africa engages internationally and participates in the development of humanity’s knowledge. Research outputs and publications are particularly low on the continent, and African universities need to develop their research capabilities and direct resources to this important function. It is particularly important that research, which affects Africa and its development, is conducted on a large scale on the continent, supported by collaborative work and partnerships, rather than being carried out predominantly in other countries. The time has come for the tide to change and for our researchers and academics to focus on research opportunities presented on the continent. This is an important step for Africa to take if it is to deal effectively with the problems it faces and take its place in the international arena. One way to increase and develop knowledge outputs is through collaboration. An important opportunity for South African universities is the Erasmus Mundus Programme funded through the European Union (EU). This programme encourages collaboration between South African and European universities and provides resources for the exchange of staff and students within specific research programmes. It is also important for Africa to develop the research collaboration within the continent and with other developing and developed countries. In this regard, the Intra-ACP (Africa-Caribbean-Pacific) Scheme is of great importance. This initiative by the African Union (AU), working in collaboration with the EU, provides the opportunity for academic staff and student exchanges between universities in these regions. Intra-African exchanges are of particular importance in developing the continent’s capacity. Through such programmes African universities can work together to develop research and participate in the knowledge economy. We should also not ignore the challenges faced in improving the quality of teaching and learning in African universities, including many in South Africa. If sufficient attention and resources are not directed to improving these most basic activities of higher education, we will not only fail to meet the continent’s human resource development needs, but we will fail to establish the basis for future research advancement. Student mobility is very much a part of our fabric and provides the necessary intellectual stimulation, which is an essential part of student life. The number of African students from outside South Africa studying at South African institutions is growing annually, as is the number of non-African students. The networks established through such internationalisation are invaluable. There are also large numbers of our own students who, through universities’ reciprocal agreements, are studying abroad. The information provided in this publication provides a valuable opportunity to showcase our higher education sector and goes a long way to providing the necessary facts to encourage such student mobility.
25
(IEASA), International Education Association of South Africa, and Nico Jooste. "Study South Africa." International Education Association of South Africa (IEASA), 2009. http://hdl.handle.net/10962/64983.
Full textAbstract:
[Extract from message from Minister of Higher Education and Training, Hon. Dr BE Nzimande]: It gives me pleasure to provide support to the International Education Association of South Africa’s (IEASA) 9th edition of the Study South Africa publication. The focus of this edition, which is Higher Education and Development in South Africa, is most appropriate today as South Africa continuously strives to ensure that higher education remains relevant and responsive to the developmental needs of the country. To this end, we always have to bear in mind that South Africa is a developing country, and as such still confronts challenges such as poverty and under-development. These challenges are characteristic of most developing countries, particularly in sub-Saharan Africa. Thus, our higher education sector, through its core functions of teaching, research, and community engagement, should seek to address these issues especially as they affect the poor and other vulnerable members of our society. Since we became a democratic state in 1994, South Africa has gone a long way to transform and restructure our higher education system to ensure amongst others equity with regard to the demographics of our staff and student population. The gender and racial profile of our students has improved significantly over the years to the extent that we now have black and female students constituting the majority at our institutions, especially at undergraduate level. It is also pleasing to note that our institutions enjoy good international standing. South African researchers and institutions continue to engage in research collaborations with their peers and counterparts around the world, and thus, are integral parts of research programmes and networks. With respect to student mobility, our higher education institutions continue to attract large numbers of international students, particularly from other parts of Africa. In 2007 the number of international students enrolled at our institutions was counted at 59 209, a significant increase from 44 439 in 2000. About 85% of these students originate from the African continent, more specifically the Southern African Development Community (SADC) region. Several factors account for the increase in the number of international students coming to South Africa. These include the country’s natural and ecological resources, rich and diverse cultural heritage, and the stable socio-political conditions. The consistent growth in the number of international students seeking to study in South Africa is a positive affirmation on the quality of the country’s institutions and the international reputation of their academics and qualifications. As a country, we see this growth as a positive development as it provides us with the opportunity not only to impart or relate our experiences, but also, to learn from others, and by so doing further enhance the international standing of our higher education system.
26
(IEASA), International Education Association of South Africa, Higher Education South Africa (Organization), and Roshen Kishun. "Study South Africa." International Education Association of South Africa (IEASA), 2007. http://hdl.handle.net/10962/65090.
Full textAbstract:
[Extract from message from Minister of Higher Education, Hon. Naledi Pandor]: It gives me great pleasure to endorse the 7th edition of Study South Africa. The International Education Association of South Africa (IEASA) has once again produced a publication that provides valuable insights and information about South African public universities and their place in the global higher education arena I welcome this publication and congratulate IEASA for its hard work in promoting our higher education institutions internationally. Study South Africa gives a comprehensive picture of higher education in our country. At a glance, the enquirer is able to see all that South African higher education has to offer diversity in terms of institutions, the wide range of affordable courses on offer, the international acceptability of South African qualifications as well as the rich multi-cultural experiences of our campuses. In short, the Guide provides a summary of everything that will assist the potential student to actualise his or her full potential. South African higher education is founded on broad social values such as respect for human life and dignity, commitment to equality and human rights, respect for diversity and nonsexism. Our education system seeks to construct citizens who are conscious of these values and therefore aware of their responsibilities in life and in the lives of others. These values are reflected in the diverse offerings by institutions covered in the Guide. In addition, we have specific mechanisms in place to facilitate internationalisation, and our immigration policies have been relaxed to make it easier for international students, academics and other higher education staff to enter the country and stay for the duration of their planned activity. We also subsidise students from the continent in terms of our policy on the state subsidisation of foreign students at higher education institutions. South Africa shares the global concern about the digital and information divide. We are of the view that access to information is empowering and would therefore like to see as many citizens of our country and the continent connected with the rest of the world, both digitally and in terms of knowledge. By staying in touch with the rest of the world through information sharing and exchange programmes, we minimise this information gap. It is for this reason, therefore, that the work of IEASA in the form of this publication is applauded, because it seeks to promote such exchanges and information sharing. There is no question that through internationalisation we can impact on our political, economic, cultural and social transformation. We can also address our skills shortage, build research capacity, enrich curricula and enhance the student experience. Collectively higher education institutions in South Africa offer an impressive array of information and communication technologies, well stocked and interconnected libraries and some scholars who are among the best in the world, making the country a destination of choice for both Africans and students from abroad. We aspire to make all our international partners, students and staff feel at home and content with what our institutions offer them, pleasant living and study or work environments. We want them to be proud of their association with South African higher education and be ambassadors for the system once they leave South Africa.
