The correlation between materialism, social comparison and status consumption among students

South African students face many challenges when completing their tertiary education, finances being one of the most significant. This is not only due to a lack of monetary resources but also to students’ inability to manage their available resources. Students often make financial decisions not in their own interest due to both internal and external factors. Consequently, many students do not finish their studies or end up in debt. The research reported on in this article examined the correlation between three factors which influence spending and debt according to previous research, namely Materialism, Social Comparison and Status Consumption. These concepts refer to how much people value material possessions and how they compare their possessions to those of others and spend on status-conferring possessions to improve their image. This study used convenience sampling of 630 Generation Y students registered from four university campuses. Data collection was conducted using a self-reporting questionnaire. Data analysis comprised 597 valid questionnaires. The results reveal that Status Consumption can be predicted using Materialism and Social Comparison tendencies. The net result of this situation is that students first compare themselves to their peers and then spend money to feel better about themselves or present an improved image to their peers instead of investing their limited resources in their education. Very often, this spending is funded using credit. According to existing literature, this is true for students and the population at large and is one of the main drivers of the current debt problems South Africa is experiencing

Music as a Metaphor for Thesis Writing

In the final throws of writing a doctoral thesis the struggle was to find a structure for presenting the vast amounts of literature that had to be integrated and synthesised to form a coherent whole and linking psychology and music, the basis for my thesis. As a systems theorist and adherent to social constructionist views, the metaphor plays an important role in constructing realities, and the framework that came to mind for structuring and presenting my thesis was that of the concerto from the Western classical music genre. In this paper I will explain how this metaphor was used for organising and structuring my research and presenting a systems paradigm as a coherent whole

Demokratisering van die onderwys

The democratisation of education comprises respect for the sovereignty of every consumer of education and for all who have an interest in education; it also takes the following into consideration : all relevant points of view, the life phases of the child and the reseration or unlocking of the subject matter (learning content) in past , present and future perspectives. It also implies the transmission of all learning content in full context as well as the understanding and interpretation thereof as part of and interrelated with reality as a whole (totality). The implementation of the principle of democratisation is, therefore perceived in a broader sense than is usually the case, for not only should all people be allowed their rights and opportunities, but all points of view, periods in time and contextual matters which may influence the understanding of learning content, should also be taken into account

Collage Life Story Elicitation Technique: A Representational Technique for Scaffolding Autobiographical Memories

A basic premise in narrative therapy and inquiry is that life story telling is a mechanism by which experiences are rendered meaningful within some form of structure. However, narrative inquiry has to take cognisance of difficulties ensuing from discursive practices for different populations when eliciting their life stories. In this article I explicate a unique method, the Collage Life story Elicitation Technique (CLET), geared towards scaffolding life story remembering. Based on the theoretical underpinnings of social constructionism (Gergen, 2000), symbolic interactionism (Berg, 2009) and performative strategies in social science research the CLET provides a mode of expression and narrative performance for positioning the dialogical self. As the individual engages in collage-making and narrating, cognitive, motivational and affective aspects of autobiographical memories emerge while telling her or his life story. Different forms of positioning in the dialogical self and significant attachments to people, objects and life events co-exist in the verbal and non-verbal communications elicited with this technique. As suggested by the pilot study, the CLET provides a structure within which non-English speaking participants could explore multiple forms of positioning in the dialogical self without the restrictions of a verbal interview conversation

Kan Calvinistiese beginsels tot algemeen geldige kennis lei?

Vollenhoven maak in sy werk Geschiedenis der Wijsbegeerte (1950, p.40) die belangrike stelling dat alle skepsele sowel ’n universele (of algemeengeldige) as ’n individuele sy vertoon, en dat dié twee sye altyd en oral tegelyk voorkom as twee gelykwaardige kante. Elke skepscl vertoon dus die ontiese grondtrek van universaliteit én individualiteit. Dit is een grondtrek met twee gelyktydige en gelykwaardige sye

Design and positioning of controls : the old and the new industrial approaches

While copious amounts of research exist with regard to positioning of controls, very little research covers the design shape of the controls. This paper demonstrates the importance of control positioning and design within industrial settings. Furthermore it aims to highlight the changes in industries with regard to control design and positioning. This paper is a review paper and thus much is based on findings by other authors. However, the changes in the industrial practices referred to by the author are from knowledge gained while visiting numerous industries in South Africa

Quinoline-resistance reversing agents for the malaria parasite Plasmodium falciparum

Resistance to quinoline antimalarials, especially to chloroquine and mefloquine has had a major impact on the treatment of malaria worldwide. In the period since 2000, significant progress has been made in understanding the origins of chloroquine resistance and to a lesser extent mefloquine resistance in Plasmodium falciparum. Chloroquine resistance correlates directly with mutations in the pfcrt gene of the parasite, while changes in another gene, pfmdr1, may also be related to chloroquine resistance in some strains. Mutations in pfcrt do not appear to correlate with mefloquine resistance, but some studies have implicated pfmdr1 in mefloquine resistance. Its involvement however, has not been definitively demonstrated. The protein products of these genes, PfCRT and Pgh-1 are both located in the food vacuole membrane of the parasite. Current evidence suggests that PfCRT is probably a transporter protein. Chloroquine appears to exit the food vacuole via this transporter in resistant PfCRT mutants. Pgh-1 on the other hand, resembles mammalian multi-drug resistance proteins and appears to be involved in expelling hydrophobic drugs from the food vacuole. Resistance reversing agents are believed to act by inhibiting these proteins. The currently known chloroquine- and mefloquine-resistance reversing agents are discussed in this review. This includes a discussion of structure-activity relationships in these compounds and hypotheses on their possible mechanisms of action. The status of current clinical applications is also briefly discussed

