A sociological analysis of the experiences of acceptance of Christian gay men within the Methodist Church of Southern Africa (MCSA) in Grahamstown
- Authors: Sipungu, Thoko Andy
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/3961 , vital:20573
- Description: Buffington, Luibhéid, & Guy (2014: 1) argue that “in the contemporary world, our own sexuality and our sense of the sexualities of others colour all aspects of contemporary life, from interpersonal relations to foreign affairs.” In line with this statement, this study provides an account of how a person’s gay sexuality can possibly colour that person’s experience of acceptance by the Methodist Church of Southern Africa (MCSA) in Grahamstown. Samuel Hill (2008: 6) notes that there is an urgent need to create a dialectic between religious and secular discourse with regards to furthering our understanding of sexuality. Thus this thesis seeks to contribute to the body of scholarship that explores and discusses the disjuncture between one’s homosexual identity and one’s religious identity. Barton (2012: 2) notes that “gay people are often talked about but seldom listened to; rarely are they asked about their own oppression and the individuals and institutions oppressing them.” While adopting a qualitative approach utilising interviews to explore the stories of the respondents, this study applies Bourdieu’s concepts of field, habitus, social capital and symbolic violence in order to analyse the experiences of acceptance of gay men within the Methodist Church of Southern Africa (MCSA) in Grahamstown. With regard to the use Bourdieu’s concepts in the analysis of the experiences, the following dimensions were considered: i) construction of a gay identity within the field of Christianity as represented by the MCSA in this context, ii) the impact the field has on the ‘gay habitus’, iii) Social capital as an advantageous strategy in constructing a gay identity within the church, and iv) symbolic violence that gay men experience within the church. In analysing the conditions of the acceptance that gay men receive within the church, this study also uses Jacques Derrida’s concept of hospitality.
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A study of factors enhancing truck driver retention at Tanker Services, Imperial Logistics, South Africa
- Authors: Goss, Cayley Amy
- Date: 2016
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:868 , http://hdl.handle.net/10962/d1021250
- Description: The aim of this qualitative study was to gain an understanding of the factors that enhance truck driver retention at Tanker Services, Imperial Logistics, South Africa. The specific objectives of the study were to (1) explore factors which influence the retention of truck drivers from the perspectives of immediate supervisors of these drivers at Tanker Services Branches in Durban, Johannesburg, and Cape Town; (2) to identify the means Tanker Services adopts in meeting factors influential to truck driver retention; and (3) to provide recommendations on how to successfully retain truck drivers in this logistics organisation in South Africa. The research methodology of this study involved interviewing ten immediate managers of truck drivers at Tanker Services, Imperial Logistics. Specifically, data was collected through the use of individual, in-depth and semi-structured interviews to investigate the most influential factors affecting truck driver retention. The results of this research outline factors important to the truck drivers at Tanker Services from the perspectives of their immediate supervisors - most of whom were previously truck drivers themselves. The findings of this research identified the general factors that affect Tanker Services Truck drivers as follows: formal and informal rewards, competitive compensation, a work environment of quality equipment, high safety standards and recreational facilities. Furthermore, interpersonal relations and company reputation were found most influential to truck drivers in this South African logistics context.
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A study of the influence of employee empowerment on organizational citizenship behaviours of teachers within Grahamstown independent senior schools
- Authors: Johnston, Dean Allan
- Date: 2016
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:869 , http://hdl.handle.net/10962/d1021314
- Description: This research investigates the influence of empowerment on organisational citizenship behaviours (OCB) of teachers within Independent Senior schools in Grahamstown. Teachers, as a schools driving force, contribute immensely to the education of its students as well as determine the success and effectiveness of the school as an educational institution. The nature of a teacher’s work, and indirectly the principal’s job of managing these teachers, is complex and difficult to define as there are only certain behaviours which can be contractually obliged from teachers. Further behaviours which are beneficial to the organisation, such as OCB, need to be induced via incentives or encouraged via certain behavioural management initiatives, such as increased levels of empowerment. It is important for schools to encourage their teachers to participate in such beneficial behaviours as not all behaviours can be dictated or managed through contractual limitations. Previous studies and literature reviewed suggest that OCB is an important variable that significantly influences a schools performance. Such studies and literature suggest that empowerment could induce greater levels of OCB. The concepts of OCB and empowerment are defined and discussed and a 58 item Questionnaire is formulated based on the two concepts, drawn mainly from Short and Rinehart (1992) and Bogler and Somech (2004). The Questionnaire is divided into two parts, firstly OCB and secondly empowerment. Each section of the Questionnaire is divided into the relevant categories and dimensions as prescribed by past literature. The first part determines the behaviours which the participants believe form part of a teachers ‘in-role’ behaviour, therefore also determines which behaviours the participants believe are ‘extra-role’ or OCB. The second part determines the participant’s perception of their empowerment in their own workplace. This research makes use of an online Questionnaire. The data is collected and described using averages, modes and medians. This data is organised in a manner which further allows for a Pearson correlation analysis test to be run. This test is used to establish the correlation relationship between the two variables in this research and the statistical significance of this relationship is analysed by observing the respective p-value. The conclusion is drawn that there exists four statistically significant positively correlated relationships between the empowerment dimension (decision making, status, self-efficacy and impact) and OCB. However there exists a weak positively correlated non-statistically significant relationship between empowerment and OCB. This suggests that empowerment as a whole does not greatly influence higher levels of OCB, however the four individual dimensions of empowerment do have a positive influence.