27
(IEASA), International Education Association of South Africa, and Andy Mason. "Study South Africa." International Education Association of South Africa (IEASA), 2002. http://hdl.handle.net/10962/65310.
Full textAbstract:
[Message from the Honorable Minister of Education, Prof. Kader Asmal]: Once again I am pleased to provide a message of support for the Guide to South African Universities and Technikons, particularly at a time when we are embarking on a new era with our plans for Higher Education in South Africa. Increasingly we have become aware of the need for higher education graduates who can make a significant contribution to the reconstruction and development of our country and, in this period of globalisation, the rest the world. With the dawn of a new century we need also to ensure that our system of higher education is relevant to the challenges we face in the years ahead. The onset of the 21st century has brought Minister of Education changes in the social, cultural and economic relations spawned by the revolution in information and communications technology. At the centre of these changes is the notion that in the 21st century, knowledge and the processing of information will be the key driving forces for wealth creation and social and economic development. Therefore we are driven by government policy that recognises the importance of human resource development. This involves the mobilisation of human talent and potential through lifelong learning, to contribute to the social, economic, cultural and intellectual life of a rapidly changing society. We need high-level skills training to provide the human resources to strengthen our region's enterprises, services and infrastructure. This requires the development of professionals and knowledge workers with globally equivalent skills, but who are socially responsible and conscious of their role in contributing to development efforts and social transformation. Finally we need to ensure the production, acquisition and application of new knowledge. This is essential for growth and competitiveness, and in turn is dependent on continuous technological improvement and innovation driven by a well-organised, vibrant research and development system which integrates the research and training capacity of higher education with the needs of industry and social reconstruction. Graduates from our higher education institutions have consistently shown that the quality of the education they receive is of a world class standard. Indeed, many developed countries try to lure our graduates away to work in their countries. Increasingly international students have recognised the value of our education system and are choosing to study in South Africa. We welcome them not only to our educational institutions but also to our beautiful country and the vibrant society that South Africa is today.
28
(IEASA), International Education Association of South Africa, and Andy Mason. "Study South Africa." International Education Association of South Africa (IEASA), 2003. http://hdl.handle.net/10962/65321.
Full textAbstract:
[Message from the Honorable Minister of Education, Prof. Kader Asmal]: It gives me pleasure to be able to once again give message of support for the Guide to South African Universities and Technikons. Government policy has placed higher education at the centre of the Human Resource Development Strategy. In the last edition I indicated the need to ensure that our system of higher education is relevant, accessible, efficient and provides the basis for lifelong learning. To this end we are embarking on a major transformation and reconstruction process to improve the capacity of our higher education institutions to respond nor only to national demands but also to the demands placed upon us by a globalised economy. TI1e envisaged higher education landscape should be better aligned to respond to the challenges of the constantly changing demands. The realisation of the African Union and the proposals contained in the New Programme for Africa Development calls for greater understanding of the international imperatives that will inform greater economic, political and social cooperation. All of this requires that higher education institutions should step up the pace in forging academic cooperation and linkages as well as providing an enabling environment for international students to study in South Africa. It also requires higher education institutions to ensure that the quality of the programmes offered matches or exceeds international benchmarks so that they become first choice institutions for students wanting an international experience. The initiative that the International Education Association of South Africa (IEASA) has undertaken together with the South African Universities Vice-Chancellors Association and the Committee of Technikon Principals is beginning to show some results. There has been an increase in the number of international students who seek study opportunities in our institutions. This can only strengthen our system as we gain more insight into international perspectives through these students. I wish all those involved in this endeavour success.
29
(IEASA), International Education Association of South Africa, and Roshen Kishun. "Study South Africa." International Education Association of South Africa (IEASA), 2005. http://hdl.handle.net/10962/65344.
