The reading of extended text in Oshindonga in grade 2 in selected Namibian schools
- Ngula, Elizabeth Njanjukweni-Aluhe
- Authors: Ngula, Elizabeth Njanjukweni-Aluhe
- Date: 2011
- Subjects: Ndonga language -- Study and teaching -- Namibia Reading comprehension -- Study and teaching (Primary) -- Namibia Reading (Primary) -- Namibia Teaching -- Namibia Teachers -- Attitudes -- Namibia Literacy -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1720 , http://hdl.handle.net/10962/d1003603
- Description: This study was conducted in order to understand to what extent Grade 2 teachers use books (or other forms of extended text) in their reading lessons in Oshindonga where very little published material is available, and, if so, whether they engage in shared reading with these materials or not. The study also explored ways to introduce more books (or other forms of extended text) into Oshindonga classrooms. The study took the form of an interpretive case study. It was conducted in two primary schools in Otjiwarongo district in the Otjozondjupa region of Namibia. Two qualified Grade 2 teachers were selected. The purpose of this sampling was to gain an in depth understanding of how these two selected teachers taught reading in Oshindonga. The data was gathered by using semi-structured interviews with open-ended questions, as well as lesson observations and stimulated recall with each individual teacher after each lesson. The purpose of this was to gain clarity in areas that were not clear during lesson presentations. A focus group interview was also conducted in order to generate ideas about how to introduce more extended texts into the classroom. The key fmdings are that both schools in the study lacked books in Oshindonga, and the teachers lacked an understanding of the importance of using books (or other forms of extended text). Other key findings are that teachers had a problem in choosing appropriate texts to read with their learners; teachers understand reading more as decoding than reading for meaning and pleasure; children were not asked any comprehension questions and the two teachers had different views on the value of shared reading. The research data revealed that there are problems in teaching literacy in Namibian African languages.
- Full Text:
- Date Issued: 2011
- Authors: Ngula, Elizabeth Njanjukweni-Aluhe
- Date: 2011
- Subjects: Ndonga language -- Study and teaching -- Namibia Reading comprehension -- Study and teaching (Primary) -- Namibia Reading (Primary) -- Namibia Teaching -- Namibia Teachers -- Attitudes -- Namibia Literacy -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1720 , http://hdl.handle.net/10962/d1003603
- Description: This study was conducted in order to understand to what extent Grade 2 teachers use books (or other forms of extended text) in their reading lessons in Oshindonga where very little published material is available, and, if so, whether they engage in shared reading with these materials or not. The study also explored ways to introduce more books (or other forms of extended text) into Oshindonga classrooms. The study took the form of an interpretive case study. It was conducted in two primary schools in Otjiwarongo district in the Otjozondjupa region of Namibia. Two qualified Grade 2 teachers were selected. The purpose of this sampling was to gain an in depth understanding of how these two selected teachers taught reading in Oshindonga. The data was gathered by using semi-structured interviews with open-ended questions, as well as lesson observations and stimulated recall with each individual teacher after each lesson. The purpose of this was to gain clarity in areas that were not clear during lesson presentations. A focus group interview was also conducted in order to generate ideas about how to introduce more extended texts into the classroom. The key fmdings are that both schools in the study lacked books in Oshindonga, and the teachers lacked an understanding of the importance of using books (or other forms of extended text). Other key findings are that teachers had a problem in choosing appropriate texts to read with their learners; teachers understand reading more as decoding than reading for meaning and pleasure; children were not asked any comprehension questions and the two teachers had different views on the value of shared reading. The research data revealed that there are problems in teaching literacy in Namibian African languages.