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A study on the role of the media in identity formation among isiXhosa speaking youth in Grahamstown with focus on SABC’s Yo TV
- Authors: Mabusela, Pumeza
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3661 , http://hdl.handle.net/10962/d1021302
- Description: This study explores the use of African languages, more specifically isiXhosa, in the South African Broadcasting Corporation (SABC). It does this by investigating the YO TV programme and its impact on identity formation amongst isiXhosa speaking youth. The research was conducted in Grahamstown which is located in the Eastern Cape province of South Africa. Young isiXhosa speakers were used as participants for questionnaires and focus group interviews. The location of the study within the Eastern Cape was driven by the fact that Grahamstown consists of mainly isiXhosa speakers, and young people are a big part of the population. Secondly, the participants were chosen in order to look at how isiXhosa and the Xhosa culture are represented in the YO TV programme through the lenses of young people who speak the language, and whether the representation of these two aspects plays a role in the formation of their identity. The goals of the research were to explore the relationship between language and youth identity, and the role of television in the construction of this identity. The research looked at the SABC’s YO TV which is a youth programme targeting South African youth who speak different languages and the role it plays in constructing the identity of isiXhosa speaking youth in relation to language and culture. It also examined for what purpose isiXhosa was used in the YO TV programme. The study further identified and critically analysed the already existing strategies used by the SABC to promote African languages in youth programs. The study made several findings, one of these being that there is a relationship that exists between language, culture and identity. As a result of this relationship, this study found that when one of these aspects is less represented on television, it affects the other(s). Thus, little representation of isiXhosa on YO TV has an impact on the identity formation of young isiXhosa speakers as they believe that language and culture are a part of who they are, their identity. This study also discovered that institutions of power such as the media play a key role in affirming the identity of young people. They play a role in influencing the way young people reason and do things. This study argues that television programmes such as the YO TV programme must use African languages, as well as English because the use of African languages adds value to how young people perceive them. The use of African languages on television will contribute to their growth and development. Moreover, the use of these languages in the media contributes in identity construction of young African language speakers.
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A survey of employee preferences in the design of a performance management system
- Authors: Keshave, Hiten
- Date: 2016
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:863 , http://hdl.handle.net/10962/d1021180
- Description: This thesis begins with an introduction to performance management and the intended aim and objective of the research. Thereafter literature findings relative to performance management and performance management systems are discussed. In the review of literature, three processes that could be implemented in a performance management system were highlighted, namely; (1) the planning process, (2) the monitoring and development process, and (3) an annual summative and feedback process. Performance management functions deemed important to employees during each process of the performance management system were identified and discussed. Subsequent to the literature review, the research methodology was described and involved the implementation of quantitative research within a post-positivist paradigm in the form of a close-ended survey questionnaire. Analysis of the data involved a gap analysis and needs analysis. The gap analysis study was based on the opinion of management respondents in comparison to the opinion of non-management respondents. Results of the gap analysis were determined based on the calculation of an importance score for each sub-group. The needs analysis study was based on the overall opinion of all respondents, and results were determined based on the calculation of an overall importance score. In light of the literature review that was conducted to inform the questionnaire design, the survey results supported the literature review of each discussed performance management function with no evident contradictions. The results of the gap analysis and needs analysis were satisfactorily met for each performance management function. On the basis of these findings, it was assumed that all the performance management functions identified in the literature are important and could be implemented in the design of a performance management system. The results highlighted the importance of a performance plan and development plan to underpin the performance management system.
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Abstract art and the contested ground of African modernisms
- Authors: Mumba, Patrick
- Date: 2016
- Language: English
- Type: Thesis , Masters , MFA
- Identifier: vital:2515 , http://hdl.handle.net/10962/d1021165
- Description: This submission for a Masters of Fine Art consists of a thesis titled Abstract Art and the Contested Ground of African Modernisms developed as a document to support the exhibition Time in Between. The exhibition addresses the fact that nothing is permanent in life, and uses abstract paintings that reveal in-between time through an engagement with the processes of ageing and decaying. Life is always a temporary situation, an idea which I develop as Time in Between, the beginning and the ending, the young and the aged, the new and the old. In my painting practice I break down these dichotomies, questioning how abstractions engage with the relative notion of time and how this links to the processes of ageing and decaying in life. I relate this ageing process to the aesthetic process of moving from representational art to semi-abstract art, and to complete abstraction, when the object or material reaches a wholly unrecognisable stage. My practice is concerned not only with the aesthetics of these paintings but also, more importantly, with translating each specific theme into the formal qualities of abstraction. In my thesis I analyse abstraction in relation to ‘African Modernisms’ and critique the notion that African abstraction is not ‘African’ but a mere copy of Western Modernism. In response to this notion, I have used a study of abstraction to interrogate notions of so-called ‘African-ness’ or ‘Zambian-ness’, whilst simultaneously challenging the Western stereotypical view of African modern art. I have also related the theoretical and practical analysis of abstraction to scholarly debates on abstraction and ‘African Modernism’, arguing for multiple African Modernisms.
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Accelerated development programmes for Black academics: Interrupting or reproducing social and cultural dominance?
- Authors: Booi, Masixole
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/3338 , vital:20483
- Description: A wide body of research literature on transformation of higher education institutions in South Africa has focused on institutional reform and restructuring, change in employment legislation and policies, transforming institutional culture(s) and student and staff demographics (Portnoi, 2009:373; Viljoen and Rothmann, 2002:3; Badat, 2007; 2010; Cloete, Muller, Makgoba and Ekong, 1997; Nieman, 2010). The literature on transformation of higher education institutions shows that the underrepresentation, recruiting and retaining of blacks and women in senior posts is still the major challenge faced by the project of transforming higher education, particularly in Historically White Institutions (HWIs). Universities have introduced a variety of ‘accelerated development’ programmes to meet this challenge and accelerate the entry into academia of black academics. The present study draws on Pierre Bourdieu’s notions of cultural capital, field and social capital to interpret the lived experiences of participants in the Accelerated Development Programme (ADP) of one HWI. In particular the study is interested in how, in the participants’ experience, they, as members of the programme, have or have not been able to contribute to the transformation of the culture(s) of the institution. The study critically examines the assumption that the institutional practices, values and norms can be changed only by socialising ‘new’ lecturers into an already existing dominant culture rather than seeing the need to socialise existing lecturers into a new culture informed by a democratic ethos.
