Exploring the lived experiences of South African maladaptive gamblers

For many individuals, gambling is regarded as a recreational activity, a socially encompassed pastime. For the individuals who partook in the present study, gambling is an Achilles heel at which the individuals were hopelessly at the mercy of. Initially a ‘fun’ activity, gambling emerged as an activity that provided both an aspect of enjoyment and escapism. Later, as the behaviour increased, interpersonal and intrapersonal consequences emerged; which eventually led participants to take action and break free from the activity once experienced as recreational and now as a “monster”. The aim of the study was to explore the lived experience of six South African individuals who met the criteria for a gambling disorder. Both a phenomenological approach and ecological perspective were used to elicit the essence of this particular phenomenon as experienced by the participants. Purposive sampling procedures were implemented. Data was collected through the use of a biographical questionnaire and individual, open ended conversations with six gamblers. The data was processed and analysed according to qualitative data processing and analysis procedures. Due to the gap in qualitative research in this particular area, specifically in the South African context, this research study has the potential to create a better understanding of the lived experience of gambling addiction through the shared experiences of participants

Exploring behavioural addiction: a phenomenological study of the lived experiences of pathological gamblers

The aims of this chapter were fourfold. Firstly, the chapter aimed to contextualise this study by providing the reader with the relevant background information. Secondly, the chapter aimed to orientate the reader to the nature of this study, the research problem and aims, as well as provide motivation for this research. Thirdly, it presented an outline of the research process while situating the study within a theoretical framework. Fourthly, to provide the structure and outline of the chapters that is to unfold. Chapter Two will follow with an overview of the ecological perspective as it relates to human development and as the precursor to a more extensive discussion of the perspective of Urie Bronfenbrenner (1979). Bronfenbrenner‟s (1979) ecological outlook will take into consideration the constituents of influence in the lives of the participants of the present study

Natural Sciences teachers’ experiences of the use of blended teaching in Smart Schools

In a Smart School, the teacher is a co-participant in the learning process. Researchers have identified the importance of the social presence of teachers using blended teaching platforms. They emphasise that social presence is an important factor on how learners perceive their blended learning experience, and that lower interaction was often related with lower satisfaction from learners using the blended teaching platforms (Waugh & Su, 2016). It was therefore crucial for the research study to investigate the teachers’ voice. This was done to gain an insight to how they, as the end users in their facilitation role, experience a Smart School setting, and how their role influences the effectiveness of the learning process. Teachers’ experiences with a blended mode of delivery are interconnected complex processes. This study aimed to investigate and gain an understanding of how teachers experience blended teaching in Natural Sciences subject in a Smart School environment. In a Smart School, the teacher is a co-participant in the learning process. Researchers have identified the importance of the social presence of teachers using blended teaching platforms. They emphasise that social presence is an important factor on how learners perceive their blended learning experience, and that lower interaction was often related with lower satisfaction from learners using the blended teaching platforms (Waugh & Su, 2016). It was therefore crucial for the research study to investigate the teachers’ voice. This was done to gain an insight to how they, as the end users in their facilitation role, experience a Smart School setting, and how their role influences the effectiveness of the learning process. Teachers’ experiences with a blended mode of delivery are interconnected complex processes. This study aimed to investigate and gain an understanding of how teachers experience blended teaching in Natural Sciences subject in a Smart School environment. The challenges of blended teaching and learning identified included teachers' increased work load due to external challenges such as load shedding, inoperable devices, connectivity challenges, and of stolen smart equipment. These all impact teaching and learning. This research also focused on gaining an understanding of the teachers’ views on their support structures that included technical support, school management team support, and the Department of Education’s support. It was found that where teachers saw value in their support structures or where the response of these support structures was effective and prompt, they had better confidence levels in the utilisation of blended teaching tools. Teachers technophobia influenced the way the teachers used the tools, as well as their pedagogical inclusion of using smart equipment in their classrooms. There is undoubtedly extensive value in Smart Schools for teaching and learning, especially for learners to be able to cope in a technological society. However, few Smart Schools exist in South Africa, so a major expansion and re-addressing of technology in schools is needed.Dissertation (MEd)--University of Pretoria, 2021.Science, Mathematics and Technology EducationMEdRestricte

Exploring behavioural addiction: a phenomenological study of the lived experiences of pathological gamblers

The aims of this chapter were fourfold. Firstly, the chapter aimed to contextualise this study by providing the reader with the relevant background information. Secondly, the chapter aimed to orientate the reader to the nature of this study, the research problem and aims, as well as provide motivation for this research. Thirdly, it presented an outline of the research process while situating the study within a theoretical framework. Fourthly, to provide the structure and outline of the chapters that is to unfold. Chapter Two will follow with an overview of the ecological perspective as it relates to human development and as the precursor to a more extensive discussion of the perspective of Urie Bronfenbrenner (1979). Bronfenbrenner‟s (1979) ecological outlook will take into consideration the constituents of influence in the lives of the participants of the present study

Hartree-Fock-Bogoliubov mass models and the equation of state of neutron-star crusts

We review the evolution of the Skyrme-Hartree-Fock-Bogoliubov mass models of the Brussels-Montreal group, with particular emphasis on the steps leading up to the most recent of these models, HFB-17. The extension of these models to the calculation of the equation of state of the inner crust of neutron stars is discussed. © 2009 American Institute of Physics.SCOPUS: cp.pinfo:eu-repo/semantics/publishe

Natural sciences teachers’ experiences using blended teaching in township smart schools : perceived benefits and challenges

This study explored the perceived benefits and challenges that Natural Sciences teachers experience when using blended teaching in Smart Schools. This qualitative research focused on public township schools with challenging socio-economic contexts in the Gauteng Province, South Africa. A non-probability purposive sampling method was followed. The data collection technique used involved individual, face-to-face, semi-structured interviews. Interviews conducted with 10 Natural Sciences teachers were analysed through inductive analysis. The key findings of this study portrayed that teachers perceived that the incorporation of blended teaching and learning presented major pedagogical benefits, such as increased learner enjoyment and improved engagement as visual enhancements of the scientific processes and concepts aid learning, save teaching and reduce learning time since complex scientific concepts are simplified and use virtual experiments instead of traditional hands-on practicals. Efficiency in long-term running costs was seen as another benefit. According to these Natural Science teachers, one disadvantage in particular was an increased workload owing to double lesson planning for classroom activities and particularly for science practicals with and without the use of smart equipment, where there were external challenges such as load shedding, inoperable devices, connectivity challenges and/or smart equipment thefts. It is recommended that Smart School teachers are encouraged to form communities of practice to share strategies to minimise the perceived or experienced challenges in blended teaching.https://www.tandfonline.com/loi/rmse202024-05-11hj2023Science, Mathematics and Technology EducationSDG-04:Quality Educatio