Narratives of Third Culture Kids: Commitment and Reticence in Social Relationships

The lives of Third Culture Kids (TCKs) are characterized by their experiences of living among different worlds that could isolate them from social interaction and establishing long-term friendships. Exploring the experiences of ten TCKs, this paper reports on primary data gathered through the Collage Life Story Elicitation Technique (CLET) in order to gain an understanding of the meaning making of TCKs and their commitment and reticence in establishing relationships during their developmental years. In-depth thematic analysis indicated a struggle building intimacy and companionships and deep friendships, as well as difficulties with maintaining relationships with others and a possible fear of commitment. Implications for counselling of TCKs and their families are discussed

Income tax nature of reimbursements relating to leasehold improvements

Thesis (MComm)--University of Stellenbosch, 2011.ENGLISH ABSTRACT: It is becoming increasingly common for lessees to receive contributions from lessors towards leasehold improvements costs. A lessee will be entitled to claim an allowance in terms of section 11(g), where expenditure has actually been incurred in pursuance of an obligation in terms of a lease agreement, and the property is used for the production of income. Obstacles arise where the lessee either receives a payment or benefit, in cash or otherwise from the lessor, either as consideration for the lessee to effect the improvements or as inducement for the lessee to enter into the lease agreement. The nature of these payments or benefits received by the lessee for income tax purposes needs to be assessed with reference to the general principles laid down by the South African courts in respect of the “gross income” definition and international case law dealing with the income tax treatment of similar payments made by the lessor to the lessee. Factors also need to be identified, which should be taken into account to assess the income tax nature of these payments or benefits. The terms of the agreement in terms of which such payments or benefits are made should clearly state the purpose thereof, and a conclusive answer will depend on the particular circumstances and facts of each case. The interaction between a payment or benefit received by a lessee and the availability of a leasehold improvements allowance in terms of section 11(g) is a complex matter and it remains to be seen how South African courts will deal with these issues.AFRIKAANSE OPSOMMING: Dit raak toenemend algemeen dat huurders ʼn bydrae tot huur verbetering koste vanaf verhuurders ontvang. ʼn Huurder sal geregtig wees om ʼn artikel 11(g) toelaag te eis, waar onkostes werklik aangegaan is ter voldoening aan ʼn verpligting ingevolge die huurooreenkoms en die eiendom word gebruik vir die voortbrenging van inkomste. Struikelblokke ontstaan waar die huurder ʼn bedrag of voordeel, in kontant of andersins ontvang vanaf die verhuurder, as vergoeding vir die aanbring van verbeteringe of as beweegrede om die huurooreenkoms te sluit. Die inkomstebelastingaard van hierdie bedrae of voordele ontvang moet beoordeel word met verwysing na die algemene beginsels ontwikkel deur die Suid-Afrikaanse howe met betrekking tot die “bruto inkomste” definisie en internasionale hofsake wat handel met die inkomstebelastinghantering van soortgelyke betalings vanaf die verhuurder aan die huurder. Faktore moet ook identifiseer word wat inag geneem moet word ten einde die aard van hierdie bedrae of voordele vas te stel. Die terme van die ooreenkoms ingevolge waarvan die bedrag of voordeel ontvang word, moet duidelik die doel daarvan uiteensit. ʼn Beslissende antwoord sal afhang van die spesifieke omstandighede en feite van elke geval. Die interaksie tussen ʼn betaling of voordeel ontvang deur die huurder en die beskikbaarheid van ʼn huurverbeteringe toelaag ingevolge artikel 11(g) is ʼn komplekse onderwerp en daar sal nog gesien moet word hoe die Suid-Afrikaanse howe hierdie kwessies sal hanteer

Educators’ experiences of their relationships with adolescents involved in drug use

Substance use amongst learners in South Africa has become a significant problem, with relationships between educators and learners being seriously challenged. Educators are often in a position to notice changes in the behaviour of learners and are able to provide support and assistance. A phenomenological, explorative study was undertaken and in-depth interviews were conducted with 16 educators from a secondary school in a high-risk community in the Western Cape. In addition, a World Café group discussion was used in order to tap the participants’ collective wisdom. The data was analysed thematically – using positive psychology as a conceptual framework. This focuses not only on what is wrong or pathological, but rather on what is positive, attempting to nurture resilience and strengths in individuals and communities. Two main themes emerged: challenges to the educator-learner relationships, and the educators’ skills and strengths in nurturing positive relationships. It was found that educators’ personal well-being is important in order for them to deal with these challenging interactions. Educators used a number of skills and strengths in order to overcome challenges and to foster positive educator-learner relationships. A recommendation for future research is to explore the experiences of learners who have used drugs, and sought support from educators, focusing in particular on what aspects hindered and/or facilitated the relationship between them.Keywords: adolescents; drug use; educator-learner relationships; positive psychology; relational well-bein