Full textAbstract:
[Message from the President of IEASA, Dr Roshen Kishun]: We salute the thousands of South Africans From diverse racial backgrounds who 50 years ago put forward their vision, encapsulated in the Freedom Charter, to keep doors of education open. As we celebrate the 50th anniversary of this historic event we are aware of the Foundations laid then to allow us to reconnect to the world. In choosing “lessons in diversity' as the theme For the Sth edition of Study South Africa we support the need For South African higher education to keep its doors open in meeting the development challenges of Africa. The year 2005 has been described as critical For Africa because of a number of Factors that have come together. These include the New Partnership For Africa’s Development which spells out action plans to tackle some of the more intractable problems that Africa Faces, the Formation of the African Union with clear guidelines For governance and peace, and the Pan-African Parliament which promotes the concept of working together to solve the continent's problems. The launch of the Southern African Regional Universities Association in early 2005 by 45 of the region’s vice-chancellors recognised that the excellence and sustainability of university education, research and development will be a leading contributor to Future growth and poverty alleviation. Despite the tides of limited resources, external demands and internal policy challenges, the vice-chancellors were unequivocally committed to advancing the development agenda of higher education on the African continent. Critically, in recent years there has been acknowledgement of the ability of higher education to bring about economic and democratic reforms, as evidenced by the commitment and concerted efforts made by Foundations and funding agencies to support the improvement of higher education institutions in Africa. Most important from our perspective is the support for the ’’renewal’’ of higher education institutions as they are considered to be key vehicles For development on the continent. The Commission For Africa report, published in March 2005, endorses the Association of African Universities, Association of Commonwealth Universities and Higher Education South Africa’s joint 10-year partnership programme, Renewing the African University, The partnership programme calls, among other things, For constructive engagement between states and higher education institutions, increasing North-South and South-South collaboration, internationalisation of the curriculum and partnerships between universities and the corporate sector. The Commission makes clear its conviction that higher education's contribution to building professional skills and knowledge is key to achieving Fundamental development changes. The need for centres of excellence in science, technology and engineering is highlighted as key to Future development and growth. Higher education institutions need to be the “breeding ground For the skilled individuals whom the continent needs". The report stresses the need For urgent attention to be given to the management of natural resources, of Forests and water, improving sanitation and strengthening health systems to deal with pandemics such as malaria, tuberculosis and HIV-Aids. Other important developments needed are building the human and institutional capacity for good governance and strengthening leadership in public life, civil society and business. In Focusing on the theme “lessons in diversity’ the Guide captures the richness of the various “diversities ' in the South African higher education landscape. It describes the radical transformation of higher education in South Africa over more than a decade. It identifies South Africa's research system as being “by Far the biggest in Africa” and demonstrates the important role South African higher education can play in meeting the challenges of Africa. I hope that the information provided will allow those interested in South African education to make informed choices.
30
(IEASA), International Education Association of South Africa, and Orla Quinlan. "Study South Africa." International Education Association of South Africa (IEASA), 2017. http://hdl.handle.net/10962/64853.
Full textAbstract:
[Editor's Letter]: Welcome to the seventeenth Study SA, compiled as IEASA celebrates its twentieth anniversary. Study SA is the South African publication that provides an overview of South African Higher Education issues and developments. This edition has a special Commemorative section, celebrating 20 years of IEASA, as well as the standard sections found in every issue of Study SA, consisting of Higher Education in Context, Features and Medical Aid and the updated profiles of the 26 public Higher Education Institutions. Universities South Africa, USAF, kindly provided partial funding for this edition of Study SA and we are delighted to include a message from the current CEO Dr Ahmed Bawa, a consistent supporter of internationalisation in Higher Education. We also have a message from the former Minister of Higher Education, Dr Blade Nzimande (2009-2017). A voluntary organisation supported by a small secretariat, IEASA is testament to a group of people who saw the need for an organisation to support the South African Higher Education’s re-entry and engagement with the rest of the world, once it became a democracy in 1994. This edition includes articles by two of the founding members: lEASA’s first President, Dr Roshun Kishun and its first Treasurer, Dr Derek Swemmer. Our sincere thanks to all the committed individuals in South African Higher education, who have kept IEASA going from strength to strength. Thilor Manikam, lEASA’s longest serving staffing member and the Office Manager has provided continuity and institutional memory over the best part of the twenty years. Guided by lEASA’s Constitution, Thilor has ensured that regardless of the change in the Management Council over the years, IEASA operations are impeccably managed and that IEASA has received an unqualified audit every year since its inception. In its history, IEASA has had seven Presidents: Dr Roshun Kishan, Ms Fazela Hanif, Mr David Ferrai, Ms Merle Hodges, Mr Lavern Samuels, Dr Nico Jooste and the current President Leolyn Jackson, whose term will run until the end of 2018, when the current President Elect, Ms Orla Quinlan will serve a two-year term from 2019-2020. IEASA has facilitated the development of a close knit community of practice in South Africa with members drawing on each other’s strengths and skills; inviting each other to our respective institutions to share knowledge, skills and ideas on appropriate internationalisation, within the South African context. More than that, we have become friends and have developed a collective responsibility to present and represent South African Higher Education to the rest of the world. Sadly, we lost three of our very dear colleagues and friends in recent years: Mr Len Mkhize, Mr Jimmy Ellis and Professor Stan Ridge. We pay tribute to the energy and joy they brought to IEASA in all their endeavours. They are missed. Others who have supported IEASA over the years include PWC, who have provided free audit services up to 2017, as a contribution to South Africa’s Higher Education; ABSA and the Medical Aid companies, who have provided sponsorship to IEASA. Finally, its volunteer Management Council, members of which serve two-year terms, with the possibility of being re-elected, and each one of our members who participate in and support IEASA activities and events. IEASA continued its work with the Department of Home Affairs (DHA) to clarify the visa application procedures, communicate the processes and to request interventions when visa processing is unduly delayed or if there are extenuating circumstances, which require intervention. IEASA and DHA have held one joint workshop with universities in 2016; a second was held following the IEASA 20th conference in August 2017 and an initial meeting called by USAF was held with DHA, HR Directors from universities and IEASA in late 2017. Visa Facilitation Services (VFS) have introduced a new mobile biometric service for campuses who do not have a VFS office in their locality. IEASA will continue to work on behalf of the international students and the rest of the international Higher Education community to improve the clarity of immigration requirements and to help overcome any difficulties faced. An article providing an update on progress is included in this edition. The international landscape has shifted enormously in recent years, where previously unquestioned democratic principles are being contested in some of the world’s most established democracies. lEASA’s 20th Anniversary Conference theme was “Advancing internationalisation: overcoming hostilities and building communities”. While in reflective and celebratory mode about the achievements of the last twenty years during the the Colloquium, the conference attendees switched mode and engaged in robust debates, about the current challenges in Higher Education including economic and financial challenges, xenophobia, the lack of equity in existing partnerships, institutional strategies, opportunities for engaging with partners interested in South African Higher Education. IEASA is cognisant of its responsibility to build capacity for the upcoming professionals in the sector and workshops on themes pertinent to the professionals in International Offices included immigration, partnerships and developing internationalisation strategy.