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Active Layer Dynamics at Four Borehole Sites in Western Dronning Maud Land, Antarctica
- Authors: Kotzé, Camilla
- Date: 2016
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4894 , http://hdl.handle.net/10962/d1021295
- Description: Permafrost and active layer dynamics in the Antarctic play an important role within terrestrial landscapes and ecosystems and as a climate change indicator. However, they remain less thoroughly researched than their Northern-Hemispheric counterpart. Despite advancements made by ANTPAS on the permafrost and active layer monitoring network in the Antarctic, observational gaps still exist. Western Dronning Maud Land (WDML) has been identified as one of these gaps, necessitating further research on permafrost dynamics and the influence of climate parameters thereon. Such elucidation is critical to both the cryospheric and life sciences. Variations in the surface climate of Antarctica can be seen as a result of inter-annual variations in atmospheric circulation, enhancing permafrost degradation and active layer thickening which directly affects soil processes, such as sorting and cryoturbation. Ground temperatures from four permafrost boreholes from WDML were analysed from 2007 to 2014. The study sites exhibit seasonal freezing, periglacial landforms, and altitudinal variation, ranging between ca. 450masl to ca. 1300masl. Using ground thermal regime and regional climate data, the spatial and temporal variability of the active layer in the Ahlmannryggen and Jutulsessen areas of WDML were characterised. 137 Cs tracing has revealed that the active layer and associated landforms have been active over the past half century. Further results show that active layer depths at each site vary inter-annually and are particularly influenced by snow cover, altitude and distance to the ice-shelf. Moreover, a correlation between the SAO (Semi-Annual Oscillation) and measured ground temperatures was found, principally during the transitional season of the SAO in May and September. The relationship between climate and ground thermal regimes, especially the influence of teleconnections thereon, is essential to improving the understanding of permafrost dynamics and landform morphology in continental Antarctica.
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Adaptations in allopatric populations of Triakis megalopterus isolated by the Benguela Current: steps towards understanding evolutionary processes affecting regional biodiversity
- Authors: Soekoe, Michelle
- Date: 2016
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:5389 , http://hdl.handle.net/10962/d1021264
- Description: This study was initiated to gain a better understanding of evolution and adaptation of elasmobranchs by investigating how a putative biogeographic barrier, the Benguela Current, had influenced populations of a demersal shark species, Triakis megalopterus. It was hypothesized that the Benguela Current formed a biogeographic barrier in the distribution of T. megalopterus and was responsible for the divergence between South African (SA) and Angolan (AN) populations. Since elasmobranchs are generally characterized by a slow rate of evolutionary change and conservative morphology and life history traits, it was hypothesized that there would be limited genetic, morphological and life history divergence between the populations. Both mtDNA Control Region (mtCR) and microsatellites (nDNA) were used to assess population connectivity and structure of T. megalopterus. The mtCR predominantly showed a northern (Angola, AN, and Namibia, NA) versus southern (Western Cape, WC, and Eastern Cape, EC) Benguela subsystem arrangement. This suggested that the formation of the Benguela Current had an influence on the genetic structure of T. megalopterus during the early Pleistocene. The nDNA, however, showed a distinct transoceanic, Atlantic (AN, NA, WC) versus Indian Ocean (EC) arrangement, and this was attributed to the more recent exposure of the Agulhas Bank and reduced rocky shore habitat during the glaciations of the late Pleistocene. Traditional morphological analyses on full body and tooth morphology were used to assess phenotypic plasticity and/or adaptability of T. megalopterus. A novel method of geometric morphology, with potential for non-lethal application, was developed and tested to examine interpopulation divergence in shape. Traditional morphometrics showed significant divergence between populations and this variation was congruous with the mtCR haplotypes. However, the divergence in the truss variables was not concomitant to the haplotypes and suggested that differences in shape may be attributed to phenotypic plasticity. There was limited divergence in the tooth morphology between populations. The divergence in several morphological characters associated with swimming speed and manoeuvrability may be attributed to both habitat structure and dominant prey in the different biogeographic zones. The diet of T. megalopterus consisted primarily of crustaceans, teleosts and molluscs. The significant variation in the diet between populations suggested a generalist tooth configuration and broad trophic adaptability. There was significant divergence in the interpopulation life history parameters. The AN population had the fastest growth, smallest size at maturity, and shortest longevity. Individuals in the EC population had the youngest age at maturity, while the WC population had the earliest parturition. This divergence may be attributed to the contrasting thermal regimes in the three biogeographic regions and the dissimilar exploitation rates of the three populations. The results of this thesis demonstrated that a combination of the formation of the Benguela Current and sea level change most likely contributed to vicariance of three populations of T. megalopterus. The significant interpopulation morphological and life history divergence appeared to be both phenotypic and genetic, and suggested that contrasting environmental drivers can result in relatively rapid change in elasmobranchs.