- Full Text:
- Date Issued: 2011
A case study : tracing the development of emergent literacy in a Grade R class
- Authors: Hodgskiss, Jennifer Adelé
- Date: 2007
- Subjects: Literacy -- Study and teaching (Preschool) -- South Africa -- Eastern Cape Literacy -- Social Aspects -- South Africa -- Eastern Cape Language acquisition -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1443 , http://hdl.handle.net/10962/d1003324
- Description: The introduction of the new curriculum in South Africa has introduced a new approach to literacy in the early years of the Foundation Phase (Grade R – 1), which has a strong emphasis on emergent literacy. The National Curriculum Statement (NCS) for English – Home Language describes this approach as balanced “because it begins with children’s emergent literacy, it involves them in reading real books and writing for genuine purposes, and it gives attention to phonics”. For many teachers in South Africa, this means moving away from the “reading readiness approach” which held that children were not ready to read and write until they were able to perform sub-skills such as auditory discrimination and visual discrimination, and had developed their fine and large motor skills to a certain level. The purpose of this study was to trace and document children’s emergent literacy development in a Grade R class over a period of two months. More specifically, the intention was to investigate whether it was possible for trained, motivated teachers who have access to everyday resources in otherwise ordinary South African schools, to achieve the Assessment Standards set out in the NCS for Home Language in Grade R. In this school-based case study, the sample consisted of 4 children from 1 preschool in Queenstown, South Africa. The participants were selected according to gender and language because these appear to be significant factors in literacy development. The interpretive approach was used to collect and analyse data. Data were gathered from three main sources; (1) a research journal, (2) semi-structured interviews with the parents of the 4 participants, and (3) samples of the participants’ spontaneous writing. These were then triangulated to give credibility, objectivity and validity to the interpretation of the data. The findings revealed that: (1) Social class, language and to a lesser extent gender emerged as factors which impacted significantly on the children’s literacy development, resulting in some children progressing more quickly than others. In South Africa, language is an indicator of social class. The English-speaking children had a socioeconomic and language advantage which enabled them to make considerable strides in their literacy development. In contrast, the Xhosa-speaking children were disadvantaged by their socioeconomic and language circumstances, which made their literacy progress much slower. (2) The disparities between the English and Xhosa-speaking children in terms of the stability and structure of their families, had a considerable impact on their literacy performance. (3) Finally, teachers in English medium classes need to be aware of these factors. They need to design strategies and interventions to help those children who are learning in their additional language to achieve at similar levels to their English-speaking peers. If this is not done, the gap between the literacy achievements of the English-speakers and speakers of other languages will get wider and wider as time goes by.
- Full Text:
- Date Issued: 2007
- Authors: Hodgskiss, Jennifer Adelé
- Date: 2007
- Subjects: Literacy -- Study and teaching (Preschool) -- South Africa -- Eastern Cape Literacy -- Social Aspects -- South Africa -- Eastern Cape Language acquisition -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1443 , http://hdl.handle.net/10962/d1003324
- Description: The introduction of the new curriculum in South Africa has introduced a new approach to literacy in the early years of the Foundation Phase (Grade R – 1), which has a strong emphasis on emergent literacy. The National Curriculum Statement (NCS) for English – Home Language describes this approach as balanced “because it begins with children’s emergent literacy, it involves them in reading real books and writing for genuine purposes, and it gives attention to phonics”. For many teachers in South Africa, this means moving away from the “reading readiness approach” which held that children were not ready to read and write until they were able to perform sub-skills such as auditory discrimination and visual discrimination, and had developed their fine and large motor skills to a certain level. The purpose of this study was to trace and document children’s emergent literacy development in a Grade R class over a period of two months. More specifically, the intention was to investigate whether it was possible for trained, motivated teachers who have access to everyday resources in otherwise ordinary South African schools, to achieve the Assessment Standards set out in the NCS for Home Language in Grade R. In this school-based case study, the sample consisted of 4 children from 1 preschool in Queenstown, South Africa. The participants were selected according to gender and language because these appear to be significant factors in literacy development. The interpretive approach was used to collect and analyse data. Data were gathered from three main sources; (1) a research journal, (2) semi-structured interviews with the parents of the 4 participants, and (3) samples of the participants’ spontaneous writing. These were then triangulated to give credibility, objectivity and validity to the interpretation of the data. The findings revealed that: (1) Social class, language and to a lesser extent gender emerged as factors which impacted significantly on the children’s literacy development, resulting in some children progressing more quickly than others. In South Africa, language is an indicator of social class. The English-speaking children had a socioeconomic and language advantage which enabled them to make considerable strides in their literacy development. In contrast, the Xhosa-speaking children were disadvantaged by their socioeconomic and language circumstances, which made their literacy progress much slower. (2) The disparities between the English and Xhosa-speaking children in terms of the stability and structure of their families, had a considerable impact on their literacy performance. (3) Finally, teachers in English medium classes need to be aware of these factors. They need to design strategies and interventions to help those children who are learning in their additional language to achieve at similar levels to their English-speaking peers. If this is not done, the gap between the literacy achievements of the English-speakers and speakers of other languages will get wider and wider as time goes by.