31
(IEASA), International Education Association of South Africa, and Essche Alexandra Van. "Study South Africa." International Education Association of South Africa (IEASA), 2004. http://hdl.handle.net/10962/65333.
Full textAbstract:
[Message from the President of IEASA, Dr Roshen Kishun]: The fourth edition of Study South Africa; Guide to South African Tertiary Education coincides with a momentous event in the history of South Africa. It is the 10th anniversary of the democracy after the 1994 elections that ended apartheid. It is time to celebrate the achievements, the development strides, and the reintegration of South Africa into the world community. The International Education Association of South Africa (IEASA) welcomes the new Minister of Education, Ms Naledi Pandor, elected to the Cabinet after the April 2004 elections. We wish her well in her new and demanding portfolio. We are confident that the Minister will support the tertiary education sector to develop linkages between international education, skilled migration and the transition to knowledge economies. While we believe that a free and democratic country may be the most powerful attraction for international students wishing to study in South Africa there are other reasons. South Africa is rated as a technological powerhouse on the African continent. Comparatively South Africa’s educational infrastructure can be compared with the best in the world. Its research sector is by far the strongest in Africa. The country has adopted English as one of its official languages and it is the main medium of instruction in the tertiary education sector. A significant factor which makes South African qualifications attractive is the relatively lower cost of study. Study in South Africa offers the best of both worlds to international students, combining the experience of living in Africa with the opportunity to obtain quality education at a fraction of the cost. In the ten years since 1994, the opening-up of the tertiary education sector in South Africa is evidenced by the dramatic increase of international students studying in the South African public education sector from about 13 000 to more than 47 000 in 2002. While the headcount numbers include distance education students, it is possible that South Africa is currently the leading host country for international students in Africa. An IDP report predicts that by 2025 almost eight million students will be educated trans-nationally. The growth in international student numbers presents South Africa with some exciting challenges in the global context. South Africa is expected to become one of the top nations in the world hosting international students in the next ten yean. Study South Africa is published in the middle of one of the most intense periods of change when the South African education system is being restructured to eliminate duplications created under the apartheid system. The number of public institutions is being reduced from 36 to 23 through mergers and incorporations. The binary divide that existed in the public higher education system pre- 2002, where there were 21 universities and 15 technikons is blurred by the creation of the universities of technology. In spite of the massive transformation, the South African higher education sector has much to offer in the form of quality education, advanced research facilities and internationally recognized qualifications. The information provided in this Guide introduces the individual institutions, their academic offerings, support services provided and other relevant details needed to make a choice of study destination Study South Africa is also a useful tool in the development of a strategy to market South African higher education into the competitive world of international education. The decision by IEASA to develop a marketing strategy is not only a reaction to global higher education pressures, but is also an acknowledgement of South Africa’s return to the global higher education community and in identified geographical areas. IEASA realised that past isolation can only be overturned by conscious new strategies. This 'marketing initiative’ meant that the presence of South Africa was highly visible at some of the leading forums dealing with international education in the world. Study South Africa is undertaken by IEASA in association with the South African Vice-Chancellors Association (SAUVCA) and the Committee of Technikon Principals (CTP). These organizations themselves are set to merge in the near future. We appreciate the support of the Council on Higher Education (CHE), the South African Qualifications Authority (SAQA), Unitech (Higher Education professional body for marketing, communication and development), and Professor T Mthembu. We are most grarefril to Karen MacGregor, our specialist writer, who compiled the excellent articles in this publication on achievements during the ten years of transformation. I wish to take this opportunity of thanking all those who made contributions for their support and all the tertiary education institutions in the public education sector for their participation. We are grateful to the Department of Foreign Affairs for the distribution of the Guide abroad and to members of the IEASA publications committee for their input. We appreciate the support of Artworks Publishing for working under pressure to meet publications deadline. Special thanks are due to Zandile Wanda for the work in coordinating the response from the tertiary education sector and to Alexandra van Essche for compiling and producing the Guide. Without their efforts it would not have been possible to publish the Guide.
32
(IEASA), International Education Association of South Africa, Higher Education South Africa (Organization), and Roshen Kishun. "Study South Africa." International Education Association of South Africa (IEASA), 2006. http://hdl.handle.net/10962/65386.
Full textAbstract:
[Extract from message from Minister of Higher Education, Hon. Naledi Pandor]: It is a great pleasure for me to give a word of support to the sixth edition of Study South Africa: The Guide to South African Higher Education. I am particularly pleased with the effort and level of commitment shown by the International Education Association of South Africa (IEASA) in promoting South African higher education institutions internationally. The internationalisation of our higher education system is an acknowledgement that South African universities have a valuable contribution to make to the global higher education community, and in particular on the African continent. In this regard, I am pleased to note that of the 52,000 international students enrolled in our institutions, the majority come from the African continent. South Africa's higher education institutions offer unique benefits for international students, blending the experience of living in Africa with the opportunity to obtain internationally recognised qualifications at reasonably affordable costs. Also, high quality educational infrastructure, unique research opportunities, and a rich variety of cultures make South Africa one of the favourable study destinations for many international students. More than ever before our institutions are working hard to ensure that they provide high quality education, comparable to the best in the world. Our institutions continue to strive towards excellence and also to encourage international students, particularly those from Africa, upon completion of their studies to go back and make valuable contributions to the socio-economic development of their home countries. IEASA, Higher Education South Africa (HESA) and our universities have played a valuable role in reinforcing South Africa's international relations in academic and research exchange programmes. The Ministry would like to take this opportunity to commend IEASA and HESA for the dedicated efforts and targeted interventions made towards achieving our national priorities.
33
(IEASA), International Education Association of South Africa, and Nico Jooste. "Study South Africa." International Education Association of South Africa (IEASA), 2012. http://hdl.handle.net/10962/64928.