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Agreement and coordination in XiTsonga, SeSotho and IsiXhosa: an optimality theoretic perspective
- Authors: Mitchley, Hazel
- Date: 2016
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/3423 , vital:20491
- Description: This thesis provides a unified Optimality Theoretic analysis of subject-verb agreement with coordinated preverbal subjects in three Southern Bantu languages: Xitsonga (S53), Sesotho (S33), and isiXhosa (S41). This analysis is then used to formulate a typology of agreement resolution strategies and the contexts which trigger them. Although some accounts in the Bantu literature suggest that agreement with coordinate structures is avoided by speakers (e.g. Schadeberg 1992, Voeltz 1971) especially when conjuncts are from different noun classes, I show that there is ample evidence to the contrary, and that the subject marker used is dependent on several factors, including (i) the [-HUMAN] specification on the conjuncts, (ii) whether the conjuncts are singular or plural, (iii) whether or not the conjuncts both carry the same noun class feature, and (iv) the order of the conjuncts. This thesis shows that there are various agreement resolution strategies which can beused: 1) agreement with the [+HUMAN] feature on the conjuncts, 2) agreement with the[-HUMAN] feature on the conjuncts, 3) agreement with the noun class feature on both conjuncts, 4) agreement with the noun class feature on the conjunct closest to the verb, and 5) agreement with the noun class feature on the conjunct furthest from the verb. Not all of these strategies are used by all languages, nor are these strategies interchangeable in the languages which do use them – instead, multiple factors conspire to trigger the use of a specific agreement strategy within a specific agreement featural context. I show that these effects can be captured using Optimality Theory (Prince and Smolensky 2004). The analysis makes use of seven constraints: RES#, MAX[+H], MAX[-H], DEP[-H], MAXNC, DEPNC, and AGREECLOSEST. The hierarchical ranking of these constraints not only accounts for the confinement of particular strategies to specific agreement featural contexts within a language, but also accounts for the cross-linguistic differences in the use of these strategies. I end off by examining the typological implications which follow from the OT analysis provided in this thesis.
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An assessment of the efficiency and effectiveness of the Working for Water NBAL mapping, contract teams and clearing of Acacia mearnsii
- Authors: Modipa, Rebone Dineo
- Date: 2016
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/3192 , vital:20383
- Description: Working for Water (WfW) works to fulfil their dual mandate of protecting ecosystem services and creating employment opportunities for poor communities. There have been many successes but evidence is increasing regarding the inefficiencies at project and site scales. The study was undertaken in the Eastern Cape, South Africa, at a farm called Ann’s Villa situated in the Kommadagga valley, at the foot of the northern side of the Zuurberg pass. The study sought to assess the efficiency of the WfW mapping of natural biological aliens (NBAL), of contract teams and the effectiveness of the clearing methods employed to clear Acacia mearnsii. To achieve this, WfW mapping was analysed, contract team dynamics of the different task groups were observed and assessed and various Acacia mearnsii and indigenous plant variables were measured pre-and post-clearing of A. mearnsii. The first key finding was that overall the WfW NBAL mapping was inaccurate, with WfW A. mearnsii percentage cover (cover) estimations significantly over-estimated. Acacia mearnsii cover over-estimations resulted in fruitless expenditure as contracts were more expensive than necessary. Cover under-estimations also led to the inability to fulfill contractual obligations and the subsequent halting of the clearing of a large portion the study area. It was recommended that the NBAL mapping as well as the cover estimations of NBALs be conducted more rigorously, with expert assistance where skills are lacking, to avoid the associated fruitless expenditure. The second key finding was that WfW contract teams were largely inefficient, as a result of waiting, stemming from the lack of continuity in work. There was a strong positive relationship between subgroup chainsaw operator (CO) to stacker ratio and subgroup CO to stacker efficiency ratio. These inefficiencies meant that a mean of 58±67% of the total money spent per team resulted in fruitless expenditure. It was recommend that contract teams be organised to promote the continuity of work and that the current high stacker to CO ratios be reversed to increase efficiency and reduce fruitless expenditures. The third key finding was that overall the WfW methods of clearing A. mearnsii were 95% effective with a 90% removal success. The last key finding was that initial clearing operations had a largely insignificant impact on indigenous plant biodiversity. It was recommended that post-clearing inspection of quality control is conducted more rigorously and that penalties be implemented to deter contract teams from cutting indigenous species.
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An assessment of the invasion state and fisheries suitability in four dams and a natural lake in the Western Cape, South Africa
- Authors: Dredge, Brendon Neville
- Date: 2016
- Subjects: Introduced organisms Fishery management -- South Africa -- Western Cape Fishes -- Conservation -- South Africa -- Western Cape Introduced fishes -- South Africa -- Western Cape
- Language: English
- Type: text , Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/69114 , vital:29391
- Description: Despite more than a century of introductions, fish invasions are poorly understood in South Africa. This thesis aims to: (1) provide baseline information on the fish fauna in five inland water bodies (four dams: Theewaterskloof, Clanwilliam, Quaggaskloof, and Voelvlei and a natural lake, Groenvlei) in the Western Cape; (2) determine which species were established and provide a baseline of abundance and size structure for monitoring and, (3) make preliminary recommendations for a fishery. First, criteria for determining establishment were developed by undertaking a full biological assessment of bluegill Lepomis macrochirus, a data-poor species in South Africa. This included the assessment of growth rate using validated estimates of age derived from otoliths in two dams (Clanwilliam Dam: Lt=335.9(1−eo.113(t+1.06)); Groenvlei: Lt=287.2(1-e−0.171(t+0.54)). Length at 50% maturity was similar for males (146 mmFL) and females (147 mmFL). Length frequency analysis combined with data on the age and growth and reproduction demonstrated that established populations of bluegill contained several age cohorts as well as mature and juvenile fishes. A meta-analysis was conducted to: (1) compile a list of initial stocking dates for all alien fishes in each waterbody and (2) use angler tournament data to assess for additional species and persistence over time. Data from the meta-analysis was combined with ichthyological survey data to determine establishment success. These data demonstrated that nine non-native species had established in the five water bodies. Clanwilliam Dam had the largest number (7) of non-native species established, Groenvlei (5) and Theewaterskloof, Brandvlei and Voelvlei the lowest with four species. The state of invasion of each species in the province showed that all nine species are categorised as invasive. This information on establishment was then integrated into a framework for rapidly determining what type of fishery would be most suitable for the 5 waterbodies. Potential yield was estimated using morphoedaphic models, were 260 t/yr for Theewaterskloof Dam, 93 t/yr for Voelvlei, 81 t/yr for Brandvlei, 59 t/yr for Groenvlei and 55 t/yr for Groenvlei. The CPUE for Groenvlei was the highest in gill nets with 1.32 ± 1.94 kg/h, then Voelvlei 1.05 ± 1.34 kg/h followed by Brandvlei (0.84 ± 1.48 kg/h), Clanwilliam (0.71 ± 1.55 kg/h) and lastly Theewaterskloof (0.36 ± 0.41 kg/h). Only Theewaterskloof could produce in excess of 100 t/yr but less than 400 t/yr of fish making it suitable for a small scale fishery. The CPUE values of Theewaterskloof were the lowest and a gill net fishery on this water body may not produce sufficient fish for the fishery. All water bodies had a high recreational angling usage, the opening of a small scale fishery could be detrimental to this industry. Subsistence and recreational anglers should be promoted with the possibility of a long line industry targeting Clarias gariepinus.