- Full Text:
- Date Issued: 2007
A study of the teaching of reading in Grade 1 in the Caprivi region, Namibia
- Authors: Nzwala, Kenneth
- Date: 2007
- Subjects: Reading (Primary) -- Namibia Teachers -- Attitudes -- Namibia Teaching -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1785 , http://hdl.handle.net/10962/d1003670
- Description: This study was conducted in order to understand how Grade 1 teachers teach reading in mother tongue with a focus, firstly, on teacher beliefs and how such beliefs influence teachers’ practice, and secondly, on the methods they use to teach reading. The study was carried out in the Caprivi Region of Namibia. It took the form of an interpretive case study. Three schools were selected for study: one urban, one peri-urban and one rural. The purpose of this sampling was to consider the influence of context on teachers’ practice. The data was gathered by using semi-structured interviews with open ended questions, as well as lesson observations and stimulated recall with the individual teachers after every lesson. This was important in order to have clarity on areas that were not clear during lesson presentations. The key findings are that the teachers I studied taught reading without using books, and there was an absence of shared reading with the learners. Other key findings are: teachers had great love for stories; they had a problem of language, and had no proper understanding of the concept ‘literacy’.
- Full Text:
- Date Issued: 2007
- Authors: Nzwala, Kenneth
- Date: 2007
- Subjects: Reading (Primary) -- Namibia Teachers -- Attitudes -- Namibia Teaching -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1785 , http://hdl.handle.net/10962/d1003670
- Description: This study was conducted in order to understand how Grade 1 teachers teach reading in mother tongue with a focus, firstly, on teacher beliefs and how such beliefs influence teachers’ practice, and secondly, on the methods they use to teach reading. The study was carried out in the Caprivi Region of Namibia. It took the form of an interpretive case study. Three schools were selected for study: one urban, one peri-urban and one rural. The purpose of this sampling was to consider the influence of context on teachers’ practice. The data was gathered by using semi-structured interviews with open ended questions, as well as lesson observations and stimulated recall with the individual teachers after every lesson. This was important in order to have clarity on areas that were not clear during lesson presentations. The key findings are that the teachers I studied taught reading without using books, and there was an absence of shared reading with the learners. Other key findings are: teachers had great love for stories; they had a problem of language, and had no proper understanding of the concept ‘literacy’.
- Full Text:
- Date Issued: 2007
An investigation of parental involvement in the development of their children's literacy in a rural Namibian school
- Authors: Siririka, Gisela
- Date: 2007
- Subjects: Education -- Namibia Education -- Parent participation -- Namibia Rural schools -- Namibia Community and school -- Namibia Literacy -- Social aspects -- Namibia Literacy -- Study and teaching -- Namibia Libraries and education -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1638 , http://hdl.handle.net/10962/d1003520
- Description: This study sought to investigate the involvement of parents in the development of their children’s literacy. The study was conducted in a rural school in the Omaheke region of Namibia, a school selected for reasons of representativeness and convenience. The research took the form of an interpretive case study focussing on a study sample of nine parents, their children, and one teacher in the Ngeama community. Data were collected through semi-structured interviews and then subjected to comprehensive descriptive analysis. The findings of the study indicate that parents in the Ngeama rural community have not been effectively involved in their children’s acquisition of literacy, for a number of reasons. These include the parents’ not feeling appropriately empowered to influence the development of their children’s literacy, the absence of environmental literacy programmes within the community, and the shortage of literacy materials such as newspapers and magazines. Perhaps the most important factor is that there is no public or school library in the Ngeama community. In view of these findings, the study recognizes a need for parental empowerment in terms of knowledge, skills, understanding and resources allocation regarding the education of their children. It recommends that a relationship of trust and understanding be built between the school and the community to ensure the sound development of literacy skills. The study further recommends the establishment of a library in order to enhance the literacy levels of teachers, parents and children alike.