Full textAbstract:
[Extract from article by Ms Merle Hodges]: A recent article points to the feeling of alienation that students feel when studying away from home. It seeks to address the problem by establishing a range of fora where foreign students can feel more ‘at home’. It encourages host students to be more willing to accommodate these ‘outsiders’ in order to boost the reputation of the institution. Most of these initiatives are slightly patronising, but obviously well-meant. The overriding sense behind the article is that international students, within higher education institutions, are a benevolent burden. International students should be looked after, because universities are generally maternal (they are someone’s alma mater after all), places of kindness (they literally give away knowledge) and generally care for others (community outreach is fundamental to most universities). More importantly, international students – in places like the USA and UK – generate additional funding in an environment where government and federal funding is drying up. But what if four out of every ten students in the world who graduated were from China and India? In the next eight years? That genial inconvenience now becomes an imperative. These are the predictions by such august organisations as The British Council and the education branch of the OECD. It is also anticipated that these countries will not be in a position to educate this number of students internally. Which, in turn, suggests that there will be mass outflows at the undergraduate level and, by sheer dint of numbers, also means that internationalisation is heading towards a compounding acceleration in numbers. Where then does internationalisation stand? It will no longer be an altruistic add-on, but core business to the lifeblood of the universities across the globe. As far back as 1994, Jane Knight understood internationalisation as a phenomenon that would have a profound impact on the functions and structures of the university. “Internationalization,” she points out, “is the process of integrating an international, intercultural, global outlook into the major functions of a university – teaching, SRC, and service functions.” Over the past year arguments have been made that suggest that global shifts in student demographics are not the ‘province’ of South African higher education and that our obligation is to focus internally, on poverty alleviation and job creation. This argument misses the point. The free flow of academics and students – especially the large number of postgraduate students from other countries already at our institutions – are working with our academics on solving exactly these kinds of problems. IEASA is no longer only about the 60 000 students who migrate to our shores annually. It’s about what they learn and the diverse experiences that they will go through; experiences that will change them for life and will inevitably bring them to a different understanding of the world that we, collectively, are presently fashioning.
34
(IEASA), International Education Association of South Africa, Higher Education South Africa (Organization), and Roshen Kishun. "Study South Africa." International Education Association of South Africa (IEASA), 2008. http://hdl.handle.net/10962/65010.
Full textAbstract:
[Extract from message from Minister of Higher Education, Hon. Naledi Pandor]: The International Education Association of South Africa (IEASA) has produced yet another magnificent publication on higher education in South Africa It is an excellent source of information for everyone interested in universities and research in this country. It is especially useful for international students who plan to study in South Africa, and for people involved in developing international programmes. The theme of this edition, “The role of internationalisation in South Africa’s knowledge environment, is opportune at this juncture. It provides role-players in higher education with the opportunity to examine critical issues such as the place, purposes, benefits and limitations of internationalisation in the sector and the contribution internationalisation makes to the knowledge economy of our country. To participate effectively in the knowledge economy, South Africa has to grow its research base. For this, we need a pool of vibrant young researchers. South Africa is able to provide opportunities for groundbreaking research, and internationalisation provides students, academics and researchers with prospects to broaden the scope of their research. Exchange programmes, bilateral research connections, collaborative partnerships and other international links lend themselves to pathways through which local and international staff and students can expand their horizons and skills. In this way internationalisation can assist South Africa in realising its objectives. The South African higher education sector has identified priority areas in which it needs to develop human capital. They include science, technology and engineering. We can use international programmes to accelerate our capacity building plans and in particular the training and development of postgraduate students. Through research collaborations, for example, postgraduate students can be jointly trained and co-supervised with partners. This has beneficial outcomes for students, research partners and academics, as well as for the system as a whole. Aside from benefiting from sending our students abroad, South Africa also gains by receiving foreign students. International students bring with them different viewpoints, technologies and skills, which assist in developing new perspectives and techniques in South Africa Furthermore, cultural interaction enhances our own students' experiences. By studying together students come to understand and accept cultural differences and are enriched. These interactions, in turn, build positive relations which have positive long term benefits in developing economic and social links between people and countries, and which will help overcome newly surfaced problems of xenophobia in South Africa South Africa is currently host to more than 60,000 international students and many academics. The greatest proportion of international students and academics are from Africa particularly from the Southern African Development Community. As a host country we ensure high quality courses at universities, in order for our qualifications to be recognisable worldwide. South African institutions produce professionals who are highly sought- after around the world. This publication supports South Africa's education sector by providing information and by publicising our institutions and the sector as a whole. I would like to thank IEASA for the important role it plays in higher education.8th Edition
35
Eghweree, Ogheneruonah Charles. "Oil, politics and regional development in Nigeria : a comparison of the south-south and the south-west regions." Thesis, University of Exeter, 2015. http://hdl.handle.net/10871/21911.
Full textAbstract:
As oil bearing country, the issue of development in Nigeria has been a complex one that has attracted attention of both the government and scholars because oil politics appears to shape resource management and the development process. While academic focus has been on the analysis of national development, there is a paucity of academic studies on the internal dynamics at the regional level that shape the development process. This study therefore aims to: “examine the effect of oil resources on Nigeria’s development and the South-South compared with the situation in the South-West”, with an explicit focus on the complex nexus between oil, politics and regional development in Nigeria. The thesis adopts both methodological and theoretical triangulation to generate data to test the main and supporting hypothesis adopted for the study: “the oil industry has had an adverse impact on the development of Nigeria, and, in particular, the Niger Delta region in which it is concentrated”. In so doing, it explores the failure of oil politics to mix effectively to engender both national and regional development; leading to a regional development disparity. The study concludes that oil wealth failed to fuel development in Nigeria but instead, led to leadership failure. This failure is particularly found to have given vent to the negative impact of oil wealth on elite behaviour that is shaped by corruption, made worse by a dis-functional federal system where those with links major ethnic groups, get resource allocation and development advantage. The study consequently recommends that elite induced oil politics and attendant corruption, be tackled to pave way for both national and regional development in Nigeria. The study also recommend replication of this study in a larger scale in other oil bearing developing nations to further explore the relationship between management of resource wealth and regional development.