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An assessment of the small-scale fisheries in the Kogelberg district of the Western Cape, South Africa
- Authors: Jordan, Tia
- Date: 2016
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/997 , vital:20011
- Description: Small-scale fisheries play a critical role in communities by contributing to food security, poverty alleviation and source of income. The study focused on the Kleinmond small-scale fishery and estimated the current economic value of the fishery as well as exploring the potential for increasing this and also whether it is being used in a way that ensures sustainable harvesting of the marine resources. It was important to evaluate the ecological, economic and social dimensions of the fishing community in order to address the problems currently facing the community. The study draws on previous research done in the Kleinmond area. Data were collected to update and complement previous research and addresses current research. In order to investigate the fisheries catch contribution in the area, data were obtained from the Department of Agriculture, Forestry and Fisheries. Three different questionnaires were developed and conducted in face-to-face formal and informal interviews with the various stakeholders (n=42) in the value-chain. Interviews were also conducted telephonically with other stakeholders and a focus group was formed to supplement previous available data. Simple economic models were developed for the fisheries working from the Kleinmond harbour, which were used to estimate the gross and net economic value of catches for individual right-holders, as well as the Kleinmond area as a whole. The economic models used in this study showed that the West Coast rock lobster Jasus lalandii, fishery was the primary source of income for small-scale fishers. This was due to the rock lobsters being sold to the export market as a high-valued commodity, whereas the linefish were sold to the local market as a lower-valued commodity. However, linefish were found to be more of a commodity to the community as a portion would be retained for personal consumption. The linefishers were concerned in that over the past couple of years, snoek Thrysites atun have been absent the Kleinmond area, resulting in and the fishing effort shifting to a resident species Cape bream Pachymetopon blochii. Whereas West Coast rock lobster were considered to be harvested sustainably under the current total allowable catch strategy, there was concern for the future of the fishery because of the occurrence of illegal fishing, both locally and nationally. Small-scale fisheries in the Kleinmond community are largely dependent on fishing resources, even though the industry is only marginally profitable. Future management measures should concentrate on optimising the value-chain to provide both sustainability for the resources and improve the livelihoods of the community.
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An erosion and sediment delivery model for semi-arid catchments
- Authors: Bryson, Louise Kay
- Date: 2016
- Subjects: Sedimentation and deposition , Erosion , Watershed management -- South Africa , Water-supply -- South Africa
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:6056 , http://hdl.handle.net/10962/d1020331
- Description: Sedimentation has become a significant environmental threat in South Africa as it intensifies water management problems in the water-scarce semi-arid regions of the country. As South Africa already allocates 98% of available water, the loss of storage capacity in reservoirs and degraded water quality has meant that a reliable water supply is compromised. The overall aim of this thesis was to develop a catchment scale model that represents the sediment dynamics of semi-arid regions of South Africa as a simple and practically applicable tool for water resource managers. Development of a conceptual framework for the model relied on an understanding of both the sediment dynamics of South African catchments and applicable modelling techniques. Scale was an issue in both cases as most of our understanding of the physical processes of runoff generation and sediment transport has been derived from plot scale studies. By identifying defining properties of semi-arid catchments it was possible to consider how temporal and spatial properties at higher levels emerged from properties at lower levels. These properties were effectively represented by using the Pitman rainfall-runoff model disaggregated to a daily timescale, the Modified Universal Soil Loss Equation (MUSLE) model incorporating probability function theory and through the representation of sediment storages across a semi-distributed catchment. The model was tested on two small and one large study catchment in the Karoo, South Africa, with limited observed data. Limitations to the model were found to be the large parameter data set and the dominance of structural constraints with an increase in catchment size. The next steps in model development will require a reduction of the parameter data set and an inclusion of an in-stream component for sub-catchments at a larger spatial scale. The model is applicable in areas such as South Africa where water resource managers need a simple model at the catchment scale in order to make decisions. This type of model provides a simple representation of the stochastic nature of erosion and sediment delivery over large spatial and temporal scales.