- Full Text:
- Date Issued: 2007
- Authors: Siririka, Gisela
- Date: 2007
- Subjects: Education -- Namibia Education -- Parent participation -- Namibia Rural schools -- Namibia Community and school -- Namibia Literacy -- Social aspects -- Namibia Literacy -- Study and teaching -- Namibia Libraries and education -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1638 , http://hdl.handle.net/10962/d1003520
- Description: This study sought to investigate the involvement of parents in the development of their children’s literacy. The study was conducted in a rural school in the Omaheke region of Namibia, a school selected for reasons of representativeness and convenience. The research took the form of an interpretive case study focussing on a study sample of nine parents, their children, and one teacher in the Ngeama community. Data were collected through semi-structured interviews and then subjected to comprehensive descriptive analysis. The findings of the study indicate that parents in the Ngeama rural community have not been effectively involved in their children’s acquisition of literacy, for a number of reasons. These include the parents’ not feeling appropriately empowered to influence the development of their children’s literacy, the absence of environmental literacy programmes within the community, and the shortage of literacy materials such as newspapers and magazines. Perhaps the most important factor is that there is no public or school library in the Ngeama community. In view of these findings, the study recognizes a need for parental empowerment in terms of knowledge, skills, understanding and resources allocation regarding the education of their children. It recommends that a relationship of trust and understanding be built between the school and the community to ensure the sound development of literacy skills. The study further recommends the establishment of a library in order to enhance the literacy levels of teachers, parents and children alike.
- Full Text:
- Date Issued: 2007
Apprenticing learners in the context of the Grade 10 physical science classroom
- Authors: Gray, Wesley Barclay
- Date: 2007
- Subjects: Science -- Study and teaching (Secondary) -- South Africa. Education, Bilingual -- South Africa Language and education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1423 , http://hdl.handle.net/10962/d1003304
- Description: The number of African learners who participate and succeed in physical science is recognized to be ‘disturbingly low’. One of the factors attributed to the low levels of enrolment and performance in physical science is language. In this study, teaching and learning through the language of science is examined in the context of the bilingual classroom. A model of analysis is constructed that (1) extends the notion of the language of science to include the mathematical and visual ‘languages’ of science, (2) takes recognition of the manner in which language, content, and values and beliefs construct the science learner, and (3) moves beyond the characterization of teaching and learning according to the dichotomy of the ‘traditional’/ the ‘progressive’. The model of analysis draws upon the central concepts of a sociocultural model of pedagogy, namely the ‘developmental model’. In addition, the model of analysis makes use of Systemic Functional Linguistics to examine teaching and learning at the micro level of classroom interaction. This study reveals the complex nature in which the language, content, and values and beliefs change as a lesson unfolds: teaching and learning through the language of science has been shown in these classrooms to be marked by features of both a ‘traditional’ and a ‘progressive’ model – each of which appears to serve different functions in the overall construction of the science learner. In addition, this study begins to uncover how a ‘successful’ teacher equips his/ her learners in the context of the bilingual physical science classroom: teaching and learning through the language of science has been shown in these classrooms to incorporate complex and varied strategies that depend upon choices made by both the teacher and learners. These findings substantiate the need to understand the challenges teachers and learners face in the bilingual physical science classroom in ways that acknowledge the complexity of the teaching and learning process.