36
King, Rob. "Promoting revegetation : lessons from the Upper South East of South Australia /." Title page, contents and abstract only, 1993. http://web4.library.adelaide.edu.au/theses/09ENV/09envk54.pdf.
Full text
37
Hay, William. "South Asian divorce and disputes involving children of South Asian origin." Thesis, University of Plymouth, 2000. http://hdl.handle.net/10026.1/2198.
Full textAbstract:
This thesis is concerned with two discrete but related themes that are of considerable socio-legal significance: South Asian divorce and disputes involving South Asian children. Both themes are explored empirically by means of a qualitative research study conducted in an urban and industrial area of Britain with a high South Asian population. The thesis thus seeks to provide much needed information concerning what are currently two poorly understood social problems. The material is presented in three main sections. The first section provides the wider context to the study including a discussion of the changing face of South Asian social relations and the norms and traditions by which they are governed, together with a description of the values, principles and practices of those charged with the responsibility of dealing with disputes over the arrangements for children. The second section focuses upon the approach taken to the research and presents the empirical findings of the study. This section uses as its basis a series of semi-structured interviews that allow different perspectives on the twin themes to be compared and contrasted. The third and final section draws together the key conclusions of the study and offers an analytical and normative framework with which to understand the material generated. The thesis places a high premium on the historical, institutional and normative dimensions of each of the themes and uses a combination of sociological and legal insights to provide a rounded picture of the nature and range of the problems studied. In so doing, it generates a range of questions that are of crucial relevance for members of South Asian communities and those engaged in research and teaching in the area of race and ethnicity. In addition, the thesis has some important conceptual, moral and practical implications for those practitioners who are involved in the dispute resolution process.
38
Sweet, Cassandra Mehlig. "The political economy of South-South trade : Indian pharmaceuticals in Brazil." Thesis, University of Cambridge, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.611233.
Full text
39
Hiehle, Yachi. "Is South Park Republican? Social and Political Attitudes in South Park." Thesis, The University of Arizona, 2010. http://hdl.handle.net/10150/146213.
Full textAbstract:
South Park is a hit cartoon series on a cable network, Comedy Central. Since its beginning in 1997, the program has gained high rating drawing millions of viewers each week. Many scholars are also interested in South Park and debate whether South Park has attitudes leaning towards Republican or Democrat. The purpose of this research is to conduct a pan-series analysis of South Park‟s social and political beliefs and attitudes using the ethnographic content analysis method to find out whether the underlying social and political attitudes lean towards Republican, or rather more in the middle as some scholars believe. My research shows that South Park demonstrates Republican attitudes and beliefs more frequently than it does Democratic attitudes and beliefs.
40
Baiyegunhi, Christopher. "Geological and geophysical investigation of the South Eastern Karoo Basin, South Africa." Thesis, University of Fort Hare, 2015. http://hdl.handle.net/10353/d1021280.
Full textAbstract:
Geological and geophysical methods were used to investigate the southeastern Karoo Basin of South Africa in an area extending from longitudes 24 o E to 29o E and latitudes 32o S to 35o S. This was undertaken in order to reveal geologic structures, isochore thicknesses of the geologic sequence and their variations across the study area, proffer the possible provenance of the sediments and assess the potential of oil and gas accumulation. The methodology used includes field investigation, rock sampling, preparation of thin sections, petrographic studies, X-ray diffraction analysis, density measurements, porosity calculations, extraction of elevation data from Google Earth, 2½ D gravity profile modelling, generating of isochore (true vertical) thicknesses and depositional surfaces maps from the models, PetroMod 1D modelling and qualitative interpretation of magnetic, gravity and radiometric maps.Petrographic study was carried out on twenty six thin sections of rocks from the eleven geologic formations that cover the study area. Petrographic studies on the diamictite of the Dwyka Group shows abundance of monocrystalline quartz, granite and quartzite components in the breccias which possibly indicate the existence of granitic and metamorphic rocks in the source areas. The sandstones of the Ecca and Beaufort Groups are immature, greywacke and the heavy mineral assemblages signify that the minerals are of granitic, volcanic and metamorphic origin. The magnetic maps show two main magnetic anomalies, a major one trending in a northeast to southwest direction which is part of the Beattie magnetic anomaly and another that is a “bean-shaped” anomaly. The radially averaged power spectrum shows two depths to magnetic sources. The first depth is about 0.6 km which is the average depth to the top of the shallow sources, while the average depth to the top of the deep sources is about 15 km. The shallow sources are connected to magnetic minerals within the Beaufort Group while deep magnetic sources were inferred to be in the basement. The gamma ray spectrometric map shows areas with relatively high gamma radiation count. The high radiation count is possibly due to the uranium and thorium in the detrital materials, as well as the enrichment of radioelements in the feldspars (k-feldspar), calcite, quartz, zircon and clay minerals in the fluvial channel sandstones of the Beaufort Group. A total of two hundred and fifty-eight (258) rock samples were collected in the field and densities (dry, wet and grain densities) and porosities were determined in the laboratory. The Karoo Supergroup density values range from 2.526 – 2.828 g/cm3. The average porosities range from 0. 49 – 3.31 %. The dry densities and porosities of all the formations are inversely correlated with correlation coefficient values (R) that range from 0.9491 - 0.9982. The density of the dolerite intrusions (mostly sill) ranges from 2.700 – 2.837 g/cm3 whilst the porosity range from 0.1118 – 0.3868 %. The Bouguer anomaly map shows an increase in gravity values from -140.7 mGal in inland to about 60.1 mGal in coastal areas. This dominant gravity variation is inferred to be due to a deeper basement and/or Moho that get shallower from inland towards the coast. The Moho is at about 45 km depth inland and shallows to about 42 km at the coast. The 2½ D gravity modelling was done for fourteen (14) profiles with each profile having three (3) models corresponding to minimum, average and maximum densities to obtain the thicknesses of the geologic sequence. The current isochore thicknesses extracted from the gravity models show that the Beaufort Group is the thickest of all the groups that make up the Karoo Supergroup with maximum vertical thickness of up to 634 m, followed by the Ecca and Dwyka Groups with maximum vertical thicknesses of about 3207 m and 727 m, respectively. The maximum elevation for the Dwyka, Ecca and Beaufort sediments are about 500 m, 400 m and 285 m, respectively, whilst the maximum depth below sea level are around 8500 m, 7000 m and 5500 m, respectively. The PetroMod1D model result yield average vitrinite reflectance and temperature values of about 6 % and 500 ℃ respectively for the lower Ecca Group which belong to the dry gas window based on classification by several authors. Thus the rocks of the lower Ecca Group are thermally matured for hydrocarbon (shale gas) generation that can merit gas exploration in the Karoo Basin.