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An ethnographic study of beginner mathematics teachers’ classroom practices in the first three years of their employment: Shaping of a Professional Identity
- Authors: Narayanan, Ajayagosh Ettappiriparambil
- Date: 2016
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:2069 , http://hdl.handle.net/10962/d1020967
- Description: The main theme in this study examines how beginner mathematics teachers (BTs) shape their professional identity in their first three years of classroom practices in Lesotho. This study, which focuses particularly on BTs’ second and third year of employment, gathers data with an understanding that the notion of professional identity is multi-faceted. Professional identity embraces a host of other identities such as personal identity, teacher identity, mathematics identity and community of practice identity. This study is framed by social theories of learning. Learning occurs by active participation and practice. BTs’ peripheral participation assists them in making sense of the activities (situated learning) in which they are engaged, in the classrooms. The sense making processes eventually shape their professional identity. In line with situated meanings that BTs form, the key notion (professional identity) is further categorised into personal identity, teacher identity, mathematics identity and community of practice identity. These identities integrate to become the professional identity of a beginner mathematics teacher. Using a narrative ethnographic approach as the research method, I have made use of extensive classroom observations and interviews to gather data. In this study, six volunteer participant BTs were originally selected. These teachers were from two districts, Berea and Maseru in Lesotho. After being observed in the classrooms, these teachers were interviewed. In the third year of the study, one participant withdrew from the study. I used vertical (descriptive) analysis to narrate their classroom practice followed by horizontal analysis to understand how they shape their professional identity. The analytical model enables the researcher to analyse the data in order to establish how the BTs’ actions, their reflexive stories and their journey in becoming a mathematics teacher shape their professional identity. The recurring themes that emerged from the horizontal analysis are the ways BTs approach the classroom practice which is dominated by teacher-centred learning. This involves demonstrating an example and then students following this model to practice more examples. In this sense, their approach is the same though these BTs started understanding how their classroom approaches can bring changes in the learning of mathematics. I analysed the utterances from the BTs’ classroom activities by separating these into mathematizing and subjectifying. The subjectifying utterances were further analysed to understand how these created meaning. These, in my view, are also central features of a teacher’s practice that need interpretation in order to understand the shaping of a professional identity. The key finding is that their narrative helped them to understand how they shape their professional identity. The study highlights the importance of listening to BTs’ stories of how they become mathematics teachers. Their narratives can be the benchmark for stake-holders, policy makers and potential researchers as the study on BTs’ professional identity is relatively new in Lesotho.
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An evaluation of sampling and statistical methods for long-term monitoring of subtidal reef fishes : a case study of Tsitsikamma National Park marine protected area
- Authors: Parker, Denham
- Date: 2016
- Subjects: Reef fishes -- South Africa -- Monitoring , Tsitsikamma National Park (South Africa)
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:5385 , http://hdl.handle.net/10962/d1019991
- Description: Tsitsikamma National Park (TNP) possesses the oldest (established 1954), and one of the largest (350 km2) ‘no-take’ marine protected areas (MPA) in South Africa. A long-term monitoring (LTM) programme to observe the subtidal reef fishes in the TNP MPA was established in 2007. To date, 243 angling replicates have been completed, and a total of 2,751 fish belonging to 41 different species have been caught and released. In an era of unprecedented global biodiversity loss, data that can be used to monitor ecosystems and gauge changes in biodiversity through time are essential. This thesis aims to improve the methodological and statistical processes currently available for LTM of subtidal reef fish by providing an evaluation of the TNP MPA LTM programme. Angling data revealed definitive spatial structuring, in the form of spatial autocorrelation, and a shift in viewing spatial dependency as a statistical obstacle to a source of ecological information created a new avenue of data inference. Species-specific distribution maps identified localized habitat as the main predictor variable for species abundance, emphasizing the need for accurate a priori bathymetric information for subtidal monitoring. ‘Random forest’ analyses confirmed spatial variables are more important than temporal variables in predicting species abundance. The effectiveness of Generalized Linear Mixed Models (GAMMs) to account for spatial autocorrelation was highlighted, and evidence that disregarding spatial dependencies in temporal analyses can produce erroneous results was illustrated in the case of dageraad (Chrysoblephus cristiceps). Correlograms indicated that the current sampling strategy produced spatially redundant data and the sampling unit size (150 m2) could be doubled to optimize sampling. Temporal analyses demonstrated that after 50 years of ‘no take’ protection the TNP MPA ichthyofauna exhibits a high level of stability. Species-specific size structure was also found to be highly stable. Dageraad was the only species to exhibit a definitive temporal trend in their size structure, which was attributed to recruitment variation and the possibility that large individuals may migrate out of the study area. The inadequacy of angling as a method for monitoring a broad spectrum of the fish species was highlighted, particularly due to its selectivity towards large predators. As a result, a new sampling technique known as Stereo Baited Remote Underwater Videos (stereo-BRUVs) was introduced to the LTM programme in 2013. Stereo-BRUVs enabled sampling of 2640 fish belonging to 52 different species, from 57 samples collected in less than two years. A comparison of the sampling methods concluded that, compared to angling, stereo-BRUVs provide a superior technique that can survey a significantly larger proportion of the ichthyofauna with minimal length-selectivity biases. In addition, stereo-BRUVs possess a higher statistical power to detect changes in population abundance. However, a potential bias in the form of ‘hyperstability’ in sites with unusually high fish densities was identified as a possible flaw when using stereo-BRUVs. In an attempt to provide a more rigorous method evaluation, simulation testing was employed to assess the ability of angling and stereo-BRUVs to accurately describe a decreasing population. The advantage of this approach is that the simulated population abundances are known, so that each sampling method can be tested in terms of how well it tracks known abundance trends. The study established that stereo- BRUVs provided more accurate data when describing a distinct population decline of roman (Chrysoblephus laticeps) over 10- and 20-year periods. In addition, spawner-biomass was found to be a more accurate population estimate than relative abundance estimates (CPUE and MaxN) due to the inclusion of population size structure information, highlighting the importance of length-frequency data. The study illustrated that an evaluation framework that utilizes simulation testing has the potential to optimize LTM sampling procedures by addressing a number of methodological questions. This includes developing a procedure that aligns data collected from different sampling methods by applying correction factors, thus ensuring LTM programmes are able to adapt sampling strategies without losing data continuity.