- Full Text:
- Date Issued: 2007
- Authors: Gray, Wesley Barclay
- Date: 2007
- Subjects: Science -- Study and teaching (Secondary) -- South Africa. Education, Bilingual -- South Africa Language and education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1423 , http://hdl.handle.net/10962/d1003304
- Description: The number of African learners who participate and succeed in physical science is recognized to be ‘disturbingly low’. One of the factors attributed to the low levels of enrolment and performance in physical science is language. In this study, teaching and learning through the language of science is examined in the context of the bilingual classroom. A model of analysis is constructed that (1) extends the notion of the language of science to include the mathematical and visual ‘languages’ of science, (2) takes recognition of the manner in which language, content, and values and beliefs construct the science learner, and (3) moves beyond the characterization of teaching and learning according to the dichotomy of the ‘traditional’/ the ‘progressive’. The model of analysis draws upon the central concepts of a sociocultural model of pedagogy, namely the ‘developmental model’. In addition, the model of analysis makes use of Systemic Functional Linguistics to examine teaching and learning at the micro level of classroom interaction. This study reveals the complex nature in which the language, content, and values and beliefs change as a lesson unfolds: teaching and learning through the language of science has been shown in these classrooms to be marked by features of both a ‘traditional’ and a ‘progressive’ model – each of which appears to serve different functions in the overall construction of the science learner. In addition, this study begins to uncover how a ‘successful’ teacher equips his/ her learners in the context of the bilingual physical science classroom: teaching and learning through the language of science has been shown in these classrooms to incorporate complex and varied strategies that depend upon choices made by both the teacher and learners. These findings substantiate the need to understand the challenges teachers and learners face in the bilingual physical science classroom in ways that acknowledge the complexity of the teaching and learning process.
- Full Text:
- Date Issued: 2007
Making visual literacy meaningful in a rural context: an action research case study
- Authors: Mbelani, Madeyandile
- Date: 2007
- Subjects: Visual literacy -- Study and teaching (Secondary) -- South Africa -- Eastern Cape -- Case studies Education -- Research -- Case studies Education -- Research -- South Africa -- Eastern Cape Rural schools -- Research -- Case studies Rural schools -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1668 , http://hdl.handle.net/10962/d1003551
- Description: This thesis reports on a collaborative action research case study into the teaching of visual literacy to Grade 10 learners in a rural high school in the Eastern Cape, South Africa. Visual literacy is one of the critical aspects that have been incorporated in the teaching of English First Additional Language as required by the National Curriculum Statement (Grade 10-12), which has been implemented in Grade 10 as from 2006. With the aim of improving learners’ performance in visual literacy I designed a visual literacy unit that consisted of lesson plans running over 7 periods in 10 school days. In implementing the unit the learners were first grouped and then exposed to visual grammar and visual texts and then they critically viewed such texts and designed their own. Data was collected daily in the form of individual learner journals, researcher’s journal/diary, and copies were kept of activities done by learners (individually or in groups). Also, two teachers were invited as non-participant observers to each visit a lesson. Learner focus groups were conducted and critical friends were interviewed, tape recorded and transcribed. A camera was used to take still photographs to show learner activities in groups and during group presentations. The data revealed that visual literacy could be taught meaningfully in a rural high school as the learners could identify, cut, paste and discuss elements of visual language and they finally designed their own advertisements in groups. In the analysis of data the following factors emerged as hindrances for successful teaching of visual literacy in a rural high school: lack of resources; learners’ lack of a foundation in visual literacy from Grades 7-9; and problems revolving around time management and pacing. As action research comes in spirals, this research represented the first one and the researcher found the study an eye opener and a foundation to build on in the second spiral (that is not part of this research).