41
Taffs, Kathryn Helen. "Surface water hydrological change in the upper South East of South Australia /." Title page, contents and abstract only, 1997. http://web4.library.adelaide.edu.au/theses/09PH/09pht124.pdf.
Full textAbstract:
Thesis (Ph. D.)--University of Adelaide, Dept. of Geography, 1997."Conducted as a cross-institutional student between the University of Adelaide and the Australian National Universiity." Includes bibliographical references.
42
McDonagh, Elaine Louise. "Observation of mesoscale features in the South Atlantic and South Indian Oceans." Thesis, University of East Anglia, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.361417.
Full text
43
Taela, Kátia Kristina Pereira. "Identity and agency in South-South relations : Brazilian development workers and Mozambique." Thesis, University of Sussex, 2017. http://sro.sussex.ac.uk/id/eprint/69984/.
Full textAbstract:
This thesis seeks to contribute to knowledge on how sameness and difference play out in personal and professional South-South relations, through an ethnography of interactions between Brazilian and Mozambican development workers, in the HIV&AIDS and gender fields, in Mozambique. The thesis is structured around nine chapters. The introduction outlines the research context, the conceptual frameworks, the key terminology used in the thesis, as well as how my personal and professional life-story inspired this research. In Chapter Two, I discuss the research methodology, sites and spaces, describe the process of multi-sited ethnography in Brazil and Mozambique and reflect about my positionality. The main body of the thesis moves from the macro to the micro level. Chapters 3 and 4 map the reproduction of development and knowledge hierarchies within South-South cooperation institutional discourses and practices and the production of a political economy of opportunities and international mobility for Brazilian development workers. The following chapters discuss how difference and sameness, proximity and distance, and horizontality and verticality are experienced in interactions between Brazilian and Mozambican development workers. Chapter 5 explores principal ways in which the notion of kinship structure relations and imaginaries. Chapter 6 examines affinities, hierarchy and power in an International Non-Governmental Organisation office in Maputo, while Chapter 7 discusses political affinities in feminist knowledge practices. I then analyse the interconnections between the personal, professional and political (Chapter 8) through examining the potential for professional relationships to evolve into something more personal. Chapter 9 concludes the thesis with a review of my findings in the light of the main research question and outlines this thesis' contribution to academic debates on feminist organising, aid ethnographies and South-South relations.
44
Devereux, Stephen. "Post–exilic an old South African returns to the new South Africa." University of Western Cape, 2020. http://hdl.handle.net/11394/7934.
Full textAbstract:
Magister Artium - MAThis portfolio of poems, prose poems and short fiction pieces is quasi-autobiographical and tracks the trajectory of my life, from childhood in Cape Town (‘pre-exilic’) to emigration abroad (‘exilic’) and return to Cape Town in late middle age (‘post-exilic’). Themes explored include the deceptive nature of memory and the risk of imbuing a childhood recollected in later life with affective or narrative nostalgia; the psychologically dislocating nature of exile on personal identity and notions of home; and Cape Town as both an imaginary construct and a multi-layered reality: specifically, ‘my’ Cape Town – now as well as half a century ago – and ‘other’ Cape Towns, reflecting a diversity of highly unequal experiences within this city. The dominant mode of expression chosen to explore these largely personal themes is confessional.
45
Hwang, Eun Jin. "Effects of South Korean Market Liberalization on the South Korean Retail Market." Thesis, Virginia Tech, 1998. http://hdl.handle.net/10919/40675.
Full textAbstract:
South Korea is a country that is poor in natural resources and capital and remains behind many other nations in technological development; however, South Korea's unique development strategy has led its economy to high growth over the last three decades. During 1997, South Korea began to experience a serious financial crisis, including bankruptcies of many of its conglomerates, a drastic depreciation in the international exchange rate of the South Korean currency, and an increasing foreign debt. Currently South Korea is struggling to compete with products from both industrialized nations and newly industrializing nations. The current crisis has occurred as South Korea has been engaged in extensive market-opening.
Knowledge is lacking about South Korea's intricate and rapidly changing political and economic climate. The purpose of this research was to explore and clarify the interrelated factors that have contributed to South Korea's present economic problems, especially those facing South Korea's retailing industry.
The qualitative methodology of "grounded theory" was used in this study. Grounded theory is a general methodology for developing theory that is grounded in data which are systematically gathered and analyzed. Theory evolves during the research process through a continuous interplay between analysis and data collection.
This research attempted to discover the factors, or themes, that have affected the South Korean economy and retailing industry. The following factors were identified: (1) foreign direct investment; (2) the price-gap between imported goods and domestic products; (3) South Koreaâ s trade deficit; (4) perceived over-consumption of luxury items by South Korean consumers; and (5) the chaebol, or South Korean large conglomerates.