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An examination of teaching strategies for mediating the construction of environmental content knowledge: a case of Grade 11 Life Sciences teaching in two Eastern Cape schools
- Authors: Chitsiga, Christina
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/361 , vital:19953
- Description: In South Africa the new Curriculum Assessment and Policy Statement (CAPS) introduced a more strongly content referenced curriculum which has commitments to active and critical approaches to learning, and to environment and sustainability content. Successful implementation of CAPS requires that teachers attain the requisite knowledge and pedagogical content knowledge for working with environmental and sustainability content. The study examined teachers’ knowledge of environmental content as well as how teachers are mediating learning, through exploring the classroom techniques used by teachers working with environmental content. This was to examine how teachers are through their teaching bridging the gap in the understanding, investigation and application of environmental content in the curriculum. The study used a number of approaches from the field of environmental education which offer different lenses (or pedagogical sensitizing constructs) for viewing mediation processes as a relational process of knowledge construction. These pedagogical constructs were: knowledge co-construction where perspectives and understandings are shared in the process of social relations (deliberation); relating environmental content knowledge to cultural historical context (situated learning); relating environmental content knowledge to everyday and intergenerational knowledge through hands on experience (proximity experience) and developing an iterative relationship between environmental content knowledge and sustainability practices (practical reasoning). Practice theory as suggested by Schatzki (2005) and a theory of practice architectures elaborating on Schatzki’s practice theory (Kemmis & Heikkinen, 2011) was used as the ontological lens to help in understanding the mediation of environmental content knowledge. Practice theory was used for exploring pedagogical practice in terms of sayings, doings and relatings by teachers, and practice architectures that represent enabling or constraining factors of teachers practice. This research was an interpretive case study drawing on findings from lesson observations, semi structured interviews, stimulated recall interviews and document analysis. The research found that teachers used different strategies to enhance their environmental content and pedagogical content knowledge to present the mediation. Teachers are supporting situated learning and deliberation in environmental learning. Another finding was that teachers could be enabled to enhance proximity experiences and practical reason in their mediating approaches in environmental learning. The research further showed that teachers could benefit from teacher professional development programmes that explicitly develop pedagogical content knowledge to support critical deliberation, proximity encounters, situated learning and practical reasoning in order to work with the diverse complex places-based, socio-cultural-historical nature of environmental curriculum content in the context of sustainability practices. Findings also showed that there were constraining factors to mediation of environmental learning. These constraining factors from the research were firstly in material economic arrangements of timetable compliance in CAPS, ability to find internet resources and availability of resources. Secondly, present were constraining factors of socio-political arrangements of CAPS curriculum document prescriptiveness, multiculturalism, learning institution management and governance. Thirdly, cultural discursive arrangements of teacher learner language, knowledge of the language of the field affected mediation. Teachers passion for environmental content topics, the ability of teachers’ to improvise resources in mediating environmental content lessons and the ability of teachers’ to navigate a stringent CAPS timetable were found in this research to be enabling mediation. Recommendations from the research are ongoing teacher refresher workshops on the environmental content in the CAPS curriculum, teachers’ need more input on strategies to mediate environmental content, teachers’ prior knowledge of new knowledge can be used to strengthen teacher professional development processes, teachers’ prior knowledge needs to be deepened and reinforced, there is need to develop quality educational resources encompassing a variety of pedagogical sensitizing constructs and support needs to be given for familiarising teachers with teaching materials and their appropriate use . These could help to strengthen mediation of environmental content knowledge in the Grade 11 CAPS Life Sciences and inform South African teacher professional development programmes seeking to understand classroom practices in relation to environmental content.
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An exploration of how consistently and precisely mathematics teachers code-switch in multilingual classrooms
- Authors: Chikiwa, Clemence
- Date: 2016
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:2076 , http://hdl.handle.net/10962/d1021304
- Description: Many education research studies conducted in and outside South Africa encourage teachers to take advantage of the presence of multilingualism in their classrooms and to use it to the advancement of students’ conceptual learning. This study adopts the notion that code switching is a potential resource that teachers can use when teaching multilingual mathematics classes. The aim of this study is to determine how precisely and consistently selected teachers of multilingual mathematics classes code switched during teaching of trigonometry and geometry at secondary school. This study is informed by socio-cultural theory in general and Vygotsky’s work in particular. It focussed specifically on the critical role that language plays in the teaching and cognitive development of mathematics. My study situated within an interpretivist paradigm, used a case study research design and a mixed method research approach. Data were obtained through document collection, observing and interviewing three Grade 11 Mathematics teachers purposively selected from three secondary schools in Grahamstown and King Williamstown education districts of the Eastern Cape Province, South Africa. Data were quantitatively and qualitatively analysed. Findings from this study revealed that the frequency of code switching was not consistent across teachers, topics and lessons. Teachers taught predominantly in the public domain exposing students to compromised mathematical content through their code switching practices. Borrowing code switching was prevalently employed consistently across the participating teachers. Very little transparent code switching, from mainly those mathematical terms commonly used in the foundation and the intermediate phases, was evident in teacher language. No Grade 11 trigonometry and geometry terms in isiXhosa were transparently and consistently code switched. The data suggested that while precision was observed in some cases, it was not consistent. Inconsistencies were caused by lack of planning for code switching, lack of teaching materials in indigenous languages, selective code switching, and ‘safe mode’ code switching strategies which affected teachers’ pedagogical practices. Overall results in this study illustrate that the lack of planning for code switching and the lack of explicit policies and clear-cut official positions on code switching for teaching has contributed to inconsistent and imprecise code switching by the participating teachers. This study concludes that the development of supporting mechanisms, identifying and documenting best practices to encourage transparent, meaningful and beneficial code switching is urgently required to aid and promote conceptual understanding of strongly bounded sub-registers of secondary school mathematics such as trigonometry and geometry. It is anticipated that this study will contribute significantly to the ongoing debate on language use in education and to the institution of best practices for judicious, consistent and precise use of students’ home language during the teaching of mathematics in South Africa.