- Full Text:
- Date Issued: 2007
- Authors: Mbelani, Madeyandile
- Date: 2007
- Subjects: Visual literacy -- Study and teaching (Secondary) -- South Africa -- Eastern Cape -- Case studies Education -- Research -- Case studies Education -- Research -- South Africa -- Eastern Cape Rural schools -- Research -- Case studies Rural schools -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1668 , http://hdl.handle.net/10962/d1003551
- Description: This thesis reports on a collaborative action research case study into the teaching of visual literacy to Grade 10 learners in a rural high school in the Eastern Cape, South Africa. Visual literacy is one of the critical aspects that have been incorporated in the teaching of English First Additional Language as required by the National Curriculum Statement (Grade 10-12), which has been implemented in Grade 10 as from 2006. With the aim of improving learners’ performance in visual literacy I designed a visual literacy unit that consisted of lesson plans running over 7 periods in 10 school days. In implementing the unit the learners were first grouped and then exposed to visual grammar and visual texts and then they critically viewed such texts and designed their own. Data was collected daily in the form of individual learner journals, researcher’s journal/diary, and copies were kept of activities done by learners (individually or in groups). Also, two teachers were invited as non-participant observers to each visit a lesson. Learner focus groups were conducted and critical friends were interviewed, tape recorded and transcribed. A camera was used to take still photographs to show learner activities in groups and during group presentations. The data revealed that visual literacy could be taught meaningfully in a rural high school as the learners could identify, cut, paste and discuss elements of visual language and they finally designed their own advertisements in groups. In the analysis of data the following factors emerged as hindrances for successful teaching of visual literacy in a rural high school: lack of resources; learners’ lack of a foundation in visual literacy from Grades 7-9; and problems revolving around time management and pacing. As action research comes in spirals, this research represented the first one and the researcher found the study an eye opener and a foundation to build on in the second spiral (that is not part of this research).
- Full Text:
- Date Issued: 2007
Teacher's beliefs regarding the role of extensive reading in English language learning : a case study
- Authors: Kajinga, Gilford
- Date: 2006
- Subjects: Reading Children -- Books and reading Bilingualism in children Education, Bilingual English language -- Study and teaching -- Foreign speakers
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1793 , http://hdl.handle.net/10962/d1003678
- Description: Research suggests numerous views to account for the influence on practice of teachers’ beliefs. One view states that teachers’ lived experiences shape their beliefs about practice. Another view attributes the influence to school experiences. This research sets out to gain insight into teachers’ beliefs on the role of extensive reading in second language learning. A case study of 9 teachers from 3 schools in Grahamstown, South Africa selected purposefully and conveniently was utilised. The teachers were viewed to be knowledgeable on this matter by virtue of their profession while the 3 schools were selected to represent a private school, a former Model C and former Department of Education and Training (DET) school. Data was mainly collected by means of semi-structured interviews, which utilised in-depth open-ended questions to yield teachers’ past experiences. The findings revealed the following: all the teachers appeared to believe that extensive reading was invaluable and enhanced language skills. However, white and black teachers differed in terms of their early experiences of reading. Whereas for white teachers early experiences with literacy were encountered in the home, for black teachers the school was where they had their first exposure to literacy. In addition formal training in the form of an ACE (Advanced Certificate in Education) seemed to have influenced black teachers’ beliefs about the subject at hand, whereas the role of teacher education/ training was not as significant for white teachers.
- Full Text:
- Date Issued: 2006
- Authors: Kajinga, Gilford
- Date: 2006
- Subjects: Reading Children -- Books and reading Bilingualism in children Education, Bilingual English language -- Study and teaching -- Foreign speakers
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1793 , http://hdl.handle.net/10962/d1003678
- Description: Research suggests numerous views to account for the influence on practice of teachers’ beliefs. One view states that teachers’ lived experiences shape their beliefs about practice. Another view attributes the influence to school experiences. This research sets out to gain insight into teachers’ beliefs on the role of extensive reading in second language learning. A case study of 9 teachers from 3 schools in Grahamstown, South Africa selected purposefully and conveniently was utilised. The teachers were viewed to be knowledgeable on this matter by virtue of their profession while the 3 schools were selected to represent a private school, a former Model C and former Department of Education and Training (DET) school. Data was mainly collected by means of semi-structured interviews, which utilised in-depth open-ended questions to yield teachers’ past experiences. The findings revealed the following: all the teachers appeared to believe that extensive reading was invaluable and enhanced language skills. However, white and black teachers differed in terms of their early experiences of reading. Whereas for white teachers early experiences with literacy were encountered in the home, for black teachers the school was where they had their first exposure to literacy. In addition formal training in the form of an ACE (Advanced Certificate in Education) seemed to have influenced black teachers’ beliefs about the subject at hand, whereas the role of teacher education/ training was not as significant for white teachers.
- Full Text:
- Date Issued: 2006
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