The economic factors that have led to the current difficulties facing the South Korean retailing market are complicated and interwoven. South Korean retailers will have to address these factors in the future, and attempt to find solutions. It is hoped that the knowledge resulting from this will be of benefit to South Korea's attempt to compete in a global marketplace.Master of Science
46
Joska, M. A. P. "Taxonomy of Ulva species (Chlorophyta) in the South Western Cape, South Africa." Master's thesis, University of Cape Town, 1992. http://hdl.handle.net/11427/21712.
Full textAbstract:
Bibliography: pages 88-95.Six species of Ulva, U. atroviridis Levring, U. capensis Areschoug, U. fasciata Delile, U. lactuca L., U. rigida C.Agardh and U. uncialis Kutzing, have been reported to occur in the south western Cape Province. As a result of herbarium, field and culture studies it was found that five of these species do occur, but U. uncialis is a synonym of U. riqida (Agardh, 1883). Furthermore, U. atroviridis has correctly been reassigned to the genus Enteromorpha (Wynne, 1986). U. rhacodes (Holmes) Papenfuss, which has hitherto only been reported from the eastern Cape Province, was also found, giving a total of five species of Ulva in the region, which are described in detail. Chloropelta caespitosa Tanner, a new genus and species, previously only recorded from the north east Pacific, was also found in False Bay and at Cape Hangklip during the course of this study. This genus has a germling which, during the initial phase of its growth resembles the germlings of both Ulva and Enteromorpha. Its further development differs however in that its monostromatic thallus becomes distromatic through cell division and not joining together of the monostromatic layers.
47
Robinson, Shirley Margaret Alice. "An EU-South African free trade agreement : how will South Africa benefit?" Master's thesis, University of Cape Town, 1996. http://hdl.handle.net/11427/16114.
Full textAbstract:
Bibliography: pages 93-99.This paper will attempt to answer the over-arching question: Will South Africa benefit from a free trade agreement with the EU? It will not attempt thorough empirical analysis of this question. Instead, it will offer theoretical insight to certain of the policy questions raised about the proposed EU-South Africa FTA. The relevant body of theoretical literature is one which will facilitate an economic assessment of the impact of the proposed EU-South Africa FTA by considering short-term benefits and losses, in addition to longer term dynamic gains, of trading agreements between two countries. Regional integration, appropriately modified, can deliver this body of theory. That is, it does raise the key issues in assessing the necessary costs and benefits of further integration on both trading partners.
48
Grunewald, Philipp. "South-South knowledge intermediation : approaches to triangular cooperation in knowledge for development." Thesis, Loughborough University, 2015. https://dspace.lboro.ac.uk/2134/19518.
Full textAbstract:
This multi-disciplinary study explores a field of enquiry at the boundaries of information science and development studies. It is concerned with the facilitation of knowledge processes - processes of knowledge exchange and co-creation - in the international development sector. Additionally, this study considers the importance of human relationships and social networks (and power), and studies these in knowledge intermediation projects. The main gaps that are addressed regard the understanding of intermediating knowledge process concerned with learners situated (partly) across cultural, language, and political boundaries in developing countries. Such projects/programmes/approaches, coined South-South knowledge exchanges by the World Bank, have only seen very limited amount of research; the foci of this research are human relationships and initiation acts, which add further novelty. By mirroring ideas of triangular and South-South collaboration the thesis explores knowledge intermediation projects and three roles played by actors participating in such projects: the intermediary and facilitator of knowledge processes (usually backed by a funding body), someone sharing knowledge (knowledge holders), and someone learning from others (knowledge seeker). This study not only shows how these roles apply to knowledge intermediation projects but also addresses their influence on relational elements at the interpersonal level. Two case studies are used to show how knowledge intermediation projects in the international development sector are shaped by their approach (demand initiated, facilitator/funder initiated), especially in terms of the relationships they foster. The sociology of knowledge approach to discourse analysis (SKAD) is used in the study of the case studies, which is supplemented by social network analysis. After linking the discovered relationship patterns to the initiation acts in the respective case studies a picture emerges that offers two broad insights. Firstly, facilitator/funder initiation of South-South knowledge intermediation projects appears to lead to many potential relationships, most of them irrelevant to an individual and, therefore, unestablished. Secondly, demand initiation of South-South knowledge intermediation projects appears to lead to very few, yet highly relevant, relationships.
49
Aleu-Baak, Machar Wek. "Perceptions and Voices of South Sudanese About the North-South Sudan Conflict." PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/184.
Full textAbstract:
The conflict in Sudan reflects historic hatred and ethnic discrimination between Northern Arab Muslims and Southern African Christians and Animists. The longest and worst conflict began in 1983 and ended in 2005, when African Christians and Animists struggled to form an interim autonomous government. This conflict claimed 2 million lives from both sides and displaced almost 4 million people from the South. This thesis attempts to understand how people from Southern Sudan perceive the root causes and sustaining factors of the Sudanese conflict between Arab Muslims and African Christians. This research looks specifically into the roles of ethnic differences and religion. In this study, 10 emigrants from South Sudan were chosen to present their perceptions and views about the conflict, in the form of written responses to 22 questions. Analysis of their responses in light of conflict resolution literature suggests that the North-South Sudan conflict involves complex issues primarily fueled by ethnic and religious differences. This research reveals that South Sudanese refugees from varying backgrounds and professions expressed similar experiences of racial, religious discrimination and political and economic marginalization, and suggests that Sudan's July, 2011 declaration of independence, creating two separate nations, North and South Sudan, was a positive solution to achieving a just peace.
50
Tassie, Jane. "Outwork in South Australia /." Title page, contents and abstract only, 1993. http://web4.library.adelaide.edu.au/theses/09MPM/09mpmt213.pdf.
Full text