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An exploration of learners’ autonomous learning of mathematics by using selected Visual Technology for the Autonomous Learning of Mathematics (VITALmaths) video clips: A case study
- Authors: Haywood, Thomas
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2071 , http://hdl.handle.net/10962/d1021155
- Description: One of the major problems in the achievements of learners in mathematics is the difficulty they experience in performing tasks involving higher level thinking skills which are developed through autonomous learning behaviours (Karp, 1991). Thus, to engage meaningfully in high level mathematical tasks, one should be able to work independently (Karp, 1991). Teachers therefore should support learners in developing the skills that will afford them the opportunity to manage their own learning outside the sheltered surroundings of the classroom, when the teacher is no longer there for support (St. Louis, 2003). A study was undertaken with 11 Grade-10 learners to ascertain how their engagement with the VITALmaths video clips support and improve the learners’ understanding of the Pythagorean Theorem and the addition and subtraction of fractions autonomously. The VITALmaths database of video clips, which consists of short video clips (1 - 3 minutes long) was developed collaboratively by students and researchers at the School of Teacher Education at the University of Applied Sciences North-Western Switzerland and Rhodes University in South Africa (Linneweber-Lammerskitten, Schäfer & Samson, 2010). The video clips, which are freely available, can be downloaded on mobile phones. The study was structured into four different phases during which data was collected and analysed using both quantitative and qualitative methods. I specifically looked at the learners’ use of manipulatives during their learning of the Pythagorean Theorem and the addition and subtraction of fractions, whether there was a growth of a discourse-for-oneself and whether or not their engagement with the video clips enhanced the learners’ understanding of the Pythagorean Theorem and the addition and subtraction of fractions. While the theoretical framework provided a sound basis for researching autonomous learning, it required a considerable effort to determine whether the participants showed growth in terms of moving from a discourse-for-others to a discourse-for-oneself. The study revealed that the learners’ engagement with the VITALmaths video clip encouraged the use of manipulatives in their learning of the Pythagorean Theorem and the addition and subtraction of fractions. The majority of the learners involved in the study showed a growth of a discourse-for-oneself. A number of the learners showed an enhancement in their understanding of the Pythagorean Theorem and the knowledge involved in the addition and subtraction of fractions. The overall findings showed that mobile technology can easily be incorporated in the learners’ learning of mathematics. The VITALmaths video clips can play a significant role in the learners’ autonomous learning and understanding of certain mathematical concepts.
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An exploration of what Grade 7 Natural Science teachers know, believe and say about biodiversity and the teaching of biodiversity
- Authors: Isaacs, Dorelle
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/1309 , vital:20045
- Description: In the context of the newly implemented Curriculum and Assessment Policy Statements (CAPS) for Natural Science, this study explores what Grade 7 Natural Science teachers know, believe and say about biodiversity and the teaching of biodiversity. Despite its significance to environmental sustainability, biodiversity loss is accelerating in South Africa and internationally, driven by unsustainable economic development models, population growth and associated problems of habitat loss and widespread pollution. Against the backdrop of these challenges, this study shares insights into how teachers’ biodiversity knowledge relates to the CAPS and to international agreements and policies on biodiversity. The study seeks to inform teacher education and support programmes and future curriculum implementation decisions, especially those associated with the Fundisa for Change programme. The study is designed as a qualitative case study inquiry that has used classroom observation, semistructured interviews and document (textbook) analysis to generate data. Theories of teacher cognition (after Shulman, 1987) were used to gain an understanding of teachers’ biodiversity knowledge. Different environmental and biodiversity metaphors and narratives were reviewed to gain an understanding of how teachers represented biodiversity and Kronlid & Öhman’s work on environmental ethics (2012) provided a framework for considering teachers’ values and ethical responses to biodiversity. The study found that the biodiversity knowledge of the teachers in these three case studies was mostly limited to what they access in the curriculum and textbooks. Secondly, there appears to be the assumption that if teachers teach from certain textbooks, they will meet the Specific Aims for Natural Science, as well as implement the process skills which are the ‘new’ knowledge according to the Senior Education Specialist. It was found that teachers’ close adherence to activities prescribed in the textbook seems to limit the depth, scope and criticality of their biodiversity teaching. The study also revealed that all three teachers expressed a pragmatic view of the value of biodiversity. The study recommends that the Natural Science CAPS as well as textbook authors should reflect a more systemic approach to biodiversity knowledge, recognising the interrelations and interdependence of the ecological systems that make up biodiversity – including relationships with humans – and convey a sense of the changeability of biodiversity. Natural Science teachers should be supported in broadening their understanding of biodiversity and biodiversity loss. They should be encouraged and supported to develop or adapt textbook material where necessary and develop learner activities that will encourage their learners to question, deliberate, look for cause and effect, and seek solutions. This may help to realise the final recommendation, that learners and teachers become citizen scientists who will access and contribute to the various biodiversity databases and so join scientists in generating biodiversity knowledge.
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